Slide
Centre Interdisciplinaire
de Recherche et d’Innovation
en Cybersécurité et Société
de Recherche et d’Innovation
en Cybersécurité et Société
1.
Renaud, P.; Trottier, D.; Nolet, K.; Rouleau, J. L.; Goyette, M.; Bouchard, S.
Sexual self-regulation and cognitive absorption as factors of sexual response toward virtual characters Journal Article
In: Cyberpsychology, Behavior, and Social Networking, vol. 17, no. 4, pp. 241–247, 2014, ISSN: 21522715.
Abstract | Links | BibTeX | Tags: adult, attention, cognition, eye movement, Eye movements, human, human relation, Humans, Informal, inhibition (psychology), Interpersonal Relations, male, Penile Erection, penis erection, Sexual Behavior, Social Control, Young Adult
@article{renaud_sexual_2014,
title = {Sexual self-regulation and cognitive absorption as factors of sexual response toward virtual characters},
author = {P. Renaud and D. Trottier and K. Nolet and J. L. Rouleau and M. Goyette and S. Bouchard},
url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-84898718813&doi=10.1089%2fcyber.2013.0165&partnerID=40&md5=80139e00bf83eda1508ec5ff80164c33},
doi = {10.1089/cyber.2013.0165},
issn = {21522715},
year = {2014},
date = {2014-01-01},
journal = {Cyberpsychology, Behavior, and Social Networking},
volume = {17},
number = {4},
pages = {241–247},
abstract = {The eye movements and penile responses of 20 male participants were recorded while they were immersed with virtual sexual stimuli. These participants were divided into two groups according to their capacity to focus their attention in immersion (high and low focus). In order to understand sexual self-regulation better, we subjected participants to three experimental conditions: (a) immersion with a preferred sexual stimulus, without sexual inhibition; (b) immersion with a preferred sexual stimulus, with sexual inhibition; and (c) immersion with a neutral stimulus. A significant difference was observed between the effects of each condition on erectile response and scanpath. The groups differed on self-regulation of their erectile responses and on their scanpath patterns. High focus participants had more difficulties than low focus participants with inhibiting their sexual responses and displayed less scattered eye movement trajectories over the critical areas of the virtual sexual stimuli. Results are interpreted in terms of sexual self-regulation and cognitive absorption in virtual immersion. In addition, the use of validated virtual sexual stimuli is presented as a methodological improvement over static and moving pictures, since it paves the way for the study of the role of social interaction in an ecologically valid and well-controlled way. © Mary Ann Liebert, Inc.},
keywords = {adult, attention, cognition, eye movement, Eye movements, human, human relation, Humans, Informal, inhibition (psychology), Interpersonal Relations, male, Penile Erection, penis erection, Sexual Behavior, Social Control, Young Adult},
pubstate = {published},
tppubtype = {article}
}
The eye movements and penile responses of 20 male participants were recorded while they were immersed with virtual sexual stimuli. These participants were divided into two groups according to their capacity to focus their attention in immersion (high and low focus). In order to understand sexual self-regulation better, we subjected participants to three experimental conditions: (a) immersion with a preferred sexual stimulus, without sexual inhibition; (b) immersion with a preferred sexual stimulus, with sexual inhibition; and (c) immersion with a neutral stimulus. A significant difference was observed between the effects of each condition on erectile response and scanpath. The groups differed on self-regulation of their erectile responses and on their scanpath patterns. High focus participants had more difficulties than low focus participants with inhibiting their sexual responses and displayed less scattered eye movement trajectories over the critical areas of the virtual sexual stimuli. Results are interpreted in terms of sexual self-regulation and cognitive absorption in virtual immersion. In addition, the use of validated virtual sexual stimuli is presented as a methodological improvement over static and moving pictures, since it paves the way for the study of the role of social interaction in an ecologically valid and well-controlled way. © Mary Ann Liebert, Inc.
2.
Nolin, P.; Martin, C.; Bouchard, S.
Assessment of inhibition deficits with the virtual classroom in children with traumatic brain injury: A pilot-study Journal Article
In: Annual Review of CyberTherapy and Telemedicine, vol. 7, no. 1, pp. 240–242, 2009, ISSN: 15548716 (ISSN).
Abstract | Links | BibTeX | Tags: article, attention deficit disorder, Attention Deficit Disorder with Hyperactivity, Brain, Brain Injuries, brain injury, Child, Children, clinical article, Computer aided instruction, Ecological character, human, Humans, inhibition (psychology), Inhibition deficit, Life experiences, neuropsychological test, Neuropsychological Tests, Performance tests, Pilot Projects, Pilot studies, pilot study, reaction time, school, Traumatic Brain Injuries, traumatic brain injury, Virtual Classroom, virtual reality
@article{nolin_assessment_2009,
title = {Assessment of inhibition deficits with the virtual classroom in children with traumatic brain injury: A pilot-study},
author = {P. Nolin and C. Martin and S. Bouchard},
url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-71749121874&partnerID=40&md5=e13dc1c0941767a5d373bb1f8177b2c6},
issn = {15548716 (ISSN)},
year = {2009},
date = {2009-01-01},
journal = {Annual Review of CyberTherapy and Telemedicine},
volume = {7},
number = {1},
pages = {240–242},
abstract = {This study compared the performance of 8 children who have sustained a traumatic brain injury on the traditional VIGIL Continuous Performance Testand the Continuous Performance Test included in the Virtual Classroom. Results supported the hypothesis, showing that the Continuous Performance Test from the Virtual Classroom showed more sensitivity concerning inhibition deficits. More precisely, children showed more commission errors and longer reaction time. These results can be explained by the ecological character of the Virtual Classroom, meaning that this instrument is close to real-life experiences and requires more attention and inhibition resources.},
keywords = {article, attention deficit disorder, Attention Deficit Disorder with Hyperactivity, Brain, Brain Injuries, brain injury, Child, Children, clinical article, Computer aided instruction, Ecological character, human, Humans, inhibition (psychology), Inhibition deficit, Life experiences, neuropsychological test, Neuropsychological Tests, Performance tests, Pilot Projects, Pilot studies, pilot study, reaction time, school, Traumatic Brain Injuries, traumatic brain injury, Virtual Classroom, virtual reality},
pubstate = {published},
tppubtype = {article}
}
This study compared the performance of 8 children who have sustained a traumatic brain injury on the traditional VIGIL Continuous Performance Testand the Continuous Performance Test included in the Virtual Classroom. Results supported the hypothesis, showing that the Continuous Performance Test from the Virtual Classroom showed more sensitivity concerning inhibition deficits. More precisely, children showed more commission errors and longer reaction time. These results can be explained by the ecological character of the Virtual Classroom, meaning that this instrument is close to real-life experiences and requires more attention and inhibition resources.