PersuasionPPT学习课件学习课程

1、Human BeliefsWhat we believe defines, in so many important ways, who we are. Yet, what we believe - or hold to be true - is not simply a function of what we know.Its a product of how we were raised, who educated us, and the lives we led when we were young.Copyright 2010 Pearson Education, Inc. Publi

2、shing as Prentice Hall第1页/共36页第一页，编辑于星期六：十三点 五十五分。Human Beliefs The human attitudinal system is a rich and interesting mixture of education, experience, and inventiveness. Our attitudinal systems are constantly undergoing re-evaluation and change. We add new information, reinforce existing beliefs,

3、remove old ideas and concepts, and challenge assumptions. Copyright 2010 Pearson Education, Inc. Publishing as Prentice Hall第2页/共36页第二页，编辑于星期六：十三点 五十五分。Two Schools of ThoughtBehaviorism contends that human behavior will most clearly reveal what a person is thinking and that persuasion is most effect

4、ively exercised at the behavioral level.Learning is indicated by a measurable change in the frequency of observable events.Behaviorists included B.F. Skinner, Ivan Pavlov, and Stanley Milgram.Copyright 2010 Pearson Education, Inc. Publishing as Prentice Hall第3页/共36页第三页，编辑于星期六：十三点 五十五分。Two Schools of

5、 ThoughtCognitivism, on the other hand, has argued that it is possible to learn something without changing observable behavior.Influence, according to this view, is most effectively exercised at the cognitive level. Win their hearts and minds, and the behavior will follow.Important cognitivists have

6、 included Howard Gardner, Robert Cialdini, and Milton Rokeach.Copyright 2010 Pearson Education, Inc. Publishing as Prentice Hall第4页/共36页第四页，编辑于星期六：十三点 五十五分。The Work of Milton RokeachIn a book entitled The Open and Closed Mind (1960), psychologist Milton Rokeach explored research about dogmatism and

7、human belief.In explaining his research, Rokeach describes the human attitudinal system as a series of concentric, related concepts.He expanded on those concepts in a 1968 book, entitled Beliefs, Attitudes, and Values.Copyright 2010 Pearson Education, Inc. Publishing as Prentice Hall第5页/共36页第五页，编辑于星

8、期六：十三点 五十五分。The Human Attitudinal System OpinionsAttitudesBeliefsCopyright 2010 Pearson Education, Inc. Publishing as Prentice Hall第6页/共36页第六页，编辑于星期六：十三点 五十五分。The Human Attitudinal System Beliefs are at the core of the system, are acquired early in life and are the most fundamental of our values. At

9、titudes are outgrowths of our beliefs, are dependent on them and tend to be consistent with them. Opinions are at the fringes of our belief system and are the least stable.Copyright 2010 Pearson Education, Inc. Publishing as Prentice Hall第7页/共36页第七页，编辑于星期六：十三点 五十五分。Key PrinciplesChange in one layer

10、may expose a more fundamental layer to re-examination, but will require no change in the more basic layer.Change in a basic layer will require change in all higher attitudinal layers.The more basic the change, the more profound the reordering through the system.Copyright 2010 Pearson Education, Inc.

11、 Publishing as Prentice Hall第8页/共36页第八页，编辑于星期六：十三点 五十五分。Key Principles The less rational the basis for adoption, the more difficult is the basis for change in a given belief or attitude group. Emotionally-charged attitudes are especially difficult to change. The closer a structure is to the center o

12、f ones belief system, the more central it becomes to ones self-concept. Zero-order beliefs, thus, become self-defining.Copyright 2010 Pearson Education, Inc. Publishing as Prentice Hall第9页/共36页第九页，编辑于星期六：十三点 五十五分。The Objectives of Persuasion Conserving positive opinion. Crystallizing latent opinion.

13、 Neutralizing hostile opinion.Copyright 2010 Pearson Education, Inc. Publishing as Prentice Hall第10页/共36页第十页，编辑于星期六：十三点 五十五分。Outcomes of the AttitudinalFormation Process Reinforcement of existing attitudes. Modification or shifting of existing attitudes. Creation of new attitudes.Copyright 2010 Pear

14、son Education, Inc. Publishing as Prentice Hall第11页/共36页第十一页，编辑于星期六：十三点 五十五分。The Conditions Under Which Attitudes May Be Influenced Generalization Differentiation Imitation TraumaCopyright 2010 Pearson Education, Inc. Publishing as Prentice Hall第12页/共36页第十二页，编辑于星期六：十三点 五十五分。The Principles of Influen

15、ceLikingReciprocitySocial ProofConsistencyAuthorityScarcityCopyright 2010 Pearson Education, Inc. Publishing as Prentice Hall第13页/共36页第十三页，编辑于星期六：十三点 五十五分。Liking The principle:People like those who like them. The application:Uncover real similarities and offer genuine praise.Copyright 2010 Pearson E

16、ducation, Inc. Publishing as Prentice Hall第14页/共36页第十四页，编辑于星期六：十三点 五十五分。Reciprocity The principle:People repay in kind. The application:Give what you want to receive.Copyright 2010 Pearson Education, Inc. Publishing as Prentice Hall第15页/共36页第十五页，编辑于星期六：十三点 五十五分。Social Proof The principle:People foll

17、ow the lead of similar others. The application:Use peer power whenever its available.Copyright 2010 Pearson Education, Inc. Publishing as Prentice Hall第16页/共36页第十六页，编辑于星期六：十三点 五十五分。Consistency The principle:People align with their clear commitments. The application:Make their commitments active, pub

