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commands that harmed others, helping to explain destructive obedience by citizens during WWII and the Holocaust."},{"text":"Ordinary citizens’ aggressive personalities during WWII/the Holocaust.","correct":false,"explanation":"Milgram did not attribute Holocaust behaviour primarily to aggressive personalities. He investigated ordinary citizens’ destructive obedience, asking how situational authority could lead typical people to harm others."},{"text":"German soldiers’ innate brutality during WWII/the Holocaust.","correct":false,"explanation":"An explanation based on innate brutality is dispositional and restricted to soldiers. Milgram instead examined ordinary citizens’ destructive obedience under powerful situational pressure from authority."},{"text":"Military leaders’ strategic conformity during WWII/the Holocaust.","correct":false,"explanation":"Strategic conformity by leaders was not Milgram’s historical focus. His study addressed ordinary citizens’ destructive obedience and how authoritative commands could produce harmful behaviour."}]},{"id":"d2ea5579-2ad8-43bf-9308-984eb7d80e74","cardType":"basic","points":1,"front":"What was Milgram’s core obedience question?","back":"Would ordinary people obey authority to administer severe shocks?","mcqOptions":[{"text":"Would ordinary people obey authority to administer severe shocks?","correct":true,"explanation":"Milgram investigated whether ordinary people would follow an authority figure’s instructions even when doing so appeared to inflict increasingly severe physical harm on another person."},{"text":"Would ordinary people follow peers to administer severe shocks?","correct":false,"explanation":"Peer influence concerns conformity rather than obedience, which requires a command from someone perceived as having legitimate authority. Milgram asked whether ordinary people would obey authority to administer severe shocks."},{"text":"Would ordinary people resist authority to administer severe shocks?","correct":false,"explanation":"Although resistance occurred, Milgram’s central question concerned obedience rather than whether everyone would refuse. He tested whether ordinary people would obey authority to administer severe shocks."},{"text":"Would trained soldiers obey authority to administer severe shocks?","correct":false,"explanation":"The sample consisted of ordinary male volunteers rather than trained military personnel. Milgram’s question was whether ordinary people would obey authority to administer severe shocks."}]},{"id":"0efc9eb1-88aa-436c-9686-79f09799e12c","cardType":"cloze","points":null,"front":"The dispositional hypothesis locates obedience in [ ], whereas Milgram tested a [ ] explanation based on external pressures.","back":"The dispositional hypothesis locates obedience in internal personality characteristics, whereas Milgram tested a situational explanation based on external pressures.","mcqOptions":[{"text":"The dispositional hypothesis locates obedience in internal personality characteristics, whereas Milgram tested a situational explanation based on external pressures.","correct":true,"explanation":"A dispositional account explains obedience through enduring qualities within the individual. Milgram instead examined situational factors, particularly the external pressure exerted by a legitimate authority figure."},{"text":"The dispositional hypothesis locates obedience in external social circumstances, whereas Milgram tested a situational explanation based on external pressures.","correct":false,"explanation":"External social circumstances belong to a situational account, not a dispositional one. The dispositional hypothesis focuses on internal personality characteristics, while Milgram tested a situational explanation."},{"text":"The dispositional hypothesis locates obedience in internal personality characteristics, whereas Milgram tested a dispositional explanation based on external pressures.","correct":false,"explanation":"Calling Milgram’s account dispositional reverses the distinction. Personality-based explanations are dispositional, whereas Milgram investigated how situational pressures from authority affect obedience."},{"text":"The dispositional hypothesis locates obedience in external social circumstances, whereas Milgram tested a dispositional explanation based on external pressures.","correct":false,"explanation":"The two accounts have been reversed. Dispositional explanations locate obedience in internal personality characteristics, while Milgram tested a situational explanation based on external pressures."