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Conformity and Obedience Flashcards

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1
Q

conformity

A

a form of social influence that results from exposure to the majority position

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2
Q

a form of social influence that results from exposure to the majority position

A

conformity

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3
Q

Zimbardo et all (1995) description of conformity

A

a tendency for people to adopt the behaviour, attitudes, and values of other members of a reference group

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4
Q

a tendency for people to adopt the behaviour, attitudes, and values of other members of a reference group

A

Zimbardo et all (1995) description of conformity

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5
Q

group

A

a collection of people who share a common identity

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6
Q

a collection of people who share a common identity

A

group

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7
Q

group norm

A

informal ‘rules’ that everyone in a group will follow

might be implicit or could be explicit

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8
Q

informal ‘rules’ that everyone in a group will follow

might be implicit or could be explicit

A

group norm

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9
Q

example of a group norm

A

wearing a uniform

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10
Q

what is an wearing a uniform an example of

A

a group norm

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11
Q

Kelman (1995) level of conformity

A

compliance

identification

internalisation

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12
Q

compliance

identification

internalisation

A

Kelman (1995) level of conformity

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13
Q

compliance

A

lowest level of conformity

conforming to the majority opinion/behaviour in public but privately maintaining your own attitudes

eg. laughing at a joke you dont find funny

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14
Q

lowest level of conformity

conforming to the majority opinion/behaviour in public but privately maintaining your own attitudes

eg. laughing at a joke you dont find funny

A

compliance

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15
Q

identification

A

a deeper form of conformity

an individual takes on the majority beliefs/behaviours both publicly and privately

may only be temporary, not maintained when the individual leaves the group.

eg. a person joining a new football club when they move town

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16
Q

a deeper form of conformity

an individual takes on the majority beliefs/behaviours both publicly and privately

may only be temporary, not maintained when the individual leaves the group.

eg. a person joining a new football club when they move town

A

identification

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17
Q

internalisation aka conversion

A

the deepest level of conformity

the beliefs of a group are taken on and become a permanent part of that person’s world view

e.g vegeterianism

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18
Q

the deepest level of conformity

the beliefs of a group are taken on and become a permanent part of that person’s world view

e.g vegetarianism

A

internalisation aka conversion

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19
Q

least effective form of social pressure

A

compliance, only outward behaviour is affected

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20
Q

most effective form of social pressure

A

internalisation, gives us support and confirms our “rightness”

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21
Q

when would someone preform in a particular way because of compliance

A

if they are in the company of the group

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22
Q

behaviour identification

A

people compare their behaviour to that of others in a group, and try to figure out what the social forms are

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23
Q

people compare their behaviour to that of others in a group, and try to figure out what the social forms are

A

behaviour identification

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24
Q

aim of Asch (1951)

A

To find out if people will conform to group pressure when they do know the correct answer

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25
Q

To find out if people will conform to group pressure when they do know the correct answer

A

aim of Asch (1951)

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26
Q

Method of Asch (1951)

A

Participants in a room to do an ‘eye test’

Asked to judge the length of a line in a room of other ‘participants’

All participants but one were actors

The real participant went last to see if they conform

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27
Q

Participants in a room to do an ‘eye test’

Asked to judge the length of a line in a room of other ‘participants’

All participants but one were actors

The real participant went last to see if they conform

A

Method of Asch (1951)

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28
Q

What year was Asch

A

1951

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29
Q

What study on conformity relating to eye tests was conducted in 1951

A

Asch 1951

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30
Q

Results of Asch (1951)

A

Conformity happened 1/3 (37%) of the time

75% of participants conformed at least once

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31
Q

Conformity happened 1/3 (37%) of the time

75% of participants conformed at least once

A

Results of Asch (1951)

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32
Q

Positive evaluation of Asch (1951)

A

Provided very clear evidence that a group can influence our behaviour - even strangers

A huge influential study which has been supported by many similar research studies

Showed some people may be more susceptible to social pressure

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33
Q

Provided very clear evidence that a group can influence our behaviour - even strangers

A huge influential study which has been supported by many similar research studies

Showed some people may be more susceptible to social pressure

A

Positive evaluation of Asch (1951)

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34
Q

Lacked ecological validity because it was done in a artificial environment, lab experiment

Task lacked mundane realism, real life situations not as simple or clear cut

May be because of the 1950s American culture (McCarthyism), promoted conformity. Results don’t reflect all social behaviour.

