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The Effects of Progressive Relaxation Instructions on College Students' Performance on a Paired-Associate Learning Task

The problem of this study was to compare performances of college students given relaxation instructions and those not given those instructions on a paired-associate learning task. The results indicated that relaxation instructions alone produced a decrement in recall. When subjects received relaxation instructions as well as the suggestion that relaxation enhances learning, the decrement did not occur. Thus, situational demand characteristics appeared to be a significant variable in determining what effect relaxation instructions had on recall.

Identiferoai:union.ndltd.org:unt.edu/info:ark/67531/metadc501056
Date05 1900
CreatorsDavis, Franklin Dalton
ContributorsDuChemin, Roderic C., Sininger, Rollin Albert, Hinely, Reginald T., Cooper, Jed Arthur
PublisherNorth Texas State University
Source SetsUniversity of North Texas
LanguageEnglish
Detected LanguageEnglish
TypeThesis or Dissertation
Formativ, 53 leaves, Text
RightsPublic, Davis, Franklin Dalton, Copyright, Copyright is held by the author, unless otherwise noted. All rights reserved.

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