Technology-mediated sexual interaction and relationships: a systematic review of the literature
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
In the previous decade, researchers have increased their attention to people's engagement in technology-mediated sexual interaction (TMSI) – the exchange of sexual material via computer and Internet technologies. Inconsistent terminology and measurement across studies, however, has hindered the development of a cohesive knowledge base to inform sexual and relationship clinicians and educators. In this paper, we provide a critical review of the current state of the research on TMSI to identify gaps, clarify terminology, and synthesize current findings in the research. To do this, we conducted a systematic search of empirical literature focused on sexting, cybersex, and phone sex (terms that are consistent with TMSI). To meet inclusion criteria, authors of the studies were required to report on the prevalence of sexting, cybersex, and phone sex in adolescent and/or adult populations. Our findings indicate that TMSI is more prevalent among adults relative to adolescents. We also found that a majority of the studies focused on problematic use of TMSI (e.g. “cybersex addiction”); with comparatively less research examining normative TMSI. Our findings also indicate that many of the studies we systematically reviewed did not specify or differentiate between relationship types in their analyses. We conclude by discussing trends in the results and gaps in the literature that are pertinent to sexual and relationship researchers and clinicians.
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.003 | 0.009 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.002 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.001 | 0.001 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.001 | 0.002 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it