1. SOCIAL INFLUENCE Obedience Social Psychology Miss Bird

2. Mandel (1998) Mandel argued that Milgram’s research lacked ecological validity because the situational factors outlined by Milgram do not apply to real-life situations. To support this criticism Mandel applied these situational factors to the second world war.

3. Mandel (1998) 1. Proximity of the victim – Commander received orders to carry out mass killing of Jews. Despite close proximity of victims only small minority of men took up offer to be assigned to other duties. (In Milgram’s study, if teacher and learner in the same room obedience levels dropped due to close proximity). 2. Proximity of authority figure – Killers were alone with their victims and not in the physical presence of their superiors. This should produce empathy but didn’t stop them from killing the victims. (In Milgram’s study if experimenter not physically present, obedience levels dropped).

4. Mandel (1998) 3. Presence of allies – Although the men were aware that several of their peers had removed themselves from the killing, the vast majority continued to kill. (In Milgram’s study, participants used defiance of allies as opportunity to remove themselves from harming the learner). 4. Increasing the ‘teachers’ discretion – The men made sure that all Jews were dead and displayed severe brutality on those that they ‘caught.’ These actions do not indicate that those involved tried to lessen their victims’ suffering, even when they had chance to do so. (In Milgram’s study, participants tried to lessen learner’s pain by giving lowest shock).

5. Real-world applications Abu Ghraib A real-life example of how the power of a situation and the influence of an authority figure can shape a person’s behaviour (remove personal responsibility and morals e.g. conscience and compassion). The Abu Ghraib prison abuse showed many similarities with Milgram’s obedience research.

6. Abu Ghraib We are going to be watching a video on the abuse of Iraqi prisoners in the Abu Ghraib prison. Please feel free to leave the classroom at any time should you find the video distressing to watch.

7. Real-world applications Abu Ghraib http://www.youtube.com/watch?v=LZ_Vxoyu8z Y http://www.youtube.com/watch?v=ksnDuQImC yo http://www.youtube.com/watch?v=gnsC1Lt9H9 E http://www.youtube.com/watch?v=T4EfL3_etuI

8. Real-world applications Abu Ghraib Many of the torturers at the Abu Ghraib prison claimed that they were obeying orders from a higher authority (commander in charge) and some said that they did not think they were doing anything wrong. This real-life application of obedience shows how moral judgements (what is right/wrong, your moral conscience, compassion for others) and the removal of personal responsibility (just ‘following orders’) resulted in the horrific torture, and death, of many Iraqi prisoners.

9. Milgram’s key conditions for suspending human morality (Abu Ghraib) 1. An acceptable justification for the behaviour (i.e. the importance of national security and revenge). What was the justification for the immoral behaviour shown in Milgram’s study? Why did the experimenter say that the participant needed to continue? Importance of science.

10. Milgram’s key conditions for suspending human morality (Abu Ghraib) 2. An important role for participants (i.e. American guards enjoyed an unusual degree of power over their prisoners). What was the role for participants in Milgram’s study? What did this imply? ‘Teacher’ – they were in control of the ‘learner.’

11. Milgram’s key conditions for suspending human morality (Abu Ghraib) 3. The use of words (i.e. ‘prisoners’ and dehumanising acts made it easier to aggress against them. ‘Ethnic cleansing’ and ‘collateral damage’ – hide true meaning of the action). What words did Milgram use in his study to describe the participants? ‘Teacher’ and ‘learner’ – not negative and hides true meaning! Could have used ‘perpetrator’ and ‘victim.’

12. Milgram’s key conditions for suspending human morality (Abu Ghraib) 4. A gradual escalation of violence (i.e. at the Abu Ghraib prison the degree of abuse increased over time). How did violence escalate in Milgram’s study? Electric shock voltage increased by 15 volts each time until maximum of 450 volts (death).