Participants not protected from psychological harm; participants were deceived and many have experienced some stress

All participants were male and in the same age group. Results can’t be generalised to women

A

Negative evaluation of Asch (1951)

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35
Q

Perrin and Spencer

A

Replicated Asch (1951) in the uk with engineering students

Found much lower levels of conformity

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36
Q

Replicated Asch (1951) in the uk with engineering students

Found much lower levels of conformity

A

Perrin and Spencer

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37
Q

Negative evaluation of Asch 1951

A

Lacked ecological validity because it was done in a artificial environment, lab experiment

Task lacked mundane realism, real life situations not as simple or clear cut

May be because of the 1950s American culture (McCarthyism), promoted conformity. Results don’t reflect all social behaviour.

Participants not protected from psychological harm; participants were deceived and many have experienced some stress

All participants were male and in the same age group. Results can’t be generalised to women

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38
Q

Year of mori and arai

A

2010

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39
Q

Conformity experiment in 2010

A

Mori and arai

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40
Q

Negative evaluation of M&A

A

Conducted in Japan, cannot be generalised to other cultures. Japan is collectivist, more likely to conform unlike individualist cultures, such as the UK

Low ecological validity. Not a task that occurs in everyday life, highly artificial environment.

Alana is percentage of the participants were psychology students and could’ve been aware of Asch’s study. This could’ve affected the results as participants could know what researchers were looking for.

Some deception, participants are told glasses were to protect from the glare. Unethical, informed consent was impossible.

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41
Q

Conducted in Japan, cannot be generalised to other cultures. Japan is collectivist, more likely to conform unlike individualist cultures, such as the UK

Low ecological validity. Not a task that occurs in everyday life, highly artificial environment.

Alana is percentage of the participants were psychology students and could’ve been aware of Asch’s study. This could’ve affected the results as participants could know what researchers were looking for.

Some deception, participants are told glasses were to protect from the glare. Unethical, informed consent was impossible.

A

Negative evaluation off M&A

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42
Q

Mori and Arai 2010

A

A study of conformity without the need for confederates

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43
Q

A study of conformity without the need for confederates

A

Mori and Arai

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44
Q

Aims of Mori and Arai

A

To replicate and improve upon Aschs study.

To find out if similar results to Aschs study could be obtained without using confederates.

To find out if gender or culture made any difference to overall results.

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45
Q

To replicate and improve upon Aschs study.

To find out if similar results to Aschs study could be obtained without using confederates.

To find out if gender or culture made any difference to overall results.

A

Aim of Mori and Arai

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46
Q

Participants of Mori and Arai 2010

A

104 Japanese undergraduate participants who knew each other

40 men
64 women

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47
Q

104 Japanese undergraduate participants who knew each other

40 men
64 women

A

Participants of Mori and Arai 2010

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48
Q

Method of Mori and Arai 2010

A

F Mori technique used. Participants were filter classes that allowed them to watch the same video but see different things.

All participants had normal eyesight.

Several groups of four, one participant in each group given different glasses. Therefore they saw a different line in the rest of the group

Participants with the different glasses went third.

Answers were stated out loud.

At the end of the experiment, a questionnaire was used. I asked if they had anything to add, and if they were confident in their judgement of the length of lines.

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49
Q

F Mori technique used. Participants were filter classes that allowed them to watch the same video but see different things.

All participants had normal eyesight.

Several groups of four, one participant in each group given different glasses. Therefore they saw a different line in the rest of the group

Participants with the different glasses went third.

Answers were stated out loud.

At the end of the experiment, a questionnaire was used. I asked if they had anything to add, and if they were confident in their judgement of the length of lines.

A

Method of M&A

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50
Q

Results of Mori and Arai 2010

A

For women only, findings matched Ashes research. Woman conformed 1/3 of the time

Male participants did not conform

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51
Q

For women only, findings matched Ashes research. Woman conformed 25% of the time

Male participants did not conform

A

Results of M&A

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52
Q

Conclusion of Mori and Arai 2010

A

Showed similar conformity patterns to ash in 1951, but found no conformity among men.

Cultural differences and generational changes could be why men didn’t conform.

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53
Q

Showed similar conformity patterns to ash in 1951, but found no conformity among men.

Cultural differences and generational changes could be why men didn’t conform.

A

Conclusion of M&A

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54
Q

Positive evaluation of Mori and Arai 2010

A

Included men and women, easier to generalise results to the population.

