Social Psychology Test 3

Schachter & Singer's two-factor theory of emotion

2 components to emotional experience: • Undifferentiated emotional arousal (i.e., person must be generally physically aroused) • Construal of the state of undifferentiated arousal, which would determine which emotion would be experienced (i.e., person must attribute that arousal to an emotion they believe is caused by a particular stimulus)

Compliance

Acting in accord with another person's direct request

Physical pain (situational factors in aggression)

Aggression as self protection

Distal (evolutionary) factors

Aggression is context-specific; occurs when aggression could solve an adaptive problem (appropriate resources, intrasexual rivalry, ascend status/dominance hierarchies)

Conformity

Changing oneself (by copying others) in response to real or imagined group pressure

Mood

Enduring affective state, not clearly linked to an event or object

Persuasion

Getting someone to change his/her attitudes

Excitation transfer

Misattribution of arousal; arousal produced by one source (e.g., exercise, adrenaline) is attributed to another stimulus

Prejudice

Negative attitude or emotions toward a group of people

Ostracism (situational factors in aggression)

Social pain theory (aggression)

Frustration-aggression hypothesis (situational factors in aggression)

The idea that frustration (the perception that you are being prevented from attaining a goal) increases the probability of an aggressive response)

Obedience

The performance of an action in response to a direct order

Mood and helping

The warm glow of a good mood can spark us to help others

Discrimination

Unjustified negative action toward a member of a group simply because of his or her membership in that group

Personal norms

We each have expectations about our behavior in particular situations

Norm of reciprocity

We should repay a favor with a favor

Aggression: catharsis

• "Blowing off steam" • Pent up aggression builds up like pressure and will eventually cause a person to "explode" with rage • Research says it doesn't work like that

Burger (2009) replication

• 79% who go past 150 volts go all the way to 450 • Replication: stop at 150 • 70% went past 150 volts in Burger (2009) • 82% went past 150 in Milgram, but this difference is not statistically significant • Empathetic concern and participant gender were unrelated to stopping, so personality and gender are unrelated to levels of obedience

Focalism

• A tendency to focus too much on a central aspect of an event, while neglecting to consider the impact of other aspects of the event or the impact of other events • Example: Schkade & Kahneman (1998): participants estimated that a person living in California would be significantly happier than if they lived in the Midwest; in actuality, happiness ratings are equivalent in both regions; participants only focused on weather differences when making estimates; fail to realize that happiness is determined by many factors, beyond differences in weather conditions

Elaboration Likelihood Model (persuasion)

• A theory that persuasive messages can cause attitude change in two ways, each different in the amount of elaboration (careful thought) it requires

Competitive altruism

• Altruism as a status acquisition (Hardy & Van Vugt, 2006) • When contributions are public, people behave more altruistically • More altruistic members gained highest status and most frequently preferred as cooperative partners • As the costs of altruism increase, status rewards also increase • THM: individuals may behave altruistically for reputational reasons because selective benefits (associated with status) accrue to the more generous

Prejudice: automatic and controlled

• Automatic vs. controlled processes • Stereotypes are activated automatically (some people use controlled processes to inhibit them)

Cognitive Neoassociation Model (situational factors in aggression)

• Aversive events activate the schemas for fight and flight, which elicit emotions of anger and fear • Whether people respond with aggression or escape depends on the pattern of cues in the situation

Categorization process

• Be more inclusive • Encourage superordinate categorizations • "Oh...we're both humans!" • Accept categorizations with mutual respect • Color-blindness is dissatisfying and unrealistic (ignoring that people are different) • Multicultural perspective

Stereotyping

• Beliefs about a group of people that are generalized to all members of the group • A prototype about a social group

Sex differences in aggression: relational vs. physical

• Boys are consistently rated as more aggressive than girls • But the type of aggression can change this (relational vs. physical)

Insitutionalized discrimination (societal level)

• Built into the legal, political, social, and economic institutions of a culture • What aspects of legal, political social and economic institutions of American culture might be responsible for contemporary forms of discrimination • Examples: children of alumni receive preferential admission; persons accused of a crime who cannot post bail are imprisoned and thus appear i court dressed in prison uniform; the YMCA offers a reduced family membership rate

