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Psychology Experiment Ideas

Categories Psychology Education

Quick Ideas | Experiment Ideas | Designing Your Experiment | Types of Research

If you are taking a psychology class, you might at some point be asked to design an imaginary experiment or perform an experiment or study. The idea you ultimately choose to use for your psychology experiment may depend upon the number of participants you can find, the time constraints of your project, and limitations in the materials available to you.

Consider these factors before deciding which psychology experiment idea might work for your project.

This article discusses some ideas you might try if you need to perform a psychology experiment or study.

Table of Contents

A Quick List of Experiment Ideas

If you are looking for a quick experiment idea that would be easy to tackle, the following might be some research questions you want to explore:

• How many items can people hold in short-term memory ?
• Are people with a Type A personality more stressed than those with a Type B personality?
• Does listening to upbeat music increase heart rate?
• Are men or women better at detecting emotions ?
• Are women or men more likely to experience imposter syndrome ?
• Will students conform if others in the group all share an opinion that is different from their own?
• Do people’s heartbeat or breathing rates change in response to certain colors?
• How much do people rely on nonverbal communication to convey information in a conversation?
• Do people who score higher on measures of emotional intelligence also score higher on measures of overall well-being?
• Do more successful people share certain personality traits ?

Most of the following ideas are easily conducted with a small group of participants, who may likely be your classmates. Some of the psychology experiment or study ideas you might want to explore:

Sleep and Short-Term Memory

Does sleep deprivation have an impact on short-term memory ?

Ask participants how much sleep they got the night before and then conduct a task to test short-term memory for items on a list.

Social Media and Mental Health

Is social media usage linked to anxiety or depression?

Ask participants about how many hours a week they use social media sites and then have them complete a depression and anxiety assessment.

Procrastination and Stress

How does procrastination impact student stress levels?

Ask participants about how frequently they procrastinate on their homework and then have them complete an assessment looking at their current stress levels.

Caffeine and Cognition

How does caffeine impact performance on a Stroop test?

In the Stroop test , participants are asked to tell the color of a word, rather than just reading the word. Have a control group consume no caffeine and then complete a Stroop test, and then have an experimental group consume caffeine before completing the same test. Compare results.

Color and Memory

Does the color of text have any impact on memory?

Randomly assign participants to two groups. Have one group memorize words written in black ink for two minutes. Have the second group memorize the same words for the same amount of time, but instead written in red ink. Compare the results.

Weight Bias

How does weight bias influence how people are judged by others?

Find pictures of models in a magazine who look similar, including similar hair and clothing, but who differ in terms of weight. Have participants look at the two models and then ask them to identify which one they think is smarter, wealthier, kinder, and healthier.

Assess how each model was rated and how weight bias may have influenced how they were described by participants.

Music and Exercise

Does music have an effect on how hard people work out?

Have people listen to different styles of music while jogging on a treadmill and measure their walking speed, heart rate, and workout length.

The Halo Effect

How does the Halo Effect influence how people see others?

Show participants pictures of people and ask them to rate the photos in terms of how attractive, kind, intelligent, helpful, and successful the people in the images are.

How does the attractiveness of the person in the photo correlate to how participants rate other qualities? Are attractive people more likely to be perceived as kind, funny, and intelligent?

Eyewitness Testimony

How reliable is eyewitness testimony?

Have participants view video footage of a car crash. Ask some participants to describe how fast the cars were going when they “hit into” each other. Ask other participants to describe how fast the cars were going when they “smashed into” each other.

Give the participants a memory test a few days later and ask them to recall if they saw any broken glass at the accident scene. Compare to see if those in the “smashed into” condition were more likely to report seeing broken glass than those in the “hit into” group.

The experiment is a good illustration of how easily false memories can be triggered.

Simple Psychology Experiment Ideas

If you are looking for a relatively simple psychology experiment idea, here are a few options you might consider.

The Stroop Effect

This classic experiment involves presenting participants with words printed in different colors and asking them to name the color of the ink rather than read the word. Students can manipulate the congruency of the word and the color to test the Stroop effect.

Memory Recall

Students can design a simple experiment to test memory recall by presenting participants with a list of items to remember and then asking them to recall the items after a delay. Students can manipulate the length of the delay or the type of encoding strategy used to see the effect on recall.

Social Conformity

Students can test social conformity by presenting participants with a simple task and manipulating the responses of confederates to see if the participant conforms to the group response.

Selective Attention

Students can design an experiment to test selective attention by presenting participants with a video or audio stimulus and manipulating the presence or absence of a distracting stimulus to see the effect on attention.

Implicit Bias

Students can test implicit bias by presenting participants with a series of words or images and measuring their response time to categorize the stimuli into different categories.

The Primacy/Recency Effect

Students can test the primacy /recency effect by presenting participants with a list of items to remember and manipulating the order of the items to see the effect on recall.

Sleep Deprivation

Students can test the effect of sleep deprivation on cognitive performance by comparing the performance of participants who have had a full night’s sleep to those who have been deprived of sleep.

These are just a few examples of simple psychology experiment ideas for students. The specific experiment will depend on the research question and resources available.

Elements of a Good Psychology Experiment

Finding psychology experiment ideas is not necessarily difficult, but finding a good experimental or study topic that is right for your needs can be a little tough. You need to find something that meets the guidelines and, perhaps most importantly, is approved by your instructor.

Requirements may vary, but you need to ensure that your experiment, study, or survey is:

• Easy to set up and carry out
• Easy to find participants willing to take part
• Free of any ethical concerns

In some cases, you may need to present your idea to your school’s institutional review board before you begin to obtain permission to work with human participants.

Consider Your Own Interests

At some point in your life, you have likely pondered why people behave in certain ways. Or wondered why certain things seem to always happen. Your own interests can be a rich source of ideas for your psychology experiments.

As you are trying to come up with a topic or hypothesis, try focusing on the subjects that fascinate you the most. If you have a particular interest in a topic, look for ideas that answer questions about the topic that you and others may have. Examples of topics you might choose to explore include:

• Development
• Personality
• Social behavior

This can be a fun opportunity to investigate something that appeals to your interests.

Read About Classic Experiments

Sometimes reviewing classic psychological experiments that have been done in the past can give you great ideas for your own psychology experiments. For example, the false memory experiment above is inspired by the classic memory study conducted by Elizabeth Loftus.

Textbooks can be a great place to start looking for topics, but you might want to expand your search to research journals. When you find a study that sparks your interest, read through the discussion section. Researchers will often indicate ideas for future directions that research could take.

Ask Your Instructor

Your professor or instructor is often the best person to consult for advice right from the start.

In most cases, you will probably receive fairly detailed instructions about your assignment. This may include information about the sort of topic you can choose or perhaps the type of experiment or study on which you should focus.

If your instructor does not assign a specific subject area to explore, it is still a great idea to talk about your ideas and get feedback before you get too invested in your topic idea. You will need your teacher’s permission to proceed with your experiment anyway, so now is a great time to open a dialogue and get some good critical feedback.

Experiments vs. Other Types of Research

One thing to note, many of the ideas found here are actually examples of surveys or correlational studies .

For something to qualify as a tru e experiment, there must be manipulation of an independent variable .

For many students, conducting an actual experiment may be outside the scope of their project or may not be permitted by their instructor, school, or institutional review board.

If your assignment or project requires you to conduct a true experiment that involves controlling and manipulating an independent variable, you will need to take care to choose a topic that will work within the guidelines of your assignment.

Types of Psychology Experiments

There are many different types of psychology experiments that students could perform. Examples of psychological research methods you might use include:

Correlational Study

This type of study examines the relationship between two variables. Students could collect data on two variables of interest, such as stress and academic performance, and see if there is a correlation between the two.

Experimental Study

In an experimental study, students manipulate one variable and observe the effect on another variable. For example, students could manipulate the type of music participants listen to and observe its effect on their mood.

Observational Study

Observational studies involve observing behavior in a natural setting . Students could observe how people interact in a public space and analyze the patterns they see.

Survey Study

Students could design a survey to collect data on a specific topic, such as attitudes toward social media, and analyze the results.

A case study involves in-depth analysis of a single individual or group. Students could conduct a case study of a person with a particular disorder, such as anxiety or depression, and examine their experiences and treatment options.

Quasi-Experimental Study

Quasi-experimental studies are similar to experimental studies, but participants are not randomly assigned to groups. Students could investigate the effects of a treatment or intervention on a particular group, such as a classroom of students who receive a new teaching method.

Longitudinal Study

Longitudinal studies involve following participants over an extended period of time. Students could conduct a longitudinal study on the development of language skills in children or the effects of aging on cognitive abilities.

These are just a few examples of the many different types of psychology experiments that students could perform. The specific type of experiment will depend on the research question and the resources available.

Steps for Doing a Psychology Experiment

When conducting a psychology experiment, students should follow several important steps. Here is a general outline of the process:

Define the Research Question

Before conducting an experiment, students should define the research question they are trying to answer. This will help them to focus their study and determine the variables they need to manipulate and measure.

Develop a Hypothesis

Based on the research question, students should develop a hypothesis that predicts the experiment’s outcome. The hypothesis should be testable and measurable.

Select Participants

Students should select participants who meet the criteria for the study. Participants should be informed about the study and give informed consent to participate.

Design the Experiment

Students should design the experiment to test their hypothesis. This includes selecting the appropriate variables, creating a plan for manipulating and measuring them, and determining the appropriate control conditions.

Collect Data

Once the experiment is designed, students should collect data by following the procedures they have developed. They should record all data accurately and completely.

Analyze the Data

After collecting the data, students should analyze it to determine if their hypothesis was supported or not. They can use statistical analyses to determine if there are significant differences between groups or if there are correlations between variables.

Interpret the Results

Based on the analysis, students should interpret the results and draw conclusions about their hypothesis. They should consider the study’s limitations and their findings’ implications.

Report the Results

Finally, students should report the results of their study. This may include writing a research paper or presenting their findings in a poster or oral presentation.

Britt MA. Psych Experiments . Avon, MA: Adams Media; 2007.

Martin DW. Doing Psychology Experiments. Belmont, CA: Cengage Learning; 2008.

psychologyrocks

Experiments, the scientific method in psychology.

The picture below illustrates “the circle of science”. The scientific method uses deductive reasoning  as a way of finding out about the world. When we use deductive reasoning we examine a variety of possibilities and work out which possibilities are wrong in order to get closer and closer to the “truth”. This is why psychologists say they have found evidence to support a specific possibility, rather than saying they have found proof. The whole process starts with psychologists making observations of interesting phenomena in the real world and asking questions about why this particular event, for example, has arisen or why people think, feel and behave as they do. Experimental psychologists then create scientific/testable theories or explanations and from these they generate hypotheses . These hypotheses (or “ if-then predictions ” about what will happen under specific circumstances) are then tested using experiments . If the experiment returns data which does not support the theory then theory will need to be altered or modified and then retested . This is why the scientific method is illustrated as a circle.

Experiments, IVs and DVs

Experimental studies attempt to demonstrate a causal relationship between two variables, that is, to show that one variable can cause an effect on another. In an experiment the researcher isolates and manipulates one variable ( the independent variable or IV) and looks at whether this affects another variable,  (the dependent variable) . A causal relationship can only be established if all other variables that might affect the measured variable (dependent variable) are controlled (held constant) . Any changes in the dependent variable (DV) can then be said to have been caused by the independent variable, (IV).

Operationalisation of variables

This long word simply means precisely defining your variables and in the case of the DV, making it measurable, in a way that can be as closely replicated as possible. When you define your IV, you must be clear about exactly what it is that is being changed between the two groups or conditions. When operationalising your DV , you need to ensure that you have commented on exactly how this variable should be measured and what the units would be, e.g. seconds, words free recalled in one minute, balls that hit a circular target (30 cm in diameter) from a distance of 5 metres. If the DV is a score representing an attitude on a ranked scale for example, you need to be sure to say that 1 is low and 7 is high, for example.

Practice Questions

• Highlight the IV in one colour and the DV in another for each example. Remember there will be two parts to each IV (the two levels of the IV : the different conditions or groups)
• For each example think about how you might operationalise the dependent variable, i.e. how will you measure it? What level of measurement will you be using (NOIR)?
• What would you need to control in order to sure about cause and effect, thus enhancing the internal validity of the final conclusion.
• Rats that have lived in more stimulating environments will run mazes more quickly than rats that have lived in impoverished environments.
• People who listen to dance music in the gym will feel more motivated to exercise than people who listen to ballads in the gym.
• People who score high on the f-scale will be more willing to follow order to harm another fellow human than people who score low on the f-scale.
• Actors who learn their lines in the theatre where they will perform a play need less prompting in the final show than people who learn their lines at home.
• Liverpool fans are more likely to help to a man who trips in front of them when the man is wearing a Liverpool shirt compared with a plain T shirt.

Mr Faraz wants to compare the levels of attendance between his psychology group and those of Mr Simon, who teaches a different psychology group. The independent variable in this particular investigation is

A level of attendance in the two groups.

B whether the teacher is Mr Faraz or Mr Simon.

C the average level of attendance in each group.

D whether the teacher sets homework or not.

Different Types of Experiment

Laboratory experiments.

Laboratory experiments take place in controlled environments , where the researchers can ensure that situational variables , which might affect the DV, are held constant between trials, meaning that every participant has the exact same experience as every other ( standardised procedure ) and therefore any difference in the measured variable (the DV) between the two conditions or two groups must be due to the manipulation of the IV, enhancing the internal validity , (or certainty that the DV was affected by the IV).

Because lab experiments have a standardised procedure they can also be replicated to check the consistency of the findings. This mean that the results can also be said to be reliable .

Field Experiments

Field experiments also aim to demonstrate a causal relationship between an IV and a DV however they taker place in natural settings where you might expect to find people going about their everyday lives. Often the people in field experiments do not even realise that they are in an experiment. This means that the ecological validity is improved, that is, the extent to which findings can be said to be useful in telling us about real world behaviour . This is not always the case in lab experiments where the tasks that people are asked to do (and the settings in which they are behaving) can be described as contrived or artificial , in that they have been designed specifically for the purpose of the study and do not always bear any relation to the every day lives of the people in the study. In a field experiment, the researcher still manipulates an IV often setting up a specific situation but in a real world environment and then comparing the behaviour in this set up situation to behaviour in some other condition. Moreover, they may look at how different groups of people respond to the same set up situation in the real world.

As you can probably start to realise there a number of advantages and disadvantages to both lab and field experiments which you will have the opportunity to explore in the exercises below, suffice to say for now that field experiments can have problems with regards to internal validity and reliability, can you think why?

Natural Experiments

Natural experiments is the name given to an experiment when the IV is naturally occurring, that is it has not been manipulated by the experimenter. For example,  in a study by Becker they looked at the rate of eating disorders before and after the introduction of Western TV channels in Fiji. Similarly, Charlton they looked at rates of pro and antisocial playground behaviour in children before and after TV was introduced to the remote island of St Helena. The researchers did not choose to deprive a group of people of exposure to Western TV and then decide to provide access to the TV, this was a naturally occurring situation. Natural experiments can be an excellent choice when it is not practical or ethical to manipulate a certain variable, however there are problems with this sort of study as due to the researcher not having control of the independent variable and therefore not being able to employ methods such as  counterbalancing or random allocation to overcome problems in the design, the conclusions can be said to lack internal validity. Sometimes natural experiments take place in lab settings and sometimes in a more natural environment; the type of environment is not a feature of the natural experiment and may different from study to study.

Again, you should be able to think up some other advantages and disadvantages of this style of experiment.

Quasi-Experiments

Edexcel students do not need to know this term but IB students do. You will see this term being used in various different ways in different texts. Over the years, the meaning has evolved and nowadays people use it to refer to something rather different to its original meaning! The IB expect you to use it as described below.

Essentially, the prefix “quasi” means “similar to” so a quasi experiment is similar to a lab experiment but not quite. In a quasi experiment participants cannot be randomly allocated to groups, this is because the IV relates to some feature of the people taking part, e.g. culture, gender, personality, intelligence, preferred hand (left or right) attitudes towards a certain thing etc. Quasi experiments are therefore also like natural experiments in that the IV can be said to be naturally occurring and not under the control of the researcher, however, the term quasi is used rather than natural because the IV is not actually something that can physically vary for the individual, they are either male or female, right-handed or left-handed, American or Japanese etc.

Draw Venn diagrams with overlapping circles to compare the different types of experiment from your specification. Use this to draw out similarities and differences relating to reliability, internal validity, external validity, ethics and generalisability.

Remember, for the following questions, comparisons MUST ALWAYS include similarities AND differences.

• Compare laboratory experiments with natural experiments.   (4)
• Compare field experiments with natural experiments. (4)
• Compare lab experiments with field experiments. (4)

Practice Questions:

Julia is studying psychology at university. As part of her course she has been asked to design and carry out an experiment that looks at the effects of alcohol on reaction times. Describe a procedure that Julia might use when experimenting on the effects of alcohol on reaction times. You must justify at least two of the decisions made. (6)

You might wish to consider the following:

• Experimental design

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Classic Psychology Experiments

Kendra Cherry, MS, is a psychosocial rehabilitation specialist, psychology educator, and author of the "Everything Psychology Book."

Emily is a board-certified science editor who has worked with top digital publishing brands like Voices for Biodiversity, Study.com, GoodTherapy, Vox, and Verywell.

The history of psychology is filled with fascinating studies and classic psychology experiments that helped change the way we think about ourselves and human behavior. Sometimes the results of these experiments were so surprising they challenged conventional wisdom about the human mind and actions. In other cases, these experiments were also quite controversial.

Some of the most famous examples include Milgram's obedience experiment and Zimbardo's prison experiment. Explore some of these classic psychology experiments to learn more about some of the best-known research in psychology history.

Harlow’s Rhesus Monkey Experiments

In a series of controversial experiments conducted in the late 1950s and early 1960s, psychologist Harry Harlow demonstrated the powerful effects of love on normal development. By showing the devastating effects of deprivation on young rhesus monkeys , Harlow revealed the importance of love for healthy childhood development.

