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.
| Identifer | oai:union.ndltd.org:unt.edu/info:ark/67531/metadc501056 |
| Date | 05 1900 |
| Creators | Davis, Franklin Dalton |
| Contributors | DuChemin, Roderic C., Sininger, Rollin Albert, Hinely, Reginald T., Cooper, Jed Arthur |
| Publisher | North Texas State University |
| Source Sets | University of North Texas |
| Language | English |
| Detected Language | English |
| Type | Thesis or Dissertation |
| Format | iv, 53 leaves, Text |
| Rights | Public, Davis, Franklin Dalton, Copyright, Copyright is held by the author, unless otherwise noted. All rights reserved. |
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