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Predicate | Object |
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rdf:type | |
lifeskim:mentions | |
pubmed:issue |
3 Pt 2
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pubmed:dateCreated |
1992-9-14
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pubmed:abstractText |
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.
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pubmed:commentsCorrections | |
pubmed:language |
eng
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pubmed:journal | |
pubmed:citationSubset |
IM
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pubmed:status |
MEDLINE
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pubmed:month |
Jun
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pubmed:issn |
0031-5125
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pubmed:author | |
pubmed:issnType |
Print
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pubmed:volume |
74
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pubmed:owner |
NLM
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pubmed:authorsComplete |
Y
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pubmed:pagination |
1219-24
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pubmed:dateRevised |
2004-11-17
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pubmed:meshHeading |
pubmed-meshheading:1501991-Adult,
pubmed-meshheading:1501991-Female,
pubmed-meshheading:1501991-Humans,
pubmed-meshheading:1501991-Male,
pubmed-meshheading:1501991-Mathematics,
pubmed-meshheading:1501991-Mental Recall,
pubmed-meshheading:1501991-Object Attachment,
pubmed-meshheading:1501991-Psychoanalytic Theory,
pubmed-meshheading:1501991-Subliminal Stimulation
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pubmed:year |
1992
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pubmed:articleTitle |
Use of subliminal stimulation to enhance learning mathematics.
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pubmed:affiliation |
New York City Technical College, City University of New York, Brooklyn 11201.
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pubmed:publicationType |
Journal Article
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