The Path from Classroom Seating to Hypnotizability–A Dead End: A Brief Communication

Abstract

It has been proposed that classroom seating behavior predicts brain functioning involved in hypnotizability and in other cognitive processes. The present authors attempted to test this hypothesis and to replicate some earlier findings. The relationships between classroom seating preference, actual seating location, and hypnotizability in male and female students were investigated. No relationship was found between any of the seating measures and hypnotizability. These findings lend no support for the hypothesis that classroom seating predicts hypnotizability. This failure to replicate is discussed in relationship to the lack of theoretical grounding for the seating-hypnosis connection.