Compliance: foot-in-the-door

• Compliance with an initial, small request makes us more likely to comply with a later, larger request • Schwarzwald, Bizman, and Raz (1983): half Ps asked to sign petition for cause; half not • All called two weeks later to request donation from Ps • Ps who agreed to sign petition donated more money • Due to consistency motivations (think dissonance reduction); "I signed the petition in support of the cause, and not donating would be inconsistent with this prior behavior"

Situational determinants of helping

• Costs and rewards (e.g., social exchange theory): perceived benefits must outweigh costs to motivate helping behavior • Number of bystanders (e.g., bystander effect): the more people present when a person needs help, the less likely it is that help will be given ( and if given, the slower it will arrive)

Display rules

• Culturally specific rules that govern how and when and two whom we express emotions • Collectivist cultures encourage individuals to show emotional restraint • Japanese and American college students watch disturbing video of a circumcision ritual; condition 1: watch video alone in a dark room; condition 2: watch in well-lit room in the presence of an authority figure; American students showed similar disgust reaction in both conditions, but Japanese students' disgust reaction was reduced in authority figure condition

Aggression: cultural factors

• Culture of honor and aggression (resource can be easily taken; there is little formal governmental protection or legal recourse) • Developing a reputation for violent retribution against those who steal is one way to discourage theft where resource can be easily taken • Implications: men in honor cultures perceive interpersonal threats more readily than do men in other cultures, including increases in cortisol and testosterone levels following insults; in culture-of-honor states, high school students were found to be more likely to bring a weapon to school in the past month and over a 20-year period, there were more than twice as many school shootings per capita

Explaining the bystander effect

• Diffusion of responsibility: sense of personal responsibility decreases when we know others are around who could help; anonymity • Clarify of the situation and pluralistic ignorance: normative and informational influence • Normative influence: "I don't want to look stupid by acting like it is an emergency when everyone else is behaving like there is no problem" • Informational influence: "No one is reacting, so there must not be a real problem"

Direct vs. Indirect aggression

• Direct: any behavior that intentionally harms someone who is physically present (ex: punching someone; men more likely than women to use direct aggression • Indirect: any behavior that harms someone who is not physically present (ex: gossip; women more likely than men to use indirect aggression)

Social functions of emotion

• Emotions are more vividly displayed in groups than alone (mediated by self-reported motivates to affiliate) • Emotion mimicry is greatest for ingroup faces

Affect-as-information perspective

• Emotions provide us with rapid and reliable info about our social environment • When making judgments about somethings, we often consider how we feel about it

Altristic motives

• Empathetic concern motive: helping to reduce another's distress, which is felt empathically (by identifying with another's feelings, this can produce an intention to help the person • Empathy-altruism hypothesis: the idea that when we feel empathy for a person, we will attempt to help that person purely for altruistic reasons; some believe empathy is the only determinant of helping that is "truly" selfless

Evolution and sex differences in aggression

• Evolutionary Strategic Models: sex differences in aggression ----> sex differences in parental investment; parental care more important to female inclusive fitness ----> females could not afford the high costs of physical aggression when conflicts arise • Evidence: controlling for sex norms and social approval, women still prefer to engage in relational aggression more than males • Ainstworth & Maner (2012): male and female participants; mating prime and control prime; completed sociosexuality inventory to assess restricted versus unrestricted sexual orientation (competitive, short term maters vs. committed, long-term maters); complete noise blast task (measures aggression)

Dovidio et al. (2002)

• Examined how response latency (Implicit Association Test for Racial Bias) and self-report measures predicted bias in verbal and nonverbal behavior exhibited by whites while they interacted with a black partner • White participants completed an IAT and explicit prejudice questionnaire • They then engaged in an interaction with a black and white confederate for three minutes each (order of interaction counterbalanced) • Whites' self-reported racial attitudes significantly predicted bias in their verbal behavior to black relative to white confederates • Whites with ore negative explicit attitudes toward blacks were more biased in their verbal behavior with respect to the black confederate (verbal firendliness) • Explicit attitudes predicted how much friendlier whites felt that they had behaved toward white than black partners • The response latency measure (Implicit Associations) significantly predicted white's nonverbal (non)friendliness • More implicit racial bias was associated with less nonverbal friendliness toward the black confederate (sitting further away, leaning away, nervous movement, etc.)

