The initial version of Influence was designed for the popular reader, and as such, an attempt was made to write it in an engaging style. In the subsequent versions, that style is retained, but in addition, I present the research evidence for my statements, recommendations, and conclusions. Although they are dramatized and corroborated through such devices as interviews, quotes, and systematic personal observations, the conclusions of Influence are based on controlled, psychological research. This fact allows the instructor, the student, and the popular reader to feel confident that the book is not "pop" psychology but represents work that is scientifically grounded. The subsequent versions also provide new and updated material, chapter summaries, and study questions to enhance its classroom utility. A potentially attractive feature of the present version of Influence lies in its ability to serve as an enjoyable, practical, yet scientifically documented text for both students and the general reader. For students, one way to view the book, then, is to see it as a refreshing change of pace (from standard text material) that does not retreat from scientific respectability. In a related vein, for both students and the general reader, the book might be seen as a way to demonstrate that, properly presented, what often seems like dry science can actually prove to be lively, useful, and relevant to all readers' personal lives. COMMENT ON THE FOURTH EDITION OF INFLUENCE: SCIENCE AND PRACTICE It has been some time since Influence was last published. In the interim, some things have happened that deserve a place in this new edition. First, we now know more about the influence process than before. The study of persuasion, compliance, and change has advanced, and the pages that follow have been adapted to reflect that progress. In addition to an overall update of the material, I have expanded a feature that was stimulated by the responses of prior readers. This feature highlights the experiences of individuals who have read Influence, recognized how one of the principles worked on (or for) them in a particular instance, and wrote to me describing the event. Their descriptions, which appear in the "Reader's Reports" in each chapter, illustrate how easily and frequently we can fall victim to the influence process in our everyday lives. An array of people deserve and have my appreciation for their aid in making Influence possible. Several of my academic colleagues read and provided perceptive comments on the entire manuscript in its initial draft form, greatly strengthening the subsequent version. They are Gus Levine, Doug Kenrick, Art Beaman, and Mark Zanna. In addition, the first draft was read by a few family members and friends Richard and Gloria Cialdini, Bobette Gorden, and Ted Hall-who offered not only much-needed emotional support but insightful substantive commentary as well. A second, larger group provided helpful suggestions for selected chapters or groups of chapters: Todd Anderson, Sandy Braver, Catherine Chambers, Judi Cialdini, Nancy Eisenberg, Larry Ettkin, Joanne Gersten, Jeff Goldstein, Betsy Hans, Valerie Hans, Joe Hepworth, Holly Hunt, Ann Inskeep, Barry Leshowitz, Darwyn Linder, Debbie Littler, John Mowen, Igor Pavlov, Janis Posner, Trish Puryear, Marilyn Rall, John Reich, Peter Reingen, Diane Ruble, Phyllis Sensenig, Roman Sherman, and Henry Wellman. Certain people were instrumental at the beginning stages. John Staley was the first publishing professional to recognize the project's potential. Jim Sherman, Al Goethals, John Keating, Dan Wagner, Dalmas Taylor, Wendy Wood, and David Watson provided early, positive reviews that encouraged author and editors alike. My editors at Allyn and Bacon, Carolyn Merrill and Jodi Devine, were consistently congenial, helpful, and insightful. I would like to thank the following users of the third edition for their feedback during a telephone survey: Emory Griffin, Wheaton College; Robert Levine, California State, Fresno; Jeffrey Lewin, Georgia State University; David Miller, Daytona Beach Community College; Lois Mohr, Georgia State University; and Richard Rogers, Daytona Beach Community College. The third edition benefited substantially from the reviews of Assaad Azzi, Yale University; Robert M. Brady, University of Arkansas; Brian M. Cohen, University of Texas at San Antonio; Christian B. Crandall, University of Florida; Catherine Goodwin, University of Alaska; Robert G. Lowder, Bradley University; James W. Michael, Jr., Virginia Polytechnic Institute and State University; Eugene P. Sheehan, University of Northern Colorado; Jefferson A. Singer, Connecticut College; and Sandi W. Smith, Michigan State University. Finally, throughout the project, no one was more on my side than Bobette Gorden, who lived every word with me. I wish to thank the following individuals who-either directly or through their course instructors-contributed the "Reader's Reports" used in this edition: Pat Bobbs, Annie Carto, William Cooper, Alicia Friedman, William Graziano, Mark Hastings, Endayehu Kendie, Danuta Lubnicka, James Michaels, Steven Moysey, Paul Nail, Alan J. Resnik, Daryl Retzlaff, Geofrey Rosenberger, Dan Swift, and Karla Vasks. I would also like to invite new readers to contribute similar "Reports" for possible publication in a future edition. They can be sent to me at the Department of Psychology, Arizona State University, Tempe, AZ 85287-1104 or Robert.Cialdini@ ASU.EDU. Finally, more influence-relevant information can be obtained at Influenceatwork.com. ALIGN="right">R.B.C.