}]},{"id":"f3931b36-396d-4051-b1e4-eaaff48302f0","cardType":"basic","points":1,"front":"What research design was Milgram’s baseline study?","back":"A controlled laboratory observation.","mcqOptions":[{"text":"A controlled laboratory observation.","correct":true,"explanation":"The baseline procedure occurred in a highly controlled laboratory, where Milgram systematically observed participants’ responses to standardised instructions without manipulating an independent variable."},{"text":"A controlled laboratory experiment.","correct":false,"explanation":"The laboratory setting and standardised procedure can suggest an experiment, but no independent variable was manipulated in the baseline study. It was therefore a controlled laboratory observation."},{"text":"A naturalistic field observation.","correct":false,"explanation":"The behaviour was observed in an artificial, controlled Yale laboratory rather than a participant’s natural environment. The correct classification is a controlled laboratory observation."},{"text":"A longitudinal case study.","correct":false,"explanation":"Milgram observed a group of participants during one standardised laboratory procedure rather than studying one person intensively over time. It was a controlled laboratory observation."}]},{"id":"73bf3ad0-d838-49a4-93f7-d66c9dc6af1d","cardType":"basic","points":2,"front":"Why was Milgram’s baseline study not a true experiment?","back":"There was no manipulated independent variable.","mcqOptions":[{"text":"There was no manipulated independent variable.","correct":true,"explanation":"A true experiment requires the researcher to manipulate an independent variable. In the baseline study Milgram standardised the situation and measured obedience, but manipulated no independent variable."},{"text":"There was no measured dependent variable.","correct":false,"explanation":"Obedience provided a measurable dependent variable, such as the maximum shock level reached. The study was not a true experiment because there was no manipulated independent variable."},{"text":"There was no separate control condition.","correct":false,"explanation":"A control condition can support comparisons, but its absence alone does not define whether research is experimental. The decisive issue was that Milgram manipulated no independent variable."},{"text":"There was deception about the shocks.","correct":false,"explanation":"Deception raises an ethical issue but does not prevent a study from being a true experiment. The baseline study lacked experimental status because no independent variable was manipulated."}]},{"id":"13d7b31f-60c5-4ce8-832f-1b57688ecbea","cardType":"cloze","points":null,"front":"Milgram’s sample contained [ ] aged [ ].","back":"Milgram’s sample contained 40 males aged 20-50 years.","mcqOptions":[{"text":"Milgram’s sample contained 40 males aged 20-50 years.","correct":true,"explanation":"The baseline sample consisted of 40 men from varied occupations and educational backgrounds. They were between 20 and 50 years old."},{"text":"Milgram’s sample contained 40 females aged 20-50 years.","correct":false,"explanation":"The baseline sample was all male, so it cannot directly establish whether women would respond similarly. Milgram recruited 40 males aged 20-50 years."},{"text":"Milgram’s sample contained 40 males aged 20-40 years.","correct":false,"explanation":"The upper age limit is commonly misremembered as 40, but the participants covered a wider adult range. The 40 males were aged 20-50 years."},{"text":"Milgram’s sample contained 60 males aged 20-50 years.","correct":false,"explanation":"This confuses the number of participants with figures from other research samples. Milgram’s baseline study used 40 males, all aged between 20 and 50 years."}]},{"id":"f7e34802-7a7d-4cc9-a154-5e6be63236c7","cardType":"cloze","points":null,"front":"Participants were recruited through [ ] and paid [ ] just for turning up.","back":"Participants were recruited through self-selected/volunteer sampling and paid 4.50 dollars just for turning up.","mcqOptions":[{"text":"Participants were recruited through self-selected/volunteer sampling and paid 4.50 dollars just for turning up.","correct":true,"explanation":"People responded to recruitment material and chose to participate, making this self-selected or volunteer sampling. Each received 4.50 dollars simply for arriving, regardless of later withdrawal."},{"text":"Participants were recruited through random sampling and paid 4.50 dollars just for turning up.","correct":false,"explanation":"Participants were not selected randomly from the population; they responded and volunteered themselves. The method was self-selected/volunteer sampling, with 4.50 dollars paid for attending."},{"text":"Participants were recruited through self-selected/volunteer sampling and paid 45 dollars just for turning up.","correct":false,"explanation":"The payment contains a decimal-place error that makes it ten times too large. Volunteers were guaranteed 4.50 dollars for turning up, even if they withdrew."