Modeling helpful behavior

• Exposure to models of helpful behavior can influence the likelihood of our own helping • Can actually serve to model of prime helping behavior

Compliance: appealing to emotions

• Negative state relief hypothesis: some people engage in certain actions, such as helping or agreeing to a request, to relieve negative feelings or to feel better

Stereotype threat (victims of stereotypes: application)

• Fear of confirming a negative stereotype about one's group; this fear can actually disrupt performance and result in confirming the stereotype • Diagnostic condition: test described as diagnostic of intellectual ability, thus making the racial stereotype about intellectual ability relevant to black participants' performance and establishing for them the threat of fulfilling it • Non-diagnostic condition: the same test was described simply as a laboratory problem-solving task that was non-diagnostic of ability

People stereotype more when tired

• Given ambiguous criminal cases • But, perpetrator has stereotype consistent or inconsistent name • Assault case: Roberto Garcia versus. Robert Garner

Compliance: free gift technique

• Giving someone a free gift also activates the norm of reciprocity • We comply to repay this nice "favor"

Factors that influence conformity

• Group size: conditions ranging from 3-15 confederates; conformity peaked at 6 confederates, but no greater with 15 confederates than 3 • Group unanimity: social support from other non-conformists • Group cohesiveness: cohesive groups ----> greater conformity (think groupthink and polarization) • Expertise and status of group members: people do not want to face disapproval of powerful others • Culture: greater conformity in collectivist cultures (interdependent cultures); emphasize social relationships to a greater extent, so more motivated to conform to maintain group access • Ambiguity of difficulty of task: ambiguous situations cause uncertainty; we have limited information to make a judgment, so we are motivated to seek information from other sources, such as other people • Anonymity: less conformity when we can give our responses anonymously

Heat (situational factors in aggression)

• Heat leads to increase in hostile thoughts and feelings • Heat plus increased deindividuation opportunity of nightfall leads to continuous increase in aggression (gets so hot, people become inactive overall, which reduces assault)

Systemic oppression (societal level)

• How racism is embedded in the sociocultural legacy of historical oppression that continues to exert hidden influence on present-day experience

Prediction vs. reality dissociation: adaptive?

• If we knew how "easily" we could recover (breakup; friendship dissolution), we may not work as hard to maintain that relationship during times when it is challenged • If it is an important relationship, we "need" to overestimate how painful it would feel for it to end to motivate us to work at it • However, if it does end, we are "surprised" at how quickly we can recover • Functional dissociation

Sherif and the Autokinetic Effect (1936)

• In an entirely dark room, a small dot of light is shown on a wall (after a few moments, the dot appears to move) • This effect is entirely inside-the-head (due to a complete lack of "frame of reference" for the movement) • These participants enter the dark room and watch the light; then they are asked to estimate how far the dot of light moves • These estimates are made out loud, and with repeated trials, each group of three converges on an estimate (some groups converged on a high estimate, some low, and some in-between) • Groups found their own level, their own "social norm" of perception (occurred naturally, without discussion or prompting) • When invited back individually a week later and tested alone in the dark room, participants replicated their original groups' estimates • Suggests that the influence of the group was informational rather than coercive; because they continued to perceive individually what they had as members of a group • Sherif concluded that they had internalized their original group's way of seeing the world

Fear

• Increased blood flow to legs/feet ----> flight response • Eyes widen

Anger

• Increased blood flow to the arms/hands ----> fight response • Eyes narrow

Varieties of oppression

• Individual: biased thoughts, feelings, or actions on the part of individual people • Institutional: organizational or societal practices that, eve when applied by "unbiased" individuals, result in differential outcomes for similarly situated persons • Cultural: patterns of racist "stuff" embedded (often implicitly) in ideologies, values, institutions, practices, and artifacts

Reasons for social influence

• Informational social influence: being influenced by other people because one sees their comments or actions as information about what is "correct" • People find themselves in an ambiguous situation and turn to others for help (i.e., for information), hoping it will lead to a correct response (Sherif's autokinetic effect work) • Normative social influence: being influenced by other people because one desires their approval and does not want to be excluded or ostracized • Need to belong: we may conform to the desires of others in exchange for acceptance • We may even give answers we know to be incorrect if we think it will facilitate acceptance

Facial expressions

• It is adaptive to know what someone else is feeling (fundamental deficit in reading emotion in individuals with autism-spectrum disorders) • Universal expression of 6 basic emotions: joy, disgust, surprise, sadness, anger, and fear

