Milgram's Experiment on Obedience to Authority - 4 views
nature.berkeley.edu/...article35.htm
Milgram stanley experiment obedience authority results evil good humans power
shared by alicia waid on 01 May 13
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alicia waid on 01 May 13Excellent site for summary of Milgram's experiment.
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Important to note the different kinds of studies that were made. (2 variations talked about.)
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Results: Important to note the 3 different outcomes. State brief explanations of how they're different.
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Milgram expected what the majority of us expected: Teachers to react to the students' suffering and telling the experimenter that he/she cannot continue the experiment.
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Important to note the 3 types of results found. Interesting to see the contrast. 1) Obeyed orders from experimenter, yet blamed everything on the experimenter. 2) Obeyed orders from experimenter, yet blamed self in the end. 3) Stopped during experiment. (What most people would have expected the highest percentage of results to be, but that is not the case).
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The "teachers" were happy to see that no harm was done to the "students", however when they were doing the experiment, they continued to use a higher voltage like asked. Important to note that, although they're happy to see no harm was done, they were willing to do that harm for the experiment (and because the experimenter had asked for them to continue even if they didn't necessarily want to).
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The whole concept of "Obedience to Authority". A high percentage of people will do things even if they don't necessarily want to. If someone tells them to do it, they will.
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Once put in a position with such power, some people don't know how to use it. With such power, a person may result in changing completely and doing things they might not have necessarily done before all they've received so much power.
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Under the pressure of having someone "superior" to you, tell you to do something, most of the time, you do it even if you don't necessarily want to. (Example of man being pressured to continue the experiment).
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The "student's" sound effects adds depth to the experiment. When hearing screams and cries, will people really be able to go through with the experiment? We later find out that many do.
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out of fear or out of a desire to appear cooperative
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"Teachers" were asked to administer increasingly severe electric shocks to the "learner" when questions were answered incorrectly.
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illustrates people's reluctance to confront those who abuse power
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the experiment would study the effects of punishment on learning ability
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45-volt shock samples
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2.5 percent of participants used the full 450 volts available.
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grunt at 75 volts; complain at 120 volts; ask to be released at 150 volts; plead with increasing vigor, next; and let out agonized screams at 285 volts.
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yell loudly and complain of heart pain.
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actor would refuse to answer any more questions
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330 volts the actor would be totally silent
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treat silence as an incorrect answer and apply the next shock level to the student.
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hesitated to inflict the shocks, the experimenter would pressure him to proceed
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Some teachers refused to continue with the shocks early on, despite urging from the experimenter.
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expected as the norm
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(65%) of the teachers were willing to progress to the maximum voltage level
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participants continued to obey
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he proceeded, repeating to himself, "It’s got to go on, it’s got to go on."
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visible but teachers were asked to force the learner’s hand to the shock plate so they could deliver the punishment
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Less obedience was extracted from subjects in this case.
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teachers were instructed to apply whatever voltage they desired to incorrect answers.
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15 to 450 volts
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averaged 83 volts
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most participants were good, average people, not evil individuals. They obeyed only under coercion.
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authority figure was in close proximity
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teachers felt they could pass on responsibility to others
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experiments took place under the auspices of a respected organization
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Rebelled.
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gave up responsibility for their actions, blaming the experimenter
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Obeyed but blamed themselves.
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harsh on themselves
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Obeyed but justified themselves.
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was a greater ethical imperative calling for the protection of the learner over the needs of the experimenter.
