Abstract
Twelve high-boredom-susceptible and 12 low-boredom-susceptible college students were presented with seven neutral words for 7 min each on a tape recorder, repeated at a constant rate. Contrary to the arousal hypothesis, the low-boredom-susceptible students reported significantly more verbal transformations or word distortions than did the high-boredom-susceptible students. The differences were attributed to an attention factor.
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