Persuasion Skills Black Book: Practical NLP Lan...
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These four categories of confidence information—performance accomplishments, vicarious experience, persuasion, and physiological states—are probably not mutually exclusive in terms of the information they provide, though some are more influential than others. How various sources of information are weighted and processed to make judgments given different tasks, situations, and individual skills is as yet unknown. The consequences of these judgments, however, are hypothesized to determine people's levels of motivation, as reflected in the challenges they undertake, the effort they expend in the activity, and their perseverance in the face of difficulties. People's self-confidence judgments can also influence certain thought patterns and emotional reactions (e.g., pride, shame, happiness, sadness) that also influence motivation (Bandura, 1986). For instance, self-confidence beliefs may influence people's success or failure images, worries, goal intentions, and causal attributions.
In this section research and theory from self-efficacy, goal-setting, and attributions are used to speculate on practical ways to enhance self-confidence for motivation and performance. Applications for enhancing self-confidence are organized around techniques that are based on the four sources of confidence information within Bandura's theory of self-efficacy (Bandura, 1977): performance-based strategies, modeling, persuasion and communication, and anxiety-reduction strategies.
slump or plateau, false performance feedback (performance deception) has been used successfully to improve performance (Fitzsimmons et al., 1991). As with the other persuasion techniques, it is important that the deception is believable. For instance, if a coach is trying to improve an athlete's maximum press in weight lifting by persuading him to think he is lifting less weight than he is actually pressing, the difference between the two should be small. Instructors should also be aware that continually deceiving one's students may undermine the trust they need to have in order to attempt new skills.
Self-confidence is a potent predictor of an individual's performance, given the appropriate skills and adequate incentives. The role of an instructor, manager, or coach, therefore, is to develop and sustain a learner's high level of self-confidence by ensuring performance success, using modeling and persuasion techniques, communicating effectively, and reducing anxiety-producing factors. These techniques can be used in combination with each other in various ways, depending on the task and the learner, to enhance self-confidence.
Proactive dialogue system is able to lead the conversation to a goal topic and has advantaged potential in bargain, persuasion, and negotiation. Current corpus-based learning manner limits its practical application in real-world scenarios. To this end, we contribute to advancing the study of the proactive dialogue policy to a more natural and challenging setting, i.e., interacting dynamically with users. Further, we call attention to the non-cooperative user behavior - the user talks about off-path topics when he/she is not satisfied with the previous topics introduced by the agent. We argue that the targets of reaching the goal topic quickly and maintaining a high user satisfaction are not always converged, because the topics close to the goal and the topics user preferred may not be the same. Towards this issue, we propose a new solution named I-Pro that can learn Proactive policy in the Interactive setting. Specifically, we learn the trade-off via a learned goal weight, which consists of four factors (dialogue turn, goal completion difficulty, user satisfaction estimation, and cooperative degree). The experimental results demonstrate I-Pro significantly outperforms baselines in terms of effectiveness and interpretability. 59ce067264
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