His experiments were often unethical and shockingly cruel, yet they uncovered fundamental truths that have heavily influenced our understanding of child development.

In one famous version of the experiments, infant monkeys were separated from their mothers immediately after birth and placed in an environment where they had access to either a wire monkey "mother" or a version of the faux-mother covered in a soft-terry cloth. While the wire mother provided food, the cloth mother provided only softness and comfort.

Harlow found that while the infant monkeys would go to the wire mother for food, they vastly preferred the company of the soft and comforting cloth mother. The study demonstrated that maternal bonds   were about much more than simply providing nourishment and that comfort and security played a major role in the formation of attachments .

Pavlov’s Classical Conditioning Experiments

The concept of classical conditioning is studied by every entry-level psychology student, so it may be surprising to learn that the man who first noted this phenomenon was not a psychologist at all. Pavlov was actually studying the digestive systems of dogs when he noticed that his subjects began to salivate whenever they saw his lab assistant.

What he soon discovered through his experiments was that certain responses (drooling) could be conditioned by associating a previously neutral stimulus (metronome or buzzer) with a stimulus that naturally and automatically triggers a response (food). Pavlov's experiments with dogs established classical conditioning.

The Asch Conformity Experiments

Researchers have long been interested in the degree to which people follow or rebel against social norms. During the 1950s, psychologist Solomon Asch conducted a series of experiments designed to demonstrate the powers of conformity in groups.  

The study revealed that people are surprisingly susceptible to going along with the group, even when they know the group is wrong.​ In Asch's studies, students were told that they were taking a vision test and were asked to identify which of three lines was the same length as a target line.

When asked alone, the students were highly accurate in their assessments. In other trials, confederate participants intentionally picked the incorrect line. As a result, many of the real participants gave the same answer as the other students, demonstrating how conformity could be both a powerful and subtle influence on human behavior.

Skinner's Operant Conditioning Experiments

Skinner studied how behavior can be reinforced to be repeated or weakened to be extinguished. He designed the Skinner Box where an animal, often a rodent, would be given a food pellet or an electric shock. A rat would learn that pressing a level delivered a food pellet. Or the rat would learn to press the lever in order to halt electric shocks.

Then, the animal may learn to associate a light or sound with being able to get the reward or halt negative stimuli by pressing the lever. Furthermore, he studied whether continuous, fixed ratio, fixed interval , variable ratio, and variable interval reinforcement led to faster response or learning.

Milgram’s Obedience Experiments

In Milgram's experiment , participants were asked to deliver electrical shocks to a "learner" whenever an incorrect answer was given. In reality, the learner was actually a confederate in the experiment who pretended to be shocked. The purpose of the experiment was to determine how far people were willing to go in order to obey the commands of an authority figure.

Milgram  found that 65% of participants were willing to deliver the maximum level of shocks   despite the fact that the learner seemed to be in serious distress or even unconscious.

Why This Experiment Is Notable

Milgram's experiment is one of the most controversial in psychology history. Many participants experienced considerable distress as a result of their participation and in many cases were never debriefed after the conclusion of the experiment. The experiment played a role in the development of ethical guidelines for the use of human participants in psychology experiments.

The Stanford Prison Experiment

Philip Zimbardo's famous experiment cast regular students in the roles of prisoners and prison guards. While the study was originally slated to last 2 weeks, it had to be halted after just 6 days because the guards became abusive and the prisoners began to show signs of extreme stress and anxiety.

Zimbardo's famous study was referred to after the abuses in Abu Ghraib came to light. Many experts believe that such group behaviors are heavily influenced by the power of the situation and the behavioral expectations placed on people cast in different roles.

It is worth noting criticisms of Zimbardo's experiment, however. While the general recollection of the experiment is that the guards became excessively abusive on their own as a natural response to their role, the reality is that they were explicitly instructed to mistreat the prisoners, potentially detracting from the conclusions of the study.

Van rosmalen L, Van der veer R, Van der horst FCP. The nature of love: Harlow, Bowlby and Bettelheim on affectionless mothers. Hist Psychiatry. 2020. doi:10.1177/0957154X19898997

Gantt WH . Ivan Pavlov . Encyclopaedia Brittanica .

Jeon, HL. The environmental factor within the Solomon Asch Line Test . International Journal of Social Science and Humanity. 2014;4(4):264-268. doi:10.7763/IJSSH.2014.V4.360 

Koren M. B.F. Skinner: The man who taught pigeons to play ping-pong and rats to pull levers . Smithsonian Magazine .

B.F. Skinner Foundation. A brief survey of operant behavior .

Gonzalez-franco M, Slater M, Birney ME, Swapp D, Haslam SA, Reicher SD. Participant concerns for the Learner in a Virtual Reality replication of the Milgram obedience study. PLoS ONE. 2018;13(12):e0209704. doi:10.1371/journal.pone.0209704

Zimbardo PG. Philip G. Zimbardo on his career and the Stanford Prison Experiment's 40th anniversary. Interview by Scott Drury, Scott A. Hutchens, Duane E. Shuttlesworth, and Carole L. White. Hist Psychol. 2012;15(2):161-170. doi:10.1037/a0025884

Le texier T. Debunking the Stanford Prison Experiment. Am Psychol. 2019;74(7):823-839. doi:10.1037/amp0000401

Perry G. Deception and illusion in Milgram's accounts of the Obedience Experiments . Theoretical & Applied Ethics . 2013;2(2):79-92.

Specter M. Drool: How Everyone Gets Pavlov Wrong . The New Yorker. 2014; November 24.

By Kendra Cherry, MSEd Kendra Cherry, MS, is a psychosocial rehabilitation specialist, psychology educator, and author of the "Everything Psychology Book."

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Behavioral Experiment

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Introduction & Theoretical Background

Behavioural experimentation is widely regarded as the single most powerful way of changing cognitions. (Waller, 2009)

The value of behavioural experiments transcends mere exposure; such experiments allow patient and therapist to collaborate in the gathering of new information assessing the validity of non-threatening explanations of anxiety and associated symptoms. (Salkovskis, 1991)

Beliefs rarely change as a result of intellectual challenge, but only through engaging emotions and behaving in new ways that produce evidence that confirms new beliefs. (Chadwick, Birchwood, Trower, 1996)

Behavioral experiments are planned experiential activities to test the validity of a belief. They are an information gathering exercise, the purpose of which is to test the accuracy of an individual’s beliefs (about themselves, others, and the world) or to test new, more adaptive beliefs (Bennett-Levy et al., 2004). The use of behavioral experiments in cognitive behavioral therapy mirrors the role that experiments play in other branches of science: experiments are used to gather evidence with which to test a theory. 

There are strong theoretical grounds for believing that behavioral experiments are capable of promoting greater cognitive, affective, and behavioral change than purely verbal cognitive techniques.

• Teasdale’s Interacting Cognitive Subsystems (ICS) model proposes that people process information using multiple systems: a propositional system which is rational, verbal, & logical; and an implicational system which is holistic, non-linguistic, and which has strong links to emotional systems. Some have argued that behavioral experiments are more likely than purely cognitive tasks to result in changes at the level of the non-linguistic ‘felt sense’ (Bennet-Levy, 2003).
• Well’s metacognitive theory (2000) distinguishes between declarative memory (factual information) and procedural memory (often implicit and automatic). One argument given as an advantage for behavioral experiments is that they promote the development of procedural knowledge as well as declarative memory.
• Theories explaining how people learn have emphasized the importance of personal experience and reflection, both of which are core components of behavioral experiments (Kolb, 1984).
• Behavioral experiments frequently involve some form of exposure to a feared stimulus which typically makes any subsequent learning emotionally ‘hot’. Some authors have proposed that the particular effectiveness of behavioral experimnents is due to the combination of physiological arousal and inhibitory learning (Herbert & Dugas, 2018; Craske et al, 2014).

Behavioral experiments take different forms, often broken down in to ‘hypothesis testing’ and ‘observational’ forms.

• Testing hypothesis A: testing an existing (unhelpful) belief. For example, testing a belief about the catastrophic nature of particular body sensations by practicing interoceptive exposure exercises. This is often done in the treatment of panic disorder.
• Testing hypothesis B: testing a new belief. For example, a client with low self-esteem might test a new belief “I deserve to be treated in the same way as other people” by being assertive and saying ‘no’.
• Testing hypothesis A vs. hypothesis B: testing whether the original (threatening) belief or a newly constructed (less threatening) belief better accounts for the evidence. For example, resisting the urge to perform my compulsions to test whether “my family will die” (hypothesis A) or “my intrusive thoughts don’t affect whether people die” (hypothesis B). This is often done after formulating a client’s difficulties using the Theory A vs. Theory B technique.
• Discovery experiments: where the individual does not have a clear hypothesis about what might happen. For example, a client who has successfully avoided their feared situation for a long time might be unclear about specifically what might happen except that it will be ‘bad’.
• Surveys: used where an individual has a belief about what other people think. For example, doing an anonymous survey of ten people to find out the worst intrusive thought they have ever had, and asking them to rate how disgusting they would think a person was for having ‘my’ intrusive thought.
• Direct observation: where an individual has a hypothesis about what might happen, but does not feel capable of testing it directly for themselves. For example, a person who holds the belief that nobody would help them if they were in trouble might watch their therapist pretend to collapse in the street to test whether people offer help or not.
• Information gathering from other sources: such as gathering information from the internet. For example, a person who holds the belief that they are permanently contaminated after experiencing abuse might be encouraged to research how quickly the body replaces and renews all of its cells.

Therapist Guidance

Step 1: identify the target cognition .

The first step in carrying out a behavioral experiment is to identify the target cognition. It is essential to identify these as precisely as possible, and to assess how strongly the individual believes in this prediction or outcome at the outset.

• Beliefs might take the form of an “if… then…” statement, such as “If I make eye contact with people they will attack me”.
• It can be helpful to explore what safety behaviours clients use to prevent negative outcomes. These can then be used to explore underlying beliefs. It can be helpful to ask “What would happen if you were in that situation and didn’t use that safety behavior?”.
• An essential step is to rate the client’s degree of conviction in the belief. This allows for later assessment of change in belief. Conviction ratings can be taken on a 0–10 or 0–100 scale.

Step 2: Design an experiment 

Once a target cognition has been established the next step is to design an experiment which will allow the belief to be tested.

• Consider what type of experiment might best test the belief. For example, a direct hypothesis testing experiment, a survey, or an observational experiment.
• Consider whether the experiment can be conducted in the therapy office, or outside. Quick in-office experiments can help to generate momentum for more substantial out-of-office experiments.
• Consider where the experiment can be conducted, when it will take place, how it is to be conducted (consider what data will need to be recorded: own thoughts, feelings, body sensations and behavior; other’s behavior; the environment), and who will need to be present.
• Therapists should consider: safety, client readiness, and additional practicalities.
• Some thought should be given to preparing for problems. Helpful questions can include “What problems might arise?” and “How would you deal with that?”.
• Have you identified client safety behaviors and agreed to forego them for the experiment? (Or agreed to minimize or monitor their use).

Step 3: Outcome & learning 

Take time to understand the meaning of the experiment and the data. What sense has the individual made of it? What does the result say about you? About other people? Encourage reflection on what has been achieved, and what has been learned. Helpful questions might include:

• What happened?
• What did you learn?
• How much do you believe the original belief now?
• How does the outcome of the experiment affect the beliefs you identified?
• What does the result say about ?
• What is a more helpful way of looking at <situation>?
• How does the outcome relate to your original belief? Does it fully support it? Or does it offer any contradictions?
• What are the implications of what you have just done? How could it affect your daily life now?

Step 4: What next? 

Reflect upon what needs to be done next to build upon what has been learned. Helpful questions to ask at this stage include:

• What have you learned in this experiment that could be tried again in new situations?
• How can we consolidate what you have learned?
• What other experiments could you do?
• What might you need to do to maintain what you have learned?
• What other therapy tasks could build upon the learning?
• Have you developed any new (perhaps tentative) perspectives , and how could they be tested?
• How could you put what you have learned into practice?
• What else needs to be explored or tested?

References And Further Reading

• Beck, A. T., Rush, A. J., Shaw, B. F., Emery, G. (1979). Cognitive therapy of depression . Guilford press.
• Bennett-Levy, J., Butler, G., Fennell, M. J. V., Hackmann, A., Mueller, M., & Westbrook, D. (Eds.) (2004). The Oxford handbook of behavioural experiments . Oxford: Oxford University Press.
• Bennett–Levy, J. (2003). Mechanisms of change in cognitive therapy: the case of automatic thought records and behavioural experiments. Behavioural and Cognitive
• Psychotherapy , 31, 261–77.
• Chadwick, P. D. J., Birchwood, M. J., & Trower, P. (1996). Cognitive therapy for delusions, voices and paranoia . Chichester: Wiley.
• Craske, M. G., Treanor, M., Conway, C. C., Zbozinek, T., & Vervliet, B. (2014). Maximizing exposure therapy: an inhibitory learning approach. Behaviour Research and Therapy , 58, 10-23.  
• Herbert, E. A., Dugas, M. J. (2018). Behavioral expeirments for intolerance of uncertainty: challenging the unknown in the treatment of generalized anxiety disorder. Cognitive and Behavioral Practice , 26(2), 421-436.  
• Kolb, D. (1984). Experiential learning: experience as the source of learning and development . Prentice Hall, Englewood Cliffs NJ.
• Salkovskis, P.M. (1991). The importance of behaviour in the maintenance of anxiety and panic: a cognitive account. Behavioural Psychotherapy , 19, 6–19.
• Waller, G. (2009). Evidence-based treatment and therapist drift. Behavior Research and Therapy , 47, 119e127.
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• The 25 Most Influential Psychological Experiments in History

While each year thousands and thousands of studies are completed in the many specialty areas of psychology, there are a handful that, over the years, have had a lasting impact in the psychological community as a whole. Some of these were dutifully conducted, keeping within the confines of ethical and practical guidelines. Others pushed the boundaries of human behavior during their psychological experiments and created controversies that still linger to this day. And still others were not designed to be true psychological experiments, but ended up as beacons to the psychological community in proving or disproving theories.

This is a list of the 25 most influential psychological experiments still being taught to psychology students of today.

1. A Class Divided

Study conducted by: jane elliott.

Study Conducted in 1968 in an Iowa classroom

Experiment Details: Jane Elliott’s famous experiment was inspired by the assassination of Dr. Martin Luther King Jr. and the inspirational life that he led. The third grade teacher developed an exercise, or better yet, a psychological experiment, to help her Caucasian students understand the effects of racism and prejudice.

Elliott divided her class into two separate groups: blue-eyed students and brown-eyed students. On the first day, she labeled the blue-eyed group as the superior group and from that point forward they had extra privileges, leaving the brown-eyed children to represent the minority group. She discouraged the groups from interacting and singled out individual students to stress the negative characteristics of the children in the minority group. What this exercise showed was that the children’s behavior changed almost instantaneously. The group of blue-eyed students performed better academically and even began bullying their brown-eyed classmates. The brown-eyed group experienced lower self-confidence and worse academic performance. The next day, she reversed the roles of the two groups and the blue-eyed students became the minority group.

At the end of the experiment, the children were so relieved that they were reported to have embraced one another and agreed that people should not be judged based on outward appearances. This exercise has since been repeated many times with similar outcomes.

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2. Asch Conformity Study

Study conducted by: dr. solomon asch.

Study Conducted in 1951 at Swarthmore College

Experiment Details: Dr. Solomon Asch conducted a groundbreaking study that was designed to evaluate a person’s likelihood to conform to a standard when there is pressure to do so.

A group of participants were shown pictures with lines of various lengths and were then asked a simple question: Which line is longest? The tricky part of this study was that in each group only one person was a true participant. The others were actors with a script. Most of the actors were instructed to give the wrong answer. Strangely, the one true participant almost always agreed with the majority, even though they knew they were giving the wrong answer.

The results of this study are important when we study social interactions among individuals in groups. This study is a famous example of the temptation many of us experience to conform to a standard during group situations and it showed that people often care more about being the same as others than they do about being right. It is still recognized as one of the most influential psychological experiments for understanding human behavior.

3. Bobo Doll Experiment

Study conducted by: dr. alburt bandura.

Study Conducted between 1961-1963 at Stanford University

In his groundbreaking study he separated participants into three groups:

• one was exposed to a video of an adult showing aggressive behavior towards a Bobo doll
• another was exposed to video of a passive adult playing with the Bobo doll
• the third formed a control group

Children watched their assigned video and then were sent to a room with the same doll they had seen in the video (with the exception of those in the control group). What the researcher found was that children exposed to the aggressive model were more likely to exhibit aggressive behavior towards the doll themselves. The other groups showed little imitative aggressive behavior. For those children exposed to the aggressive model, the number of derivative physical aggressions shown by the boys was 38.2 and 12.7 for the girls.

The study also showed that boys exhibited more aggression when exposed to aggressive male models than boys exposed to aggressive female models. When exposed to aggressive male models, the number of aggressive instances exhibited by boys averaged 104. This is compared to 48.4 aggressive instances exhibited by boys who were exposed to aggressive female models.

While the results for the girls show similar findings, the results were less drastic. When exposed to aggressive female models, the number of aggressive instances exhibited by girls averaged 57.7. This is compared to 36.3 aggressive instances exhibited by girls who were exposed to aggressive male models. The results concerning gender differences strongly supported Bandura’s secondary prediction that children will be more strongly influenced by same-sex models. The Bobo Doll Experiment showed a groundbreaking way to study human behavior and it’s influences.

4. Car Crash Experiment

Study conducted by: elizabeth loftus and john palmer.

Study Conducted in 1974 at The University of California in Irvine

The participants watched slides of a car accident and were asked to describe what had happened as if they were eyewitnesses to the scene. The participants were put into two groups and each group was questioned using different wording such as “how fast was the car driving at the time of impact?” versus “how fast was the car going when it smashed into the other car?” The experimenters found that the use of different verbs affected the participants’ memories of the accident, showing that memory can be easily distorted.