Helping family

• Kin selection hypothesis: inclusive fitness (our kin share our genes, so "altruism" toward genetically related others benefit our own genes) • In life threatening situations, people report more willingness to help genetic relatives than non-relatives (when situation is not life threatening, no difference in helping motivation between genetically related and unrelated others)

Obedience

• Milgram's obedience experiments • 60-65% of the participants obeyed the experimenter completely, up to shocks of 450 volts (lethal) • Factors that influence obedience: immediacy of the victim, physical closeness of the authority, two peers "rebelling" • Institutional authority is not significant

Asch's conformity experiments

• N = 123; 18 trials, 12 with pressure • 25% were completely independent; never conformed • On average, Ps conformed on 37% of trials • With a partner: only 5% conformed • Are we right to think we would be ostracized? • 16 participants, 1 confederate • Confederate instructed to answer incorrectly by experimenter • Participants were initially stunned, but then started laughing every time confederate made incorrect choice (making fun of someone IS a subtle form of ostracism)

Factors that contribute to compliance

• Norm of reciprocity: people tend to provide benefits (return favors) to those who benefit them (remember the video on fairness in nonhuman primates)

How well do we understand our own emotions?

• Not all that well • Sometimes we are accurate in understanding our emotions • However, we have difficulty predicting future emotions, and we have difficulty identifying the sources of our emotional experience

Shooter bias (victims of stereotypes: knowledge)

• Not guided by prejudice • Both black and white participants show shooter bias that negatively impacts black targets • Effect is driven by black and white participants knowledge of the stereotype associating African Americans with hostility • Training programs using first person shooter task are capable of reducing this racial bias in shoot/no shoot decisions (Sim et al., 2013) • Participants randomly assigned to one of three game conditions: more armed black targets than armed white targets (stereotype consistent), equal number of armed black and white targets (control), and greater number of armed white than black targets (stereotype inconsistent)

Cialdini et al. (1987)

• Participants viewed a video of a girl who had been in an accident and needed help studying • Half Ps made to feel empathy for her (take her perspective), half Ps in no empathy control condition • In addition, Ps given "drug" with half told nothing about the side effects, and other half told that the drug "chemically preserves" the mood that you are currently in • Empathy only leads to helping when people think their mood can be changed via helping • Empathy does promote prosocial behavior, but not simply because we want to help another person (altruism) • Rather, empathy promotes helping because it causes us to experience personal distress • If we believe helping that person will reduce our own distress, then we are motivated to help; if we don't think that helping that person can impact our distress, it undermines our motivation to help

Happiness study

• People watched videos to make them feel happy, sad, angry, or watched no video • People were then given a problem to solve

Peripheral route

• Persuasion that occurs when people do not think carefully about a persuasive message and instead are influenced by cues that are irrelevant to the content or quality of the message • If you think our argument is weak, but really want to convince people to adopt it anyway, then appealing to the peripheral route is potentially beneficial (attractive others, celebrities, etc.)

Central route (persuasion)

• Persuasion that occurs when people think carefully about a persuasive message and are influenced by the strength of its arguments • If thinking produces more thoughts consistent with message arguments, we are persuaded • If thinking produces more thoughts inconsistent with message arguments, our attitude does not change • So if you think your argument is strong and convincing, appealing to the central route may be beneficial for persuasion • Causes more permanent change in position

Sherif: Robber's Cave Study (1954)

• Phase 1: 11 year old boys split into two groups, randomly, and assigned to different cabins on different sides of camp • Groups self-identified and called themselves the Rattlers and the Eagles • Phase 2: teams led to compete against each other for points; team with most points would win trophy • Groups resorted to name-calling and harassing one another; refused to eat in the same dining hall; Sherif worried about ethical implications, so he ended this phase • Phase 3: use superordinate goal to instill cooperation between both groups, and thus reduce tension • Gives tasks that can only be completed if both groups work together (inspect 1.6km of water pipe to look for leak and restore water supply); upon success at superodinate goal, groups liked each other again

Priming: violence in media and video games (Bushman & Anderson, 2002)

• Played violent (Mortal Kombat, Carmaggedon, Duke Nukem) or nonviolent (Glider Pro, 3D Pinball, Austin Powers) video games for 20 minutes • Completed three ambiguous story stems; indicate what the main character will do or say, think, and feel as the story continues • Examples of aggressive responses from people who played the violent video game: Jane takes Shannon's boyfriend; "You don't want to go? **** you then, *****!"; Jane thinks, "Who needs her, anyway."; Feelings of annoyance, bitterness, betrayal, and anger

