Goal-Directed Fantasy, Imaginative Involvement, and the Development of Suggestibility

studies have repeatedly demonstrated a developmental trend in suggestibility responsiveness to suggestions traditionally associated with the tezm hypnotin is low for those under six years of age , r.lses to a peak near the ages of nine through eleven , and progressively declines the:reatter . It has also been consistently shown that with adult populations , involvement in task-relevant 1111agin ings , functions as a cognitive strategy enhancing response to suggestion. On the basis of evidence such as this , at least one investigator, J . HUgam, has suggested that changes 1n responsiveness with age are due to variations 1n 1:mag1native 1nvolvaent . Specifically , it has 'been proposed that the decline in suggestibility aay be the result of an increased developmental trend tolf&1'd a :rational-logical mode of thinking , which is inconsistent with the involvement in 1aag1.na.tive processes so important in responsiveness to suggestion . While the develOpllental literature relating to free fantasylike activity lends some support to this notion , no previous study has attempted to detemine either a) the relationship between the passing or falling of suggestions and involvement in task relevant 1mag1nings in subjects from the lower age levels , orb) changes occur.lag in these imaginative involvements with age. In the present investigation , one hundred subjects between the ages of eight and seventeen were individually tested 1n a single

tional-logical mode of thinking , which is inconsistent with the involvement in 1aag1.na.tive processes so important in responsiveness to suggestion . While the develOpllental literature relating to free fantasylike activity lends some support to this notion , no previous study has attempted to detemine either a) the relationship between the passing or falling of suggestions and involvement in taskrelevant 1mag1nings in subjects from the lower age levels , orb) changes occur.lag in these imaginative involvements with age.
In the present investigation , one hundred subjects between the ages of eight and seventeen were individually tested 1n a single 111 session . Each subject was administered standardised task -motivational instructions followed by an 8.1'1l-lev1tation suggestion , an arm-catalepsy suggestion, and an amnesia suggestion for the number four . Each subject was interviewed immediately after his response to each suggestion to deteJ:mine whether or not he engaged in suggestion-related 1mag1n1ngs and , if so , the elaborateness and duration of these 1.magininge.
It was found that , regax-dless of age , subjects who passed the suggestions a) tended to report engaging in suggestion-related imaginings , whereas those who did not respond were less likely to engage in this pattern of imaginative responding , and b) reported engaging in imaginings that were more elaborate and of longer duration than those who failed the suggestions . In addition , partial support was obtained regarding the notion of age trends in 1.mginative involvoent . Elaborateness and duration of imaginings were characteristically low for the youngest subjects , rose to a peak around the ages of ten to twelve , and declined thereafter . However , analyses indicated that only for elaborateness of imaginings in response to the amnesia suggestion was there a significant curvilinear relation with age, the remaining relationships , while in the 88Jlle direction , did not achieve conventional. levels of significance . It is suggested that future research considering developmental trends in imaginative involvement may prove to be more productive if variations are examined across one-year age groups, and a larger battery of test suggestions is eaployed .  Historlcally , a variety of theories have been put forth in an attempt to explain the occurrence of phenomena such as these . Yet, one conceptualization has been dominant for the past 100 years .
Basic to this conceptualization , which has commonly been labeled the trance-state app:roach, are two assumptionsa 1) When a rltualistic cereaony collllllonly labeled as hypnotic induction procedure is successful , a unique state of consciousness is induced which differs fundamentally from the waking state . This state has been varlously temed as the hYpnotic state , trance , or hy:pnosis.
2) The four sets of phenomena traditionally subsumed by the te1'11 hypnotia result from the operation of this unique trance state . Moreover, the deeper this state , the more readily these phenomena are manifested.  (1946) proposed that subjects respond to suggestions and define their behaviour as involuntary (that is , something which seemed to happen to thea and which they did not initiate themselves) when they i111agine situations which would regularly produce the response .  (Barber, 1969).

