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65 Cards in this Set
- Front
- Back
- 3rd side (hint)
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Aim |
To study destructive obedience |
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What are the 2 hypothesis tested? |
Individual who is commanded by a legitimate figure of authority obeys
German soldiers where 'different' |
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How many pps? |
40 |
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Average age ? |
20 - 50 |
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Where was the sample taken from ? |
New haven and surrounding communities |
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Where was sample taken from? |
Newspaper adverts and direct mail solicitation |
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Percentage of professionals |
22.5% |
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Percentage of manual laborers |
37.5% |
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Percentage of white collar |
40% |
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Some pps didn't finish... |
High school |
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Some pps finished |
Getting a doctorate |
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How much where pps paid? |
4.50$ |
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What where they told about payment? |
It was simply for coming to the lab, the money was theirs no matter what happened after they arrived. |
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2 reasons: Why was that (info on the money ) important ? |
Ensuring that the shocks where not for money.
Doesn't make them feel tied done due to the money. |
2 reasons |
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Where did the study take place? |
In the elegant interaction lab of Yale university |
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Why was the location and university important? |
Yale is a prestigious university, therefore it added to the legitimacy of the experiments. |
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Describe the experimenter: age |
31 years old |
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Describe the experimenter: profession |
High school teacher of biology |
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Describe the experimenter: behavior |
Impassive manner and Stern appearance |
Manner and appearance |
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Describe the experimenter: clothing |
Grey lab coat |
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Why where all those characteristics important about experimenter ? |
Added to the legitimacy of experiment and authoritative figure he was meant to have |
2 reasons. |
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Describe confederate: age |
47 years old |
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Describe confederate: preffesion |
Accountant |
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Describe confederate: any knowledge of experiment |
He was trained for the role |
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Describe confederate: behavior |
Likable, etc |
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Describe confederate: nationality |
Irish American |
2 reasons. |
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Describe confederate: why these characteristics important |
It would later add guilt to pps when shocking him
It also adds legitimacy to the experiments as he looks like a regular citizen that is part of the experiment |
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Why where the subjects told it was a study on the effect of punishment on learning? |
Prevent demand characteristics and social desirability to not shock another person |
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What where the subjects told about the shocks: 2 things |
- Can be painful
- Cause no permanent tissue damage |
2 things |
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What role did the subject take on and what did they believe the confederate would be? How was this possible |
The drawing of slips of paper saying what each pps would be was rigged.
Both slips contained the words teacher.
Pps would be always teacher, confederate always learner. |
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What happened immediately after the drawing? |
Pps n confederate, taken to electric chair apparatus in a different room.
The straps on it gave the effect that the confederate could not escapee the shocks. (More guilt) |
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What kind of learning task was to be conducted? |
A paired associate learning task |
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What was the procedure of the learning task? |
Pps read word pairs to the learner
Then read the first word along with four others which contained the one word mentioned at the start.
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What factors where controlled in the study ? Name 4 |
1. Who was the subject and learner
2. Location of experiment
3. Task people had to do
4. Same shock generator across all procedures. |
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Describe shock generator: label on it |
Dison instruments label |
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Describe shock generator: lowest to highest voltage |
15 V to 450 V |
2 reasons. |
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Describe shock generator: how many switches |
30 lever switches In a horizontal line |
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Describe shock generator: what does it go up in? |
15 V every switch |
2 reasons |
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Why where Pps given a sample shock? |
To convince Pps of the authenticity of the shock generator
Help understand the pain the confederate will feel. |
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Why did the teacher have to announce the shock ? |
To continuously remind pps of the increasing intensity of the shocks given to learner. |
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Why did they practice reading the words and giving shocks first? |
Allowed Pps to master procedure.
Pretest also showed that they needed to conduct practice |
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How much did the shocks increase with each wrong answer? |
+ 15 V |
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What was the rough schedule for wrong to correct answers ? |
3 wrong, 1 correct |
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What feedback from learner happened at 300V and beyond ? |
Pounds on the wall and doesn't respond again.
(Pounding goes on until 315) |
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What was the teacher told to do after confederate stopped responding? |
Mark the absence of an answer as a wrong answer and shock the confederate. |
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How long did the teacher have to wait for before shocking pps? |
5 - 10 seconds, if no answer, then shock confederate. |
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What are prods |
Set phrases used when teacher refused to give shocks or wanted to quit |
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Who gave them? |
Experimenter to teacher |
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What was the script: prod 1 |
Please continue or please go on |
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What was the script: prod 2 |
The experiment requires you continue |
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What was the script: prod 3 |
Absolutely essential you continue |
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What was the script: prod 4 |
You have no other choice, you must go on.
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What were the special prods ? |
Answers given to teacher if they asked wether the learner would suffer permanent injury |
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What dependent variables were measured? |
Maximum shock the subject administers before he refuses to go on. |
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How was the dependent variable measured? |
On a scale ( 0 Pps refuses to administer first shock) to
30 (subject who administers highest shock in generator) |
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Post experimental interview scale |
Subjects asked how painful did they think the last shock they gave to the learner was
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Post experimental interview scale: describe scale |
Scale ranging from 1 (not painful at all) to 14 (extremely painful) |
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What was the modal response and mean for the scale? |
14 modal response
13.42 mean |
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Qualitative data: laughing |
14/40 Pps showed definite signs of laughter and laughing |
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Qualitative data: seizures |
3 full blown uncontrollable seizures witnessed.
1 so powerful the experiment has to stop |
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Behaviors seen |
Bite their lips
Laughing fits
Sweat
Tremble |
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2 surprising findings: moral conduct |
Subjects from a young age learn that it is a fundamental breach of moral conduct to hurt another person against his will.
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2 surprising findings: moral conduct, happened in study then? |
26 subjects abandoned this tenet in following instructions of a high authoritative figure |
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What was the prediction of the psychologist? |
That 0.3 o Pps would go to the maximum shock |
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Modal response and mean for scale |
Modal response as 14
Meaan was 13.42 |
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