},{"text":"Participants were recruited through opportunity sampling and paid 5 dollars just for turning up.","correct":false,"explanation":"The participants actively volunteered rather than being chosen simply because they were available, and the fee should not be rounded. They received 4.50 dollars through self-selected/volunteer recruitment."}]},{"id":"bbcb3fed-04b4-4b4b-b350-52d2a349977a","cardType":"cloze","points":null,"front":"The shock generator started at [ ] and rose to [ ] in 15V increments.","back":"The shock generator started at 15V and rose to 450V in 15V increments.","mcqOptions":[{"text":"The shock generator started at 15V and rose to 450V in 15V increments.","correct":true,"explanation":"The generator had 30 switches increasing in fixed steps of 15V. Its first shock setting was 15V and its final setting was 450V."},{"text":"The shock generator started at 0V and rose to 450V in 15V increments.","correct":false,"explanation":"The scale is sometimes assumed to begin at zero, but the first available shock switch was 15V. Thirty 15V settings took the generator to 450V."},{"text":"The shock generator started at 15V and rose to 300V in 15V increments.","correct":false,"explanation":"Stopping at 300V confuses an important point in the learner’s scripted protests with the generator’s maximum. The scale actually ran from 15V to 450V."},{"text":"The shock generator started at 30V and rose to 450V in 15V increments.","correct":false,"explanation":"A 30V starting value skips the first 15V switch. The generator began at 15V and increased by 15V each time until reaching 450V."}]},{"id":"8e75817b-aa39-40b9-9bf5-62cf7181b9ba","cardType":"basic","points":1,"front":"How was the Teacher-Learner draw rigged?","back":"Both slips said Teacher, so the participant was always Teacher.","mcqOptions":[{"text":"Both slips said Teacher, so the participant was always Teacher.","correct":true,"explanation":"The draw was only presented as random. Both slips were labelled Teacher, ensuring that the real participant always administered the shocks while the confederate became the Learner."},{"text":"Both slips said Learner, so the participant was always Learner.","correct":false,"explanation":"The participant did not take the Learner role. Both slips actually said Teacher, guaranteeing that the participant administered the shocks and the confederate acted as the Learner."},{"text":"The slips said Teacher and Learner, so the participant chose first.","correct":false,"explanation":"There was no genuine random allocation between the two roles. Both slips said Teacher, so the participant was inevitably assigned to administer the shocks."},{"text":"The slips said Teacher and Learner, so the confederate chose first.","correct":false,"explanation":"The confederate did not secure his role by choosing before the participant. Both slips said Teacher, ensuring that the participant always received the Teacher role."}]},{"id":"5054325c-82b9-4a09-b553-442fcff2c79b","cardType":"basic","points":2,"front":"Why was the 45V sample shock given?","back":"To make the shocks seem believable.","mcqOptions":[{"text":"To make the shocks seem believable.","correct":true,"explanation":"Experiencing a real 45V shock persuaded participants that the generator worked and that the Learner would receive genuine, increasingly painful shocks during the procedure."},{"text":"To make the shocks seem harmless.","correct":false,"explanation":"The sample was not intended to reassure participants that shocks were harmless. Feeling 45V made the apparatus and the supposed shocks delivered to the Learner seem believable."},{"text":"To make the shocks seem predictable.","correct":false,"explanation":"The sample did not demonstrate how the Learner would respond at each voltage. Its purpose was to make the shock generator and the later shocks seem believable."},{"text":"To make the shocks seem avoidable.","correct":false,"explanation":"The sample was not intended to suggest that shocks could be avoided. It provided physical evidence that the generator worked, making the experimental situation believable."}]},{"id":"572f42bf-d33a-408a-9c54-4d2b63c8d875","cardType":"cloze","points":null,"front":"At [ ] the Learner pounded on the wall; from [ ] he was silent.","back":"At 300V the Learner pounded on the wall; from 315V he was silent.","mcqOptions":[{"text":"At 300V the Learner pounded on the wall; from 315V he was silent.","correct":true,"explanation":"The Learner protested by pounding on the wall at 300V. After giving no response from 315V onwards, he appeared unconscious or otherwise unable to answer."},{"text":"At 285V the Learner pounded on the wall; from 300V he was silent.","correct":false,"explanation":"This places both reactions one switch too early. The Learner pounded on the wall at 300V and became silent from 315V onwards."