1.5: Stanley Milgram (1963) Flashcards by Young Dave

What was the aims of Milgram’s obedience study?

The aims of Milgram’s obedience study were to:

Test the ‘Germans are different’ hypothesis
See if individuals would obey the orders of an authority figure that incurred negative consequences and went against one’s moral code

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The method and procedure of Milgram’s obedience study was that what?

The method and procedure of Milgram’s obedience study was that 40 American males aged 20 - 50 years responded to a newspaper advertisement

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The method and procedure of Milgram’s obedience study was that:
1. 40 American males aged 20 - 50 years responded to a newspaper advertisement to volunteer for what?

The method and procedure of Milgram’s obedience study was that 40 American males aged 20 - 50 years responded to a newspaper advertisement to volunteer for a study of:

Memory
Learning

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When did Milgram’s obedience study take place?

Milgram’s obedience study took place in 1963

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The method and procedure of Milgram’s obedience study was that:
1. 40 American males aged 20 - 50 years responded to a newspaper advertisement to volunteer for a study of memory and learning where?

The method and procedure of Milgram’s obedience study was that 40 American males aged 20 - 50 years responded to a newspaper advertisement to volunteer for a study of:
1. Memory
2. Learning
at the Yale University Psychology Department

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This was a voluntary sample

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They were met by a confederate experimenter

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They were met by a confederate experimenter, wearing a grey lab coat

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They were met by a confederate experimenter, wearing a grey lab coat (to give him the appearance of authority)

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They were met by a confederate experimenter, wearing a grey lab coat (to give him the appearance of authority), who was actually a biology teacher

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He introduced them to Mr Wallace

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He introduced them to Mr Wallace, a confederate participant

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He introduced them to Mr Wallace, a confederate participant, who was a:
1. Gentle
2. Harmless looking man
in his late 50s

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The participants were told that the experiment concerned the effects of punishment on learning

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The participants were told that the experiment concerned the effects of punishment on learning and that they would be either a:
1. ‘Teacher’
Or,
2. ‘Learner’

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The participants were told that the experiment concerned the effects of punishment on learning and that they would be either a:
1. 'Teacher'
Or,
2. 'Learner,'
with the roles determined randomly

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In fact this was rigged

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In fact this was rigged, because:

Mr Wallace was always the learner
The real participant was always the teacher

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The experimenter explained that punishments would involve increasingly severe electric shocks

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The method and procedure of Milgram’s obedience study was that:
1. 40 American males aged 20 - 50 years responded to a newspaper advertisement to volunteer for a study of memory and learning at the Yale University Psychology Department.
They were met by a confederate experimenter, wearing a grey lab coat (to give him the appearance of authority), who was actually a biology teacher.
He introduced them to Mr Wallace, a confederate participant, who was a gentle, harmless looking man in his late 50s.
The participants were told that the experiment concerned the effects of punishment on learning and that they would be either a ‘teacher’ or a ‘learner,’ with the roles determined randomly.
In fact this was rigged, because Mr Wallace was always the learner and the real participant was always the teacher.
2. The experimenter explained that punishments would involve increasingly severe electric shocks.
All 3 went where?

All 3 went into an adjoining room

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All 3 went into an adjoining room, where the experimenter strapped a consenting Mr Wallace into a chair with his arms attached to electrodes

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The teacher was told to give shocks through a shock generator in the next room

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This generator had a row of switches each marked with a voltage level

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The first switch was labelled as ‘15 volts’ and the verbal description was ‘slight shock’

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Each switch gave a shock 15 volts higher than the one before, up to a maximum of 450 volts

Each switch gave a shock 15 volts higher than the one before, up to a maximum of 450 volts, marked 'XXX'

After the participants were showed the machine and how the shots were administered, they were given a real shock of 45 volts to convince them that everything was: 1. Real 2. Authentic

The shock was minor enough to not harm the participants, so they believed that the electric shocks: 1. Were real 2. Did work

The participants were told to read out a series of paired-associate word tasks

The participants were told to read out a series of paired-associate word tasks, to which they received a series of pre-recorded verbal answers from the learner

The participants were told to read out a series of paired-associate word tasks, to which they received a series of pre-recorded verbal answers from the learner, with the real participant believing these to be genuine responses

