Milgram (Procedure) Flashcards
1
Q
Describe the procedure:
A
- Introduction
- Set up
- Instructions
- The shocks
- Debriefing (post-procedure)
2
Q
Describe the introduction stage in the procedure.
A
- The experimenter introduced the ppts to the confederate (learner) and the ppts. The experimenter and the confederate had been trained by Milgram.
- They were told the study was on the effect of punishment on memory.
- They were asked if the had a preference for the roles. Then drew lots to allocate the roles and the ppts was always the first to choose but both said “teacher” and the condeferate said his said learner.
3
Q
Describe the learner confederate.
A
- An accountant in his 40s.
- Mild-mannered and likeable.
4
Q
Describe the experimenter (confederate)
A
- A biology teacher in his 30s.
- Stern apperance and grey technicians coat.
5
Q
Describe what the researchers told the ppts about the studies aims.
A
- We know very little about the effects of punishment on learning as few scientifc studies have been conducted on human ppts.
- We dont know how MUCH punishment is BEST for learning.
- We dont know how much difference there is in who adminsters the punishment.
6
Q
2Describe the setting up stage of the procedure.
A
- Ppt sees learner taken into a seperate room and stapped to a machine (electric shock).
- The machine had straps to to prevent excessive movement and paste (attched to wrist) to prevent blistering.
- The learner tells the ppt he has a mild heart problem.
- The ppts were told although the shocks can be extremly painful they cause no permenant tissue damage.
- The ppts is given a 45V sample shock. (45V battery attached to the generator).
7
Q
Describe the instruction phase of the procedure
A
- The ppts were instructed in a PAIRED-ASSOCIATE learning task.
- To administer increasingly stronger electric shock (15V) for every wrong answer by pressing the switch.
- The ppts followed a pre-made plan of mistakes. Giving wrong answers at paticular times.
8
Q
Describe the PAIRED-ASSOCIATE learning task.
A
- Involved reading pairs of words aloud to the learner. And testing the learner on the recognition of these words.
- The ppts read out 1 word followed by 4 terms.
- The learner had to indicate which word had been originally paired with the corresponding word.
- This was done by pressing one of 4 switches
9
Q
What happened to the machine after pressing the switch?
A
- A bright red light is seen.
- An electric buzzing sound is heard.
- An electric blue light labelled “energiser” lights up
10
Q
Describe the administeration of the shocks part of the procedure.
A
- The learner bangs on the wall in protest at 300V and then again at 315V. Then the learner is silent.
- If the ppts asked what to do. The experimenter insisted they continue and treat non-responses as incorrect.
- If the learner protested at this the prods were given.
- Special prods were also given.
11
Q
Describe the post-procedure
A
- A one way mirror was used to record the physical behaviours of the ppts and comments.
- An interview was then done with ppts and the deception was fully explained to them.
12
Q
What were the 4 verbal prods?
A
- Please go on/ please continue
- The experiment requires you to continue.
- It is absolutely essential you continue.
- You have no other choice you must go on.
13
Q
When was the procedure considered complete?
A
- When the pptts refused to adminster any more shocks or adminstered the max 45OV
14
Q
Describe the verbal designations on the shock machine.
A
- Slight shock
- Moderate shock
- Strong shock
- Very strong
- Intense shock
- Extreme intensity shock
- Danger: Severe shock.
- XXX
15
Q
Describe the shock generator.
A
- Rows of 30 switches labelled with voltage readings. Ranged from 15V-450V.
- The volts were labelled in acending order. Each went up by 15V.
- An electric buzzing was emitted
- Labelled slight shock- XXX
