Understanding sexual fantasies is important to the scientific study of human sexuality. A sexual fantasy refers to a private or covert experience in which the imagination of desirable sexual activity with a partner is sexually arousing to the individual. Prior sexual experiences of an individual appear to increase the incidence of sexual fantasies, as well as the variety of sexual themes in a fantasy, which permit a greater elaboration of the fantasy theme when compared to less sexually experienced individuals. The present study was an investigation of the factors or sexual themes that emerge in a college male population, as well as a comparison of college men with human samples obtained in other studies: a sample of men and women and a sample of sexually variant men. In this study, 116 male students, all of whom identified themselves as heterosexual, completed the Wilson Sex Fantasy Questionnaire (WSFQ). Results indicated that the present sample had significantly more exploratory, intimate, impersonal, and total sexual fantasies than sexual fantasies reported by female respondents in another study using the WSFQ and significantly more intimate, impersonal, and total sexual fantasizing when compared with a male sample in another study. The men in this study also evidenced less deviant areas of sexual fantasizing when compared with a group of sexually variant men in another study. A principal components analysis extracted four factors, which accounted for 45% of the total variance. The four sexual fantasy topic areas for the most part replicated prior findings by Wilson (1988) but are also more heterogeneous, indicating that male college students engage in a variety of sexual fantasies but seem to favor more intimate, less deviant or exploratory sexual themes that are in line with nonclinical samples and different from several clinical samples of sexually variant men.
Studies have supported the finding that sexually coercive behavior exists between males and females on college campuses and that when women say "no" to sexual behavior, men do not believe them. This study utilized penile plethysmography to investigate male sexual arousal to rape myth scenarios in a college population. The scenarios portrayed a woman who said "no" to sexually coercive intercourse behavior by a male. Results indicated that a low level of social desirability, sexual fantasies involving group sexual activity, as well as hurting and being hurt by a partner were associated with greater levels of physiological responding to coercive stimuli. Supportive attitudes about rape showed no relationship with physiological responding, yet did correlate with the sexual fantasy of being hurt by a partner, which was itself related to increased sexual arousal to sexually coercive audio stimuli.
Stimulus equivalence is a behavioral approach to analyzing the "meaning" of stimulus sets and has an implication for clinical psychology. The formation of three-member (A --> B --> C) stimulus equivalence classes was used to investigate the effects of three different sets of sample and comparison stimuli on emergent behavior. The three stimulus sets were composed of Rational-Emotive Behavior Therapy (REBT)-related words, non-REBT emotionally charged words, and a third category of neutral words composed of flower labels. Sixty-two women and men participated in a modified matching-to-sample experiment. Using a mixed cross-over design, and controlling for serial order effects, participants received conditional training and emergent relationship training in the three stimulus set conditions. Results revealed a significant interaction between the formation of stimulus equivalence classes and stimulus meaning, indicating consistently biased responding in favor of reaching criterion responding more slowly for REBT-related and non-REBT emotionally charged words. Results were examined in the context of an analysis of the importance of stimulus meaning on behavior and the relation of stimulus meaning to behavioral and cognitive theories, with special appraisal given to the influence of fear-related discriminative stimuli on behavior.
Stimulus equivalence is a behavioral approach to analyzing the "meaning" of stimulus sets and has an implication for clinical psychology. The formation of three-member (A r B r C) stimulus equivalence classes was used to investigate the effects of three different sets of sample and comparison stimuli on emergent behavior. The three stimulus sets were composed of Rational-Emotive Behavior Therapy (REBT)-related words, non-REBT emotionally charged words, and a third category of neutral words composed of flower labels. Sixty-two women and men participated in a modified matching-to-sample experiment. Using a mixed cross-over design, and controlling for serial order effects, participants received conditional training and emergent relationship training in the three stimulus set conditions. Results revealed a significant interaction between the formation of stimulus equivalence classes and stimulus meaning, indicating consistently biased responding in favor of reaching criterion responding more slowly for REBTrelated and non-REBT emotionally charged words. Results were examined in the context of an analysis of the importance of stimulus meaning on behavior and the relation of stimulus meaning to behavioral and cognitive theories, with special appraisal given to the influence of fear-related discriminative stimuli on behavior.
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