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The Milgram Experiment 1962 Full Documentary

Lof Der Zotheid Psychologenpraktijk・30 minutes read

In a Yale University experiment in 1962, 40 male subjects administered escalating electric shocks to a learner as part of a study on obedience and punishment, revealing that despite moral hesitations, 50% complied fully with the experimenter's commands even in the face of the learner's apparent distress. The study highlighted the influence of authority figures and situational variables on obedience, indicating that psychological distance and group dynamics play critical roles in determining individuals' willingness to inflict harm.

Insights

  • The 1962 Yale experiment revealed that a significant number of participants, contrary to predictions by psychiatrists, were willing to administer severe electric shocks to another person, highlighting a disturbing tendency for individuals to comply with authority figures even when it conflicts with their moral instincts. This finding underscores the psychological struggle between obedience and empathy, as many teachers displayed emotional distress yet continued to follow orders from the experimenter.
  • The study also demonstrated that factors such as the physical presence of the authority figure and the proximity of the victim greatly influenced obedience levels. When participants were closer to the learner or when the experimenter was present, the likelihood of compliance increased, suggesting that situational dynamics and perceived authority significantly shape human behavior in stressful situations.

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Recent questions

  • What is the definition of obedience?

    Obedience is the act of following orders or instructions from an authority figure. It involves compliance with rules, laws, or commands, often without questioning the rationale behind them. In psychological contexts, obedience is studied to understand how individuals respond to authority and the factors that influence their willingness to comply. This can include the perceived legitimacy of the authority, the immediacy of the command, and the presence of others who may either support or challenge the authority figure. Understanding obedience is crucial in various fields, including psychology, sociology, and ethics, as it sheds light on human behavior in structured environments.

  • How can I improve my learning skills?

    Improving learning skills involves adopting effective study techniques, maintaining a positive mindset, and creating a conducive learning environment. Start by setting clear goals and breaking down complex information into manageable parts. Utilize active learning strategies, such as summarizing information in your own words, teaching others, or applying concepts to real-life situations. Regular practice and self-testing can enhance retention and understanding. Additionally, staying organized and minimizing distractions can significantly boost focus and productivity. Engaging with peers for discussions and feedback can also provide new perspectives and reinforce learning. Lastly, maintaining a healthy lifestyle, including proper nutrition and sleep, supports cognitive function and overall learning capacity.

  • What are the effects of punishment on learning?

    The effects of punishment on learning can be complex and vary depending on the context and individual differences. While punishment may deter undesirable behaviors in the short term, it can also lead to negative emotional responses, such as anxiety or resentment, which may hinder the learning process. Research suggests that excessive or harsh punishment can create a fear-based learning environment, reducing motivation and engagement. Conversely, constructive feedback and positive reinforcement are generally more effective in promoting long-term learning and skill development. Understanding the balance between discipline and encouragement is crucial for fostering a supportive educational atmosphere that enhances learning outcomes.

  • What is the role of authority in obedience?

    The role of authority in obedience is significant, as individuals often comply with commands from perceived legitimate authority figures. This compliance can stem from a variety of factors, including the authority's social status, expertise, and the context in which the command is given. Research indicates that people are more likely to obey when they believe the authority figure has the right to issue commands and when the situation is framed as a legitimate task. However, the presence of dissenting voices or visible consequences for obedience can influence an individual's decision to comply. Understanding this dynamic is essential for analyzing human behavior in social and organizational settings, as it highlights the potential for both positive and negative outcomes based on authority's influence.

  • Why do people follow orders despite discomfort?

    People often follow orders despite discomfort due to a combination of psychological factors, including the desire to conform, fear of repercussions, and the influence of authority. In many situations, individuals may prioritize obedience over personal feelings, especially when instructed by a figure they perceive as legitimate or authoritative. This can lead to a conflict between moral beliefs and the pressure to comply, resulting in emotional strain. Additionally, the context of the situation, such as the presence of others who are also complying, can reinforce the decision to follow orders. Understanding this phenomenon is crucial for recognizing the potential for individuals to act against their ethical beliefs under certain circumstances, raising important questions about accountability and moral responsibility.

