COMM 631: Minds and Media
Annenberg School for Communication
University of Southern California
Fall Semester 2009
Seminar Hours: Friday 2:00 – 4:50 PM
Seminar Room: KER 212
Instructor:
Kwan Min Lee, Associate Professor
Telephone:
1-213-743-2317
Office:
KER 212
Office Hour: TBA
E-mail:
kwanminl@usc.edu
Web:
http://www-rcf.usc.edu/~kwanminl
Course Description
Advanced survey of socio-psychological consequences of human interaction with
media and computers. Key themes are 1) how minds have evolved to interact with media
and computers in certain ways, 2) how media form and content influence the mind, 3)
how minds socially respond to computers, 4) how media and computers create sense of
“being there” and/or “being together with someone,” and 5) how properties (e.g., emotion,
arousal, attention, memory, attitude) of human cognition and affection are affected by the
form, content, and use of media and computers.
Students will also learn about emerging issues in the field of human-computerinteraction (HCI) and communication; this year, they will be social psychological effects
of computer/video games and human-robot interaction.
Although all perspectives are encouraged, the primary focus will be on behavioral
and social psychological approaches to minds and media.
You can think of the course as built around two types of activities:
a) Consuming. The readings and lectures will present you with theories of human
interaction with media and computers from both social science and design perspectives.
We will often read authors who strenuously disagree with each other. Instead of focusing
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on who’s right and who’s wrong (although that’s certainly not irrelevant), we will be
concerned with the theoretical and/or empirical methods by which they reached their
conclusions. This part of the course is designed to give you a set of ideas with which to
analyze and create. Your performance in this area will be assessed via the quality of your
in-class discussion, reaction papers, and paper presentations.
b) Generating/Synthesizing. It’s easier to be a research critic than a researcher. If
you consume and analyze literature on minds and media really well, you should be able
to generate knowledge to the field by yourself! Hence, the second type of activity in the
course will be a research project in which you will be asked to finish an empirical study
from start to end. I expect a publishable quality from your term paper. In fact, this class
has already generated multiple publications at top journals in our field. I think you can do
that too.
Requirements
Grades will be based on in–class participation (15%), weekly reaction paper
(15%), paper presentation (20%), and final project (50%).

Your in-class participation score will be determined by both quality and quantity
of discussion participation in class.

By Wednesday (midnight) of each week, each student should email a weekly
reaction paper (half to 1 page per reading, double spaced) focused on that week’s
assigned readings. The purpose of this assignment is to let you build your own
annotated bibliography of the course materials (If you know how to use Endnote,
build your Endnote database now!). Most of the course materials will be cited
again and again for your future publications (especially if your main research area
is the psychological processing of media and computers)! At the end of your
reaction paper, please include your personal reaction to readings. You may also
include 1-2 discussion points (or questions) about that week’s readings.

Starting Week 2, each student will pick a paper from each week’s additional
readings and will present it to the rest of class. The presentation should be around
2
15 min. Presenters should send me presentation files (powerpoint preferred) by
Wednesday (midnight) of each week.

The final project involves the completion of a study from start to finish. Each
student is required to propose a study and preliminary design by the fifth week.
The topic should be relevant to the class. I encourage students to pick a topic on
computer/video games, human-robot interaction, and human-computer interaction.
After the proposal, each student will run the study, analyze the result, and present
findings on the last day of the class. An APA style research report suitable for
either conference presentation or journal publication is due a week after the final
presentation.
Academic Integrity
The Annenberg School for Communication is committed to upholding the
University's Academic Integrity code as detailed in the SCampus Guide. It is the policy
of the School of Communication to report all violations of the code. Any serious
violation or pattern of violations of the Academic Integrity Code will result in the
student's expulsion from the Communication major or minor. See section 11 of Scampus.