The teacher was told by the experimenter to give a shock each time Mr Wallace got an answer wrong

The method and procedure of Milgram's obedience study was that: 1. 40 American males aged 20 - 50 years responded to a newspaper advertisement to volunteer for a study of memory and learning at the Yale University Psychology Department. They were met by a confederate experimenter, wearing a grey lab coat (to give him the appearance of authority), who was actually a biology teacher. He introduced them to Mr Wallace, a confederate participant, who was a gentle, harmless looking man in his late 50s. The participants were told that the experiment concerned the effects of punishment on learning and that they would be either a 'teacher' or a 'learner,' with the roles determined randomly. In fact this was rigged, because Mr Wallace was always the learner and the real participant was always the teacher. 2. The experimenter explained that punishments would involve increasingly severe electric shocks. All 3 went into an adjoining room, where the experimenter strapped a consenting Mr Wallace into a chair with his arms attached to electrodes. The teacher was told to give shocks through a shock generator in the next room. This generator had a row of switches each marked with a voltage level. The first switch was labelled as '15 volts' and the verbal description was 'slight shock.' Each switch gave a shock 15 volts higher than the one before, up to a maximum of 450 volts, marked 'XXX.' After the participants were showed the machine and how the shots were administered, they were given a real shock of 45 volts to convince them that everything was real and authentic. The shock was minor enough to not harm the participants, so they believed that the electric shocks were real and did work. 3. The participants were told to read out a series of paired-associate word tasks, to which they received a series of pre-recorded verbal answers from the learner, with the real participant believing these to be genuine responses. The teacher was told by the experimenter to give a shock each time Mr Wallace got an answer wrong. His answers were given by him supposedly doing what?

Mr Wallace's answers were given by him supposedly switching on one of 4 lights located above the shock generator

The method and procedure of Milgram's obedience study was that: 1. 40 American males aged 20 - 50 years responded to a newspaper advertisement to volunteer for a study of memory and learning at the Yale University Psychology Department. They were met by a confederate experimenter, wearing a grey lab coat (to give him the appearance of authority), who was actually a biology teacher. He introduced them to Mr Wallace, a confederate participant, who was a gentle, harmless looking man in his late 50s. The participants were told that the experiment concerned the effects of punishment on learning and that they would be either a 'teacher' or a 'learner,' with the roles determined randomly. In fact this was rigged, because Mr Wallace was always the learner and the real participant was always the teacher. 2. The experimenter explained that punishments would involve increasingly severe electric shocks. All 3 went into an adjoining room, where the experimenter strapped a consenting Mr Wallace into a chair with his arms attached to electrodes. The teacher was told to give shocks through a shock generator in the next room. This generator had a row of switches each marked with a voltage level. The first switch was labelled as '15 volts' and the verbal description was 'slight shock.' Each switch gave a shock 15 volts higher than the one before, up to a maximum of 450 volts, marked 'XXX.' After the participants were showed the machine and how the shots were administered, they were given a real shock of 45 volts to convince them that everything was real and authentic. The shock was minor enough to not harm the participants, so they believed that the electric shocks were real and did work. 3. The participants were told to read out a series of paired-associate word tasks, to which they received a series of pre-recorded verbal answers from the learner, with the real participant believing these to be genuine responses. The teacher was told by the experimenter to give a shock each time Mr Wallace got an answer wrong. Mr Wallace's answers were given by him supposedly switching on one of 4 lights located above the shock generator. With each successive mistake, the teacher gave the next highest shock, how many volts higher than the previous one?

With each successive mistake, the teacher gave the next highest shock, 15 volts higher than the previous one

