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psych AS level > Milgram (40 men) > Flashcards

Milgram (40 men) Flashcards

1
Q

Milgrams study produced surprising findings,describe them

A
  • strength of obedient tendencies = 26/40 ppt followed instructions to hurt another person e.g disregarding moral conduct/despite no obligation to continue + disobedience brings no material loss = Germans weren’t different
  • emotional strain (against their consciousness) e.g stuttering, sweating, hands in head saying “Oh god, lets stop it” = Germans were not different
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2
Q

Descrbe how procedure of MIlgram can help w military training

A
  1. Experimenter wearing AUTHORITATVE uniform e.g camo + badges appeared to effect obedience = government needs to dress authority figures in uniform portraying authority + increasing obedience
  2. Prods ensure ppt stayed on task throughout study = government sets out commands in STERN VOICE to ensure soldiers obey correctly
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3
Q

Outline one real world application based on findings from Milgram

A
  • 65% of ppt went to 450v under persuasion of authority fig. = shows ppl follow orders of authority fig.
  • So if an act of terrrorism occurs its useful for police to find the “authority figure/leader” behind it to STOP others committing destructive obedience
  • helps to explain why holocaust happened
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4
Q

Describe whaat ppt were told

A
  • we know very little abt effects of punishment on learning
  • we don’t know how much punishment is best for learning
  • we want to know what effect diff ppl have on each other as teachers and learners so we are bringing ppl from diff occupations that to test this
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5
Q

At the start of the procedure of the study by Milgram , the 5 ppt + stooge were randomly allocated to the
roles of teacher or learner. Later the paired-associate learning task began.

  • Describe the procedure between these two events.
A
  • learner strapped to an electric chair apparatus
  • the electric chair apparatus in seperate room
  • experimenter explained the straps prevented excessive movement
  • an electrode attached to learners wrist w paste (to avoid blistering)
  • told electrode was thatched to shock generator
  • told a shock would be painful but not cause permanent damage
  • teacher/naive ppt given sample shock of 45v
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6
Q

Explain one reason why procedure was standardized in study

A
  • allow study to be more easily replicated = can be tested for reliability/high reliability —> knowing sample shock was 45v means replication possible
  • increases internal validity of study —> cause + effect more seen e.g knowing prods/authority causing obedience levels
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7
Q

Outline why u think either individual or situation is correct suing evidence from study

A

Situational
majority of ppt obeyed authority figure to 450v = felt more obliged to continue + having authority figure watching them + having prods to keep them going to this level of V

Individual
- All ppt went to 300v as min voltage = due to core personality ppl have which makes them obedient to certain point
- not all ppt obeyed to level of 450V/ some panicked = shows diff ppl reacted diff —> individual

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8
Q

Describe the shock generator

A
  • consisted of 30 lever switches/buttons
  • each switch clearly labeled with voltage
  • volts ranged from 15V to 450V + went up in 15V levels
  • last two were labeled XXX
  • upon pressing switch red light emitted
  • electric buzz emitted
  • labeled slight shock to severe shock
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9
Q

One advantage of a sampling method used

A
  • volunteer
  • ppl willing as they volunteered = likely to be prepared to complete experiment/unlikely to withdraw
  • volunteered so consent already given + quick/easy
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10
Q

State first prod experimenter used when ppt refused to continue

A
  • please continue/ please go on
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11
Q

Describe what experimenter said if ppt asked wheter learner suffering injury

A
  • shocks may be painful
  • there is no real permanent tissue damage
  • please go on
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12
Q

Explain why milgram ensured ppt met the learner at the end

A
  • to make study ethical
  • ppt would leave in state of well being
  • reduce any tensions between ppt
    + stooge/Milgram
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13
Q

Aim

A
  • to investigate how obedient people are to an authority figure asking them to physically harm another person
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14
Q

Describe one strength of this study

A
  • standerdised so replication would be easier e.g prods + test for relability/replicability
  • measure of obedience was quant + objective so compparion between ppt is valid
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15
Q

How many ppt pressed max voltage switch labelled 450v + what label was underneath switches 375-420v + increments