Students with Disabilities and Academic Accommodations
Students requesting academic accommodations based on a disability are required
to register with Disability Services and Programs (DSP) each semester. A letter of
verification for approved accommodations can be obtained from DSP when adequate
documentation in filed. Please be sure the letter is delivered to Professor Lee as early in
the semester as possible. DSP is open Monday-Friday, 8:30-5:00. The office is in Student
Union 301 and their phone number is (213) 740-0776. For additional information, see the
Web page of the Disabilities Services Program in SCAMPUS.
Textbooks
Primary

Minds and Media Course Reader (All course readings are available at
http://www-rcf.usc.edu/~kwanminl/courses/comm631/readings/ )
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
Reeves, B. & Nass, C. (1996). The media equation: How people respond to
computers, television, and new media like real people and places. Cambridge
University Press.
Secondary

Bryant, J. & Zillman, D. (eds.) (1994). Media Effects: Advances in theory and
research. Hillsdale, NJ: Lawrence Erlbaum Associates.

Preece, J. et al. (1994). Human-computer interaction. New York, Addison-Wesley.
Course Schedule and Readings
Week 1. Introduction to the course
Review the syllabus and texts
Assign papers
2. Framework for the study of media effects on minds
Paisley, W. (1984). Communication in the communication sciences. In B. Dervin
& M. Voigt (Eds.), Progress in the communication sciences. Norwood, NJ: Ablex.
Reeves, B. & Anderson, D. (1991). Media studies and psychology.
Communication Research, 18 (5), 597-600
Nass, C. I. & Mason, L. (1990). On the study of technology and task: A variablebased approach. In J. Fulk & C. Steinfeld (Eds.). Organization and communication
technology (pp. 46-67). Newbury Park: Sage.
Steuer, J. (1992). Defining Virtual Reality: Dimensions Determining
Telepresence, Journal of Communication, 42(4), 73-93.
(Additional)
Nass, C. & Reeves, B. (1991). Combining, distinguishing, and generating theories
in communication: A domains of analysis framework. Communication Research, 18 (2),
240-261.
McLeod, J., & Reeves, B. (1981). On the nature of mass media effects. In Withey
& Abeles (Eds.). Television and social behavior: Beyond violence and children. New
York: Erlbaum.
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3. Framework for the study of human interaction with computers: Introduction to
the field of Human Computer Interaction (HCI)
Preece, J. et al. (1994). Human-computer interaction. New York, AddisonWesley. Chapter 1
Preece, J. et al. (1994). Human-computer interaction. New York, AddisonWesley. Chapter 2
Norman, D. A. (1988). The design of everyday things. New York: Doubleday.
Chapter 1.
Nielson, J. (1993). Usability Engineering. San Diego, CA: Academic Press.
Chapter 2.
Nussbaum, B. (2004 May 17). The power of design. Business Week.
Visit/Browse: ACM SIGCHI Special Interest Group on Computer-Human
Interaction http://www.acm.org/sigchi/ THE international organization dedicated to the
study of human-computer interaction.
Visit/Browse and have fun at the Ideo site: http://www.ideo.com/
Watch IDEO Video during the class
(Additional)
Johnson, S. (1999). Interface culture: How new technology transforms the way we
create and communicate. San Francisco: HarperEdge. Pp. 1-25.
Norman, D. A. (1996). Design as practiced. In T. Winograd (Ed.), Bring design to
software. (pp. 233-247). Reading, MA: Addison-Wesley
4. Evolution of Mind and Technology - Part I
Plotkin, H. (2000). Evolution in Mind: An Introduction to Evolutionary
Psychology. Cambridge, MA: Harvard University Press. Chapter 5
Baron-Cohen, S. (1996). Mindblindness: An essay on autism and theory of mind.
MIT Press. Ch. 4 & Ch. 5
Mithen, S. (1999) The Prehistory of the Mind: The Cognitive Origins of Art and
Science. New York, NY: Thames and Hudson. Chapter 4.