},{"text":"At 315V the Learner pounded on the wall; from 330V he was silent.","correct":false,"explanation":"This shifts both events one 15V step too late. The wall pounding occurred at 300V, followed by silence from 315V onwards."},{"text":"At 300V the Learner pounded on the wall; from 330V he was silent.","correct":false,"explanation":"The wall-pounding voltage is correct, but the silence began one switch earlier than stated. The Learner stopped responding from 315V, not 330V."}]},{"id":"4b86cbf3-6378-47e4-a117-01fd894c4a2b","cardType":"basic","points":1,"front":"Which ethical issue was threatened by the prod “You have no other choice, you must go on”?","back":"The right to withdraw.","mcqOptions":[{"text":"The right to withdraw.","correct":true,"explanation":"Telling participants that they had no choice pressured them to continue, undermining their freedom to leave the study at any time without penalty."},{"text":"The protection from harm.","correct":false,"explanation":"Participants did experience substantial distress, raising protection-from-harm concerns, but this particular prod denied their freedom to stop and therefore threatened the right to withdraw."},{"text":"The right to informed consent.","correct":false,"explanation":"Informed consent was compromised by deception about the study’s purpose and shocks. However, saying participants had no choice specifically threatened their right to withdraw."},{"text":"The right to confidentiality.","correct":false,"explanation":"Confidentiality concerns how personal information is stored and disclosed. The prod instead pressured participants to remain, directly undermining their right to withdraw."}]},{"id":"e9d5b8f9-63d4-48d2-af4c-2e9663090735","cardType":"basic","points":1,"front":"What percentage of participants continued to 300V?","back":"100% (40/40).","mcqOptions":[{"text":"100% (40/40).","correct":true,"explanation":"Every participant reached 300V, so all 40 of the 40 participants continued to that point. Differences in obedience emerged only after 300V."},{"text":"65% (26/40).","correct":false,"explanation":"The 65% figure refers to participants who continued all the way to 450V. At 300V, every participant was still continuing, giving 100% or 40/40."},{"text":"35% (14/40).","correct":false,"explanation":"The 35% figure represents participants who stopped somewhere between 300V and 450V. All participants first reached 300V, so the answer is 100% or 40/40."},{"text":"90% (36/40).","correct":false,"explanation":"This incorrectly assumes that four participants withdrew before reaching 300V. None did: all 40 participants continued to 300V, producing a result of 100%."}]},{"id":"3178f7e2-16ef-4f2f-950e-a665180b5f8a","cardType":"cloze","points":null,"front":"In Milgram, [ ] (26/40) were fully obedient to 450V, while [ ] (14/40) stopped between 300V and 450V.","back":"In Milgram, 65% (26/40) were fully obedient to 450V, while 35% (14/40) stopped between 300V and 450V.","mcqOptions":[{"text":"In Milgram, 65% (26/40) were fully obedient to 450V, while 35% (14/40) stopped between 300V and 450V.","correct":true,"explanation":"Twenty-six of 40 participants, or 65%, administered the maximum 450V shock. The remaining 14 participants, or 35%, stopped after reaching 300V but before 450V."},{"text":"In Milgram, 75% (26/40) were fully obedient to 450V, while 25% (14/40) stopped between 300V and 450V.","correct":false,"explanation":"These percentages are calculated incorrectly from the stated fractions. Twenty-six out of 40 is 65%, while 14 out of 40 is 35%."},{"text":"In Milgram, 35% (26/40) were fully obedient to 450V, while 65% (14/40) stopped between 300V and 450V.","correct":false,"explanation":"The percentages have been reversed. The obedient group was the larger group: 26/40 equals 65%, while 14/40 equals 35%."},{"text":"In Milgram, 100% (26/40) were fully obedient to 450V, while 0% (14/40) stopped between 300V and 450V.","correct":false,"explanation":"All participants reached 300V, but not all reached 450V. Only 26/40, or 65%, were fully obedient; 14/40, or 35%, stopped before 450V."}]},{"id":"8c2c4f97-fa28-4634-b21a-eb585d8eb710","cardType":"basic","points":2,"front":"How did Yale psychology seniors’ prediction compare with actual 450V obedience?","back":"

Predicted: 1-3%.
Actual: 65%.

","mcqOptions":[{"text":"

Predicted: 1-3%.
Actual: 65%.

","correct":true,"explanation":"The Yale seniors greatly underestimated obedience, expecting only a tiny minority to reach 450V. In reality, nearly two-thirds of participants administered the maximum shock."},{"text":"

Predicted: 35%.
Actual: 65%.

","correct":false,"explanation":"The actual result of 65% is correct, but the seniors predicted only 1-3%, not 35%. They therefore underestimated obedience far more dramatically."},{"text":"

Predicted: 65%.
