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ERIC Number: ED247469
Record Type: Non-Journal
Publication Date: 1984-Mar
Pages: 18
Abstractor: N/A
Reference Count: N/A
Effects of Guided Mental Imagery on Bicognitive Functioning among Black Male and Female Students: Implications for Improving Their Test Scores.
Young, Johnny M.
Recent reports have shown that black high school and college students do not fare well on standardized tests, possibly because they have not been successful when dealing with materials requiring analytical thinking in the past. Several psychologists have found that mental imagery can be used to increase motivation to achieve idealized goals. Hypothetically, the actual standardized test scores of students would be nearly the same as the test scores the students imagined themselves receiving while participating in a mental imagery activity. To examine the effects of guided mental imagery on bicognitive functioning among black male and female students, 184 black college students participated in a study dealing with the significance of the differences between actual and imagined mean Group Embedded Figures Test (GEFT) scores. The results showed that the black male students benefited more from the guided imagery treatment than did their female counterparts. Differences in the effects of the treatment on bicognitive functioning of the black male and female students may be due to variations in the amount of socialization given to black male and female children by their mothers, who may have been monocognitive or field-dependent. Further research is recommended to determine the effects of mental imagery and the effects of teaching analytical thinking on standardized test scores and on teacher-made test scores. (JAC)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: Counselors; Practitioners
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Group Embedded Figures Test