Archive for Noviembre, 2010

Del acceso abierto a la colaboración distribuida (Cristóbal Cobo en Uruguay)

Lunes, Noviembre 29th, 2010

Are Fast Talkers More Persuasive? (vía PsyBlog)

Miércoles, Noviembre 24th, 2010

PsyBlog - Are Fast Talkers More Persuasive?

Link to PsyBlog

 Muy interesante artículo de Psy Blog sobre la influencia que tiene en el auditorio el hablar más o menos rápido, dependiendo de las expectativas de la audiencia.


Are Fast Talkers More Persuasive?

Posted: 24 Nov 2010 05:47 AM PST

Post image for Are Fast Talkers More Persuasive?

Psychological research tries to solve the riddle of the fast talker.

Beware the fast-talker, the person with the gift of the gab—the friendly salesman, the oily politician—running through the ‘facts’ faster than you can keep up. Rat-a-tat-tat.What does all that fast talking do to us? Are we more persuaded by their apparent confidence and grasp of the subject? Or are we less persuaded because all the information comes at us too fast to be processed.

Boost persuasion

When psychologists first began examining the effect of speech rate on persuasion, they thought the answer was cut-and-dried. In 1976 Norman Miller and colleagues tried to convince participants that caffeine was bad for them (Miller et al., 1976). The results suggested people were most persuaded when the message was delivered at a fully-caffeinated 195 words per minute rather than at a decaffeinated 102 words per minute.At 195 words per minute, about the fastest that people speak in normal conversation, the message became more credible to those listening, and therefore more persuasive. Talking fast seemed to signal confidence, intelligence, objectivity and superior knowledge. Going at about 100 words per minute, the usual lower limit of normal conversation, was associated with all the reverse attributes.These results, along with a couple of other studies, lead some researchers to think that speaking quickly was a potential ‘magic bullet’ of persuasion. Perhaps we should watch out for people who speak quickly—who knows what we might agree to.

Reverse effect

By the 1980s, though, other researchers had begun to wonder if these results could really be correct. They pointed to studies suggesting that while talking faster seemed to boost credibility, it didn’t always boost persuasion. The effects of talking fast might not all be positive; for example, when someone talks quickly it can be hard to keep up with what they are saying, so the persuasive message doesn’t have a chance to take hold.By the 1990s a more nuanced relationship between speech rate and persuasion emerged. Stephen Smith and David Shaffer, for example, tried to convince one group of student participants the legal age for drinking should be kept at 21 (Smith & Shaffer, 1991). Another group they tried to persuade the age should not be 21 (this was shortly after the legal age for drinking in the US was raised to 21).Fast, slow and intermediate speech rates were employed and this time a telling twist emerged. When the message was counter-attitudinal (you’ll be amazed to hear that college students don’t like the idea they can’t legally drink in bars), fast talking was more persuasive than the intermediate, with slow talking being the least persuasive of all.Exactly the reverse effect was seen when the message was pro-attitudinal. When preaching to the converted, it was slow speech that emerged as the most persuasive.The question became: why does the effect reverse when the audience is hostile to the message? Here’s what seems to happen. When an audience starts hearing a message it doesn’t like (no beer for you), but slowly, it has time to come up with counter-arguments, so less persuasion occurs. However when the speech is quicker there’s less time to come up with these counter-arguments, so more persuasion.It works the other way around when the audience does like the message (loads of beer for you). When the message comes in too quickly, there isn’t time to evaluate and agree with it more. But, when it comes in slow, there’s plenty of time to evaluate the arguments, agree and be even more persuaded that you should be able to drink in bars.

Beware the silver tongued

So it seems we might well have reason to fear fast talkers if they are delivering a message we’re not inclined to agree with. It seems the fast pace is distracting and we may find it difficult to pick out the argument’s flaws. Similarly when faced with an audience gagging to agree, the practised persuader would do well to slow down and give the audience time to agree some more.All this assumes the audience is interested in the topic in the first place. If it isn’t relevant, people are likely to judge it based solely on much more peripheral matters, like how fast they are talking. So once again, when talking to a disinterested audience, the fast talker is likely to be more persuasive.Image credit: Torley

» Now read the latest series: ‘Persuasion: 10 Unusual Influencers‘.

