EFFECT OF THE CONTENT OF VISUALLY PRESENTED SUBLIMINAL
STIMULATION ON SEMANTIC AND FIGURAL LEARNING TASK PERFORMANCE
Previous research on the nature of subliminal stimulation has
revealed that the unconscious reception of environmental
stimulation can influence several forms of overt behavior,
including responses to projective techniques and self-ratings of
subjective experience. A neglected aspect of subliminal
perception was the effect of subliminal cues on the performance
of learning tasks. Specifically, it was hypothesized that
performance on a learning task could be either facilitated or
inhibited and the nature of the effect would be dependent upon
the content of the subliminal stimulus presented. A second
variable which was considered important in this regard was the
content of the learning task itself. It had been demonstrated in
previous investigations that verbal learning tasks are processed
primarily by the dominant hemisphere of the brain and that
figural or spatial learning tasks are processed pr