The method and procedure of Milgram's obedience study was that: 1. 40 American males aged 20 - 50 years responded to a newspaper advertisement to volunteer for a study of memory and learning at the Yale University Psychology Department. They were met by a confederate experimenter, wearing a grey lab coat (to give him the appearance of authority), who was actually a biology teacher. He introduced them to Mr Wallace, a confederate participant, who was a gentle, harmless looking man in his late 50s. The participants were told that the experiment concerned the effects of punishment on learning and that they would be either a 'teacher' or a 'learner,' with the roles determined randomly. In fact this was rigged, because Mr Wallace was always the learner and the real participant was always the teacher. 2. The experimenter explained that punishments would involve increasingly severe electric shocks. All 3 went into an adjoining room, where the experimenter strapped a consenting Mr Wallace into a chair with his arms attached to electrodes. The teacher was told to give shocks through a shock generator in the next room. This generator had a row of switches each marked with a voltage level. The first switch was labelled as '15 volts' and the verbal description was 'slight shock.' Each switch gave a shock 15 volts higher than the one before, up to a maximum of 450 volts, marked 'XXX.' After the participants were showed the machine and how the shots were administered, they were given a real shock of 45 volts to convince them that everything was real and authentic. The shock was minor enough to not harm the participants, so they believed that the electric shocks were real and did work. 3. The participants were told to read out a series of paired-associate word tasks, to which they received a series of pre-recorded verbal answers from the learner, with the real participant believing these to be genuine responses. The teacher was told by the experimenter to give a shock each time Mr Wallace got an answer wrong. Mr Wallace's answers were given by him supposedly switching on one of 4 lights located above the shock generator. With each successive mistake, the teacher gave the next highest shock, 15 volts higher than the previous one. 4. At 150 volts, the learner did what?

At 150 volts, the learner: 1. Began to protest 2. Demanded to be released

The method and procedure of Milgram's obedience study was that: 1. 40 American males aged 20 - 50 years responded to a newspaper advertisement to volunteer for a study of memory and learning at the Yale University Psychology Department. They were met by a confederate experimenter, wearing a grey lab coat (to give him the appearance of authority), who was actually a biology teacher. He introduced them to Mr Wallace, a confederate participant, who was a gentle, harmless looking man in his late 50s. The participants were told that the experiment concerned the effects of punishment on learning and that they would be either a 'teacher' or a 'learner,' with the roles determined randomly. In fact this was rigged, because Mr Wallace was always the learner and the real participant was always the teacher. 2. The experimenter explained that punishments would involve increasingly severe electric shocks. All 3 went into an adjoining room, where the experimenter strapped a consenting Mr Wallace into a chair with his arms attached to electrodes. The teacher was told to give shocks through a shock generator in the next room. This generator had a row of switches each marked with a voltage level. The first switch was labelled as '15 volts' and the verbal description was 'slight shock.' Each switch gave a shock 15 volts higher than the one before, up to a maximum of 450 volts, marked 'XXX.' After the participants were showed the machine and how the shots were administered, they were given a real shock of 45 volts to convince them that everything was real and authentic. The shock was minor enough to not harm the participants, so they believed that the electric shocks were real and did work. 3. The participants were told to read out a series of paired-associate word tasks, to which they received a series of pre-recorded verbal answers from the learner, with the real participant believing these to be genuine responses. The teacher was told by the experimenter to give a shock each time Mr Wallace got an answer wrong. Mr Wallace's answers were given by him supposedly switching on one of 4 lights located above the shock generator. With each successive mistake, the teacher gave the next highest shock, 15 volts higher than the previous one. 4. At 150 volts, the learner began to protest and demanded to be released. Before this, he had been quite what?

Before this, Mr Wallace had been quite willing to take part

The method and procedure of Milgram's obedience study was that: 1. 40 American males aged 20 - 50 years responded to a newspaper advertisement to volunteer for a study of memory and learning at the Yale University Psychology Department. They were met by a confederate experimenter, wearing a grey lab coat (to give him the appearance of authority), who was actually a biology teacher. He introduced them to Mr Wallace, a confederate participant, who was a gentle, harmless looking man in his late 50s. The participants were told that the experiment concerned the effects of punishment on learning and that they would be either a 'teacher' or a 'learner,' with the roles determined randomly. In fact this was rigged, because Mr Wallace was always the learner and the real participant was always the teacher. 2. The experimenter explained that punishments would involve increasingly severe electric shocks. All 3 went into an adjoining room, where the experimenter strapped a consenting Mr Wallace into a chair with his arms attached to electrodes. The teacher was told to give shocks through a shock generator in the next room. This generator had a row of switches each marked with a voltage level. The first switch was labelled as '15 volts' and the verbal description was 'slight shock.' Each switch gave a shock 15 volts higher than the one before, up to a maximum of 450 volts, marked 'XXX.' After the participants were showed the machine and how the shots were administered, they were given a real shock of 45 volts to convince them that everything was real and authentic. The shock was minor enough to not harm the participants, so they believed that the electric shocks were real and did work. 3. The participants were told to read out a series of paired-associate word tasks, to which they received a series of pre-recorded verbal answers from the learner, with the real participant believing these to be genuine responses. The teacher was told by the experimenter to give a shock each time Mr Wallace got an answer wrong. Mr Wallace's answers were given by him supposedly switching on one of 4 lights located above the shock generator. With each successive mistake, the teacher gave the next highest shock, 15 volts higher than the previous one. 4. At 150 volts, the learner began to protest and demanded to be released. Before this, Mr Wallace had been quite willing to take part. These protests became more what, as he shouted that he could not stand the pain?

