The purpose of the study was to determine the effects of rheostatically controlled visual subliminals on the affective interrelations of a learning task of subjects within a classroom setting. Four groups of students were used. Subjects were unknowingly exposed to a rheostatically projected subliminal message for 30 minutes during otherwise normal classroom procedures. Subjects were then asked to complete a questionnaire revealing their consciousness of, willingness to learn about, and desire to elicit selective attention to faces shown on six slides, one being the subliminally prescribed task. Of the stimuli content tested, a drive-related sex stimuls was the more significant in affective influence. (Author/MSE)