Research Interests


Previous studies have focused on the effects of erotica designed for men or women, however we have challenged the existing research paradigm by creating sexually explicit stories which appeal to both sexes. With presentations at both international and national conferences for Society for the Scientific Study of Sexuality (SSSS), this research was recently published the Journal of Sex and Marital Therapy and was co-authored with one of my undergraduate research assistants. My program of research includes 3-4 undergraduate researchers each year, who devote 30-40 hours during the summer months and 80-100 hours during the academic year serving as research assistants. Student research assistants participate in the early stages of planning and IRB submission, through data collection, analysis and presentation at regional and national conferences, in order to gain a strong understanding of how research is conducted from start to finish.

Two book chapters have explored the behavioral, emotional, and societal effects of sexually explicit material and pornography found in television, film, advertising, and print media. Prior published research has also investigated the formation of autobiographical memories for romantic and horror films while on a heterosexual date.

Current research projects include: 1) examining women’s sexual arousal in response to photos of a male model engaging in direct or indirect eye contact and 2) evaluating sexual arousal in men and women in response to changes in relationship status between characters in “equally appealing erotic stories.”

Scott, C.L, & Cortez, A. (2010). No longer his & hers, but ours: Sex differences in response to erotic stories designed for both sexes In review with the Journal of Sex and Martial Therapy (In press)

Harris, R.J. & Scott, C.L. (2002). The impact of sexually explicit media. In J. Bryant and D. Zillman (Eds.) Media Effects: Advances in Theory and Research (2nd edition). Mahwah N.J.: Lawrence Erlbaum Associates

Harris, R.J., Hoekstra, S.J, Sanborn, F.W., Scott, C.L., Dodds, L.A. & Brandenberg, J. D. (2004). Autobiographical memories for seeing romantic movies on a date: Romance is not just for women. Media Psychology, 6, 257-284.




Combining a passion for theater and teaching, this pedagogical research has explored the effectiveness of creative teaching strategies. The most recent publication examined the use of the MBTI personality assessment to promote self-awareness of learning styles, communication preferences, and study skills in psychology students enrolled in a personality theory course. Research examining the effectiveness of dramatic scripts as “case studies” in social psychology, personality theory, and human sexuality courses, was presented at the International Society for the Scholarship of Teaching and Learning as well as at the National Institute for Teaching of Psychology conferences.
Previous publications have demonstrated an increase in recall through embodied cognition when memorizing a monologue and the bias that many educators have toward creative children in elementary school.
Current projects include expanding our research on the use of dramatic scripts as learning tools in upper division psychology classes, and the manuscript will be submitted to the Teaching of Psychology journal.

Scott, C.L. (2009) In search of self: Using the MBTI to promote self-awareness and self-acceptance. In J.A. Feito and A. Novakov (Eds.) Designs for Learning: Exploring the Scholarship of Teaching and Learning at Saint Mary’s College of California. Moraga, CA: SOFIA: A Journal of Teaching Learning, and Visual Literacy, 38-45.

Scott, C.L ., Harris, R.J., & Rothe, A.R. (2001). Embodied cognition through improvisation improves memory for a dramatic monologue. Discourse Processes, 31 (3) p.293-305.

Scott, C.L. (1999). Teachers’ biases towards creative children. Creativity Research Journal, 12 (4) p.321-328.






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