Specifically
As noted previously, the trance-state fomulation assumes that heightened responsiveness to suggestion is the result of the operation of a unique state of consciousness . It follows from this that non-hypnotic subjects should exhibit little , 1f any , response to suggestions for arm lowering and levitation , hand anesthesia , visual hallucination , selective unesia , and the like .
Exper1llental evidence, however, has failed to support this notion.
Rather , it has been consistently demonstrated that a surprisingly high proportion of subjects, who have not been exposed to an hypnotic induction procedure , respond to test-suggestions . For example, Barber and Calverley (1964) found that in a group of control subjects , simply told to ''imagine" the suggestions they were given , between one-third and. one-half reported the occurrence of vivid auditory and visual halluc1na.t1ons. S1m1larl.Y, a nWllber of other investigators (Anderson & 3a.rb1.n , 1964aHllga:rd & Tart , 1966a Sarbin &: Anderson, 19631 Sarb1n & Juhasz , 1967) have shown that subjects , who have received no special prellm1nary instructions , are only slightly less responsive to aotor.l.c and pe:roeptual suggestions than are subjects who have received an hypnotic induction .
Even more p%0blematic for the traditional perspective is another set of recent findings, brief instructions , which encourage subjects to try to the best of their abilities and 1nfora t hem that the tasks to be perfoDled are easy , enhance eubjects ' responsiveness to suggestion to the same extent as do traditional.
hypnotic indu ction p%0cedures (Barber ,196.5a) . Several trancestate theorists (Evans, 19681 Hllgard , 19691 Hilga.rd & Tart , 19661 Schneck, 1969s Wachtel, 1969 (Barber , 1972). In both instances , the 1ndiv1dual is seen as one who has positive attitudes , motivations , and expectancies toward the communications he is receiving . Given this positive set , both are wUling to suspend a critical , reality -testing perspective and become imaginatively involved in the communications.
From the above d1scus~\ion, it 1a apparent that a. major factor detem1ning level of suggestibility 1s the subject's willingness and ab11111y t-0 engage in cireumscr:tbed patterns ef imagining. I t follows from this that the rise and fall 1n suggestibility wlth age may, at least 1n pa.rt., be due to developmental trends in oapabil1t1es for imagery and fantasy . More spoc1f1cally , the pl:'Ogre ssive decli ne in suggestibility after ages nine to eleven may be a result of a.n increased developmental. trend toward a, mt1onal .. log1cal mode of think ..
1ng which 1s inconsistent with the involvement in 1mag1na.t1ve pro-ceases so 1mporta.11t in responsiveness to suggestion.
The a.vaUa.ble data rega.:cd1ng 1mag1n.a.t1ve behavior exhibited. during play and daydreaming appear to be consistent with this hypothes1a1 that is , they indicate specific developmental trends in th $ structure and content of imaginative behavior. For example • Piaget ' s (1962) systematic ob!Jerveti<ms of overt play from b!l.th to pttberty led him to · conclude that symbolic play (which involved make-believ e :repreeentation of absent objects) commenc~s at ab~ut the end of the f irst ye...v; th.at the S)'lllbolism in pla.y adheres ever more closel y to reality after about the fourth ear, and that pla.y eventually becomes l~ss "imagiMtive," ldth symbolic constructions less distorting and more near l y related. to adopted work. have also reported belief in the reality of :fantaeylike activities may also unde:rgo changes with age . Thus, Piaget (1962) comm ented that : The two-to four-year-old child does not consider whether hie · ludic symbols are real or not . He 1s aware 1n a sense that they are not so for others , and makes no serious effort to per.euade the adult that they are . But for him, it 1e a quftstion which does not a.rise , be<--1'USe symbolic play is direct sg,tlsfaction ••• and has its own kind of belief , which is a eubject~ve reality.
In the case of older children , in whose pla.y the symbols a..'t'e replaced by rules, it is obvious that the effect of social l1f• 1s to weaken ludic belief (p . 168).
12 Jersild (1957) and Yarrow (1960) are gem•rally in agre9112ent with Piaget in pointing out that a.a the child movas to"8.Z'd adolescence , his gorirlng awareness of reality 1ntrudee upon his 1.mag1n1ngs and , as a result , he tends to lose tho ability to b8come invol ved in make-believe so vivid that it seems almost real .
To summarize, suggestibility 1s low for those under the age of six , rises to a high point near the ages of nine to eleven , and progressively declines thereafter. Responsiveness to stggestion appars to involve the ca.pa.city to direct one ' s imaginings along suggested lines and to temporarily treat these imaginings as real occurrences .
On the other hand, 1t has also been shown that belief in the reality of these imaginings begins to decline as the child approaches adolescence . The interplay of these tlTO ca.pao1 ties may, 1n part , account for the developmental. trends in suggestibility.
The purpose of the present study 1s toa (1) Detem1ne the relat1onah1p between the passing or falling of an ideomotor (am-levitation), a challenge (arm-catalepsy), and an amnesia suggestion and the presence or absence of goal-directed fantasy 1n subjects between the ages of eight to seventeen .

12
(2) Detem.1.ne changes occuring in the elaborateness and duration of goal-directed fantasy with age and how these changes relate to sugges -t1b111ty .
It is hypothesized thats (1) W ithin each age group . subjects who pass suggestions for &1"11 levit ation . ann catalepsy . and selective amnesia. will tend to reporl engaging in goal-directed fantasy , whereas those who do not respond to these suggestions will be less li . kely to engage in this pattern of imaginative ~ond1ng .
(2) Within each age group , subjects who pass each of these suggestions will report engaging in goal-directed fantasies that a.re more elaborate and of lo nger duration than those of subjects who fail these suggestions .
(3) There will be a curvilinear relatioru;h1p between the elaborateness and duration of goal-d irected fantasy and age .

