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Research participants (heterosexual men and women and homosexual and bisexual men and women) looked at line drawings of same-sex and opposite-sex pairs depicting high (mutual hugging) or low (standing facing one another) tactile intimacy. In contrast with low tactile intimacy, heterosexual men and women rated high tactile intimacy in male-male pairs as less appropriate than in male-female and female-female pairs. However, homosexual and bisexual research participants did not rate high tactile intimacy versus low tactile intimacy in same-sex and opposite-sex pairs differently. Ratings of sexual involvement as a function of Tactile Intimacy x Gender Composition of the stimulus pairs were also found for the heterosexual men and women but not for homosexual and bisexual men and women. Results suggest sexual orientation affects perceptions of tactile intimacy.

This article provides a framework and outline for teaching a foreign language course entirely on-line to college undergraduates. The course uses a distance learning approach that incorporates an electronic messaging system, multimedia, World Wide Web, and Internet assignments. Course structure, pedagogical issues, and one university's experience with on-line courses are discussed as a basis for presenting a working model for teaching foreign languages using on-line technology. Finally, student learning outcomes in on-line and traditional first-year Spanish courses are compared.

This article describes how the job characteristics model, used by industrial-organizational psychologists to enhance the motivating potential of jobs in industry, can be applied to enhance the motivating potential of psychology courses. The job characteristics model describes the relation among the core job characteristics of skill variety, task identity, task significance, autonomy, feedback, and employee intrinsic job motivation. Empirical support for the job characteristics model has been established in organizational research. Application of this model to course design provides a framework for enriching course design to increase student motivation. This conceptual framework can be used to strengthen teaching methods, evaluation methods, policies, and other aspects of how a course is structured.