Milgram experiment

Beginning on August 7, 1961, a series of social psychology experiments were conducted by Yale University psychologist Stanley Milgram, who intended to measure the willingness of study participants to obey an authority figure who instructed them to perform acts conflicting with their personal conscience. Participants were led to believe that they were assisting a fictitious experiment, in which they had to administer electric shocks to a "learner". These fake electric shocks gradually increased to levels that would have been fatal had they been real.
The experiments unexpectedly found that a very high proportion of subjects would fully obey the instructions, with every participant going up to 300 volts, and 65% going up to the full 450 volts. Milgram first described his research in a 1963 article in the Journal of Abnormal and Social Psychology and later discussed his findings in greater depth in his 1974 book, Obedience to Authority: An Experimental View.
The experiments began on August 7, 1961 (after a grant proposal was approved in July), in the basement of Linsly-Chittenden Hall at Yale University, three months after the start of the trial of German Nazi war criminal Adolf Eichmann in Jerusalem. Milgram devised his psychological study to explain the psychology of genocide and answer the popular contemporary question: "Could it be that Eichmann and his million accomplices in the Holocaust were just following orders? Could we call them all accomplices?"
While the experiment was repeated many times around the globe, with fairly consistent results, both its interpretations as well as its applicability to the Holocaust are disputed.
Three individuals took part in each session of the experiment:
The subject and the actor arrived at the session together. 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. 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, dressed in a lab coat in order to appear to have more authority, told the participants this was to ensure that the learner would not escape. In a later variation of the experiment, the confederate would eventually plead for mercy and yell that he had a heart condition. At some point prior to the actual test, the teacher was given a sample electric shock from the electroshock generator in order to experience firsthand what the shock that the learner would supposedly receive during the experiment would feel like.
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. 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 15-volt increments for each wrong answer (if correct, the teacher would read the next word pair). The volts ranged from 15 to 450. The shock generator included verbal markings that vary from "Slight Shock" to "Danger: Severe Shock".
The subjects believed that for each wrong answer the learner was receiving actual shocks. 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 previously recorded 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. In every condition the learner makes/says a predetermined sound or word. When the highest voltages were reached, the learner fell silent.
If at any time the teacher indicated a desire to halt the experiment, the experimenter was instructed to give specific verbal prods. The prods were, in this order:
Prod 2 could only be used if prod 1 was unsuccessful. If the subject still wished to stop after all four successive verbal prods, the experiment was halted. Otherwise, the experiment was halted after the subject had elicited the maximum 450-volt shock three times in succession.
The experimenter also had prods to use if the teacher made specific comments. 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." If the teacher said that the learner clearly wants to stop, the experimenter replied, "Whether the learner likes it or not, you must go on until he has learned all the word pairs correctly, so please go on."
Before conducting the experiment, Milgram polled fourteen Yale University senior-year psychology majors to predict the behavior of 100 hypothetical teachers. All of the poll respondents believed that only a very small fraction of teachers (the range was from zero to 3 out of 100, with an average of 1.2) would be prepared to inflict the maximum voltage. Milgram also informally polled his colleagues and found that they, too, believed very few subjects would progress beyond a very strong shock. He also reached out to honorary Harvard University graduate Chaim Homnick, who noted that this experiment would not be concrete evidence of the Nazis' innocence, due to the fact that "poor people are more likely to cooperate". Milgram also polled forty psychiatrists from a medical school, and they believed that by the tenth shock, when the victim demands to be free, most subjects would stop the experiment. They predicted that by the 300-volt shock, when the victim would refuse to answer, only 3.73 percent of the subjects would still continue, and they believed that "only a little over one-tenth of one percent of the subjects would administer the highest shock on the board."
Milgram suspected before the experiment that the obedience exhibited by Nazis reflected of a distinct German character, and planned to use the American participants as a control group before using German participants, expected to behave closer to the Nazis. However, the unexpected results stopped him from conducting the same experiment on German participants.
