00:00:22
it is may 1962 an experiment is being
00:00:25
conducted in the elegant interaction
00:00:27
laboratory at Yale University
00:00:29
the subjects of 40 males between the
00:00:31
ages of 20 and 50 residing in the
00:00:33
Greater New Haven area they were
00:00:35
obtained by a newspaper advertisement
00:00:37
and direct mail solicitation the
00:00:40
subjects range in occupation from
00:00:41
corporation presidents to good humor man
00:00:44
and plumbers and an educational level
00:00:45
from one who had not finished elementary
00:00:47
school two subjects who have doctorate
00:00:49
and other professional degrees let me
00:01:03
say that the checks that you are simply
00:01:05
for showing up at D WAC I have from this
00:01:07
point on no matter what happens the
00:01:09
money is yours I should like to tell
00:01:11
both of you a little about the memory
00:01:13
project psychologists have developed
00:01:16
several theories to explain how people
00:01:19
learn various types of material some of
00:01:23
the better-known theories are treated in
00:01:24
the book over there the
00:01:25
teaching-learning process by Cantor one
00:01:28
theory is that people learn things
00:01:30
correctly whenever they get punished for
00:01:31
making a mistake a common application of
00:01:35
this theory would be with parents like a
00:01:36
child he does something wrong but
00:01:38
actually we know very little about the
00:01:39
effect of punishment on learning because
00:01:41
almost no truly scientific studies of
00:01:43
the made of it in human beings for
00:01:46
instance we saw how much punishment is
00:01:48
best for London now we don't how much
00:01:50
difference it makes us to lose giving
00:01:51
the punishment what an adult learns best
00:01:53
from an older or a younger person
00:01:54
himself for many things of this sort so
00:01:58
what we're doing project is bringing
00:01:59
together a number of adults of different
00:02:01
occupations and ages and we're asking
00:02:03
some of them to be teachers and some be
00:02:04
learners we want to find out just what
00:02:07
effect different people have on each
00:02:09
other as teachers and learners and also
00:02:10
what effect punishment will have on
00:02:12
in this situation there if I'm going to
00:02:15
ask one of you to be the teacher here
00:02:17
this afternoon the other be the learner
00:02:19
and the way we usually decide is to let
00:02:22
you draw from these two pieces of paper
00:02:24
on which I've written into position
00:02:26
this is agreeable can you take one quick
00:02:30
the other you open those and tell me
00:02:33
which of you is which please teacher
00:02:37
we're all right now the next thing we'll
00:02:40
have to do is set the learner up so that
00:02:42
he can get some sort of punishment so
00:02:44
learner would you step out here with me
00:03:18
I want to step right in here learner and
00:03:20
have a seat there you can leave your
00:03:21
coke on the back of that chair if you're
00:03:23
really fine
00:03:29
have a seat right here and put yourself
00:03:32
right up to the counter plate uh you may
00:03:35
look on if you'd like while we get set
00:03:36
up in here would you roll up your right
00:03:39
sleeve please let's
00:03:50
now what I'm going to do is strap down
00:03:52
your arms to avoid any excessive
00:03:54
movement on your part during the
00:03:55
experiment is that too tight okay
00:04:00
this electrode is connected to the shock
00:04:02
generator in the next room and this
00:04:08
electrode paste is to provide a good
00:04:10
contact to avoid any blister of burn all
00:04:18
right now let me explain to you
00:04:20
learner exactly what's going to happen
00:04:21
what you're supposed to do the teacher
00:04:24
will read a list of word pairs till you
00:04:27
like these a blue girl nice day fat neck
00:04:30
and so forth you are to try to remember
00:04:32
each pair for the next time through the
00:04:35
teacher will read only the first word or
00:04:38
the first half of the word pair for
00:04:40
example you will say blue and then
00:04:43
you'll read for other words such as boy
00:04:45
girl grass hat now your job is to
00:04:49
remember which one of these four other
00:04:50
words was originally paired with blue
00:04:52
and you indicate your answer by pressing
00:04:54
one of these four switches now can you
00:04:56
reach those all right that's fine now if
00:05:00
the first word I just read boy had been
00:05:03
paired with blue you'd press the first
00:05:05
switch and this will indicate to the
00:05:06
teacher that you thought it was the
00:05:08
first word if you thought it have been
00:05:10
the second word girl you'd press the
00:05:12
second switch and so forth for the third