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Visit/Browse: The Human Behavior and Evolution Society (HBES), an
interdisciplinary, international society of researchers, primarily from the social and
biological sciences, who use modern evolutionary theory to help to discover human
nature. http://www.hbes.com/
(Additional)
Cosmides, L. & Tooby, J. (1994) Origins of domain specificity: The evolution of
functional organization. In L. Hirschfeld & S. Gelman (eds.). Mapping the Mind:
Domain Specificity in Cognition and Culture. (pp. 85-116). Cambridge U. Press.
Dawkins, R. (1981). Selfish genes and selfish memes. In D. R. Hofstadter & D. C.
Dennett (Eds.), The mind's I. (pp. 124- 146) New York: Bantam Books.
(Non-Mandatory Recommended Book)
Evans, D., & Zarate, O. (1999). Introducing evolutionary psychology. UK: Icon
Books Ltd.  Read the comic book for an easy overview of the field.
5. Evolution of Mind and Technology – Part II
Malamuth, N. (1996). Sexually explicit media, gender differences, and
evolutionary theory. Journal of Communication, 46, 8-31.
Shoemaker, P. (1996). Hardwired for news? Using biological and cultural
evolution to explain the surveillance function. Journal of Communication, 46, 32-47.
Reeves, B. & Nass, C. (1996). The media equation: How people respond to
computers, television, and new media like real people and places. Cambridge University
Press.
Chapter 1: Introduction.
Chapter 23: Conclusions
(Additional readings)
Cartwright, J. (2000). Evolution and Human Behavior. Cambridge, MA: MIT
Press. Epilogue: The use and abuse of evolutionary theory (pp. 320-343).
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Sherry, J. L. (2003). Media effects theory and the nature/nurture debate: A
historical overview and implications for future research. Media Psychology, 6(1) .
(Non-Mandatory Recommended Articles)
Tooby, J. & Cosmides, L. (2001). Does beauty build adapted minds? Toward an
evolutionary theory of aesthetics, fiction and the arts. SubStance, Issue 94/95, 30(1), 6-27.
6. Effects of media forms on minds
Reeves, B. & Nass, C. (1996). The media equation: How people respond to
computers, television, and new media like real people and places. Cambridge University
Press.
Chapter 17: Image Size
Chapter 18: Fidelity
Chapter 19: Synchrony
Chapter 20: Motion
Chapter 21: Scene Change
Chapter 22: Subliminal images
(Additional)
Detenber, B. & Reeves, B. (1996). A bio-information theory of emotion: Motion
and Image size effects on viewers. Journal of Communication, 46 (3), 66- 84.
Lombard, M. (1995). Direct responses to people on the screen: Television and
personal space. Communication Research, 22 (3). 288-324.
(Non-Mandatory Recommended Articles)
Hochberg, J. (1983). Problems of picture perception. Visual Arts Research, 9 (2),
7-24.
Shepard, R. N. (1990). Mindsights. New York: W. H. Freeman. Pp. 168-211.
7. Effects of media content on minds
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Bryant, J. & Zillman, D. (Eds.) (1994). Media Effects: Advances in theory and
research. Hillsdale, NJ: Lawrence Erlbaum Associates.
Chapter 2: Growing up with television: The cultivation perspective
Chapter 3: A priming effect analysis of media influences: An update.
Chapter 9: The impact of sexually explicit media.
(Additional)
Bryant, J. & Zillman, D. (Eds.) (1994). Media Effects: Advances in theory and
research. Hillsdale, NJ: Lawrence Erlbaum Associates.
Chapter 7: The question of media violence
Chapter 15: Entertainment as media effect.
8. Social responses to computers – Part I.
Reeves, B. & Nass, C. (1996). The media equation: How people respond to computers,
television, and new media like real people and places. Cambridge University Press.
