studi milgram ppt

7/25/2019 Studi Milgram Ppt

1/33

The Milgram Obedience Studies(1963 196!"

#nd $Milgram %e&isited'

(erry )urger* +,,9"


2/33

-/erimental 0uestion

2nder what conditions will /eo/le carry

out the commands o an authority igure

and when will they reuse to obey45 Milgram* S. (1963". )eha&ioral Study o

Obedience. ournal o #bnormal and Social

Psychology* 6* 31738.

5 Milgram* S. (196!". Some conditions o

obedience and disobedience to authority. uman

%elations* 18* !76


3/33

Milgram Study Setu/

Sub:ects were told that they were /artici/ating in astudy on the eect o /unishment on memory

One $/artici/ant' in the study 7 the $learner' ($Mr.;allace' 7 real name )ob Mc


4/33

Milgram Study Setu/

The $learner' is hoo=ed u/ to what a//ears tobe a shoc= generating machine with 3,switches labeled rom $Slight Shoc=' to$ Se&ere Shoc='

The $teachers' were gi&en a shoc= o ?! &oltsto con&ince them that the shoc=s were real

The $learner@s' res/onse to the Auestions isscri/ted (and /layed bac= on a ta/e recorder"

#t 1!, &olts the $learner' is heard as=ing thatthe e/eriment sto/


5/33

Milgram Study Setu/

-/erimenter /rom/ts> i the $teacher'

ob:ected to continuing the e/eriment*

the e/erimenter@s scri/t included theollowing /rom/ts>

5 Please continue (or $Please go on'"

5 The e/eriment reAuires that you continue5 Bt is absolutely essential that you continue

5 Cou ha&e no other choice* you must go on


6/33

Milgram Study %esults

Milgram> $There were /owerul reactions o tensionand emotional strain in a substantial /ro/ortion othe /artici/ants. Persons were obser&ed to sweat*tremble* stutter* bite their li/sD'

%emar=s rom two sub:ects>5 $Bs he banging4 Bs he hurt out there4 ;ell* B don@t want to be

res/onsible or anything that ha//ens to him. Eo* B can@t go on withit. B don@t =now whether he@s all right or not. B mean he may ha&e aheart condition or something. B wouldn@t eel right doing itD.B don@tsee any sense to thisDB :ust can@t see it

5 $Cou want me to =ee/ going4 Cou hear him hollering4 ;hat i

something ha//ens to him4 B reuse to ta=e res/onsibilityD.


7/33


The e/erimental setu/ was described to ?,/sychiatrists. They /redicted that no one

would go beyond the 1,th le&el (1!, &olts" #ctual results> 6! o the sub:ects obeyedthe e/erimenter and shoc=ed the $learner'all the way to ?!, &olts ($Se&ere Shoc='"

Eo dierence between men and women


8/33

Milgram> ;hat Cou May Eot a&e eard

The $learner'* Mr. Mc


9/33

;hy


10/33

;hy agreeing to small reAuests* such as/ressing the low7&oltage switches* can change the way /eo/le thin=about themsel&es. Partici/ants may ha&e come to see themsel&es as the=ind o /ersons who ollow the e/erimenter@s instructions

-scalation o Iommitment7 $well* B@m in it this ar* might as well go all thewayD'


11/33

;hy


12/33

;hy


13/33

Milgram@s #dditional %esearch Findings

Ionditions that decreased obedience>

5 1" Proimity o the $learner'>

obedience decreased i the learner was in the

same room as the teacher

Obedience decreased i the teacher had to

/hysically /lace the learner@s hand on a shoc=

/late

Explanation> &isual cues o someone else@s/ain triggers an em/athic res/onse


14/33


Ionditions that decreased obedience>5 +" Iloseness o the authority igure

2sually the e/erimenter sat a ew eet away rom theteacher

Obedience decreased when the e/erimenterD5 let the lab and ga&e the instructions by tele/hone

5 was ne&er seen and instructions were let on a ta/e recorder

#lso ound> when the e/erimenter was in another roomor when he was not /resent the $teachers' alsely re/ortedhow much shoc= they were gi&ing the $learner'

-/lanation> /eo/le will ta=e a stronger stand when theydo not ha&e to encounter an authority igure ace7to7ace


15/33


Ionditions that decreased obedience

5 3" Prestige o the e/erimenter

The initial studies too= /lace at Cale 2ni&ersity

with the e/erimenter dressed in a white labcoat

Obedience decreased when the study was

mo&ed to )ridge/ort* Ionnecticut and

conducted by the ictional $%esearch#ssociates o )ridge/ort'


