alevel心理學(xué)是一門(mén)對(duì)于人類(lèi)行為和思維進(jìn)行研究的課程，由于涉及了大量的知識(shí)點(diǎn)以及案例研究，想要學(xué)好Alevel心理學(xué)并不是一件容易的事情。今天小編就帶大家了解一個(gè)比較重要的

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　　alevel心理學(xué)是一門(mén)對(duì)于人類(lèi)行為和思維進(jìn)行研究的課程，由于涉及了大量的知識(shí)點(diǎn)以及案例研究，想要學(xué)好Alevel心理學(xué)并不是一件容易的事情。今天小編就帶大家了解一個(gè)比較重要的Alevel考點(diǎn)內(nèi)容——心理學(xué)家Milgram的“心理服從”實(shí)驗(yàn)。
 
Milgram（1963）對(duì)心理服從的深入探究Context背景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.
   
　　“心理服從”最著名的研究由Stanley Milgram進(jìn)行（1963）。耶魯大學(xué)的心理學(xué)家Stanley Milgram，進(jìn)行了一項(xiàng)實(shí)驗(yàn)，著眼于“服從權(quán)威”與“個(gè)人良心”（道德）的關(guān)系以及沖突。
 
　　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 from their superiors.
 
　　在德國(guó)二戰(zhàn)的大屠殺中，有很多辯解基于——那些屠殺者之所以會(huì)殺很多人，僅僅是對(duì)命令及上級(jí)的服從。
 
　　The experiments began in July 1961,a year after the trial of Adolf Eichmann in Jerusalem.Milgram devised the experiment to answer the question:
 
　　實(shí)驗(yàn)開(kāi)始于七月1961，阿道夫·艾希曼在耶路撒冷試行一年后。Milgram設(shè)計(jì)了實(shí)驗(yàn)來(lái)回答這個(gè)問(wèn)題：
 
　　Could it be that Eichmann and his million accomplices in the Holocaust were just following orders?Could we call them all accomplices?"（Milgram,1974）。
 
　　Eichmann（阿道夫*艾希曼，納粹高官，被稱(chēng)屠夫）和他的萬(wàn)千追隨者只是在在屠殺中遵守命令嗎？他們都可以被叫做同伙嗎？
 
　　Aim目的
 
　　—Milgram（1963）was interested in researching how far people would go in obeying an instruction if it involved harming another person.
 
　　Milgram研究人們到底會(huì)何種程度的遵守指令，即使所給的指令中包含傷害別人。
 
　　Method方法
 
　　Lab experiment
 
　　Participants參與者
 
　　A newspaper advertisement was used to recruit 40 men aged 20-50（volunteer&self selecting）。The advertisement was asking for people to take part in a study on memory.
 
　　Respondents were from a range of backgrounds and jobs:
 
　　—37.5%manual laborers手工業(yè)者
 
　　—40%white collar workers白領(lǐng)
 
　　—22.5%professionals專(zhuān)業(yè)人士
 
　　All were from USA.
 
　　Procedure步驟
 
　　At the beginning of the experiment they were introduced to another participant——Mr.Wallace,who was actually a confederate of the experimenter在實(shí)驗(yàn)的開(kāi)始，他們被介紹給另一個(gè)參與者—華勒斯先生—其實(shí)是實(shí)驗(yàn)者的同伙/合謀者。
 
　　They drew straws to determine their roles–learner or teacher–although this was fixed and participants were always the teacher.
 
　　他們用抽簽來(lái)決定他們的角色——learner or teacher?
 
　　他們通過(guò)抽簽決定，誰(shuí)是learner誰(shuí)是teacher這兩個(gè)角色？
 
　　但是，這其中是滿(mǎn)滿(mǎn)的套路！
 
　　簽早已經(jīng)決定了，參與者永遠(yuǎn)只會(huì)抽到‘teacher’
 
　　Two rooms in the Yale Interaction Laboratory were used-one for the learner（with an electric chair）and another for the teacher and experimenter with an electric shock generator.
 
　　耶魯實(shí)驗(yàn)室的兩間實(shí)驗(yàn)室被使用—一間給learner使用，另一間給teacher和實(shí)驗(yàn)者使用，還有最重要的實(shí)驗(yàn)儀器—電震發(fā)生器。
 
　　The“learner”（Mr.Wallace）was strapped to a chair 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.
 
　　“學(xué)習(xí)者”（華勒斯先生）被綁在一個(gè)有電極的椅子上。在他學(xué)會(huì)了一組單詞之后，“老師”，也就是participants，對(duì)他進(jìn)行測(cè)試。
 
　　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）。
 
　　每一次學(xué)習(xí)者犯錯(cuò)誤時(shí)，老師都會(huì)給學(xué)生一個(gè)電擊，每次都會(huì)增加電擊的水平。有30個(gè)開(kāi)關(guān)上有15伏的沖擊波發(fā)生器（輕微電擊）至450（危險(xiǎn)的，嚴(yán)重的休克）。
 
　　The learner gave mainly wrong answers（on purpose）and for each of these the teacher gave him an electric shock.
 
　　當(dāng)learner（故意）給出錯(cuò)誤的答案時(shí)，teacher就會(huì)給他實(shí)施電擊。
 
　　When the teacher refused to administer a shock the experimenter was to give a series of orders/prods to ensure they continued.
 
　　當(dāng)‘老師’拒絕執(zhí)行電擊，實(shí)驗(yàn)者將給他們一系列‘命令’來(lái)確保他們繼續(xù)。
 
　　There were 4 prods and if one was not obeyed then the experimenter（Mr.Williams）read out the next prod,and so on.
 
　　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結(jié)果
 
　　65%（two-thirds）of participants（i.e.teachers）continued to the highest level of 450 volts.All the participants continued to 300 volts.
 
　　65%（三分之二）的參與者（即教師）繼續(xù)到最高水平的450伏。所有的參與者繼續(xù)到300伏特。
 
　　Conclusion結(jié)論
 
　　1、People are much more obedient to destructive orders than we might expect.In fact,the majority of people are quite willing to obey destructive orders.
 
　　人們比我們想象的更服從于破壞性的命令。并且，事實(shí)上，大多數(shù)人都很愿意服從破壞性的命令。
 
　　2、People find receiving and obeying destructive orders highly stressful.They obey in spite of their emotional responses.The situation triggers a conflict between two deeply ingrained tendencies:to obey those in authority,and not to harm people.
 
　　人們發(fā)現(xiàn)接受和服從破壞性的命令非常有壓力。盡管他們的情緒反應(yīng)，他們還是服從了命令。這種情況引發(fā)了兩種根深蒂固的傾向之間的沖突：尊重權(quán)威、上級(jí)？還是不去傷害別人？

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