13
One hWldred subjects , (44118.les and .56 females) , between the ages of 8 and 17 were individually tested in a aing].e session by one exper.1menter ( the author) . Each subject waa adain1atered standardized task-motivational instructions followed by an am-levitation suggestion , an am-catalepsy suggestion , and an umeaia suggestion for the nuaber four . Each subject was interviewed illaediately after h1a response to each suggestion .

Selection of Subjects
After arra.nge11ents have been made with school officials and at least one aonth prior to conducting the expement , parents of children f:rom participating schools were sent a letter requesting permission for th,ir child to participate in a study investigating the development of imaginative beha'Vior (see Appendix A). From the total nUlllber receiving pe1'1lis81on to participate , 20 subjects were :randomly selected from the following age groups, 8-9, (Groupl)s 10-11 , (Group 2)s 12-13 , (Group J)1 14-15 , (Group 4), 16-17 , (Group 5) .
None of the subjects were paid for their participation . Following this , each subject was asked to descrl.be in his own words the purpose of the exper.lment. The instructions were re peated and clarlf1ed for those who fall to indicate a basic Wlderetand1ng.
Taak-•otiw.tion&l. instructions . Next the experl.menter administered task-•otivating instructions. These instructions took approxiu.tely JO seconds to administer and were worded in the following manners I 8lll now going to test . your ability to 1.magine and to visualize . It is really c p.dte easy and you will probably find it very interesting . All that is involved in i:esponding to these ~uggestions is that you relax and let yourself 1magine and picture the things I will ask you to imagine . Most people are able to do this ver, well without any difficulty .
When they tr, to the best of their ability , they are able to imagine very vividly the things de•orl.bed to them. If you try to imagine to the best of your ability you too can easily imagine and do the intensting things I tell you. All I am asking for 1s your cooperation in helping this experiment by tr,1ng your best to 1ug1ne what I descr1.be to you. Now close your eyes , let your wh ole body relax and make yourself ready to receive the f1rat suggestion .
mediately following coapletion of these instructions , the subject was adlll1n1stered the f1rat of three suggestions .
Ad.111n1stmtion ot suggestions . The first suggestion administered was tor am -levitation . This suggestion , which is sim.llar to that employed by Barber (1969) , took approxiaatel.y 30 seconds to adJlinister and was worded in the following manner, Hold your :r!.ght arm straight out in front of you. Imagine that the a:rm is becoming lighter and lighter , that it ' s aovi:ng up and up. It ' s weightless and r1.s1ng in the air .
It ' s lighter and l ighter , r1.s1ng and lifting more and more. It ' s lighter and lighter and moving up and up.
It ' s moving up and up, more and more. It ' s lighter and lighter , llOving up and up, aore and more, higher and higher .
At the end of the '.30-second suggestion period the subject was told "You can relax your am now. " Each subject was then questioned concerning his experiences during the suggestion interval . Following this procedure , the subject was ada1nist _ ered the following am -catalepsy suggestion, Hold your left am straight out in front o'f' you. Imagine that your &Dl is in a cast so that the e1bow cannot bend .
Imagine that the cast makes the a1111 stiff , r1g1d, and 111-

16
The experlmanter then wa1.ted five seconds and said "Try to bend your am , you can't . " After waiting five aore seconds , he snapped hie fingers and instructed the subject that he was now able to bend his am.
The subject was then interviewed concerning his experiences . Upon completion of this questioning , a selective unesia suggestion was adll1n1stered. This suggestion was taken verbatill from Spanos (1971) am. was worded as follows1 I want you to foxget the nUlllber four . I want 1ou to wipe the nUJ!lber completely froa your aind so that you are unable to think of , recall , or :remMber the nuaber four in any wa,.
You'll be unable to think of , recall , or rem•ber this number 1.n any way until I instruct you to ~ember it .
A:tter waiting JO seconds , the subject was instructed to count out loud from one to f'1ve. After responding to the suggestion , he was again asked a series of questions regarding his experiences . (4) What wen you thinking about and saying to yourself at the tille?
Subjects , whose testillony indicated that they engaged 1n goaldirected fantasy, were also aeked.1 How long did the illlage last? During the time that you were responding to this suggestion, did you imagine (brief description of reported imagining) for the entire tlme, most of the time , half of the the , or only a short part of the time?

17
The questioning was tem1nated at this point for those subjscts who eit;her clearly did or did not report goal-directed fantasy .
Subjects who did not supply detailed enough info:mation tor the expementer to unaab1guously aake this judgaent were asked questions ailled. at clarifying their reports . These questions took the form ot asking the subject to desoribe aore fully certain aspects of his experience .

