Affiliation:
1. Associate Professors, Department of Educational Media, Auburn University, Alabama
Abstract
This study tested the effects of a preconscious visual linguistic and symbolic cue upon the academic achievement of selected college students at a major university. The cue was presented via the medium of a specially prepared paper. Performance on a posttest constituted the dependent variable. The cues were found to have a statistically significant effect upon academic achievement when the main effects for group, sex, and class were analyzed. The two-way and three-way interactions did not prove to be of significance; however, the interaction of group with sex was significant.