The people knew each other, higher ecological validity as we usually conform around people we know.

Using filtered glasses required less deception than ashes study, more ethical.

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55
Q

Included men and women, easier to generalise results to the population.

The people knew each other, higher ecological validity as we usually conform around people we know.

Using filtered glasses required less deception than ashes study, more ethical.

A

Positive evaluation of M&A

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56
Q

5 factors affecting conformity

A

Informational social influence

Normative social influence

Individual factors (gender, self esteem)

Situational factors (group size, group unanimity, task difficult)

Cultural factors (collectivist, individualist)

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57
Q

Informational social influence

Normative social influence

Individual factors (gender, self esteem)

Situational factors (group size, group unanimity, task difficult)

Cultural factors (collectivist, individualist)

A

5 factors affecting conformity

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58
Q

Informational social influence

A

Believing the majority is right

Considering other peoples views to be valid and reliable

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59
Q

Believing the majority is right

Considering other peoples views to be valid and reliable

A

Informal social influence

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60
Q

What could informational social influence because of

A

Because we are unsure of how to behave or what is correct

Or

Believe others have more experience/expertise than us

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61
Q

What happens because we are unsure of how to behave or what is correct

Or

Believe others have more experience/expertise than us

A

Informal social influence

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62
Q

Why does informational influence motivate us to conform

A

Because we want to be right

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63
Q

What social influence did Asch research

A

Normative social influence

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64
Q

Why does normative social influence happen

A

We want to gain approval from others

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65
Q

What happens because we want to gain approval from others

A

Normative social influence

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66
Q

Normative social influence

A

We know what the correct behaviour/belief is, but feel pressure from the group

AND

go along with it to be accepted

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67
Q

We know what the correct behaviour/belief is, but feel pressure from the group

AND

go along with it to be accepted

A

Normative social influence

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68
Q

How does normative social influence motivate us to conform

A

We want to be liked

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69
Q

Aim of Jenness 1932

A

To find out if conferring with a group will cause people to change their answers

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70
Q

To find out if conferring with a group will cause people to change their answers

A

Aim of jenness 1932

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71
Q

Jenness year

A

1932

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72
Q

Jenness 1932 method

A

Students asked to guess how many beans in a jar.

Participants were put into groups of 3 and asked to discuss the number and give a group estimate

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73
Q

Students asked to guess how many beans in a jar.

Participants were put into groups of 3 and asked to discuss the number and give a group estimate

A

Jenness method

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74
Q

Jenness findings

A

Individual estimates tended to converge to a group norm

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75
Q

Individual estimates tended to converge to a group norm

A

Jenness findings

76
Q

Jenness conclusion

A

In an ambiguous situation, people look to others for ideas on a reasonable answer

Despite there being no reason to believe the group is more accurate than yourself

77
Q

In an ambiguous situation, people look to others for ideas on a reasonable answer

Despite there being no reason to believe the group is more accurate than yourself

A

Conclusion of Jenness 1932

78
Q

Sherif 1935 aim

A

To find out if conferring with a group will cause people to change their answers

79
Q

To find out if conferring with a group will cause people to change their answers

A

Sherif 1935 aim

80
Q

Sherif year

A

1935

81
Q

Sheriff 1935 method

A

Use the autokinetic affect, an illusion that a stationary point of light appears to move in a dark room

Told participants he was going to move the light, they had to estimate how far the light moved

Participants were tested individually and there are answers fluctuated, but settled down. There was a wide difference between participant estimates.

Next the participants heard the estimates of two others that had given quite different estimates. after, the participants were asked to provide individual answers

82
Q

Use the autokinetic affect, an illusion that a stationary point of light appears to move in a dark room

Told participants he was going to move the light, they had to estimate how far the light moved

Participants were tested individually and there are answers fluctuated, but settled down. There was a wide difference between participant estimates.

