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Subliminal Training Techniques for Cognitive, Emotional and Behavioural Balance. The role of Emerging Technologies

Author

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  • Athanasios Drigas

    (Net Media Lab Mind - Brain R&D ΙΙΤ - N.C.S.R. "Demokritos" , Athens, Greece)

  • Eleni Mitsea

    (Net Media Lab Mind - Brain R&D ΙΙΤ - N.C.S.R. "Demokritos", Athens, Greece/ University of the Aegean, Information & Communication Systems Engineering Department, Samos, Greece)

  • Charalampos Skianis

    (University of the Aegean, Information & Communication Systems Engineering Department, Samos, Greece)

Abstract

Traditionally, metacognition & higher mental abilities are thought to be exclusively linked to consciousness. However, a growing number of researchers support the idea that nonconscious processes may hold the keys to higher forms of intelligence. Subliminal messages expose individuals to visual or/and auditory stimuli below the threshold of perception. The current review aims to explore the effectiveness of subliminal cues on fundamental aspects of metacognition such as higher cognitive and emotional meta-abilities, affective and behavioral regulation, and academic achievement. In this context, we search for and classify the existing subliminal training techniques, while evaluating the usability of ICTs such as virtual reality, mobile apps, intelligent tutoring systems, and software in subliminal learning and training. The results of this review revealed that subliminal techniques improve all those aspects that assure metacognitive improvements in terms of self- & emotional regulation, higher mental abilities, and behavioral modification. Subliminal cues lower people's shields and update filtering mechanisms enabling people to focus on positive rather than negative interpretations. Subliminal techniques are under the umbrella of metacognitive strategies, since they can used consciously to increase self-regulation capacity as wells as expand the horizons of consciousness. Subliminal teaching techniques can be used by teachers and parents in general and special education to instill higher-level needs & motives, accelerate students’ performance and unfold students’ existing but underdeveloped abilities. Therapists can also utilize these methods to help patients with phobia, anxiety and depression to overcome fear. Subliminal techniques can be also used as a strategy by leaders, mentors, and employees to build trust, inspire and provide humanity with innovative ideas. ICTs provide the ideal environment for implementing subliminal training. However, more research is needed.

Suggested Citation

  • Athanasios Drigas & Eleni Mitsea & Charalampos Skianis, 2022. "Subliminal Training Techniques for Cognitive, Emotional and Behavioural Balance. The role of Emerging Technologies," Technium Social Sciences Journal, Technium Science, vol. 33(1), pages 164-186, July.
    • Handle: RePEc:tec:journl:v:33:y:2022:i:1:p:164-186
    DOI: 10.47577/tssj.v33i1.6881
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    References listed on IDEAS

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    1. Marios A. Pappas & Chara Papoutsi & Athanasios S. Drigas, 2018. "Policies, Practices, and Attitudes toward Inclusive Education: The Case of Greece," Social Sciences, MDPI, vol. 7(6), pages 1-15, June.
    2. Aaron R. Seitz & Takeo Watanabe, 2003. "Is subliminal learning really passive?," Nature, Nature, vol. 422(6927), pages 36-36, March.
    3. Athanasios Drigas & Angeliki Sideraki, 2021. "Emotional Intelligence in Autism," Technium Social Sciences Journal, Technium Science, vol. 26(1), pages 80-92, Decembrie.
    4. Irene Chaidi & Athanasios Drigas & Charalampos Karagiannidis, 2021. "ICT in special education," Technium Social Sciences Journal, Technium Science, vol. 23(1), pages 187-198, September.
    5. Ioanna Moraiti & Anestis Fotoglou & Katerina Dona & Alexandra Katsimperi & Konstantinos Tsionakas & Athanasios Drigas, 2022. "IoT in Special Education," Technium Social Sciences Journal, Technium Science, vol. 30(1), pages 55-63, April.
    6. Aggeliki Zavitsanou & Athanasios Drigas, 2021. "Nutrition in mental and physical health," Technium Social Sciences Journal, Technium Science, vol. 23(1), pages 67-77, September.
    7. Angeliki Sideraki & Athanasios Drigas, 2021. "Artificial Intelligence (AI) in Autism," Technium Social Sciences Journal, Technium Science, vol. 26(1), pages 262-277, December.
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    Cited by:

    1. Athanasios Drigas & Eleni Mitsea & Charalabos Skianis, 2022. "Virtual Reality and Metacognition Training Techniques for Learning Disabilities," Sustainability, MDPI, vol. 14(16), pages 1-19, August.
    2. Athanasios Drigas & Eleni Mitsea & Charalabos Skianis, 2023. "Meta-Learning: A Nine-Layer Model Based on Metacognition and Smart Technologies," Sustainability, MDPI, vol. 15(2), pages 1-19, January.

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    More about this item

    Keywords

    Automatic self-regulation; intuition training; behavioral change; subliminal teaching techniques; learning performance; affective & mental states; subliminal perception; motivations; mobiles; virtual reality; intelligent tutoring systems; subliminal learning; positive thinking;
    All these keywords.

    JEL classification:

    • R00 - Urban, Rural, Regional, Real Estate, and Transportation Economics - - General - - - General
    • Z0 - Other Special Topics - - General

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