This research suggests that memory can be easily manipulated by questioning technique. This means that information gathered after the event can merge with original memory causing incorrect recall or reconstructive memory. The addition of false details to a memory of an event is now referred to as confabulation. This concept has very important implications for the questions used in police interviews of eyewitnesses.

5. Cognitive Dissonance Experiment

Study conducted by: leon festinger and james carlsmith.

Study Conducted in 1957 at Stanford University

Experiment Details: The concept of cognitive dissonance refers to a situation involving conflicting:

This conflict produces an inherent feeling of discomfort leading to a change in one of the attitudes, beliefs or behaviors to minimize or eliminate the discomfort and restore balance.

Cognitive dissonance was first investigated by Leon Festinger, after an observational study of a cult that believed that the earth was going to be destroyed by a flood. Out of this study was born an intriguing experiment conducted by Festinger and Carlsmith where participants were asked to perform a series of dull tasks (such as turning pegs in a peg board for an hour). Participant’s initial attitudes toward this task were highly negative.

They were then paid either $1 or $20 to tell a participant waiting in the lobby that the tasks were really interesting. Almost all of the participants agreed to walk into the waiting room and persuade the next participant that the boring experiment would be fun. When the participants were later asked to evaluate the experiment, the participants who were paid only $1 rated the tedious task as more fun and enjoyable than the participants who were paid $20 to lie.

Being paid only $1 is not sufficient incentive for lying and so those who were paid $1 experienced dissonance. They could only overcome that cognitive dissonance by coming to believe that the tasks really were interesting and enjoyable. Being paid $20 provides a reason for turning pegs and there is therefore no dissonance.

6. Fantz’s Looking Chamber

Study conducted by: robert l. fantz.

Study Conducted in 1961 at the University of Illinois

Experiment Details: The study conducted by Robert L. Fantz is among the simplest, yet most important in the field of infant development and vision. In 1961, when this experiment was conducted, there very few ways to study what was going on in the mind of an infant. Fantz realized that the best way was to simply watch the actions and reactions of infants. He understood the fundamental factor that if there is something of interest near humans, they generally look at it.

To test this concept, Fantz set up a display board with two pictures attached. On one was a bulls-eye. On the other was the sketch of a human face. This board was hung in a chamber where a baby could lie safely underneath and see both images. Then, from behind the board, invisible to the baby, he peeked through a hole to watch what the baby looked at. This study showed that a two-month old baby looked twice as much at the human face as it did at the bulls-eye. This suggests that human babies have some powers of pattern and form selection. Before this experiment it was thought that babies looked out onto a chaotic world of which they could make little sense.

7. Hawthorne Effect

Study conducted by: henry a. landsberger.

Study Conducted in 1955 at Hawthorne Works in Chicago, Illinois

Landsberger performed the study by analyzing data from experiments conducted between 1924 and 1932, by Elton Mayo, at the Hawthorne Works near Chicago. The company had commissioned studies to evaluate whether the level of light in a building changed the productivity of the workers. What Mayo found was that the level of light made no difference in productivity. The workers increased their output whenever the amount of light was switched from a low level to a high level, or vice versa.

The researchers noticed a tendency that the workers’ level of efficiency increased when any variable was manipulated. The study showed that the output changed simply because the workers were aware that they were under observation. The conclusion was that the workers felt important because they were pleased to be singled out. They increased productivity as a result. Being singled out was the factor dictating increased productivity, not the changing lighting levels, or any of the other factors that they experimented upon.

The Hawthorne Effect has become one of the hardest inbuilt biases to eliminate or factor into the design of any experiment in psychology and beyond.

8. Kitty Genovese Case

Study conducted by: new york police force.

Study Conducted in 1964 in New York City

Experiment Details: The murder case of Kitty Genovese was never intended to be a psychological experiment, however it ended up having serious implications for the field.

According to a New York Times article, almost 40 neighbors witnessed Kitty Genovese being savagely attacked and murdered in Queens, New York in 1964. Not one neighbor called the police for help. Some reports state that the attacker briefly left the scene and later returned to “finish off” his victim. It was later uncovered that many of these facts were exaggerated. (There were more likely only a dozen witnesses and records show that some calls to police were made).

What this case later become famous for is the “Bystander Effect,” which states that the more bystanders that are present in a social situation, the less likely it is that anyone will step in and help. This effect has led to changes in medicine, psychology and many other areas. One famous example is the way CPR is taught to new learners. All students in CPR courses learn that they must assign one bystander the job of alerting authorities which minimizes the chances of no one calling for assistance.

9. Learned Helplessness Experiment

Study conducted by: martin seligman.

Study Conducted in 1967 at the University of Pennsylvania

Seligman’s experiment involved the ringing of a bell and then the administration of a light shock to a dog. After a number of pairings, the dog reacted to the shock even before it happened. As soon as the dog heard the bell, he reacted as though he’d already been shocked.

During the course of this study something unexpected happened. Each dog was placed in a large crate that was divided down the middle with a low fence. The dog could see and jump over the fence easily. The floor on one side of the fence was electrified, but not on the other side of the fence. Seligman placed each dog on the electrified side and administered a light shock. He expected the dog to jump to the non-shocking side of the fence. In an unexpected turn, the dogs simply laid down.

The hypothesis was that as the dogs learned from the first part of the experiment that there was nothing they could do to avoid the shocks, they gave up in the second part of the experiment. To prove this hypothesis the experimenters brought in a new set of animals and found that dogs with no history in the experiment would jump over the fence.

This condition was described as learned helplessness. A human or animal does not attempt to get out of a negative situation because the past has taught them that they are helpless.

10. Little Albert Experiment

Study conducted by: john b. watson and rosalie rayner.

Study Conducted in 1920 at Johns Hopkins University

The experiment began by placing a white rat in front of the infant, who initially had no fear of the animal. Watson then produced a loud sound by striking a steel bar with a hammer every time little Albert was presented with the rat. After several pairings (the noise and the presentation of the white rat), the boy began to cry and exhibit signs of fear every time the rat appeared in the room. Watson also created similar conditioned reflexes with other common animals and objects (rabbits, Santa beard, etc.) until Albert feared them all.

This study proved that classical conditioning works on humans. One of its most important implications is that adult fears are often connected to early childhood experiences.

11. Magical Number Seven

Study conducted by: george a. miller.

Study Conducted in 1956 at Princeton University

Experiment Details:   Frequently referred to as “ Miller’s Law,” the Magical Number Seven experiment purports that the number of objects an average human can hold in working memory is 7 ± 2. This means that the human memory capacity typically includes strings of words or concepts ranging from 5-9. This information on the limits to the capacity for processing information became one of the most highly cited papers in psychology.

The Magical Number Seven Experiment was published in 1956 by cognitive psychologist George A. Miller of Princeton University’s Department of Psychology in Psychological Review .  In the article, Miller discussed a concurrence between the limits of one-dimensional absolute judgment and the limits of short-term memory.

In a one-dimensional absolute-judgment task, a person is presented with a number of stimuli that vary on one dimension (such as 10 different tones varying only in pitch). The person responds to each stimulus with a corresponding response (learned before).

Performance is almost perfect up to five or six different stimuli but declines as the number of different stimuli is increased. This means that a human’s maximum performance on one-dimensional absolute judgment can be described as an information store with the maximum capacity of approximately 2 to 3 bits of information There is the ability to distinguish between four and eight alternatives.

12. Pavlov’s Dog Experiment

Study conducted by: ivan pavlov.

Study Conducted in the 1890s at the Military Medical Academy in St. Petersburg, Russia

Pavlov began with the simple idea that there are some things that a dog does not need to learn. He observed that dogs do not learn to salivate when they see food. This reflex is “hard wired” into the dog. This is an unconditioned response (a stimulus-response connection that required no learning).

Pavlov outlined that there are unconditioned responses in the animal by presenting a dog with a bowl of food and then measuring its salivary secretions. In the experiment, Pavlov used a bell as his neutral stimulus. Whenever he gave food to his dogs, he also rang a bell. After a number of repeats of this procedure, he tried the bell on its own. What he found was that the bell on its own now caused an increase in salivation. The dog had learned to associate the bell and the food. This learning created a new behavior. The dog salivated when he heard the bell. Because this response was learned (or conditioned), it is called a conditioned response. The neutral stimulus has become a conditioned stimulus.

This theory came to be known as classical conditioning.

13. Robbers Cave Experiment

Study conducted by: muzafer and carolyn sherif.

Study Conducted in 1954 at the University of Oklahoma

Experiment Details: This experiment, which studied group conflict, is considered by most to be outside the lines of what is considered ethically sound.

In 1954 researchers at the University of Oklahoma assigned 22 eleven- and twelve-year-old boys from similar backgrounds into two groups. The two groups were taken to separate areas of a summer camp facility where they were able to bond as social units. The groups were housed in separate cabins and neither group knew of the other’s existence for an entire week. The boys bonded with their cabin mates during that time. Once the two groups were allowed to have contact, they showed definite signs of prejudice and hostility toward each other even though they had only been given a very short time to develop their social group. To increase the conflict between the groups, the experimenters had them compete against each other in a series of activities. This created even more hostility and eventually the groups refused to eat in the same room. The final phase of the experiment involved turning the rival groups into friends. The fun activities the experimenters had planned like shooting firecrackers and watching movies did not initially work, so they created teamwork exercises where the two groups were forced to collaborate. At the end of the experiment, the boys decided to ride the same bus home, demonstrating that conflict can be resolved and prejudice overcome through cooperation.

Many critics have compared this study to Golding’s Lord of the Flies novel as a classic example of prejudice and conflict resolution.

14. Ross’ False Consensus Effect Study

Study conducted by: lee ross.

Study Conducted in 1977 at Stanford University

Experiment Details: In 1977, a social psychology professor at Stanford University named Lee Ross conducted an experiment that, in lay terms, focuses on how people can incorrectly conclude that others think the same way they do, or form a “false consensus” about the beliefs and preferences of others. Ross conducted the study in order to outline how the “false consensus effect” functions in humans.

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In the first part of the study, participants were asked to read about situations in which a conflict occurred and then were told two alternative ways of responding to the situation. They were asked to do three things:

• Guess which option other people would choose
• Say which option they themselves would choose
• Describe the attributes of the person who would likely choose each of the two options

What the study showed was that most of the subjects believed that other people would do the same as them, regardless of which of the two responses they actually chose themselves. This phenomenon is referred to as the false consensus effect, where an individual thinks that other people think the same way they do when they may not. The second observation coming from this important study is that when participants were asked to describe the attributes of the people who will likely make the choice opposite of their own, they made bold and sometimes negative predictions about the personalities of those who did not share their choice.

15. The Schacter and Singer Experiment on Emotion

Study conducted by: stanley schachter and jerome e. singer.

Study Conducted in 1962 at Columbia University

Experiment Details: In 1962 Schachter and Singer conducted a ground breaking experiment to prove their theory of emotion.

In the study, a group of 184 male participants were injected with epinephrine, a hormone that induces arousal including increased heartbeat, trembling, and rapid breathing. The research participants were told that they were being injected with a new medication to test their eyesight. The first group of participants was informed the possible side effects that the injection might cause while the second group of participants were not. The participants were then placed in a room with someone they thought was another participant, but was actually a confederate in the experiment. The confederate acted in one of two ways: euphoric or angry. Participants who had not been informed about the effects of the injection were more likely to feel either happier or angrier than those who had been informed.

What Schachter and Singer were trying to understand was the ways in which cognition or thoughts influence human emotion. Their study illustrates the importance of how people interpret their physiological states, which form an important component of your emotions. Though their cognitive theory of emotional arousal dominated the field for two decades, it has been criticized for two main reasons: the size of the effect seen in the experiment was not that significant and other researchers had difficulties repeating the experiment.

16. Selective Attention / Invisible Gorilla Experiment

Study conducted by: daniel simons and christopher chabris.

Study Conducted in 1999 at Harvard University

Experiment Details: In 1999 Simons and Chabris conducted their famous awareness test at Harvard University.

Participants in the study were asked to watch a video and count how many passes occurred between basketball players on the white team. The video moves at a moderate pace and keeping track of the passes is a relatively easy task. What most people fail to notice amidst their counting is that in the middle of the test, a man in a gorilla suit walked onto the court and stood in the center before walking off-screen.

The study found that the majority of the subjects did not notice the gorilla at all, proving that humans often overestimate their ability to effectively multi-task. What the study set out to prove is that when people are asked to attend to one task, they focus so strongly on that element that they may miss other important details.

17. Stanford Prison Study

Study conducted by philip zimbardo.

Study Conducted in 1971 at Stanford University

The Stanford Prison Experiment was designed to study behavior of “normal” individuals when assigned a role of prisoner or guard. College students were recruited to participate. They were assigned roles of “guard” or “inmate.”  Zimbardo played the role of the warden. The basement of the psychology building was the set of the prison. Great care was taken to make it look and feel as realistic as possible.

The prison guards were told to run a prison for two weeks. They were told not to physically harm any of the inmates during the study. After a few days, the prison guards became very abusive verbally towards the inmates. Many of the prisoners became submissive to those in authority roles. The Stanford Prison Experiment inevitably had to be cancelled because some of the participants displayed troubling signs of breaking down mentally.

Although the experiment was conducted very unethically, many psychologists believe that the findings showed how much human behavior is situational. People will conform to certain roles if the conditions are right. The Stanford Prison Experiment remains one of the most famous psychology experiments of all time.

18. Stanley Milgram Experiment

Study conducted by stanley milgram.

Study Conducted in 1961 at Stanford University

Experiment Details: This 1961 study was conducted by Yale University psychologist Stanley Milgram. It was designed to measure people’s willingness to obey authority figures when instructed to perform acts that conflicted with their morals. The study was based on the premise that humans will inherently take direction from authority figures from very early in life.

Participants were told they were participating in a study on memory. They were asked to watch another person (an actor) do a memory test. They were instructed to press a button that gave an electric shock each time the person got a wrong answer. (The actor did not actually receive the shocks, but pretended they did).

Participants were told to play the role of “teacher” and administer electric shocks to “the learner,” every time they answered a question incorrectly. The experimenters asked the participants to keep increasing the shocks. Most of them obeyed even though the individual completing the memory test appeared to be in great pain. Despite these protests, many participants continued the experiment when the authority figure urged them to. They increased the voltage after each wrong answer until some eventually administered what would be lethal electric shocks.

This experiment showed that humans are conditioned to obey authority and will usually do so even if it goes against their natural morals or common sense.

19. Surrogate Mother Experiment

Study conducted by: harry harlow.

Study Conducted from 1957-1963 at the University of Wisconsin

Experiment Details: In a series of controversial experiments during the late 1950s and early 1960s, Harry Harlow studied the importance of a mother’s love for healthy childhood development.

In order to do this he separated infant rhesus monkeys from their mothers a few hours after birth and left them to be raised by two “surrogate mothers.” One of the surrogates was made of wire with an attached bottle for food. The other was made of soft terrycloth but lacked food. The researcher found that the baby monkeys spent much more time with the cloth mother than the wire mother, thereby proving that affection plays a greater role than sustenance when it comes to childhood development. They also found that the monkeys that spent more time cuddling the soft mother grew up to healthier.

This experiment showed that love, as demonstrated by physical body contact, is a more important aspect of the parent-child bond than the provision of basic needs. These findings also had implications in the attachment between fathers and their infants when the mother is the source of nourishment.

20. The Good Samaritan Experiment

Study conducted by: john darley and daniel batson.

Study Conducted in 1973 at The Princeton Theological Seminary (Researchers were from Princeton University)

Experiment Details: In 1973, an experiment was created by John Darley and Daniel Batson, to investigate the potential causes that underlie altruistic behavior. The researchers set out three hypotheses they wanted to test:

• People thinking about religion and higher principles would be no more inclined to show helping behavior than laymen.
• People in a rush would be much less likely to show helping behavior.
• People who are religious for personal gain would be less likely to help than people who are religious because they want to gain some spiritual and personal insights into the meaning of life.

Student participants were given some religious teaching and instruction. They were then were told to travel from one building to the next. Between the two buildings was a man lying injured and appearing to be in dire need of assistance. The first variable being tested was the degree of urgency impressed upon the subjects, with some being told not to rush and others being informed that speed was of the essence.

The results of the experiment were intriguing, with the haste of the subject proving to be the overriding factor. When the subject was in no hurry, nearly two-thirds of people stopped to lend assistance. When the subject was in a rush, this dropped to one in ten.

People who were on the way to deliver a speech about helping others were nearly twice as likely to help as those delivering other sermons,. This showed that the thoughts of the individual were a factor in determining helping behavior. Religious beliefs did not appear to make much difference on the results. Being religious for personal gain, or as part of a spiritual quest, did not appear to make much of an impact on the amount of helping behavior shown.

21. The Halo Effect Experiment

Study conducted by: richard e. nisbett and timothy decamp wilson.

Study Conducted in 1977 at the University of Michigan

Experiment Details: The Halo Effect states that people generally assume that people who are physically attractive are more likely to:

• be intelligent
• be friendly
• display good judgment

To prove their theory, Nisbett and DeCamp Wilson created a study to prove that people have little awareness of the nature of the Halo Effect. They’re not aware that it influences:

• their personal judgments
• the production of a more complex social behavior

In the experiment, college students were the research participants. They were asked to evaluate a psychology instructor as they view him in a videotaped interview. The students were randomly assigned to one of two groups. Each group was shown one of two different interviews with the same instructor. The instructor is a native French-speaking Belgian who spoke English with a noticeable accent. In the first video, the instructor presented himself as someone:

• respectful of his students’ intelligence and motives
• flexible in his approach to teaching
• enthusiastic about his subject matter

In the second interview, he presented himself as much more unlikable. He was cold and distrustful toward the students and was quite rigid in his teaching style.

After watching the videos, the subjects were asked to rate the lecturer on:

• physical appearance

His mannerisms and accent were kept the same in both versions of videos. The subjects were asked to rate the professor on an 8-point scale ranging from “like extremely” to “dislike extremely.” Subjects were also told that the researchers were interested in knowing “how much their liking for the teacher influenced the ratings they just made.” Other subjects were asked to identify how much the characteristics they just rated influenced their liking of the teacher.