Dependent Variable~
The major dependent variables usesaed in this study included.a Ove;t response to am .. levitation , am•catalepsy 1 and amnesia suggestions .
Subjects were scored as passing the am-levitation suggestion if they raised their am four inches or more during the JO-second suggestion period. Sub,iects were scored as passing the a:nn•catalepsy suggestion if they failed to noticeably bend their am at the ellx>w before the experimenter snapped his :f'1ngers. Subjects were scored ae passing the amnesia suggestion if they failed to say the number four while counting out loud from one to five .
Assessment of goal -directed fantasy . A scoring aanual describing the cha.mcterist1cs of goal-directed fantasy has been developed by Spanos (1971) (see Appendix B). The experimenter used this manual in jmg1ng subjects ' testimony following each suggestion for the presence or absence of goa.l-d1reoted fantasy . In o1'der to establish the 1nter-mter rel1ab1.lity of the experl.Jlenter's judgments , a second independent rater post-experimentally judged the tape-recoJ:ded verbal interchanges obtained after the administmtion of each suggestion . Discordant judgments were resolved by ase1gn1ng the eubject the average of the two ratings .
Assessment of du:ca.tion. Subjects who indicated that they eng88ed in goal-directed fantasy we:re asked to approximate the duration of this experiences that is , they were asked to jmge whether the flmtasy lasted for the entire t1ae they were responding to the suggestion , As noted 1n the preceeding section , three suggestions were administered to all subjects during the experimental session -an am -levitation suggestion , and am-catalepsy suggestion , and a selective amnesia suggestion . Initial inspection of the data f:rom the &Dlcatale psy suggestion indicated that it was passed by almost all of the subjects, that is , 1n none of the five groups did •ore than three subjects fall to meet the crl.terl.a for passing this suggestion . Specifically , the nU1:1ber of subjects failing this suggestion in Gmups 1 through 5 was 1 , 2, O, 3, and J, respectively . This may have been due to the fact that this suggestion , unlike the other two, 1nclude<l an explicit goal -directed fantasy . However, whatever the reason , because of the extremely low rate of failure on this euggestion , analyses conaider:lng the relationships of goal-directed fantasy , elaborateness , and duration with responsiveness could not be perfonned . Therefore , the am -catalepsy data were not analyeed or included. in this report .

Directed Fantasy
Pl'Osent Group l ( 8-9) 7 Passed Group 2 (10-ll) 12 Group J (12-1'.3) 10 Suggestion Group 4 (14-15) 9 Group 5 (16-17) The testimony of other subjects who passed this •uggestion included refere nces to their ams being hollow , changing into wings , or being attached to kites and balloons . Along similar lines , the most frequent report of subj ects who passed the selective amnesia suggestion was that they imagined a number line with either the 4 1n1t1al.ly missing or disappearing by various means (e . g ., :fading out , erased , crossed out, wa.lk1ng away).
In cGD tmat to the reports of subjects who paased these suggestions , the test1aony or those who failed was :rather varied . In a few instances , subjects indicated that they were not aotivated to cooperate . For the aost part , however, their testiaony shoved that they were well aotivated but unable to devise a strategy that would lead them to successfully experience the suggested effects . The following report 1a chamcter1et1ca Sa I waa like saying to ayaelf "I hope I don' t rea•ber the nuaber four untU the person ( experiaenter) instructs Ile to" and I juat kept saying "I hope I don' t remember that number . " But no matter how bud I tried I couldn ' t f'oxget.
Ea How did you go about trying to foxget?
Et And did this wom?
Sa No, all I could see was this big nunber 4 coaing at ae . I couldn ' t knock out the 4. As noted earlier , a am.all proportion of subject■ passed each of the suggestions without engaging 1n goal-directed fantasy . Examination of this testimony did not indicate that specifiable alternative atmtegy had been employed. Instead , these subjects gene1"8lly indicated that they had silllply overtly cOJ1plied without actually experiencing the suggested effects .

