The effect of subliminal help presentations on learning a text editor
Information Processing and Management: an International Journal
The Memory Glasses: Subliminal vs. Overt Memory Support with Imperfect Information
ISWC '03 Proceedings of the 7th IEEE International Symposium on Wearable Computers
Advances in Intelligent Tutoring Systems
Advances in Intelligent Tutoring Systems
Subliminal cues while teaching: HCI technique for enhanced learning
Advances in Human-Computer Interaction - Special issue on subliminal communication in human-computer interaction
Toward Exploiting EEG Input in a Reading Tutor
International Journal of Artificial Intelligence in Education - Best of AIED 2011
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Current Intelligent Tutoring Systems (ITS) employ explicit and direct learning strategies when interacting with learners. Although these ITS use cognitive and logical models to analyze the conscious cognitive processes behind reasoning, we believe that in specific situations during knowledge acquisition, such as reasoning, unconscious cognitive processes are heavily solicited in the brain. In this paper, we will propose a complimentary and novel learning strategy to current ITS aimed at enhancing reasoning in a problem solving environment. This approach, called Cognitive Priming, is based on neural correlates of non-conscious perception. We will present two studies that have positively conditioned learners and enhanced different dimensions of their reasoning skills by employing a technique based on the science of subliminal perception. We will also present relevant cerebral data recorded throughout the studies and discuss the importance of such findings for the community.