A
  • 26 ppt
  • danger/severe shock
  • 15v
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16
Q

1 conclusion from study

A
  • individuals appear to be more obedient to authority fig than we expect
  • ppl willing to harm someone if reposnbility is taken away/passed on to someone else
17
Q

Describe procedure when teacher given “sample shock”

A
  • given before they took on role of teacher
  • shock always was 45v
  • shock applied to wrist
  • source was 45v battery attached to shock generator
18
Q

Describe methodological weakness

A
  • study lacks mundane realism as acts of shocking a stranger if they get word pair wrong is not real life task
19
Q

Describe instructions given to teacher abt how to deliver shock to learner

A
  • told to give shock each time a wrong reponse given
  • told to move to next button up each time a wrong reponse is given
  • had to announce voltage level before giving shock
  • shock was ‘given’ by pressing the button
20
Q

Identify 2 examples of signs of ‘tension’ that were shown by ‘teachers’

A
  • sweating
  • trembling/stuttering
  • biting lip/groaning
  • nervous laughing/smiling
  • seizure
21
Q

Describe learning task used in Milgram

A

-was paired associate learning task
- ppt read out 1 word along w 4 terms
- learner had to indicate which word had been originally paired w/ corresponding word
- each incorrect answer recieved shock

22
Q

Outline how milgram ensured ppt was never learner

A
  • the ppt drew slips from a hat
  • both slips always had word ‘teacher’ on it
  • ‘true’ ppt always first to choose
23
Q

Describe ‘preliminary run’ that ppt had to compete before ‘regular run’

A
  • ppt/teacher was given 10 words to read to learner
  • 3 neutral ones learner would get correct
  • 7 were ‘incorrect’ answers
  • voltage of 150v administered
24
Q

2 characteristics of LEARNER

A
  • 47 y/o
  • male
  • accountant
  • irish american
  • likealble
25
Q

Sample of ppt used in study

A
  • aged 20-50 years
  • from new haven area
  • wide range of occupations e.g teachers/laborores
  • volunteer sampling
  • range of educational levels
26
Q

Why does this study links to social approach

A
  • study was looking at how an individual affects peoples ability to be obedient
  • experimenter would give prods to ppt when refused to stop to keep them giving larger shocks
27
Q

Describe procedure victim followed to give feedback to teacher during learning task

A
  • predetermind responses
  • no vocal response heard up untill shock level 300
  • when 300V given leaner pounds on wall
  • no more answers from learner aft this
  • learner pounds at 315V then stop pounding + no answers
28
Q

Suggest 1 reason for obedience other than payment

A
  • experimenters prods
  • way experimenter was dressed
  • presence of authority figure
29
Q

3 features of experimenter in study

A
  • male
  • high school bio teacher
  • dressed in grey lab coat
  • stern appearnace + gave prods to continue study
30
Q

Outline why this study is unethical

A
  • ppt decieved about procedure as they did not know elelctric shocks to learner were fake
  • many showed signs of pscholgical distress like stress when admisntring shocks
  • given prods even if they wanted to stop they werent allowed to withdraw
31
Q

Describe 2 changes on shock generator aft ppt pressed switch

A
  • electric buzzing
  • bright red light illuminating
  • electric blue light labeled energizer lit up
32
Q

describe interview + dehoax procedure at end of study

A
  • ppt debriefed
  • asked to rate how painful they thought the shocks were = 14 point scale
  • ppt met stooge/learner
  • reasure ppt no harm occured
33
Q

Describe the procedure after the ‘preliminary run’ until the participant pressed the 300-volt shock level switch.

A
  • ppt read out series of words
    -read out 1 word along w 4 terms
  • admister shock at wrong answer and no answer as treated as wrong
  • continue untill learner leant ALL WORD PAIRS
  • increase shock by one/15v
  • prods used if ppt refused to continue
34
Q

Describe the experimenter feedback given to a participant if they did not want to continue with this study.

A
  • experiemter responded w series of 4 prods
  • please go on/please continue
  • although shocks are painful they cause no permanent tissue damage
  • STANDEDISED PRODS
  • firm tone

psych AS level (12 decks)

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