Priya Mistry

People and businesses routinely use five techniques to get us to do what they want, says presenter and broadcaster Alexis Conran. Here’s how to recognize them.

Most of us get fooled or conned on a regular basis. No, we’re probably not falling for Ponzi schemes or those “send us your password” phishing emails. But we set aside our better judgement all the time in less dramatic instances — we go for the “buy two, get one free” offer at the drugstore and walk away with more band-aids than we can use in 20 years; we order the chef’s daily special because it sounds, well, special but it’s really the restaurant’s way to off-load fish on the verge of going bad; or we get distracted from an alarming increase in crime in our community by a press conference from the mayor where she touts a promising rise in high-school test scores.

What’s fascinating about examples like these is that while they’re perpetrated by other people or entities, the real work of persuasion largely takes place in our heads, according to UK-based presenter and broadcaster Alexis Conran. “Magic and sales and scams and political beliefs all happen in the mind of the spectator,” Conran points out in a TEDxBerlin talk.

Conran’s career has taken him from actor to magician to the BBC show The Real Hustle where he and a team used confidence tricks to fool passersby and then explained how they worked. They deployed a particular set of superpowers — a set of tools used by many people and organizations in our everyday lives. “Their superpower is using the right words, asking the right questions, and putting people in the right situation to do exactly as they’re told,” he explains.

Because the process of being fooled takes place inside our minds, it’s up to us to realize when we’re being taken. How? By being alert — not overly jumpy, suspicious or cynical, just aware — to the methods deployed by businesses, politicians, and others that nudge us into doing or thinking what they’d like us to to do or think. “I’m not saying they’re all crooked, I’m not saying they’re all criminals, but they’re all trying to do the same thing — they’re trying to sell you on a story, to get you to buy into their narrative,” explains Conran.

Here are the five principles used to get us to buy into their stories:

Misdirection

Misdirection is an age-old tactic used by thieves of all kinds. It’s why pickpockets snatch wallets when they know we’re occupied by an outdoors concert or fireworks display or by reading our phones or books while we commute.

Misdirection can occur on a more subtle level, too. It’s why companies and governments often release bad news on Fridays or before major holidays — they’re obliged to announce a weak earnings report or the so-so unemployment rate but they’re hoping that the weekend or holiday distracts us from fixating on it.

In the run-up to the Brexit vote in 2016 — as journalist Carole Cadwalladr so memorably found and explained in a TED Talk — specially targeted Facebook ads led people to believe that Turkey would be joining the EU, which would cause Turkish migrants to flood into the UK. This was not true, but pro-Brexit forces used distractions like these to influence people to vote “yes.”

Time pressure and opportunity

Both of these are classic sales techniques, and they’re frequently combined for maximum impact. It’s why supermarkets have ongoing special offers. Because a “buy one, get one free” promotion (opportunity) on canned tuna lasts just one week (time pressure), we feel like we must stock up right now.

Similarly, time-specific sales like Black Friday and Cyber Monday also lead us to spend more than we typically would things — these made-up “days” create an artificial but extremely real feeling of urgency in us. “Putting people under pressure makes them make mistakes … it’s much easier to manipulate people when they’re acting under pressure than if you give them time to examine the facts,” says Conran.

Opportunity also assumes quieter forms. Think of all the “free” social-media accounts, online services and newsletters that you’re signed up for. In truth, no one is out there offering us something for nothing. Whether it’s our money, our data or our time, we’re always giving back something in return.

Social compliance and social proof

Social compliance refers to how “we respond to people in authority and to badges and uniforms,” according to Conran. While this is essential to the functioning of our society — it’s why the sight of a police car can make drivers immediately slow down — but it also leaves us vulnerable to people like Bernie Madoff who rely on the appearance of competence and expertise to disguise what they’re really doing or the abusers who depend on their profession — take the clergy, for example — to evade notice.

Social proof refers to how “we constantly look to others around us for clues as to how to behave,” says Conran. “That’s a very, very powerful thing because as a hustler, I know that all I have to do is manipulate your environment to get you to behave the way I want you to.”

You can see social proof in action at the airport. Even though it’s nowhere near a flight’s boarding time, most of us scan the people around us to know when to start queueing up. After a few passengers stand near the gate, more of us will get up to join them and the number quickly grows. Social proof also fuels much of the behavior on Facebook, Twitter and other platforms — similar to a snowball growing in size as it rolls downhill, a large number of “like”s will attract more “like”s as people click their approval upon glimpsing how many others in their network are doing so.

