The preparation of acrylic teeth in a simulated clinical environment (phantom head) plays an essential role in pre-clinical dental education where evaluation is performed visually by instructors. The aim of this investigation was to verify the quality criteria of a tooth preparation for a metal-ceramic crown (tooth No. 21) with the help of digital measurement. Thirty-six acrylic teeth were prepared by students and one tooth was prepared ideally by a trained dentist: These were examined and compared. Five experienced instructors independently assessed the quality criteria with the use of a criterion list. Afterwards, the teeth were scanned with the 3D-laser scanner 'es1' (Etkon Company, Munich, Germany). The calculation of the correlation coefficient demonstrated a satisfactory correlation between visual and digital rating concerning convergence angle, shoulder width and occlusal reduction. Greater differences between experimental groups were observed with regards to other criteria on the applied criterion list. A directed calibration of the evaluators and a re-evaluation of some measurements would be necessary to gain more precise results.

Temporal binding (TB) refers to an underestimation of time intervals between two events, most commonly for actions and their effects. This temporal contraction is measurable for both perceived changes in social stimuli such as faces, as well as for interactions with a partner. We investigated TB in two separate experiments to uncover the individual influences of (i) participants’ belief in an interaction with a human partner (as compared to a computer), and (ii) a face-like stimulus versus an abstract stimulus mediating the interaction. The results show that TB is more pronounced when self-initiated actions result in a personal event as opposed to a mere physical effect, being suggestive of a “social hyperbinding.” The social hyperbinding effect appeared to be driven both by the belief in interacting with another person and by a face-like stimulus. However, there seemed to be no further enhancing effect when combining the top-down processes (“beliefs”) with the bottom-up processes (“perceptions”). These findings suggest a prioritization of social information for TB regardless of whether this information is introduced by top-down (beliefs) or bottom-up information (stimuli). Our results add to existing literature demonstrating an increase in action-event monitoring for social cues.

Background. The degree to which violent video games do, or do not contribute to aggressive behavior and hostility remains controversial in the scientific community, with scholars not yet having come to a consensus about effects. Recent studies have examined whether other issues such as frustration or competition might explain some video game influences that were previously thought to be due to violent content. Aim. The current study examines whether player agency in determining choice of game played influences aggressive outcomes. Methods. Young adult players were randomized either to play a violent game, a non-violent game, or to be given the choice between several violent and non-violent games. Players were examined for subsequent aggressive behavior using the ice water task as well as for stress levels and hostility. Results. Game condition did not influence hostility, stress, or aggressive behavior, whether with randomized or chosen games. Conclusion. The present study provided no evidence that violent video games contribute to aggressive behavior. Lack of influence for agency in game choice can be understood given the lack of any aggression effect for violent game exposure.

The degree to which the content of video games influences aggression continues to be debated in the scholarly literature. The current article includes two studies, one of which replicates one study from Przybylski et al. (2014, J. Pers. Soc. Psychol., 106, 441) and the other which extends related concepts into virtual reality. In the first study, two versions of Tetris were examined, differing in levels of difficulty. In the second study, participants played virtual reality games which differed in regard to difficulty and violent content. Difficulty increased hostility in the second study but not the first. Violent content influenced neither hostility nor aggressive behaviour. Results partially supported the frustration theory of aggression, but not theories of violent content effects. Implications for the field are discussed.