Reply to Fudin's (1993B) comments on Hudesman and Page's response to Fudin's (1993A) comments on Hudesman, Page, and Rautiainen's subliminal psychodynamic activation experiment.

Fudin (1993b) raises two methodological concerns that he believes limit the usefulness of the results obtained by Hudesman, Page, and Rautiainen (1992). We have again attempted to address Fudin's concern. The authors believe that the conclusions presented are appropriate to the procedure and results.

Reply to Fudin's comments on Hudesman, Page, and Rautianen's experiment on the use of subliminal psychodynamic activation to enhance mathematics learning.

Fudin in 1993 raises a number of methodological concerns that he believes limit the generalizability of the 1992 results obtained by Hudesman, Page, and Rautianen. We believe that the conclusions presented are appropriate to the procedures and results.

Use of subliminal stimulation to enhance learning mathematics.

24 students, who participated in a summer session mathematics enrichment program, viewed subliminally presented messages. Prior to each class, the experimental group of 16 viewed a subliminally presented psychoanalytic merging message and the control group of 8 viewed a neutral message. After 20 sessions students were retested. Experimental students had higher mathematics scores than controls. These data are compared with results obtained by other investigators.

Responsiveness to verbal instruction during anesthesia: a pilot report.

Five patients who were undergoing surgery were instructed to tense their forehead muscles. On 11 out of 12 trials, the patient's muscle tension was greater during the suggestion period than during the nonsuggestion condition.

Desensitization of test anxious urban community-college students and resulting changes in grade point average: a replication.

Ninety-seven self-referred students applied for enrollment in a behavior modification program to reduce test anxiety. Those whose free time coincided with the workshop times served as the experimental group (N = 42), while the remainder served as the control group (N = 55). At the end of the treatment semester, results indicated that students who participated in the program had improved their academic averages more than the control group, as measured by Mann-Whitney U test. After the workshop series, the experimental group reported less debilitating anxiety than the control group, as measured by the Alpert-Haber Test Anxiety Questionnaire. There was no comparable finding for facilitating anxiety. These results support those reported by Hudesman and Wiesner (1979) on a similar sample.

Facilitating and debilitating test anxiety among college students and volunteers for desensitization workshops.

Administered the Alpert-Haber Achievement Anxiety Test (AAT) to 54 students who expressed interest in participating in a test anxiety desensitization workshop. In addition, 182 students from the general college population were tested. Results indicated that both the debilitating and facilitating (AAT) scales were higher for the self-referred volunteer group. These data indicate that these scales are useful in distinguishing self-referred volunteers for behavior modification workshops from a general college population. In addition, the scales of the AAT were correlated with the number of sessions attended by those students who enrolled in the desensitization groups. Results indicated no relationship between attrition and debilitating anxiety. There was a correlation of r = .318 p less than .15 between facilitating anxiety scores and number of sessions attended. It is suggested that facilitating anxiety can function as a measure of S's ego strength in predicting workshop attendance.