Now that you know these five tactics, you can use them to spot scams and to recognize when you’re being manipulated. This attitude doesn’t just apply to our interactions with other people. “Be careful when you read headlines and news,” says Conran. “Be careful when you feel emotionally moved by the headline, and be even more careful when you agree with the headline or when the headline makes you happy, because that’s when you need to watch out.”

Watch his TEDxBerlin talk here:

ABOUT THE AUTHOR

Alexis Conran is a presenter, broadcaster and writer based in the UK. Find out more about him at alexisconran.com

This post was originally published on TED Ideas. It’s part of the “How to Be a Better Human” series, each of which contains a piece of helpful advice from someone in the TED community; browse through all the posts here.

Jordan Awan

If we want children to thrive in our complicated world, we need to teach them how to think, says educator Brian Oshiro. And we can do it with 4 simple questions.

We all want the young people in our lives to thrive, but there’s no clear consensus about what will best put them on the path to future success. Should every child be taught to code? Attain fluency in Mandarin, Spanish, Hindi and English?

Those are great, but they’re not enough, says educator and teacher trainer Brian Oshiro. If we want our children to have flexible minds that can readily absorb new information and respond to complex problems, he says, we need to develop their critical thinking skills.

In adult life, “we all have to deal with questions that are a lot more complicated than those found on a multiple-choice test,” he says in a TEDxXiguan talk. “We need to give students an opportunity to grapple with questions that don’t necessarily have one correct answer. This is more realistic of the types of situations that they’re likely to face when they get outside the classroom.”

How can we encourage kids to think critically from an early age? Through an activity that every child is already an expert at — asking questions.

1. Go beyond “what?” — and ask “how?” and “why?”

Let’s say your child is learning about climate change in school. Their teacher may ask them a question like “What are the main causes of climate change?” Oshiro says there are two problems with this question — it can be answered with a quick web search, and being able to answer it gives people a false sense of security; it makes them feel like they know a topic, but their knowledge is superficial.

At home, prompt your kid to answer questions such as “How exactly does X cause climate change?” and “Why should we worry about it?” To answer, they’ll need to go beyond the bare facts and really think about a subject.

Other great questions: “How will climate change affect where we live?” or “Why should our town in particular worry about climate change?” Localizing questions gives kids, says Oshiro, “an opportunity to connect whatever knowledge they have to something personal in their lives.”

2. Follow it up with “How do you know this?”

Oshiro says, “They have to provide some sort of evidence and be able to defend their answer against some logical attack.” Answering this question requires kids to reflect on their previous statements and assess where they’re getting their information from.

3. Prompt them to think about how their perspective may differ from other people’s.

Ask a question like “How will climate change affect people living in X country or X city?” or “Why should people living in X country or X city worry about it?” Kids will be pushed to think about the priorities and concerns of others, says Oshiro, and to try to understand their perspectives — essential elements of creative problem-solving.

4. Finally, ask them how to solve this problem.

But be sure to focus the question. For example, rather than ask “How can we solve climate change?” — which is too big for anyone to wrap their mind around — ask “How could we address and solve cause X of climate change?” Answering this question will require kids to synthesize their knowledge. Nudge them to come up with a variety of approaches: What scientific solution could address cause X? What’s a financial solution? Political solution?

You can start this project any time on any topic; you don’t have to be an expert on what your kids are studying. This is about teaching them to think for themselves. Your role is to direct their questions, listen and respond. Meanwhile, your kids “have to think about how they’re going to put this into digestible pieces for you to understand it,” says Oshiro. “It’s a great way to consolidate learning.”

Critical thinking isn’t just for the young, of course. He says, “If you’re a lifelong learner, ask yourself these types of questions in order to test your assumptions about what you think you already know.” As he adds, “We can all improve and support critical thinking by asking a few extra questions each day.”

Watch his TEDxXiguan talk now:

ABOUT THE AUTHOR

Mary Halton is Assistant Ideas Editor at TED, and a science journalist based in the Pacific Northwest.

This post was originally published on TED Ideas. It’s part of the “How to Be a Better Human” series, each of which contains a piece of helpful advice from someone in the TED community; browse through all the posts here.