00:05:14
word the third switch the fourth word
00:05:16
the fourth switch now if you get it
00:05:18
correct fine if you make an error
00:05:21
however you'll be punished with an
00:05:22
electric shock so of course it is to
00:05:24
your advantage that you learn all these
00:05:25
word pairs as quickly as possible too
00:05:27
painful do you have any questions now
00:05:29
before we go to the next room
00:05:30
no but I think I should say this about
00:05:34
two years ago I was the Veterans
00:05:35
Hospital on West End and while there
00:05:38
they detected a hard condition nothing
00:05:40
serious but as long as I'm having these
00:05:42
shocks
00:05:43
I'm strong are they how dangerous are
00:05:45
they well no although they may be
00:05:47
painful they're not dangerous and
00:05:49
anything else I know that's all alright
00:05:53
teacher would you take the test and you
00:05:54
see it in front of the shock generator
00:05:56
please
00:06:02
this machine generates electric shocks
00:06:05
when you press one of the switches all
00:06:06
the way down the learner gets a shock
00:06:08
when you release it the shock stops just
00:06:10
like that the switch will remain in this
00:06:13
middle position after you released it to
00:06:15
show you which switches you've used on
00:06:17
the board of course if you were to press
00:06:19
any one of them again to learn would get
00:06:21
another shot all subjects are given
00:06:24
identical instructions and the sample
00:06:26
shock machine is now on to give you the
00:06:31
teacher an idea of how much shock the
00:06:33
learner is getting we think it's only
00:06:34
fair that you receive a sample shock
00:06:36
yourself are you agreeable with this all
00:06:39
right Wade you pull up your right to
00:06:41
sleep a little bit please all right I'm
00:06:48
going to ask you to close your eyes and
00:06:50
estimate the number of volts you receive
00:06:51
in the sample shock do not open your
00:06:54
eyes until I tell you to do so please
00:06:55
close them now okay you may open your
00:07:00
eyes and using the voltage scale up here
00:07:04
would you an estimate for me the number
00:07:05
of votes received please you may also
00:07:08
use the verbal designation slight
00:07:10
mutters strong so forth to help Sam on a
00:07:14
number please
00:07:16
good would you about 75 I'm actually it
00:07:20
was 45 here although it may it seems
00:07:23
stronger because of the electrode paste
00:07:25
which provides a perfect contact all
00:07:28
right let's go into our instructions we
00:07:30
will begin with this test you will read
00:07:34
each pair of words in this list once to
00:07:37
the learner until you've read through
00:07:38
the entire list direct your voice toward
00:07:40
that microphone as the rooms of parsley
00:07:41
soundproof after you read through the
00:07:44
list once you'll go on to the next page
00:07:46
and here starting from line pay you'll
00:07:49
read the word in large letters along
00:07:51
with each of the other words in the line
00:07:52
for example the first line you read blue
00:07:54
boy girl grass hat now after you've read
00:07:58
the four choices learner pushes one of
00:08:00
the switches on the board
00:08:01
of him and the number he has selected a
00:08:03
light up in this box one two three or
00:08:05
four now if he gives the correct answer
00:08:08
you say correct and go on to the next
00:08:10
line the correct answers underline is
00:08:13
also indicated in the right margin yeah
00:08:15
if he were to indicate the wrong answer
00:08:17
you would say wrong then tell him the
00:08:20
number of volts you're going to give him
00:08:22
then give him the punishment then read
00:08:26
the correct word pair once and then go
00:08:29
on to the next line for example if he
00:08:30
indicated three for blue you would say
00:08:32
wrong 15 volts
00:08:34
he pressed and released the switch three
00:08:37
blue girl and then go on to the next
00:08:40
line now each time he gives a wrong
00:08:44
answer you move up one switch on the
00:08:45
shock generator and it's important that
00:08:48
you follow this procedure exactly so to
00:08:50
help you let me go through again very
00:08:52
quickly all right I would suggest you
00:08:55
read the list and the test at a brisk
00:08:56
pace to keep it moving and of course
00:09:00
we'll begin with 15 volts for the first
00:09:01
wrong answer okay cannot begin until I
00:09:04
say ready begin please attention
00:09:10
learner your teachers about to begin the
00:09:12
test try and remember the word pairs
00:09:15
ready begin
00:09:18
little girl nice day fat neck the early
00:09:23
stages of the test passed uneventfully
00:09:27
incorrect well now I get a shock of 75
