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Examples of Famous Experiments What Can WE Learn from THEM ?. Where Did They Get Their Research Question? Zimbardo Ash Milgram. Examples – Famous Experiments. Where Did They Get Their Research Question? Ash Research on Conformity Holocaust Milgram Research on Obedience To Authority - PowerPoint PPT Presentation
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Examples of Famous ExperimentsExamples of Famous Experiments
What Can WE Learn from THEMWhat Can WE Learn from THEM? ? Where Did They Get Their Research Question?Where Did They Get Their Research Question?
ZimbardoZimbardo
AshAsh
MilgramMilgram
Examples – Famous Examples – Famous ExperimentsExperiments
Where Did They Get Their Research Question?Where Did They Get Their Research Question?
AshAsh
Research on ConformityResearch on Conformity
HolocaustHolocaust
MilgramMilgram
Research on Obedience To AuthorityResearch on Obedience To Authority
HolocaustHolocaust
ZimbardoZimbardo
Research on Social RolesResearch on Social Roles
HolocaustHolocaust
Examples of Famous Examples of Famous ExperimentsExperiments
Zimbardo’s ExperimentZimbardo’s Experiment– Quasi Field ExperimentQuasi Field Experiment– Examples - need for IRBExamples - need for IRB
Milgram’s ExperimentMilgram’s Experiment– Single Shot – One Shot DesignSingle Shot – One Shot Design– Intervention – Post Test Intervention – Post Test
X-----YX-----Y– Example – need for IRBExample – need for IRB
Ash’s ExperimentAsh’s Experiment– Classical DesignClassical Design– Pre-test -----Intervention-----Post-testPre-test -----Intervention-----Post-test
Y----X-----YY----X-----Y
Zimbardo’s Quasi Field Zimbardo’s Quasi Field ExperimentExperiment
Independent VariableIndependent Variable
Dependent VariableDependent Variable
Zimbardo’s Quasi Field Zimbardo’s Quasi Field ExperimentExperiment
Independent VariableIndependent Variable– Social Role - Position of PowerSocial Role - Position of Power
Dependent VariableDependent Variable– Behavior of ParticipantsBehavior of Participants
How does a person’s social role influence How does a person’s social role influence their behavior toward others??their behavior toward others??
ZimbardoZimbardoPrisoners Dilemma Prisoners Dilemma
Guards and Prisonners in Prison SettingGuards and Prisonners in Prison Setting Sample TechniqueSample Technique
Convenience SampleConvenience SampleRecruited 75 volunteersRecruited 75 volunteersSelected most stable 21Selected most stable 21
Random AssignmentRandom AssignmentDivided into Guards and Prisoners (11 and 10)Divided into Guards and Prisoners (11 and 10)
Data CollectionData CollectionQuasi or Field ExperimentQuasi or Field Experiment
Put respondents in simulated prison situationsPut respondents in simulated prison situationsTurned Guards loose for two weekTurned Guards loose for two weekObserved interactions Observed interactions
ZimbardoZimbardoPrisoners Dilemma Prisoners Dilemma
Guards and Prisoners in Prison SettingGuards and Prisoners in Prison Setting ResultsResults
1/3 Guards demanded degrading behavior1/3 Guards demanded degrading behavior 1/3 Guards were fair but tough1/3 Guards were fair but tough 1/3 Guards were kind – but didn’t help with other 1/3 Guards were kind – but didn’t help with other
guardsguards Initially Prisoner rebelledInitially Prisoner rebelled Prisoners became demoralizedPrisoners became demoralized Experiment was ended in 6 daysExperiment was ended in 6 days
Quasi Field ExperimentQuasi Field Experiment
Milgram’s ExperimentMilgram’s Experiment Independent VariableIndependent Variable
– Concept – Authority Figure’s PowerConcept – Authority Figure’s Power– Indicator – Presence of Authority FigureIndicator – Presence of Authority Figure
Varied proximity to authority figureVaried proximity to authority figure
Dependent VariableDependent Variable– Concept – Conformity to AuthorityConcept – Conformity to Authority– Indicator – Whether or not they would follow Indicator – Whether or not they would follow
authority figure’s directions to shock othersauthority figure’s directions to shock others
These Two Experiments Are Also Famous for These Two Experiments Are Also Famous for Another REASONAnother REASON
Violation of Human Subjects RightsViolation of Human Subjects Rights
IRB – Institutional Review BoardIRB – Institutional Review Board
PurposePurpose Protect the Right of Human Subjects Protect the Right of Human Subjects
When Research is Being DoneWhen Research is Being Done
Protect VULNERABLE populationsProtect VULNERABLE populations
MotivationMotivationHolocaustHolocaust
IRB – Institutional Review BoardIRB – Institutional Review Board
