title: Use of subliminal stimulation to enhance learning mathematics.
abstract: 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.
authors.affiliation: New York City Technical College, City University of New York, Brooklyn 11201.
authors.forename: J
authors.initials: J
authors.lastname: Hudesman
authors.forename: W
authors.initials: W
authors.lastname: Page
authors.forename: J
authors.initials: J
authors.lastname: Rautiainen
mesh_terms: D000328:Adult; D005260:Female; D006801:Humans; D008297:Male; D008433:Mathematics; D011939:Mental Recall; D009769:Object Attachment; D011574:Psychoanalytic Theory; D013360:Subliminal Stimulation