Posts Tagged ‘E-learning’

Books for Christmas???

Viernes, Diciembre 24th, 2010

PISA – who made the grade?

Martes, Diciembre 7th, 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‘.

Ken Robinson y tres ideas sobre educación (video)

Miércoles, Febrero 17th, 2010

Tres ideas acerca de la educación

vía A. Schuschny

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 Vivimos en un tiempo revolucionario, de cambios, de alteración de paradigmas. La cultura digital alterará todo, aún falta. Tenemos que reinventar la educación, no alcanza con reformarla. Estamos enseñando para una cultura pre-digital. Pronto las computadoras comenzarán a pensar…

Debajo el video completo

 

Sir Ken Robinson from NYSCATE on Vimeo.

Pensando por fuera de lo instituido: aprendizaje invisible

Lunes, Diciembre 7th, 2009

¿Horizontalización de los vínculos alumno-profesor o una nueva verticalidad?

Miércoles, Septiembre 23rd, 2009

Piaget y el sentido de la escuela, hoy, ayer y siempre

Lunes, Agosto 3rd, 2009

Más sobre “Cut & Paste”

Miércoles, Julio 29th, 2009

Más sobre el Seminario “Cut & paste”

Algunas herramientas útiles para la detección de plagio en la educación.

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Seminario internacional “Cut and Paste”

Sábado, Julio 18th, 2009

   Seminario internacional  “Corto y Pego. Dilemas de la educación hoy”


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Key words: Corto y pego, plagio, manejo de la información, pedagogía informacional, educación, subjetividad mediática

http://www.youtube.com/watch?v=dRQlYCgtpfc

 

 

El sábado 25 de julio en el Hotel Balmoral St. Patrick´s College junto al Preuniversitario Carrasco, dentro del Programa link.spc organizan en Montevideo, el Seminario:

 

 

El Seminario comenzará con una conferencia central a cargo de:

 

Pablo Rodriguez (FLACSO, Argentina) *

 

 

Posteriormente compartiremos materiales audiovisuales especialmente generados para este seminario por profesionales de Argentina, México y España:

 

  • Raúl Trejo Delarbre (México)
  • Flavia Ricci (Argentina)
  • Mariana Affronti (Argentina)
  • Juan Mascardi (Argentina)
  • Ma. Victoria Aguiar (España)

 

 

Finalmente se trabajará en una mesa redonda a la que se incorporan:

 

Lic. Javier Lasida

Director Depto. Educación de la Universidad Católica del Uruguay

Licenciado en Ciencias de la Educación, Master en Ciencias Sociales. Director del Departamento de Educación de la Universidad Católica.

 

Prof. Graciela Rabajoli 
Profesora Especializada en TIC,
Coordinadora del Área de Contenidos del Portal Educativo del Plan CEIBAL,
Portal Ceibal.

 

Ps. Roberto Balaguer Prestes

Psicólogo, Investigador TICs y Subjetividad

Autor de varios artículos, capítulos y libros sobre TICs

Coordinador Programa link.spc

 

Lic. Manuel Varela

Director Bachillerato Pre-universitario Carrasco

Posgrado en Gestión y Conducción del Sistema Educativo

Integrante Comisión Pedagógica AIDEP

 

* Pablo Rodriguez

 

Doctor en Ciencias Sociales y Magister en Comunicación y Cultura, por la Universidad de Buenos Aires, y Master en Comunicación, Tecnologías y Poder por la Université de Paris I (Panthéon-Sorbonne).
Ha publicado varios artículos en revistas de Argentina, Chile, México, Brasil y España. Se desempeña como docente e investigador en la Universidad de Buenos Aires y en la Facultad Latinoamericana de Ciencias Sociales (FLACSO), donde dicta el curso virtual “Subjetividades mediáticas y educación”. Actualmente es becario posdoctoral del Consejo Nacional de Investigaciones Científicas y Técnicas argentino (Conicet)