The problem
Homelessness is one of the most challenging problems we face as a society. It’s also one of the most solvable. Currently 1 in 200 people in the UK are living without a home (The Guardian, 2019). We chose to focus on homelessness in Coventry because it is accessible to us, making it easier to make a difference. Since we visit Coventry often, we ourselves have seen how homeless people in this area are frequently overlooked and neglected. This is why we chose this for our behaviour change project.
Homelessness is one of the most challenging problems we face as a society. It’s also one of the most solvable. Currently 1 in 200 people in the UK are living without a home (The Guardian, 2019). We chose to focus on homelessness in Coventry because it is accessible to us, making it easier to make a difference. Since we visit Coventry often, we ourselves have seen how homeless people in this area are frequently overlooked and neglected. This is why we chose this for our behaviour change project.
We had a number of alternative ideas when trying to decide on our project focus, these included:
a. British Sign Language classes to encourage more interaction with deaf people.
b. Encouraging sales of paper water bottles in Rootes.
c. Donating books for refugees who want to learn English.
d. More free gym classes for students on campus.
We chose to base our project on homelessness because we felt these people need our help the most, especially during the colder months.
Why the problem is important and evidence
a. British Sign Language classes to encourage more interaction with deaf people.
b. Encouraging sales of paper water bottles in Rootes.
c. Donating books for refugees who want to learn English.
d. More free gym classes for students on campus.
We chose to base our project on homelessness because we felt these people need our help the most, especially during the colder months.
Why the problem is important and evidence
The Office for National Statistics found that in 2018, an estimated 726 people died whilst homeless in the UK, therefore highlighting the importance of this problem.
According to a Coventry news site, homelessness is on the rise in Coventry and is at its highest level. In 2018, there were 25 rough sleepers across the city and this was more than three times the number seen in 2017. Based on these numbers, we predict that the number of rough sleepers has only increased.
Target audience
According to a Coventry news site, homelessness is on the rise in Coventry and is at its highest level. In 2018, there were 25 rough sleepers across the city and this was more than three times the number seen in 2017. Based on these numbers, we predict that the number of rough sleepers has only increased.
Target audience
We chose to target students and lecturers at the University of Warwick. We chose this as our target audience because they are accessible, and also work/live in an area whereby homelessness is a prominent problem. Also, we put more emphasis on students, who are aged 18- 25. Krosnick and Alwin, (1989) found people in this age range are the most susceptible to attitude change and persuasion, which was beneficial for our project. We tailored our project to this population by holding events at the university. We also contacted these people through Facebook and email. Also, Facebook is one of the most highly used social media websites amongst university students which is why we chose to use this platform to advertise our event (Zaremohzzabieh et al., 2015).
Intervention
We began our intervention by researching homeless shelters in Coventry, and came across Coventry Comfort Carers. We emailed them detailing our project, and asked what they thought would be a useful thing to do for the homeless. They suggested that we donate food, and gave us a list of everything that was needed.
Event 1
We began our intervention by researching homeless shelters in Coventry, and came across Coventry Comfort Carers. We emailed them detailing our project, and asked what they thought would be a useful thing to do for the homeless. They suggested that we donate food, and gave us a list of everything that was needed.
Event 1
We decided to hold an event on campus where students and lecturers could drop off their donations. In order to tell people about our event, we first made a poster detailing what items to donate, where and when. Next, we created a Facebook page to inform as many people as we could about our event. We began by inviting our friends and course mates to like the page. We linked our poster to the page and created an event to raise awareness of it. We sent the link to our event on the third year psychology group chat, and to the Warwick freshers Facebook page.
Unfortunately, not many donations were received because we didn’t reach as many people as we had hoped. Therefore, we decided to hold a second event.
Unfortunately, not many donations were received because we didn’t reach as many people as we had hoped. Therefore, we decided to hold a second event.
Event 2
In order to reach more people we decided to do things differently to raise more awareness of the event.
