Can You Lead a Horse to Water and Make Him Drink? Utility of Subliminal Audio Messages for At-Risk Minority Students

Autor/in	Fleming, Jacqueline
Titel	Can You Lead a Horse to Water and Make Him Drink? Utility of Subliminal Audio Messages for At-Risk Minority Students
Quelle	In: Journal of Negro Education, 88 (2019) 4, S.479-492 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-2984
Schlagwörter	College Freshmen; African American Students; At Risk Students; Developmental Studies Programs; Black Colleges; Audio Equipment; Academic Achievement; Computer Peripherals; Handheld Devices; Acceleration (Education); Grade Point Average; Student Improvement; Stimuli; Cognitive Processes; Cues + Suchen Sie Ihr Suchwort? Studienanfänger; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Developmental studies; Developmental psychology; Study; Studies; Entwicklungspsychologie; Studium; Audio-CD; Schulleistung; Acceleration; Beschleunigung; Anreizsystem; Cognitive process; Kognitiver Prozess; Stichwort
Abstract	This study of minority students entering their first year of an urban historically Black college (HBCU) investigated the utility of commercial subliminal audio aids to improve academic performance, along with a method of automatic delivery of said messages. Recruited from graduates of an eight-week summer program, 324 developmental students were randomly assigned to an experimental group to the extent of available equipment or control group and asked to use a subliminal audio CD for "accelerated learning" as a morning alarm during their first academic year. Fully participating students performed significantly better than the control group on 10 measures of academic performance. The results suggest that subliminal audio aids can indeed have an influence on behavior, and that the positive results may be due to the CD clock radio method of automatic delivery of subliminal messages that facilitates effects for students motivated enough to use it. (As Provided).
Anmerkungen	Howard University School of Education. 2900 Van Ness Street NW, Washington, DC 20008. Tel: 202-806-8120; Fax: 202-806-8434; e-mail: journalnegroed@gmail.com; Web site: http://www.journalnegroed.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01