Ask a kid how their day went at school and you may get a one-word answer: “Fine.” What’s a parent to do? For her TED-Ed Innovation Project, administrator Nola-Rae Cronan created a school newsletter template that’s designed to start more textured conversations at home.

Below are her notes on the project:

The goal of my project is to make parent communication easy for schools and families in three distinct areas: general school/grade topics, class/course specific material, and parent-focused advice.

The newsletters

I designed three newsletters — one in March for 8th grade, and two in May for 6th grade and 8th grade. I struggled to find a format that would be free and easy to work with, both of which I felt were needed to insure accessibility for any school.

The first newsletter was completed on Google Docs, which is a free and somewhat easy to format option. Unfortunately, the videos cannot play within the newsletter and the formatting becomes wonky on various devices/screens.

I continued looking for an alternative format and was introduced to Sway by Office while at EdCamp Detroit. Sway is easier to use than Google Docs and has unique features such as video playback, animation and easy updating. The May newsletters were both developed using Sway. Here’s the 8th grade newsletter and the 6th grade newsletter.

Let’s take a closer look at the 8th grade newsletter.

In the first section, I decided to address general grade specific concerns. I used this TED-Ed Lesson about sleep to drive home the importance of balance during the end of the year finals. This section can be used to communicate general parenting advice (sleep, eating, study strategies, etc.), general school updates (vacations, holidays, programs, etc.), and special concerns (social media issues, bullying, behavior).

In the second section, I focused on the course material covered. I asked teachers to suggest 3-5 topics that had been covered in class with in the last month. I then researched TED-Ed Lessons that would be a good fit (in the March newsletter I also included foreign language, and created the complete lesson in the target language). I decided to have the teachers give me topics vs having them look up TED-Ed Lessons, to reduce their workload in this project. In the future, it might be easier to have the faculty offer the newsletter author actual lesson titles to use, and/or create lessons for material not available. In this section, I encouraged parents to take a peek at what their kids were working on and to have conversations with their children about their understanding of the material. Within this section, each subject area was highlighted with a short description/explanation of the material and a TED-Ed Lesson.

The third and final section was designed just for parents. For this section, I chose a fun TED Talk about children lying to address the stereotype of “normal” adolescent behavior. This section can be related to parenting, or just a wonderful way to introduce parents to TED. It can also be a great way to encourage parents to have meaningful dialogue with one another in the discussion part of the TED-Ed Lesson or at a parent event at school.

Parent Feedback

I received 9 responses for the 8th grade newsletter with the following responses:
8/9 found the newsletter “helpful in understanding what your daughter is covering in class”
8/9 found the newsletter “easy to navigate”
8/9 responded ‘absolutely’ to “would you recommend this newsletter?”

When asked if there is “anything you would like to add?” I received the following:
“The videos provide variety and a different approach to conversation with our daughters. I see this as an excellent communication tool that can be used in multiple ways.”
“I would want to see more videos and get this newsletter on a regular basis as the girls are learning new concepts.”
“Great way to send information. Very easy to use and a fun experience!”

When asked how the newsletters could be improved, I received the following:
“These newsletters might be helpful if they were shorter and given more frequently during the school year.”
“Feature a teacher, so parents can become more acquainted.”
“I suggest you walk through an example of this at parent visiting day so that we have a greater awareness that this is available.”

Closing thoughts:

I really enjoyed making the project and the newsletters. I felt that the feedback, although a small sampling, was very positive. Additionally, working at a private school I am very conscious of the challenges some of our families might encounter. For some families, sending their student to our school might be a hardship financially, and the commitments we ask them to make to their students’ schooling can also be difficult. Asking parents to actively engage with topics and material they may have forgotten or may never have experienced could inadvertently widen the divide they feel to the school. This can also be true for public school families, or for any family. My hope is that schools will use my newsletter template to strengthen connections between parents, teachers, and students — and that families will find it to be a meaningful way to deepen dinner time conversations about school.

This article is part of the TED-Ed Innovation Project series, which highlights 25+ TED-Ed Innovation Projects designed by educators, for educators, with the support and guidance of the TED-Ed Innovative Educator program. You are welcome to share, duplicate and modify projects under this Creative Commons license to meet the needs of students and teachers.