Firstly, we printed out 10 copies of the poster, and displayed them around campus. Secondly, we emailed the Director of student experience (Jag) and asked her to include details of our event in the weekly student newsletter. We think this reached around 100 students. Thirdly, we personally emailed as many psychology lecturers as we could informing them of the event. We also tried to get our poster onto the big screen on the piazza, however this was not possible due to time restrictions. Furthermore, we created a petition outlining the homelessness problem, asking people to sign to show they cared about the issue. We received 27 signatures altogether. The petition can be seen to the right.
At this event, we had a better turnout. Approximately 11 people came to donate which was more than last time.
Final Effort
We still aimed to get more donations. We believed we could get more donations by making the donation process more accessible. We realised that it requires a lot of effort to bring donations in to university, so going to them would be more successful. We started off by knocking on lecturer’s offices in the humanities building, and received 10 donations doing this. Since this was effective, we then went to student accommodation in Coventry. From doing this we received around 25 donations.
Psychological and persuasion techniques
 |
| Donations we received |
Psychological and persuasion techniques
Poster
 |
| Poster for our event |
Repetition
When creating our poster, we first decided that we needed a short, catchy, memorable slogan that we would repeat throughout the project. We came up with the metaphor ‘Holding Hands with the Homeless’. We intended to portray a warming image of support and unification with those who are currently struggling to find a place to call home.
We repeated this slogan on the borders of our poster as well as having it as the main focus, with a bold title. Repetition has been shown to be effective in persuasion as it induces deeper cognitive processing. The more a message is repeated the more effective it is (Saegart & Young, 1982).
Colour
We also used certain colours in our poster, as research has suggested some colours are associated with certain emotions. According to Elliot and Maier (2012) colour carries meaning, and this has a direct and automatic influence on cognitive processes, including attention. In order to attract attention we used red in our title, which has been shown to signal an important stimulus requiring an attentional shift. We also used the colour orange because this was associated with hope (Kuniecki, Pilarczyk & Wichary, 2015).
Authority
We included the statistic that 1 in 200 people are currently homeless. We did this because Cialdini (1993) suggested that information from authority figures is more effective than laymen information. Therefore, by including statistics from a credible source, our audience is more likely to pay more attention.
Affect
According to the ‘MINDSPACE’ framework proposed by Dolan et al.(2012), Affect is a key component in eliciting persuasion and plays a central role in the decision making process. There is also research suggesting that emotional cues can have a stronger impact on our behaviours than informative cues (Lerner et al., 2015). In order to evoke feelings of empathy from our target audience, we included a picture of a homeless individual. The image we chose depicted an abandoned male, surrounded by his scarce possessions, deprived of food and shelter during the bleak winter. With this, we aimed to appeal to the moral and compassionate nature of students.
Salience
We included all of these techniques as we wanted to make our poster as salient as possible. Salience is also a component of the MINDSPACE framework (Dolan, 2012). Salience works by attracting attention, which is what we wanted our poster to achieve.
Mere exposure effect
We put up our posters in as many different places as we could. Research suggests that the more someone is exposed to something, the more likely they are to like it. This is known as the mere exposure effect. Fang (2007) explained that the mere exposure effects works through familiarity which induces liking. For example, Zajonc (1968) showed Chinese characters to participants. It was found that the more often participants saw the characters, the more positive the meaning they gave it. We hoped that we would get a similar effect from people who saw our poster.
The Pique Technique
This technique requires specificity of what is being asked for. A study conducted by Santos, Leve and Pratkanis (1994), demonstrated that when a more specific monetary amount was requested, such as $17, people were more likely to give the money, rather than if they were asked whether they could spare any amount of change. Therefore, being specific about what is needed is important. We took this into consideration when creating our poster and adding information to our Facebook page by ensuring that we wrote a list of the exact things Coventry Comfort Carers needed the most. This can be seen on our poster which we have attached.
We repeated this slogan on the borders of our poster as well as having it as the main focus, with a bold title. Repetition has been shown to be effective in persuasion as it induces deeper cognitive processing. The more a message is repeated the more effective it is (Saegart & Young, 1982).
Colour
We also used certain colours in our poster, as research has suggested some colours are associated with certain emotions. According to Elliot and Maier (2012) colour carries meaning, and this has a direct and automatic influence on cognitive processes, including attention. In order to attract attention we used red in our title, which has been shown to signal an important stimulus requiring an attentional shift. We also used the colour orange because this was associated with hope (Kuniecki, Pilarczyk & Wichary, 2015).
