<b>Research Note</b>—Influence Techniques in Phishing Attacks: An Examination of Vulnerability and Resistance
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
Phishing is a major threat to individuals and organizations. Along with billions of dollars lost annually, phishing attacks have led to significant data breaches, loss of corporate secrets, and espionage. Despite the significant threat, potential phishing targets have little theoretical or practical guidance on which phishing tactics are most dangerous and require heightened caution. The current study extends persuasion and motivation theory to postulate why certain influence techniques are especially dangerous when used in phishing attacks. We evaluated our hypotheses using a large field experiment that involved sending phishing messages to more than 2,600 participants. Results indicated a disparity in levels of danger presented by different influence techniques used in phishing attacks. Specifically, participants were less vulnerable to phishing influence techniques that relied on fictitious prior shared experience and were more vulnerable to techniques offering a high level of self-determination. By extending persuasion and motivation theory to explain the relative efficacy of phishers' influence techniques, this work clarifies significant vulnerabilities and lays the foundation for individuals and organizations to combat phishing through awareness and training efforts.
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.030 | 0.002 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.001 | 0.006 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it