• Skip to primary navigation
  • Skip to main content
  • Skip to primary sidebar

IELTS with Fiona

IELTS Made Easier

Members Academy
Log in

  • Home
  • Resources
  • Lessons
  • My courses
  • FAQs
  • About me
  • What’s New

IELTS Reading: Nature or nurture?

By ieltsetc on September 19, 2018 0

IELTS Reading: nature or nurture?

28-Day Planner: Day 15 [Family Topic]

This is a favourite IELTS topic, and the GT Reading is based on a very famous experiment.

The lesson focuses on

  • Multiple Choice 
  • True/False/Not Given.

Listen to my podcast for MCQ explanations:

Nature or Nurture?

A

A few years ago, in one of the most fascinating and disturbing experiments in behavioural psychology, Stanley Milgram of Yale University tested 40 subjects from all walks of life for their willingness to obey instructions given by a ‘leader’ in a situation in which the subjects might feel a personal distaste for the actions they were called upon to perform. Specifically, Milgram told each volunteer ‘teacher-subject’ that the experiment was in the noble cause of education, and was designed to test whether or not punishing pupils for their mistakes would have a positive effect on the pupils’ ability to learn.

20. The teacher-subjects were told that they were testing whether
A. a 450-volt shock was dangerous.
B. punishment helps learning.
C. the pupils were honest.
D. they were suited to teaching.

B

Milgram’s experimental set-up involved placing the teacher-subject before a panel of thirty switches with labels ranging from ’15 volts of electricity (slight shock)’ to ‘450 volts (danger – severe shock)’ in steps of 15 volts each. The teacher-subject was told that whenever the pupil gave the wrong answer to a question, a shock was to be administered, beginning at the lowest level and increasing in severity with each successive wrong answer. The supposed ‘pupil’ was in reality an actor hired by Milgram to simulate receiving the shocks by emitting a spectrum of groans, screams and writhings together with an assortment of statements and expletives denouncing both the experiment and the experimenter. Milgram told the teacher-subject to ignore the reactions of the pupil, and to administer whatever level of shock was called for, as per the rule governing the experimental situation of the moment.

21. The teacher-subjects were instructed to
A. stop when a pupil asked them to.
B. denounce pupils who made mistakes.
C. reduce the shock level after a correct answer.
D. give punishment according to a rule.

C

As the experiment unfolded, the pupil would deliberately give the wrong answers to questions posed by the teacher, thereby bringing on various electrical punishments, even up to the danger level of 300 volts and beyond. Many of the teacher-subjects balked at administering the higher levels of punishment, and turned to Milgram with questioning looks and/or complaints about continuing the experiment. In these situations, Milgram calmly explained that the teacher-subject was to ignore the pupil’s cries for mercy and carry on with the experiment. If the subject was still reluctant to proceed, Milgram said that it was important for the sake of the experiment that the procedure be followed through to the end. His final argument was, ‘You have no other choice. You must go on.’  What Milgram was trying to discover was the number of teacher-subjects who would be willing to administer the highest levels of shock, even in the face of strong personal and moral revulsion against the rules and conditions of the experiment.

D

Prior to carrying out the experiment, Milgram explained his idea to a group of 39 psychiatrists and asked them to predict the average percentage of people in an ordinary population who would be willing to administer the highest shock level of 450 volts. The overwhelming consensus was that virtually all the teacher-subjects would refuse to obey the experimenter. The psychiatrists felt that ‘most subjects would not go beyond 150 volts and they further anticipated that only four per cent would go up to 300 volts. Furthermore, they thought that only a lunatic fringe of about one in 1,000 would give the highest shock of 450 volts.

E

What were the actual results? Well, over 60 per cent of the teacher-subjects continued to obey Milgram up to the 450-volt limit! In repetitions of the experiment in other countries, the percentage of obedient teacher-subjects was even higher, reaching 85 per cent in one country. How can we possibly account for this vast discrepancy between what calm, rational, knowledgeable people predict in the comfort of their study and what pressured, flustered, but cooperative teachers’ actually do in the laboratory of real life?

22. Before the experiment took place the psychiatrists
A. believed that a shock of 150 volts was too dangerous.
B. failed to agree on how the teacher-subjects would respond to instructions.
C. underestimated the teacher-subjects’ willingness to comply with experimental procedure.
D. thought that many of the teacher-subjects would administer a shock of 450 volts.