Authority
We included the statistic that 1 in 200 people are currently homeless. We did this because Cialdini (1993) suggested that information from authority figures is more effective than laymen information. Therefore, by including statistics from a credible source, our audience is more likely to pay more attention.
Affect
According to the ‘MINDSPACE’ framework proposed by Dolan et al.(2012), Affect is a key component in eliciting persuasion and plays a central role in the decision making process. There is also research suggesting that emotional cues can have a stronger impact on our behaviours than informative cues (Lerner et al., 2015). In order to evoke feelings of empathy from our target audience, we included a picture of a homeless individual. The image we chose depicted an abandoned male, surrounded by his scarce possessions, deprived of food and shelter during the bleak winter. With this, we aimed to appeal to the moral and compassionate nature of students.
Salience
We included all of these techniques as we wanted to make our poster as salient as possible. Salience is also a component of the MINDSPACE framework (Dolan, 2012). Salience works by attracting attention, which is what we wanted our poster to achieve.
Mere exposure effect
We put up our posters in as many different places as we could. Research suggests that the more someone is exposed to something, the more likely they are to like it. This is known as the mere exposure effect. Fang (2007) explained that the mere exposure effects works through familiarity which induces liking. For example, Zajonc (1968) showed Chinese characters to participants. It was found that the more often participants saw the characters, the more positive the meaning they gave it. We hoped that we would get a similar effect from people who saw our poster.
The Pique Technique
This technique requires specificity of what is being asked for. A study conducted by Santos, Leve and Pratkanis (1994), demonstrated that when a more specific monetary amount was requested, such as $17, people were more likely to give the money, rather than if they were asked whether they could spare any amount of change. Therefore, being specific about what is needed is important. We took this into consideration when creating our poster and adding information to our Facebook page by ensuring that we wrote a list of the exact things Coventry Comfort Carers needed the most. This can be seen on our poster which we have attached.
The Elaboration Likelihood model
This was proposed by Petty and Cacioppo (1979) who outlined two main routes to persuasion, the central and peripheral routes. The peripheral route uses system 1 processing, which is fast and does not require much attention. On the other hand, the central route uses system 2 processing, which is slow and requires that more attention is paid to relevant information. Therefore, the central route has been shown to be more effective in creating behaviour change (Petty & Cacioppo, 1979). We created our petition with this in mind. Since we had a lot of text to outline what our project was about and what we aimed to achieve with the petition, it meant that the people we approached had to effortfully pay attention. This also meant they had to evaluate more closely to determine whether it was a cause they truly cared about before signing their name.
Commitment and consistency
Cialdini (1993) suggested a persuasion technique known as commitment and consistency. Research suggests that people like to be consistent with things they have previously said or done (Guadagno & Cialdini, 2010; Matz & Hinsz, 2003). A technique that uses this rationale is known as the foot in the door technique. There has been a plethora of past research that suggests that the foot in the door technique is highly effective (Greenwald, 1987; Pliner et al., 1974). For example, Freedman and Fraser (1966) found that when they asked homeowners to sign a petition for safe driving, they were consequently more likely to put up a big sign reading ‘drive carefully’ in their front yard. Following from this example, we first asked people to sign our petition. Then we informed them about our donation collection event and invited them to the event on Facebook.
Festinger’s cognitive dissonance theory could be used to explain the foot in the door technique. This theory suggests that humans desire cognitive consistency and we experience discomfort when our internal beliefs do not match our outward behaviour (Festinger’s, 1957). By asking people to sign our petition, we primed their cognitions towards being prosocial, and then prompted them to match this cognition by donating. Because this technique was successful, we also used it in our final attempt to collect donations. Here we went to university accommodation in Coventry and we knocked on people's doors. Similar to the previous time, we asked people to first sign our petition about homelessness. We then asked them if they had any food donations they could spare. This was successful and we received around 25 donations.