Next the participants heard the estimates of two others that had given quite different estimates. after, the participants were asked to provide individual answers

A

Sheriff method

83
Q

Sherif 1935 results

A

A group norm emerged,

Estimate became similar to the ones they had heard

Answers had converged/came closer

84
Q

A group norm emerged,

Estimate became similar to the ones they had heard

Answers had converged/came closer

A

Sherif 1935 results

85
Q

Sherif 1935 conclusion

A

In ambiguous situations where we are unsure of the correct answer, we conform to the group norm

86
Q

In ambiguous situations where we are unsure of the correct answer, we conform to the group norm

A

Sherif 1935 conclusion

87
Q

Sherif 1935 evaluation

A

Prompted many others to see if they could measure the phenomenon

88
Q

Prompted many others to see if they could measure the phenomenon

A

Sherif 1935 evaluation

89
Q

Individual factors affecting conformity

A

Gender

Age

Self esteem

90
Q

Gender

Age

Self esteem

A

Individual factors affecting conformity

91
Q

Women are ____ likely to conform than _____

A

Women are more likely to conform than men

92
Q

Why do women conform more than men

A

They take on the role of promoting group harmony

93
Q

M&a findings on gender affecting conformity

A

Women 33% more likely to conform than men

94
Q

Women 33% more likely to conform than men

A

Supporting gender affecting conformity

95
Q

People in low self esteem are ______ _______ to conform

A

People in low self esteem are more likely to conform

96
Q

Why do people in low self esteem conform more

A

Fearful of rejection from the group

97
Q

Research for self esteem affecting conformity

A

Santee and Maslach (1982)

People who have higher self esteem were less likely to conform

98
Q

Santee and Maslach (1982)

A

People who have higher self esteem were less likely to conform

99
Q

People who have higher self esteem were less likely to conform

A

Santee and Maslach 1982

100
Q

People who like to be in control are ___ ______ to conform

A

People who like to be in control are less likely to conform

101
Q

Why are people who like control less likely to conform

A

Their personality trait isn’t compatible with it

102
Q

Situational factors that affect conformity

A

Group size

Group unamity

Task difficulty

103
Q

Group size

Group unamity

Task difficulty

A

Situational factors affecting conformity

104
Q

Increasing the group size, _______ conformity rates until ____ confederates

A

Increasing the group size, increases conformity rates until 3 confederates

105
Q

People are more than 10 times more likely to conform with 3 confederates compared to 1

A

Asch

106
Q

Asch supporting group size affecting conformity

A

People are more than 10 times more likely to conform with 3 confederates compared to 1

107
Q

Total unanimity in a group decision, means _______ conformity rates

A

Total unanimity in a group decision, means higher conformity rates

108
Q

Effect of having an ally on conformity

A

Lower

109
Q

Age and conformity

A

Younger individuals are more likely to conform than older individuals

110
Q

Why do younger people conform more

A

Due to lack of experience and status

111
Q

Conformity and age study

A

Steinberg & Monahan (2007)

112
Q

Steinberg & Monahan (2007)

A

conformity levels seem to remain the same between the ages of 10 and 14.

However, after this age the conformity levels appear to continue to drop until the age of 18 where it remain steady into early adulthood.

113
Q

conformity levels seem to remain the same between the ages of 10 and 14.

However, after this age the conformity levels appear to continue to drop until the age of 18 where it remain steady into early adulthood.

A

Steinberg & Monahan (2007)

114
Q

Conformity and task difficulty

A

When an answer is not clear conformity will increase

115
Q

Why does task difficulty affecting conformity

A

if a task is more difficult then it is less embarrassing to conform to those around you

116
Q

Research on conformity and task difficulty

A

Asch (1956)

117
Q

Asch (1956) conformity and task difficulty

A

when he made the lines more similar to each other confomity levels rose

118
Q

when he made the lines more similar to each other confomity levels rose

A

Asch (1956)

119
Q

Conformity and secrecy of response

A

Secrecy of response decreased levels of conformity

120
Q

Obedience

A

A form of compliance that occurs when people follow direct commands, usually from someone in a position of authority

121
Q

A form of compliance that occurs when people follow direct commands, usually from someone in a position of authority

A

Obedience

122
Q

When does obedience become problematic

A

If the authority figure gives harmful instructions and people obey it

123
Q

Individual factors affecting obedience

A

Perceived legitimate authority

Socialisation

Authoritarian parenting

Autonomous and agentic levels of behaviour

124
Q

Perceived legitimate authority

Socialisation

Authoritarian parenting

Autonomous and agentic levels of behaviour

A

Individual factors affecting obedience

125
Q

Situational factors affecting obedience

A

Proximity

Location

Uniform

126
Q

Proximity

Location

Uniform

A

Situational factors affecting obedience

127
Q

Perceived legitimate authority

A

If we think that someone has the right to tell us what to do, then generally we will obey

128
Q

If we think that someone has the right to tell us what to do, then generally we will obey

