The Experiment
The volunteer subject was given the role of teacher, and the confederate, the role of learner. The participants drew slips of paper to determine their roles, but unknown to the subject, both slips said "teacher", and the actor claimed to have the slip that read "learner", thus guaranteeing that the participant would always be the "teacher". At this point, the "teacher" and "learner" were separated into different rooms where they could communicate but not see each other. In one version of the experiment, the confederate was sure to mention to the participant that he had a heart condition.
The "teacher" was given an electric shock from the electro-shock generator as a sample of the shock that the "learner" would supposedly receive during the experiment. The "teacher" was then given a list of word pairs which 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 subjects believed that for each wrong answer, the learner was receiving actual shocks. In reality, there were no shocks. After the confederate was separated from the subject, the confederate set up a tape recorder integrated with the electro-shock generator, which played pre-recorded sounds for each shock level. After a number of voltage level increases, the actor started to bang on the wall that separated him from the subject. After several times banging on the wall and complaining about his heart condition, all responses by the learner would cease.
At this point, many people indicated their desire to stop the experiment and check on the learner. Some test subjects paused at 135 volts and began to question the purpose of the experiment. Most continued after being assured that they would not be held responsible. A few subjects began to laugh nervously or exhibit other signs of extreme stress once they heard the screams of pain coming from the learner.
If at any time the subject indicated his desire to halt the experiment, he was given a succession of verbal prods by the experimenter, in this order:
- Please continue.
- 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 450-volt shock three times in succession.
The experimenter also gave special prods 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".
Read more about this topic: Milgram Experiment
Famous quotes containing the word experiment:
“The man who invented Eskimo Pie made a million dollars, so one is told, but E.E. Cummings, whose verse has been appearing off and on for three years now, and whose experiments should not be more appalling to those interested in poetry than the experiment of surrounding ice-cream with a layer of chocolate was to those interested in soda fountains, has hardly made a dent in the doughy minds of our so-called poetry lovers.”
—John Dos Passos (1896–1970)
“Mathematics alone make us feel the limits of our intelligence. For we can always suppose in the case of an experiment that it is inexplicable because we don’t happen to have all the data. In mathematics we have all the data ... and yet we don’t understand. We always come back to the contemplation of our human wretchedness. What force is in relation to our will, the impenetrable opacity of mathematics is in relation to our intelligence.”
—Simone Weil (1909–1943)