We also used a technique called Door in the face, which works in the opposite way to foot in the door. Door in the face requests involve asking for a more unrealistic demand, followed by the actual smaller request. This technique works due to the principle of reciprocity (Cialdini et al., 1975). Saying “no” to a large request may make the person feel they owe the person a favour. This technique has been shown to be effective by a multitude of studies (Chan & Au, 2011; Cialdini et al., 1975; Millar, 2001). We used this technique when asking a member of the Psychology department for thermal mugs. We began by asking them for 30 mugs, knowing that this was slightly unreasonable. Unsurprisingly, they said no, so we then asked for less, which they agreed to. From using this technique we received 5 mugs.
Social proof
We also used Cialdini’s persuasion technique of social proof. This is where people use others behaviour as an example of how to act in a certain situation (Cialdini, 1993). We used this technique by bringing our own donations and putting them in the donation collection box prior to the event. This is because we hoped people would see it and assume others were donating, and perhaps persuade them that they should too.
Just asking
We used the just asking technique by asking our friends and course mates to come to our event and bring donations. Clark and Hatfield (1989) found that simply making a request increased compliance. Research has found that there is a similarity effect whereby compliance is further increased when there is similarity between the one making the request and the receiver (Burger et al., 2001). By asking our friends and course mates we were asking people who are similar to us (e.g. same age, university, course) and this similarity increases compliance because the asker is more likeable (Bryne, 1997). This was successful as we did receive many donations from our friends. Furthermore, we elaborated on the reasons for why we needed the donations, and we also did this when knocking on lecturer’s office doors. We first asked if they had any donations, and went on to explain that we were collecting as part of our behaviour change project, and were donating to Coventry Comfort Carers shelter. This extra information is known as placebic information, and has been shown to increase compliance (Langer, Blank, & Chanowitz, 1978).
Liking/Similarity
We also used Cialdini’s (2005) principle regarding the importance of liking and being similar to the messenger. We did this by appealing to our friends and peers at university. Cialdini proposes that persuasion techniques are more effective on individuals who are similar to us as similarity enhances the communicators credibility. Thus, we decided to target students on our psychology course. We did this by promoting our donation event on the Warwick psychology Facebook page, sending the link on our third year group chat and lastly in the student newsletter.
Future project
In the future, our homelessness project can be expanded through regular donation collections and fundraisers. These could be held monthly and alternated to help provide support to homelessness charities in other local areas such as Leamington and Birmingham. We would also attempt more creative methods of creating awareness for our cause. One possible idea would be to ask people to leave uplifting messages on thermal mugs before we give them to the homeless. This personal involvement could make them feel closer to the target group and perhaps encourage them to continue donating to the cause.
Conclusion
The behaviour change which we aimed to establish through our project was simply to encourage individuals to donate more to the homeless. We can measure the success of our efforts by counting the number of responses we received on our social media event and donations overall.
Our impact on the homeless population in Coventry could be regarded as relatively small. However, as long as each donation provides even a small amount of comfort and care to these victims, we can consider our project to be a positive achievement.
References
Burger, J. M., Soroka, S., Gonzago, K., Murphy, E., & Somervell, E. (2001). The effect of fleeting attraction on compliance to requests. Personality and Social Psychology Bulletin, 27, 1578-1586.
This was proposed by Petty and Cacioppo (1979) who outlined two main routes to persuasion, the central and peripheral routes. The peripheral route uses system 1 processing, which is fast and does not require much attention. On the other hand, the central route uses system 2 processing, which is slow and requires that more attention is paid to relevant information. Therefore, the central route has been shown to be more effective in creating behaviour change (Petty & Cacioppo, 1979). We created our petition with this in mind. Since we had a lot of text to outline what our project was about and what we aimed to achieve with the petition, it meant that the people we approached had to effortfully pay attention. This also meant they had to evaluate more closely to determine whether it was a cause they truly cared about before signing their name.
