Understanding Human Sexuality 12th Edition Hyde Solutions Manual

Understanding Human Sexuality 12th
Edition Hyde Solutions Manual

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CHAPTER 8: SEXUAL AROUSAL
Lecture Outline
Are You Curious?
Questions are posed regarding the biological changes that occur during sexual arousal, hormones
related to sexual desire, and evidence for and against the castration of sex offenders.
1) The sexual response cycle

Masters and Johnson, as a result of their extensive observational research, provided the first
model of the sexual response. They divided it into four stages: excitement, plateau, orgasm,
resolution. Recent research has merged the first two, and now three stages are recognized:
excitement, orgasm, and resolution. Two main processes observed are vasocongestion (increased
blood flow to the genitals) and myotonia (muscle tension).
a) In the excitement phase, the penis begins to become erect and the vagina begins to
lubricate, due to vasocongestion. The clitoris, crura, and the vestibular bulbs also begin to
enlarge.
b) Vasocongestion peaks in the excitement phase. The outer third of the vagina contracts,
creating the orgasmic platform.
c) During orgasm, males report a sense of ejaculatory inevitability, followed by the
contraction of the urethral bulb and penis, which force semen down the urethra and out of
the penis. Females also experience rhythmic contractions of the orgasmic platform, anus,
and uterus; in some instances, females also ejaculate.
i) It has been found that 25% of males and just over 50% of females have faked orgasm
during heterosexual intercourse.
d) Resolution represents the reversal of the processes that occurred during the excitement
stage. Resolution may take longer for women who did not experience orgasm than for
those who did. The refractory period of males, when they are unable to achieve erection
or orgasm, varies with age and other factors.
e) Masters and Johnson also analyzed female orgasm, particularly as it relates to Freud’s
notion of the “immature” clitoral and “mature” vaginal orgasms, and found both forms of
orgasm physiologically the same.
i) New research indicates that genital anatomy may be, at least partially, responsible for
a woman experiencing orgasm
f) Typically, males enter a refractory period after orgasm, but both Kinsey and Masters and
Johnson noted that women are capable of multiple orgasms, with succeeding orgasms
requiring less effort than the first.
g) Critics of Masters and Johnson note the nonrepresentative composition of their samples
and the assumption of orgasm in their largely physiological approach.
2) Other Models of Sexual Response
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a) Kaplan’s triphasic model introduces a psychological component with a desire phase, in
addition to vasocongestion and muscular contraction phases.
b) Bancroft’s sexual excitation-inhibition (dual control) model proposes that two basic
processes underlie human sexual response: excitation and inhibition. The dual control
model recognizes that excitation and inhibition are based on biology, learning, and
culture.
c) It should be noted that none of the proposed models include a recognition of emotion in
sexual arousal.
3) Neural and hormonal bases of arousal