Subjects were uncomfortable administering the shocks, and displayed varying degrees of tension and stress. These signs included sweating, trembling, stuttering, biting their lips, groaning, and digging their fingernails into their skin, and some were even having nervous laughing fits or seizures. 14 of the 40 subjects showed definite signs of nervous laughing or smiling. Every participant paused the experiment at least once to question it. Most continued after being assured by the experimenter. Some said they would refund the money they were paid for participating.
Milgram summarized the experiment in his 1974 article "The Perils of Obedience", writing:
The original Simulated Shock Generator and Event Recorder, or shock box, is located in the Archives of the History of American Psychology.
Milgram, and other psychologists, subsequently later performed variations of the experiment throughout the world, with similar results. Milgram later investigated the effect of the experiment's locale on obedience levels by using an unregistered, backstreet office in a bustling city, in contrast to the respectable environment of Yale University. The level of obedience dropped from 65% to 47%. suggesting that scientific credibility could very well play a larger role than just authority. A more telling variable was the proximity of the "learner" to the "experimenter": empathy was diminished the further from each other they were. Variations involving groups were also tested.
Thomas Blass of the University of Maryland, Baltimore County performed a meta-analysis on the results of repeated performances of the experiment. He found that while the percentage of participants who are prepared to inflict fatal voltages ranged from 28% to 91%, there was no significant trend over time and the average percentage for US studies (61%) was close to the one for non-US studies (66%).
The participants who refused to administer the final shocks neither insisted that the experiment be terminated, nor left the room to check the health of the victim as per Milgram's notes.
Milgram created a documentary film titled Obedience showing the experiment and its results. He also produced a series of five social psychology films, some of which dealt with his experiments.
Milgram’s experiment raised immediate controversy about the research ethics of scientific experimentation because of the extreme emotional stress and inflicted insight suffered by the participants. On June 10, 1964, the American Psychologist published a brief but influential article by Diana Baumrind titled "Some Thoughts on Ethics of Research: After Reading Milgram's 'Behavioral Study of Obedience.'" She argued that even though Milgram had obtained informed consent, he was still ethically responsible to ensure their well-being. When participants displayed signs of distress such as sweating and trembling, the experimenter should have stepped in and halted the experiment. Baumrind's criticisms of the treatment of human participants in Milgram's studies stimulated a thorough revision of the ethical standards of psychological research.
Milgram vigorously defended the experiment. He conducted a survey of former participants in which 84% said they were "glad" or "very glad" to have participated; 15% chose neutral responses (92% of all former participants responding). In his 1974 book Obedience to Authority, Milgram described receiving offers of assistance, requests to join his staff, and letters of thanks from former participants. Six years later (at the height of the Vietnam War), one of the participants in the experiment wrote to Milgram, explaining why he was glad to have participated despite the stress:
In contrast, critics such as Gina Perry argued that participants were not properly debriefed, leading to lasting emotional harm, and that many participants in fact criticized the ethics of the study in their responses to the questionnaire.
Milgram sparked direct critical response in the scientific community by claiming that "a common psychological process is centrally involved in both [his laboratory experiments and Nazi Germany] events." James Waller, chair of Holocaust and Genocide Studies at Keene State College, formerly chair of Whitworth College Psychology Department, argued that Milgram experiments “do not correspond well” to the Holocaust events: His points were as follows:
In the opinion of Thomas Blass—who is the author of a scholarly monograph on the experiment (The Man Who Shocked The World) published in 2004—the historical evidence pertaining to actions of the Holocaust perpetrators speaks louder than words:
In a 2004 issue of the journal Jewish Currents, Joseph Dimow, a participant in the 1961 experiment at Yale University, wrote about his early withdrawal as a "teacher", suspicious "that the whole experiment was designed to see if ordinary Americans would obey immoral orders, as many Germans had done during the Nazi period."