00:09:31
volt soft hair he kind of did some
00:09:36
yelling in there
00:09:40
incorrect you'll now get a shock of 105
00:09:42
volts
00:09:45
hardhead just how far can you go in this
00:09:50
thing as far as it necessary
00:09:53
what do you mean as far as is necessary
00:09:54
to complete the test I sure don't know
00:09:59
the effect of this thing and I'm a
00:10:00
little skeptical about electricity the
00:10:03
experiment requires you want each you
00:10:05
please continue in correct
00:10:10
150 volts I think we have to find out
00:10:28
what's wrong in there first the
00:10:31
experiment requires that you continue
00:10:32
please
00:10:33
well we experiment might require that we
00:10:35
continue but I still think we should
00:10:36
find out what the condition to the
00:10:38
gentleman it as I said before I will the
00:10:41
shocks may be painful they're not
00:10:42
dangerous look I don't know anything
00:10:45
about electricity I don't profess any
00:10:47
knowledge nor will I go any further
00:10:49
until I find out the guys okay it's
00:10:53
absolutely essential that you continue
00:10:55
well essential or not this program isn't
00:10:57
quite that important to me that I should
00:10:59
go along doing something and I know
00:11:00
nothing about particularly if it's going
00:11:02
to injure someone I don't know what this
00:11:07
is all about well whether the learner
00:11:09
likes it or not we must go on until he
00:11:11
learned all the word pairs correctly
00:11:12
well you can sure and have your 450 back
00:11:17
I didn't want it anyhow I intend to get
00:11:19
it to some charitable organisation but I
00:11:21
wouldn't go along with it not the issue
00:11:24
here that check is yours here I reeled
00:11:26
it alive it is essential that you
00:11:30
continue the experiment no there's no
00:11:32
central no wonder you got no other
00:11:35
choice did you
00:11:36
Oh a lot of choices my number one choice
00:11:39
is that I wouldn't go on if I thought he
00:11:41
was paying for the teacher was of
00:11:46
necessity placed in a difficult
00:11:48
predicament and steps had to be taken to
00:11:50
assure as well being before he was
00:11:52
discharged from the laboratory after an
00:11:55
extended discussion with the
00:11:56
experimenter a friendly reconciliation
00:11:59
was arranged between teacher and learner
00:12:08
wrong here 75 volts
00:12:16
please continue cool wrong head
00:12:23
understand five-o wet wrong it's horse
00:12:35
people continue teacher please go on
00:12:54
next word is sad well we're going out of
00:12:57
here is user to do it the experiment
00:12:59
requires that you go on teaching if he
00:13:01
refuses hey well why does it learn it
00:13:03
likes it or not we must go on until he's
00:13:04
learned all the word take the check back
00:13:06
I'm not gonna hurt the guy
00:13:07
no the checks not the issue it's
00:13:10
absolutely essential that you continue
00:13:11
well you don't want to I refused to we
00:13:19
had no other choice you must have a
00:13:20
choice as if you don't continue we're
00:13:25
gonna have to discontinue the experiment
00:13:27
last to eat says cut it out
00:13:29
after all he knows what he can stand
00:13:31
grape I took that thing that the slight
00:13:34
one it was enough for me I wouldn't want
00:13:36
to be getting that every time I got a
00:13:37
wrong answer that's my opinion that's
00:13:41
where I understand on it
00:13:46
how do you feel how do I feel he was
00:13:49
getting a shock I feel alright like ask
00:13:51
you something at one point were you you
00:13:54
were doing something a little unusual
00:13:55
you laughing yes I was at first I
00:14:01
slammed on him I heard him youch why do
00:14:06
you think you're alive
00:14:07
I don't know I thought it was funny I
00:14:09
suppose didn't I got to think when he
00:14:12
said no that's an offer yet enough
00:14:14
though it wasn't funny to me then one
00:14:17
might suppose that a subject would
00:14:18
simply break off or continue as his
00:14:20
conscience and temperament dictate yet
00:14:22
this is very far from what happened
00:14:24
there were powerful reactions of tension
00:14:26
and emotional strain in a substantial
00:14:28
portion of the teachers one puzzling
00:14:30
sign of tension was the regular
00:14:31
occurrence of nervous laughing fits 14
00:14:34
of 40 subjects showed definite signs of
00:14:36
nervous laughter and smiling the post
00:14:39
experimental interview subjects took
00:14:40
pains to point out they were not
00:14:42
sadistic types and the laughter did not
00:14:44
mean they enjoyed attacking a learner
00:14:45
I'd like to tell you a little more about
00:14:47
the experiment first of all the
00:14:50