After responding to the questionnaire, the respondents were puzzled about their reactions to the videotapes and to the questionnaire items. The students had no idea why they gave one lecturer higher ratings. Most said that how much they liked the lecturer had not affected their evaluation of his individual characteristics at all.

The interesting thing about this study is that people can understand the phenomenon, but they are unaware when it is occurring. Without realizing it, humans make judgments. Even when it is pointed out, they may still deny that it is a product of the halo effect phenomenon.

22. The Marshmallow Test

Study conducted by: walter mischel.

Study Conducted in 1972 at Stanford University

In his 1972 Marshmallow Experiment, children ages four to six were taken into a room where a marshmallow was placed in front of them on a table. Before leaving each of the children alone in the room, the experimenter informed them that they would receive a second marshmallow if the first one was still on the table after they returned in 15 minutes. The examiner recorded how long each child resisted eating the marshmallow and noted whether it correlated with the child’s success in adulthood. A small number of the 600 children ate the marshmallow immediately and one-third delayed gratification long enough to receive the second marshmallow.

In follow-up studies, Mischel found that those who deferred gratification were significantly more competent and received higher SAT scores than their peers. This characteristic likely remains with a person for life. While this study seems simplistic, the findings outline some of the foundational differences in individual traits that can predict success.

23. The Monster Study

Study conducted by: wendell johnson.

Study Conducted in 1939 at the University of Iowa

Experiment Details: The Monster Study received this negative title due to the unethical methods that were used to determine the effects of positive and negative speech therapy on children.

Wendell Johnson of the University of Iowa selected 22 orphaned children, some with stutters and some without. The children were in two groups. The group of children with stutters was placed in positive speech therapy, where they were praised for their fluency. The non-stutterers were placed in negative speech therapy, where they were disparaged for every mistake in grammar that they made.

As a result of the experiment, some of the children who received negative speech therapy suffered psychological effects and retained speech problems for the rest of their lives. They were examples of the significance of positive reinforcement in education.

The initial goal of the study was to investigate positive and negative speech therapy. However, the implication spanned much further into methods of teaching for young children.

24. Violinist at the Metro Experiment

Study conducted by: staff at the washington post.

Study Conducted in 2007 at a Washington D.C. Metro Train Station

During the study, pedestrians rushed by without realizing that the musician playing at the entrance to the metro stop was Grammy-winning musician, Joshua Bell. Two days before playing in the subway, he sold out at a theater in Boston where the seats average $100. He played one of the most intricate pieces ever written with a violin worth 3.5 million dollars. In the 45 minutes the musician played his violin, only 6 people stopped and stayed for a while. Around 20 gave him money, but continued to walk their normal pace. He collected $32.

The study and the subsequent article organized by the Washington Post was part of a social experiment looking at:

• the priorities of people

Gene Weingarten wrote about the social experiment: “In a banal setting at an inconvenient time, would beauty transcend?” Later he won a Pulitzer Prize for his story. Some of the questions the article addresses are:

• Do we perceive beauty?
• Do we stop to appreciate it?
• Do we recognize the talent in an unexpected context?

As it turns out, many of us are not nearly as perceptive to our environment as we might like to think.

25. Visual Cliff Experiment

Study conducted by: eleanor gibson and richard walk.

Study Conducted in 1959 at Cornell University

Experiment Details: In 1959, psychologists Eleanor Gibson and Richard Walk set out to study depth perception in infants. They wanted to know if depth perception is a learned behavior or if it is something that we are born with. To study this, Gibson and Walk conducted the visual cliff experiment.

They studied 36 infants between the ages of six and 14 months, all of whom could crawl. The infants were placed one at a time on a visual cliff. A visual cliff was created using a large glass table that was raised about a foot off the floor. Half of the glass table had a checker pattern underneath in order to create the appearance of a ‘shallow side.’

In order to create a ‘deep side,’ a checker pattern was created on the floor; this side is the visual cliff. The placement of the checker pattern on the floor creates the illusion of a sudden drop-off. Researchers placed a foot-wide centerboard between the shallow side and the deep side. Gibson and Walk found the following:

• Nine of the infants did not move off the centerboard.
• All of the 27 infants who did move crossed into the shallow side when their mothers called them from the shallow side.
• Three of the infants crawled off the visual cliff toward their mother when called from the deep side.
• When called from the deep side, the remaining 24 children either crawled to the shallow side or cried because they could not cross the visual cliff and make it to their mother.

What this study helped demonstrate is that depth perception is likely an inborn train in humans.

Among these experiments and psychological tests, we see boundaries pushed and theories taking on a life of their own. It is through the endless stream of psychological experimentation that we can see simple hypotheses become guiding theories for those in this field. The greater field of psychology became a formal field of experimental study in 1879, when Wilhelm Wundt established the first laboratory dedicated solely to psychological research in Leipzig, Germany. Wundt was the first person to refer to himself as a psychologist. Since 1879, psychology has grown into a massive collection of:

• methods of practice

It’s also a specialty area in the field of healthcare. None of this would have been possible without these and many other important psychological experiments that have stood the test of time.

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After earning a Bachelor of Arts in Psychology from Rutgers University and then a Master of Science in Clinical and Forensic Psychology from Drexel University, Kristen began a career as a therapist at two prisons in Philadelphia. At the same time she volunteered as a rape crisis counselor, also in Philadelphia. After a few years in the field she accepted a teaching position at a local college where she currently teaches online psychology courses. Kristen began writing in college and still enjoys her work as a writer, editor, professor and mother.

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Independent Variables (Definition + 43 Examples)

Have you ever wondered how scientists make discoveries and how researchers come to understand the world around us? A crucial tool in their kit is the concept of the independent variable, which helps them delve into the mysteries of science and everyday life.

An independent variable is a condition or factor that researchers manipulate to observe its effect on another variable, known as the dependent variable. In simpler terms, it’s like adjusting the dials and watching what happens! By changing the independent variable, scientists can see if and how it causes changes in what they are measuring or observing, helping them make connections and draw conclusions.

In this article, we’ll explore the fascinating world of independent variables, journey through their history, examine theories, and look at a variety of examples from different fields.

History of the Independent Variable

Once upon a time, in a world thirsty for understanding, people observed the stars, the seas, and everything in between, seeking to unlock the mysteries of the universe.

The story of the independent variable begins with a quest for knowledge, a journey taken by thinkers and tinkerers who wanted to explain the wonders and strangeness of the world.

Origins of the Concept

The seeds of the idea of independent variables were sown by Sir Francis Galton , an English polymath, in the 19th century. Galton wore many hats—he was a psychologist, anthropologist, meteorologist, and a statistician!

It was his diverse interests that led him to explore the relationships between different factors and their effects. Galton was curious—how did one thing lead to another, and what could be learned from these connections?

As Galton delved into the world of statistical theories , the concept of independent variables started taking shape.

He was interested in understanding how characteristics, like height and intelligence, were passed down through generations.

Galton’s work laid the foundation for later thinkers to refine and expand the concept, turning it into an invaluable tool for scientific research.

Evolution over Time

After Galton’s pioneering work, the concept of the independent variable continued to evolve and grow. Scientists and researchers from various fields adopted and adapted it, finding new ways to use it to make sense of the world.

They discovered that by manipulating one factor (the independent variable), they could observe changes in another (the dependent variable), leading to groundbreaking insights and discoveries.

Through the years, the independent variable became a cornerstone in experimental design . Researchers in fields like physics, biology, psychology, and sociology used it to test hypotheses, develop theories, and uncover the laws that govern our universe.

The idea that originated from Galton’s curiosity had bloomed into a universal key, unlocking doors to knowledge across disciplines.

Importance in Scientific Research

Today, the independent variable stands tall as a pillar of scientific research. It helps scientists and researchers ask critical questions, test their ideas, and find answers. Without independent variables, we wouldn’t have many of the advancements and understandings that we take for granted today.

The independent variable plays a starring role in experiments, helping us learn about everything from the smallest particles to the vastness of space. It helps researchers create vaccines, understand social behaviors, explore ecological systems, and even develop new technologies.

In the upcoming sections, we’ll dive deeper into what independent variables are, how they work, and how they’re used in various fields.

Together, we’ll uncover the magic of this scientific concept and see how it continues to shape our understanding of the world around us.

What is an Independent Variable?

Embarking on the captivating journey of scientific exploration requires us to grasp the essential terms and ideas. It's akin to a treasure hunter mastering the use of a map and compass.

In our adventure through the realm of independent variables, we’ll delve deeper into some fundamental concepts and definitions to help us navigate this exciting world.

Variables in Research

In the grand tapestry of research, variables are the gems that researchers seek. They’re elements, characteristics, or behaviors that can shift or vary in different circumstances.

Picture them as the myriad of ingredients in a chef’s kitchen—each variable can be adjusted or modified to create a myriad of dishes, each with a unique flavor!

Understanding variables is essential as they form the core of every scientific experiment and observational study.

Types of Variables

Independent Variable The star of our story, the independent variable, is the one that researchers change or control to study its effects. It’s like a chef experimenting with different spices to see how each one alters the taste of the soup. The independent variable is the catalyst, the initial spark that sets the wheels of research in motion.

Dependent Variable The dependent variable is the outcome we observe and measure . It’s the altered flavor of the soup that results from the chef’s culinary experiments. This variable depends on the changes made to the independent variable, hence the name!

Observing how the dependent variable reacts to changes helps scientists draw conclusions and make discoveries.

Control Variable Control variables are the unsung heroes of scientific research. They’re the constants, the elements that researchers keep the same to ensure the integrity of the experiment.

Imagine if our chef used a different type of broth each time he experimented with spices—the results would be all over the place! Control variables keep the experiment grounded and help researchers be confident in their findings.

Confounding Variables Imagine a hidden rock in a stream, changing the water’s flow in unexpected ways. Confounding variables are similar—they are external factors that can sneak into experiments and influence the outcome , adding twists to our scientific story.

These variables can blur the relationship between the independent and dependent variables, making the results of the study a bit puzzly. Detecting and controlling these hidden elements helps researchers ensure the accuracy of their findings and reach true conclusions.

There are of course other types of variables, and different ways to manipulate them called " schedules of reinforcement ," but we won't get into that too much here.

Role of the Independent Variable

Manipulation When researchers manipulate the independent variable, they are orchestrating a symphony of cause and effect. They’re adjusting the strings, the brass, the percussion, observing how each change influences the melody—the dependent variable.

This manipulation is at the heart of experimental research. It allows scientists to explore relationships, unravel patterns, and unearth the secrets hidden within the fabric of our universe.

Observation With every tweak and adjustment made to the independent variable, researchers are like seasoned detectives, observing the dependent variable for changes, collecting clues, and piecing together the puzzle.

Observing the effects and changes that occur helps them deduce relationships, formulate theories, and expand our understanding of the world. Every observation is a step towards solving the mysteries of nature and human behavior.

Identifying Independent Variables

Characteristics Identifying an independent variable in the vast landscape of research can seem daunting, but fear not! Independent variables have distinctive characteristics that make them stand out.

They’re the elements that are deliberately changed or controlled in an experiment to study their effects on the dependent variable. Recognizing these characteristics is like learning to spot footprints in the sand—it leads us to the heart of the discovery!

In Different Types of Research The world of research is diverse and varied, and the independent variable dons many guises! In the field of medicine, it might manifest as the dosage of a drug administered to patients.

In psychology, it could take the form of different learning methods applied to study memory retention. In each field, identifying the independent variable correctly is the golden key that unlocks the treasure trove of knowledge and insights.

As we forge ahead on our enlightening journey, equipped with a deeper understanding of independent variables and their roles, we’re ready to delve into the intricate theories and diverse examples that underscore their significance.

Independent Variables in Research

Now that we’re acquainted with the basic concepts and have the tools to identify independent variables, let’s dive into the fascinating ocean of theories and frameworks.

These theories are like ancient scrolls, providing guidelines and blueprints that help scientists use independent variables to uncover the secrets of the universe.

Scientific Method

What is it and How Does it Work? The scientific method is like a super-helpful treasure map that scientists use to make discoveries. It has steps we follow: asking a question, researching, guessing what will happen (that's a hypothesis!), experimenting, checking the results, figuring out what they mean, and telling everyone about it.

Our hero, the independent variable, is the compass that helps this adventure go the right way!

How Independent Variables Lead the Way In the scientific method, the independent variable is like the captain of a ship, leading everyone through unknown waters.

Scientists change this variable to see what happens and to learn new things. It’s like having a compass that points us towards uncharted lands full of knowledge!

Experimental Design

The Basics of Building Constructing an experiment is like building a castle, and the independent variable is the cornerstone. It’s carefully chosen and manipulated to see how it affects the dependent variable. Researchers also identify control and confounding variables, ensuring the castle stands strong, and the results are reliable.

Keeping Everything in Check In every experiment, maintaining control is key to finding the treasure. Scientists use control variables to keep the conditions consistent, ensuring that any changes observed are truly due to the independent variable. It’s like ensuring the castle’s foundation is solid, supporting the structure as it reaches for the sky.

Hypothesis Testing

Making Educated Guesses Before they start experimenting, scientists make educated guesses called hypotheses . It’s like predicting which X marks the spot of the treasure! It often includes the independent variable and the expected effect on the dependent variable, guiding researchers as they navigate through the experiment.

Independent Variables in the Spotlight When testing these guesses, the independent variable is the star of the show! Scientists change and watch this variable to see if their guesses were right. It helps them figure out new stuff and learn more about the world around us!

Statistical Analysis

Figuring Out Relationships After the experimenting is done, it’s time for scientists to crack the code! They use statistics to understand how the independent and dependent variables are related and to uncover the hidden stories in the data.

Experimenters have to be careful about how they determine the validity of their findings, which is why they use statistics. Something called "experimenter bias" can get in the way of having true (valid) results, because it's basically when the experimenter influences the outcome based on what they believe to be true (or what they want to be true!).

How Important are the Discoveries? Through statistical analysis, scientists determine the significance of their findings. It’s like discovering if the treasure found is made of gold or just shiny rocks. The analysis helps researchers know if the independent variable truly had an effect, contributing to the rich tapestry of scientific knowledge.

As we uncover more about how theories and frameworks use independent variables, we start to see how awesome they are in helping us learn more about the world. But we’re not done yet!

Up next, we’ll look at tons of examples to see how independent variables work their magic in different areas.

Examples of Independent Variables

Independent variables take on many forms, showcasing their versatility in a range of experiments and studies. Let’s uncover how they act as the protagonists in numerous investigations and learning quests!

Science Experiments

1) plant growth.

Consider an experiment aiming to observe the effect of varying water amounts on plant height. In this scenario, the amount of water given to the plants is the independent variable!

2) Freezing Water

Suppose we are curious about the time it takes for water to freeze at different temperatures. The temperature of the freezer becomes the independent variable as we adjust it to observe the results!

3) Light and Shadow

Have you ever observed how shadows change? In an experiment, adjusting the light angle to observe its effect on an object’s shadow makes the angle of light the independent variable!

4) Medicine Dosage

In medical studies, determining how varying medicine dosages influence a patient’s recovery is essential. Here, the dosage of the medicine administered is the independent variable!

5) Exercise and Health

Researchers might examine the impact of different exercise forms on individuals’ health. The various exercise forms constitute the independent variable in this study!

6) Sleep and Wellness

Have you pondered how the sleep duration affects your well-being the following day? In such research, the hours of sleep serve as the independent variable!

7) Learning Methods

Psychologists might investigate how diverse study methods influence test outcomes. Here, the different study methods adopted by students are the independent variable!

8) Mood and Music

Have you experienced varied emotions with different music genres? The genre of music played becomes the independent variable when researching its influence on emotions!

9) Color and Feelings

Suppose researchers are exploring how room colors affect individuals’ emotions. In this case, the room colors act as the independent variable!

Environment

10) rainfall and plant life.

Environmental scientists may study the influence of varying rainfall levels on vegetation. In this instance, the amount of rainfall is the independent variable!

11) Temperature and Animal Behavior

Examining how temperature variations affect animal behavior is fascinating. Here, the varying temperatures serve as the independent variable!

12) Pollution and Air Quality

Investigating the effects of different pollution levels on air quality is crucial. In such studies, the pollution level is the independent variable!

13) Internet Speed and Productivity

Researchers might explore how varying internet speeds impact work productivity. In this exploration, the internet speed is the independent variable!

14) Device Type and User Experience

Examining how different devices affect user experience is interesting. Here, the type of device used is the independent variable!

15) Software Version and Performance

Suppose a study aims to determine how different software versions influence system performance. The software version becomes the independent variable!

16) Teaching Style and Student Engagement

Educators might investigate the effect of varied teaching styles on student engagement. In such a study, the teaching style is the independent variable!

17) Class Size and Learning Outcome

Researchers could explore how different class sizes influence students’ learning. Here, the class size is the independent variable!

18) Homework Frequency and Academic Achievement

Examining the relationship between the frequency of homework assignments and academic success is essential. The frequency of homework becomes the independent variable!

19) Telescope Type and Celestial Observation

Astronomers might study how different telescopes affect celestial observation. In this scenario, the telescope type is the independent variable!

20) Light Pollution and Star Visibility

Investigating the influence of varying light pollution levels on star visibility is intriguing. Here, the level of light pollution is the independent variable!

21) Observation Time and Astronomical Detail

Suppose a study explores how observation duration affects the detail captured in astronomical images. The duration of observation serves as the independent variable!

22) Community Size and Social Interaction

Sociologists may examine how the size of a community influences social interactions. In this research, the community size is the independent variable!

23) Cultural Exposure and Social Tolerance

Investigating the effect of diverse cultural exposure on social tolerance is vital. Here, the level of cultural exposure is the independent variable!

24) Economic Status and Educational Attainment

Researchers could explore how different economic statuses impact educational achievements. In such studies, economic status is the independent variable!

25) Training Intensity and Athletic Performance

Sports scientists might study how varying training intensities affect athletes’ performance. In this case, the training intensity is the independent variable!

26) Equipment Type and Player Safety

Examining the relationship between different sports equipment and player safety is crucial. Here, the type of equipment used is the independent variable!