16/33


Ionditions that decreased obedience

5 ?" disobedient models

;hen other $teachers' (who were actuallyconederates o the e/erimenter" sat with the

teacher and disobeyed the e/erimenter* 9,

o the real sub:ects disobeyed as well


17/33

Milgram@s Ionclusions

$The results* as seen and elt in the laboratory* are tothis author disturbing. They raise the /ossibility thathuman nature* or more s/eciically the =ind ocharacters /roduced in #merican democratic society*cannot be counted on to insulate its citiHens rom

brutality and inhumane treatment at the direction omale&olent authority. # substantial /ro/ortion o/eo/le do what they are told to do irres/ecti&e o thecontent o the act and without limitations oconscience* so long as they /ercei&e that the

command comes rom a legitimate authority.'5 Stanley Milgram* Some Ionditions o Obedience and


18/33

Milgram@s Ionclusions

B in this study an anonymous e/erimenter

could successully command adults to

subdue a ity7one year old man* and orce onhim /ainul electric shoc=s against his

/rotests one can only wonder what

go&ernment* with its &astly greater authority

and /restige can command o its sub:ects.'5 Stanley Milgram* Some Ionditions o Obedience and


19/33

%e/licating Milgram

erry M. )urger* Santa Ilara 2ni&ersity> %e/licating Milgram>;ill Peo/le Still Obey Today4 #merican Psychologist* anuary+,,9.

)urger re/licates Milgram study* but with theollowing saeguards>5 $The 1!, &olt solution'

5 +7ste/ sub:ect screening /rocess

5 %e/eated reminders that sub:ects could withdraw at any time

5 Lower &oltage $sam/le shoc=' (1! &olts &s. ?! &olts in Milgram@s study"

5


20/33

)urger@s Saeguards

$The 1!, olt Solution'5#ter the $teacher' /resses the 1!, &olt switch>5 The $learner' is heard demanding to be released rom the study

5 $Eearly e&ery /artici/ant /aused* and most turned to the e/erimenter to

indicate &erbally or non&erbally their reluctance to continue.' 7 )urger* +,,95 The data>

79% of the teachers who went past 150 volts continued all the wayto 450 volts

$Dthe 1!,7&olt switch is something o a /oint o no return.'

Since this is so* then why not ha&e a shoc= machine with switches that

go all the way to ?!, &olts* but sto/ the study i and when a $teacher'/resses the 1!, &olts switch (he or she would /robably ha&e gone allthe way to ?!, anyway"


21/33

)urger@s Saeguards

Two ste/ sub:ect screening /rocess

1" 0uestionnaires>#> Si Auestions(created by + clinical /sychologists" were as=ed o /otential

/artici/ants. -am/les>

$a&e you e&er been diagnosed with a /sychiatric disorder4

#re you currently recei&ing /sychothera/y4

#re you currently ta=ing any medications or emotional diiculties such as aniety orde/ression4

#nswer Nyes@ to any Auestion 7 you were ecluded rom the study)>Four scales> Those who made it through the abo&e Auestions were then gi&en

the ollowing scales to ill out>

Bnter/ersonal %eacti&ity Bnde (etent to which you e/erience em/athy or others 7might you be less li=ely to obey4"

)ec= #niety Bn&entory


22/33

)urger@s Saeguards

+" Bnter&iews>5 0uestionnaires illed out in ste/ 1 were

gi&en to a licensed clinical /sychologist*who conducted an inter&iew with thesub:ects (a&erage> 3, minutes"

5 $O the 1+3 /eo/le who /artici/ated in this

second screening /rocess* ? (38.+"were ecluded rom the study by theclinical /sychologist' 7 /. 6


23/33

)urger@s -/erimental Ionditions

1" Base Condition> /retty much the same e/erimental setu/ as

Milgram>5 %igged drawing to determine $learner' and $teacher'

5 Ionederate gets stra//ed into a chair with electrodes attached*etc. $Learner' e/lains that he had a $slight heart condition'

5 $Teacher' is sat down in ront o the $shoc= machine' and gi&en

+! word /airs (e> $strong7arm'" and is5 Pre7recorded sounds were /layed at /re7determined shoc=

switches (e> grunts"

5 1!, &olt le&el> $2gh. That@s all. Get me out o here. B told you Bhad heart trouble. My heart@s starting to bother me now. Getme out o here /lease. My heart@s starting to bother me. B

reuse to go on. Let me out.'


24/33


1" Base Condition(con@t"5 The $e/erimenter' ga&e the same /rods as in the Milgram study>

$Please go on' or $Please continue'

The e/eriment reAuires that you continue'

Bt is absolutely essential that you continue'

Cou ha&e no other choice* you must continue'

5 The e/eriment ended when either> The teacher reused to continue

The teacher read the net item on the list o word /airs after havingpressed the 150 volt switch (a beha&ior which would indicate that the

sub:ect would /robably continue as=ing Auestions and shoc=ing thelearner and* in )urger@s estimation* would ha&e continued all the way to?!, &olts"

5 #n immediate debrieing occurred


25/33


+" odeled !efusal Condition5 Same basic setu/ as in condition 1 ece/t>

5 Two /eo/le would act as teachers> the real sub:ect and* un=nown to thereal sub:ect* a conederate o the e/erimenter who would also act as ateacher.

