Social scientists have determined that we accept inner responsibility for a behavior when we think we have chosen to perform it in the absence of str… - Robert B. Cialdini

Social scientists have determined that we accept inner responsibility for a behavior when we think we have chosen to perform it in the absence of strong outside pressures. A

By no means is my friend original in this last use of the “expensive = good” rule to snare those seeking a bargain. Culturist and author Leo Rosten gives the example of the Drubeck brothers, Sid and Harry, who owned a men’s tailor shop in Rosten’s neighborhood while he was growing up in the 1930s. Whenever the salesman, Sid, had a new customer trying on suits in front of the shop’s three-sided mirror, he would admit to a hearing problem, and, as they talked, he would repeatedly request that the man speak more loudly to him. Once the customer had found a suit he liked and had asked for the price, Sid would call to his brother, the head tailor, at the back of the room, “Harry, how much for this suit?” Looking up from his work — and greatly exaggerating the suit’s true price — Harry would call back, “For that beautiful all-wool suit, forty-two dollars.” Pretending not to have heard and cupping his hand to his ear, Sid would ask again. Once more Harry would reply, “Forty-two dollars.” At this point, Sid would turn to the customer and report, “He says twenty-two dollars.” Many a man would hurry to buy the suit and scramble out of the shop with his “expensive = good” bargain before Poor Sid discovered the “mistake.

We will use the actions of others to decide on proper behavior for ourselves, especially when we view those others as similar to ourselves.

The powerful influence of filmed examples in changing the behavior of children can be used as therapy for various problems. Some striking evidence is available in the research of psychologist Robert O’Connor on socially withdrawn preschool children. We have all seen children of this sort, terribly shy, standing alone at the fringes of the games and groupings of their peers. O’Connor worried that a long-term pattern of isolation was forming, even at an early age, that would create persistent difficulties in social comfort and adjustment through adulthood. In an attempt to reverse the pattern, O’Connor made a film containing eleven different scenes in a nursery-school setting. Each scene began by showing a different solitary child watching some ongoing social activity and then actively joining the activity, to everyone’s enjoyment. O’Connor selected a group of the most severely withdrawn children from four preschools and showed them his film. The impact was impressive. The isolates immediately began to interact with their peers at a level equal to that of the normal children in the schools. Even more astonishing was what O’Connor found when he returned to observe six weeks later. While the withdrawn children who had not seen O’Connor’s film remained as isolated as ever, those who had viewed it were now leading their schools in amount of social activity. It seems that this twenty-three-minute movie, viewed just once, was enough to reverse a potential pattern of lifelong maladaptive behavior. Such is the potency of the principle of social proof.50 When