27) Team Size and Game Strategy

Suppose researchers are investigating how the size of a sports team influences game strategy. The team size becomes the independent variable!

28) Diet Type and Health Outcome

Nutritionists may explore the impact of various diets on individuals’ health. In this exploration, the type of diet followed is the independent variable!

29) Caloric Intake and Weight Change

Investigating how different caloric intakes influence weight change is essential. In such a study, the caloric intake is the independent variable!

30) Food Variety and Nutrient Absorption

Researchers could examine how consuming a variety of foods affects nutrient absorption. Here, the variety of foods consumed is the independent variable!

Real-World Examples of Independent Variables

Isn't it fantastic how independent variables play such an essential part in so many studies? But the excitement doesn't stop there!

Now, let’s explore how findings from these studies, led by independent variables, make a big splash in the real world and improve our daily lives!

Healthcare Advancements

31) treatment optimization.

By studying different medicine dosages and treatment methods as independent variables, doctors can figure out the best ways to help patients recover quicker and feel better. This leads to more effective medicines and treatment plans!

32) Lifestyle Recommendations

Researching the effects of sleep, exercise, and diet helps health experts give us advice on living healthier lives. By changing these independent variables, scientists uncover the secrets to feeling good and staying well!

Technological Innovations

33) speeding up the internet.

When scientists explore how different internet speeds affect our online activities, they’re able to develop technologies to make the internet faster and more reliable. This means smoother video calls and quicker downloads!

34) Improving User Experience

By examining how we interact with various devices and software, researchers can design technology that’s easier and more enjoyable to use. This leads to cooler gadgets and more user-friendly apps!

Educational Strategies

35) enhancing learning.

Investigating different teaching styles, class sizes, and study methods helps educators discover what makes learning fun and effective. This research shapes classrooms, teaching methods, and even homework!

36) Tailoring Student Support

By studying how students with diverse needs respond to different support strategies, educators can create personalized learning experiences. This means every student gets the help they need to succeed!

Environmental Protection

37) conserving nature.

Researching how rainfall, temperature, and pollution affect the environment helps scientists suggest ways to protect our planet. By studying these independent variables, we learn how to keep nature healthy and thriving!

38) Combating Climate Change

Scientists studying the effects of pollution and human activities on climate change are leading the way in finding solutions. By exploring these independent variables, we can develop strategies to combat climate change and protect the Earth!

Social Development

39) building stronger communities.

Sociologists studying community size, cultural exposure, and economic status help us understand what makes communities happy and united. This knowledge guides the development of policies and programs for stronger societies!

40) Promoting Equality and Tolerance

By exploring how exposure to diverse cultures affects social tolerance, researchers contribute to fostering more inclusive and harmonious societies. This helps build a world where everyone is respected and valued!

Enhancing Sports Performance

41) optimizing athlete training.

Sports scientists studying training intensity, equipment type, and team size help athletes reach their full potential. This research leads to better training programs, safer equipment, and more exciting games!

42) Innovating Sports Strategies

By investigating how different game strategies are influenced by various team compositions, researchers contribute to the evolution of sports. This means more thrilling competitions and matches for us to enjoy!

Nutritional Well-Being

43) guiding healthy eating.

Nutritionists researching diet types, caloric intake, and food variety help us understand what foods are best for our bodies. This knowledge shapes dietary guidelines and helps us make tasty, yet nutritious, meal choices!

44) Promoting Nutritional Awareness

By studying the effects of different nutrients and diets, researchers educate us on maintaining a balanced diet. This fosters a greater awareness of nutritional well-being and encourages healthier eating habits!

As we journey through these real-world applications, we witness the incredible impact of studies featuring independent variables. The exploration doesn’t end here, though!

Let’s continue our adventure and see how we can identify independent variables in our own observations and inquiries! Keep your curiosity alive, and let’s delve deeper into the exciting realm of independent variables!

Identifying Independent Variables in Everyday Scenarios

So, we’ve seen how independent variables star in many studies, but how about spotting them in our everyday life?

Recognizing independent variables can be like a treasure hunt – you never know where you might find one! Let’s uncover some tips and tricks to identify these hidden gems in various situations.

1) Asking Questions

One of the best ways to spot an independent variable is by asking questions! If you’re curious about something, ask yourself, “What am I changing or manipulating in this situation?” The thing you’re changing is likely the independent variable!

For example, if you’re wondering whether the amount of sunlight affects how quickly your laundry dries, the sunlight amount is your independent variable!

2) Making Observations

Keep your eyes peeled and observe the world around you! By watching how changes in one thing (like the amount of rain) affect something else (like the height of grass), you can identify the independent variable.

In this case, the amount of rain is the independent variable because it’s what’s changing!

3) Conducting Experiments

Get hands-on and conduct your own experiments! By changing one thing and observing the results, you’re identifying the independent variable.

If you’re growing plants and decide to water each one differently to see the effects, the amount of water is your independent variable!

4) Everyday Scenarios

In everyday scenarios, independent variables are all around!

When you adjust the temperature of your oven to bake cookies, the oven temperature is the independent variable.

Or if you’re deciding how much time to spend studying for a test, the study time is your independent variable!

5) Being Curious

Keep being curious and asking “What if?” questions! By exploring different possibilities and wondering how changing one thing could affect another, you’re on your way to identifying independent variables.

If you’re curious about how the color of a room affects your mood, the room color is the independent variable!

6) Reviewing Past Studies

Don’t forget about the treasure trove of past studies and experiments! By reviewing what scientists and researchers have done before, you can learn how they identified independent variables in their work.

This can give you ideas and help you recognize independent variables in your own explorations!

Exercises for Identifying Independent Variables

Ready for some practice? Let’s put on our thinking caps and try to identify the independent variables in a few scenarios.

Remember, the independent variable is what’s being changed or manipulated to observe the effect on something else! (You can see the answers below)

Scenario One: Cooking Time

You’re cooking pasta for dinner and want to find out how the cooking time affects its texture. What is the independent variable?

Scenario Two: Exercise Routine

You decide to try different exercise routines each week to see which one makes you feel the most energetic. What is the independent variable?

Scenario Three: Plant Fertilizer

You’re growing tomatoes in your garden and decide to use different types of fertilizer to see which one helps them grow the best. What is the independent variable?

Scenario Four: Study Environment

You’re preparing for an important test and try studying in different environments (quiet room, coffee shop, library) to see where you concentrate best. What is the independent variable?

Scenario Five: Sleep Duration

You’re curious to see how the number of hours you sleep each night affects your mood the next day. What is the independent variable?

By practicing identifying independent variables in different scenarios, you’re becoming a true independent variable detective. Keep practicing, stay curious, and you’ll soon be spotting independent variables everywhere you go.

Independent Variable: The cooking time is the independent variable. You are changing the cooking time to observe its effect on the texture of the pasta.

Independent Variable: The type of exercise routine is the independent variable. You are trying out different exercise routines each week to see which one makes you feel the most energetic.

Independent Variable: The type of fertilizer is the independent variable. You are using different types of fertilizer to observe their effects on the growth of the tomatoes.

Independent Variable: The study environment is the independent variable. You are studying in different environments to see where you concentrate best.

Independent Variable: The number of hours you sleep is the independent variable. You are changing your sleep duration to see how it affects your mood the next day.

Whew, what a journey we’ve had exploring the world of independent variables! From understanding their definition and role to diving into a myriad of examples and real-world impacts, we’ve uncovered the treasures hidden in the realm of independent variables.

The beauty of independent variables lies in their ability to unlock new knowledge and insights, guiding us to discoveries that improve our lives and the world around us.

By identifying and studying these variables, we embark on exciting learning adventures, solving mysteries and answering questions about the universe we live in.

Remember, the joy of discovery doesn’t end here. The world is brimming with questions waiting to be answered and mysteries waiting to be solved.

Keep your curiosity alive, continue exploring, and who knows what incredible discoveries lie ahead.

Related posts:

• Confounding Variable in Psychology (Examples + Definition)
• 19+ Experimental Design Examples (Methods + Types)
• Variable Interval Reinforcement Schedule (Examples)
• Variable Ratio Reinforcement Schedule (Examples)
• State Dependent Memory + Learning (Definition and Examples)

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Stanley Milgram Shock Experiment

Saul Mcleod, PhD

Editor-in-Chief for Simply Psychology

BSc (Hons) Psychology, MRes, PhD, University of Manchester

Saul Mcleod, PhD., is a qualified psychology teacher with over 18 years of experience in further and higher education. He has been published in peer-reviewed journals, including the Journal of Clinical Psychology.

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Olivia Guy-Evans, MSc

Associate Editor for Simply Psychology

BSc (Hons) Psychology, MSc Psychology of Education

Olivia Guy-Evans is a writer and associate editor for Simply Psychology. She has previously worked in healthcare and educational sectors.

On This Page:

Stanley Milgram, a psychologist at Yale University, carried out one of the most famous studies of obedience in psychology.

He conducted an experiment focusing on the conflict between obedience to authority and personal conscience.

Milgram (1963) 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.

The experiments began in July 1961, a year after the trial of Adolf Eichmann in Jerusalem. Milgram devised the experiment to answer the question:

Could it be that Eichmann and his million accomplices in the Holocaust were just following orders? Could we call them all accomplices?” (Milgram, 1974).

Milgram (1963) wanted to investigate whether Germans were particularly obedient to authority figures, as this was a common explanation for the Nazi killings in World War II.

Milgram selected participants for his experiment by newspaper advertising for male participants to take part in a study of learning at Yale University.

The procedure was that the participant was paired with another person and they drew lots to find out who would be the ‘learner’ and who would be the ‘teacher.’  The draw was fixed so that the participant was always the teacher, and the learner was one of Milgram’s confederates (pretending to be a real participant).

The learner (a confederate called Mr. Wallace) was taken into a room and had electrodes attached to his arms, and the teacher and researcher went into a room next door that contained an electric shock generator and a row of switches marked from 15 volts (Slight Shock) to 375 volts (Danger: Severe Shock) to 450 volts (XXX).

The shocks in Stanley Milgram’s obedience experiments were not real. The “learners” were actors who were part of the experiment and did not actually receive any shocks.

However, the “teachers” (the real participants of the study) believed the shocks were real, which was crucial for the experiment to measure obedience to authority figures even when it involved causing harm to others.

Milgram’s Experiment (1963)

Milgram (1963) was interested in researching how far people would go in obeying an instruction if it involved harming another person.

Stanley Milgram was interested in how easily ordinary people could be influenced into committing atrocities, for example, Germans in WWII.

Volunteers were recruited for a controlled experiment investigating “learning” (re: ethics: deception). 

Participants were 40 males, aged between 20 and 50, whose jobs ranged from unskilled to professional, from the New Haven area. They were paid $4.50 for just turning up.

At the beginning of the experiment, they were introduced to another participant, a confederate of the experimenter (Milgram).

They drew straws to determine their roles – learner or teacher – although this was fixed, and the confederate was always the learner. There was also an “experimenter” dressed in a gray lab coat, played by an actor (not Milgram).

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.

The “learner” (Mr. Wallace) was strapped to a chair with electrodes.

After he has learned a list of word pairs given to 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.

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).

The learner gave mainly wrong answers (on purpose), and for each of these, the teacher gave him an electric shock. When the teacher refused to administer a shock, the experimenter was to give a series of orders/prods to ensure they continued.

There were four 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.

These prods were to be used in order, and begun afresh for each new attempt at defiance (Milgram, 1974, p. 21). The experimenter also had two special prods available. These could be used as required by the situation:

• Although the shocks may be painful, there is no permanent tissue damage, so please go on’ (ibid.)
• ‘Whether the learner likes it or not, you must go on until he has learned all the word pairs correctly. So please go on’ (ibid., p. 22).

65% (two-thirds) of participants (i.e., teachers) continued to the highest level of 450 volts. All the participants continued to 300 volts.

Milgram did more than one experiment – he carried out 18 variations of his study.  All he did was alter the situation (IV) to see how this affected obedience (DV).

Conclusion 

The individual explanation for the behavior of the participants would be that it was something about them as people that caused them to obey, but a more realistic explanation is that the situation they were in influenced them and caused them to behave in the way that they did.

Some aspects of the situation that may have influenced their behavior include the formality of the location, the behavior of the experimenter, and the fact that it was an experiment for which they had volunteered and been paid.

Ordinary people are likely to follow orders given by an authority figure, even to the extent of killing an innocent human being.  Obedience to authority is ingrained in us all from the way we are brought up.

People tend to obey orders from other people if they recognize their authority as morally right and/or legally based. This response to legitimate authority is learned in a variety of situations, for example in the family, school, and workplace.

Milgram summed up in the article “The Perils of Obedience” (Milgram 1974), writing:

“The legal and philosophic aspects of obedience are of enormous import, but they say very little about how most people behave in concrete situations. I set up a simple experiment at Yale University to test how much pain an ordinary citizen would inflict on another person simply because he was ordered to by an experimental scientist. Stark authority was pitted against the subjects’ [participants’] strongest moral imperatives against hurting others, and, with the subjects’ [participants’] ears ringing with the screams of the victims, authority won more often than not. The extreme willingness of adults to go to almost any lengths on the command of an authority constitutes the chief finding of the study and the fact most urgently demanding explanation.”

Milgram’s Agency Theory

Milgram (1974) explained the behavior of his participants by suggesting that people have two states of behavior when they are in a social situation:

• The autonomous state – people direct their own actions, and they take responsibility for the results of those actions.
• The agentic state – people allow others to direct their actions and then pass off the responsibility for the consequences to the person giving the orders. In other words, they act as agents for another person’s will.

Milgram suggested that two things must be in place for a person to enter the agentic state:

• The person giving the orders is perceived as being qualified to direct other people’s behavior. That is, they are seen as legitimate.
• The person being ordered about is able to believe that the authority will accept responsibility for what happens.

According to Milgram, when in this agentic state, the participant in the obedience studies “defines himself in a social situation in a manner that renders him open to regulation by a person of higher status. In this condition the individual no longer views himself as responsible for his own actions but defines himself as an instrument for carrying out the wishes of others” (Milgram, 1974, p. 134).

Agency theory says that people will obey an authority when they believe that the authority will take responsibility for the consequences of their actions. This is supported by some aspects of Milgram’s evidence.

For example, when participants were reminded that they had responsibility for their own actions, almost none of them were prepared to obey.

In contrast, many participants who were refusing to go on did so if the experimenter said that he would take responsibility.

According to Milgram (1974, p. 188):

“The behavior revealed in the experiments reported here is normal human behavior but revealed under conditions that show with particular clarity the danger to human survival inherent in our make-up.

And what is it we have seen? Not aggression, for there is no anger, vindictiveness, or hatred in those who shocked the victim….

Something far more dangerous is revealed: the capacity for man to abandon his humanity, indeed, the inevitability that he does so, as he merges his unique personality into larger institutional structures.”

Milgram Experiment Variations

The Milgram experiment was carried out many times whereby Milgram (1965) varied the basic procedure (changed the IV).  By doing this Milgram could identify which factors affected obedience (the DV).

Obedience was measured by how many participants shocked to the maximum 450 volts (65% in the original study). Stanley Milgram conducted a total of 23 variations (also called conditions or experiments) of his original obedience study:

In total, 636 participants were tested in 18 variation studies conducted between 1961 and 1962 at Yale University.

In the original baseline study – the experimenter wore a gray lab coat to symbolize his authority (a kind of uniform).

The lab coat worn by the experimenter in the original study served as a crucial symbol of scientific authority that increased obedience. The lab coat conveyed expertise and legitimacy, making participants see the experimenter as more credible and trustworthy.

Milgram carried out a variation in which the experimenter was called away because of a phone call right at the start of the procedure.

The role of the experimenter was then taken over by an ‘ordinary member of the public’ ( a confederate) in everyday clothes rather than a lab coat. The obedience level dropped to 20%.

Change of Location:  The Mountain View Facility Study (1963, unpublished)

Milgram conducted this variation in a set of offices in a rundown building, claiming it was associated with “Research Associates of Bridgeport” rather than Yale.

The lab’s ordinary appearance was designed to test if Yale’s prestige encouraged obedience. Participants were led to believe that a private research firm experimented.

In this non-university setting, obedience rates dropped to 47.5% compared to 65% in the original Yale experiments. This suggests that the status of location affects obedience.

Private research firms are viewed as less prestigious than certain universities, which affects behavior. It is easier under these conditions to abandon the belief in the experimenter’s essential decency.

The impressive university setting reinforced the experimenter’s authority and conveyed an implicit approval of the research.

Milgram filmed this variation for his documentary Obedience , but did not publish the results in his academic papers. The study only came to wider light when archival materials, including his notes, films, and data, were studied by later researchers like Perry (2013) in the decades after Milgram’s death.

Two Teacher Condition

When participants could instruct an assistant (confederate) to press the switches, 92.5% shocked to the maximum of 450 volts.

Allowing the participant to instruct an assistant to press the shock switches diffused personal responsibility and likely reduced perceptions of causing direct harm.

By attributing the actions to the assistant rather than themselves, participants could more easily justify shocking to the maximum 450 volts, reflected in the 92.5% obedience rate.

When there is less personal responsibility, obedience increases. This relates to Milgram’s Agency Theory.

Touch Proximity Condition

The teacher had to force the learner’s hand down onto a shock plate when the learner refused to participate after 150 volts. Obedience fell to 30%.

Forcing the learner’s hand onto the shock plate after 150 volts physically connected the teacher to the consequences of their actions. This direct tactile feedback increased the teacher’s personal responsibility.

No longer shielded from the learner’s reactions, the proximity enabled participants to more clearly perceive the harm they were causing, reducing obedience to 30%. Physical distance and indirect actions in the original setup made it easier to rationalize obeying the experimenter.

The participant is no longer buffered/protected from seeing the consequences of their actions.

Social Support Condition

When the two confederates set an example of defiance by refusing to continue the shocks, especially early on at 150 volts, it permitted the real participant also to resist authority.

Two other participants (confederates) were also teachers but refused to obey. Confederate 1 stopped at 150 volts, and Confederate 2 stopped at 210 volts.