Chapter 2: Politeness
Chapter 4: Flattery
Chapter 7: Personality of Interfaces
Chapter 12: Specialists
Chapter 13: Teammates
(Additional)
Reeves, B. & Nass, C. (1996). The media equation: How people respond to
computers, television, and new media like real people and places. Cambridge University
Press.
Chapter 15: Voices
Chapter 16: Source Orientation
9. Social responses to computers – Part II.
Nass, C. & Moon, Y. (2000). Machines and mindlessness: Social responses to
computers. Journal of Social Issues, 56(1), 81-103.
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Nass, C. & Lee, K. M. (2001). Does computer-synthesized speech manifest
personality? Experimental tests of recognition, similarity-attraction, and consistencyattraction. Journal of Experimental Psychology: Applied, 7(3), 171-181.
(Additional)
Moon, Y. (2000) Intimate Exchanges: Using Computers to Elicit Self-disclosure
from Consumers. Journal of Consumer Research 26, (4), 324-340.
Moon, Y. (1998) Impression Management in Computer-based Interviews: The
Effects of Input Modality, Output Modality, and Distance. Public Opinion Quarterly 62
(4), 610-622.
10. Minds at media use: Feelings of Presence – Part I (Concepts)
Lee, K. M. (2004). Presence, explicated. Communication Theory, 14, 27-50.
Lee, K. M. (2004). Why presence occurs: Evolutionary psychology, media
equation, and presence. Presence: Teleoperators and Virtual Environments, 13, 494-505.
Biocca, F. (1997). The Cyborg's Dilemma: Progressive Embodiment in Virtual
Environments, Journal of Computer-Mediated Communication, 3(2),
http://www.ascusc.org/jcmc/vol3/issue2
Visit: Presence-research.org, which aims to offer up-to-date and relevant information and
resources on presence.: http://www.presence-research.org/
Make sure to visit the measurement tool page.
(Additional)
Biocca, F., Harms, C., Burgoon, J. (2001). Criteria for a theory and measure of
social presence. Paper presented at Presence 2001.
http://astro.temple.edu/~lombard/P2001/Biocca1.pdf
Lombard, M., & Ditton, T. (1997). At the heart of it all: The concept of presence.
Journal of Computer-Mediated Communication, 3(2),
http://www.ascusc.org/jcmc/vol3/issue2
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11. Minds at media use: Feelings of Presence – Part II (Measurement and
applications)
Witmer, B.G. & Singer, M.J. (1998). Measuring presence in Virtual
Environments: A Presence Questionnaire. Presence: Teleoperators and Virtual
Environments 7(3), 225-240, 1998. http://mitpress.mit.edu/journals/PRES/ps00734.pdf
Slater, M. (1999), Measuring Presence: A Response to the Witmer and Singer
Questionnaire. Presence: Teleoperators and Virtual Environments, 8(5), 560-566, 1999.
http://www.cs.ucl.ac.uk/staff/m.slater/Papers/pq.pdf
Lombard, M., Reich, R. D., Grabe, M. E., Bracken, C. C., & Ditton, T. B. (2000).
Presence of television: The role of screen size. Human Communication Research, 26(1),
75-98.
Lee, K. M., & Nass, C. (2004). The multiple source effect and synthesized
speech: Doubly disembodied language as a conceptual framework. Human
Communication Research, 30, 182-207.
(Additional)
Lee, K. M. & Nass, C. (2005). Social-psychological origins of feelings of
presence: Creating social presence with machine-generated voices. Media Psychology, 7,
31-45.
Biocca, F., Harms, C., & Gregg, J. The Networked Minds Measure of Social
Presence: Pilot Test of the Factor Structure and Concurrent Validity. Paper presented at
Presence 2001 Conference. http://nimbus.temple.edu/~mlombard/P2001/Biocca2.pdf
12. Technology effects on minds - emotion and arousal.
Brave, S. & Nass, C. (2002). Emotion in human-computer interaction. Pp. 251271 in J. Jacko & A. Sears (Eds.), Handbook of human-computer interaction. New York:
Lawrence Erlbaum Associates.
