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During a written test from the advanced course of evolutionary biology students will be asked to attribute the most suitable color to 22 terms, related to slow or fast life-history strategies: to consider, to schedule, to wait up, the future, don't take risks, cautiously, coolheaded, slowly, to postpone, save up, don't rush it, condom, immediately, promptly, the present, quickly, don't hesitate, to hurry up, to risk up, just now, in a flash, adventurer, risky game, unprotected sex – in Czech: rozvažovat, naplánovat, počkat si, budoucnost, neriskovat, opatrně, rozvážný, pomalu, odložit, spořit, neuspěchat, condom, ihned, okamžitě, přítomnost, rychle, nezaváhat, spěchat, risknout, právě nyní, bleskově, dobrodruh, riskantní hra, nechráněný sex. After that, they will sort the colors from the most to the least nice (in Czech: od té nejsympatičtější/nejkrásnější (nahoře) po tu nejméně sympatickou). The same test will run before and after the biology test and the approach to a particular term will be computed on the basis of niceness of color attributed to particular terms in two runs of the test by an individual student. Based on niceness attributed to slow or fast life history terms we will compute the affinity of particular students to the slow or fast strategy. In another part of the questionnaire, the students will respond to the questions about their physical and mental health (their responses will be used for computing indices of health as means of corresponding Z-scores from individual questions). We will ask the students also about their and their parents’ Rh factors and we will use their Rh phenotype and genotype (Rh negativity and heterozygosity with Rh-positive allele originating from the father) as predispositions to worse health. They will also respond to six questions on the tendency to delay gratification and six questions on the tendency to risk. They will also respond to the questions related to their sexual life which will be used for computing indices of sexual appetence and sexual activities. We will also ask them how much and when they want their children. We will test the following hypotheses: 1] Students expressing the signs of the fast life history strategy (e.g. lower investment to the prevention of medical problems, unhealthy lifestyle, lower reported life expectancy) will attribute nicer colors to the term related to the slower life strategy and less nice to the terms related to the slower life strategy. 2] Students reporting worse health will express signs of the faster life strategy – they will report higher sexual appetence and higher will to have their own children soon. 3] Students with genetic predispositions for worse health (Rh negativity and heterozygosity with Rh-positive allele originating from the father) will express signs of the faster life strategy – they will report higher sexual appetence and higher will to have their own children soon. 4] Students reporting worse health will express signs of the faster life strategy in the chromasociation test – they will attribute nicer colors to the terms related to the fast life history strategy. 5] Students with genetic predispositions for worse health (Rh negativity and heterozygosity with Rh-positive allele originating from the father) will express signs of the faster life strategy in the chromasociation test – they will attribute nicer colors to the terms related to the fast life history strategy. The principal method for testing the hypothesis will be partial Kendall correlation tests with sex and age controlled, a one-sided test will be used for testing one-sided hypotheses and the correction for multiple tests will be done with the Benjamini-Hochberg procedure with a false discovery rate preset to 0.2. The expected number of participants will be 130-160. The collection of data will be performed on May 9, 2022. When less than 40 male subjects will take part in the test, the study will be repeated in 2023. In the exploratory part of the study, we will test the effect of life-history strategy on various personality factors of students, including aggressiveness measured with Meili’s test and 9-items BDI-based questionnaire and political approaches measured with a 4-factors, 16-items inventory. We will also explore the effects of various factors (including life history strategy on the performance of students in the test, IQ, memory, and the information processing speed) on the performance of the students in the test from evolutionary biology (on the number of correct answers in the test). Also, we will test the performance of our new variant of the Maili’s selective memory test designed to measure the aggressiveness of students and their sexual sadism and masochism.