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Summary

00:00

Yale Experiment on Obedience and Learning

  • In May 1962, an experiment was conducted at Yale University involving 40 male subjects aged 20 to 50, recruited through newspaper ads and direct mail, with diverse occupations and educational backgrounds, from elementary school dropouts to doctorate holders.
  • The experiment aimed to explore the effects of punishment on learning, specifically how different individuals influence each other as teachers and learners, and the impact of punishment in educational settings.
  • Subjects were assigned roles of either teacher or learner by drawing from two pieces of paper, with the teacher responsible for administering electric shocks to the learner for incorrect answers during a word-pair memory test.
  • The learner was strapped to a chair, and electrodes were attached to their arms to simulate electric shocks, which were connected to a shock generator in another room, with the teacher instructed to increase the shock level for each wrong answer.
  • The shock levels began at 15 volts for the first incorrect answer, escalating to a maximum of 450 volts, with the teacher required to follow a strict protocol for administering shocks and providing feedback on the learner's performance.
  • Throughout the experiment, the learner, who was actually an accomplice and not receiving real shocks, provided standardized responses and protests at predetermined voltage levels, creating a controlled environment for the study.
  • Despite the apparent distress of the learner, many teachers exhibited signs of nervous laughter and emotional strain, with 14 out of 40 subjects showing definite signs of nervous laughter, indicating a psychological conflict between obedience and empathy.
  • The experimenter insisted on the continuation of the test, emphasizing the importance of completing the learning task, even when teachers expressed concerns about the learner's well-being and the potential danger of the shocks.
  • After the experiment, subjects were debriefed and assured that the learner had not actually received any shocks, and they were reconciled with the learner in a friendly atmosphere to alleviate any distress caused during the experiment.
  • The study's design included a systematic recording of each subject's performance, with shock levels and responses logged automatically, providing an objective assessment of the subjects' willingness to obey authority figures despite ethical concerns.

19:57

Obedience and Authority in Psychological Experiments

  • Subjects in the experiment completed a questionnaire before the post-experimental interview, rating their nervousness on a 14-point scale and estimating the pain level of the victim.
  • The experiment involved administering electric shocks to a learner for incorrect answers, with shock levels escalating to a maximum of 450 volts, despite the learner's protests and apparent distress.
  • Predictions from 40 psychiatrists at a leading medical school estimated that only 0.1% of subjects would administer the highest shock, yet 50% of actual subjects obeyed the experimenter's commands fully.
  • The experimenter insisted that the teacher continue administering shocks, stating that the experiment required it, even as the learner expressed a desire to stop and showed signs of severe discomfort.
  • The teacher expressed concern for the learner's well-being, questioning the morality of continuing the shocks, but ultimately complied with the experimenter's orders, citing the responsibility of the experimenter.
  • The study included variations in the proximity of the victim to the subject, revealing that obedience decreased as the victim became more immediate and visible to the subject.
  • In one condition, the victim was in the same room as the subject, and obedience was further tested by requiring the subject to physically force the victim's hand onto a shock plate.
  • The experimenter’s physical presence significantly influenced obedience; subjects were more likely to comply when the experimenter was present compared to when instructions were given via telephone or tape recording.
  • The context of the experiment, conducted at Yale University, contributed to the subjects' perception of authority, which was tested by replicating the experiment in a less prestigious setting in Bridgeport, leading to different obedience rates.
  • The findings suggest that psychological distance from authority figures and the immediate presence of victims play crucial roles in determining obedience levels in experimental settings.

42:26

Obedience and Authority in Group Dynamics

  • A series of psychological experiments demonstrated that group dynamics significantly influence obedience to authority, revealing that when actors (who were unaware to the naive subjects) defied the experimenter, 90% of the subjects followed suit, while only 3 out of 40 subjects disobeyed when an actor was tasked with administering electric shocks to a 50-year-old man, suggesting that a substantial number of individuals will comply with commands from perceived legitimate authority figures, raising concerns about human susceptibility to brutality under such influences.
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