Picard. R. W. (1997). Does HAL cry digital tears? Emotions and computers. In D.
Stork (ed.), HAL's legacy: 2001's computer as dream and reality (pp. 279-304).
Cambridge, MA: MIT. Chap. 13.
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(Additional)
Lang, P. (1995). The emotion probe: Studies of motivation and attention.
American Psychologist, 50 (5), 372-385.
Zillmann, D. (1991). Television viewing and physiological arousal. In Bryant, J.,
& Zillmann, D. (eds.) Responding to the Screen: Reception and Reaction Processes, pp.
103-134. Hillsdale, NJ: Lawrence Erlbaum.
(Non-Mandatory Recommended Articles)
Zajonc, R. (1997). Emotions. In Gilbert, D., Fiske, S., & Lindzey, G. Handbook
of Social Psychology. Boston, M.A.: McGraw-Hill, 591-632.
Reeves, B. & Nass, C. (1996). The media equation: How people respond to
computers, television, and new media like real people and places. Cambridge University
Press. Chap. 9, 10, & 11
13. Technology effects on minds – attention, memory, and attitude change
Anderson, D. R., & Burns, J. (1991). Paying attention to television. In Bryant, J.,
& Zillmann, D. (eds.) Responding to the Screen: Reception and Reaction Processes, pp.
3-26. Hillsdale, NJ: Lawrence Erlbaum.
Kellerman, K. (1985). Memory processes in media effects. Communication
Research, 12(1), 83-131.
Fogg, B. J. (1998). Persuasive Computers: Perspectives and Research Directions.
In Proceedings of ACM CHI 98 Conference on Human Factors in Computing Systems, pp
225-232. New York: ACM Press. http://wwwpcd.stanford.edu/captology/Key_Concepts/Papers/papers.html
(Additional)
Thorson, E., Reeves, B., & Schleuder, J. (1985). Message complexity and
attention to television. Communication Research, 12(4), 427-454.
Fogg, B. J. & Tseng, S. (1999). The elements of computer credibility.
Proceedings of ACM CHI 99 Conference on Human Factors in Computing Systems, v.1,
pp. 80-87. New York: ACM Press.
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http://captology.stanford.edu/pdf/p80-fogg.pdf
14. Emerging issues – computer/video games, human-robot-interaction
Lee, K. M., & Peng, W. (in press). What Do We Know About Social and
Psychological Effects of Computer Games? In P. Vorderer, & J. Bryant (Eds.) Playing
Video Games: Motives, Responses, and Consequences. Hillsdale, NJ: LEA
Anderson, C., & Bushman, B. (2001). Effects of violent video games on
aggressive behaviors, aggressive cognition, aggressive affect, physiological arousal, and
prosocial behavior: A meta-analytic review of the scientific literature. Psychological
Science, 12 (5), 353-359.
Lee, K. M., Park, N., & Song, H. (2005). Can a robot be perceived as a
developing creature?: Effects of a robot’s long-term cognitive developments on Its social
presence and people’s social responses toward It. Human Communication Research, 31,
538-563.
Lee, K. M., Peng, W., & Klein, J. Will virtual experience influence your judgment
on real-life incidents?: Self-identification with a violent game character and social
judgment on violent criminals.
Lee, K. M. (2000). MUDs and self-efficacy. Educational Media International,
37(3), 177-183.
(Additional)
Lee, K. M., Park, N., & Jin, S. (in press). Narrative and interactivity in computer
games. In P. Vorderer, & J. Bryant (Eds.) Playing Video Games: Motives, Responses,
and Consequences. Hillsdale, NJ: LEA
Fong, T., Nourbakhsh, I., & Dautenhahn, K. (2003). A survey of socially
interactive robots. Robotics and Autonomous Systems, 42, 143-166.
15. Final Presentation
Present your own research!
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