5 This $second teacher' was always chosen as $teacher 1' and he or shewould begin as=ing the Auestions and administering the $shoc=s' while$teacher +' (the real sub:ect" watched.

5 #ter hearing the $ugh' sound when the ! &olt switch was /ressed* theteacherconederate said* $B don@t =now about this'. The e/erimenterre/lied* $Please continue'. The teacherconederate said* $B don@t thin= Bcan do this' and /ushed his chair away rom the shoc= machine.

5 The e/erimenter as=ed the real sub:ect to /ic= u/ where teacher 1 had

let o5 The teacherconederate sat Auietly during the rest o the study* a&oiding

eye contact with the real sub:ect.


26/33

)urger@s


27/33

)urger@s


28/33

)urger@s %esults

)ase condition> ,had to be sto//ed ater administeringthe 1!, &olts (/rediction> they would ha&e gone on to ?!,&olts"

Modeled %eusal Iondition> 63had to be sto//ed ateradministering the 1!, &olts

Eo statistical dierence between the two conditions (this iscontrary to )urger@s /rediction that modeled reusal would decrease

obedience"

Eo statistical dierence between men and women* and eitherno or minor eects or desirability or control or em/athy

Eo statistical dierencebetween )urger@s )ase condition

and the similar condition in Milgram@s study


29/33

)urger@s Ionclusions $My /artial re/lication o Milgram@s /rocedure suggests that a&erage

#mericans react to this laboratory situation today much the sameway they did ?! years agoD.the same situational actors that

aected obedience in Milgram@s /artici/ants still o/erate today.'7 /.8

$B cannot say with absolute certainty that the /resent /artici/antswould ha&e continued to the end o the shoc= generator@s range at arate similar to Milgram@s /artici/antsD. howe&er* numerous studies

ha&e demonstrated the eect o incrementally larger reAuests.'7 /. 8

$B inter/ret this high rate o obedience Das a demonstration o the

/ower o Dsituational orcesD'7 /. 9


30/33

#lan -lms Iomment

e e/ected there to be less obedience in the)urger study because o how the world haschanged since Milgram@s time>

5 Teachings o ML and other social acti&ists

5 $dece/ti&e go&ernment eorts'

5 N6,s> less trust in go&ernment

5 ideo o the Milgram study>

Sub:ects had crew cuts Many reerred to the e/erimenter as $Sir'

5 PubliciHing o Milgram@s study

5 $Mall Io/'


31/33

#lan -lms Iomment )elie&es that )urger did not ind a lower le&el o obedience because*

in his eort to get B%) a//ro&al or the study* he ecluded many/artici/ants who /robably would not ha&e obeyed>

5 Peo/le who had heard o the Milgram study

5 Peo/le who $might ha&e a negati&e reaction to the e/erience' These are eactly the /eo/le who would ha&e disobeyed

5)urger ga&e /artici/ants only a 1! &olt shoc= instead o Milgram@s?! &olts

This $Dmay ha&e led them to assume that the shoc= generatorwas not really that shoc=ing.'

5 $For all these reasons* the /artici/ants who sur&i&ed )urger@sdouble screening and who then aced the redeined shoc= board

may ha&e been considerably more obedient on a&erage than anunscreened /o/ulationD' 7 -lms* /. 3!


32/33

%esources

ABC National Radio program, Beyond the Shock Machine:htt/>www.abc.net.aurnradioeyestories+,,8+3!81,3.htm

http://www.stanleymilgram.com/

Burger, J.M. (2009). Replication milgram: woulud people still obey today?.American Psychologist, January 2009.

Elms, A. C. (2009). Obedience Lite. American Psychologist, January 2009.

Milgram* S. (1963". )eha&ioral Study o Obedience. ournal o #bnormal andSocial Psychology* 6* 31738.

Milgram* S. (196!". Some conditions o obedience and disobedience to authority.uman %elations* 18* !76

Bnter&iew with htt/>www.n/r.orgtem/latesstorystory./h/4storyBdQ1,!31,?+?tQ1Q1,+1

Eew Cor= Times>

5 htt/>www.nytimes.com+,,8,,1healthresearch,1mind.html ;i=i/edia> htt/>en.wi=i/edia.orgwi=iStanleyRMilgram
http://www.nytimes.com/2008/07/01/health/research/01mind.htmlhttp://www.nytimes.com/2008/07/01/health/research/01mind.html


33/33

%esources

ideos>

http://www.livevideo.com/video/7CB9CBD939C648519A52B18224199D3F/milgram-experiment.aspx

5 htt/>www.youtube.comwatch4&QnS8Psb%2=MeatureQrelated

5 htt/>www.youtube.comwatch4&QAo2F!AnB7-

5 htt/>www.youtube.comwatch4&QCn!www.youtube.comwatch4&Qy6GBul:T3w

5 htt/>derrenbrownart.comblog4/Q+1,+

studi milgram ppt

Documents