Wednesday, July 2, 2008

Chapter 12: Persuasion

Marwell and Schmitt (psychologists mentioned in the text) discussed the five types of verbal messages individuals use for persuading other people. When a person tries to influence another person by providing rewards, benefits, or praise for changing a behavior or opinion, this is called reward power. Coercive power is when a person uses punishments. Referent power is when person B identifies with and perceives similarity to person A. In expert power, person B believes that person A has special knowledge. If you comply/do not comply, you will be rewarded/punished because of the "nature of things." When person B is obligated to comply based on the perception that person A has the legitimate right to request, this is called legitimate power.

In reviewing the 16 statements of Table 12.4, I find that the positive approach (i.e. self-feeling positive and altercating positive) is more likely to get a positive outcome than if the negative is used (i.e. self-feeling negative and altercating negative). Especially when it comes to rebellious teenagers and pre-teens, I feel being positive exudes respect, equality, and positive encouragement. I have tried to tell my sister that if she does not focus on her study that she will not be accepted into a good college. Instead, I should have said that if she studies hard, she will get into a good college. I can also see using the negative approach if the positive fails. Bisanz and Rule state that negative tactics involve coercive power and emotional appeals, including force, threats, and lies. Furthermore, the positive approach does not generate negative feelings and would not create conflict that can escalate. I believe I have learned more on how to avoid conflicts from Table 12.4.

1 comment:

Nicciri said...

As sad as it is, I think that coersive behavior can be even more powerful than reward power. With rewards, it could be harder to persuade because the reward has to be worth the change of bevoir. With coersive, it almost leaves you without a decision. For example, if you want your child to get good grades, I think it is more effective to tell them you will take away their car rather than telling them you will buy them a car.