NLP Glossary
S
S.C.O.R.E. MODEL
Developed by Robert Dilts and Todd Epstin, identifies the components necessary for effectively organizing information about any change. The following five elements are necessary:
SYMPTOM- are typically the most noticeable about the problem.
CAUSE(S)- the underlying elements responsible for creating problem.
O UTCOME- the goal or desired state the will take care of the symptoms.
RESOURCES- the elements responsible for creating and maintaining outcome.
EFFECT- the reason or motivation for wanting the outcome in the first place.
SENSORY ACUITY
The process of learning to make finer and more useful distinctions about the sense information we get from the world.
SENSORY-BASED DESCRIPTION
Information that is directly observable and verifiable by the senses. It is the difference between “The lips are pulled taut, some parts of her teeth are showing and the edges of her mouth are higher than the main line of her mouth” and “She’s happy” – which is an interpretation.
SLIDING ANCHOR
An anchor which is functioning as an amplitude of response, similar to a slide potentiometer on a stereo. The sliding anchor can both amplify and decrease depending on how you set it up. Richard Sandier combines sliding and stacking anchors in order to create optimal states.
SLEIGHT-OF-MOUTH PATTERN
Developed by Robert Dilts modeling Richard Sandier’s language patterns. The patterns are used with any complex equivalence or cause-effect statement as a conversational belief change.
SECOND POSITION
Seeing the world from another persons point of view and so understanding their reality.
SECONDARY GAIN
Where some seemingly negative or problematic behavior actually carries out some positive function at some other level. For example, smoking may help a person to relax or help them fit a particular self-image.
STATE
The total ongoing mental and physical conditions from which a person is acting. The state we are in affects our capabilities and interpretation of experience.
STIMULUS RESPONSE
An association between an experience and a subsequent so-called reaction; the natural learning process Ivan P. Pavlov demonstrated when he correlated the ringing of a bell to the secretion of saliva in dogs.
STRATEGY
A set of explicit mental and behavioral steps used to achieve a specific outcome. In NLP, the most important aspect of a strategy is the representational systems used to carry out the specific steps.
SOFTENERS
Lessen the impact of a direct question by softening voice tone or preamble such as “Would you be willing to tell me…?
SPATIAL MARKING
Consistently using different areas of space for different actions to associate location with action.
SORT
A computer term meaning to reorganize and/or to filter information in the process of the reorganization.
STACKING ANCHORS
Stacking anchors is when you use the same anchor repeatedly to get a combination anchor, which elicits several memories. The effect is additive, and you can create some very powerful combination anchors this way.
SUBMODALITIES
The special sensory qualities perceived by each of the senses. For example, visual submodalities include colour, shape, movement, brightness, depth, etc. auditory submodalities include volume, pitch, tempo, etc, and kinesthetic sub-modalities include pressure, temperature, texture, location, etc.
SURFACE STRUCTURE
The words or language used to describe or stand for the actual primary sensory representations stored in the brain.
SWISH PATTERN
A generative NLP submodality process that programs your brain to go in a new direction. Is very effective in changing habits or unwanted behaviors into new constructive ways.
SYNESTHESIA
The process of overlap between representational systems, characterized by phenomena like see-feel circuits, in which a person derives feelings from what he sees, and hear-feel circuits, in which a person gets feelings from what they hear. Any two sensory modalities may be linked together.
SYNTACTIC AMBIGUITY
Ambiguous sentence where a verb plus “ing” can serve either as an adjective or a verb, e.g. Influencing people can make a difference.
SYSTEMIC
To do with systems, looking at relationships and consequences over time and space rather than linear cause and effect.
T
THIRD POSITION
When you observe yourself and others.
TIMELINE
The way we store pictures, sounds, and feelings of our past, present and future.
TONAL MARKING
Using your voice to mark out certain words as being significant.
T.O.T.E
Developed by Miller, Galanter and Pribram, the term stands for the sequence Test – Operate – Test –
Exit, which describes the basic feedback loop used to guide all behavior.
TRANCE
An altered state with an inward focus of attention on a few stimuli.
TRIPLE DESCRIPTION
The process of perceiving experience through First, Second, and Third Positions.
TRANSDERIVATIONAL SEARCH
The process of searching back through one’s stored memories and mental representations to find the reference experience from which a current behavior or response was derived.
TRANSLATING
The process of rephrasing words from one type of representational system predicates to another.
U
UNCONSCIOUS INCOMPETENCE
The first stage of the learning cycle in which we are unaware of a skill.
UNCONSCIOUS COMPETENCE
The fourth stage of learning in which the skill has been fully integrated and is habitual.
UPTIME
State where the attention and senses are committed outwards.
UTILIZATION
A technique in which a specific strategy sequence or pattern of behavior is paced or matched in order to influence another person.
V
VALUES
The things that are important to us and are driving our actions.
VISUAL
Relating to sight or the sense of sight.
VISUALIZATION
The process of seeing images in your mind.
VISUAL SQUASH
A process of negotiating between two internal parts or polarities that included defining the part, identifying the positive purpose or intention of each and negotiating agreement with resultant integration.
VOICE QUALITY
The second most important channel of communication and influence. Research suggest it is 38 percent of the total impact of the communication.
W
WELL-FORMEDNESS CONDITIONS
The set of conditions something must satisfy in order to produce an effective and ecological outcome. In NLP a particular goal is well-formed if it can be:
(1) stated in positive terms,
(2) defined and evaluated according to sensory based evidence,
(3) initiated and maintained by the person who desires the goal,
(4) made to preserve the positive byproducts of the present state, and
(5) appropriately contextualized to fit the external ecology.
X
Y
Z