Milgrams experiments of the teacher and the learner

July 24, Photo from the Milgram Experiment. Milgram began his experiments in Julythe same month that the trial of Adolf Eichmann—the German bureaucrat responsible for transporting Jews to the extermination camps during the Holocaust—concluded in Jerusalem.

Milgrams experiments of the teacher and the learner

Three individuals took part in each session of the experiment: The "experimenter", who was in charge of the session. The "teacher", a volunteer for a single session. The "teacher" was led to believe that they were merely assisting, whereas they were actually the subject of the experiment.

The "learner", an actor and a confederate of the experimenter, who pretended to be a volunteer. The subject and the actor arrived at the session together.

Milgrams experiments of the teacher and the learner

The experimenter told them that they were taking part in "a scientific study of memory and learning", to see what the effect of punishment is on a subject's ability to memorize content. Also, he always clarified that the payment for their participation in the experiment was secured regardless of its development.

Revisiting Milgram's shocking obedience experiments

The subject and actor drew slips of paper to determine their roles. Unknown to the subject, both slips said "teacher". The actor would always claim to have drawn the slip that read "learner", thus guaranteeing that the subject would always be the "teacher".

Next, the teacher and learner were taken into an adjacent room where the learner was strapped into what appeared to be an electric chair. The experimenter told the participants this was to ensure that the learner would not escape.

The teacher and learner were then separated, so that they could communicate but not see each other. The teacher was then given a list of word pairs that he was to teach the learner.

Preparation of the Stanley Milgram Experiment

The teacher began by reading the list of word pairs to the learner. The teacher would then read the first word of each pair and read four possible answers.

The learner would press a button to indicate his response. If the answer was incorrect, the teacher would administer a shock to the learner, with the voltage increasing in volt increments for each wrong answer. If correct, the teacher would read the next word pair. In reality, there were no shocks.

After the learner was separated from the teacher, the learner set up a tape recorder integrated with the electroshock generator, which played prerecorded sounds for each shock level. As the voltage of the fake shocks increased, the learner began making audible protests, such as banging repeatedly on the wall that separated him from the teacher.

When the highest voltages were reached, the learner fell silent. The prods were, in this order: The experiment requires that you continue. It is absolutely essential that you continue.

You have no other choice, you must go on. If the subject still wished to stop after all four successive verbal prods, the experiment was halted. Otherwise, it was halted after the subject had given the maximum volt shock three times in succession.

If the teacher asked whether the learner might suffer permanent physical harm, the experimenter replied, "Although the shocks may be painful, there is no permanent tissue damage, so please go on.

All of the poll respondents believed that only a very small fraction of teachers the range was from zero to 3 out ofwith an average of 1. Milgram also informally polled his colleagues and found that they, too, believed very few subjects would progress beyond a very strong shock.

They predicted that by the volt shock, when the victim refuses to answer, only 3. Subjects were uncomfortable doing so, and displayed varying degrees of tension and stress. These signs included sweating, trembling, stuttering, biting their lips, groaning, digging their fingernails into their skin, and some were even having nervous laughing fits or seizures.

Most continued after being assured by the experimenter. Some said they would refund the money they were paid for participating.In preparing an alloy would it be better to choose two or more metals of similar or different unit cells? Why? Please refer to the attachment to answer this question.

This question was created from Innovation 2_Assessment Please refer to the attachment to answer this question. This question. Milgrams obedience experiment is a series of famous social psychology experiments.

The experiments sought to elucidate and measure the subjects' willingness to obey an authority who instructs the subject to perform acts that a person would not normally like to . The selection of teacher and learner status seemed random. Participants assumed that the experimenter was a competent expert.

The shocks were said to be painful, not dangerous. The teacher read aloud a series of word pairs, such as “red–hammer,” which the learner was instructed to memorize.

The teacher then read the target word (red), and the learner was to select the original paired word from four alternatives (ocean, fan, hammer, glue).

Milgrams experiments of the teacher and the learner

Milgram also found that obedience to the commands of the ‘authority’ (the experimenter) diminished if the victim learner was in the same room as the teacher and was lowest of all if the teacher was required to place the learner’s hand on a shock plate so that he could take the necessary punishment when he made a mistake.

Start studying Milgram's Obedience studies. Learn vocabulary, terms, and more with flashcards, games, and other study tools. The other person is a confederate and plays the part of the learner. 3. Learner and teacher are in separate rooms connected by intercom - "in line with human experiments of the Nazis" so vile that the results have.

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