a) Erection and ejaculation are largely products of reflex actions of the receptors,
transmitters, and effectors.
b) Premature ejaculation, male orgasmic disorder, and retrograde ejaculation are the three
primary male ejaculation problems.
c) Whipple and Perry reported findings on female ejaculation, which in some women results
from stimulation of the Grafenberg spot (G-spot, female prostate, or Skene’s glands).
d) Findings from studies using functional MRIs and other techniques support theories that
the limbic system and the adjacent hypothalamus play a role in sexual behavior.
e) Hormones are responsible for both prenatal organizing and later activating effects.
Testosterone, specifically, is related to sexual behavior in both males and females.
f) Beyond mere hormones, the mere scent of a woman contributes to a heterosexual male’s
arousal. Additionally, music and stories have also been found to produce arousal in both
men and women.
g) The brain and spinal cord, and sex
i) Spinal reflexes control erection and ejaculation
ii) Reflexes in women—very little research has been conducted with the vast amount of
research spent on males
iii) Recent MRI scans identified a female prostate in 6 of the 7 women studied.
h) Brain control of sexual response is not presently completely understood. However, the
limbic system seems to play a major function.
i) Hormones and Sex— hormones of both sexes interact with the nervous system to
influence sexual responses.
4) Pheromones
a) Pheromones are biochemicals secreted outside the body, and their influence on sexual
behavior of animals is well-documented. Research on humans is less conclusive, but
indicates there may be a similar effect, such as menstrual synchrony.
b) Research suggests that pheromones are a factor in menstrual synchrony.
5) Sexual techniques
a) Erogenous zones— Refers to parts of the body that are sexually sensitive.
b) One-person sex
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i) Masturbation— Self-stimulation, either with the hand or some object.
ii) Very common sexual behavior—NHSLS survey showed 62 percent of men and 42
percent of women reported that they had masturbated in the previous year.
iii) Techniques of female masturbation—Most common technique is by manipulating the
clitoris and inner lips. Other techniques include inserting fingers or objects into the
vagina, breast stimulation, thigh pressure, pressing the genitals against some object,
or massaging the genitals in a stream of water while in the shower or bath.
iv) Techniques of male masturbation—Almost all males report masturbating by hand
stimulation of the penis.
v) Fantasy
(a) The content of sexual fantasies reported by men and women are similar. The
most common are touching and kissing sensuously, watching a partner
undress, giving or receiving oral sex, seducing someone or being seduced,
having sex in an unusual location, position, or length of time.
(b) The nature of fantasies may come from past experience, dreams, or media
portrayals, and may include one or more persons of either gender, be
dreamlike, or very explicit.
(c) The results of 13 studies indicate that 87 percent of men and 69 percent of
women fantasize during masturbation.
vi) Vibrators, dildos, and such
(a) A dildo is a rubber, plastic, or glass cylinder often shaped like a penis, and can
be inserted in the vagina or anus. Dildos can be used by women, men,
lesbians, gays, and couples.
(b) Vibrators are devices that produce a stimulating vibration on sensitive parts of
the body. They can be shaped like a penis, but some are not. They can be
powered by batteries or plugged into a wall outlet.
vii) Body oils also can be used to heighten erotic feelings.
c) Two-Person Sex
i) Kissing
Kissing can be simple, lip-to-lip touching, or “French kissing,” which involves the
insertion of one person’s tongue into the mouth of another. A kiss also could be
placed on an erogenous zone of a partner to heighten sexual stimulation.
ii) Touching
(a) Caresses or massages applied to virtually any area can be exciting.
(b) Hand stimulation of the male genitals can be used for foreplay, producing an
erection, or inducing orgasm.
(c) Hand stimulation of the female genitals can be used for foreplay or to produce
orgasm.
iii) The other senses
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(a) The things you see can contribute to your arousal. Both men and women
respond with physiological arousal to portrayals of partnered sexual activity.
Watching a partner undress is one of the most appealing sexual activities.
(b) Odors can be turn-ons or turn-offs.
iv) Fantasy during two-person sex
(i) Fantasies during two-person sex usually are similar to the ones people have while
masturbating. In one study, 84 percent of males and 82 percent of females
reported fantasizing some of the time during intercourse.
v) Genital-genital stimulation (coitus, sexual intercourse):
(i) Positions of intercourse
(a) The face-to-face, man-on-top (missionary) position is probably the one used
most frequently by heterosexual couples in the United States.
(b) The woman-on-top can have many different variations. Women sometimes
prefer this position because they can control the amount and type of
stimulation.
(c) The rear-entry, or “doggie style,” position is where the female is on hands and
knees and the male inserts his penis from behind.
(d) In the side-to-side position, the man and woman lie beside each other face-to-
face or in a rear-entry position. There are many variations to this position
depending on where the arms and legs end up.
vi) Mouth-genital stimulation
(a) In cunnilingus, the women’s genitals are stimulated by her partner’s mouth.
(b) In fellatio, the man’s penis is stimulated by his partner’s mouth.
(c) Sixty-Nining involves simultaneous mouth-genital stimulation.
(i) When fellatio and cunnilingus are performed simultaneously, it is often
referred to as “sixty-nine.”
(d) Anilingus involves mouth stimulation of the partner’s anus.
vii) Anal intercourse
(a) In anal intercourse, a man inserts his penis into his partner’s rectum. This is
somewhat more difficult than penis-to-vagina intercourse because the rectum
has no natural lubrication and has fairly tight muscles.
viii) Techniques of lesbians and gays
(a) Most practices of lesbians and gays are the same as those of heterosexual
couples.
(b) Interfemoral intercourse is when a man’s penis moves between the thighs of
