Gender Differences in Escapist Uses of Sexually Explicit Internet Material: Results from a German Probability Sample

The intensity of using sexually explicit internet material (SEIM) is contingent on users’ gender. However, gender differences in the motivations for watching SEIM have not yet been comprehensively explored. Drawing on a representative survey of German internet users, we therefore analyze how women and men use SEIM to satisfy escapist needs. Lower life satisfaction, the lack of a committed relationship, and feelings of loneliness contribute to predicting the frequency of using SEIM among men. Loneliness likewise fosters the consumption of SEIM among women, yet the effect is less pronounced. For female internet users, consumption of SEIM even increases in committed relationships and rather indicates a comparably high level of life satisfaction than dissatisfaction with life circumstances. Gender hence substantially moderates the connection between need structures and the consumption of SEIM.     

Engagement of secondary school teachers in Namibia: Relational context effects

The aim of this study was to investigate relational antecedents of work engagement for secondary school teachers and to determine whether specific psychological conditions mediate the effects of relational factors on work engagement. A cross-sectional survey was used. The participants were 502 secondary school teachers in Namibia (females = 64.7%, Afrikaans-speaking = 49%). They completed the following measuring instruments: Co-worker and Supervisor Relationships Scales, Emotional Exhaustion Scale, Perceived Organizational Support Scale, Psychological Conditions Scale and the Work Engagement Scale. Data were analysed using Mplus 7.3. The results showed that low emotional exhaustion and high psychological meaningfulness and availability explained work engagement. Relational factors (i.e. co-worker relations, supervisor relations, and emotional exhaustion) influenced psychological meaningfulness and safety strongly, and psychological availability moderately. Supervisor relationships and emotional exhaustion indirectly influenced work engagement via psychological meaningfulness. Co-worker relationships and emotional exhaustion indirectly affected work engagement via psychological availability. The results provide support for a relational model of work engagement.     

经典中的经典——《马克思恩格斯全集》历史考证版(MEGA)的历史、编辑语文学基础与视角

本文主要通过《马克思恩格斯全集》历史考证版(MEGA)的出版历史的概述以及对MEGA1和MEGA2的编辑出版过程中以严格学术标准对语文学和文本学原则的坚持与创新的探讨,试图阐明MEGA的引导原则,并且举例说明MEGA2的编辑出版工作对关于马克思和恩格斯的学术研究、尤其是对马克思恩格斯著作的历史定位和智力语境的理解具有重要意义。     

The influence of misattributions on reactions to inequity: Towards a further understanding of Inequity

An experiment was conducted to investigate the importance of inequity distress. In a 2 x 2 factorial design subjects were paid either in a high or low disadvantageous inequitable manner compared to a male confederate. One half of the subjects were led to believe that fictitious infrasonic sound would have arousing side effects, one half expected no side effects whatsoever. According to the hypotheses, (1) subjects in the misattribution condition restored equity less than subjects in the no side effects control group, (2) strongly inequitable treated subjects restored equity more than mildly inequitable treated ones, (3) the misattribution manipulation only had a significant effect on strongly inequitable treated subjects. Thus, the results show that distress is a necessary but not sufficient condition for the restoration of equity. Consequences of the results for future research are discussed.     

Knowledge structuring and societal well-being: Toward biomedical impact indicators

Advances in science and technology have been credited with improving quality of life, as well as blamed for creating or contributing to a host of problems. This article attempts to establish that a unidirectional, causal perspective of science-society linkages is untenable, that technological knowledge rather than science affects society, and that an action-oriented focus is consistent with the complex dynamics of society. A model relating knowledge structuring to societal well-being, with a special focus on biomedicine, is advanced and utilized for the design of indicators to support policies that shape the impact of knowledge structuring technologies on well-being.     

Hemispheric differences for semantically and phonologically primed nouns: A tachistoscopic study in normals

Normal individuals performed two matching tasks. In one task, semantic processing, synonyms had to be recognized. Half the stimuli were picturable and half were nonpicturable nouns. In this task, recognition of picturable synonyms was found to have hemifield symmetry, whereas recognition of nonpicturable synonyms yielded a left-hemisphere superiority, indicating that semantic matching itself did not reveal equal performance of both hemispheres. It is concluded that picturable synonyms might be recognized either by processes of visual imagery, which pertain to right-hemisphere function, or by their phonological or phonic features, which are processed by the left hemisphere. The other task, shown in previous research to exhibit a left-hemisphere superiority, was to decide if two nouns (homophones) were equally pronounced. Here a distinct left-hemisphere advantage was revealed.     

Perception of depth: Different processing times for simple and relative positional disparity

Summary When judging in stereoscopic vision whether an object is lying in front of or behind the point of momentary fixation, the visual system extracts depth information by using retinal disparity; in this case it computes one angular difference between retinal images (simple positional disparity). But if the task is to discriminate two or more objects in their depth (relative to the point of fixation) and the relative distances between them, two or more such angular differences have to be determined (relative positional disparity). An investigation was carried out to determine whether depth extraction is more complex for relative distances than for object positions and therefore demands a longer processing time. For this purpose stimuli with simple and relative positional disparity were foveally and parafoveally presented (each followed by a masking stimulus). It was shown that the duration threshold for the detection of stimuli with relative disparity was about 2.5 times larger than that for stimuli with simple disparity (Exp. 1). This difference could not be attributed to differences in stimulus configuration between simple and relative disparity (Exp. 2). The results are discussed in terms of a serial, hierarchically structured, disparity processing.     

Effect of disparity and viewing distance on perceived depth

It is shown that veridical depth perception presupposes the processing of both the magnitude of retinal disparity and observation distance according to a square-law function specified by the underlying geometrical stimulus relations. In the present study, after testing its existence, this constancy of depth perception was investigated by measuring perceived depth as a function of retinal disparity and observation distance. In addition, the relative effectiveness of convergence and accommodation as possible indicators of distance was examined through a conflicting-cues paradigm. It was shown that in the perception of depth the visual system computes distance by taking into account the convergence parameter only, rather than that of accommodation or of both.     

Behavioral changes in teachers as a function of student feedback: A case for the achievement motivation theory?

A field experiment tested whether teachers change their behavior when they receive student ratings as feedback on their own behavior and on the behavior of a fictitious ideal teacher (from the students' perspective). Explanation of such behavioral changes in the form of theories of cognitive balance, as suggested by other authors, has been criticized. As an alternative explanation, achievement motivation theory has been considered, from which a series of hypotheses has been deduced. Overall, most of the hypotheses were not confirmed, and it was concluded that the effectiveness of feedback on behavioral changes in teachers cannot be judged to be especially high, although a number of theoretical and methodological qualifications were added.