About 300 students of the Faculty of Science will fill a complex anonymous internet questionnaire containing about 200 questions and tasks, including several performance tests. In the second part of the questionnaire, they will be offered the following three versions of the ticking bomb scenario: 1) “You are part of the Counter-Terrorism Commission, legally immune from prosecution for acts within the scope of your profession. An atomic time bomb is planted in the center of Prague. If you could locate it, you would save over a million innocent people from certain death. You have captured a major terrorist who has the information you need to stop the time bomb. It's clear he won't give up the information willingly. Would you be willing to order a harsh interrogation method (= torture that can leave permanent damage or even lead to death) if you were absolutely 100% certain you would get the information?” 2) “The situation is the same as before, but you are only 10% sure of getting the information. Would you be willing to order an enhanced interrogation method (= torture that can leave permanent consequences or even lead to death)?" 3) “The situation is similar to the previous ones. Again, you are 100% sure to get the information. In this case, however, you have to torture the terrorist yourself. Will you torture?" The students should answer using the 6-items scale anchored with 0-definitively no and 6-definitively yes. After about 50 questions on health, infections, altruism, and fairness, the students will be asked to respond block of questions on their sexual life (containing e.g. SOI questionnaire). The block will contain also the following two questions: “Are you also sexually aroused by your own helplessness, humiliation, or pain?” “Are you also sexually aroused by someone else's helplessness, humiliation, or pain?” Again, the students should answer using a 6-items scale anchored with 0-definitively no and 6-definitively yes. We will test following hypotheses: 1) Subjects with BDSM preferences will score higher in the willingness to torture terrorist. 2) This correlation will be stronger in subjects who are more aroused by someone else's helplessness, humiliation or pain. 3) This correlation will be stronger for the third scenario In the exploratory part of the study, we will search for the factors that positively and negatively affect the responses of students in the ticking bomb scenario (IQ, memory, reaction times, health, altruism, fairness, etc.) We will analyze the data using a one-tailed partial Kendall test (age and sex controlled). In the post hoc tests, we will analyze data of men and women separately and will search for possible effects of potential confounding variables, such as current study performance, health, etc. The experiment will run on Jan. 3, 2022. The preregistered hypotheses are distinct and independent. Therefore, no correction for multiple tests will be done. Ethical note: The study will run during a written exam from evolutionary biology. This exam (4-choices test, 30 questions) will be a “zero term exam” – the students will be allowed to refuse the grade on the test and take part in three regular terms of the oral exam. In the informed consent, they will be informed that they can skip all questions of the questionnaire and just write the test from evolutionary biology.

Before a written exam (4-choices test, 30 questions) from Evolutionary biology, the subjects will be asked to complete an anonymous research questionnaire. The first part (32 questions or simple tasks) will be completed before the exam, the rest of the questionnaire (146 questions) immediately after the exam. Near the end of the first part of the questionnaire, one third of participants will be primed be recalling positive emotions, one third by recalling negative emotions and one third by neutral stimuli. Positive stimuli: 1) Think of 5 pleasant emotions (feelings) you have ever experienced. Try to rank them from (in your opinion) the most pleasant (1) to the relatively least pleasant (5). 2) Think of 5 pleasant emotions (feelings) you have ever experienced. Try to rank them in chronological order from the freshest (1) to the oldest (5) 3) Write the emotion you would most like to experience in the near future (this may be a different emotion than the previous ones). Negative stimuli: 1) Think of 5 unpleasant emotions (feelings) you have ever experienced. Try to rank them from (in your opinion) the most unpleasant (1) to the relatively least unpleasant (5). 2) Think of 5 unpleasant emotions (feelings) you have ever experienced. Try to rank them chronologically from the freshest (1) to the oldest (5). 3) Name the emotion you would least like to experience in the near future (it may be a different emotion than the previous ones). Neutral: 1) Write the five colors here, in the order, you can think of them. 2) Again, write the same five colors here. This time sort them by the number of letters and the same length words by alphabet. 3) Choose the color that you finished 3rd in order and list 5 objects of that color. Then, the probands should try to estimate 10 seconds and after that, they should rate their agreement with the following four statements by using 6-points Likert scale: 1) Now you feel physically great 2) Now you feel mentally great 3) Usually you feel physically great 4) Usually you feel mentally great. The last question of the first part of the questionnaire was “Estimate the number of mistakes you will make in the test (there will be 30 questions in total):” During this part of the test, probands will be asked to remember 12 words and after about 5 minutes to recall and write down these words. Also, their simple reaction tests will be measured 6 times (they will be requested to press one of 4 letters as quickly as possible. After finishing the test (exam), the subjects will be asked to complete the second part of the questionnaire, starting with the following questions: 1) Now you feel physically great 2) Now you feel mentally great 3) Usually you feel physically great 4) Usually you feel mentally great. They will be requested to tell us how many errors they have done in the test (they will be told this information immediately after the test) and how many errors they expected to have done immediately after the test (they will be asked to estimate this number before they will be told this). They will fill a panel of questions concerning their health, and self-rated their personality (TIPI) and abilities. They will also run three tests on memory, a simple reaction times test, Stroop’s test, and a 12-item IQ test. We will test the following hypotheses: 1) Priming by positive emotions will result in better performance in the exam. 2) Priming by positive emotions will result in the expectation of better performance in the exam. 3) Priming by positive emotions will result in more positive ratings of their usual mental health. 4) Priming by positive emotions will result in better performance in the performance tests. 5) Priming by positive emotions will result in overconfidence (primed subjects will rate their positive personality traits better). 6) Priming by negative emotions will result in underconfidence concerning their health (primed subjects will rate their health and life expectancy worse). In the exploratory part of the study, we will search for the factors that positively and negatively affect the performance of the students in the test (IQ, memory, reaction times, health, etc.) We will also search for the effect of health on the slow-fast life strategy of students. We will expect that subjects in worse health conditions will report an earlier start of sexual life, earlier menses, higher sexual desire, higher desire to have (more) children. We will also search for the effects of Covid-19, anti-Covid vaccines, toxoplasmosis, borreliosis, red hair, pale skin, Rh-negativity, and heigh-to-length of foot ratio to physical and mental health. About 300 subjects will participate in the test. We will analyze the data using a one-tailed partial Kendall test (age and sex controlled). In the post hoc tests, we will analyze data of men and women separately and will search for possible effects of potential confounding variables, such as current study performance, the intensity of liking pets, etc. The experiment will run on Jan. 3. 2022. The preregistered hypotheses are distinct and independent. Therefore, no correction for multiple tests will be done. Ethical note: The exam will be a “zero term exam” – the students will be allowed to refuse the grade on the test and take part in three regular terms of oral exam instead. In addition, subjects primed by positive, negative, and neutral stimuli will be graded separately. In the informed consent, they will be informed that they can skip all questions of the questionnaire and just write the test from evolutionary biology.

