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The Milgram Experiment

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One of the most famous studies of obedience in psychology was carried out by Stanley Milgram (1963)

Stanley Milgram, a psychologist at Yale University, conducted an experiment focusing on the conflict between obedience to authority and personal conscience.

He examined justifications for acts of genocide offered by those accused at the World War II, Nuremberg War Criminal trials. Their defense often was based on "obedience" - that they were just following orders of their superiors.

The experiments began in July 1961, a year after the trial of Adolf Eichmann in Jerusalem. Milgram devised the experiment to answer the question "Could it be that Eichmann and his million accomplices in the Holocaust were just following orders? Could we call them all accomplices?" (Milgram, 1974).

Milgram (1963) wanted to investigate whether Germans were particularly obedient to authority figures as this was a common explanation for the Nazi killings in World War II.

Milgram selected participants for his experiment by advertising for male participants to take part in a study of learning at Yale University.  The procedure was that the participant was paired with another person and they drew lots to find out who would be the ‘learner’ and who would be the ‘teacher’.  The draw was fixed so that the participant was always the teacher, and the learner was one of Milgram’s confederates (pretending to be a real participant).

stanley milgram generator scale

The learner (a confederate called Mr. Wallace) was taken into a room and had electrodes attached to his arms, and the teacher and researcher went into a room next door that contained an electric shock generator and a row of switches marked from 15 volts (Slight Shock) to 375 volts (Danger: Severe Shock) to 450 volts (XXX).

Milgram's Experiment

Aim:

Milgram (1963) was interested in researching how far people would go in obeying an instruction if it involved harming another person.  Stanley Milgram was interested in how easily ordinary people could be influenced into committing atrocities for example, Germans in WWII.

Procedure:

Volunteers were recruited for a lab experiment investigating “learning” (re: ethics: deception).  Participants were 40 males, aged between 20 and 50, whose jobs ranged from unskilled to professional.

At the beginning of the experiment they were introduced to another participant, who was actually a confederate of the experimenter (Milgram).  They drew straws to determine their roles – leaner or teacher – although this was fixed and the confederate always ended to the learner. There was also an “experimenter” dressed in a white lab coat, played by an actor (not Milgram).

The “learner” (Mr. Wallace) was strapped to a chair in another room with electrodes. After he has learned a list of word pairs given him to learn, the "teacher" tests him by naming a word and asking the learner to recall its partner/pair from a list of four possible choices.

milgram obedience mr wallace milgram obedience shock generator milgram obedience IV variations

The teacher is told to administer an electric shock every time the learner makes a mistake, increasing the level of shock each time. There were 30 switches on the shock generator marked from 15 volts (slight shock) to 450 (danger – severe shock).

The learner gave mainly wrong answers (on purpose) and for each of these the teacher gave him an electric shock. When the teacher refused to administer a shock and turned to the experimenter for guidance, he was given the standard instruction /order (consisting of 4 prods):

Prod 1: please continue.

Prod 2: the experiment requires you to continue.

Prod 3: It is absolutely essential that you continue.

Prod 4: you have no other choice but to continue.

Results:

65% (two-thirds) of participants (i.e. teachers) continued to the highest level of 450 volts. All the participants continued to 300 volts.

Milgram did more than one experiment – he carried out 18 variations of his study.  All he did was alter the situation (IV) to see how this affected obedience (DV).

Conclusion:

Ordinary people are likely to follow orders given by an authority figure, even to the extent of killing an innocent human being.  Obedience to authority is ingrained in us all from the way we are brought up. Obey parents, teachers, anyone in authority etc.

Milgram summed up in the article “The Perils of Obedience” (Milgram 1974), writing:

The legal and philosophic aspects of obedience are of enormous import, but they say very little about how most people behave in concrete situations.  I set up a simple experiment at Yale University to test how much pain an ordinary citizen would inflict on another person simply because he was ordered to by an experimental scientist. Stark authority was pitted against the subjects’ [participants’] strongest moral imperatives against hurting others, and, with the subjects’ [participants’] ears ringing with the screams of the victims, authority won more often than not. The extreme willingness of adults to go to almost any lengths on the command of an authority constitutes the chief finding of the study and the fact most urgently demanding explanation.”

Milgrams' Agency Theory

Milgram (1974) explained the behavior of his participants by suggesting that people actually have two states of behavior when they are in a social situation:

  • The autonomous state – people direct their own actions, and they take responsibility for the results of those actions.

  • The agentic state – people allow others to direct their actions, and the pass off the responsibility for the consequences to the person giving the orders. In other words, they act as agents for another person’s will.

Milgram suggested that two things must be in place in order for a person to enter the agentic state:

  1. The person giving the orders is perceived as being qualified to direct other people’s behavior. That is, they are seen as legitimate.

  2. The person being ordered about is able to believe that the authority will accept responsibility for what happens.

‘Agency theory says that people will obey an authority when they believe that the authority will take responsibility for the consequences of their actions. This is supported by some aspects of Milgram’s evidence. For example, when participants were reminded that they had responsibility for their own actions, almost none of them were prepared to obey. In contrast, many participants who were refusing to go on did so if the experimenter said that he would take responsibility’.

Milgram Experiment Variations

The Milgram experiment was carried out many times whereby Milgram varied the basic procedure (changed the IV).  By doing this Milgram could identify which factors affected obedience (the DV).