These protests became more insistent, as Mr Wallace shouted that he could not stand the pain

The method and procedure of Milgram's obedience study was that: 1. 40 American males aged 20 - 50 years responded to a newspaper advertisement to volunteer for a study of memory and learning at the Yale University Psychology Department. They were met by a confederate experimenter, wearing a grey lab coat (to give him the appearance of authority), who was actually a biology teacher. He introduced them to Mr Wallace, a confederate participant, who was a gentle, harmless looking man in his late 50s. The participants were told that the experiment concerned the effects of punishment on learning and that they would be either a 'teacher' or a 'learner,' with the roles determined randomly. In fact this was rigged, because Mr Wallace was always the learner and the real participant was always the teacher. 2. The experimenter explained that punishments would involve increasingly severe electric shocks. All 3 went into an adjoining room, where the experimenter strapped a consenting Mr Wallace into a chair with his arms attached to electrodes. The teacher was told to give shocks through a shock generator in the next room. This generator had a row of switches each marked with a voltage level. The first switch was labelled as '15 volts' and the verbal description was 'slight shock.' Each switch gave a shock 15 volts higher than the one before, up to a maximum of 450 volts, marked 'XXX.' After the participants were showed the machine and how the shots were administered, they were given a real shock of 45 volts to convince them that everything was real and authentic. The shock was minor enough to not harm the participants, so they believed that the electric shocks were real and did work. 3. The participants were told to read out a series of paired-associate word tasks, to which they received a series of pre-recorded verbal answers from the learner, with the real participant believing these to be genuine responses. The teacher was told by the experimenter to give a shock each time Mr Wallace got an answer wrong. Mr Wallace's answers were given by him supposedly switching on one of 4 lights located above the shock generator. With each successive mistake, the teacher gave the next highest shock, 15 volts higher than the previous one. 4. At 150 volts, the learner began to protest and demanded to be released. Before this, Mr Wallace had been quite willing to take part. These protests became more insistent, as Mr Wallace shouted that he could not stand the pain and at 300 volts, Mr Wallace did what?

These protests became more insistent, as Mr Wallace shouted that he could not stand the pain and at 300 volts, Mr Wallace: 1. Refused to answer any more questions 2. Said he had heart problems that were starting to bother him

The method and procedure of Milgram's obedience study was that: 1. 40 American males aged 20 - 50 years responded to a newspaper advertisement to volunteer for a study of memory and learning at the Yale University Psychology Department. They were met by a confederate experimenter, wearing a grey lab coat (to give him the appearance of authority), who was actually a biology teacher. He introduced them to Mr Wallace, a confederate participant, who was a gentle, harmless looking man in his late 50s. The participants were told that the experiment concerned the effects of punishment on learning and that they would be either a 'teacher' or a 'learner,' with the roles determined randomly. In fact this was rigged, because Mr Wallace was always the learner and the real participant was always the teacher. 2. The experimenter explained that punishments would involve increasingly severe electric shocks. All 3 went into an adjoining room, where the experimenter strapped a consenting Mr Wallace into a chair with his arms attached to electrodes. The teacher was told to give shocks through a shock generator in the next room. This generator had a row of switches each marked with a voltage level. The first switch was labelled as '15 volts' and the verbal description was 'slight shock.' Each switch gave a shock 15 volts higher than the one before, up to a maximum of 450 volts, marked 'XXX.' After the participants were showed the machine and how the shots were administered, they were given a real shock of 45 volts to convince them that everything was real and authentic. The shock was minor enough to not harm the participants, so they believed that the electric shocks were real and did work. 3. The participants were told to read out a series of paired-associate word tasks, to which they received a series of pre-recorded verbal answers from the learner, with the real participant believing these to be genuine responses. The teacher was told by the experimenter to give a shock each time Mr Wallace got an answer wrong. Mr Wallace's answers were given by him supposedly switching on one of 4 lights located above the shock generator. With each successive mistake, the teacher gave the next highest shock, 15 volts higher than the previous one. 4. At 150 volts, the learner began to protest and demanded to be released. Before this, Mr Wallace had been quite willing to take part. These protests became more insistent, as Mr Wallace shouted that he could not stand the pain and at 300 volts, Mr Wallace refused to answer any more questions and said he had heart problems that were starting to bother him. At 315 volts, Mr Wallace did what?

