Thesis (Ph. D.)--Florida State University, 2003. / Advisor: Dr. Colleen M. Kelley, Florida State University, College of Arts and Sciences, Dept. of Psychology. Title and description from dissertation home page (viewed Mar. 2, 2004). Includes bibliographical references.

Six studies were conducted to examine the influence of various cognitive and social factors underlying children's suggestibility. In Study 1, a misinformation paradigm was used to assess if the addition of visual information to verbal reminders increases preschool children's accurate and inaccurate recall of an experienced event. The results showed that the presentation of pictorial information with verbal reminders increased children's susceptibility to misinformation; however, generation of guided visual imagery produced the same misinformation effects as simple verbal reminders. Study 2 examined the influence of guided visual imagery on kindergarten and grade 3 children's reports of an entire event. Children were interviewed three times about a true and false event. Half of the children were given guided imagery instructions the other half were asked to think about the events. The kindergartners were more susceptible to false event creation than the third-graders. Guided imagery did not increase the rate of false reporting, but the kindergartners who formed visual images of the false event included more false details in their false reports. Studies 3a and 3b examined the effects of timing and repetition of suggestive interviewing on kindergarteners' recall. The results showed that repetition of misinformation only increased suggestibility when the misinformation was temporally close to both the event and memory test. The long-term consequences of suggestive interviewing were assessed in both Studies 1 and 3a. The relative misinformation and facilitation effects were unchanged when the children were re-interviewed approximately five months after the initial memory test. Studies 4a and 4b examined the association between psychosocial and cognitive variables and interrogative suggestibility (Study 4a), susceptibility to misinformation (Study 4a), and false event creation (Study 4b). The results of Study 4a showed small but significant correlations between interro

Proceeding from the belief that much human misery is self-inflicted as a result of negative self-statements (Ellis & Harper, 1962), it was felt that emphasis on positive self-thought would represent a significant therapeutic intervention. The purpose of this study was to determine the effect of positive self-statements on self-concept. Since negative self-defeating statements are quite well ingrained, especially within Christian people (Reglin, 1976), it was decided to identify this as the target population. Furthermore, it was felt that cognitive restructuring would require considerable amounts of direction before it would be effective. To accomplish this goal, Frank (1961) and Breger and McGaugh (1967) suggest the need for therapists to consider such methods as hypnosis, suggestion, and relaxation. Therefore, within this study, these methods of restructuring were utilized in an effort to enhance self-concept.The sample consisted of 48 female Christian students enrolled Fall Quarter, 1983 at Ball State University. Twenty three and twenty five subjects were assigned to the experimental and control conditions, respectively. The experimental group was exposed to hypnotically induced positive self-statements. The subjects in the control group did not receive treatment. At the end of the treatment period, all subjects were administered the Tennessee Self-Concept Scale. The Total Positive Score (P) was used as an index of self-concept.The initial hypnotic induction consisted of a procedure suggested by Wolberg (1964) and Barber (1975). The procedure involved (a) deep breathing, (b) progressive muscle relaxation, and (c) visualization of a relaxing scene. After a pause, deepening by means of mental imagery took place in which subjects imagined themselves descending a 10 step escalator. During subsequent sessions, an abbreviated induction procedure was used.The positive self-statements used in this study are those formulated by Barber (1979, 1981), Hartland (1965, 1971), Stanton (1975, 1977), and others (Coleman, 1971; Gorman, 1974;, Maltz, 1960; and Oakley, 1965). The content of these positive self-statements suggested that subjects would feel generally more relaxed and self-confident, more self-reliant and independent,physically stronger and healthier, calmer, more serene and unconcerned by situations. which used to bother them. It was hypothesized that hypnotically induced positive self-statements would have a significant facilitating effect on self-concept in Christian, female college students. The hypothesis was tested using a two-group design and the corresponding parametric "t" test. Analysis of the data clearly indicates the absence of any significant treatment effect.

Thesis (Ph. D.)--Columbia University, 1940. / Vita. Published also as Teachers College, Columbia University, Contributions to education, no. 788. Bibliography: p. 98-108.

Thesis (M.A.)--University of Texas at El Paso, 2009. / Title from title screen. Vita. CD-ROM. Includes bibliographical references. Also available online.

Thesis (Ph. D.)--Columbia University, 1940. / Vita. Published also as Teachers College, Columbia University, Contributions to education, no. 788. Bibliography: p. 98-108.

Thesis (M.A.)--Carleton University, 1993. / Also available in electronic format on the Internet.

Inaug.-diss.--Münster. / First pub. in 1913 in Leipzig by W. Klinkhardt. Lebenslauf. "Literatur": p. viii.

Thesis (M.S.)--West Virginia University, 2006. / Title from document title page. Document formatted into pages; contains vii, 69 p. Vita. Includes abstract. Includes bibliographical references (p. 32-36).

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