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Psychology: Social > Milgram > Flashcards

Milgram Flashcards

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1
Q

What was interesting about the sample?

A
  1. It was all men
  2. They were all aged between 20 and 50
  3. It was a self-selecting sample (meaning they volunteered themselves by replying to an advertisement)
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2
Q

How many participants were in Milgram’s baseline study?

A

40

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3
Q

Where was the study carried out?

A

Yale University

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4
Q

How many confederates were involved and what were their roles?

A

One confederate, his name was Mr Wallace and it was rigged so that he was always the learner getting ‘electrocuted’.

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5
Q

What was the maximum voltage of the shock generator?

A

450v

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6
Q

What was the obedience level of people who went all the way to the maximum voltage?

A

65%

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7
Q

What voltage did 100% of the participants go up to?

A

300v

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8
Q

What did Milgram tell his participants that the original baseline study was about?

A

Memory

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9
Q

How many switches did the shock generator have?

A

15

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10
Q

How many participants went all the way to 450v?

A

26

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11
Q

Define demand characteristics

A

Acting in the way you think the experiment requires you to act. For example if a ppt is told that the experiment is about good behaviour, the ppt may try to act as well as possible which does not form a valid study.

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12
Q

What was Milgram’s aim of the study?

A

to investigate what level of obedience would be shown when participants were told by an authority figure to administer electric shocks to another.

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13
Q

How were the ‘roles’ decided?

A

Through a rigged ‘chance’ draw of names out of a hat. Mr Wallace (the confederate) would always be the learner (the one getting shocked) and the real participant would always be the teacher (the one testing and shocking).

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14
Q

Who was Mr Wallace?

A

The confederate

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15
Q

What is a confederate?

A

Someone who is in on the whole experiment, they know what’s going on. They usually pose as a participant.

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16
Q

What was the learner tested on?

A

They had been asked to memorise some word pairs and would be shocked if they got it wrong.

17
Q

What was the role of the teacher?

A

The role of the teacher was to test the learner on the word pairs for example “which word matches with dog? Is it A B C or D” and the learner would push a button which locked in their answer. if it was right they would move on and if it was wrong the teacher would administer a shock going up in 15v incriments.

18
Q

Who was in the room with the teacher? (ppt)

A

The experimenter - he was there to act as the authority figure, in close proximity.

19
Q

What acted as a buffer between the teacher and the learner?

A

The wall or the electric shock generator itself.

20
Q

Was the shock generator real?

A

No, it was a fake generator built by Milgram

21
Q

What voltage level was the shock given to the participant?

A

it was a 45v shock to prove it was ‘real’.

22
Q

How many answers did Mr Wallace actually get correct?

A

1 in 4 of the word pairs were answered correctly

23
Q

What happened at 300v? When this repeat? What happened after that?

A

Mr Wallace pounded on the wall. He repeated this at 315v and then it went to silence.

24
Q

What happened if the participant asked for advice from the experimenter such as “shall I continue shocking”?

A

The experimenter had a set of pre-determined responses such as “please continue” or “the experiment requires you to continue” and the participant would have to keep going.

25
Q

What percentage of the sample administered shocks to 300v?

A

100%

26
Q

What happened at the maximum voltage level?

A

The ppts were asked to continue at this voltage level until the experimenter eventually called a halt to the study.

27
Q

What form of nerves were presented in 14/40 participants?

A

Nervous laughing fits

28
Q

How many participants had full blown, uncontrollable seizures?

A

3/40

29
Q

Explain reliability in terms of a strength of Milgram’s study

A

RELIABILITY
- He used standardised procedure
- The confederate was always the same ‘actor’
- The number and timings of the learner’s ‘mistakes’ were always kept the same
- The prods and prompts from the experimenter remained the same
- This allowed the study to be replicated in other countries and other people such as burger in 2009.

30
Q

Explain High Internal Validity in terms of a strength of Milgram’s study

A

HIGH INTERNAL VALIDITY
- Milgram can be confident that his experiment was testing and measuring true obedience levels.
- 80% of the ppts when surveyed after said they fully believed the shocks were real.
- There were serious signs of stress and anxiety presented by the ppts.
- No ppts guessed the true aim which meant there was no need for demand characteristics.
- Their reactions to the authority figure were natural and not a false front.

31
Q

Explain Ethical Strengths in terms of a strength of Milgram’s study

A

ETHICAL STRENGTHS
- All ppts were fully debriefed and the majority were glad to have taken part.
- Milgram even surveyed his colleagues and most did not think the ppts would obey.
- The ethical treatment of the ppts would hopefully encourage them to take part in further research in the future.

32
Q

Explain Ecological Validity in terms of a weakness in Milgram’s study

A

ECOLOGICAL VALIDITY
- Shocking a stranger is not an everyday occurrence
- Giving shocks to a stranger is not an example of obedience to authority.
- The way this experiment was carried out has nothing to do with the way we obey authority in real life
- This makes the results hard to generalise outside of the experiment

33
Q

Explain the Right to Withdraw and deception in terms of a weakness in Milgram’s study

A

RIGHT TO WITHDRAW
- Ppts were deceived which did not give them the full right to withdraw as they didn’t know what they were withdrawing from.
DECEPTION
- Aim of the study (told it was about memory)
- They didn’t know the role pick was rigged
- They were told the shocks were real

The main issue is that this was all unethical which questions Milgram’s competence to risk assess his procedure and maintain the safety of his ppts.

34
Q

Explain ethnocentric and androcentric in terms of weaknesses in Milgram’s study.

A
  • The sample was all male and all American
  • They were all also from the same area of America
  • They were all in a very specific age gap

Psychology: Social (13 decks)

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