Their disobedience provided social proof that it was acceptable to disobey. This modeling of defiance lowered obedience to only 10% compared to 65% without such social support. It demonstrated that social modeling can validate challenging authority.

The presence of others who are seen to disobey the authority figure reduces the level of obedience to 10%.

Absent Experimenter Condition 

It is easier to resist the orders from an authority figure if they are not close by. When the experimenter instructed and prompted the teacher by telephone from another room, obedience fell to 20.5%.

Many participants cheated and missed out on shocks or gave less voltage than ordered by the experimenter. The proximity of authority figures affects obedience.

The physical absence of the authority figure enabled participants to act more freely on their own moral inclinations rather than the experimenter’s commands. This highlighted the role of an authority’s direct presence in influencing behavior.

A key reason the obedience studies fascinate people is Milgram presented them as a scientific experiment, contrasting himself as an “empirically grounded scientist” compared to philosophers. He claimed he systematically varied factors to alter obedience rates.

However, recent scholarship using archival records shows Milgram’s account of standardizing the procedure was misleading. For example, he published a list of standardized prods the experimenter used when participants questioned continuing. Milgram said these were delivered uniformly in a firm but polite tone.

Analyzing audiotapes, Gibson (2013) found considerable variation from the published protocol – the prods differed across trials. The point is not that Milgram did poor science, but that the archival materials reveal the limitations of the textbook account of his “standardized” procedure.

The qualitative data like participant feedback, Milgram’s notes, and researchers’ actions provide a fuller, messier picture than the obedience studies’ “official” story. For psychology students, this shows how scientific reporting can polish findings in a way that strays from the less tidy reality.

Critical Evaluation

Inaccurate description of the prod methodology:.

A key reason the obedience studies fascinate people is Milgram (1974) presented them as a scientific experiment, contrasting himself as an “empirically grounded scientist” compared to philosophers. He claimed he systematically varied factors to alter obedience rates.

However, recent scholarship using archival records shows Milgram’s account of standardizing the procedure was misleading. For example, he published a list of standardized prods the experimenter used when participants questioned continuing. Milgram said these were delivered uniformly in a firm but polite tone (Gibson, 2013; Perry, 2013; Russell, 2010).

Perry’s (2013) archival research revealed another discrepancy between Milgram’s published account and the actual events. Milgram claimed standardized prods were used when participants resisted, but Perry’s audiotape analysis showed the experimenter often improvised more coercive prods beyond the supposed script.

This off-script prodding varied between experiments and participants, and was especially prevalent with female participants where no gender obedience difference was found – suggesting the improvisation influenced results. Gibson (2013) and Russell (2009) corroborated the experimenter’s departures from the supposed fixed prods. 

Prods were often combined or modified rather than used verbatim as published.

Russell speculated the improvisation aimed to achieve outcomes the experimenter believed Milgram wanted. Milgram seemed to tacitly approve of the deviations by not correcting them when observing.

This raises significant issues around experimenter bias influencing results, lack of standardization compromising validity, and ethical problems with Milgram misrepresenting procedures.

Milgram’s experiment lacked external validity:

The Milgram studies were conducted in laboratory-type conditions, and we must ask if this tells us much about real-life situations.

We obey in a variety of real-life situations that are far more subtle than instructions to give people electric shocks, and it would be interesting to see what factors operate in everyday obedience. The sort of situation Milgram investigated would be more suited to a military context.

Orne and Holland (1968) accused Milgram’s study of lacking ‘experimental realism,”’ i.e.,” participants might not have believed the experimental set-up they found themselves in and knew the learner wasn’t receiving electric shocks.

“It’s more truthful to say that only half of the people who undertook the experiment fully believed it was real, and of those two-thirds disobeyed the experimenter,” observes Perry (p. 139).

Milgram’s sample was biased:

• The participants in Milgram’s study were all male. Do the findings transfer to females?
• Milgram’s study cannot be seen as representative of the American population as his sample was self-selected. This is because they became participants only by electing to respond to a newspaper advertisement (selecting themselves).
• They may also have a typical “volunteer personality” – not all the newspaper readers responded so perhaps it takes this personality type to do so.

Yet a total of 636 participants were tested in 18 separate experiments across the New Haven area, which was seen as being reasonably representative of a typical American town.

Milgram’s findings have been replicated in a variety of cultures and most lead to the same conclusions as Milgram’s original study and in some cases see higher obedience rates.

However, Smith and Bond (1998) point out that with the exception of Jordan (Shanab & Yahya, 1978), the majority of these studies have been conducted in industrialized Western cultures, and we should be cautious before we conclude that a universal trait of social behavior has been identified.

Selective reporting of experimental findings:

Perry (2013) found Milgram omitted findings from some obedience experiments he conducted, reporting only results supporting his conclusions. A key omission was the Relationship condition (conducted in 1962 but unpublished), where participant pairs were relatives or close acquaintances.

When the learner protested being shocked, most teachers disobeyed, contradicting Milgram’s emphasis on obedience to authority.

Perry argued Milgram likely did not publish this 85% disobedience rate because it undermined his narrative and would be difficult to defend ethically since the teacher and learner knew each other closely.

Milgram’s selective reporting biased interpretations of his findings. His failure to publish all his experiments raises issues around researchers’ ethical obligation to completely and responsibly report their results, not just those fitting their expectations.

Unreported analysis of participants’ skepticism and its impact on their behavior:

Perry (2013) found archival evidence that many participants expressed doubt about the experiment’s setup, impacting their behavior. This supports Orne and Holland’s (1968) criticism that Milgram overlooked participants’ perceptions.

Incongruities like apparent danger, but an unconcerned experimenter likely cued participants that no real harm would occur. Trust in Yale’s ethics reinforced this. Yet Milgram did not publish his assistant’s analysis showing participant skepticism correlated with disobedience rates and varied by condition.

Obedient participants were more skeptical that the learner was harmed. This selective reporting biased interpretations. Additional unreported findings further challenge Milgram’s conclusions.

This highlights issues around thoroughly and responsibly reporting all results, not just those fitting expectations. It shows how archival evidence makes Milgram’s study a contentious classic with questionable methods and conclusions.

Ethical Issues

What are the potential ethical concerns associated with Milgram’s research on obedience?

While not a “contribution to psychology” in the traditional sense, Milgram’s obedience experiments sparked significant debate about the ethics of psychological research.

Baumrind (1964) criticized the ethics of Milgram’s research as participants were prevented from giving their informed consent to take part in the study. 

Participants assumed the experiment was benign and expected to be treated with dignity.

As a result of studies like Milgram’s, the APA and BPS now require researchers to give participants more information before they agree to take part in a study.

The participants actually believed they were shocking a real person and were unaware the learner was a confederate of Milgram’s.

However, Milgram argued that “illusion is used when necessary in order to set the stage for the revelation of certain difficult-to-get-at-truths.”

Milgram also interviewed participants afterward to find out the effect of the deception. Apparently, 83.7% said that they were “glad to be in the experiment,” and 1.3% said that they wished they had not been involved.

Protection of participants 

Participants were exposed to extremely stressful situations that may have the potential to cause psychological harm. Many of the participants were visibly distressed (Baumrind, 1964).

Signs of tension included trembling, sweating, stuttering, laughing nervously, biting lips and digging fingernails into palms of hands. Three participants had uncontrollable seizures, and many pleaded to be allowed to stop the experiment.

Milgram described a businessman reduced to a “twitching stuttering wreck” (1963, p. 377),

In his defense, Milgram argued that these effects were only short-term. Once the participants were debriefed (and could see the confederate was OK), their stress levels decreased.

“At no point,” Milgram (1964) stated, “were subjects exposed to danger and at no point did they run the risk of injurious effects resulting from participation” (p. 849).

To defend himself against criticisms about the ethics of his obedience research, Milgram cited follow-up survey data showing that 84% of participants said they were glad they had taken part in the study.

Milgram used this to claim that the study caused no serious or lasting harm, since most participants retrospectively did not regret their involvement.

Yet archival accounts show many participants endured lasting distress, even trauma, refuting Milgram’s insistence the study caused only fleeting “excitement.” By not debriefing all, Milgram misled participants about the true risks involved (Perry, 2013).

However, Milgram did debrief the participants fully after the experiment and also followed up after a period of time to ensure that they came to no harm.

Milgram debriefed all his participants straight after the experiment and disclosed the true nature of the experiment.

Participants were assured that their behavior was common, and Milgram also followed the sample up a year later and found no signs of any long-term psychological harm.

The majority of the participants (83.7%) said that they were pleased that they had participated, and 74% had learned something of personal importance.

Perry’s (2013) archival research found Milgram misrepresented debriefing – around 600 participants were not properly debriefed soon after the study, contrary to his claims. Many only learned no real shocks occurred when reading a mailed study report months later, which some may have not received.

Milgram likely misreported debriefing details to protect his credibility and enable future obedience research. This raises issues around properly informing and debriefing participants that connect to APA ethics codes developed partly in response to Milgram’s study.

Right to Withdrawal 

The BPS states that researchers should make it plain to participants that they are free to withdraw at any time (regardless of payment).

When expressing doubts, the experimenter assured them all was well. Trusting Yale scientists, many took the experimenter at his word that “no permanent tissue damage” would occur, and continued administering shocks despite reservations.

Did Milgram give participants an opportunity to withdraw? The experimenter gave four verbal prods which mostly discouraged withdrawal from the experiment:

• Please continue.
• The experiment requires that you continue.
• It is absolutely essential that you continue.
• You have no other choice, you must go on.

Milgram argued that they were justified as the study was about obedience, so orders were necessary.

Milgram pointed out that although the right to withdraw was made partially difficult, it was possible as 35% of participants had chosen to withdraw.

Replications

Direct replications have not been possible due to current ethical standards . However, several researchers have conducted partial replications and variations that aim to reproduce some aspects of Milgram’s methods ethically.

One important replication was conducted by Jerry Burger in 2009. Burger’s partial replication included several safeguards to protect participant welfare, such as screening out high-risk individuals, repeatedly reminding participants they could withdraw, and stopping at the 150-volt shock level. This was the point where Milgram’s participants first heard the learner’s protests.

As 79% of Milgram’s participants who went past 150 volts continued to the maximum 450 volts, Burger (2009) argued that 150 volts provided a reasonable estimate for obedience levels. He found 70% of participants continued to 150 volts, compared to 82.5% in Milgram’s comparable condition.

Another replication by Thomas Blass (1999) examined whether obedience rates had declined over time due to greater public awareness of the experiments. Blass correlated obedience rates from replication studies between 1963 and 1985 and found no relationship between year and obedience level. He concluded that obedience rates have not systematically changed, providing evidence against the idea of “enlightenment effects”.

Some variations have explored the role of gender. Milgram found equal rates of obedience for male and female participants. Reviews have found most replications also show no gender difference, with a couple of exceptions (Blass, 1999). For example, Kilham and Mann (1974) found lower obedience in female participants.

Partial replications have also examined situational factors. Having another person model defiance reduced obedience compared to a solo participant in one study, but did not eliminate it (Burger, 2009). The authority figure’s perceived expertise seems to be an influential factor (Blass, 1999). Replications have supported Milgram’s observation that stepwise increases in demands promote obedience.

Personality factors have been studied as well. Traits like high empathy and desire for control correlate with some minor early hesitation, but do not greatly impact eventual obedience levels (Burger, 2009). Authoritarian tendencies may contribute to obedience (Elms, 2009).

In sum, the partial replications confirm Milgram’s degree of obedience. Though ethical constraints prevent full reproductions, the key elements of his procedure seem to consistently elicit high levels of compliance across studies, samples, and eras. The replications continue to highlight the power of situational pressures to yield obedience.

Milgram (1963) Audio Clips

Below you can also hear some of the audio clips taken from the video that was made of the experiment. Just click on the clips below.

Why was the Milgram experiment so controversial?

The Milgram experiment was controversial because it revealed people’s willingness to obey authority figures even when causing harm to others, raising ethical concerns about the psychological distress inflicted upon participants and the deception involved in the study.

Would Milgram’s experiment be allowed today?

Milgram’s experiment would likely not be allowed today in its original form, as it violates modern ethical guidelines for research involving human participants, particularly regarding informed consent, deception, and protection from psychological harm.

Did anyone refuse the Milgram experiment?

Yes, in the Milgram experiment, some participants refused to continue administering shocks, demonstrating individual variation in obedience to authority figures. In the original Milgram experiment, approximately 35% of participants refused to administer the highest shock level of 450 volts, while 65% obeyed and delivered the 450-volt shock.

How can Milgram’s study be applied to real life?

Milgram’s study can be applied to real life by demonstrating the potential for ordinary individuals to obey authority figures even when it involves causing harm, emphasizing the importance of questioning authority, ethical decision-making, and fostering critical thinking in societal contexts.

Were all participants in Milgram’s experiments male?

Yes, in the original Milgram experiment conducted in 1961, all participants were male, limiting the generalizability of the findings to women and diverse populations.

Why was the Milgram experiment unethical?

The Milgram experiment was considered unethical because participants were deceived about the true nature of the study and subjected to severe emotional distress. They believed they were causing harm to another person under the instruction of authority.

Additionally, participants were not given the right to withdraw freely and were subjected to intense pressure to continue. The psychological harm and lack of informed consent violates modern ethical guidelines for research.

Baumrind, D. (1964). Some thoughts on ethics of research: After reading Milgram’s” Behavioral study of obedience.”.  American Psychologist ,  19 (6), 421.

Blass, T. (1999). The Milgram paradigm after 35 years: Some things we now know about obedience to authority 1.  Journal of Applied Social Psychology ,  29 (5), 955-978.

Brannigan, A., Nicholson, I., & Cherry, F. (2015). Introduction to the special issue: Unplugging the Milgram machine.  Theory & Psychology ,  25 (5), 551-563.

Burger, J. M. (2009). Replicating Milgram: Would people still obey today? American Psychologist, 64 , 1–11.

Elms, A. C. (2009). Obedience lite. American Psychologist, 64 (1), 32–36.

Gibson, S. (2013). Milgram’s obedience experiments: A rhetorical analysis. British Journal of Social Psychology, 52, 290–309.

Gibson, S. (2017). Developing psychology’s archival sensibilities: Revisiting Milgram’s obedience’ experiments.  Qualitative Psychology ,  4 (1), 73.

Griggs, R. A., Blyler, J., & Jackson, S. L. (2020). Using research ethics as a springboard for teaching Milgram’s obedience study as a contentious classic.  Scholarship of Teaching and Learning in Psychology ,  6 (4), 350.

Haslam, S. A., & Reicher, S. D. (2018). A truth that does not always speak its name: How Hollander and Turowetz’s findings confirm and extend the engaged followership analysis of harm-doing in the Milgram paradigm. British Journal of Social Psychology, 57, 292–300.

Haslam, S. A., Reicher, S. D., & Birney, M. E. (2016). Questioning authority: New perspectives on Milgram’s ‘obedience’ research and its implications for intergroup relations. Current Opinion in Psychology, 11 , 6–9.

Haslam, S. A., Reicher, S. D., Birney, M. E., Millard, K., & McDonald, R. (2015). ‘Happy to have been of service’: The Yale archive as a window into the engaged followership of participants in Milgram’s ‘obedience’ experiment. British Journal of Social Psychology, 54 , 55–83.

Kaplan, D. E. (1996). The Stanley Milgram papers: A case study on appraisal of and access to confidential data files. American Archivist, 59 , 288–297.

Kaposi, D. (2022). The second wave of critical engagement with Stanley Milgram’s ‘obedience to authority’experiments: What did we learn?.  Social and Personality Psychology Compass ,  16 (6), e12667.

Kilham, W., & Mann, L. (1974). Level of destructive obedience as a function of transmitter and executant roles in the Milgram obedience paradigm. Journal of Personality and Social Psychology, 29 (5), 696–702.

Milgram, S. (1963). Behavioral study of obedience . Journal of Abnormal and Social Psychology , 67, 371-378.

Milgram, S. (1964). Issues in the study of obedience: A reply to Baumrind. American Psychologist, 19 , 848–852.

Milgram, S. (1965). Some conditions of obedience and disobedience to authority . Human Relations, 18(1) , 57-76.

Milgram, S. (1974). Obedience to authority: An experimental view . Harpercollins.

Miller, A. G. (2009). Reflections on” Replicating Milgram”(Burger, 2009), American Psychologis t, 64 (1):20-27

Nicholson, I. (2011). “Torture at Yale”: Experimental subjects, laboratory torment and the “rehabilitation” of Milgram’s “obedience to authority”. Theory & Psychology, 21 , 737–761.

Nicholson, I. (2015). The normalization of torment: Producing and managing anguish in Milgram’s “obedience” laboratory. Theory & Psychology, 25 , 639–656.

Orne, M. T., & Holland, C. H. (1968). On the ecological validity of laboratory deceptions. International Journal of Psychiatry, 6 (4), 282-293.

Orne, M. T., & Holland, C. C. (1968). Some conditions of obedience and disobedience to authority. On the ecological validity of laboratory deceptions. International Journal of Psychiatry, 6 , 282–293.

Perry, G. (2013). Behind the shock machine: The untold story of the notorious Milgram psychology experiments . New York, NY: The New Press.

Reicher, S., Haslam, A., & Miller, A. (Eds.). (2014). Milgram at 50: Exploring the enduring relevance of psychology’s most famous studies [Special issue]. Journal of Social Issues, 70 (3), 393–602

Russell, N. (2014). Stanley Milgram’s obedience to authority “relationship condition”: Some methodological and theoretical implications. Social Sciences, 3, 194–214

Shanab, M. E., & Yahya, K. A. (1978). A cross-cultural study of obedience. Bulletin of the Psychonomic Society .

Smith, P. B., & Bond, M. H. (1998). Social psychology across cultures (2nd Edition) . Prentice Hall.

Further Reading

• The power of the situation: The impact of Milgram’s obedience studies on personality and social psychology
• Seeing is believing: The role of the film Obedience in shaping perceptions of Milgram’s Obedience to Authority Experiments
• Replicating Milgram: Would people still obey today?