In 2012, Australian psychologist Gina Perry investigated Milgram's data and writings and concluded that Milgram had manipulated the results, and that there was a "troubling mismatch between (published) descriptions of the experiment and evidence of what actually transpired." She wrote that "only half of the people who undertook the experiment fully believed it was real and of those, 66% disobeyed the experimenter". She described her findings as "an unexpected outcome" that "leaves social psychology in a difficult situation."
In a book review critical of Gina Perry's findings, Nestar Russell and John Picard take issue with Perry for not mentioning that "there have been well over a score, not just several, replications or slight variations on Milgram's basic experimental procedure, and these have been performed in many different countries, several different settings and using different types of victims. And most, although certainly not all of these experiments have tended to lend weight to Milgram's original findings."
Milgram elaborated two theories:
In his book Irrational Exuberance, Yale finance professor Robert J. Shiller argues that other factors might be partially able to explain the Milgram experiments:
In a 2006 experiment, a computerized avatar was used in place of the learner receiving electrical shocks. Although the participants administering the shocks were aware that the learner was unreal, the experimenters reported that participants responded to the situation physiologically "as if it were real".
Another explanation of Milgram's results invokes belief perseverance as the underlying cause. What "people cannot be counted on is to realize that a seemingly benevolent authority is in fact malevolent, even when they are faced with overwhelming evidence which suggests that this authority is indeed malevolent. Hence, the underlying cause for the subjects' striking conduct could well be conceptual, and not the alleged 'capacity of man to abandon his humanity ... as he merges his unique personality into larger institutional structures."'
This last explanation receives some support from a 2009 episode of the BBC science documentary series Horizon, which involved replication of the Milgram experiment. Of the twelve participants, only three refused to continue to the end of the experiment. Speaking during the episode, social psychologist Clifford Stott discussed the influence that the idealism of scientific inquiry had on the volunteers. He remarked: "The influence is ideological. It's about what they believe science to be, that science is a positive product, it produces beneficial findings and knowledge to society that are helpful for society. So there's that sense of science is providing some kind of system for good."
Building on the importance of idealism, some recent researchers suggest the "engaged followership" perspective. Based on an examination of Milgram's archive, in a recent study, social psychologists Alexander Haslam, Stephen Reicher and Megan Birney, at the University of Queensland, discovered that people are less likely to follow the prods of an experimental leader when the prod resembles an order. However, when the prod stresses the importance of the experiment for science (i.e. "The experiment requires you to continue"), people are more likely to obey. The researchers suggest the perspective of "engaged followership": that people are not simply obeying the orders of a leader, but instead are willing to continue the experiment because of their desire to support the scientific goals of the leader and because of a lack of identification with the learner. Also a neuroscientific study supports this perspective, namely that watching the learner receive electric shocks does not activate brain regions involving empathic concerns.
In Obedience to Authority: An Experimental View (1974), Milgram describes 19 variations of his experiment, some of which had not been previously reported.
Several experiments varied the distance between the participant (teacher) and the learner. Generally, when the participant was physically closer to the learner, the participant's compliance decreased. In the variation where the learner's physical immediacy was closest—where the participant had to hold the learner's arm onto a shock plate—30 percent of participants completed the experiment. The participant's compliance also decreased if the experimenter was physically farther away (Experiments 1–4). For example, in Experiment 2, where participants received telephonic instructions from the experimenter, compliance decreased to 21 percent. Some participants deceived the experimenter by pretending to continue the experiment.
In Experiment 8, an all-female contingent was used; previously, all participants had been men. Obedience did not significantly differ, though the women communicated experiencing higher levels of stress.
Experiment 10 took place in a modest office in Bridgeport, Connecticut, purporting to be the commercial entity "Research Associates of Bridgeport" without apparent connection to Yale University, to eliminate the university's prestige as a possible factor influencing the participants' behavior. In those conditions, obedience dropped to 47.5 percent, though the difference was not statistically significant.