24
Elaborateness and Du:ration of Fantasy and Responsiveness to Suggestion Subjects testimony following each auggeat1on was rated for elaborateness of fantasy according to the cr1.terl.a descrl.bed in Appendix B. Mann-Whitney U tests were perfomed on these data to dete:m1ne whether the fantasy reports of subjects who paesed each auggeat1on differed 1n this respect from those who failed . Table   3 &Ulllll&rlzea these analyses for the a%11-levitat1on and selective umeaia suggestions by age group. Aa shown 1n this table , each of these analyses proved significants that is , for all ages , subjects who passed either the am-levitation suggestion or the selective amnesia suggestion were found to engage 1n more elaborate fantasy than those who failed to pass these suggestions . Additio nal examples of testimony associated with ach elaborateness rating fo r this and the am-levitation suggestion may be found in Appendix c.
After raspond ing to quest io ns regarding the content of their f ntasy er1enc , su ject were asked to judge the duration of this response . These data. were also analyzed by .M ann-Whitney U tests.
A summary of this analysis may be found in Table 4   o.ao 1.10 1 A paraaetr1o statistic has been eaployed to teat the hypothesis regam1ng the relationship between elabomteneas and duration of fantasy and age. 'lbe reason for this is that no nonp&DURetric statistic is available for dete:m1n1ng whether the relationship between two variables 1a cU%'YU.inear . While the variables of elabomteness and duration are , in all prol:ability , measured 1n a subinterval type scale , papere by Gaito (1959Gaito ( , 1960 and others (Boneau, 19611 Keapthome , 19551 Lord , 1953) strongly suggest that proba.bUity state11ents derived f1"011 the application of panaetric statistical tests are little affected by the choice of a scale of measurement for analysis .
Mean E:l.a.bomteness and duration scores for each age gxoup on the axm-lev1tation and selective uneaia suggestions are reported in Table .5, and shown gmphically in Figure 1. As  Hypotheaia # 11 Within each age group, aubJecte who paaa each of the suggestions will tend to report epgaging in goal-directed fantasy. whereas those who do not respond will be lesa likely to engse 1n this pattern of imaginative responding.
Betore preoeed1ng to the discussion of reaulta relating to thia hypothesis . it would appear to be worthwhile to br1etl.y reconsider the findings fi-oa lfh1ch it was dmwn.
In geneml. atldies focusing on the re1•tionehip between goal• directed fantasy and the tendency to pasa suggeetiona t:rad1tionally associated with the tem hypnosis have been conducted along two lines .
The first appl.'O&Ch bas consisted of assessing the relationship between engaging in spontaneously devised. fantasy and the tendency to paaa or fail suggestions . In his first study. Spanos (1971) demonatmted that subjects who pasa aeveml types of suggeations tend to mport goal-directed fantasy and that those who fall them do not mport such stmtegy. However , this research , like aoat psychological research , hastested subjects drawn from a rather restricted population -stments between the ages of 18 and 21. One purpose of the present atuly was to detemne whether these findings could be extended to aub-jeots from lover age levels (i . e., subjects between the ages of 8 and 17).
As predicted , irrespective of age , subjects who responded successfully to the am-levitation and/or selective amnesia suggestion typically reported spontaneously devising and carrying out a goal-directed fantasy , whereas those who failed to respond usually reported engaging in aome other ·pattem of activity . Of equal importance , the content of subjects' test11lony was remarkably s1.JIU.ar to that reported 1n previous 1nvestigations . For example, Spanos and h1a associates (Spanos , 1971, 19731 Spanos & Ham , 19731 Spanos, Spillane, & McPeake, 1974 found that subjects exhibited amnesia tor a nursery myae or the number four when the1 f'alled to visualize this material while attempting to recite or count . In the present study, this type of stmtegy was also employed by alllost all of the subjects who paased the selective amnesia suggestion , SiaSlarly , this investigator and othere have f'olmd the falling of a suggestion to be associated with either a) a lack of motivation to coopemte , b) the inability to adopt a make-believe orientation, or c) the 1n-ab1llty to maintain a task-relevant fantasy . Thus, it seems reasonable to conclme that across a considerable age range, engaging in and maintaining a goal-directed fantasy facilitates response to a variety of suggestions.
Hypothesis# 2a Within each age smup, aubJects who paeg each suggestion will report engy:ing in goal-directed f'antaai1s that a.re more elaborate and of longer dumtion than those of sub.iects who fail the suggestions .
Whlle 1t 1a olear that merely engaging in goal-directed fantasy enhances reapons1venesa , a number of theorists have suggested that the extent to which subjects become absorbed or involved in such fantasy may also be an important variable 1n detem1n1Dg response to suggestion. '!bus, Sarbin and Coe (1972) have pzoposed the 11kel1hood of responding successfully to the suggest i on, b) the extent to which the response 1a experienced as an involuntary occur.rence, c) the degree to which the 1mag1n1ngs are defined as real events, and d)the l1kel1hood of passing more difficult suggestions . These findings are complimented by those of , J. H1lgaxd (1970), and Tellegan and Atkinson (1974), indicating that hypnotic susceptibility may be predicted from degree of 1mag1native involvement 1n activities outside the hypnotic situation .
Two aspects of involvement in suggestion-related imaginings , as conceptualizEld. by Spanos and Barber (1974) , were assessed 1n the present study-elaborateness and duration of fantasy . As pre-dicted , findings regarding the relation between imaginative involveaent and response to suggestion were replicated and extended to subjects from lower age levels . Irrespective of age , subjects who passed suggestions for am-levitation and selective amnesia reported fantasies that were sign1f1cantly aore elaborate and of longer dm:ation than those of subjects who failed these suggestions . 'lbis finding is reinforced by two additional aspects of the data . F1nt , as noted earlier in the discussion , subjects who failed to successfully respond but reported engaging in goal-directed fantasy indicated , tor the most part , that they were unable to ignore contradictory in • fomation and maintain their fantasy . Second, Spanos, Spillane , and McPeake (1974) demonstrated that when subjects are provided with goal• directed fantasy as a strategy , they tend to become more involved 1n responding to the suggestion and are more likely to eXperlence the suggeeted effects than are subjects not provided with a strategy.
In the pres ent study, data fJ:OJD the am-catalepsy suggestion could not be analyzed because almost all of the subjects passed it . This suggestion , unlike the other two, provided an explicit goal-directed fantasy as a strategy. Taken together , there seems to be strong support for the notion that involvement 1n suggest1on -i:elated 1mag1n-1ngs 1s an important factor in detemining response to suggestion at all age levels .
Hypothesis # 31 There is a cum.linear relationship between the elaborateness and duration of goal-directed fantasy and age .
As will be recalled from an earlier section 1n this report ,  Ham , a. graduate student 1n psychology at the University of Rhode Island . Currently , I am conducting a Master's thesis study which is concerned with the development of 1.mae;inative behavior . In omer to complete this work, it is necessary for•• to test a fairly large number of 1nd1v1duals betwettn the ages of eight to seventeen. I would very aucb appreciate 1t if you would permit your eon or daughter to take part 1n this study. Testing will take place at the school during regular school hours and will only require approxuately twenty minutes. During this time , your son or daughter will be asked 1!2 penonal questions and all findings will remain confidential . By a1gning the attached permission slip, you will allow •• to place ;your son or daughter ' s name into a pool along with those ofhers who have received permission . From this pool the necessary nuaber of 1nd1v1duals will be selected at nndom. Please retUJ:n the consent slip to the Main Office . The purpose of this manual is to teach individuals to score the verbal testimony of subjects administered test suggestions for the preaence of goal-directed fantasy . As raters you will be presented with the verbal transactions of an experimenter and his subjects . and you will be asked to indicate whether or not the transaction indicates 42 that the subject engaged 1n a pattern of activity labeled goal-directed fantasy . The experimenter-subject transactions you will be asked to rate were gathered in a study which possessed the following characteristics . (a) Subjects were administered ideo-motor suggestions , challenge suggestions , and an amnesia suggestion . (b) After they had responded to each suggestion , subjects were asked to report what had been passi11g through their minds while they had been respond111g to the suggestion . (c) After the subject reported what had been passing through his mind the experimenter often asked him to elaborate on his answers .
As raters you will be presented with separate pieces of paper one piece at a time . Fach piece of paper contains the verbal tr&n8-act1on which ocoured. between the experimenter and a subject after the subject had responded to a single test suggestion . Thus each piece of paper contains a subject ' s verbal response to the experimenter ' s request that he (the subject) report what was passing through his 2Ths.s manual was constructed by Dr. N.P. Spanos of the Medfield Fotmda.t1on and has been 1nclu:ied verbatim 1n this report with his knowledge and pem1sa1on . 4J mind while he was resp onding to the teat suggestion . at.oh piece of paper also contains all further questions asked by the experlllenter about the subject ' s response to the particular suggestion , and all of the subject ' s verbal responses to these questi ons by the expementer .
Each piece of paper is to be rated separately for the presence or alr sence of goal-directed fantasy .

