Title

The Effects Psychological Priming On High School Students' Cognitive Functions

Author(s)

Jessica Cole

School Name

Chapin High School

Grade Level

11th Grade

Presentation Topic

Psychology and Sociology

Presentation Type

Non-Mentored

Abstract

This study is focused on the effects psychological priming has on academically gifted juniors and senior high school students, as it pertains to their cognitive functions. Psychological priming is the environment and the information the students are given directly or indirectly which affects their mindset at a subconscious level. Prior studies have found that the subconscious can often control not only one's mood, but also one’s actions and thoughts (Bargh, J., & Williams, E. 2005). In "Brain Games", published by Cambridge Brain Sciences from Cambridge University, the study measures the student's memory, planning, reasoning, and concentration functions. When the students received no prior priming (the control group), performance in memory decreased 6.67 % , increased 1.65 % in concentration, decreased 14.70% in reasoning, and increased 32.77% in planning. When the students were “primed” a success story, performance in memory increased 44.63 %, increased 24.12 % in concentration, increased 119.58% in reasoning, and increased 99.04% in planning. This data is found by comparing the average students’ change from their preliminary testing to their post testing, when priming was given. The data has also suggested the most effective way to increase cognitive functions in students is to give them an inspiring story of someone who did not let his humble beginning define the trajectory of his life. This study is significant, because finding that success stories optimize the majority of high school students leads to ways to overcome the (gender, race, age, etc.) stereotypes that hinder students' performances.

Location

Owens 109

Start Date

4-16-2016 9:30 AM

COinS
 
Apr 16th, 9:30 AM

The Effects Psychological Priming On High School Students' Cognitive Functions

Owens 109

This study is focused on the effects psychological priming has on academically gifted juniors and senior high school students, as it pertains to their cognitive functions. Psychological priming is the environment and the information the students are given directly or indirectly which affects their mindset at a subconscious level. Prior studies have found that the subconscious can often control not only one's mood, but also one’s actions and thoughts (Bargh, J., & Williams, E. 2005). In "Brain Games", published by Cambridge Brain Sciences from Cambridge University, the study measures the student's memory, planning, reasoning, and concentration functions. When the students received no prior priming (the control group), performance in memory decreased 6.67 % , increased 1.65 % in concentration, decreased 14.70% in reasoning, and increased 32.77% in planning. When the students were “primed” a success story, performance in memory increased 44.63 %, increased 24.12 % in concentration, increased 119.58% in reasoning, and increased 99.04% in planning. This data is found by comparing the average students’ change from their preliminary testing to their post testing, when priming was given. The data has also suggested the most effective way to increase cognitive functions in students is to give them an inspiring story of someone who did not let his humble beginning define the trajectory of his life. This study is significant, because finding that success stories optimize the majority of high school students leads to ways to overcome the (gender, race, age, etc.) stereotypes that hinder students' performances.