Commitment and consistency
Cialdini (1993) suggested a persuasion technique known as commitment and consistency. Research suggests that people like to be consistent with things they have previously said or done (Guadagno & Cialdini, 2010; Matz & Hinsz, 2003). A technique that uses this rationale is known as the foot in the door technique. There has been a plethora of past research that suggests that the foot in the door technique is highly effective (Greenwald, 1987; Pliner et al., 1974). For example, Freedman and Fraser (1966) found that when they asked homeowners to sign a petition for safe driving, they were consequently more likely to put up a big sign reading ‘drive carefully’ in their front yard. Following from this example, we first asked people to sign our petition. Then we informed them about our donation collection event and invited them to the event on Facebook.
Festinger’s cognitive dissonance theory could be used to explain the foot in the door technique. This theory suggests that humans desire cognitive consistency and we experience discomfort when our internal beliefs do not match our outward behaviour (Festinger’s, 1957). By asking people to sign our petition, we primed their cognitions towards being prosocial, and then prompted them to match this cognition by donating. Because this technique was successful, we also used it in our final attempt to collect donations. Here we went to university accommodation in Coventry and we knocked on people's doors. Similar to the previous time, we asked people to first sign our petition about homelessness. We then asked them if they had any food donations they could spare. This was successful and we received around 25 donations.
We also used a technique called Door in the face, which works in the opposite way to foot in the door. Door in the face requests involve asking for a more unrealistic demand, followed by the actual smaller request. This technique works due to the principle of reciprocity (Cialdini et al., 1975). Saying “no” to a large request may make the person feel they owe the person a favour. This technique has been shown to be effective by a multitude of studies (Chan & Au, 2011; Cialdini et al., 1975; Millar, 2001). We used this technique when asking a member of the Psychology department for thermal mugs. We began by asking them for 30 mugs, knowing that this was slightly unreasonable. Unsurprisingly, they said no, so we then asked for less, which they agreed to. From using this technique we received 5 mugs.
Social proof
We also used Cialdini’s persuasion technique of social proof. This is where people use others behaviour as an example of how to act in a certain situation (Cialdini, 1993). We used this technique by bringing our own donations and putting them in the donation collection box prior to the event. This is because we hoped people would see it and assume others were donating, and perhaps persuade them that they should too.
Just asking
We used the just asking technique by asking our friends and course mates to come to our event and bring donations. Clark and Hatfield (1989) found that simply making a request increased compliance. Research has found that there is a similarity effect whereby compliance is further increased when there is similarity between the one making the request and the receiver (Burger et al., 2001). By asking our friends and course mates we were asking people who are similar to us (e.g. same age, university, course) and this similarity increases compliance because the asker is more likeable (Bryne, 1997). This was successful as we did receive many donations from our friends. Furthermore, we elaborated on the reasons for why we needed the donations, and we also did this when knocking on lecturer’s office doors. We first asked if they had any donations, and went on to explain that we were collecting as part of our behaviour change project, and were donating to Coventry Comfort Carers shelter. This extra information is known as placebic information, and has been shown to increase compliance (Langer, Blank, & Chanowitz, 1978).
Liking/Similarity
We also used Cialdini’s (2005) principle regarding the importance of liking and being similar to the messenger. We did this by appealing to our friends and peers at university. Cialdini proposes that persuasion techniques are more effective on individuals who are similar to us as similarity enhances the communicators credibility. Thus, we decided to target students on our psychology course. We did this by promoting our donation event on the Warwick psychology Facebook page, sending the link on our third year group chat and lastly in the student newsletter.
Future project
In the future, our homelessness project can be expanded through regular donation collections and fundraisers. These could be held monthly and alternated to help provide support to homelessness charities in other local areas such as Leamington and Birmingham. We would also attempt more creative methods of creating awareness for our cause. One possible idea would be to ask people to leave uplifting messages on thermal mugs before we give them to the homeless. This personal involvement could make them feel closer to the target group and perhaps encourage them to continue donating to the cause.
Conclusion
The behaviour change which we aimed to establish through our project was simply to encourage individuals to donate more to the homeless. We can measure the success of our efforts by counting the number of responses we received on our social media event and donations overall.
Our impact on the homeless population in Coventry could be regarded as relatively small. However, as long as each donation provides even a small amount of comfort and care to these victims, we can consider our project to be a positive achievement.
