This post is about words, and using them to manipulate your environment. Let's start with the very obvious.
How you present something, phrase it and speak it, verbally, is critical. Consider the difference between:
"Most of your presentation was bad"
and
"You had good parts in your presentation, but it seems like the point was missed. Several parts seemed out of place and running your English through a spell checker can make it a hundred times better."
The example above contains the positive and non-confrontational phrasing coupled with positive and constructive criticism. Not to mention flattery. I could have done better, but the point here is that words matter.
How much do they matter, though? Previously, we only touched on that with the significance of
pauses in speech.
Have you noticed how you can cause people to think of something, just by mentioning it?
How about by mentioning one thing, they would think of another?
A combination of things, to piece it together in a week?
How about the good ole` "don't think about X" which naturally follows by that person giving X some thought?
One example I learned the hard way was: don't mention the name of the ex to a friend of mine, she will revert back to thinking about him and become depressed. That is one verbal
trigger to avoid.
Example oneLet's consider a situation we have all been in at one time or another. A platonic relationship where one side is romantically interested, hinting:
"I am horny, I wish I had someone to have sex with."
Clearly this is extremely obvious as a hint, and poorly constructed, too.
You made the other person think about what your meaning is, and more importantly--consider you.
You most likely failed in persuading them you are a potential romantic interest, unless they were already into you. In which case, you were sending "feelers", or "pinging" if you like, in a manner you can save face with and allow the other side a way out.
Does this get more complex? It does. How? The sky is the limit, but I haven't given it enough thought yet to construct a good thesis.
Example twoKinesthetic: I feel you are correct. I sense you don't understand.
Visual: I see your point. Can you imagine this?
Auditory: I hear ya. It rhymes!
These are known as learner types, and in NLP as representational systems. From
Wikipedia:
Visual, Auditory, and Kinesthetic
One family of models emphasizes the sensory modalities of informing stimuli. The models in this family may use different terms to describe same or similar learning styles. These models often describe three basic learning styles:
* Auditory learning occurs through hearing the spoken word.
* Kinesthetic learning occurs through doing and interacting.
* Visual learning occurs through looking at images, mindmaps, demonstrations and body language.
In such models, the term multi-modal describes people who have more than one strong learning preference.
Speaking to someone in "their own language" supposedly helps facilitate better communication.
Which are you leaning more toward, or feel most comfortable using? Visual? Auditory? Do you notice what such verbs and adjectives people use?
Note: Although some learning style models are widely used in education, many professionals doubt their validity.
Critiques from Wikipedia:
Cautioning against interpreting neuropsychological research as supporting the applicability of learning style theory, John Geake, Professor of Education at the UK's Oxford Brookes University, and a research collaborator with Oxford University's Centre for Functional Magnetic Resonance Imaging of the Brain, commented that
We need to take extreme care when moving from the lab to the classroom. We do remember things visually and aurally, but information isn't defined by how it was received.
Writing in the Times Educational Supplement Magazine (27th July 2007), Susan Greenfield said that "from a neuroscientific point of view [the learning styles approach to teaching] is nonsense".
Example threeIn the paper "
Ripple Effects in Memory: Judgments of Moral Blame Can Distort Memory for Events" [PDF], in press as "
Memory & Cognition", by David A. Pizarro, Cara Laney, Erin K. Morris, & Elizabeth F. Loftus, of the University of California, Irvine, interesting points are made:
"A single piece of false information was presented in a leading question: That the two cars had “smashed” into one another rather than merely hitting each other. This information altered subjects’ memories not only for the speed of the cars when they made contact, but also for related information, such as whether glass was broken in the course of the crash."
Further:
"This “ripple effect,” in which post-event information can influence a range of memories, not simply the specifics targeted with the post-event information, has also been demonstrated in other studies."
Apparently, lawyers make use of this technique ever since. This is covered nicely in the
Cognitive Daily blog,
here.
A similar study was conducted by Elizabeth Loftus, where she showed subjects a video of a crash and later information caused them to judge the speed differently. This is called the
Misinformation effect. This
BBC story discusses it. Loftus' original paper can be
found here [PDF].
Another study is by Roediger, H.L., Meade, M.L. & Bergman, E. (2001), named "
Social contagion of memory" [PDF], published in the Psychonomic Bulletin & Review.
Example fourWhile I am unsure how much of this makes any sort of sense, it is interesting. "Hidden messages in regular speech". It is however, a bait advertisement for the creator's web site:
http://www.youtube.com/watch?v=t7dINpMdMRA&NR=1They basically claim that "The Interspersal Technique or Embedded Command" is text hidden within text, which gets emphasized in some vocal manner or by tone, so that you hear the significant words only, such as this made up, probably badly constructed example:
"When you
come to Buy More, you should check out the special opprtunities.
Buy one and get the second free.
Come to Buy More, buy three and get the fourth free.
Do it now."
In conclusionWords are significant, and now that I am aware enough of how they can be used and abused, I want to learn even more about them. From phrasing things the right way to appealing for a certain audience by speaking in their language.
One subject matter which could be interesting to study for this is
Neuro Linguistic Programming (NLP). Aside to subjects such as "Anchoring", it seems to have been developed as a combination of linguistics and psychology, giving hypnotherapists among others, language tools. Note: NLP is not widely respected by psychologists.
When I know more on this subject matter, not necessarily in regard to NLP, I will write about it. One things I am sure about is that verbal communication is far more than just
7% of all communication.
Language is wonderful, and getting better at it in any fashion is satisfying (after the fact).
Pinky.