gentleman in there was not being shocked
00:14:52
he got no shocks whatsoever oh did you
00:14:57
think he was sure oh yeah I did in fact
00:15:00
I tried to get my finger off the button
00:15:01
as fast as I could he wasn't being
00:15:03
shocked at all and the main purpose of
00:15:07
the experiment was to see how you would
00:15:08
react to mr. Williams orders whether you
00:15:11
would take them or to by his authority
00:15:13
or what might define it except you did
00:15:16
why didn't you go on yeah hell with him
00:15:18
what a hell is he as far as I'm
00:15:21
concerned see right good night sir
00:15:24
yeah he's not telling it in my mind I
00:15:28
was hurting that guy I'd continue to
00:15:32
hurt another young vain I don't believe
00:15:34
in it no matter what he it says no
00:15:37
matter what who said mr. Williams I
00:15:39
would ask mr. Wickham for anybody else
00:15:45
how did you feel about mr. Williams
00:15:50
never capable you mean I didn't like him
00:15:56
think about Frank with you don't care
00:16:00
who he is
00:16:00
you're the president of Yale or anybody
00:16:02
else what a name of e research was to
00:16:06
study behavior in a strong situation of
00:16:09
deep consequence to the participants
00:16:10
this approach meant that we had a
00:16:12
special obligation to protect the
00:16:14
welfare and dignity of the persons who
00:16:16
took part in the study before they left
00:16:18
the laboratory subjects were assured
00:16:20
that the victim had received no painful
00:16:21
shocks and equally important they were
00:16:24
reconciled with their victim in an
00:16:26
atmosphere friendliness after the
00:16:28
completion of the experimental series
00:16:30
subjects were sent a detailed report of
00:16:32
the results and all purposes of the
00:16:34
experimental program a formal assessment
00:16:37
of this procedure points to its overall
00:16:38
effectiveness
00:16:40
the victim was an accomplice of the
00:16:42
experimenter the drawing was rigged so
00:16:45
that the naive subject was always the
00:16:46
teacher and the accomplice always became
00:16:48
the learner
00:16:57
the victim according to plan provided
00:16:59
many wrong answers his verbal responses
00:17:06
were standardized on tape and each
00:17:08
protest was coordinated to a particular
00:17:10
voltage level on the shock generator
00:17:11
with the aid of indicator lights the
00:17:17
experimenter who is provided with a
00:17:19
similar indicator panel took notes on
00:17:20
the subjects performance he recorded any
00:17:23
deviations from the prescribed sequence
00:17:25
of shocks the interval between the
00:17:28
victims answered the subjects delivery
00:17:30
of a shock and the time in milliseconds
00:17:32
that the shock leaver was depressed
00:17:33
unknown to the subjects shock levels
00:17:36
were automatically recorded by an event
00:17:38
recorder wired directly into the shock
00:17:40
generator this provided us with an
00:17:42
objective record of each subjects
00:17:44
performance
00:18:16
that is incorrect this will be a 3:30
00:18:22
correct phrase is rich-boy next phrase
00:18:32
is fast burn train plane
00:18:45
continue teacher
00:18:51
that is incorrect this will be 3:45 the
00:18:57
correct answer is fast bird the next one
00:19:03
blunt
00:19:10
I think 3:45 as far as I'm willing to go
00:19:14
under his condition he's complaining as
00:19:17
I said the experiment requires that you
00:19:19
continue teacher look I go any further
00:19:22
it's absolutely essential that you
00:19:24
continue whether learner likes it or not
00:19:29
we must go on until he has learned all
00:19:32
the word pairs correctly once if you
00:19:35
didn't answer I didn't mind twice but
00:19:36
the third time he refuses to answer I
00:19:38
don't want to go any further because I
00:19:42
think that when we're getting this stage
00:19:43
here and he is complained of a heart
00:19:48
condition he is complaining now I don't
00:19:50
want to go any further you got no other
00:19:53
choice
00:19:54
teacher never choice I'm not gonna go
00:19:57
ahead with
00:20:01
well we'll have to discontinue the
00:20:03
experiment then I'm sorry I'd like to
00:20:07
like to ask you a few questions if I may
00:20:09
sure before the post experimental
00:20:12
interview subjects were asked to
00:20:14
complete a questionnaire they were asked
00:20:17
to indicate for example on a 14-point
00:20:19
scale just how nervous or tense they
00:20:21
felt subjects were also asked to
00:20:23
estimate the degree of pain suffered by
00:20:25
the victim sure this hey you say that
00:20:36
the last few shocks that you
00:20:38
administered to the learner and you seem
00:20:41
to you to be extremely painful to him
00:20:43