Happiness: Broaden-and-build Theory of Emotion (Fredrickson, 1998)

• Positive emotions (i.e., happiness) broaden awareness and encourage novel, varied, and exploratory thoughts and actions • This broadened behavioral repertoire builds skills and resources • Happiness facilitates creative problem solving • Human's capacity to experience "joy" and "interest" may play a primary role in our ability to shape and adapt to our changing environment

Affective forecasting

• Predicting future emotions (e.g., whether an event will make us happy or sad and for how long) • Turns out, we often do not know what will make us happy (or unhappy), though we think we do • Two groups: luckies (had not experienced a romantic breakup recently) and leftovers (ended a romantic relationship two months ago); all were asked to rate overall happiness; luckies asked to predict how they would feel two months after a breakup • Luckies overestimated how unhappy a breakup would make them feel; in actuality, the happiness level of people who had broken up two months ago was the same as those who hadn't broken up recently

Helping and resources

• Prosocial behavior is a high frequency behavior, documented in all cultures • Although the magnitude of personal cost when helping varies, the helper always incurs an initial cost: time, tangible resources (e.g., money), and emotional resources • So, what's in it for us? And does that even matter?

Explaining aggression

• Proximal causes (i.e., situational causes) • Cultural and chemical factors • Distal causes (i.e., evolution)

Reactive vs. proactive aggression

• Reactive: "hot," impulsive, angry behavior motivated by desire to harm someone • Proactive: "cold," premeditated, calculated, harmful behavior that is a means to some practical or material end (war, robbery, etc.) • Hot and cold refer to whether or not thoughts and behaviors are "guided by emotion" • Hot cognition: emotion influences cognitive processing • Cold cognition: emotion absent from cognitive processing

Dissonance

• Use of hypocrisy, with attitudes and behavior at odds, can capitalize on dissonance reduction and reduce prejudice and discrimination • "I'm surprised to hear you say that...you always seemed open and fair"

Origins of prejudice: individual level

• Realistic group conflict theory (economic perspective): limited resources lead to conflict between groups and result in increased prejudice • Social identity theory (motivational perspective): suggests that people seek to enhance their self-esteem by identifying with specific social groups, and perceiving those groups as better than other groups (remember Basking in Reflective Glory?); in-group bias; evidence: minimal group paradigms • Categorization process (social cognitive perspective): in-group vs. out-group categorization; "cognitive misers" (stereotyping vs. individuating); stereotyping others (i.e., processing them categorically) is automatic and therefore effortless; individuating others (i.e., paying attention to their individual identity, rather than categorizing membership) requires resources and is therefore effortful; so...not stereotyping and instead individuating requires self-regulatory resources (possible to impact things like being hungry/tired?)

Helping those who have helped us

• Reciprocal altruism: solves the problem of helping non-kin • Found all over nature • Vampire bats need blood; they will regurgitate some blood they have sucked to share with others in colony, but only to those from whom they have received blood in the past • Baboon males who have helped another male secure a mate in the past will receive help from those males when they request it in the future

Compliance: door-in-the-face

• Refusing an initial, large request makes us more likely to comply with a later, smaller request • Due to pressure to honor the norm of reciprocity (we feel urge to repay a favor with a favor) • When other party honors or request not to honor their large request, we feel obligated to reciprocate when they ask for something smaller by agreeing to it (ex: will you donate $100 to our cause? [response is no]...oh, well, could you donate $10? [sure])

Going Green to be Seen (Griskevicious et al., 2010)

• Role of status in preferences for green/non-green products • Participants randomly assigned to one of two priming conditions • Status motives: participants imagine graduating from college, looking for a job, and deciding to go to work for a large company because it offers the greatest chance of moving up. The story describes the person's firs day on the job, focusing on the high-status features of the workplace such as the upscale lobby and nice furniture. Readers eventually learn that they will have an opportunity to receive a desirable promotion. • Participants randomly assigned to public-private condition: public condition ("imagine that you are out shopping at a store") and private condition ("imagine that you are shopping online by yourself at home") • Participants rate preferences for purchasing non-luxury green products and luxury non-green products (non-green were superior on qualities of luxury and performance; green were superior on pro-environmental features) • Costly signaling: making purchases publicly or privately • Control condition participants' purchasing behavior not influenced by whether purchase was public or private; status condition participants refer "inferior" green products, but only when purchases are public • Status leads to green purchasing only if the products are costly • "Which of the two products is more attractive to you?" • Status participants evolutionarily rational: choose green product only when more expensive to engage in costly signaling and competitive altruism