References
Burger, J. M., Soroka, S., Gonzago, K., Murphy, E., & Somervell, E. (2001). The effect of fleeting attraction on compliance to requests. Personality and Social Psychology Bulletin, 27, 1578-1586.
Byrne, D. (1997). An overview (and underview) of research and theory within the attraction paradigm. Journal of Social and Personal Relationships, 14, 417-431.
Chan. Y., & Au, T. K. F. (2011). Getting children to do more academic work: foot-in-the-door versus door-in-the-face. Teaching and Teacher Education, 27, 982-985.
Cialdini, R. B. (2005). Basic social influence is underestimated. Psychological inquiry, 16, 158-161.
Cialdini, R. B., & Cialdini, R. B. (1993). Influence: The psychology of persuasion.
Cialdini, R. B., Vincent, J. E., Lewis, S. K., Catalan, J., Wheeler, D., & Darby, B. L. (1975). Reciprocal concessions procedure for inducing compliance: The door-in-the-face technique. Journal of personality and Social Psychology, 31, 206.
Clark, R. D., & Hatfield, E. (1989). Gender differences in receptivity to sexual offers. Journal of Psychology & Human Sexuality, 2, 39-55.
Dolan, P., Hallsworth, M., Halpern, D., King, D., Metcalfe, R., & Vlaev, I. (2012). Influencing behaviour: The mindspace way. Journal of Economic Psychology, 33, 264-277.
Elliot, A. J., and Maier, M. A. (2012). Color-in-context theory. Adv. Exp. Soc. Psychol. 45, 61–125.
Fang(2007). An examination of different explanations for the mere exposure effect. Journal of Consumer Research.
Festinger, L. (1957). A theory of cognitive dissonance. Stanford, CA: Stanford University Press.
Freedman, J. L., & Fraser, S. C. (1966). Compliance without pressure: the foot-in-the-door technique. Journal of personality and social psychology, 4, 195.
Greenwald, A. G., Carnot, C. G., Beach, R., & Young, B. (1987). Increasing voting behavior by asking people if they expect to vote. Journal of Applied Psychology, 72, 315.
Guadagno, R. E., & Cialdini, R. B. (2010). Preference for consistency and social influence: A review of current research findings. Social Influence, 5, 152-163.
Krosnick, J. A., & Alwin, D. F. (1989). Aging and susceptibility to attitude change. Journal of personality and social psychology, 57, 416.
Kuniecki, M., Pilarczyk, J., & Wichary, S. (2015). The color red attracts attention in an emotional context. An ERP study. Frontiers in human neuroscience, 9, 212.
Langer, E. J., Blank, A., & Chanowitz, B. (1978). The mindlessness of ostensibly thoughtful action: The role of" placebic" information in interpersonal interaction. Journal of personality and social psychology, 36, 635.
Lerner, J. S., Li, Y., Valdesolo, P., & Kassam, K. S. (2015). Emotion and decision making. Annual review of psychology, 66, 799-823
Matz, D. C., & Hinsz, V. B. (2003). Accounting for consistency and change in responses to influence attempts: An examination of preference for consistency. Current Psychology, 22, 23-36.
Millar, M. G. (2001). Promoting health behaviours with door-in-the-face: The influence of the beneficiary of the request. Psychology, health & medicine, 6, 115-119.
Petty, R. E., & Cacioppo, J. T. (1979). Issue involvement can increase or decrease persuasion by enhancing message-relevant cognitive responses. Journal of personality and social psychology, 37, 1915.
Pliner, P., Hart, H., Kohl, J., & Saari, D. (1974). Compliance without pressure: Some further data on the foot-in-the-door technique. Journal of Experimental Social Psychology, 10, 17-22.
Saegert, J., & Young, R. K. (1982). Comparison of effects of repetition and levels of processing in memory for advertisements. ACR North American Advances.
Santos, M. D., Leve, C., & Pratkanis, A. R. (1994). Hey Buddy, Can You Spare Seventeen Cents? Mindful Persuasion and the Pique Technique 1. Journal of Applied Social Psychology, 24, 755-764.
Zajonc, R. B. (2001). Mere exposure: A gateway to the subliminal. Current directions in psychological science, 10, 224-228.