what he said that well by the yelling
00:20:45
only yeah well they wanted to get out of
00:20:50
it I mean how else can you think do you
00:20:52
think he had a right to get out
00:20:54
well I should think so did he volunteer
00:20:57
to be in the experiment yes he did
00:20:59
what not knowing what he was in front
00:21:02
what gave him the right to get out of
00:21:05
the experiment
00:21:06
well it's something that's against his
00:21:10
will
00:21:10
well 100 people place in this situation
00:21:14
how many do you think would just go
00:21:15
right on to the end in mr. Wallace's
00:21:18
with mr. Wallace were up there and say
00:21:20
mr. Williams for some reason or others
00:21:22
said keep going you're asking me how
00:21:28
many people total 100 right
00:21:32
well personally having yeah if you get
00:21:35
one or two you'd be lucky well I'm not
00:21:36
sure luckiest forty psychiatrists at a
00:21:41
leading Medical School were also asked
00:21:43
to predict the performance of 100
00:21:45
hypothetical subjects they predicted
00:21:47
that only a little more than 1/10 of 1%
00:21:49
of the subjects would administer the
00:21:51
highest shock on the board yet actually
00:21:53
50% of the subjects obey the
00:21:55
experimenters commands fully and the
00:21:58
experiment depicted in this film wrong
00:22:04
90 volts
00:22:11
wrong
00:22:14
old
00:22:17
135 and so a woman and white cloud
00:22:28
rock house answer wrong hundred
00:22:37
fifty volts answer force continued
00:22:51
please all right the experiment requires
00:22:56
you continued teacher please continue
00:22:58
next word is sad
00:23:02
Bobby you going continue please
00:23:05
Oh sad sad face music clown girl
00:23:16
all right nice one short sentence movie
00:23:24
skirt time and simply
00:23:28
wrong
00:23:31
I'm a 65 volt hi continue please line
00:23:48
there's a lot of the heart condition to
00:23:52
there to go just continue please sharp
00:24:01
axe needle stick blade
00:24:07
wrong
00:24:10
I love the honor that you hold please
00:24:13
continue Kiki
00:24:15
nealy you're gonna get a shot under navy
00:24:18
volts as I said before the shocks may be
00:24:30
painful that I'm not even there
00:24:32
hollering he can't stand out what if
00:24:34
something happens to him
00:24:35
the experiment requires that you
00:24:37
continue teacher now but I'm not gonna
00:24:40
get that man sick of that we need he's
00:24:43
hotter than that you know what I mean I
00:24:46
wasn't learner likes it or not we must
00:24:48
go on until I don't know all the words
00:24:50
I'd refuse to take the responsibility
00:24:52
I'm getting her than that
00:24:53
I mean he's under Hollerin it's
00:24:58
absolutely essential that you continue
00:24:59
teacher
00:25:00
there's too many left here it I mean GZ
00:25:02
he gets wrong here that's too many of
00:25:04
them left I mean who's gonna take the
00:25:07
responsibility pay in the APA's a tie
00:25:09
gentlemen I'm responsible for anything
00:25:10
that happens here continually I next one
00:25:14
slow walk dance truck music answer
00:25:19
please
00:25:23
wrong I don't 95 volts dance continue
00:25:34
please well the experiment requires I
00:25:47
mean I know it does sir but I mean huh
00:25:50
you don't know what he's getting in for
00:25:51
he's up to 195 volts answer please
00:26:05
wrong 225 volts the word is noise no
00:26:19
house pet book name answer please
00:26:28
correct nice and quiet
00:26:34
song party child evening all right nice
00:26:41
and tame wolf bear dog castles wrong
00:26:51
answers bear so I'm gonna 40 volts my
00:26:58
actual sweet yeah no you go back up to
00:27:02
the beginning of that page and go
00:27:03
through it again until he's learned them
00:27:04
all correct do you mean I gotta keep
00:27:09
going up with the scale no sir he's
00:27:12
already there I'm not gonna get a 450
00:27:14
bolus the experiment requires I know yes
00:27:17
but that man is hollering in there sir
00:27:19
as I said before all the shocks maybe
00:27:22
paint a painting is yellow than that
00:27:26
start with blue please at the top of the
00:27:28
page continue please teacher going over
00:27:33
it again no just just go ahead blue boy
00:27:38
girl brass hat
00:27:43
correct nice day sky job chair
00:27:56
wrong answer is day 285 volts
00:28:07
continue please fight man lady tub neck
00:28:14
answer please
00:28:17
wrong answer is neck 300 volts tell you
00:28:33
the next word is green play green grass
00:28:36
height 8 Apple
00:28:47
if the learner doesn't answer in a
00:28:49
reasonable time about four or five
00:28:50
seconds consider the answers are wrong
00:28:52
and follow the same procedures you have
00:28:54
been doing for wrong answers say wrong
00:28:56
