How was the double-cable experiment (psychology) solved in the end?

[Classic Experiment] Conformity Experiment Psychologist S. Asch (1951)’s herd experiment on perception is the most famous. Typical experimental materials are 18 sets of cards, two in each set, one with standard line segments and the other with comparison line numbers. There were seven subjects in a group, six of whom were experimental assistants (i.e., fake subjects), and the sixth person was the real subject. The subject's task is to determine which of the three line segments a\, b\, c is the same length as the standard line segment x when each set of cards is presented. In the first few judgments before the experiment started, everyone made the correct choice. Starting from the seventh time, the fake subject (assistant) deliberately made the wrong choice, and the experimenter began to observe whether the subject's choice was independent or conforming. Faced with this experimental situation, real subjects need to consider the following three questions before responding: Is there a problem with their own eyes or someone else's eyes? Should they believe in the judgment of the majority or their own judgment? When convinced Can you maintain your independence when most people's judgments are wrong? Asch repeated this experiment many times starting in 1951, 1956, and 1958, and found that:?·About one-quarter to one-third 1. The subjects always maintained independence and did not follow the herd behavior; · About 15% of the subjects performed an average of three-quarters of the total number of conforming behaviors; · All subjects performed an average of one-third of the total number of conforming behaviors. herd behavior. ?[Classic Experiment] Discovery Learning Teaching Experiment Bruner designed a teaching example of discovery learning. The teaching content is to guide 8-year-old children to discover the rules of factorization of quadratic equations. In the experimental teaching, children are first allowed to play with and become familiar with building blocks representing quantities: large square (x times x), rectangle (1×x), and small square (1×1) to gain perceptual experience. Then, under the teacher's questions and inspiration, the children continued to conduct various explorations and operations, record and compare them in the process of building a larger square as required. They gradually realized the important rules hidden in the following records: x2+2x+1=(x+1)(x+1)x2+4x+4=(x+2)(x+2)x2+6x+9 =(x+3)(x+3)x2+8x+16=(x+4)(x+4)x2+10x+25=(x+5)(x+5) When x is 2, 4, The proportion of 6, 8, 10... increases, and the increase in the other row is 1, 4, 9, 16, 25..., then the numbers on the right side of the equation increase in the order of 1, 2, 3, 4, 5... Enter. [Classic experiment] The obedience experiment conducted by experimental psychologist S. Milgram (1963) is the most influential study in his series of influential social psychology studies. ?The subjects of the experiment were 40 men with different occupations recruited through advertisements. They were paid US$4.50 for each experiment. The experimenter told the subjects that the experiment was to study the impact of punishment on students' learning. During the experiment, two people worked in groups, with one person being the student and the other the teacher. The roles of teacher and student were determined by drawing lots. The teacher's task is to read the paired associated words aloud for the students to memorize, and then when the teacher presents a certain word, the students choose one of the four alternatives. If the student makes a wrong choice, the teacher will press the button to give the student an electric shock as punishment. The electric shock intensity ranges from 15 volts to 450 volts, divided into 30 buttons. The buttons are marked with "weak electric shock", "medium electric shock", "extra strong electric shock", "severe electric shock", "extremely severe electric shock" and "dangerous electric shock". The last two are marked with "××". Due to prior arrangements, there was actually only one real subject in each group, and the other was the experimenter's assistant, that is, the dummy subject. As a result of the lottery, the real subjects always became teachers, and the fake subjects always became students. In addition, these electric shocks were also fake, but in order to convince the real subjects as "teachers", before the experiment, they were first given a real electric shock of 45 volts as a punishment experience for the students. As a result, the "teacher" felt that although the 45-volt electric shock was weak, he felt uncomfortable. At the beginning of the experiment, the "teacher" and the "student" were separated in two rooms, separated by a wall, invisible to each other, and could communicate through telecommunications and sound transmission. Then, electrodes are tied to the arms of the "students" so that the teacher can punish the students with electric shocks when they make wrong choices. Moreover, the experimenter tied the "student" to a chair with a belt and explained to the "teacher" that it was to prevent him from escaping. At the beginning of the experiment, the "students" deliberately made mistakes and the teacher gave them electric shocks. When the students made many mistakes and the voltage of the teacher's electric shocks rose to 75 volts, some people began to groan.

As the "students" continued to make mistakes, the voltage value of the "teacher's" electric shock continued to increase, while the "students" yelled and cursed, begged for mercy, kicked the wall, and finally stopped shouting and seemed to have fainted. These sounds were just recordings. And teachers don’t know. As the subject, the "teacher" couldn't bear to continue, so he asked the experimenter what to do. The experimenter strictly urged the "teacher" to continue, and said that all consequences were borne by the experimenter and had nothing to do with the "teacher". At this time, the subjects acting as "teachers" had to carry out the punishment orders of the experimental experimenter, but also had to bear the pressure of resistance from the "students" being punished. The inner conflict was severe, and phenomena such as sweating and trembling appeared, but even so , 65% of the subjects still obeyed the order until the "students" who answered incorrectly were given electric shocks of up to 450 volts. Another 35% of the subjects resisted in various ways and refused to carry out the order. They believed that doing so was too harmful to nature. After the experiment, the experimenter disclosed the true situation and the purpose of the experiment to eliminate the tension, anxiety and guilt of the subject "teacher".