Learning Check

Which is true regarding the Milgram obedience study?

• The aim was to see how obedient people would be in a situation where following orders would mean causing harm to another person.
• Participants were under the impression they were part of a learning and memory experiment.
• The “learners” in the study were actual participants who volunteered to be shocked as part of the experiment.
• The “learner” was an actor who was in on the experiment and never actually received any real shocks.
• Although the participant could not see the “learner”, he was able to hear him clearly through the wall
• The study was directly influenced by Milgram’s observations of obedience patterns in post-war Europe.
• The experiment was designed to understand the psychological mechanisms behind war crimes committed during World War II.
• The Milgram study was universally accepted in the psychological community, and no ethical concerns were raised about its methodology.
• When Milgram’s experiment was repeated in a rundown office building in Bridgeport, the percentage of the participants who fully complied with the commands of the experimenter remained unchanged.
• The experimenter (authority figure) delivered verbal prods to encourage the teacher to continue, such as ‘Please continue’ or ‘Please go on’.
• Over 80% of participants went on to deliver the maximum level of shock.
• Milgram sent participants questionnaires after the study to assess the effects and found that most felt no remorse or guilt, so it was ethical.
• The aftermath of the study led to stricter ethical guidelines in psychological research.
• The study emphasized the role of situational factors over personality traits in determining obedience.

Answers : Items 3, 8, 9, and 11 are the false statements.

Short Answer Questions

• Briefly explain the results of the original Milgram experiments. What did these results prove?
• List one scenario on how an authority figure can abuse obedience principles.
• List one scenario on how an individual could use these principles to defend their fellow peers.
• In a hospital, you are very likely to obey a nurse. However, if you meet her outside the hospital, for example in a shop, you are much less likely to obey. Using your knowledge of how people resist pressure to obey, explain why you are less likely to obey the nurse outside the hospital.
• Describe the shock instructions the participant (teacher) was told to follow when the victim (learner) gave an incorrect answer.
• State the lowest voltage shock that was labeled on the shock generator.
• What would likely happen if Milgram’s experiment included a condition in which the participant (teacher) had to give a high-level electric shock for the first wrong answer?

Group Activity

Gather in groups of three or four to discuss answers to the short answer questions above.

For question 2, review the different scenarios you each came up with. Then brainstorm on how these situations could be flipped.

For question 2, discuss how an authority figure could instead empower those below them in the examples your groupmates provide.

For question 3, discuss how a peer could do harm by using the obedience principles in the scenarios your groupmates provide.

Essay Topic

• What’s the most important lesson of Milgram’s Obedience Experiments? Fully explain and defend your answer.
• Milgram selectively edited his film of the obedience experiments to emphasize obedient behavior and minimize footage of disobedience. What are the ethical implications of a researcher selectively presenting findings in a way that fits their expected conclusions?

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Adult Attachment , Personality , Psychology , Relationships

Attachment Styles and How They Affect Adult Relationships

Learning Theories , Psychology , Social Science

Albert Bandura’s Social Learning Theory

Faculty Resources

Assignments.

The assignments in this course are openly licensed, and are available as-is, or can be modified to suit your students’ needs. Selected answer keys are available to faculty who adopt Waymaker, OHM, or Candela courses with paid support from Lumen Learning. This approach helps us protect the academic integrity of these materials by ensuring they are shared only with authorized and institution-affiliated faculty and staff.

If you import this course into your learning management system (Blackboard, Canvas, etc.), the assignments will automatically be loaded into the assignment tool, where they may be adjusted, or edited there. Assignments also come with rubrics and pre-assigned point values that may easily be edited or removed.

The assignments for Introductory Psychology are ideas and suggestions to use as you see appropriate. Some are larger assignments spanning several weeks, while others are smaller, less-time consuming tasks. You can view them below or throughout the course.

You can view them below or throughout the course.

Discussion Grading Rubric

The discussions in the course vary in their requirements and design, but this rubric below may be used and modified to facilitate grading.

• Assignments with Solutions. Provided by : Lumen Learning. License : CC BY: Attribution
• Pencil Cup. Authored by : IconfactoryTeam. Provided by : Noun Project. Located at : https://thenounproject.com/term/pencil-cup/628840/ . License : CC BY: Attribution

19 Top Positive Psychology Exercises for Clients or Students

We have a propensity to attend to, learn from, and use negative information far more than positive information.

As such, many clients are unaware of what influences the happiness in their life from one day to the next. At the heart of positive psychology lies the belief that people can lead happier, more meaningful, and fulfilling lives by moving their focus away from the negative towards a more balanced perspective.

The wealth of research-based exercises available ensures that practitioners have a unique opportunity to help clients experience more pleasure, meaning, and fulfillment.

Many positive psychology exercises are considered classics – and for good reason. While activities such as gratitude journaling and loving-kindness meditation have been shown time and again to lead to positive outcomes, the goal of this article is to provide a variety of new and novel ways to include positive psychology in your work with clients.

The following exercises can be incorporated into several therapeutic settings to help your clients experience the fundamental pillars of positive psychology: the good life, the pleasant life, and the meaningful life.

Before you read on, we thought you might like to download our three Positive Psychology Exercises for free . These science-based exercises will explore fundamental aspects of positive psychology including strengths, values and self-compassion and will give you the tools to enhance the wellbeing of your clients, students or employees.

This Article Contains:

Exercise 1: self-care vision board, exercise 2: the guest house poem, exercise 3: the passengers on a bus metaphor, exercise 4: sensory awareness, exercise 5: positive reminiscence, exercise 6: gratitude by mental elimination, exercise 7: the self-compassion pause, exercise 8: benefit finding, exercise 9: strengths-based life story, exercise 10: strengths & values-based introductions, exercise 11: important, enjoyable & meaningful activities, exercise 12: daily motivational awareness, exercise 13: writing about intensely positive experiences, exercise 14: the signature strengths action plan, exercise 15: finding your own example of forgiveness, exercise 16: colored candy go around, exercise 17: progressive muscle relaxation exercise for children, exercise 18: the quicksand anxiety metaphor, exercise 19: last impressions, more exercises from the positive psychology blog, a take-home message.

Keywords: Self-care, self-compassion, creativity, inspiration Treatment Modality: Individual clients and groups Time: 60 minutes Goal: To increase self-compassion through fun and playful creativity.

Self-care is the deliberate practice of activities that ‘take care’ of mental, emotional, and physical health (find 26 mental health exercises here ). The ability to attend to and meet personal needs through self-care has been found to increase empathy, immunologic functioning, and has been associated with lower levels of anxiety and depression (Schure, Christopher, & Christopher, 2008).

According to Baker (2003), self-care activities also have the potential to improve self-awareness, self-regulation, coping, and balancing of self and others.

Instructions Clients should think of as many potential self-care activities as possible, making sure only to include activities they would enjoy completing and that fit with their lifestyle and values. For each activity listed, clients should then find inspiring and positive images and brainstorm words and phrases that correspond with their chosen self-care activities.

Clients can then assemble their vision board and place it in a prominent, visible location to act as a visual representation that reflects ideas for self-care and as a motivator to improve and implement self-care.

You can access a comprehensive rundown of this exercise and practical practitioner advice on the Self-Care Vision Board as part of the Positive Psychology Toolkit© .

Keywords: Acceptance, negative emotions, mindfulness, emotional intelligence Treatment Modality: Individual clients or groups Time: 30 minutes Goal: To emphasize that emotions are fleeting, and even unpleasant emotions can have value.

The Guest House poem is a method of explaining mindfulness and the importance of acknowledging and accepting unpleasant emotions. According to Eisenberg et al. (1997), emotion suppression has been associated with both psychological and physiological health detriment.

Indeed, Hayes, Pistorello, & Levin (2012) suggested that attempts to control uncomfortable thoughts, feelings, and emotions by deliberate avoidance are at the core of many psychological problems.

When clients mask their emotional experiences or try to push unpleasant emotions away, they can return amplified. However, by welcoming them as visitors, the intensity and impact of those emotions can be reduced. In the poem, being human is like being a guest house, and emotions are personified as temporary visitors that should be welcomed even if they are unpleasant.

The poem can also be used to explain to clients that emotions are not permanent residents in their guest house; instead, they are transient visitors who can be welcomed, stay for a while, and then leave.

The Guest House by Jelaluddin Rumi

This being human is a guest house. Every morning a new arrival. A joy, a depression, a meanness, some momentary awareness comes as an unexpected visitor. Welcome and entertain them all! Even if they are a crowd of sorrows, who violently sweep your house empty of its furniture, still, treat each guest honorably. He may be clearing you out for some new delight. The dark thought, the shame, the malice. Meet them at the door laughing and invite them in. Be grateful for whatever comes. Because each has been sent as a guide from beyond.

Reflection Questions

• How do you interpret the poem?
• What emotions visit you most often? Why do you think that is?
• How might it affect you if you welcomed all your emotions rather than denying them?
• What benefits could there be in welcoming unpleasant emotions?
• Can you relate to the feeling described in the line “violently sweeps your house empty of its furniture”? Have you ever felt this way?
• How might you apply the message of The Guest House to your everyday life?

Download 3 Free Positive Psychology Exercises (PDF)

Enhance wellbeing with these free, science-based exercises that draw on the latest insights from positive psychology.

Download 3 Free Positive Psychology Tools Pack (PDF)

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Keywords: Values, acceptance, emotions, self-criticism Treatment Modality: Individual clients or groups Time: 10 minutes for individual clients/30-40 minutes for groups Goal: To show clients the ways in which thoughts, feelings, emotions, and memories seem to drive their lives.

Metaphors are efficient, meaningful ways to communicate about experiences and fill the experiential gap between what is or has been, and what can be (Burns, 2017). Within the therapeutic context, metaphors have the express purpose of assisting clients in reaching their goals effectively and efficiently.

The Passengers on the Bus metaphor describes the ways internal experiences seemingly drive our lives. The metaphor can be used to demonstrate the possibility of a life in which such experiences do not determine decisions; rather, they are accepted and sit in the mind temporarily like passengers on a bus.

Passengers on a Bus Metaphor You are the driver of a bus, the bus symbolizes your mind, and your thoughts are represented by passengers. On your journey, some passengers sit quietly while others make critical and distracting comments, or shout directions as you drive.

You can choose how you react to the passengers just as you can decide how to respond to critical thoughts. You can allow those passengers to shout and chatter noisily, while still keeping your attention focused on the journey towards your goal.

The Passengers on a Bus metaphor can be reintroduced if a client experiences thoughts, feelings, or behaviors during subsequent sessions that may impede or challenge their progress. Referring to the metaphor, the practitioner might ask, “Which passenger is being intrusive and distracting?”

You can access The Passengers on the Bus Group Activity in the Positive Psychology Toolkit© . Adapted for use with groups, this exercise includes details on how to best set up the exercise, three different scenarios for clients to consider, and evaluation questions.

Keywords: Positive experiences, awareness, savoring, mindfulness Treatment Modality: Groups Time: 45 minutes Goal: To help clients identify experiences from which they derive pleasure, comfort, and enjoyment through each of their five senses.

Sensory awareness is more than merely responding to experiences; instead, it is engaging with – and paying attention to – current sensory information. According to Jones (2011), mindful practices nurture the ability to bring sensory experiences to the forefront of consciousness.

In doing so, space is created in the mind that allows us to stop and smell the roses. Moments of intimacy, the sound of a flowing river, the view of a dramatic landscape, or even reading a good book, can all be immensely gratifying and comforting.

Instructions Create five columns on a piece of paper, labeling each with one of the five senses: touch, taste, smell, sight, and sound. Clients should then take 15-20 minutes to think about and write down the experiences that give them pleasure through each of their senses.

On completion of this step, clients should regroup and discuss how specific experiences give them pleasure.

Reflection Questions :

• Were you surprised by anything you thought to add to your lists?
• Are your lists extremely long or short? Why do you think that is?
• Which of the items on your list do you experience every day?
• Do any experiences provide pleasure, comfort, or enjoyment in more than one category?
• How can you increase the number of experiences that give you pleasure, comfort, and enjoyment?
• Can you commit to experiencing at least one source of sensual pleasure from each sense every day?

Keywords: Savoring, strengths, positive emotions, confidence building Treatment Modality: Individual clients Time: 5-10 minutes Goal: To help clients cultivate positive emotions through savoring.

Savoring is the awareness of pleasure and the ability to acknowledge, appreciate, and enhance positive experiences. A complementary counterpart to coping, savoring can help clients endure negative life experiences (Bryant & Veroff, 2006). When clients learn to savor the small pleasures in life through deliberate focus, they begin to recognize and retain the good feelings associated with those experiences.

The Positive Reminiscence exercise can help clients develop the skill of savoring and build positive emotions by reliving a positive event from their past. You can access this exercise as part of the Positive Psychology Toolkit© .

Instructions During the exercise, clients should take time to think about an event from their past that evokes positive emotions, visualize the event in as much detail as possible, and focus on the pleasant feelings that were experienced at the time.

The client’s focus should be on reliving the experience to increase both the duration and intensity of positive emotions.

Keywords: Gratitude, mindfulness, awareness Treatment Modality: Individual clients Time : 5-15 minutes Goal: To help clients avoid taking things for granted and increase gratitude.

According to Koo, Algoe, Wilson, & Gilbert (2008), affective states are improved to a greater extent after mentally removing positive events when compared to actively thinking about the presence of those events. Simply put, mentally deleting a positive event can help remind clients of how fortunate they are and how life could be if that event never happened.

To begin the Gratitude by Mental Elimination exercise, ask the client to think about something good in their life right now and then take a moment to imagine what life would be like without that one good thing. Clients should then write down the ways in which their life would be different without this one good thing.

You can access the full exercise as part of the Positive Psychology Toolkit© .

Positive psychology exercises: self compassion letter

Keywords: Positive emotions, self-talk, self-compassion, homework Treatment Modality: Individual clients Time: 1-3 minutes Goal: To create a more self-compassionate attitude and reaction in difficult times.

Clients who are high in self-compassion treat themselves with kindness and concern when they experience negative events (Batts Allen & Leary, 2010). Further, practicing self-compassion may allow clients to access positive emotions more easily and improve measures of life satisfaction, social connectedness, and subjective wellbeing (Leary, Tate, Adam, Allen, & Hancock, 2007).

The Self-Compassion Pause can be used as a starting point to help clients create a more self-compassionate attitude. This technique works best as a homework exercise in day-to-day encounters when clients are aware that they are experiencing some form of suffering, like stress or discomfort.

Instructions Invite clients to pause for a moment and focus on their breathing as they inhale and exhale. Next, clients should place their hands on their body – reminding themselves that while this is a difficult moment, suffering is a part of life. It can be beneficial for clients to create soothing phrases that are personal and meaningful to them, such as “I accept myself as I am” or “May I forgive myself for this mistake just as I would forgive others.”

You can find a more detailed breakdown of the Self-Compassion Pause exercise, including practical guidance and background information as part of the Positive Psychology Toolkit© .

Keywords: Resilience, positive emotions, trauma, reflection Treatment Modality: Individual clients Time: 10-15 minutes Goal: To help clients focus on the positive characteristics of negative life events.

Finding positives from a traumatic event can result in a number of positive long-term effects. For instance, understanding that challenging life events can be beneficial has been shown to enhance resilience, spirituality, relationship strength, compassion, and create a new sense of purpose (Affleck & Tennen, 1996).

Instructions Invite the client to talk about a traumatic event for a few minutes, encouraging the free expression of any and all emotions and thoughts they have about the experience.

On completion of this step, the client’s attention should then be focused on the positive aspects of the experience. The practitioner may guide this step by asking questions such as, “What has the experience taught you?” and “How has the experience made you better equipped to meet similar challenges in the future?”

During this exercise, the client will be asked to recall a traumatic life event that may trigger negative thoughts and feelings. As such, it is advisable to follow the advice and guidance provided as part of the Benefit Finding exercise, which can be found in the Positive Psychology Toolkit© .

Keywords: Strengths, meaning, and value Treatment Modality: Individual clients and groups Time: Clients should be allowed enough time to complete each section in detail Goal: To help clients find meaning and value from their own experiences by exploring their strengths.

Strength estrangement is a lack of awareness of one’s strengths, or a lack of direction in using one’s strengths (Jones-Smith, 2013). Strengths-based life stories can help clients locate the source of their strengths, utilize them to achieve desired goals, and develop a sense of meaning and fulfillment.

During this activity, you will ask clients to write their life story in three parts: the past, present, and future. Clients can be creative, but it is important to emphasize that their focus should be on their strengths in each of the three sections. Upon completion, clients should share what they’ve written for each part of their life story with the rest of the group or with the practitioner.

Instructions/Writing Prompts The Past : Write the story of your past. Be sure to describe the challenges you have overcome, and the personal strengths that allowed you to do so.

The Present : Describe your life and who you are right now. How do you differ from your past self? What are your strengths now? How have your strengths evolved? What challenges are you facing? How can you use your strengths to overcome these challenges?

The Future : Write about your ideal future. How will your life be different than it is now? How can you use your strengths to achieve this ideal future? How will your strengths grow? What kind of person do you hope to become? How will you be different than you are now? What would you like to achieve? Finally, how can you go about achieving these things?

Keywords: Communication, values, strengths, team-building Treatment Modality: Groups Time: 10 minutes per client Goal: To introduce clients to each other in a meaningful way by sharing information about their strengths and values.

The Strengths & Values-based Introductions exercise can act as a motivator and builder of trust among group members, providing clients with an opportunity to get to know one another deeply in a short amount of time.

This strengths-based approach allows clients to tell and retell their stories and, with the therapist’s guidance, reintegrate parts of the self that might have slipped from their awareness due to cognitive rigidities or relational insecurities (Rashid, 2014).

In this exercise, clients are invited to highlight their strengths and values through storytelling and to draw parallels from their story to their current life situations. In the process, clients can develop a deeper understanding of their strengths and values in the context of their narratives.

You can access the Strengths & Values-based Introductions exercise as part of the Positive Psychology Toolkit© , where you will also find suggested prompts and guidance questions, advice, and methods to manage common barriers.