tell them the number volts give them the
00:28:58
punishment reading the correct answer
00:29:01
continue please
00:29:05
green grass hat pink Apple answer please
00:29:17
go on with the procedure please teacher
00:29:20
315 volts the answer is ink excellent
00:29:32
you gotta keep going a shock if they
00:29:35
don't answer and that's what is rich
00:29:39
bring out in 30 volts excellent fire
00:30:00
bird car train plane
00:30:09
come on please please answer the answer
00:30:18
is bird 345 volts blunt night steak word
00:30:30
arrow answer please
00:30:37
continue please the answer is arrow
00:30:43
great out of 60 volts go on please with
00:30:53
the experiment please continue saw rub
00:30:58
pillow hair grass answer please
00:31:10
go on teacher hare 375 volts I think
00:31:16
sometimes that I fall in there honking
00:31:18
no answer he was hollering or less
00:31:20
voltage can't you check it to see if
00:31:22
he's all right please not once we've
00:31:23
started please continue teacher cool
00:31:30
they shade water cave answer please are
00:31:35
you all right in there
00:31:36
are you all right please continue
00:31:40
teacher I know I keep giving up shocks
00:31:43
continue I'm up to 390 continue please
00:31:49
have them do that man that nice and gold
00:31:53
dollar necklace moon paint something's
00:31:57
happened to that man in that you better
00:31:59
check it out upset you want to answer me
00:32:02
or nothing
00:32:02
please continue go on please you accept
00:32:06
all the responsibility the
00:32:07
responsibility is mine correct please
00:32:09
the wine gold dollar necklace moon paint
00:32:14
answer please
00:32:16
are you all right 400 of 5 volts the
00:32:23
answer is Moon Maxo the heart stone
00:32:29
headbread work
00:32:31
answer please the answer is head 420
00:32:37
volts
00:32:38
max on wet night grass duck cloth the
00:32:44
answer is duck 435 volts says dangerous
00:32:49
a big a shock here next 6 IMAX will
00:32:52
continue please 435 volts maximum brain
00:32:59
woman soldier dog horse answer is woman
00:33:05
order 50 balls that's it now continue
00:33:09
using the last switch on the board
00:33:11
please the 450 switch for each wrong
00:33:13
answer continually I not gonna no answer
00:33:15
please continue the next word is white
00:33:18
what you think you should look in on oh
00:33:20
please not once we've started the
00:33:22
explore what
00:33:23
the men have attacked or something that
00:33:25
the experiment requires that we continue
00:33:27
come on Donna
00:33:28
don't the man's help mean anything
00:33:29
whether the learner likes it or not me
00:33:31
but he might be dead in there I mean
00:33:35
some people can't take the shot sir
00:33:37
please and you have to be rude but I
00:33:39
mean I think you should look in on them
00:33:41
well you know you guys do is look at the
00:33:43
door I don't get no answer no noise
00:33:46
something I think is happening to the
00:33:47
gentleman is that we must continue the
00:33:50
lawn please you're gonna keep giving
00:33:52
what 450 volts every shot now that's
00:33:55
correct
00:33:55
continue the next word is white white
00:34:00
cloud Horse Rock House answer please
00:34:09
the answer is horse 450 volts max words
00:34:16
sad face music clown girl
00:34:22
the answer is face 450 volts max what is
00:34:30
short sentence movies earth time I
00:34:33
excuse me teacher we'll have to
00:34:35
discontinue the experiment I'd like to
00:34:37
ask you a few questions if I may how do
00:34:41
you feel I think I'm all right but I
00:34:44
don't like what's happened that I've
00:34:45
fallen there he's been Holloman we had
00:34:47
to keep killing Jack I don't like that
00:34:49
one bit I mean he want to get out he
00:34:51
just kept going kept throwing for and 50
00:34:53
both I don't like that he wouldn't even
00:34:55
look at him that gentleman who was
00:34:57
actually pushing wish I was but he kept
00:35:00
insisting I told him no but he said he
00:35:02
gotta keep bowling I told him it's time
00:35:04
we stop though he got up to 195 two
00:35:08
hundred ten volts he won't let me I
00:35:13
wanted to stop I kept insisting to stop
00:35:16
but he says no I don't know look in on
00:35:20
the follow that buddy wouldn't do it
00:35:22
actually the shocks are not dangerous at
00:35:26
all well I mean I didn't hear no more
00:35:27
answers from the fault I figured he
00:35:29
shouldn't look he looked in on anyway
00:35:30
but he wouldn't do it well let me ask
00:35:32
is there anything that mr. Wallace and
00:35:34
there could have said that would have
00:35:37
gotten you to stop no I didn't hear the
00:35:41
only thing I heard is the shock wasn't
00:35:43
too bad well is there anything that mr.