Status of LocationPersonal Responsibility
  • The orders were given in an important location (Yale University) – when Milgram’s study was conducted in a run-down office in the city, obedience levels dropped.
  • This suggests that prestige increases obedience.
  •  When there is less personal responsibility obedience increases.
  • When participants could instruct an assistant to press the switches, 95% (compared to 65% in the original study) shocked to the maximum 450 volts.
  • This relates to Milgram's Agency Theory.
Legitimacy of Authority FigureStatus of Authority Figure
  • People tend to obey orders from other people if they recognize their authority as morally right and / or legally based.
  • This response to legitimate authority is learned in a variety of situations, for example in the family, school and workplace.
  •  Milgram’s experimenter wore a laboratory coat (a symbol of scientific expertise) which gave him a high status.
  • But when the experimenter dressed in everyday clothes obedience was very low.
  • The uniform of the authority figure can give them status.
Peer SupportProximity of Authority Figure
  • Peer support – if a person has the social support of their friend(s) then obedience is less likely.
  • Also the presence of others who are seen to disobey the authority figure reduces the level of obedience.  This happened in Milgram’s experiment when there was a “disobedient model”.
  •  Authority figure distant: It is easier to resist the orders from an authority figure if they are not close by.  When the experimenter instructed and prompted the teacher by telephone from another room, obedience fell to 20.5%.
  • When the authority figure is close by then obedience is more likely.

Criticisms

The Milgram studies were conducted in laboratory type conditions and we must ask if this tells us much about real-life situations. We obey in a variety of real-life situations that are far more subtle than instructions to give people electric shocks, and it would be interesting to see what factors operate in everyday obedience. The sort of situation Milgram investigated would be more suited to a military context.   

Orne & Holland (1968) accused Milgram’s study of lacking ‘experimental realism’, i.e. participants might not have believed the experimental set-up they found themselves in and knew the learner wasn’t really receiving electric shocks.

Milgram's sample was biased:

  • The participants in Milgram's study were all male. Do the findings transfer to females?

  • Milgram’s study cannot be seen as representative of the American population as his sample was self-selected. This is because they became participants only by electing to respond to a newspaper advertisement (selecting themselves). They may also have a typical "volunteer personality" – not all the newspaper readers responded so perhaps it takes this personality type to do so. 

    Yet a total of 636 participants were tested in 18 separate experiments across the New Haven area, which was seen as being reasonably representative of a typical American town.

Milgram’s findings have been replicated in a variety of cultures and most lead to the same conclusions as Milgram’s original study and in some cases see higher obedience rates.

However, Smith & Bond (1998) point out that with the exception of Jordan (Shanab & Yahya, 1978), the majority of these studies have been conducted in industrialized Western cultures and we should be cautious before we conclude that a universal trait of social behavior has been identified.

Ethical Issues

  • Deception – the participants actually believed they were shocking a real person, and were unaware the learner was a confederate of Milgram's.

    However, Milgram argued that “illusion is used when necessary in order to set the stage for the revelation of certain difficult-to-get-at-truths”.

    Milgram also interviewed participants afterwards to find out the effect of the deception. Apparently 83.7% said that they were “glad to be in the experiment”.1.3% said that they wished they had not been involved.

  • Protection of participants - Participants were exposed to extremely stressful situations that may have the potential to cause psychological harm. Many of the participants were visibly distressed.

    Signs of tension included trembling, sweating, stuttering, laughing nervously, biting lips and digging fingernails into palms of hands. Three participants had uncontrollable seizures, and many pleaded to be allowed to stop the experiment.

    Full blown seizures were observed for 3 participants; one so violent that the experiment was stopped.

    In his defence, Milgram argued that these effects were only short term. Once the participants were debriefed (and could see the confederate was OK) their stress levels decreased. Milgram also interviewed the participants one year after the event and concluded that most were happy that they had taken part.

  • However, Milgram did debrief the participants fully after the experiment and also followed up after a period of time to ensure that they came to no harm.

Milgram (1963) Audio Clips obedience Milgram Audio clips

Below you can also hear some of the audio clips taken from the video that was made of the experiment. Just click on the clips below.  You will be asked to decide if you want to open the files from their current location or save them to disk.  Choose to open them from their current location. Then press play and sit back and listen!

Clip 1: This is a long audio clip of the 3rd participant administering shocks to the confederate. You can hear the confederate's pleas to be released and the experimenter's instructions to continue.

Clip 2: A short clip of the confederate refusing to continue with the experiment.

Clip 3: The confederate begins to complain of heart trouble.

Clip 4: Listen to the confederate get a shock: "Let me out of here. Let me out, let me out, let me out" And so on!

Clip 5: The experimenter tells the participant that they must continue.

References

Milgram, S. (1963). Behavioral study of obedience. Journal of Abnormal and Social Psychology, 67, 371-378.

Milgram, S. (1974). Obedience to authority: An experimental view. Harpercollins

Orne, M. T., & Holland, C. H. (1968). On the ecological validity of laboratory deceptions. International Journal of Psychiatry, 6(4), 282-293.

Shanab, M. E., & Yahya, K. A. (1978). A cross-cultural study of obedience. Bulletin of the Psychonomic Society.

Smith, P. B., & Bond, M. H. (1998). Social Psychology Across Cultures (2nd Edition). Prentice Hall

Further Information

Obedience

Hofling Hospital Study

Zimbardo Prison Study

Obedience and Milgram

Milgram / Hitler

Obedience in the Real World

How to cite this article:

McLeod, S. A. (2007). The Milgram Experiment. Retrieved from http://www.simplypsychology.org/milgram.html

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