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Procedures The participant met another "participant" in the waiting room before the experiment. Each participant got the role as a "teacher" who would then deliver a shock to the actor ("learner") every time an incorrect answer to a question was produced.The participant believed that he was delivering real shocks to the learner. As the experiment progressed, the teacher would hear the learner plead to be released and complain about a heart condition.
The expectation is that very few will keep giving shocks, and that most participants will disobey the order. They were recruited by advertisement in a newspaper and were paid $4.50.
Instruments A "shock generator" was used to trick the participants into thinking that they were giving an electric shock to another person in another room.
The shock generator had switches labeled with different voltages, starting at 30 volts and increasing in 15-volt increments all the way up to 450 volts.
The switches were also labeled with terms which reminded the participant of how dangerous the shocks were.
The experiment: Say you have just conducted the Milgram Study. (Milgram actually waited two years before writing about his study.)Here's a shortened example of a research article that MIGHT have been written.
DISCLAIMER: This article is not written by Stanley Milgram, but is intended as an example of a psychology research paper that someone might have written after conducting the first Milgram-study. Normally you would use double spacing in the paper.
S.] Model was developed by John Swales based upon his analysis of journal articles representing a variety of discipline-based writing practices. The model proposes three actions [Swales calls them “moves”], accompanied by specific steps, that reflect the development of an effective introduction for a research paper.
The model assumes that writers follow a general organizational pattern in response to two types of challenges [“competitions”] relating to establishing a presence within a particular domain of research: 1) the competition to create a rhetorical space and, 2) the competition to attract readers into that space.
Model is useful because it can help you to: 1) begin the writing process [getting started is often the most difficult task]; 2) understand the way in which an introduction sets the stage for the rest of your paper; and, 3) assess how the introduction fits within the larger scope of your study.
"The Introduction Section: Creating a Research Space CARS Model." Language Centre, Helsinki University of Technology, 2005; Swales, John and Christine B. Move 1: Establishing a Territory [the situation] This is generally accomplished in two ways: by demonstrating that a general area of research is important, critical, interesting, problematic, relevant, or otherwise worthy of investigation and by introducing and reviewing key sources of prior research in that area to show where gaps exist or where prior research has been inadequate in addressing the research problem.