his partner.
(c) Tribidism is where one partner lies on top of the other partner and makes
thrusting motions so that both receive genital stimulation.
d) Aphrodisiacs
i) Is there a good aphrodisiac? There is no known substance that works well as an
aphrodisiac.
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ii) Anaphrodisiacs are substances or practices that diminish sexual desire.
e) There are six ingredients to exceptional sex: being present and focused, connection and
merger, intimacy, communication, authenticity and genuineness, and exploration.
6) The chapter ends with the Critical THINKing Skill: Defending against everyday
persuasive techniques
Lecture Extension
Erectile Dysfunction and Attribution
Most males at some point experience difficulty in getting or maintaining an erection, and
there is considerable variation in reaction to this event. Given the social significance of the penis
and the linkages between erection and masculine identity, it is not surprising that this is a matter
of some concern. Indeed, the frequent display of such instances as a joke in media imagery point
to the social significance of these events. Barlow (1986) noted, however, that while some men
respond negatively to such an occurrence, others appear to recover rather positively, having no
continuation of the erectile problems. In attempting to explain the differences in male response to
erectile difficulties, Barlow posited that a positive feedback loop, based in cognitive-affective
states, operates in cases of difficulty. Men who perceive that they have control of erection and
have positive expectancies about arousal are less anxious and will continue to maintain positive
expectations in encounters subsequent to an instance of erectile difficulty. Conversely, men with
negative expectancies and perception of little erectile control tend to approach encounters
following an instance of difficulty with negative affect, and they have poorer outcomes.
In a recent test of this hypothesis by Weisberg, Brown, Wincze, and Barlow (2001), 52
sexually functioning men viewed two sexually explicit films. Researchers then provided bogus
feedback, informing the subjects that they had had a low erectile response to these depictions.
The researchers then attributed these effects to either external or internal forces, such as poor
film quality and the participant’s thoughts on sex, respectively. When subjects were shown an
additional film, those who had received external attributions from the researchers had higher
erectile response than did those in the internal attribution group. Ask students to consider the
treatment implications of finding support for an effect of attributions in cases of erectile
dysfunction.
Barlow, D. “Causes of sexual dysfunction: The role of anxiety and cognitive interference.”
Journal of Consulting and Clinical Psychology 54, no. 2 (1986), pp. 140-148.
Weisberg, R.; Brown, T.; Wincze, J.; and Barlow, D. “Causal attributions and male sexual
arousal: The impact of attributions for a bogus erectile difficulty on sexual arousal,
cognitions and affect.” Journal of Abnormal Psychology 110, no. 2 (2001), pp. 324-334.
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Discussion Questions
DQ1: Basic physiologic processes. Name and describe the two basic physiologic processes that
are responsible for physical changes during sexual arousal in men and women. How do these
processes manifest themselves in the breasts, scrotum, vulva, penis, nipples, and vagina? How do
they help deconstruct the idea that men and women are “opposite sexes”?
DQ2: Patterns in sexual activity. Do you agree that there is a pattern in the way we experience
sexual arousal? What accounts for variation in such patterns? How does this knowledge reflect
on the concept of sexual scripts discussed in Chapter Two?
DQ3: Alcohol and sexual response. What role does alcohol play in sexual response? Describe
the experience from a subjective point of view (experiential) and an objective point of view
(medical). What accounts for any difference?
DQ4: The physiology behind pre-cum. Why does the Cowper’s gland sometimes secrete fluid
with sperm in it? Trace the internal sexual anatomy of the male in order to see how sperm might
find themselves in the Cowper’s gland.
DQ5: Orgasm and gender. Does research suggest that women and men both are equally
capable of multiple orgasms? What cultural, psychological, and biological ideas might explain
why women report experiencing fewer orgasms than men?
DQ6: Evaluating the multiple models of sexual response. How does Helen Singer Kaplan
reconceptualize Masters and Johnson’s sexual response cycle? How is Kaplan’s model more
amenable to theories of learning in explaining arousal?
DQ7: The multi-caused erection. How exactly is erection triggered? What part(s) of the brain
are involved? What can the experience of men who have severed spinal cords teach us about
erection and sexual response?
DQ8: Sex and sex drive. It is commonly assumed that men have a stronger sex drive than
women. Similarly, women are often portrayed as preferring snuggling and pillow talk, whereas
men are often portrayed as in it simply for the physical act of sex. Are these assumptions valid?
What cultural and social reasons can you think of that might explain these differences?
Note to the instructor: You may want to discuss awareness of one’s own body and Schacter’s
discussion of attribution of arousal.
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DQ9: Testosterone levels and frequency of sex. A headline reads: “Men with higher than
normal testosterone levels have more frequent sex.” Brainstorm at least two possible
explanations for the relationship between testosterone levels and frequency of sex.
DQ10: Pheromones. What is a pheromone? What evidence suggests that pheromones operate
among animals and humans? How powerful do you think their influence is compared to social
influences? Do you think that pheromones might play more of a role in human sexual behavior in
cultures that do not stress personal hypercleanliness as much as we do in the United States? If so,
what do you think the effects of pheromones would be in those other cultures?
DQ11: A controversial homologous organ. The textbook discusses the controversy over the
existence of the G-spot. What evidence suggests that the G-spot exists? What organ is the G-spot