Defining Characteristics of Goal-Directed Fantasy
A subject is to be jooged as having engaged in goal-directed fantasy if the verbal transaction between experiementer and subject indicates that the subject created in fantasy or imagination a E1tuat1on which, if it were to occur in the "objective" world , would be expected by ths subject to produce the behavior called for by the test suggestion . For example, if a heavy brick were to be placed on top of a subject ' s outstretched am , the axm would feel heavy and would be lowered by the weight of the brick . Thus, a subject administered a test suggestion of axm lowering would be scored as engaging in goaldirected fantasy if he stated that , while responding to the suggestion , he 1.Jnagined that a heavy brick had been placed on his am . However , a subject who stated that he lowered his am simply because it became heavy, and further indicated that it became heavy simply because it was outstretched , would~ be scored as having engaged in goaldirected fantasy . The latter subject simply reported what was olr jectively trues that 1s , an outstretched am will become heavy 1f it %'81118.ins outstretched . The subject did ,!!21 conatruct in fantasy a situation which, if it were "i:eal" would lead to his am becoming heavy .
The following experlJnenter-subJect transaction is one indicating that the subject employed goal -directed. fantasy . A subject adm1nietered the suggestion that he would be unable to stand up from his chair reports a s. There were ropes tying me to the cha.1r so I couldn ' t stand .
El . Could you see the ropes , in your mind I mean?
s . No, I couldn ' t see them really , it was more llke I could feel them.
I felt like I was tied .
E. You didn ' t have a mental picture of yourself being tied to the chair?
s. It wasn' t a picture exactly . I knew there were the ropes , I could feel them pressing against me when I tried to move, but I don' t think I had any pictures .
The above excerpt is scored as evidencing goal-directed fantasy despite the fact that the subject denied engaging in visual imagery.