A

Perceived legitimate authority

129
Q

Example of perceived legitimate authority

A

A police officer

They have a legitimate authority over us and failure to obey may result in some sort of legitimate punishment

130
Q

Perceived legitimate authority Zimbardo 1971

A

Stanford prison

Some pps took on role of guards, others prisoners

Both adopted the appropriate uniforms and consequences were dire

131
Q

Stanford prison

Some pps took on role of guards, others prisoners

Both adopted the appropriate uniforms and consequences were dire

A

Perceived legitimate authority Zimbardo 1971

132
Q

Perceived legitimate authority Hofling 1966

A

Nurses obeyed an order from a doctor even though it was against the rules

133
Q

Nurses obeyed an order from a doctor even though it was against the rules

A

Perceived legitimate authority Hofling 1966

134
Q

Hofling et al 1996 type of experiment

A

Field experiment

135
Q

Hofling et al 1996 results

A

21/22 nurses 95%

Measured out the medication and about to administer it

136
Q

21/22 nurses 95%

Measured out the medication and about to administer it

A

Hofling et al 1966 results

137
Q

Socialisation

A

Process that occurs from birth and continues throughout our lives

138
Q

Process that occurs from birth and continues throughout our lives

A

Socialisation

139
Q

What does socialisation teach us

A

The rules of life in a formal and informal way

140
Q

How does socialisation occur

A

Parents
School
Social class
More

141
Q

Binding factors affect

A

Keep us in an agent if state, we fear disruption to our social situation and may not question authority

142
Q

Method of Milgram 1963

A

There is a teacher and a learner

Learner is strapped to chair with electrodes attacked

The learned assieds Qs

Incorrect answers meant the teacher must give an electric shock

For each incorrect answer, the voltage must be increased from 15 to 450

the teacher heard dialogue from the learner

the experimenter prodded the learner

143
Q

There is a teacher and a learner

Learner is strapped to chair with electrodes attacked

The learned assieds Qs

Incorrect answers meant the teacher must give an electric shock

For each incorrect answer, the voltage must be increased from 15 to 450

the teacher heard dialogue from the learner

the experimenter prodded the learner

A

Milgram 1963

144
Q

Milgram year

A

1963

145
Q

Learner dialogue milgram 1963

A

Ow. I can’t stand the pain

Let me out - my hearts bothering me

146
Q

Experimenter prods in Milgram 1963

A

Please continue

The experiment requires you to continue

You have no other choice but to continue

147
Q

What was the experimenter wearing

A

A lab coat

148
Q

How many participants in Milgrams study continued to 300 volts

A

All

149
Q

How many participants in Milgrams study continued to 450 volts (highest)

A

65%

> 2 thirds

150
Q

What voltage did all participants administer in milgrams study

A

300 volts

151
Q

What voltage did 65% of participants administer in milgrams study

A

450

152
Q

Before milgrams study, what did most participants say they would stop at

A

150 volts, half what some stopped at

153
Q

Conclusion of Milgram 1963 relating to nazis

A

If any of us were out in the same situation as nazi soldiers, we would behave in the same way

154
Q

What study found If any of us were out in the same situation as nazi soldiers, we would behave in the same way

A

Milgram 1963

155
Q

What did Milgram 1963 find out about ordinary people

A

They are extremely obedient to authority, even when asked ti behave in an inhumane manner

156
Q

They are extremely obedient to authority, even when asked to behave in an inhumane manner

A

Milgram found out abt ordinary people

157
Q

Negative evaluation of Milgram 1963

A

Informed consent not obtained from participants. They were told they were taking part in an experiment on improving memory.

Pps didn’t have the right to withdraw, if they tried to leave the experimenter would issue prods to make them continue

No protection from harm, pps suffered stress (one even had convulsions). No long term effects reported but still had to deal with the fact they would’ve killed someone

Sample was purely American men, harder to generalise

Lacked ecological validity as lab

158
Q

Informed consent not obtained from participants. They were told they were taking part in an experiment on improving memory.