Actual: 1-3%.

","correct":false,"explanation":"This reverses the prediction and outcome. Yale seniors predicted that only 1-3% would reach 450V, whereas the actual proportion was 65%."},{"text":"

Predicted: 1-3%.
Actual: 35%.

","correct":false,"explanation":"The predicted figure is correct, but 35% was the proportion who stopped after 300V. The actual proportion reaching the maximum 450V was 65%."}]},{"id":"56c5e29a-b191-4235-8999-55ab32856a8f","cardType":"basic","points":1,"front":"Which extreme stress reaction affected three participants?","back":"Uncontrollable seizures.","mcqOptions":[{"text":"Uncontrollable seizures.","correct":true,"explanation":"Three participants experienced full-blown, uncontrollable seizures during the procedure, demonstrating the extreme psychological and physical stress caused by the apparent shocks."},{"text":"Temporary unconsciousness.","correct":false,"explanation":"Milgram did not report that three participants became temporarily unconscious. The extreme reaction affecting three participants was uncontrollable seizures caused by intense stress."},{"text":"Violent physical aggression.","correct":false,"explanation":"Participants were not reported to have attacked the experimenter or become violently aggressive. Three instead suffered uncontrollable seizures, an extreme manifestation of stress."},{"text":"Complete memory loss.","correct":false,"explanation":"Complete memory loss was not the reaction reported in three participants. Milgram observed uncontrollable seizures, showing how severely distressing the procedure could become."}]},{"id":"c29ae5a5-c676-4b8c-8c88-07873251c8b1","cardType":"cloze","points":null,"front":"Milgram’s primary dependent variable, fully obedient versus disobedient, is [ ] because it uses [ ].","back":"Milgram’s primary dependent variable, fully obedient versus disobedient, is nominal data because it uses categories with no inherent order.","mcqOptions":[{"text":"Milgram’s primary dependent variable, fully obedient versus disobedient, is nominal data because it uses categories with no inherent order.","correct":true,"explanation":"Fully obedient and disobedient are separate labels rather than ranked or numerical scores. The dependent variable is therefore nominal because neither category has a meaningful position above the other."},{"text":"Milgram’s primary dependent variable, fully obedient versus disobedient, is ordinal data because it uses categories with an inherent order.","correct":false,"explanation":"Ordinal data involve categories that can be meaningfully ranked. Fully obedient and disobedient are unranked labels, so Milgram’s primary dependent variable produces nominal data."},{"text":"Milgram’s primary dependent variable, fully obedient versus disobedient, is interval data because it uses equal units with no true zero.","correct":false,"explanation":"Interval data require numerical measurements with equal differences between values. This variable simply divides participants into unranked categories, making it nominal data rather than interval data."},{"text":"Milgram’s primary dependent variable, fully obedient versus disobedient, is ratio data because it uses equal units with a true zero.","correct":false,"explanation":"Ratio data require numerical values with equal intervals and a meaningful zero. Fully obedient versus disobedient consists only of category labels, so it is nominal data."}]},{"id":"a6eb9470-4e07-4696-9480-a436b5a6e07a","cardType":"basic","points":2,"front":"What main conclusion did Milgram draw about situation and morality?","back":"Situational pressure can override individual morality.","mcqOptions":[{"text":"Situational pressure can override individual morality.","correct":true,"explanation":"Participants often continued despite showing distress and recognising the apparent harm. Milgram concluded that pressure from a legitimate authority can outweigh an individual’s personal moral judgement."},{"text":"Individual morality always overrides situational pressure.","correct":false,"explanation":"This reverses Milgram’s conclusion: many participants obeyed the experimenter despite moral discomfort. He argued that situational pressure can override individual morality, not that morality always prevails."},{"text":"Personality traits entirely determine obedience to authority.","correct":false,"explanation":"Milgram emphasised the power of the immediate social situation rather than treating obedience as entirely determined by personality. Situational pressure could override participants’ individual moral beliefs."},{"text":"Physical aggression removes personal moral responsibility.","correct":false,"explanation":"Milgram investigated obedience to authority, not whether aggression eliminates responsibility. His main conclusion was that situational pressure from authority can override individual morality."