Zaremohzzabieh, Z., Samah, B. A., Omar, S. Z., Bolong, J., & Kamarudin, N. A. (2015). Addictive Facebook use among university
Chan. Y., & Au, T. K. F. (2011). Getting children to do more academic work: foot-in-the-door versus door-in-the-face. Teaching and Teacher Education, 27, 982-985.
Cialdini, R. B. (2005). Basic social influence is underestimated. Psychological inquiry, 16, 158-161.
Cialdini, R. B., & Cialdini, R. B. (1993). Influence: The psychology of persuasion.
Cialdini, R. B., Vincent, J. E., Lewis, S. K., Catalan, J., Wheeler, D., & Darby, B. L. (1975). Reciprocal concessions procedure for inducing compliance: The door-in-the-face technique. Journal of personality and Social Psychology, 31, 206.
Clark, R. D., & Hatfield, E. (1989). Gender differences in receptivity to sexual offers. Journal of Psychology & Human Sexuality, 2, 39-55.
Dolan, P., Hallsworth, M., Halpern, D., King, D., Metcalfe, R., & Vlaev, I. (2012). Influencing behaviour: The mindspace way. Journal of Economic Psychology, 33, 264-277.
Elliot, A. J., and Maier, M. A. (2012). Color-in-context theory. Adv. Exp. Soc. Psychol. 45, 61–125.
Fang(2007). An examination of different explanations for the mere exposure effect. Journal of Consumer Research.
Festinger, L. (1957). A theory of cognitive dissonance. Stanford, CA: Stanford University Press.
Freedman, J. L., & Fraser, S. C. (1966). Compliance without pressure: the foot-in-the-door technique. Journal of personality and social psychology, 4, 195.
Greenwald, A. G., Carnot, C. G., Beach, R., & Young, B. (1987). Increasing voting behavior by asking people if they expect to vote. Journal of Applied Psychology, 72, 315.
Guadagno, R. E., & Cialdini, R. B. (2010). Preference for consistency and social influence: A review of current research findings. Social Influence, 5, 152-163.
Krosnick, J. A., & Alwin, D. F. (1989). Aging and susceptibility to attitude change. Journal of personality and social psychology, 57, 416.
Kuniecki, M., Pilarczyk, J., & Wichary, S. (2015). The color red attracts attention in an emotional context. An ERP study. Frontiers in human neuroscience, 9, 212.
Langer, E. J., Blank, A., & Chanowitz, B. (1978). The mindlessness of ostensibly thoughtful action: The role of" placebic" information in interpersonal interaction. Journal of personality and social psychology, 36, 635.
Lerner, J. S., Li, Y., Valdesolo, P., & Kassam, K. S. (2015). Emotion and decision making. Annual review of psychology, 66, 799-823
Matz, D. C., & Hinsz, V. B. (2003). Accounting for consistency and change in responses to influence attempts: An examination of preference for consistency. Current Psychology, 22, 23-36.
Millar, M. G. (2001). Promoting health behaviours with door-in-the-face: The influence of the beneficiary of the request. Psychology, health & medicine, 6, 115-119.
Petty, R. E., & Cacioppo, J. T. (1979). Issue involvement can increase or decrease persuasion by enhancing message-relevant cognitive responses. Journal of personality and social psychology, 37, 1915.
Pliner, P., Hart, H., Kohl, J., & Saari, D. (1974). Compliance without pressure: Some further data on the foot-in-the-door technique. Journal of Experimental Social Psychology, 10, 17-22.
Saegert, J., & Young, R. K. (1982). Comparison of effects of repetition and levels of processing in memory for advertisements. ACR North American Advances.
Santos, M. D., Leve, C., & Pratkanis, A. R. (1994). Hey Buddy, Can You Spare Seventeen Cents? Mindful Persuasion and the Pique Technique 1. Journal of Applied Social Psychology, 24, 755-764.
Zajonc, R. B. (2001). Mere exposure: A gateway to the subliminal. Current directions in psychological science, 10, 224-228.
Zaremohzzabieh, Z., Samah, B. A., Omar, S. Z., Bolong, J., & Kamarudin, N. A. (2015). Addictive Facebook use among university
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