00:35:47
Wallace could have said something that
00:35:54
he said it would have got me to stop you
00:35:57
know was that you didn't say anything
00:36:04
about making me stop no but is there
00:36:07
anything that mr. Wallace could have
00:36:09
said that would have caused you to stop
00:36:11
giving the shocks no matter what the
00:36:13
experimenter had told you well I figured
00:36:20
to Hana the holy SH I give him were
00:36:22
quite a bit I wanted to stop but he kept
00:36:24
insisting not to stop I mean the phone
00:36:27
there is Holland he said I don't want to
00:36:29
do it over and I want to get out of here
00:36:30
I want to get out of here why did you
00:36:32
stop I did stop but he kept going keep
00:36:35
going oh why did you just disregard what
00:36:38
he said he says it's got to go on the
00:36:41
experiment okay I'd like to tell you a
00:36:44
little about do you feel a little upset
00:36:49
well I mean I feel concerned about the
00:36:51
gentleman in there I do sir okay let me
00:36:54
tell you first of all that this is not
00:36:56
essentially an experiment and traveling
00:36:59
and learning it's an experiment in which
00:37:01
we are looking at your reaction to
00:37:03
taking orders and mr. Williams gave you
00:37:07
those orders to go on according to
00:37:08
schedule the gentleman in there was not
00:37:12
actually getting shocked he was not
00:37:15
getting shocked
00:37:16
oh you mean he wasn't getting nothing he
00:37:18
is part of the Act
00:37:20
well I'm glad to hear that I'm telling
00:37:22
you I mean I was getting upset here I
00:37:23
mean I was getting ready to walk out
00:37:26
well I'm glad to hear that he wasn't
00:37:29
getting shot really on one piece and
00:37:32
this was set up so that we could see how
00:37:35
you would react to taking orders now you
00:37:37
seem quite reluctant to go on in fact on
00:37:39
several occasions you said you didn't
00:37:40
want to go on well I was concerned about
00:37:42
the other party sir some people actually
00:37:45
going quite gleefully no matter what
00:37:49
yeah well I mean maybe in other
00:37:54
instances where human life wasn't
00:37:56
involved or first it it has suffered
00:37:57
maybe I keep going on but I mean I could
00:37:59
see the point I don't want to guys
00:38:01
suffer that for good he was having a
00:38:02
heart attack or something that's a
00:38:04
reason I wanted us right well you know
00:38:07
that in a hospital situation if you work
00:38:09
for a doctor is it orderly he told you
00:38:11
to give a hypodermic to a patient even
00:38:13
though the patient protested well you
00:38:15
might have to do it well that's true sir
00:38:17
if I understood oh I don't know maybe
00:38:20
more of what the treatment was he was
00:38:22
getting there maybe I would go on but I
00:38:23
mean the way he was hollering I thought
00:38:25
he was an agony I mean then I think it's
00:38:28
for somebody that knows a little more
00:38:29
about this machine and stuff to say
00:38:32
whether to go or not and that's why I
00:38:33
asked the gentleman there should I keep
00:38:34
going why don't we bring in mr. Wallace
00:38:38
he's actually employee of the project
00:38:42
Jim
00:38:44
god bless you boy you know you're happy
00:38:47
shaking it
00:38:48
I sure as heck do I thought you just
00:38:53
about a hatter than that that's good you
00:38:56
know about the experiment that he wasn't
00:39:01
well tiny honest truth like that well I
00:39:04
was thinking he was getting them shocks
00:39:05
I thought it was being overdone I mean I
00:39:09
was just about ready to get us
00:39:12
conservative agenda I should have known
00:39:14
but I mean me would take any chance of
00:39:16
the human life here now these experiment
00:39:19
many people not knowing much about the
00:39:21
experiment claimed that subjects who go
00:39:23
to the end of the board are sadistic
00:39:25
nothing could be more foolish as an
00:39:27
overall characterization of these
00:39:28
persons the context of their action must
00:39:31
always be considered the individual upon
00:39:34
entering the laboratory becomes
00:39:35
integrated into a situation that carries
00:39:37
its own momentum in further experiments
00:39:40
we have attempt to analyze a few of the
00:39:42
factors that contribute to the force of
00:39:44
the situation the salience of the victim
00:39:47
seems in some degree to have regulated
00:39:49
the subjects performance additional
00:39:51
experimental conditions were designed to
00:39:53
explore this possibility in a first
00:39:55
condition the victim was placed in
00:39:57
another room and cannot be heard or seen
00:39:59
by the subject except that at 300 volts
00:40:01
he pounded on the wall in protest after
00:40:04
300 volts he no longer answered or was
00:40:06
heard from in a second condition the
00:40:08
victims protest could be heard through
00:40:09
the walls of the laboratory this
00:40:11
condition was depicted in the present
00:40:13
film in a third condition the victim was
00:40:16
placed in the same room as the subject
00:40:18