At 315 volts, Mr Wallace screamed loudly

The method and procedure of Milgram's obedience study was that: 1. 40 American males aged 20 - 50 years responded to a newspaper advertisement to volunteer for a study of memory and learning at the Yale University Psychology Department. They were met by a confederate experimenter, wearing a grey lab coat (to give him the appearance of authority), who was actually a biology teacher. He introduced them to Mr Wallace, a confederate participant, who was a gentle, harmless looking man in his late 50s. The participants were told that the experiment concerned the effects of punishment on learning and that they would be either a 'teacher' or a 'learner,' with the roles determined randomly. In fact this was rigged, because Mr Wallace was always the learner and the real participant was always the teacher. 2. The experimenter explained that punishments would involve increasingly severe electric shocks. All 3 went into an adjoining room, where the experimenter strapped a consenting Mr Wallace into a chair with his arms attached to electrodes. The teacher was told to give shocks through a shock generator in the next room. This generator had a row of switches each marked with a voltage level. The first switch was labelled as '15 volts' and the verbal description was 'slight shock.' Each switch gave a shock 15 volts higher than the one before, up to a maximum of 450 volts, marked 'XXX.' After the participants were showed the machine and how the shots were administered, they were given a real shock of 45 volts to convince them that everything was real and authentic. The shock was minor enough to not harm the participants, so they believed that the electric shocks were real and did work. 3. The participants were told to read out a series of paired-associate word tasks, to which they received a series of pre-recorded verbal answers from the learner, with the real participant believing these to be genuine responses. The teacher was told by the experimenter to give a shock each time Mr Wallace got an answer wrong. Mr Wallace's answers were given by him supposedly switching on one of 4 lights located above the shock generator. With each successive mistake, the teacher gave the next highest shock, 15 volts higher than the previous one. 4. At 150 volts, the learner began to protest and demanded to be released. Before this, Mr Wallace had been quite willing to take part. These protests became more insistent, as Mr Wallace shouted that he could not stand the pain and at 300 volts, Mr Wallace refused to answer any more questions and said he had heart problems that were starting to bother him. At 315 volts, Mr Wallace screamed loudly and from 330 volts, he was what?

At 315 volts, Mr Wallace screamed loudly and from 330 volts, he was heard no more

