John Tyndall, an English experimenter, demonstrated one before Alexander Graham Bell invented the telephone.
Only one in three resisted for the full 15 minutes that the experimenter was away.
Half the conversations took place with the experimenter's cell phone on the table.
If lightning did strike the kite, as Franklin says, the experimenter would almost certainly have been electrocuted.
Both the non-human apes and the human children tended to look where they thought the experimenter was looking.
By learning about common mistakes, the scientist will become a more effective experimenter.
The experimenter moved his head and eyes in a particular direction and gazed for 30 seconds before looking away.
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In it, an experimenter leads a 4- or 5-year-old into a room where there is a marshmallow on a table.
The experimenter moved only his eyes, moved his head and his eyes, or moved his head and kept his eyes closed.
As an experimenter, he touched and tasted everything, and once thrust a bodkin in his eye to discover what colours he would see.
To the end of the string is tied a metal key, and to the key is attached a silk (nonconductive) cord, which the experimenter holds.
Rather than being dissipated into the earth, the electrical charge stays in the key, which throws off sparks when approached, say, by the experimenter's finger.
In theory, if the animal being tested was properly interpreting the gestures, it should have been lured to the object that the experimenter was indicating.
An experimenter sat about a metre in front of the barrier.
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In a 2008 study, de Waal and colleagues put two capuchin monkeys side by side and gave them a simple task to complete: Giving a rock to the experimenter.
But the non-human apes paid the most attention to where the experimenter's head was pointing, in particular, looking up when the head was pointed up, no matter what the eyes were doing.
As observed in a popular video that de Waal showed in his TED talk, after receiving the first piece of cucumber, the capuchin monkey gives the experimenter a rock as expected.
The experimenter tells the child he's going to leave the room for a little while, and that if the child doesn't eat the marshmallow until he comes back, he'll be rewarded with two marshmallows.
What Milgram discovered is that the majority of participants in the experiment all ordinary people were willing to inflict pain and harm on another person because an authority figure (the experimenter) told them to do so.
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His study's design imitated Milgram's, even using the same scripts for the experimenter and suffering learner, but the key difference was that this experiment stopped at 150 volts -- when the learner starts asking to leave.
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Some of the studies Dr Meyer looked at did indeed find that people who produce such responses are more likely to request guidance in a classroom, ask an experimenter for help when solving puzzles, or hold on to a guide when they are blindfolded.
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