Seminario Internacional Nuevos caminos para aprender, Costa Rica 2010

Lunes, Noviembre 22nd, 2010

Ya ha concluido el “Seminario Internacional Nuevos caminos para aprender” en la ciudad de San José de Costa Rica y mi evaluación del mismo, en lo personal, es muy positiva. Me regreso a casa con muchas ideas estimulantes, mucho intercambio formal e informal y con la sensación de que hay mucho aun por seguir transitando para una cabal comprensión de los modelos 1 a 1. Costa Rica y sus autoridades están pensando qué hacer con respecto a ello, qué caminos tomar para continuar la línea de fuerte imbricación entre tecnología y educación que tradicionalmente han tenido. Los insumos que recibieron desde lugares tan diferentes como Korea, Colombia, Chile, Uruguay y diversos organismos encargados de evaluar impactos, se suman a su vasta experiencia en el campo de la Informática Educativa  (Fundación Omar Dengo) que ha sido iluminador para muchos países.

En lo personal, con posterioridad al seminario he recibido mucho feedback positivo sobre mi presentación que básicamente se orientó a tres ideas centrales:

 

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1 No existe un modelo 1 a 1 en singular, sino que existen tantos como realidades haya en función de los distintos enfoques, énfasis, soportes y niveles de formación, capacitación y evaluación  que se les puede dar a los modelos.

La ecuación 1  a 1 tiene dos componentes:

2 La computadora o el dispositivo pueden ser diferentes tanto según los usos y valores (incluidos los simbólicos) que se les atribuya, como por el tipo de software que se privilegie.

3 Los receptores, los niños en plural, son tan diversos en sus perfiles, como en sus realidades. Generalizar y decir “un niño x laptop” puede ser una trampa mortal si no se tienen en cuenta muchos más elementos sobre todo del contexto, del capital cultural y de tantísimas otras variables (tanto cognitivas como de desarrollo en el más amplio sentido incluida la psicopatología) que se relacionan sobre todo con el contexto socioeconómico. Y esto último, muy especialmente en nuestra América Latina.

Pronto estarán disponibles todas las presentaciones en línea que por cierto, han sido muy diferentes e interesantes todas, sin excepción, algo excepcional de por sí.

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Organizador:BID, KERIS, Fundación Omar Dengo, CRUSA, MEP

Fecha y ubicación:18 de noviembre, 2010

Descripción del evento:

Se presenta un espacio para el intercambio de experiencias, metodologías y resultados de investigación para conocer el estado actual del uso de las tecnologías digitales en el ámbito educativo mundial.

PANELISTAS:

  • Eugenio Severin, Especialista Senior, División de Educación, Banco Interamericano de Desarrollo
  • Claudia Peirano, Grupo Educativo, Chile
  • Ana Virginia Quesada, Fundación Omar Dengo, Costa Rica
  • Patricia Sierra, Fundación Pies Descalzos, Colombia
  • Roberto Balaguer, Psicólogo Educacional, Uruguay
  • Eui deog Chan, Investigador Principal Keris, Centro de Investigación de primaria y secundaria, Corea
  • Andrea Anfossi, Directora del Programa Nacional de Informática Educativa MEP-FOD, Costa Rica
  • Enrique Hinostrosa, Director Instituto de Informática Educativa , Universidad de la Frontera, Temuco, Chile
  • Maria Langworthy, Inovative Teaching and Learning (ITL) Research, EEUU

Mi presentación en CEDVI 2010, Cartagena, Colombia

Sábado, Noviembre 6th, 2010

“La era de la cultura digital” CEDVI, 2010

View more presentations from rbalaguer.

Sexting, para reflexionar (video animado)

Jueves, Noviembre 4th, 2010