homologous to? What is the function of that organ? How does this knowledge reflect on the
assertion that women ejaculate from the G-spot?
Note to the instructor: This discussion may be complemented by Internet Activity 4.
DQ12: Our expectations. How is sex depicted on television? Give examples of a typical sexual
encounter in television. Is this what we expect sex to be like? Is it usually like this? Are our
expectations for sexual activity too high or too low? How might these expectations lead to
unhappiness in a real relationship?
DQ13: Sexual fantasy. Is sexual fantasizing a good way to enrich one’s sexuality? When could
a sexual fantasy be harmful to a partner? What would be a common fantasy for a male? What
would be a common fantasy for a female?
DQ14: Sounds. The textbook suggests that sounds can contribute to an erotic atmosphere. What
sounds does the textbook mention? What other sounds can you imagine might contribute to an
erotic atmosphere?
DQ15: Rethinking sex. What is the goal of sex? Is it different for men and women? What part
can religion play in this determination? What part can age play in this determination? Are the
goals of sex the same in different cultures?
DQ16: Two-person sex. What are the images we think of when we think of partner sex? Who
are the two people? What is their sexual orientation? How old are they? What are they doing?
How do such norms limit our own sexual expression?
DQ17: Stereotypes of masturbation. The textbook suggests that many men imagine women to
masturbate in a particular way. What way is that? Why might they think that women masturbate
that way? What cultural beliefs about sex direct men (and many women) to that conclusion?
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How do these same ideas influence how men try to pleasure women in partnered sex? What is
the consequence for her sexual pleasure?
DQ18: Real Sex. What is “real” sex? Is there one thing without which sex hasn’t really
occurred? Is there a point at which you know sex has ended? What other criteria can you imagine
might be used? Who benefits from this definition of sex? In other words, whose pleasure is
privileged? What does it mean to say that someone’s pleasure is privileged?
DQ19: Foreplay. Ask students for a list of behaviors that are involved in foreplay and then
identify similarities and differences between males and females. Have students consider how
differences in foreplay preferences can affect sexual interactions between individuals. Does the
term ‘foreplay’ suggest it is less important than other forms of sexual activity? How long should
foreplay last?
DQ20: Positions. Have students consider a situation where sexual partners are experimenting
with a variety of sexual positions. Have them explain why some individuals would find various
positions more appealing than others.DQ21: History. Have students discuss how an
individual’s childhood and teen year experiences may shape a person’s adult feelings and
attitudes toward sex and sexuality.
Classroom Activities
CA1: Personal reflections. Have students anonymously answer the questions in Personal
Reflections on the Last Time You Were Sexually Aroused (Handout 8A). Ask them to disclose
their answers and discuss them with the class.
CA2: Quiz. Pass out Questions on Sexual Response (Handout 8B). Use it to bring out
differences of opinion and stimulate discussion, once students have filled it out.
Note to the instructor: Questions 1, 2, 3, 5, 7, 8, 10, and 11 are true.
CA3: What is sexy to you? Ask students to consider Kaplan’s model of arousal and the role of
desire in sexual response. Brainstorm and write on the board a list of things that are “sexy” and
likely to induce arousal, dividing the responses according to gender. Encourage students to
consider their answers from a biopsychosocial perspective, identifying cultural influences and
individual preferences. If there are gender differences, can students find support in the theoretical
perspectives covered earlier, such as evolutionary psychology or sociobiology, that help explain
these differences? How can learning theory be applied in addressing the notions of what is or is
not arousing?
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CA4: Descriptions of orgasm. Ask your students to each, anonymously, write a descriptive
account of what orgasm feels like to them. Collect the descriptions. Before the next class, type
them up, making sure to take out any reference to sexual anatomy that is distinctly female or
male. Keep a key that indicates which descriptions are male or female. Pass out a handout with
approximately six descriptions on it. In groups, ask your students to label each description as
male or female and report to the class, explaining why they chose the label they did. What
assumptions about men and women went into assigning the sex? Divulge the real sex of each
author. Were your students able to tell the difference between a male and female orgasm?
CA5: Faking orgasms. Women often fake orgasms. As a class, brainstorm a list of reasons why
a person might fake an orgasm. Make sure to include sociological reasons as well as
psychological and interpersonal ones. Once your list is complete, split your students into groups
and ask them to come up with solutions to the problems that lead women to fake orgasm.
CA6: Forced choice: Orgasm as the goal. Make the two following statements: (1) Orgasm
should be the goal of sexual activity, and (2) Orgasm should not be the goal of sexual activity.
Ask students who agree with statement 1 to stand on one side of the room and students who
agree with statement 2 to stand on the other. Undecided students must pick a side. Ask one or
more students on the underrepresented side to explain why they chose their side. Then, allow the
other side to respond and to explain why they chose their side. Allow the discussion to progress
and allow students to freely switch sides when they are convinced by the arguments from the
other side.
CA7: Guest speaker. One of the most powerful experiences in a classroom can be when the
students have the opportunity to listen to and talk with a person who embodies the facts and
issues at hand. Contact a local (perhaps university-affiliated) marriage and family therapist to
talk with the class about communication.
CA8: Benefits of masturbating. Brainstorm a list of benefits of masturbation. At what point is