44
It is important for the rater ,S2i to identify the texma fantasy and imagination with visual imagery . Fantasy can occur in the ab!Sence of visual imagery . The above example is scored as indicating goal-directed fantasy because the subject gave evidence of having constructed in imagination (but in this ca.ae without th• use of visual imagery) a situation which, if it were to really occur , would prevent h111 frolll standing up.
The rater must keep in mind that the subject may engage in fantasy that is not goal •·directed . Such responses are scored as not exhibiting goal-directed fantasy . The foll()wing is an example of fantasy which is not goal-directed . A subject administered the sug- The items are nuabered 1 through 28. You w1ll be presented. with a rating sheet also n\llbered l thx'ough 28. The n111bera on the rating sheet correspond to the numbers on the iteaa . Do not ll&1'k the iteu thaaelvea, instead , make each rating on the mting sheet • • ,SJ.
Appendix C

Manual for Scoring Elaborateness of Suggestion-Related Imaginings
This manual 1s designed to teach individuals hov to rate the elaborateness of subjects ' testimony for goal-directed fantasy in res• ponse to suggestions . As rate:rs , you will first listen to tape-recorded verbal interchanges between an experimenter and a subject . These interchanges were obtained 1n a study in which subjects wen ada1.niatered three types of suggestiona--an ideolllotor suggestion, a challenge suggestion , and an amnesia suggestion . Immediately after responding to each of these suggestions , subjects were asked to de.scribe the pictures , images, and thoughts they experienced while nsponding to the suggestion . After carefully listening to this testiaony , it is your task to indicate the elabomteneaa of each reported pattern of 1Jnagin1ng by assigning a score of either O, 1, 2, or J. In so doing , it is assumed that you have a clear unclerst.anding of the characteristics of goal-directed fantasy as described in the Manual for Scor:l,pa Goal-Directed Fant&aY (Spanos, 1971

s. No
Aesigmaent of a rating of "l.. " A mting of '"l" should be uaigned if the subject. indicates in his testimony that ho employc,d a basic cognitive stmtegy that enabled hill to experience the suggested effects that 1s , the subject reports 1Jlag1n1ng a specific situation , which, i f it were actually to occur , would. cause his axm to rise . Thus, testi-11on:y such as the following should be scored as "la" I pictured these balloorus , heliUll filled balloons , they were tied to my wrist . I tried to hold my am down but I couldn ' t .
The balloons just kept pulling my am up higher and higher .
Shilarly , a rating of "l" should also be assigned to reports au.ch &81 I imagined that my am was hollow and somebody was putting air into it , that my am was hollow , there was nothing in it and SOlllebody was putting air into it .
Assigmlent of a rating of .. 2. • It is illportant to note , that while the fantasy reports scored as "l" include a basic stmtegy for experiencing the suggested effect , the strat~y is ca.rr1ad out in isolations that is , it is not placed within a broader and more elaborate 1Jasgined context . If a subje ct' s testiaony inclucles a basic atmtegy ca.med out within an elabomte 111ag1ned context , a score of "2" should be assigned1 that io , if the subject reports a strategy 1n an el.a.borated context which goes beyond that necessary for simply experiencing the suggested effect . Acco1'dingly, the following eubjeot-experiaenter t:z:ansaction would re ceive a rating of "2a" This interchange is rated as 1 '1" because the subject ea.ployed. the strategy presented by the suggestion but did _ngi add anything to it .
Aaeignment of a mtilyc of 11 2. " Two types of fantasy repoxts should receive a rating of "2. " The first is one in which the subject indicates that he employed the strategy presented by the suggestion and expanded on it to some extents that 1s , the subject states that he 1magined. a ca.st on his am and goes on to descrl.b, it with adjectives not incl\lied 1n the original suggestion . s. I didn ' t like •Yam being in a caat .
The second type of testimony that should. be rated aa "2" le -one in which the subject indicatee that he totally disregarded the suggested strategy and instead constructed a unique goal -directed fantasy .
For example, the following report indicates a fantasy situation quite different f1'0lll that auggested a It was really heavy. Hy am was really heavy and I wanted to bend it and put it down but I couldn ' t . It felt like ay am was a big metal rod . It had hinges on it but they were all rusty . It just wouldn' t bend.

