"Behavioral Study of Obedience"
by [author], [University]
1961
Abstract
There are little facts about the role of obedience when doing evil actions up until now (1961). Most theories suggest that only very disturbed people do horrible actions if they are ordered to do so. Our experiment tested people's obedience to authority. The results showed that most obey all orders given by the authority-figure. The conclusion is that when it comes to people harming others, the situation a person's in is more important than previously thought. In contrary to earlier belief, individual characteristics are less important.
Introduction
Current theories focus on personal characteristics to explain wrong-doing and how someone can intentionally harm others. In a survey, professionals such as doctors, psychologist and laymen thought that very few out of a population (1-3%) would harm others if ordered to do so.
In the recent war trial with Adolph Eichmann, he claims to "only have been following orders". The author wanted to test whether this is true, or just a cheap explanation. Can people harm others because they obey the orders? Are good-hearted people able to do this?
The experiment will test whether a person can keep giving electric shocks to another person just because they are told to do so. The expectation is that very few will keep giving shocks, and that most persons will disobey the order.
In the recent war trial with Adolph Eichmann, he claims to "only have been following orders". The author wanted to test whether this is true, or just a cheap explanation. Can people harm others because they obey the orders? Are good-hearted people able to do this?
The experiment will test whether a person can keep giving electric shocks to another person just because they are told to do so. The expectation is that very few will keep giving shocks, and that most persons will disobey the order.
Methods
Participants
There were male 30 participants participating. They were recruited by advertisement in a newspaper and were paid $4.50.
Instruments
A "shock generator" was used to trick the participants into thinking that they gave shock to another person in another room. The shock generator had switches labeled with different voltages, starting at 30 volts and increasing in 15-volt increments all the way up to 450 volts. The switches were also labeled with terms which reminded the participant of how dangerous the shocks were.
Procedures
The participant met another "participant" in the waiting room before the experiment. The other "participant" was an actor. Each participant got the role as a "teacher" who would then deliver a shock to the actor ("learner") every time an incorrect answer was produced. The participant believed that he was delivering real shocks to the learner.
The learner was a confederate who would pretend to be shocked. As the experiment progressed, the teacher would hear the learner plead to be released and complain about a heart condition. Once the 300-volt level had been reached, the learner banged on the wall and demanded to be released. Beyond this point, the learner became completely silent and refused to answer any more questions. The experimenter then instructed the participant to treat this silence as an incorrect response and deliver a further shock.
When asking the experimenter if they should stop, they were instructed to continue.
There were male 30 participants participating. They were recruited by advertisement in a newspaper and were paid $4.50.
Instruments
A "shock generator" was used to trick the participants into thinking that they gave shock to another person in another room. The shock generator had switches labeled with different voltages, starting at 30 volts and increasing in 15-volt increments all the way up to 450 volts. The switches were also labeled with terms which reminded the participant of how dangerous the shocks were.
Procedures
The participant met another "participant" in the waiting room before the experiment. The other "participant" was an actor. Each participant got the role as a "teacher" who would then deliver a shock to the actor ("learner") every time an incorrect answer was produced. The participant believed that he was delivering real shocks to the learner.
The learner was a confederate who would pretend to be shocked. As the experiment progressed, the teacher would hear the learner plead to be released and complain about a heart condition. Once the 300-volt level had been reached, the learner banged on the wall and demanded to be released. Beyond this point, the learner became completely silent and refused to answer any more questions. The experimenter then instructed the participant to treat this silence as an incorrect response and deliver a further shock.
When asking the experimenter if they should stop, they were instructed to continue.
Results
Of the 40 participants in the study, 26 delivered the maximum shocks. 14 persons did not obey the experimenter and stopped before reaching the highest levels. All 40 participants continued to give shocks up to 300 volts.
Discussion/Conclusion
Most of the participants became very agitated, stressed and angry at the experimenter. Many continued to follow orders all the time even though they were clearly uncomfortable. The study shows that people are able to harm others intentionally if ordered to do so. It shows that the situation is far more important than previously believed, and that personal characteristics are less important in such a situation.
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