The method and procedure of Milgram's obedience study was that: 1. 40 American males aged 20 - 50 years responded to a newspaper advertisement to volunteer for a study of memory and learning at the Yale University Psychology Department. They were met by a confederate experimenter, wearing a grey lab coat (to give him the appearance of authority), who was actually a biology teacher. He introduced them to Mr Wallace, a confederate participant, who was a gentle, harmless looking man in his late 50s. The participants were told that the experiment concerned the effects of punishment on learning and that they would be either a 'teacher' or a 'learner,' with the roles determined randomly. In fact this was rigged, because Mr Wallace was always the learner and the real participant was always the teacher. 2. The experimenter explained that punishments would involve increasingly severe electric shocks. All 3 went into an adjoining room, where the experimenter strapped a consenting Mr Wallace into a chair with his arms attached to electrodes. The teacher was told to give shocks through a shock generator in the next room. This generator had a row of switches each marked with a voltage level. The first switch was labelled as '15 volts' and the verbal description was 'slight shock.' Each switch gave a shock 15 volts higher than the one before, up to a maximum of 450 volts, marked 'XXX.' After the participants were showed the machine and how the shots were administered, they were given a real shock of 45 volts to convince them that everything was real and authentic. The shock was minor enough to not harm the participants, so they believed that the electric shocks were real and did work. 3. The participants were told to read out a series of paired-associate word tasks, to which they received a series of pre-recorded verbal answers from the learner, with the real participant believing these to be genuine responses. The teacher was told by the experimenter to give a shock each time Mr Wallace got an answer wrong. Mr Wallace's answers were given by him supposedly switching on one of 4 lights located above the shock generator. With each successive mistake, the teacher gave the next highest shock, 15 volts higher than the previous one. 4. At 150 volts, the learner began to protest and demanded to be released. Before this, Mr Wallace had been quite willing to take part. These protests became more insistent, as Mr Wallace shouted that he could not stand the pain and at 300 volts, Mr Wallace refused to answer any more questions and said he had heart problems that were starting to bother him. At 315 volts, Mr Wallace screamed loudly and from 330 volts, he was heard no more. Anytime the teacher seemed reluctant to continue, he was encouraged to go on through a series of what?

Anytime the teacher seemed reluctant to continue, he was encouraged to go on through a series of verbal prods

The method and procedure of Milgram's obedience study was that: 1. 40 American males aged 20 - 50 years responded to a newspaper advertisement to volunteer for a study of memory and learning at the Yale University Psychology Department. They were met by a confederate experimenter, wearing a grey lab coat (to give him the appearance of authority), who was actually a biology teacher. He introduced them to Mr Wallace, a confederate participant, who was a gentle, harmless looking man in his late 50s. The participants were told that the experiment concerned the effects of punishment on learning and that they would be either a 'teacher' or a 'learner,' with the roles determined randomly. In fact this was rigged, because Mr Wallace was always the learner and the real participant was always the teacher. 2. The experimenter explained that punishments would involve increasingly severe electric shocks. All 3 went into an adjoining room, where the experimenter strapped a consenting Mr Wallace into a chair with his arms attached to electrodes. The teacher was told to give shocks through a shock generator in the next room. This generator had a row of switches each marked with a voltage level. The first switch was labelled as '15 volts' and the verbal description was 'slight shock.' Each switch gave a shock 15 volts higher than the one before, up to a maximum of 450 volts, marked 'XXX.' After the participants were showed the machine and how the shots were administered, they were given a real shock of 45 volts to convince them that everything was real and authentic. The shock was minor enough to not harm the participants, so they believed that the electric shocks were real and did work. 3. The participants were told to read out a series of paired-associate word tasks, to which they received a series of pre-recorded verbal answers from the learner, with the real participant believing these to be genuine responses. The teacher was told by the experimenter to give a shock each time Mr Wallace got an answer wrong. Mr Wallace's answers were given by him supposedly switching on one of 4 lights located above the shock generator. With each successive mistake, the teacher gave the next highest shock, 15 volts higher than the previous one. 4. At 150 volts, the learner began to protest and demanded to be released. Before this, Mr Wallace had been quite willing to take part. These protests became more insistent, as Mr Wallace shouted that he could not stand the pain and at 300 volts, Mr Wallace refused to answer any more questions and said he had heart problems that were starting to bother him. At 315 volts, Mr Wallace screamed loudly and from 330 volts, he was heard no more. Anytime the teacher seemed reluctant to continue, he was encouraged to go on through a series of verbal prods. If the teacher questioned the procedure, he was told that the shocks will not cause what?

If the teacher questioned the procedure, he was told that the shocks will not cause any lasting tissue damage