}]},{"id":"1b518f4e-f1ed-4eca-b209-7382836885a7","cardType":"basic","points":1,"front":"Which ethical issue was created by the cover story, rigged draw and fake shocks?","back":"Deception.","mcqOptions":[{"text":"Deception.","correct":true,"explanation":"Participants were deliberately misled about the study’s purpose, the allocation of roles and the reality of the shocks. These falsehoods created the ethical issue of deception."},{"text":"Confidentiality.","correct":false,"explanation":"Confidentiality concerns protecting participants’ identities and personal information, not misleading them about procedures. The cover story, rigged draw and fake shocks specifically created deception."},{"text":"Protection from harm.","correct":false,"explanation":"The participants’ severe stress raised protection-from-harm concerns, but the false cover story, fixed role allocation and fake shocks specifically involved deception because participants were deliberately misled."},{"text":"Right to withdraw.","correct":false,"explanation":"The experimenter’s verbal prods raised concerns about the right to withdraw. However, the cover story, rigged draw and fake shocks specifically created the issue of deception."}]},{"id":"a80178a2-4e55-4095-9be0-6085f5cce35e","cardType":"basic","points":2,"front":"Why was ecological validity low in Milgram’s study?","back":"The lab shock task was artificial and unlike real-world obedience.","mcqOptions":[{"text":"The lab shock task was artificial and unlike real-world obedience.","correct":true,"explanation":"Administering supposed electric shocks in a laboratory is unlike most everyday obedience situations. This artificial task limits how confidently the behaviour can be generalised to real-world settings."},{"text":"The all-male volunteer sample was unrepresentative of wider populations.","correct":false,"explanation":"An all-male volunteer sample limits population validity rather than ecological validity. Ecological validity was low because the artificial laboratory shock task differed from real-world obedience."},{"text":"The absence of a control group prevented comparison with normal obedience.","correct":false,"explanation":"Ecological validity concerns whether behaviour reflects real-life settings, not whether a control group is present. Milgram’s artificial laboratory shock task was unlike everyday obedience situations."},{"text":"The New Haven location excluded participants from other cultures.","correct":false,"explanation":"Recruiting from one American area limits population and cultural generalisability, not ecological validity. Ecological validity was low because the laboratory shock task was artificial."}]},{"id":"0483a747-57e7-472f-9671-36b98f04ae52","cardType":"basic","points":2,"front":"Why was Milgram’s procedure highly reliable?","back":"It was standardised: same script, taped responses, prods and setting.","mcqOptions":[{"text":"It was standardised: same script, taped responses, prods and setting.","correct":true,"explanation":"Each participant experienced closely controlled instructions, learner responses, verbal prods and laboratory conditions. This consistency makes replication easier and should produce dependable findings, increasing reliability."},{"text":"It was randomised: roles, responses, prods and setting varied each time.","correct":false,"explanation":"Varying the procedure would reduce reliability by introducing inconsistent conditions. Milgram instead used a standardised script, taped learner responses, fixed prods and the same setting."},{"text":"It was double-blind: neither experimenter nor participant knew the procedure.","correct":false,"explanation":"The experimenter knew the true procedure, so the study was not double-blind. Reliability came from standardisation through the same script, recordings, prods and setting."},{"text":"It was naturalistic: real shocks, spontaneous responses, prods and setting.","correct":false,"explanation":"The shocks were fake and the laboratory procedure was artificial rather than naturalistic. High reliability resulted from consistent scripts, taped responses, standardised prods and an unchanged setting."}]},{"id":"9339ec1c-0973-412b-9680-a9777ae1544a","cardType":"basic","points":1,"front":"What sampling bias follows from using only male participants?","back":"Androcentric gender bias.","mcqOptions":[{"text":"Androcentric gender bias.","correct":true,"explanation":"An androcentric study treats male experience as the basis for understanding people generally. Using only men means the findings may not represent women’s responses to authority."},{"text":"Gynocentric gender bias.","correct":false,"explanation":"Gynocentric bias centres female experience, but Milgram’s sample contained only men. The resulting bias is androcentric because male behaviour was treated as broadly representative."},{"text":"Ethnocentric cultural bias.","correct":false,"explanation":"Ethnocentrism concerns interpreting behaviour through one culture, not the exclusion of women. Using only male participants produces androcentric gender bias because women are unrepresented."