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Abstract
The effects of performance-enhancing instructions on a cognitive-motor task (typing) was assessed using 3 groups: hypnosis and control groups with performance-enhancing instructions, and a control group without instructions. Unlike previous hypnosis research, the performance-enhancing instructions were given after substantial learning had occurred. Results indicated that posthypnotic performance-enhancing instructions, or performance-enhancing instructions alone, did not have a facilitative effect on performance. The results also suggested potential negative performance effects following hypnotic induction, depending on Ss' initial typing ability. The implications of these findings are discussed.