PurposePurpose Protect the Right of Human Subjects Protect the Right of Human Subjects
When Research is Being DoneWhen Research is Being Done
Protect VULNERABLE populationsProtect VULNERABLE populations
MotivationMotivationHolocaustHolocaustTuskegee ExperimentTuskegee Experiment
IRB – Institutional Review IRB – Institutional Review BoardBoard Requirements Established by BoardRequirements Established by Board
– Possible Benefits MUST Exceed Possible Possible Benefits MUST Exceed Possible HarmHarm For respondentsFor respondents
– Minimize HarmMinimize Harm
IRB – Institutional Review IRB – Institutional Review BoardBoard Requirements Established by BoardRequirements Established by Board
– Cost/Benefits AnalysisCost/Benefits Analysis
Social HarmSocial Harm
Physical HarmPhysical Harm
Psychological HarmPsychological Harm
Examples of HARMExamples of HARM Physical HarmPhysical Harm
– Tuskegee ExperimentTuskegee Experiment
Psychological Harm (Emotional Trauma)Psychological Harm (Emotional Trauma)– Milgram ExperimentMilgram Experiment– Zimbardo’s ExperimentZimbardo’s Experiment
Social Harm (Reputation/Good Name)Social Harm (Reputation/Good Name)– Release Zimbardo’s Tape?? Release Zimbardo’s Tape??
Asch’s ExperimentAsch’s Experiment
Example of Classical DesignExample of Classical Design
– Most Common Type of ExperimentMost Common Type of Experiment– Has Experimental GroupHas Experimental Group– Has Control GroupHas Control Group
Classical DesignClassical Design Pretest Pretest
– Concept – group conformity (Y)Concept – group conformity (Y)– Indicator – whether or not subject would report right Indicator – whether or not subject would report right
line or go along with groupline or go along with group
InterventionIntervention– Concept – group pressure (X)Concept – group pressure (X)– Indicator – confederates stating wrong lineIndicator – confederates stating wrong line
Post TestPost Test– Same as Pre-test (Y again)Same as Pre-test (Y again)
Used a Control GroupUsed a Control Group
Classical Experimental Classical Experimental DesignDesign
Two Stage SampleTwo Stage Sample– ConvenienceConvenience– Random Assignment into Experimental/ControlRandom Assignment into Experimental/Control
Experimental ProcedureExperimental ProcedurePre-testPre-test InterventionIntervention Post-testPost-test
Experimental GroupExperimental Group YY XX YY
Control GroupControl Group YY YY
Classical Experimental Classical Experimental DesignDesign
Type of HypothesisType of Hypothesis
– Research Question should be stated as a “difference” Research Question should be stated as a “difference” hypothesishypothesis
How does the experimental group differ from the How does the experimental group differ from the control group on second measurement of Ycontrol group on second measurement of Y
Classical Experimental Classical Experimental DesignDesign Major AdvantageMajor Advantage
– Can Establish causal relationshipCan Establish causal relationship X and Y are related X and Y are related
– There is a difference between the experimental and There is a difference between the experimental and control groupscontrol groups
– There is a relationship between score on second Y and There is a relationship between score on second Y and group membershipgroup membership
X comes before Y in TIMEX comes before Y in TIME– The difference in Y came after the introduction of XThe difference in Y came after the introduction of X
There is no Z variableThere is no Z variable– Random assignment – groups are alike except for exposure Random assignment – groups are alike except for exposure
to Xto X
Classical Experimental Classical Experimental DesignDesign
CAUTIONCAUTION
You have only established the impact of X on Y in You have only established the impact of X on Y in
a laboratory setting. You don’t know if X will have a laboratory setting. You don’t know if X will have same impact on Y in the “real world”. same impact on Y in the “real world”.
ANOTHER Modification of ANOTHER Modification of Experimental DesignExperimental Design
Solomon Four Group DesignSolomon Four Group Design
AdvantagesAdvantages
Does Pre-test have impact on Post-test?Does Pre-test have impact on Post-test?
IF you take the SAT a second IF you take the SAT a second
time, will having taken the test, time, will having taken the test,
impact score the second time?impact score the second time?
DisadvantagesDisadvantages
Takes more TimeTakes more Time
Takes more MoneyTakes more Money
Contact InformationContact Information
Dr. Carol AlbrechtDr. Carol Albrecht Assessment SpecialistAssessment Specialist Utah State ExtensionUtah State Extension 979-777-2421979-777-2421 Carol.albrecht@usu.eduCarol.albrecht@usu.edu
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