No description available.

In general, highly hypnotizable individuals ("highs") have exhibited greater abilities to focus attention and inhibit pain than low hypnotizable individuals ("lows"). Furthermore, highs appear to have faster neural processing than lows. The present study investigated differences between lows and highs in morphological volume of some brain structures associated with inhibitory and excitatory neural processing, particularly the corpus callosum (CC). Participants were 18 healthy university students, aged 18 to 29, with no history of concussion or medical disorders. They were in a functional Magnetic Resonance Image (fMRI) study examining the neurophysiology of pain and hypnotic analgesia (Crawford, Horton, Harrington, et al., 1998; Downs et al., 1998). As assessed by the group version (Crawford & Allen, 1982) of the Stanford Hypnotic Susceptibility Scale, Form C (SHSS:C; Weitzenhoffer & Hilgard, 1962), there were eight highs (four women and four men; SHSS:C M = 11.0) and 10 lows (five men and five women; SHSS:C M = 2.1). Highs were able to successfully eliminate perception of pain and distress to experimental noxious stimuli. Their anatomical MRIs were measured to assess relationships between brain structure volume (CC, medial cortex, anterior brain regions) and hypnotizability. In comparison to lows, highs had a significantly larger CC volume in the rostrum and isthmus, inferred to reflect larger transcallosal axon diameter or greater axon myelination. For highs, but not lows, there were significant relationships between forebrain volume and the total CC, rostrum, and splenium. Findings provide support for the neuropsychophysiological model of Crawford and her associates (e.g. Crawford, 1994a, 1994b; Crawford & Gruzelier, 1992) proposing a more effective attentional system of inhibitory processes in highs than lows. Furthermore, the data suggest that the more effective systems of attentional and inhibitory processes enhanced neural processing speed, and interhemispheric transfer times seen in highs than lows, may be associated with morphological differences in certain anterior and posterior CC regions. These regions are known to be involved in the allocation of inhibitory and excitatory transfer of information between hemispheres. / Ph. D.

People have always been fascinated by the extent to which belief or will may influence<p>behavior. Proverbs, like “we tend to get what we expect,” and concepts, such as optimistic<p>thinking or self-fulfilling prophecy, reflect this intuition of an important link between one’s<p>dispositions and subsequent behavior. In other words, one’s predictions directly or<p>indirectly cause them to become true. In a similar manner, every culture, country or<p>religion has their own words for ‘expectation,’ ‘belief,’ ‘disappointment,’ ‘surprise,’ and<p>generally all have the same meaning: under uncertainty, what one expects or believes is the<p>most likely to happen. This relation between what caused a reaction in the past will<p>probably cause it again in the future might not be realistic. If the expected outcome is not<p>confirmed, it may result in a personal ‘disappointment’, and if the outcome fits no<p>expectations, it will be a ‘surprise’. Our brain is hardwired with this heuristic capacity of<p>learning the cause-effect relationship and to project its probability as the basis for much of<p>our behavior, as well as cognitions. This experience-based expectation is a form of<p>learning that helps the brain to bypass an exhaustive search in finding a satisfactory<p>solution. Expectations may thus be considered an innate theory of causality; that is, a set of<p>factors (causes) generating a given phenomenon (effects) influence the way we treat<p>incoming information but also the way we retrieve the stored information. These<p>expectancy templates may well represent one of the basic rules of how the brain processes<p>information, affecting the way we perceive the world, direct our attention and deal with<p>conflicting information. In fact, expectations have been shown to influence our judgments<p>and social interactions, along with our volition to individually decide and commit to a<p>particular course of action. However, people’s expectations may elicit the anticipation of<p>their own automatic reactions to various situations and behaviors cues, and can explain that<p>expecting to feel an increase in alertness after coffee consumption leads to experiencing<p>the consequent physiologic and behavioral states. We call this behavior-response<p>expectancy. This non-volitional form of expectation has been shown to influence<p>cognitions such as memory, pain, visual awareness, implicit learning and attention, through<p>the mediation of phenomena like placebo effects and hypnotic behaviors. Importantly,when talking about expectations, placebo and hypnosis, it is important to note that we are<p>also talking about suggestion and its modulating capability. In other words, suggestion has<p>the power to create response expectancies that activate automatic responses, which will, in<p>turn, influence cognition and behavior so as to shape them congruently with the expected<p>outcome. Accordingly, hypnotic inductions are a systematic manipulation of expectancy,<p>similar to placebo, and therefore they both work in a similar way. Considering such<p>assumptions, the major question we address in this PhD thesis is to know if these<p>expectancy-based mechanisms are capable of modulating more high-level information<p>processing such as cognitive conflict resolution, as is present in the well-known Stroop<p>task. In fact, in a recent series of studies, reduction or elimination of Stroop congruency<p>effects was obtained through suggestion and hypnotic induction. In this PhD thesis, it is<p>asked whether a suggestion reinforced by placebos, operating through response-expectancy<p>mechanisms, is able to induce a top-down cognitive modulation to overcome cognitive<p>conflict in the Stroop task, similar to those results found using suggestion and hypnosis<p>manipulation. / Doctorat en Sciences Psychologiques et de l'éducation / info:eu-repo/semantics/nonPublished