masturbation unhealthy? What benefits might there be to masturbating in front of a partner?
CA9: Taking action to decrease boredom. Place your students in groups. Ask them to imagine
that they have been in an intimate relationship for two years and are getting bored with sexual
activity. List five things that could make a sexual relationship more satisfying. How would a
person communicate to their partner a desire to do each of these things? What can a person do on
their own that might spice up the relationship?
CA10: Forced choice: Sexual boredom. Make the two following statements: (1) Some degree
of sexual boredom is inevitable in a long-term relationship, and (2) Sexual boredom in a long-
term relationship can be avoided. Ask students who agree with statement 1 to stand on one side
of the room and students who agree with statement 2 to stand on the other. Undecided students
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must pick a side. Ask one or more students on the underrepresented side to explain why they
chose their side. Then, allow the other side to respond and to explain why they chose their side.
Allow the discussion to progress and allow students to freely switch sides when they are
convinced by the arguments from the other side.
CA11: “I” messages. After discussing “I” messages, as described in the textbook, pass out one
of the statements from “I” Messages (Handout 10C) to each student. Have each student read his
or her statement out loud to the class. Then, as a group, discuss whether the statement qualifies
as an “I” message and why.
CA12: Talking about sex. Why do you think it is difficult for most couples to talk about sex?
Why is sex, in particular, so hard to discuss?
CA13: Discussing sexual techniques. Arrange your students into groups and assign a sexual
technique to them. Once each group has had a chance to discuss their sexual technique, have
them report it to the class. This activity is a good way to encourage your students to be
comfortable talking about sexuality.
Internet Activities
IA1: Annual editions online. Visit http://www.dushkin.com to access the online version of
Annual Editions and read extra articles about the body and its responses.
IA2: Relationship issues and sexuality. Visit http://www.queendom.com/ and read how
relationship issues may influence sexual enjoyment.
IA3: The G-spot. Visit “The G ‘Crest’ and Female Ejaculation” by Gary Schubach at
http://www.doctorg.com/FemaleEjaculation.htm. What is the G-spot? Do all women have a G-
spot? What is the G-spot analogous to in men? Can stimulation of the G-spot lead to orgasm for
women? Can it lead to ejaculation? What controversies surround the G-spot?
Note to the instructor: This website is complemented by Discussion Question 11.
IA4: Eroticism and masturbation for women. Betty Dodson is the most famous advocate of
masturbation for women. Visit her website at http://dodsonandross.com/sex-features . Why does
she believe so strongly about the value of eroticism and masturbation, and what does she propose
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women should do about it? What other values are tied up in her support for women? Also see
http://www.clitical.com.
IA5: Masturbation for men. Visit http://www.jackinworld.com for information on male

