Effects of Hypnotizability and Visualizing Ability on Imagery-Mediated Learning

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Abstract
The Ss selected for hypnotizability and visualizing ability were tested for their performance on an imagery-mediated, paired-associates task in which the stimulus materials were varied in imagery and concreteness. Imagery and concreteness showed significant main effects and an additive interaction facilitating learning. Neither hypnotizability nor visualizing ability showed main effects, thereby contradicting the conjecture that those 2 factors would facilitate imagery-mediated learning. However, high hypnotizable Ss learned more high imagery words than the low hypnotizables, and visualizing ability was shown to interact with word concreteness. It is concluded that the effects of hypnotizability and visualizing ability on verbal learning are, at least in part, a function of the content of the words to be learned.

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