Citation

Reeder GD, Monroe AE, Pryor JB. J. Pers. Soc. Psychol. 2008; 95(1): 1-17.

Affiliation

Department of Psychology, Illinois State University, Normal, IL 61790, USA. gdreeder@ilstu.edu

Copyright

(Copyright © 2008, American Psychological Association)

DOI

10.1037/0022-3514.95.1.1

PMID

18605848

Abstract

The research investigated impressions formed of a "teacher" who obeyed an experimenter by delivering painful electric shocks to an innocent person (S. Milgram, 1963, 1974). Three findings emerged across different methodologies and different levels of experimenter-induced coercion. First, contrary to conventional wisdom, perceivers both recognized and appreciated situational forces, such as the experimenter's orders that prompted the aggression. Second, perceivers' explanations of the teacher's behavior focused on the motive of obedience (i.e., wanting to appease the experimenter) rather than on hurtful (or evil) motivation. Despite this overall pattern, perceptions of hurtful versus helpful motivation varied as a function of information regarding the level of coercion applied by the experimenter. Finally, theoretically important relationships were revealed among perceptions of situations, motives, and traits. In particular, situational cues (such as aspects of the experimenter's behavior) signaled the nature of the teacher's motives, which in turn informed inferences of the teacher's traits. Overall, the findings pose problems for the lay dispositionism perspective but fit well with multiple inference models of dispositional inference.

Language: en