In addition, we have an article dedicated to strengths-based therapy further explaining how to use this powerful tool in counseling.

Keywords: Happiness, pleasure, meaning, homework Treatment Modality: Individual clients or groups Time: Dependent on activities carried out by clients Goal: To help clients find meaning through enjoyable activities.

Meaning in life is an essential facet of psychological wellbeing with significant implications for both mental and physical health. According to Clarke (1991), the meaning we attribute to our lives is derived in great part through meaningful activity. Similarly, Seligman (2002) suggested that a state of happiness is attainable only through activities that are consistent with noble and meaningful purposes.

When clients focus on activities that benefit others and utilize their unique strengths, they can transcend to higher planes of authentic happiness (Seligman, 2002). In a nutshell, to find meaning in one’s life, one must first take part in meaningful activities.

Instructions In this exercise, clients are invited to complete three important, enjoyable, and meaningful activities in a single day and write about them in detail. These acts should include:

• A pleasurable activity carried out alone (for example, reading or listening to music)
• A pleasurable activity completed with others (for example, playing cards or meeting for lunch)
• A meaningful or important act (for example, visiting an isolated relative).

Keywords: Motivation, awareness, action Treatment Modality: Individual client Time: 5 minutes Goal: To help clients to develop and increase awareness of their motivation in daily life.

To begin the Daily Motivational Awareness exercise, clients should take a few moments throughout the day to think about the things that excite and motivate them to action, then write them down. In doing so, clients have the opportunity to refer back to the activity and reflect upon the extent to which their motivation is self-determined.

The exercise can also be used less formally, for instance, by asking the client to set timers a few times each day and merely doing the exercise without recording the observations.

You can access the exercise as well as part of the Positive Psychology Toolkit© .

Read More: 17 Motivation Tools, Worksheets and Activities for You and Your Clients

Keywords: Reflective writing, self-reflection, happiness, homework Treatment Modality: Individual client Time: 5-10 minutes Goal: To help clients improve their mood by writing about positive experiences and happy moments over three consecutive days.

Writing about intensely positive experiences can result in robust improvements in a variety of indicators of wellbeing. For instance, positive emotional writing has been shown to enhance positive mood, reduce state anxiety, trait anxiety, and perceived stress while also positively contributing to client coping skills (Burton & King, 2004; Isen, 2001).

Instructions Every day for three days, clients are instructed to choose a positive experience from their life, imagine themselves in that moment, and think about the feelings and emotions that they experienced. Clients should write about their experiences in as much detail as possible, paying particular attention to the positive feelings, thoughts, and emotions that were present at the time.

You can access the full Writing About Intensely Positive Experiences exercise as part of the Positive Psychology Toolkit© .

Keywords: Strengths, goals, homework Treatment Modality: Individual clients Time: 30 minutes Goal: To help clients use their signature strengths to achieve a desired goal.

Clients should take the VIA Character Strengths Survey before working on their action plan (find more positive psychology surveys here ).

According to Seligman (2019), one of the most effective ways to develop and enhance signature strengths is to identify one target strength, set a specific and measurable goal related to that strength, and devise a concrete action plan to achieve the goal.

For instance, a client might select curiosity as a target strength and plan to take part in activities that challenge their existing knowledge and skills. Likewise, a client who wishes to focus on the love of learning could aim to learn five new words, including their meaning and usage each week.

Instructions Clients should pick one of their top five strengths and write down their answers to the following questions:

• How do I use this strength already?
• In what areas of my life do I use this strength?
• What other areas in my life could I use it more?
• What are other ways I could use this strength?
• What is my plan? What exactly would I like to do? How frequently?
• When will this happen?
• What will happen if I achieve my goals?

Keywords: Forgiveness, benefit finding Treatment Modality: Individual clients Time: 20 minutes Goal: To help clients focus on the benefits of forgiveness.

Seligman & Csikszentmihalyi (2000) identified forgiveness as a key positive individual trait. Indeed, several studies indicate that individuals with a propensity for forgiveness show signs of better physical and psychological health. For instance, Berry, Worthington, O’Connor, Parrott, & Wade (2005) found that forgiveness had beneficial effects on systolic blood pressure, diastolic blood pressure, and mean arterial pressure.

Additionally, forgiveness is negatively related to psychological distress and positively associated with life satisfaction and relationship health (Toussaint, Williams, Musick, & Everson, 2001).

Instructions To begin this exercise, invite clients to describe a story of forgiveness – this could be from a children’s story, fable, or movie plot. Clients should then explain why they think the offender committed the transgression and why the victim chose to forgive.

Ask the client to write down the ways in which the victim may have benefitted from the act of forgiveness. The client should then think about a time when they forgave someone and write down the benefits they experienced.

This exercise is adapted from Five Steps to Forgiveness: The Art and Science of Forgiving (Worthington, 2001).

Keywords: Communication, play, engagement Treatment Modality: Families Goal: To encourage communication and provide insight into individual and family dynamics.

When families engage in play-based therapeutic activities, they are provided with opportunities to communicate and articulate thoughts and feelings that they may not be comfortable expressing through traditional techniques (Lowenstein, 2010). The Colored Candy Go Around exercise (Arkell, 2010) is a playful and creative way to engage family members, particularly in the early stages of family therapy.

To begin this exercise, the practitioner should distribute 10-15 colored candies (or colored beads if this is preferred) to each family member. Each color represents a specific question, for example:

Green – What words describe yourself or your family? Pink – What ways do you have fun as a family? Orange – What things would you like to change about yourself or your family? Red – What things do you worry about? Yellow – What things do you like about your family?

Next ask family members to sort their candies by color and invite one person to pick a color at random, stating verbally how many candies of that color they have in front of them (for example, four yellow candies). This family member must then give four answers to the corresponding question; in this case, four things they like about their family.

They can then choose the next family member who will give their answer to the same question, and so on until each person has responded to all of the questions.

(Note that the questions and areas of focus can be tailored to suit each family’s needs).

• Were you surprised by any of your family’s answers?
• What did you learn about your family that you were not aware of before this exercise?
• What actions will you take in the coming week to have more fun with your family?
• What actions can you take as an individual to make changes or improvements?
• What actions can you take as a family to make changes or improvements?

This exercise is adapted from Creative Family Therapy Techniques: Play and Art-based Activities to Assess and Treat Families (Lowenstein, 2010).

Keywords: Coping, relaxation, stress Treatment Modality: Children and families Time: 10 minutes Goal: To guide young children through the process of progressive muscle relaxation.

Relaxation training can be a useful tool to help clients and patients cope with everyday stressors.

Stressful situations reflexively cause the entire skeletal musculature to react immediately, often resulting in prolonged, heightened tension, and a variety of pathological conditions (Smith, 2007).

Progressive muscle relaxation involves tensing and relaxing various muscles throughout the body as a way to reduce or eliminate tension and is an effective way to manage stress in children who may have difficulties concentrating on traditional relaxation techniques. The following exercise can be used to help guide children through the process of progressive muscle relaxation.

Instructions To begin this exercise, you should ask the child if they can think of a situation that makes them feel worried or nervous. If they are not forthcoming with a situation, the therapist can utilize prompts such as, “How about when you have a big test?” or “How about when someone shouts at you?”, and explain that these are all times when they can use this exercise.

Transcript: “Let’s do this together; I’ll show you how. Start with your left hand and arm. Take a deep breath and pretend you are squeezing a lemon in your hand. Squeeze it as hard as you can. Imagine you are trying to squeeze all the juice out. [Hold for 5 seconds]. Now pretend you have dropped the lemon on the floor and think or say ‘relax.’, then let your deep breath out and unclench your fist.”

“Feel that relaxed feeling in your left hand and arm. Now, let’s tense that same muscle again.” [Repeat the same process a second time].

The therapist then guides the child through two sets of deep muscle relaxation of the following muscle groups:

• Right hand and arm, as above.
• Arms and shoulders, by stretching the arms out in front, then over the head, and finally relaxed by their side.
• Shoulder and neck, by pulling the shoulders up to the ears and the head down into the shoulders, like a big shrug.
• Jaw, by biting down hard on the teeth.
• Face and nose, by wrinkling the nose.
• Stomach, by tightening it very tight and making the stomach very hard.
• Legs and feet, by pushing down on the floor hard with toes spread apart.
• Now pretend that you’re a rag doll, and let your entire body go limp. Notice how good it feels to be relaxed.

You can modify the script to make this exercise more fun by asking the child to imagine themselves as a sleepy cat who needs to stretch his legs, or picture themselves squishing their toes deep into a muddy puddle.

This exercise was adapted from Assessing and Treating Physically Abused Children and Their Families (Kolko & Cupit Swenson, 2002).

Keywords: Acceptance, mindfulness, anxiety Treatment Modality: Children and families Time: 10 minutes Goal: To illustrate the drawbacks of experiential avoidance and the benefits of acceptance and mindfulness for anxiety .

The quicksand metaphor can help clients explore their methods of coping with difficult and unchangeable situations. In doing so, they can begin to understand how their efforts to avoid or escape such experiences may result in becoming even more entangled in it (Stoddard & Afari, 2014).

Put simply, someone struggling to escape quicksand may not realize that the best course of action would be to come into full contact with the quicksand and ‘get with it’ rather than fight against it.

Instructions “You are walking in the desert and, suddenly, you step in quicksand and quickly begin to sink. What do you do now?”

You can direct the client’s attention toward his or her reactions as their story unfolds. For instance, a more experiential response can be encouraged by asking, “What happens as you try to escape the quicksand?” or “What are the thoughts that come to your mind as you keep sinking?”

After exploring the quicksand metaphor with the client, the practitioner can encourage further discussion by combining the vocabulary of both the metaphorical and actual situations. For instance, “What do you do when you start sinking in your anxiety?”

Throughout this exercise, it is preferable to avoid stating that struggling with quicksand is like struggling with anxiety – in doing so the client may learn through rules rather than through experience (Stoddard & Afari, 2014).

Keywords: Celebrating success, value, positive acknowledgment Treatment Modality: Individual client and groups Time: 5 minutes Goal: To end sessions with clients on a positive note.

Emotional states influence the recall of experiences with similar emotional tones (Tyng, Amin, Saad, & Malik, 2017). When people are feeling positive, they tend to recall pleasant events and vice versa. Further, Redelmeier & Kahneman (1996) found that the last thing that happens in an experience tends to color the memory of the whole experience. It is therefore vital to end sessions with clients on a positive note.

According to Lasley (2015), an effective way to end sessions is by celebrating client successes – no matter how small – and acknowledging their value. To do so successfully, the practitioner must:

• Deliver the acknowledgment.
• Listen for the impact.
• Follow up if the client did not understand the acknowledgment or only received it partially.

Instructions To carry out this exercise, the practitioner should write a list of positive acknowledgments that can be given to clients verbally at the end of each session. While it is a good idea to make these statements specific and relevant to each of your clients, the following suggestions are a good starting point:

• “You sound very connected to your values, and you’re honoring them fully. Well done for stepping out of your comfort zone.”
• “You made excellent progress during the session, particularly [talk about specific insight or achievement].”
• “Your commitment to growth is unwavering.”
• “I want to acknowledge the way you are taking responsibility by acting on what matters most to you.”
• “I am struck by your courage and your ability to ___.”
• “I believe in your ability to overcome this challenge.”
• “I feel grateful that you shared your true feelings.”

17 Top-Rated Positive Psychology Exercises for Practitioners

Expand your arsenal and impact with these 17 Positive Psychology Exercises [PDF] , scientifically designed to promote human flourishing, meaning, and wellbeing.

Created by Experts. 100% Science-based.

Check out this article, for more compassion-focused exercises to include in your work with clients.

You can find three coaching kids exercises to help young children understand their emotions and learn to solve problems positively.

Our Positive Psychology Toolkit© contains over 400 science-based positive psychology exercises, interventions, questionnaires and assessments for practitioners like you to use in your therapy, coaching or workplace.

Access a selection of positive psychology group exercises designed to increase positive feelings, behaviors, and cognitions.

This article provides an overview of five practical positive psychotherapy exercises .

For tips and exercises related to forgiveness , check out our article on the topic.

If the above is not enough, we even share free positive psychology PDF’s in this article.

If you’re looking for more science-based ways to help others enhance their wellbeing, this signature collection contains 17 validated positive psychology tools for practitioners. Use them to help others flourish and thrive.

As a practitioner, you have a unique opportunity to help clients experience more meaning and fulfillment in their lives. I hope that the resources included in this article will help you to promote positive changes in individual clients, families, and groups.

Have you used any of these exercises in your work with clients? Leave a comment below; we would love to hear about your experiences.

We hope you enjoyed reading this article. Don’t forget to download our three Positive Psychology Exercises for free .

• Affleck, G. & Tennen, H. (1996). Construing benefits from adversity: Adaptational significance and dispositional underpinnings. Journal of Personality, 64 , 899–922.
• Allen, A. B., & Leary, M. R. (2010). Self-compassion, stress, and coping. Social and Personality Psychology Compass, 4 , 107–118.
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Alcohol and Your Brain: The Latest Scientific Insights

Want to protect your brain here's what you need to know about alcohol consumption..

Posted March 18, 2024 | Reviewed by Devon Frye

• What Is Alcoholism?
• Find a therapist to overcome addiction
• Transient memory loss, “blackouts,” and hangovers related to alcohol consumption are brain health risks.
• Alcohol use disorder (alcoholism) is a risk factor for developing dementia.
• Heavy or excessive alcohol consumption is dangerous to the brain for a number of reasons.
• The impact of mild to moderate alcohol consumption (1-3 drinks a day) on brain function is less clear.

Depending on who you ask, you might be told to drink a few glasses of red wine a day or to avoid alcohol altogether. The reasons for such recommendations are many, but, by and large, they tend to stem from a study someone read about or saw reported in the news.

So why is it so hard to know whether alcohol is good or bad for us—especially for our brains? In this post, we’ll explore the current science and some practical ideas on how to approach the topic.

What Is Alcohol Anyway?

When people talk about drinking “alcohol,” they’re almost always referring to the consumption of ethanol. Ethanol is a natural product that is formed from the fermentation of grains, fruits, and other sources of sugar. It’s found in a wide range of alcoholic beverages including beer, wine, and spirits like vodka, whiskey, rum, and gin.

Evidence for human consumption of alcohol dates back over 10,000 years. Consumption of alcohol has and continues to serve major roles in religious and cultural ceremonies around the world. But unlike most food products, in the last century, alcohol has been wrapped up in nearly perpetual controversy over its moral effects and health implications.

How Does Alcohol Impact the Brain?

As anyone who’s consumed alcohol knows, ethanol can directly influence brain function. Ethanol is classified as a “depressant” because it has a generally slowing effect on brain activity through activation of γ-aminobutyric acid (GABA) pathways.

In an acute sense, consumption of alcohol can lead to uninhibited behavior, sedation, lapses in judgment, and impairments in motor function. At higher levels, the effects can progress to coma and even death.

The Known Brain-Damaging Effects of Excess Alcohol

There is no debate here: Excessively high levels of alcohol consumption over short periods of time are toxic and potentially deadly, specifically because of its effects on the brain.

One critical fact to understand about the overall and brain-specific effects of alcohol is that the entirety of the debate around the risk/benefit ratio concerns mild to moderate alcohol consumption. As it relates to the effects of high amounts of alcohol on the body and brain, the research is consistent: It’s a very bad choice.

High amounts of alcohol use are causal risk factors in the development of disease in the heart, liver, pancreas, and brain (including the brains of children in utero). In fact, 1 in 8 deaths in Americans aged 20-64 is attributable to alcohol use. When it comes to adults, excessive alcohol use can cause multiple well-defined brain issues ranging from short-term confusion to dementia .

What Is “Excessive” or “High” Alcohol Use?

Key to the nuance in the conversation about alcohol use are definitions. Across the board, “excessive” or “high” alcohol use is linked to worse overall and brain health outcomes. So what does that mean?

While definitions can be variable, one way to look at this is the consumption of 4 or more drinks on an occasion (for women) and 5 or more for men. Additionally, excess alcohol is defined as drinking more than 8 drinks a week (women) and 15 a week (men), or consuming alcohol if you are pregnant or younger than age 21.

Beyond this, by definition, consuming enough alcohol to cause a “brownout,” “blackout,” hangover, or other overt brain symptomatology is evidence that the alcohol you’ve consumed is creating problems in your brain. Alcohol use disorder (or alcoholism ) is also a clear issue for the brain. It has been linked to a higher risk for dementia, especially early-onset dementia in a study of 262,000 adults, as well as to smaller brain size .

Is There a “Safe” Amount of Alcohol for the Brain?

In a highly publicized article from Nature Communications , researchers looked at brain imaging data from nearly 37,000 middle-aged to older adults and cross-referenced their brain scans with their reported alcohol consumption. The findings were profound: People who drank more alcohol had smaller brains, even in people drinking only one or two alcoholic beverages a day.

Conversely, other recent data suggest a lower risk for dementia in people consuming a few alcoholic beverages a day. This includes a 2022 study showing that in around 27,000 people, consuming up to 40 grams of alcohol (around 2.5 drinks) a day was linked to a lower risk for dementia versus abstinence in adults over age 60. A much larger study of almost 4 million people in Korea noted that mild to moderate alcohol consumption was linked to a lower risk for dementia compared to non-drinking.

How Do We Make Sense of This Data?

When it comes to the bottom line as it relates to alcohol consumption and brain health, the data are rather solid on some fronts, and a bit less so on others. There’s also the potential for confounding variables, including the fact that many people like to drink alcohol to enjoy and enhance social bonds (which we know are beneficial for the brain). Here’s a summary of what the most recent research is telling us.

• Experiencing transient memory loss, “blackouts,” or hangovers related to alcohol consumption is overt evidence of threats to brain health.
• The impact of mild to moderate alcohol consumption (1-3 drinks a day) on brain function is less clear, but it seems unreasonable to start alcohol use for brain health.

Austin Perlmutter, M.D. , is a board-certified internal medicine physician and the co-author of Brain Wash .

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