1. Presusasion Part 1
Robert Cialdini

2. Replication rough drafts

3. Background Brief history of persuasion research
Why does Cialdini say that his first book, Influence, had more influence a few years after it was published?
What is “pre-suasion”?
What are examples of the six principles from Influence?
Reciprocity
Liking
Social proof
Authority
Scarcity
Consistency
What’s the purpose of this book?

4. Focus What is his concept of “privileged moments”?
How could it be used in nonsales examples?
What is a problem with “multitasking”?
Priming research and replication

5. Knowledge Does Not Protect Against Illusory Truth
        Fazio, Brashier, payne, & marsh
40 Undergraduates read several statements of commonly known and lesser known facts - some true and some false (Nelson & Narens, 1980). Rated perceived accuracy of several statements – some from prior list and some new statements. Additional knowledge check at the end: 44% correctly answered, 44% did not know answer, 12% incorrectly answered. Prior knowledge did not have an effect on accuracy-perceptions (p = .28). Prior exposure increased the perceived accuracy of lesser-known statements (p = .008) and commonly-known statements (p = .006), regardless of whether it was true or false. However, repeated exposure only increased accuracy perceptions of participants who reported not knowing the correct answer (p = .002)

6. How is this trend seen in contemporary society?
How can it be reduced?
Fazio, L. K., Brashier, N. M., Payne, B. K., & Marsh, E. J. (2015). Knowledge does not protect against 
        illusory truth. Journal of Experimental Psychology: General, 144,  
       
Nelson, T. O., & Narens, L. (1980). Norms of 300 general-information questions: Accuracy of recall, latency of 
        recall, and feeling-of-knowing ratings. Journal of Verbal Learning and Verbal Behavior, 19,  
       
Knowledge Does Not Protect Against Illusory Truth
        Fazio, Brashier, payne, & marsh

7. Attention = Importance
What about the “focusing illusion”?
What are some examples of this concept?
Does just drawing attention to something lead to more persuasion?
Elaboration Likelihood Model (Petty & Cacioppo, 1986)
What should you consider when making a decision?

8. Focus = Cause Taylor’s research on FAE/Actor-Observer
What examples/applications can you think of?

9. Attention-getters What types of stimuli especially get our attention?
When would you want or not want to use sex to sell your product or otherwise get what you want?
What impacts which things we fear or see as risks?
How can you best use fear in persuasion?
What about when to best focus on “an army of one” vs. “army strong”?
How can novel or distinctive information be used to persuade?

10. Attention-keepers
What other factors influence what we pay attention to?
What is the Zeigarnik effect, and why does it occur?
How can counterarguments be best used in persuasion?
How can you use this ideas in teaching?
Are there other factors beyond those he mentioned that affect whether an idea spreads?

11. Motivating voter turnout by invoking the self
        Bryan, Walton, Rogers, & Dweck
Experiment one: Participants were California residents eligible to vote but not registered prior to the 2008 presidential election (Age 18-70, M = 22.8) Randomly assigned to complete a survey referring to act of voting as a noun or a verb Noun condition were more likely to register to vote (p = .041, Chi squared = 4.16) Experiment two: Of the participants who registered to vote in experiment one, 95.5% of those in the noun condition voted, compared to 81.8% in the verb condition (p = .018, change in Chi squared = 5.55) Experiment three: Procedure repeated with residents in New Jersey (age range 21-83, M = 54.4) Noun condition voted at rate of 89.9% vs. 79% in verb condition (p = .027, change in Chi squared = 4.91)

12. Motivating voter turnout by invoking the self
Why do you think the noun condition had a higher voter turnout?
What other factors could have influenced voter turnout in this experiment?
What factors affect voter turnout in general?
Bryan, C. J., Walton, G. M., Rogers, T., & Dweck, C. S. (2011). Motivating voter turnout by invoking the self. 
        Proceedings of the National Academy of Sciences, 108,  
       

13. Small group exercise

14. Next week—begin presentations