masturbation. Click on “First Visit” to read about what the website offers. What is the website’s
mission? What are the commonly asked questions? What myths about masturbation does it
address?
IA6: Sex toys and technique. The Society for Human Sexuality offers a guide to sex toys at
http://www.sexuality.org/sextoys.html. Then visit
http://www.askmen.com/dating/keywords/better-sex.html to read tips for improving your
technique.
IA7: The history of masturbation. Visit http://www.jackinworld.com/resources/general-

articles/masturbation-throughout-history to read about perspectives on masturbation throughout
history.
IA8: Balancing the good girl and the bad girl. Young women today are stuck between a rock
and a hard place. They’re supposed to be sexy but not sexual. Read
http://www.ualberta.ca/dept/health/web_docs/healthinfo/Decisions/mythsf.htm to learn more
about the myths of women’s sexuality.
Outside Activities
OA1: Book reviews

Chia, M., Arava, D., and Buck, T. The Multi-Orgasmic Man: Sexual Secrets Every Man Should
Know. San Francisco: Harper, 1997.
This book suggests that men aspire to be multi-orgasmic and identifies obstacles to and
methods for reaching this goal. What can their suggestions tell us about sexual
physiology?
Comfort, A. and Park, C. The New Joy of Sex and More Joy of Sex. Simon and Schuster, 1998.
OA2: Journal articles

Both, S.; Spiering, M.; Everaerd, W.; and Laan, E. “Sexual behavior and responsiveness to
sexual stimuli following laboratory-induced sexual arousal.” Journal of Sex Research 41, no. 3
(2004), pp. 242-259.
Meston, C., and Gorzalka, B. Differential effects of sympathetic activation on sexual arousal in
sexually dysfunctional and functional women. Journal of Abnormal Psychology 105, no. 4
(1996), pp. 582-591.
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Meston and Gorzalka investigate the effects of stimulating the sympathetic nervous
system via exercise on sexual arousal. Findings suggest that sexual response may be
affected, but that perceptions of arousal are not.
OA3: Reflective essay. What are your conditions for “good” sex? In other words, what physical,
psychological, and emotional needs do you think should be fulfilled for sex to qualify as good?
How aware have you been of these conditions in seeking out sexual intimacy? Have you been
able to fulfill these conditions? If you are in (or have been in) a relationship, are or were you able
to communicate these needs to your partner? Why or why not? Have you made an effort to
discover theirs? How might you make sure to do this in the future?
OA4: Reflective essay. Ask your students to write a short, reflective essay answering the
following questions: What are your feelings about masturbation? Have you told your sexual
partners that you masturbate? Why or why not? Have you ever masturbated in front of a partner?
Why or why not? Would you be willing to do either of these things? Explain. How would you
feel if your partner told you he or she masturbated and/or masturbated in front of you?
OA5: Modeling the sexual response cycle. Ask your students to pick their preferred version of
the sexual response cycle from the textbook. Then, ask them to create a display that illustrates
the sexual response cycle, in all its complexity, using poster board, drawing, coloring, graphs,
pop-up features, and whatever else they can imagine.
OA6: Theorizing the sexual response cycle. Ask your students to review the various models of
the sexual response cycle in the textbook, paying close attention to their critiques of each other.
Then, assign them the task of developing a model of sexual response that they think is most
accurate, inclusive, and exhaustive. Ask them to explain and justify each phase and the
components of each phase in biological, psychological, sociological, and/or cultural terms.
OA7: Field trip. Direct your students to a local bookstore and ask them to find the section on
sexuality. In a short essay or report to the class, ask them to discuss the kinds of books available
at the bookstore. For what audience are the books designed? How do the books attempt to sell
themselves? What are the limits to what these books can teach? What other kinds of books would
you like to see in the sexuality section?
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Handout 8A: Personal Reflections on
The Last Time You Were Sexually Aroused
Please write an answer to each question. Do not write your name on the survey.
1. Describe the situation. Were you alone? If not, who were you with? In what activity were you
engaged? Where were you?
2. What was the stimulus? Was it a person, an image, a thought, or something different? What
about it was sexually stimulating to you?
3. How did you know you were aroused? What sign alerted you to your arousal?
4. What happened after you recognized you were aroused? Did you masturbate? Have contact
with the person? Sexual contact?
5. Estimate how often you think you experience sexual arousal.
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Handout 8B: Questions on Sexual Response
1. In both men and women, orgasm is simply a True False Don’t Know
release of muscle tension.
2. There are no physiological differences in True False Don’t Know

