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Two studies conducted during campus blood drives assessed two techniques derived from a commitment and social support analysis that were designed to increase the rate of pledge fulfillment by volunteer donors. A reminder about donation addressed to the individual donor plus two other named donors (Three-Name Reminder) elicited greater pledge fulfillment than a reminder addressed to the individual alone (One-Name Reminder). Similarly, a reminder addressed to the individual that simply stated that two other people would donate at the same time (Group Reminder) also enhanced pledge fulfillment relative to the One-Name Reminder.

An experiment was conducted to investigate the role of perceivers' self-concepts and preconceptions about one another on the formation of interpersonal impressions. Pairs of female undergraduates expected to interact in a game-playing situation that demanded coolheadedness and cooperation between partners. One subject (the perceiver) was given bogus information about the other subject (the target), and was then asked to select questions to ask the target in order to facilitate the getting-acquainted process. After the target provided answers to these questions, perceivers' evaluations of targets' anxiety and targets' self-evaluations of anxiety were obtained. In addition, naive judges were asked to evaluate targets, based on the targets' answers to the perceivers' questions. Perceivers' self-concepts in the anxiety domain) predicted the kind of information sought about targets which, in turn, predicted the way in which judges rated targets. Judges' and perceivers' ratings of targets were also influenced by perceivers' false preconceptions about targets. In addition, perceivers' self-concepts seemed to be indirectly related to targets' final self-evaluations.

Fazio, Effrein, and Falender (1981) showed that asking subjects questions designed to elicit information primarily about introverted or extraverted life events results in shifts in self-perceptions and social behavior in the direction of the type of question asked. Thepresent study examined the durability of this effect with regard to self-perceptions. Subjects were randomly selected to answer either introverted or extraverted questions and to interact with a confederate trained to act in either an introverted or extraverted manner. A main effect of question type was found on subjects' self-perception of introversion-extraversion both before and after interaction with the confederate. In addition, changes in self-perception were found to be influenced by confederate type.