18、lic, and voluntary.Copyright 2010 Pearson Education, Inc. Publishing as Prentice Hall第17页/共36页第十七页，编辑于星期六：十三点 五十五分。Authority The principle:People defer to experts. The application:Expose your expertise. Dont assume it is self-evident.Copyright 2010 Pearson Education, Inc. Publishing as Prentice Hall

19、第18页/共36页第十八页，编辑于星期六：十三点 五十五分。Scarcity The principle:People want more of what they can have less of. The application:Highlight unique benefits and exclusive information.Copyright 2010 Pearson Education, Inc. Publishing as Prentice Hall第19页/共36页第十九页，编辑于星期六：十三点 五十五分。Four Steps in Successful Attempts a

20、t Influence Gaining the attention of the audience. Motivating the audience to action. Channeling the motivation of the audience. Inducing resistance to counter-persuasion.Copyright 2010 Pearson Education, Inc. Publishing as Prentice Hall第20页/共36页第二十页，编辑于星期六：十三点 五十五分。Gaining the Attentionof the Audie

21、nce Physiological stimuli: color, motion, sound, scent, and other appeals to the senses. Psychological stimuli: appeals to human wants or needs. Copyright 2010 Pearson Education, Inc. Publishing as Prentice Hall第21页/共36页第二十一页，编辑于星期六：十三点 五十五分。Motivating the Audience Basic needs as motivators. Rationa

22、lity and consistency. Social conformity.Copyright 2010 Pearson Education, Inc. Publishing as Prentice Hall第22页/共36页第二十二页，编辑于星期六：十三点 五十五分。Channeling the Audience Your audience must have good reasons to do as you ask. They must also know specifically how to obtain the satisfactions you promise or avoi

23、d the penalties you threaten. You must tell them what to do, when to do it, and perhaps, how.Copyright 2010 Pearson Education, Inc. Publishing as Prentice Hall第23页/共36页第二十三页，编辑于星期六：十三点 五十五分。Inducing Resistance toCounter-Persuasion Cite opposing arguments and refute them. Encourage audience commitmen

24、t in some tangible or visible way. Warn audience members that others will attempt to change their minds.Copyright 2010 Pearson Education, Inc. Publishing as Prentice Hall第24页/共36页第二十四页，编辑于星期六：十三点 五十五分。One-Sided ArgumentsSeem to Work Best When: The audience initially agrees with your position and you

25、r aim is simply to intensify agreement. The audience is not well-educated or has relatively low self-esteem.Copyright 2010 Pearson Education, Inc. Publishing as Prentice Hall第25页/共36页第二十五页，编辑于星期六：十三点 五十五分。Two-Sided ArgumentsSeem to Work Best When: The audience initially disagrees with your proposal.

26、 You know the audience will be exposed to subsequent counter-persuasion or propaganda.Copyright 2010 Pearson Education, Inc. Publishing as Prentice Hall第26页/共36页第二十六页，编辑于星期六：十三点 五十五分。Two-Sided ArgumentsSeem to Work Best When: The audience has a low level of involvement with or knowledge of the topic

27、. You hope to produce more enduring results.Copyright 2010 Pearson Education, Inc. Publishing as Prentice Hall第27页/共36页第二十七页，编辑于星期六：十三点 五十五分。Managing Heads and Hearts toChange Behavioral Habits Setting the stage for acceptance. Creating a frame of reference through which information and messages are

28、 interpreted. Managing the emotions and expectations of your audience. Providing reinforcement to prevent backsliding.Copyright 2010 Pearson Education, Inc. Publishing as Prentice Hall第28页/共36页第二十八页，编辑于星期六：十三点 五十五分。Five Myths About Changing BehaviorMyth: Crisis is a powerful impetus for change.Reali

29、ty: Ninety percent of patients whove had coronary bypass surgery dont sustain changes in the unhealthy lifestyles that worsen their severe heart disease and greatly threaten their lives. Copyright 2010 Pearson Education, Inc. Publishing as Prentice Hall第29页/共36页第二十九页，编辑于星期六：十三点 五十五分。Five Myths About

30、 Changing BehaviorMyth: Change is motivated by fear.Reality: Its too easy for people to go into denial of the bad things that might happen to them. Compelling, positive visions of the future are a much stronger inspiration for change. Copyright 2010 Pearson Education, Inc. Publishing as Prentice Hal

31、l第30页/共36页第三十页，编辑于星期六：十三点 五十五分。Five Myths About Changing BehaviorMyth: The facts will set us free.Reality: Our thinking is guided by narratives, not facts. When a fact doesnt fit our conceptual “frames” the metaphors we use to make sense of the world we reject it. Also, change is inspired best by em

32、otional appeals rather than factual statements. Copyright 2010 Pearson Education, Inc. Publishing as Prentice Hall第31页/共36页第三十一页，编辑于星期六：十三点 五十五分。Five Myths About Changing BehaviorMyth: Small, gradual changes are always easier to make and sustain.Reality: Radical, sweeping changes are often easier be

33、cause they quickly yield benefits. Copyright 2010 Pearson Education, Inc. Publishing as Prentice Hall第32页/共36页第三十二页，编辑于星期六：十三点 五十五分。Five Myths About Changing BehaviorMyth: We cant change because our brains become “hardwired” early in life.Reality: Our brains have extraordinary “plasticity,” meaning that we can continue learning complex,