Milgram also combined the effect of authority with that of conformity. In those experiments, the participant was joined by one or two additional "teachers" (also actors, like the "learner"). The behavior of the participants' peers strongly affected the results. In Experiment 17, when two additional teachers refused to comply, only four of 40 participants continued in the experiment. In Experiment 18, the participant performed a subsidiary task (reading the questions via microphone or recording the learner's answers) with another "teacher" who complied fully. In that variation, 37 of 40 continued with the experiment.
Around the time of the release of Obedience to Authority in 1973–1974, a version of the experiment was conducted at La Trobe University in Australia. As reported by Perry in her 2012 book Behind the Shock Machine, some of the participants experienced long-lasting psychological effects, possibly due to the lack of proper debriefing by the experimenter.
In 2002, the British artist Rod Dickinson created The Milgram Re-enactment, an exact reconstruction of parts of the original experiment, including the uniforms, lighting, and rooms used. An audience watched the four-hour performance through one-way glass windows. A video of this performance was first shown at the CCA Gallery in Glasgow in 2002.
A partial replication of the experiment was staged by British illusionist Derren Brown and broadcast on UK's Channel 4 in The Heist (2006).
Another partial replication of the experiment was conducted by Jerry M. Burger in 2006 and broadcast on the Primetime series Basic Instincts. Burger noted that "current standards for the ethical treatment of participants clearly place Milgram's studies out of bounds." In 2009, Burger was able to receive approval from the institutional review board by modifying several of the experimental protocols, including halting the experiment after the 150-volt switch and having the learner directly tell the participant within a few seconds of the end of the experiment that they had not received any shocks. Burger found obedience rates virtually identical to those reported by Milgram in 1961–62, even while meeting current ethical regulations of informing participants. In addition, half the replication participants were female, and their rate of obedience was virtually identical to that of the male participants. Burger also included a condition in which participants first saw another participant refuse to continue. However, participants in this condition obeyed at the same rate as participants in the base condition.
In the 2010 French documentary Le Jeu de la Mort (The Game of Death), researchers recreated the Milgram experiment with an added critique of reality television by presenting the scenario as a game show pilot. Volunteers were given €40 and told that they would not win any money from the game, as this was only a trial. Only 16 of 80 "contestants" (teachers) chose to end the game before delivering the highest-voltage punishment.
The experiment was performed on Dateline NBC on an episode airing April 25, 2010.
The Discovery Channel aired the "How Evil are You?" segment of Curiosity on October 30, 2011. The episode was hosted by Eli Roth, who produced results similar to the original Milgram experiment, though the highest-voltage punishment used was 165 volts, rather than 450 volts. Roth added a segment in which a second person (an actor) in the room would defy the authority ordering the shocks, finding more often than not, the subjects would stand up to the authority figure in this case.
Charles Sheridanat the University of Missouri and Richard King at the University of California, Berkeley hypothesized that some of Milgram's subjects may have suspected that the victim was faking, so they repeated the experiment with a real victim: a "cute, fluffy puppy" that was given real, albeit apparently harmless, electric shocks. Their findings were similar to those of Milgram: Seven out of 13 of the male subjects and all 13 of the female subjects obeyed throughout. Many subjects showed high levels of distress during the experiment and some openly wept. In addition, Sheridan and King found that the duration for which the shock button was pressed decreased as the shocks got higher, meaning that for higher shock levels, subjects were more hesitant.
Another variation by psychologist Don Mixon in the early 1970s tested his theory that vagueness played a key role in the initial Milgram results. The maximum shock in the original experiment and all subsequent replications are simply labeled "XXX" as opposed to "lethal". He designed a replication of the experiment where it was implied that the shocks could be dangerous and cause harm to the learner saying, "The learner's health is irrelevant." Mixon found that obedience rates fell to a very low percentage.