orgasms attained through sexual intercourse,
masturbation, or any other technique.
3. Woman are biologically more capable of True False Don’t Know

multiple orgasms than are men.
4. The area most sensitive to sexual stimulation True False Don’t Know
in the woman is the vagina.
5. Erection of the nipples is often a sign of True False Don’t Know

sexual arousal in the male.
6. A female is incapable of orgasm until she True False Don’t Know

reaches puberty.
7. For a short period of time following orgasm, True False Don’t Know
men are usually not able to respond to further
sexual stimulation.
8. If a woman has an orgasm, the back of her True False Don’t Know
vagina creates a pool for semen to sit.
9. Women can have both clitoral and vaginal True False Don’t Know
orgasms.
10. Men who have severed their spinal cords can True False Don’t Know
still have erections.
11. Women can ejaculate. True False Don’t Know
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Handout 8C: Senses and Arousal
If asked to rank the senses in order of their impact on arousal, people rarely place hearing
at the top of their lists. Taking exception to this following a discussion of the results of a class
survey, student Amy Kenady penned the following response in defense of sound.
Hearing—The Underrated Sexual Response Sense
When asked to rate the five senses with regard to the levels by which they help you get
aroused, I was surprised to see that the sense of hearing ranked lowest. I know that the other four
senses play a huge role when it comes to sex. It is impossible to have intercourse without touch.
The very act of sex itself involves skin-to-skin contact. … But the act of hearing is the one sense
taken for granted; so, I’m taking the time to defend this sense and its connection with sex.
Music plays a big role in the way we view television and relate it back to real life. How
many times have you watched a movie and been able to tell what was going to happen because
of the music? Victims are always killed in horror movies to the rhythmic plunging of a knife,
heroes always make their big move during the climactic part of a song, and lovers always get
their groove on when the cheesy, romantic music starts to play. … The hotter and more dramatic
a scene is, the more likely I am to associate the music played during that scene the next time I
hear it. … Who can forget the hype that “Unchained Melody” received after the pottery scene
between Demi Moore and Patrick Swayze in Ghost?
My high school sweetheart, who was majoring in music, once told me that dance music,
or techno music, was designed with a specific beat in mind that closely matched that of the
human heartbeat. I used to think about this when I stepped into a club and felt the pounding of a
bass in my chest. … How many times have you gone to a club and watched people go nuts on
the dance floor. … My friends and I used to laugh, because the later it got … the more risque the
people dancing became. (Seeing them) feels like you are watching something forbidden, like a
trans-pneumonic encounter between two or more people being fed by the rhythmic beats of the
music. …
Sexual acts have always been associated with different noises. There’s always moaning
or groaning, heavy sighing, sweaty slapping of bodies, and let’s not even get into the more
embarrassing noises that the body can make during intercourse. How many times have you heard
on television, or in your own bedroom perhaps, someone whisper into a lover’s ear, “Talk dirty
to me”? Now, could you imagine a sexual encounter without these noises?
15
So, as you can see, sex wouldn’t be sex without sound. Next time you find yourself in the
mood, think about what helped you get there, and I’ll bet that you’ll find that sound played a role
in helping you feel the way you do.
16

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Understanding Human Sexuality 12th

Edition Hyde Solutions Manual

1) The sexual response cycle

3) Neural and hormonal bases of arousal

Erectile Dysfunction and Attribution

CA8: Benefits of masturbating. Brainstorm a list of benefits of masturbation. At what point is

IA5: Masturbation for men. Visit http://www.jackinworld.com for information on male

IA7: The history of masturbation. Visit http://www.jackinworld.com/resources/general-

OA1: Book reviews

OA2: Journal articles

5. Estimate how often you think you experience sexual arousal.

2. There are no physiological differences in True False Don’t Know

3. Woman are biologically more capable of True False Don’t Know

5. Erection of the nipples is often a sign of True False Don’t Know

6. A female is incapable of orgasm until she True False Don’t Know

11. Women can ejaculate. True False Don’t Know

Hearing—The Underrated Sexual Response Sense

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