• technology,
  
• language, and
  
• the mind.

Because language is intimately integrated within the human mind, any technology that processes language in one way or another may have strong effects in the way the mind processes that content. Though they may have deciding common points such as plot, period and characters, a film adaptation is processed very differently by the mind of the viewer, than by that of the reader.

What merits attention is a comparison of the impact of psycho-technologies such as the tools of orality (mainly the human body and the community of bodies), the materials of literacy, and the children of electricity, cinema, radio, telephony, television, computers, and mobile technologies. The neurological biases of literacy present special interest.

Three privileged areas of investigation are space, time and self. For example, how did alphabetic literacy influence, if not invent, the notion of a unified space? How was it codified with perspective, geometry, geography? How did linear time, history, and personal as well as collective destiny develop? About the self (and the other), did the fact of reading silently influence the individualization of person (theatre, tragedy)? All this to arrive at a strong perception, a vision and a feeling for the cognitive and sociological mediascape, in which we are immersed today.

1. Define the relationships between language and the technology being investigated. This includes specifying interfaces, sensory references and inputs, format, display, speed and scope of distribution, and conditions of access including the evolution of technology over time.

2. Examine how the use of the technology under investigation could affect basic cognitive structures, such as the concept and perception of time (does the technology archive language, in what way, are the temporal references linear or recursive), space (visual, boundless, auditory, tactile, containing, contained, traversing, traversed, etc.) and the self (very pronounced, point-of-view versus point of being, diffuse, collective, connective, etc.), cognitive tools such as memory and intelligence, and also affectivity.

3. Identify the institutional and political applications that might relate to the technology and its modalities (education, democracy, Republic, political representation, participatory democracy, etc.).

4. Examine artefacts and arts that might be relevant as well as the works of specific artists (and scientists) that have interpreted and used the technology in question.

5. Draw conclusions and make predictions in view of the available evidence.

• Technopsychology: Introduction
  
• Technopsychology: The Era of the Tag | podcast