THE WHEEL OF PERSUASION

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Your dialogue

Your dialogue

In order to persuade each other, you and you customer have an online dialogue. The structure and order in which you present each other parts and phases of this dialogue affects the outcome of the dialogue. This structuring is called ‘Choice Architecture‘ . Moreover, during your online dialogue you constantly have to persuade your customer into the correct phase of your dialogue. In order to do so, you have to ‘trigger‘ a response.

Conceptual & Associative Priming

“Subtle cues subconsciously influence our thoughts, feelings and behavior”

Our brain is fundamentally associative. Each time we have an experience, a huge neural associative representation is activated (e.g. moon: reading this word sets off a series of associations like night, white, wolf and illusion). This neural representation overlaps with related representations (e.g. seeing a table will also activate parts of the neural network representing chair).

Because of this spreading and overlapping activation in our brain, others can use specific ‘stimuli’ to pre-activate specific behavior they want to see from us (e.g. buying). The desired behavior is then already partially activated, requiring less

Signaling Triggers, Reminders & Alerts

“Even when highly motivated and able, we need a little reminder to make us act”
In order for us to act, we must 1) be sufficiently motivated, 2) have the ability to perform the behavior, and 3) be triggered to perform the behavior (based on B.J Fogg’s 2009 paper describing his Fogg Behavioral Model). Even when we have both the ability and the motivation to perform a desired behavior, we need a “signal, reminder, alert, etc.” – in other words: a trigger or nudge in order to act.

When motivation and ability are high, these reminders, signals and alerts should not

Sparking Triggers

“Often our motivation – and thereby actions – can be ignited rather easily”
When something is really easy to do, but our motivation isn’t very high, we tend do nothing. However, ‘sparking triggers’ can rather easily boost our motivation, and thereby do make us act.

A ‘Sparking Trigger’ will make us act when:

We notice it,
it levers one or more relevant motivations and, most importantly,
the trigger occurs at a moment when we are both motivated and able to perform that behavior.

Clarifying example:
B.J Fogg uses the following example for sparking triggers: he hadn’t used a Facebook account in a while, so Facebook automatically

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Facilitating Triggers

“Often our ability to act – and thereby our acting – can be ignited rather easily”
When we have a high motivation but lack ability, a ‘Facilitating Trigger’ can make us act. A facilitator not only triggers us, but also makes the intended behavior easier to do.

An effective facilitator explains how easy the desired behavior is to do (boosting self-efficacy), and will directly lead to the desired result (response efficacy).
Two clarifying examples:
As a demonstration of Facilitating Triggers, B.J Fogg uses the example of software updates. These use facilitators more and more often to gain compliance by implying that “one click

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Repetition & Direct Priming

“Repetition helps us learn and react both quicker and easier”
The more we repeat something, the easier we process, remember and act on it. Repetition simply smoothens our neural pathways. Repetition is also called ‘direct priming’ since each repetition also ‘primes’ later experiences, leading to quicker and more intense reactions (or slower in the rare case of negative priming).

There are two direct priming effects. First, there is a very brief ‘lexical effect’: each repetition activates it’s representation in our brain. Then that activation slowly ‘fades away’. This way, the experience remains ‘primed’ during the fading period (usually a few seconds),

Peak-end rule

“The ending and the highest peak of an experience, determine how we remember it”
The peak-end rule is our tendency, when judging an experience, to judge this experience (pleasant or unpleasant) almost entirely on how it was at it’s peak, as well as how it ended. Other information, while not lost, is not used in the qualitative memory of the event (i.e. extension neglect and duration neglect).

Scientific research example:
In a study with real patients, patients underwent a colonoscopy (a painful medical procedure). For Patient A, the pain was shorter, but more intense. Patient B experienced the same type of pain,

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