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The aim of this study was to determine if an association between Internet pornography usage and loneliness existed. Survey data was collected from 400 individual Internet users who completed an online Internet questionnaire. This questionnaire was comprised of 14 general questions along with the University of Los Angeles Loneliness Scale (UCLALS). A multiple regression equation was developed, predicting the total UCLALS score from the predictor variables. This model accounted for 45.9% of the variance in total loneliness scores. Results showed a significant association between Internet pornography usage and loneliness as evidenced by the data analysis.The Internet can be conceived as a rich, multi-layered, complex, everchanging textual environment. It is a mechanism for information dissemination and a medium for collaborative interaction between individuals and their computers without regard for geographic limitation of space. Content created on the Internet ranges from simple e-mail messages to sophisticated websites that incorporate sounds, images, and words (Evans, 1996). The Internet is a living, expanding, theoretically borderless, potentially infinite space for the production and circulation of information (Evans, 1996). The Internet is arguably one of the most significant technological developments of the late 20th century. Printed materials have a certain fixity and finitude, but texts published via the Internet have a much more fluid character. With texts no longer housed only between library or bookshop walls, it becomes impossible to locate all or most of the available materials in given subject areas for archival and classification purposes. The Internet might thus be described as a sea of information, subject to the ebb and flow of various forces Presented to the faculty of Argosy University/Phoenix in partial fulfillment of the requirements for the degree of Doctor of Psychology in Clinical Psychology.

Effects of three dosages of methylphenidate (0.15, 0.30 and 0.60 mg/kg) were assessed in 19 ADD-H children on a variety of cognitive, academic and behavioral measures in the laboratory and the classroom. A predominant linear pattern of improvement was found across almost all measures. A slight decrease between 0.3 and 0.6 mg/kg on one cognitive task leaves open the possibility that higher dosages reduce stimulant effectiveness or cause decrements on some kinds of "high-level/high load" tasks. Response patterns of individual children varied considerably across measures. All children improved on at least several measures. Results were interpreted as evidence for stimulant activation of self-regulatory processes.

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