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← Milgram study results - Intro to Psychology

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Showing Revision 2 created 05/24/2016 by Udacity Robot.

  1. At first the experiment was uneventful, the teacher delivered the smaller
  2. shocks in the shock generator whenever the learner made an error. However, as
  3. the shocks increased in intensity, many of the teachers became very
  4. uncomfortable and unsure about continuing. When the teachers expressed to
  5. Milgram that they didn't want to continue, Milgram would tell the teacher that
  6. the experiment must continue. You must continue with the experiment. So, every
  7. time the teacher tried to ask Milgram to stop, he told them that they were
  8. unable to do so and they needed to continue delivering the shocks. While the
  9. teacher was administering the shocks, he heard some preprogrammed responses
  10. from the learner. For example, at 90 volts, the learner would yell ugh. And its
  11. at these times when the teacher became uncomfortable and would tell Milgram, I
  12. want to stop. And recall, Milgram would say, you must continue, the experiment
  13. must go on. At 150 volts, The teacher would hear the learner yell "get me out
  14. of here! My heart's starting to bother me. I refused to go on. Let me out!".
  15. Here again, the teacher will become uncomfortable and tell Milgram that he
  16. wanted to stop. In each instance, Milgram reminded the person that he had to
  17. continue with the experiment and that he could not leave. Finally, when the
  18. volts went past 330, the teacher would hear no response from the learner at
  19. all. And this implied that the leaner was either unconcious, or worse. Remember
  20. when Milgram asked those experts how many people would go up to 450 volts?
  21. Well, they were very wrong. In fact, in his results he found that 65% of the
  22. participants went all the way to 450 volts. Also, there were no differences in
  23. the sexes, meaning men and women were equally likely to go all the way up to
  24. 450 volts. Interestingly, adding the yelling of the learner at 150 volts, where
  25. he yelled, 'Let me out of here. I don't want to continue,' did decrease
  26. obedience from 100% to down to 83%. It's important to point out that the
  27. participants were debriefed, and told after the study, what the study was
  28. actually about. And they were reunited, the teacher and the learner and the
  29. teacher could see that the learner was actually never harmed. Milgram conducted
  30. a series of studies in this area and changed some of the variables. For
  31. example, he changed the attire of the researcher. It turns out that people were
  32. more likely to obey when the researcher was wearing a white lab coat, than when
  33. the researcher was more casually dressed, like here. In one experiment, he
  34. changed the proximity of the teacher and the learner, and removed the barrier
  35. so they could see each other. In these situations, the teacher was much less
  36. likely to go all the way to 450 volts. These are called systematic replications
  37. of the original research study. So, it turns out that there are many variables
  38. that influenced obedience to authority. Now, let's go to Greg to talk a little
  39. bit more in-depth about the ethics of this Milgram experiment.