and one and a half feet from him thus
00:40:20
visible as well as audible and voice
00:40:22
cues were provided the final condition
00:40:25
of the series was identical to this with
00:40:27
this exception the victim only received
00:40:29
a shock when his hand rested on a shock
00:40:31
plate at the 150 volt level the victim
00:40:34
demanded to be let free and refused to
00:40:36
place his hand on the shock plate the
00:40:38
experimenter ordered the subject to
00:40:40
force the victims hand onto the plate
00:40:41
thus obedience in this condition
00:40:43
required that the subject have physical
00:40:45
contact with the victim in order to give
00:40:47
him punishment beyond the 150 volt level
00:40:49
40 adult subjects were studied in each
00:40:52
condition the data revealed that
00:40:54
obedience was significantly reduced
00:40:56
as the victim was made more immediate to
00:40:58
the subject if the spacial relationship
00:41:02
of the subject and victim is relevant to
00:41:04
the degree of obedience a relationship
00:41:07
of subject to experimenter would also
00:41:08
seem to play a part in a series of
00:41:11
experiments we varied the physical
00:41:12
closeness and degree of surveillance of
00:41:14
the experimenter in one condition the
00:41:16
experimenter set just a few feet away
00:41:17
from the subject in a second condition
00:41:20
after giving initial instructions the
00:41:22
experimenter left the laboratory and
00:41:24
gave his orders by telephone and still a
00:41:26
third condition the experimenter was
00:41:27
never seen providing instructions by
00:41:30
means of a tape recording activated when
00:41:32
subjects entered the laboratory
00:41:34
obedience dropped sharply as the
00:41:36
experimenter was physically removed from
00:41:38
the laboratory the number of obedient
00:41:40
subjects when the experimenter was
00:41:42
present was almost three times as great
00:41:44
as when the experimenter gave his orders
00:41:46
by telephone it would appear that
00:41:48
something akin to fields of force
00:41:50
diminishing and effectiveness with
00:41:51
increasing psychological distance from
00:41:53
their source have a controlling effect
00:41:56
on the subjects performance the
00:41:58
effectiveness of the experimenters
00:42:00
commands may depend in an important way
00:42:03
on the larger institutional context in
00:42:06
which they are issued the experiments
00:42:08
described thus far were conducted at
00:42:09
Yale University an organization which
00:42:11
most subjects regarded with respect and
00:42:13
sometimes awe to explore the problem we
00:42:16
moved our apparatus to a somewhat
00:42:18
run-down office building in industrial
00:42:20
Bridgeport and we replicated
00:42:22
experimental conditions there without
00:42:24
any visible tide to the University the
00:42:26
level of obedience in Bridgeport
00:42:28
although somewhat reduced was not
00:42:30
significantly lower than that obtained
00:42:32
Yale a considerable amount of obedience
00:42:35
and defiance in everyday life occurs in
00:42:37
connection with groups and we had reason
00:42:39
to feel in the light of many group
00:42:40
studies already done in psychology that
00:42:42
group forces would have a profound
00:42:44
effect on reactions to Authority a
00:42:46
series of experiments was run to examine
00:42:49
these effects in all cases only one
00:42:52
naive subject was studied each hour but
00:42:54
he performed in the midst of actors who
00:42:56
unknown to him were employed by the
00:42:58
experimenter in one experiment actors
00:43:01
broke off in the middle of the
00:43:02
experiment when this happened 90% of the
00:43:05
subjects followed suit and defied the
00:43:06
experimenter in another condition the
00:43:09
actors followed the orders of
00:43:10
immediately this strengthened the
00:43:12
experimenters power only slightly and
00:43:14
still a third experiment the job of
00:43:16
pushing the switch to shock the learner
00:43:18
was given to one of the actors while the
00:43:20
naive subject performed a subsidiary act
00:43:23
in this situation only three subjects
00:43:26
out of 40 broke off the results as I
00:43:30
observe them in a laboratory are
00:43:31
disturbing they raised the possibility
00:43:34
that human nature cannot be counted on
00:43:35
to insulate men from brutality and
00:43:38
inhumane treatment at the direction of
00:43:40
malevolent Authority a substantial
00:43:43
proportion of people do what they are
00:43:44
told to do irrespective of the content
00:43:47
of the act and without limitations of
00:43:49
conscience so long as they perceive that
00:43:51
the command comes from a legitimate
00:43:53
Authority if in this study an anonymous
00:43:56
experimenter could successfully command
00:43:58
adults to subdue a 50 year old man and
00:44:01
force on him painful electric shocks
00:44:03
against his protests one can only wonder
00:44:06
what government with its vastly greater
00:44:08
authority and prestige can command of
00:44:12
its subjects
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