58
Along similar lines , reports that include statements such as, My aD felt like it was a piece of wood, I imagined that ay am was welded to a piece of steel , or , It felt like some force was presaing on •Yam , should also be scored as "2. " It is important to note , that the extent to which the subject describes h1s ideoayncrat1c strategy may be lesa but not greater than that necessary to assign this score to a fantasy production l:ased on the suggested atmtegy .
A §sipullent o'l a rating of "J• " There are two criteria which must be met in oxd.er for a subject ' s testi.1\ony to be assigned a rating of "J• " These area (a) It mwst indicate that the subject employed. a basic strategy (either suggested or ideosyncra.tic) that enabled h1m to experience the suggested effect , and (b) It must further indicate that the subject oarrled out this basic strategy within a bJ:oader and aore elabomte imagined context . The following f'antas1 productions , based OD the suggested strategy , meet these or1ter1a1 Subject #1. I pictured a cast on ay am and it felt like it was hea-yy .
I was kind of aca.m and I felt like I was in a hospital . I was laying 1n a. bed in the hospital and I couldn ' t aove ay &DlS it was very stiff and it hurt . It kind of felt like it was stiff and it felt ao heavy that I couldn't bend it . It felt very very stiff .
Subject #2, I thought that I was on a doctor ' s chair and he was sawing it (the ca.at) with a saw, taking it off . My a:m was tired and I t hought it would hurt when the doctor sawed it off .
Similarly , the following fantasy , in which a unique strategy was•ployed , also meets these cr1ter1at S, I ~ned that this big steel 1-r was attached to my arm so I couldn ' t bend it , El , Tell me more.
S, At first I saw my e:nn and th1 .s bar next to it , Then someone picked up the 'tar and started welding it to m.y a:cm so I wouldn' t be able to bend it , E, Anything else? .59 S.1 It was really strange , I could see the spa.rlts and everything but it didn ' t hurt , My axm didn ' t feel anything , Ea.oh of the fantasy reports cited above should be rated a.s "3" because they not only include del.1a1ted patterns of 1ugin1ng that are directly related to the aim of the suggestion , but also numerous associative elaborations consistent with this aim, Crlteria for Rating Third Verba..1. Interchange The final verbal interchange to be rated will contain test11lony regarding the subject ' s experiences while responding to a suggestion for amnesia for the m.aber four . This suggestion was worded 1n the following manner, I want you to fox.get the nUDlber four , I want you to wipe the nlllllber COJIIPletely from your a1nd so that you a.re unabl.e to think of , recall , or remember the number four in any way, The number four will be gone c011lpletely from your mind , You' ll be unable to think of , recall , or remfllllber this number 6o in &llY way until I instruct ;you to remember it .
Assigmaent of a rating of "O. " As before , an experillenter-aubject tmnsaction should be assigned a score of "O" if it indicates that the subject either (a) did not aee the situation as one 1n which he was to cooperate in attempting to pass the suggestion , or (b) was motivated to cooperate but failed to engage in goal-directed fantasy . The follow- s. I just kept saying to llyself , ·"You' ll fo:zget four , you' ll forget four , " and it just didn ' t work.
Assignlllent of a rating of "l.. " If the subject reports a tantaay production in vbich only the absence of the nuaber four 1a 1aaged , a score of "l. " should be givens that 1s , t -b1a rating should be assigned if the nUlllber four is never present in the fantasy . Thus, a statement such as , I pictured in my mind numbers and there was a whole line of them and there wasn' t &117 number four there , would fall into thia category.
Assignllent of 11, :rat ing of "2• " In contrast to the above , a subject ' s testimony should receive a rating of •2" 1f it 1ndicatea that an imaginary situation was constructed in which t he number four (or some sym.bol1c representation of it) becomes aMent . Mo re specifically , the subjec~ reports a. fantasy in which the number four or a :-cepresentation of it is initially present and then , for some unexplained reason , dinppears . For example, a score of "2" should be assigned if the subject indicates that the number four vanished , disintegrated , floated away, etc ., but falls to provide any reason for the occurrence of these events . s . I don't know, it just disintegrated . It just wasn' t there any more.
Assignment of a rat1pg of "J• " If the subject reports engaging 1n an elaborate fantasy , that in cludes both the disappearance of the number four and a reason for its d1sappeamnce, a score of "J" should be assigned . The following testimony represents this type of fantasy p~uction, s. I p1ctu:rod in my mind a hl.ackboard that was written one through five , and I picked up an eraser and knocked off the number four .
Then I kept counting one, two, three , :five .•• one , two, three , five , till:£ was sure there wus no nmber four .
E. Why didn't you say the number four vhile counting?