This project aims to experimentally test whether Toxoplasma gondii can be transmitted to laboratory mice orally through human-male ejaculate. The aim is also to find out how often can the parasite be transmitted in this way. The proposed project will consist of controlled oral administration of ejaculate samples to laboratory mice, and subsequent testing of mice for the presence of antibodies against Toxoplasma gondii.

The aim of the proposed project is to test the hypothesis that Rh negativity leads to adopting a faster life strategy manifested as a higher investment in early reproduction, corresponding to lower long-term investments. For this purpose, we will test blood samples for Rh genotype and investigate whether Rh negativity correlates with worse health and traits related to reproduction and sexual behavior.

Before the written exam (4-choices test) from Methodology of science, the subjects will be asked to complete the anonymous research questionnaire. The first part (about 20 questions) will be completed before the exam, rest of the questionnaire (130 questions) immediately after the exam. The last 5 questions of the first part will be either 1) Try to list your 5 favorite (real and living) cats or dogs you know. Try to sort them from the most to the least favored. 2) Choose one of them and try to characterize it using the 6 most suitable terms. 3) Right now, I feel very comfortable (6-points Likert scale) 4) Usually, I feel very comfortable (6-points Likert scale) 5) Estimated number of errors in the test (the test will have 30 questions) or 1) Try to list 5 different items of furniture. Try to sort them from the most to the least useful. 2) Choose one of them and try to characterize it using the 6 most suitable terms. 3) Right now, I feel very comfortable (6-points Likert scale) 4) Usually, I feel very comfortable (6-points Likert scale) 5) Estimated number of errors in the test (the test will have 30 questions) After finishing the test, the subjects will be asked to complete the second part of the questionnaire, starting with the following questions 1) After finishing the test, I feel comfortable (6-points Likert scale) 2) Estimated number of errors in the test. About 200 subjects will participate in the test. Randomly chosen half of them will be asked to remember and to characterize the animals, half the furniture. We expect: a) people who will have thought about their favorite pets will be in a better mood before the test than the controls who will have thought about furniture – they will rate their physical and mental condition better before the test and will expect a better performance in the test (less errors). b) people who will have thought about their favorite pets will be in a better mood after the test than the controls who will have thought about furniture They will rate themselves as more easygoing and will rate their health status and sexual performance better. c) people who will have thought about their favorite pets will be more self-confident/optimistic (they will rate their properties and abilities better and will expect to have higher life expectancy) after the test than the controls who will have thought about furniture d) people who will have thought about their favorite pets will perform better in the exam (will have a lower number of errors). Independently, in the explorative part of the study, we will explore also the effects of the body pigmentation, Rh, BMI, food-to-body high ratio and infection with SARS-CoV-2, Toxoplasma gondii, Borrelia sp., and anti-covid vaccination on the health status, performance in the test, sexual performance (number of sexual partners etc.). We will also expect to find a positive correlation between declared SM sexual preferences and bullying (both passive and active) and willingness torturing terrorist in the moral dilemma test. Moreover, we will also test the life-history theory, we will search for the evidence that subjects with worse health will express the indices of the faster life history (will have the tendency for earlier reproduction and will have thee higher sexual desire). We will analyze the data using one-tailed partial Kendall test (age and sex controlled). In the post hoc tests, we will analyze data of men and women separately and will search for possible effects of potential confounding variables, such as current study performance, the intensity of liking pets, mood and optimism before the test, etc. The experiment will run in 3.12. 2021 The preregistered hypotheses are distinct and independent. Therefore, no correction for multiple tests will be done.