Showing posts with label behavioral psychology. Show all posts
Showing posts with label behavioral psychology. Show all posts

Monday, August 25, 2008

Book review: Robert B. Cialdini, Influence: The Psychology of Persuasion

I started reading Influence: The Psychology of Persuasion after Tyler Cowen called it "one of [his] favorite social science books." I can see why: although some of Cialdini's points have become relatively commonplace since the book's initial publication in 1984, Influence still provides an engaging blend of social scientific scholarship, anecdotes of Cialdini's undercover ventures as a "compliance professional," and something like the self-help genre in Cialdini's advice on resisting each of the compliance techniques he describes under the headings reciprocation, commitment and consistency, social proof, liking, authority, and scarcity.

I'll supplement this main review post with some snapshot reactions to a few of Cialdini's points that prompted me to think of specific tangential issues. For now, two overarching thoughts:

First, this book provides a valuable counterpoint to works of behavioral psychology and economics that emphasize the internal biases that affect individual decision-making. Although those works sometimes address social factors and Cialdini sometimes touches on the classic behavioralist issues (loss aversion, endowment effects, etc.), Cialdini's focus on influence and compliance is still refreshing.

Second, the more practical side of Influence, especially the information that flows out of Cialdini's undercover work, raises issues akin to those of publicizing methods of picking door locks. Cialdini is handing out the keys to human consent. Cialdini's direct advice is almost entirely defensive--he tells the reader how to ward off the tools of compliance, not how to deploy them--but it is easy enough to imagine ways to gain influence. For one example, I am highly confident that the techniques Cialdini describes, carefully applied, could help professors positively influence students' evaluations of their courses--an extremely valuable skill. I leave the reader to consider the implications of that possibility.