},{"text":"Longitudinal historical bias.","correct":false,"explanation":"Longitudinal research follows participants over time, which does not describe Milgram’s male-only sample. Excluding women creates androcentric gender bias by centring male experience."}]},{"id":"83574152-42af-46b2-a4fb-69490b1929cc","cardType":"basic","points":1,"front":"What sampling bias follows from using only New Haven, USA participants?","back":"An ethnocentric Western sample.","mcqOptions":[{"text":"An ethnocentric Western sample.","correct":true,"explanation":"Recruiting participants from one American city centres a particular Western cultural context. This creates ethnocentric bias and limits generalisation to societies with different attitudes towards authority."},{"text":"An androcentric female sample.","correct":false,"explanation":"Androcentrism involves centring male experience, and Milgram did not use a female sample. Recruitment from New Haven instead produced an ethnocentric Western sample."},{"text":"An age-biased adolescent sample.","correct":false,"explanation":"Milgram recruited adults aged 20 to 50 rather than adolescents. The location created an ethnocentric Western sample because only one American cultural setting was represented."},{"text":"An idiographic individual sample.","correct":false,"explanation":"An idiographic approach studies individuals in detailed, unique terms and is not a geographical sampling bias. New Haven recruitment produced an ethnocentric Western sample."}]},{"id":"3e4cc79a-0740-45c0-8312-5f5c4ee27ff7","cardType":"basic","points":2,"front":"How does Milgram link to the Social Area?","back":"The authority figure’s presence shaped participants’ behaviour.","mcqOptions":[{"text":"The authority figure’s presence shaped participants’ behaviour.","correct":true,"explanation":"The Social Area examines how other people and social contexts influence behaviour. Participants’ obedience was shaped by the experimenter’s presence and perceived legitimate authority."},{"text":"The participants’ memory capacity shaped participants’ behaviour.","correct":false,"explanation":"Memory capacity is a cognitive explanation and was not the focus of Milgram’s obedience study. The Social Area link comes from the authority figure’s influence on behaviour."},{"text":"The participants’ inherited genes shaped participants’ behaviour.","correct":false,"explanation":"Inherited genes would provide a biological explanation rather than a Social Area explanation. Milgram demonstrated how the presence of an authority figure shaped participants’ behaviour."},{"text":"The participants’ childhood development shaped participants’ behaviour.","correct":false,"explanation":"Childhood development belongs to the developmental approach and was not measured in Milgram’s study. Its Social Area link is the authority figure’s effect on participants’ actions."}]},{"id":"5f2cf995-ad0a-4446-944d-cdcc04c38662","cardType":"basic","points":2,"front":"How did Bocchiaro et al.’s obedience task differ from Milgram’s?","back":"Bocchiaro studied verbal/written obedience and whistleblowing, not physical shocks.","mcqOptions":[{"text":"Bocchiaro studied verbal/written obedience and whistleblowing, not physical shocks.","correct":true,"explanation":"Bocchiaro et al. asked participants to support an unethical sensory-deprivation study in writing, allowing researchers to measure both obedience and whistleblowing without using Milgram’s physical shock procedure."},{"text":"Bocchiaro studied conformity to group pressure and independence, not physical shocks.","correct":false,"explanation":"Conformity to group pressure is associated with studies such as Asch’s. Bocchiaro et al. instead investigated verbal/written obedience to an unethical request and whether participants would report it."},{"text":"Bocchiaro studied physical obedience and resistance to authority, using real electric shocks.","correct":false,"explanation":"Confusing the study with Milgram’s procedure makes this tempting, but Bocchiaro et al. did not use electric shocks. They measured written obedience and whistleblowing in response to an unethical request."},{"text":"Bocchiaro studied verbal aggression and reactions to punishment, not written instructions.","correct":false,"explanation":"The task did not measure aggression or reactions to punishment. Bocchiaro et al. examined whether participants would obey an unethical written request or become whistleblowers by reporting the researcher."}]}]}],"examCountdown":{"examDate":"2027-05-18","paperLabel":"Paper 1"},"heading":"Milgram (1963): Obedience","title":"Milgram (1963): Obedience Flashcards","topbar":{"backHref":"/a-level/psychology/ocr/flashcards"},"topicSidebar":"$L37"}]}],"topicId":"1bb90a8c-3a27-5c64-b718-3a123dd23ee2","walled":"$L38"}],"$L39","$L3a"]