The method and procedure of Milgram's obedience study was that: 1. 40 American males aged 20 - 50 years responded to a newspaper advertisement to volunteer for a study of memory and learning at the Yale University Psychology Department. They were met by a confederate experimenter, wearing a grey lab coat (to give him the appearance of authority), who was actually a biology teacher. He introduced them to Mr Wallace, a confederate participant, who was a gentle, harmless looking man in his late 50s. The participants were told that the experiment concerned the effects of punishment on learning and that they would be either a 'teacher' or a 'learner,' with the roles determined randomly. In fact this was rigged, because Mr Wallace was always the learner and the real participant was always the teacher. 2. The experimenter explained that punishments would involve increasingly severe electric shocks. All 3 went into an adjoining room, where the experimenter strapped a consenting Mr Wallace into a chair with his arms attached to electrodes. The teacher was told to give shocks through a shock generator in the next room. This generator had a row of switches each marked with a voltage level. The first switch was labelled as '15 volts' and the verbal description was 'slight shock.' Each switch gave a shock 15 volts higher than the one before, up to a maximum of 450 volts, marked 'XXX.' After the participants were showed the machine and how the shots were administered, they were given a real shock of 45 volts to convince them that everything was real and authentic. The shock was minor enough to not harm the participants, so they believed that the electric shocks were real and did work. 3. The participants were told to read out a series of paired-associate word tasks, to which they received a series of pre-recorded verbal answers from the learner, with the real participant believing these to be genuine responses. The teacher was told by the experimenter to give a shock each time Mr Wallace got an answer wrong. Mr Wallace's answers were given by him supposedly switching on one of 4 lights located above the shock generator. With each successive mistake, the teacher gave the next highest shock, 15 volts higher than the previous one. 4. At 150 volts, the learner began to protest and demanded to be released. Before this, Mr Wallace had been quite willing to take part. These protests became more insistent, as Mr Wallace shouted that he could not stand the pain and at 300 volts, Mr Wallace refused to answer any more questions and said he had heart problems that were starting to bother him. At 315 volts, Mr Wallace screamed loudly and from 330 volts, he was heard no more. Anytime the teacher seemed reluctant to continue, he was encouraged to go on through a series of verbal prods. If the teacher questioned the procedure, he was told that the shocks will not cause any lasting tissue damage and was also instructed to do what?

If the teacher questioned the procedure, he was: 1. Told that the shocks will not cause any lasting tissue damage 2. Also instructed to keep shocking Mr Wallace if he stopped answering

The findings of Milgram's obedience study are what?

The findings of Milgram's obedience study are: 1. Quantitative results 2. Qualitative results

The findings of Milgram's obedience study are quantitative results and qualitative results. 1. Quantitative results: Obedience was measured as the % of participants doing what?

Obedience was measured as the % of participants giving shocks up to the maximum 450 volts

Milgram thought that most people would quit very early on

It was found that all participants shocked up to 300 volts

It was found that: 1. All participants shocked up to 300 volts 2. 65% of participants shocked all the way up to the maximum 450 volts

Some psychologists have described those people as 'sadistic'

Many participants showed distress, such as: 1. Twitching 2. Laughing nervously 3. Digging their nails into their flesh

The findings of Milgram's obedience study are quantitative results and qualitative results. 1. Quantitative results: Obedience was measured as the % of participants giving shocks up to maximum 450 volts. Prior to the experiment Milgram asked 40 psychiatrists what % of people would obey up to 450 volts. Their prediction was only 1%. Milgram thought that most people would quit very early on and was surprised by the high obedience rate. It was found that all participants shocked up to 300 volts and 65% of participants shocked all the way up to the maximum 450 volts. Some psychologists have described those people as 'sadistic.' 2. Qualitative results: Many participants showed distress, such as twitching, laughing nervously and digging their nails into their flesh. 3 participants had what?

3 participants had uncontrollable seizures

Some participants showed little if any signs of discomfort

Some participants showed little if any signs of discomfort, instead concentrating dutifully on what they were doing

The conclusions of Milgram's obedience study are that what is clearly false?

The conclusions of Milgram's obedience study are that the 'Germans are different' hypothesis is clearly false

The conclusions of Milgram's obedience study are that the 'Germans are different' hypothesis is clearly false, because Milgram's participants were 40 what Americans?

The conclusions of Milgram's obedience study are that the 'Germans are different' hypothesis is clearly false, because Milgram's participants were 40 'ordinary' Americans

Their high level of obedience showed that people obey those regarded as authority figures

If we had lived in Nazi Germany in the 1930s, we might have acted just as obediently

The conclusions of Milgram's obedience study are that the 'Germans are different' hypothesis is clearly false, because Milgram's participants were 40 'ordinary' Americans. Their high level of obedience showed that people obey those regarded as authority figures. If we had lived in Nazi Germany in the 1930s, we might have acted just as obediently. The results suggest that obeying those in authority is normal behaviour in a what society?