Aggression: neural and chemical factors

• Serotonin: inhibits aggression (higher level ----> lower aggression) • Testosterone: increases aggression (higher level ----> higher aggression)

Egoistic motives

• Social rewards motive: helping to increase one's esteem in the eyes of others (praise, positive attention, honors, gratitude, tangible rewards) • Experienced distress motive: helping to reduce one's own distress caused by witnessing another's distress (much like idea of negative state relief hypothesis in compliance) • Helping and compliance: I feel bad, therefore I will comply (help) which will aid another, thereby making me feel good

Emotion

• Specific, toward people or events • Brief psychological and physiological responses • Subjectively experienced as feelings • Arousal (autonomic nervous system; ANS; amygdala)

Stereotype lift (Cohen & Walton, 2003)

• The flip side of oppression: privilege • Conditions that promote underperformance among stereotyped groups also tend to promote over-performance among advantaged groups

Compliance: that's-not-all approach

• The influencer makes a large request, then immediately offers a discount or bonus before the initial request is refused • Experimenter informs participants that price of a cupcake and 2 cookies is 75 cents • Others were told that the cupcake was 75 cents, but while in the process of deciding to buy it, experimenter said he would add two cookies for no additional cost • 40% purchased items in the first condition, but 73% purchased items in the second condition

Immune neglect

• The tendency to underestimate our capacity to be resilient in responding to difficult life events, which leads us to overestimate the extent to which life's difficulties will reduce our personal well-being • A psychological immune system: if we constantly dwelled on bad things, it would be disabling ---> thus, we have adapted to "disregard" negative events

Contact hypothesis

• The theory that under certain conditions, direct contact between antagonistic groups will reduce prejudice (Allport, 1954) • Mere exposure effect • Direct contact between groups will reduce prejudice if: common goals exist, interacting partners have equal status, contact is personal, cooperative activities occur, social norms favor inter-group contact, exposure to stereotype-disconfirming group members occurs • Review of hundreds of studies on the contact hypothesis (contact & prejudice correlation, r = -.23)

We use the central route when...

• The topic is personally relevant (i.e., motivation) • We know more about the topic • We feel responsible or accountable for our actions following the persuasive method

Why do we have emotions?

• They aid us in survival and reproduction by prompting adaptive responses • They promote interpersonal relationships • Gratitude motivates reciprocal helping • Guilt motivates repairing one's transgressions • Anger motivates the other to repair transgression • Disgust leads to avoidance of members who violate cultural values • Desire increases likelihood of sexual contact • Love facilitates commitment to long-term bond and increases bond between parent and offspring • Jealousy motivates protection of mate from rivals

Compliance: low-ball

• We agree to an initial, attractive deal • Something happens to alter the bargain (bad elements are introduced or good elements are removed) • We still go along with the modified, worse deal (consistency motivation) • Cialdini et al. (1978): Ps asked to participate in study and 56% agreed (initial agreement) • Prior to study, those who agreed told that it starts at 7:00am (negative element introduction) -----> told they could withdraw if they wish • Of the 56% who initially agreed, none indicated that they wanted to withdraw and 95% of them actually did show up (low balled) • When a control condition was added in which they were told prior to agreeing to participate that the study started at 7am, only 24% agreed to participate

We use the peripheral route when...

• We lack motivation • We lack cognitive resources (e.g., distraction, time constraints, etc.)

Social learning theory

• We learn social behavior (e.g., aggression) by observing others and imitating them • Bandura's bobo doll study • Social animals socially learn

Norm of social responsibility

• We should help those who are deserving • Latane & Darley: more than 80% of people respond to simple requests (time of day, directions, etc.) • More than 70% respond to the request for change for a quarter • Helping is easy, and the reason for request seems deserving

Compliance: scarcity and liking

• What is scarce is valuable • Limited-time offers, limited availability make an offer seem more attractive than it might otherwise • Like-me-then-help-me • We are more likely to be influenced by attractive, nice, similar, trustworthy others