Pps didn’t have the right to withdraw, if they tried to leave the experimenter would issue prods to make them continue

No protection from harm, pps suffered stress (one even had convulsions). No long term effects reported but still had to deal with the fact they would’ve killed someone

Sample was purely American men, harder to generalise

Lacked ecological validity as lab

A

Negative evaluation of Milgram 1963

159
Q

Aim of Milgram 1963

A

To investigate the belief that the holocaust identified a national German flaw

160
Q

To investigate the belief that the holocaust identified a national German flaw

A

Aim of Milgram 1963

161
Q

Milgram 1963 participants

A

Placed ad in a newspaper to recruit 40 male pps

Included professional, white collar, and unskilled workers

Aged between 20 - 50

162
Q

Placed ad in a newspaper to recruit 40 male pps

Included professional, white collar, and unskilled workers

Aged between 20 - 50

A

Milgram 1963 participants

163
Q

Conclusion of Milgram graduated commitment

A

They had agreed to 15 volt shock, it was hard to refuse 45 volt

164
Q

Agentic state

A

Seeing another person as having power

Acting on behalf of their principles and commands

165
Q

Seeing another person as having power

Acting on behalf of their principles and commands

A

Agentic state

166
Q

Autonomous state

A

Seeing yourself as being in power

Acting on your own wishes and morals

167
Q

Seeing yourself as being in power

Acting on your own wishes and morals

A

Autonomous state

168
Q

Consequence of agentic shift

A

The individual no longer feels responsible for their actions

They blame those in higher authority

169
Q

Proximity affecting obedience study

A

Variation of milgram

After giving instructions, the experimenter would leave the room

All following instructions were given via telephone

170
Q

Results of proximity on obedience study

A

Participants were more likely to defy the experimenter

Only 21% off all participants administered the full 450 volts, compared to 65% in the original study

3x less likely

171
Q

Participants were more likely to defy the experimenter

Only 21% off all participants administered the full 450 volts, compared to 65% in the original study

3x less likely

A

Proximity affecting obedience study results

172
Q

Location affecting obedience

A

Less prestigious locations have lower levels of obedience

173
Q

Location affecting obedience study

A

Variation of milgrams study conducted in a run down office building in Connecticut

174
Q

Results of variation of milgrams study conducted in a run down office building in Connecticut

A

The participants who administered 450 volts dropped from 65% to 40%

175
Q

Where was milgrams original study conducted

A

A plan of Yale university

Boston usa

176
Q

Uniform

A

A type of clothing that conveys a sense of power and responsibility

177
Q

A type of clothing that conveys a sense of power and responsibility

A

Uniform

178
Q

Bickerman year

A

1974

179
Q

Bickerman 1974 method

A

Actors gave passer-bys instructions, such as pick up that litter

3 conditions:
Security guard
Milk man
Casual clothing

180
Q

Actors gave passer-bys instructions, such as pick up that litter

3 conditions:
Security guard
Milk man
Casual clothing

A

Bickerman 1974

181
Q

Bickerman 1974 results

A

The security good outfit led to the highest levels of obedience

Even though the security gait does not have the power, the uniform conveyed a sense of legitimate authority

182
Q

The security good outfit led to the highest levels of obedience

Even though the security gait does not have the power, the uniform conveyed a sense of legitimate authority

A

Bickerman 1974

183
Q

Analyse milgram

A

It concluded that when we are given orders by figure authority, we are likely to obey

People are in an agenic state when they follow orders

Participant who did not obey orders, took personal responsibility and so were in an autonomous state

Situational factors can influence most people to obey

Higher levels of obedience when teacher and learners were in different rooms

Helps us to understand German soldiers

Compare to bickman

184
Q

MORI AND ARAI analysis (6)

A

Conformity of females was similar to those of Asch - with a third conforming. However, found that the male participants did not conform to the majority view.

Females in japan are more likely to conform than males. The researchers said this was because of different expectations and social roles of males and females.

Reduced conformity in males may be a result in generational changes in the 1950s. Asch’s study may have been a child of its time and was simply reflecting the culture of America at the time.

In mori and arias study, the answer was less obvious. This may have not been a valid way of testing conformity.

Mori and arai used both genders meaning it was less bias and resulted in having greater validity.

Asch study used strangers.

185
Q

MILGRAM 63 analysis (5)

A

It is important to obtain informed consent to ensure participants are fully aware of what they are being asked to do. Milgram failed to do this as participant were deceived about the true purpose of the study. However, the validity would have been reduced if they knew the true aim.

It was a lab experiment so lacks ecological validity, people may not behave like this in the real world.

Milgrams participants were self selecting which meant that they had personality trait that were not characteristic of the general population.

The experimenter used language that reinforced the perception of authority. This led to participants exhibiting signs of stress.

When our feeling of personal responsibility increase, obedience decrease. Teachers in close proximity to learners, obedience decreased.

H Psychology (3 decks)

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