The results suggest that obeying those in authority is normal behaviour in a hierarchically organised society

We will obey orders that: 1. Distress us 2. Go against our moral code

The Milgram paradigm

The Milgram paradigm is an experimental procedure devised by Stanley Milgram for measuring obedience rates

Participants were continually asking for reassurance from the experimenter before continuing

This was a shift of responsibility

Milgram's obedience study was a what experiment?

Milgram's obedience study was a laboratory experiment

Milgram's obedience study was a laboratory experiment, because it took place where and everything was controlled?

Milgram's obedience study was a laboratory experiment, because: 1. It took place in a controlled setting 2. Everything was controlled

Milgram's obedience study was a laboratory experiment, because it took place in a controlled setting and everything was controlled. It was standardised, because all participants were given the same set of what?

Milgram's obedience study was standardised, because all participants were given the same set of instructions

The control variables in Milgram's obedience study included the: 1. Instructions 2. Verbal prods used 3. Learner's response and reactions to the shocks given

The evaluation of Milgram's obedience study is: | 1. The Milgram paradigm - Milgram established the what for studying obedience?

The evaluation of Milgram's obedience study is the Milgram paradigm - Milgram established the basic method, or paradigm, for studying obedience

The evaluation of Milgram's obedience study is: 1. The Milgram paradigm - Milgram established the basic method, or paradigm, for studying obedience, which was adopted by many what?

The evaluation of Milgram's obedience study is the Milgram paradigm - Milgram established the basic method, or paradigm, for studying obedience, which was adopted by many subsequent researchers

The evaluation of Milgram's obedience study is that it was intended as a pilot study

The evaluation of Milgram's obedience study is that it was intended as a pilot study - It is more useful to consider the research inspired by Milgram's study than the study itself

Milgram was so astounded by the results that he subsequently conducted 19 variations of the study

Milgram was so astounded by the results that he subsequently conducted 19 variations of the study, each time varying one aspect of the procedure

Milgram was so astounded by the results that he subsequently conducted 19 variations of the study, each time varying one aspect of the procedure, to: 1. Try 2. Identify the reasons why people were so obedient

The evaluation of Milgram's obedience study is practical application

It was hoped that Milgram's findings would help form strategies to reduce destructive blind obedience

Unfortunately, not much has changed since 1963

Unfortunately, not much has changed since 1963, because horrendous crimes are still committed by people operating under the excuse of 'simply following orders'

The evaluation of Milgram's obedience study is type of study

The evaluation of Milgram's obedience study is: 1. The Milgram paradigm - Milgram established the basic method, or paradigm, for studying obedience, which was adopted by many subsequent researchers. 2. Milgram's obedience study was intended as a pilot study - It is more useful to consider the research inspired by Milgram's study than the study itself. Milgram was so astounded by the results that he subsequently conducted 19 variations of the study, each time varying one aspect of the procedure, to try and identify the reasons why people were so obedient. 3. Practical application - It was hoped that Milgram's findings would help form strategies to reduce destructive blind obedience. Unfortunately, not much has changed since 1963, because horrendous crimes are still committed by people operating under the excuse of 'simply following orders.' 4. Type of study - Most people presume that Milgram's study is a what?

The evaluation of Milgram's obedience study is type of study - Most people presume that Milgram's study is an experiment

There is no independent variable

There is no independent variable and in reality it is more of a controlled observation

It can, however, be considered an experiment if Milgram's variations of his study are considered

The independent variable then becomes which particular variation a participant performs

The independent variable then becomes which particular variation a participant performs, for example having the experimenter not present in the room, as opposed to him being in the room

1. Surveillance (if the experimenter left the room and gave orders on a telephone link)

Milgram was so astounded by the results of his obedience study that he subsequently conducted 19 variations of the study, each time varying one aspect of the procedure, to try and identify the reasons why people were so obedient. Variations of the basic experiment: 1. Surveillance (if the experimenter left the room and gave orders on a telephone link). Obedience did what from 65%?

Obedience dropped to 20% from 65%

2. Where the subject does not give the shocks themselves, but asks somebody else to give the shocks

Obedience went up to 95% from 65%