F

One’s first inclination might be to argue that there must be some sort of built-in animal aggression instinct that was activated by the experiment, and that Milgram’s teacher¬subjects were just following a genetic need to discharge this pent-up primal urge onto the pupil by administering the electrical shock. A modern hard-core sociobiologist might even go so far as to claim that this aggressive instinct evolved as an advantageous trait, having been of survival value to our ancestors in their struggle against the hardships of life on the plains and in the caves, ultimately finding its way into our genetic make-up as a remnant of our ancient animal ways.

G

An alternative to this notion of genetic programming is to see the teacher-subjects’ actions as a result of the social environment under which the experiment was carried out. As Milgram himself pointed out, ‘Most subjects in the experiment see their behaviour in a larger context that is benevolent and useful to society – the pursuit of scientific truth. The psychological laboratory has a strong claim to legitimacy and evokes trust and confidence in those who perform there. An action such as shocking a victim, which in isolation appears evil, acquires a completely different meaning when placed in this setting.’

H

Thus, in this explanation the subject merges his unique personality and personal and moral code with that of larger institutional structures, surrendering individual properties like loyalty, self-sacrifice and discipline to the service of malevolent systems of authority.

I

Here we have two radically different explanations for why so many teacher-subjects were willing to forgo their sense of personal responsibility for the sake of an institutional authority figure. The problem for biologists, psychologists and anthropologists is to sort out which of these two polar explanations is more plausible. This, in essence, is the problem of modern sociobiology – to discover the degree to which hard-wired genetic programming dictates, or at least strongly biases, the interaction of animals and humans with their environment, that is, their behaviour. Put another way, sociobiology is concerned with elucidating the biological basis of all behaviour.

Answers: MCQs

20. The teacher-subjects were told that they were testing whether
A. a 450-volt shock was dangerous.
B. punishment helps learning.
C. the pupils were honest.
D. they were suited to teaching.

Para A Specifically, Milgram told each volunteer ‘teacher-subject’ that the experiment was in the noble cause of education, and was designed to test whether or not punishing pupils for their mistakes would have a positive effect on the pupils’ ability to learn.

21. The teacher-subjects were instructed to
A. stop when a pupil asked them to.
B. denounce pupils who made mistakes.
C. reduce the shock level after a correct answer.
D. give punishment according to a rule.

Para B The teacher-subject was told that whenever the pupil gave the wrong answer to a question, a shock was to be administered, beginning at the lowest level and increasing in severity with each successive wrong answer.

Milgram told the teacher-subject to ignore the reactions of the pupil, and to administer whatever level of shock was called for, as per the rule governing the experimental situation of the moment.

22. Before the experiment took place the psychiatrists
A. believed that a shock of 150 volts was too dangerous.
B. failed to agree on how the teacher-subjects would respond to instructions.
C. underestimated the teacher-subjects’ willingness to comply with experimental procedure.
D. thought that many of the teacher-subjects would administer a shock of 450 volts.

Para D discusses what the psychiatrists estimated about how far the teacher-subject would go in the experiment and how many volts they would administer. The next paragraph tells us how WRONG they were i.e. they UNDERestimated how far they would comply.

Para E. What were the actual results? Well, over 60 per cent of the teacher-subjects continued to obey Milgram up to the 450-volt limit! In repetitions of the experiment in other countries, the percentage of obedient teacher-subjects was even higher, reaching 85 per cent in one country. How can we possibly account for this vast discrepancy between what calm, rational, knowledgeable people predict in the comfort of their study and what pressured, flustered, but cooperative teachers’ actually do in the laboratory of real life?

 

True False Not Given Questions

Do the following statements agree with the information given in Reading Passage 2?
In boxes 23-26 on your answer sheet, write

TRUE                   if the statement agrees with the information
FALSE                 if the statement contradicts the information
NOT GIVEN       if there is no information on this

23. Several of the subjects were psychology students at Yale University.
24. Some people may believe that the teacher-subjects’ behaviour could be explained as a positive survival mechanism.
25. In a sociological explanation, personal values are more powerful than authority.
26. Milgram’s experiment solves an important question in sociobiology.

Answers: TFNG

Questions 23-26

23. Several of the subjects were psychology students at Yale University. Not Given

Stanley Milgram of Yale University tested 40 subjects from all walks of life.

Ask yourself the question – how many of the subjects were psychology students? You can’t answer this question, so the answer is NOT GIVEN. 

24. Some people may believe that the teacher-subjects’ behaviour could be explained as a positive survival mechanism. TRUE

One’s first inclination might be to argue that there must be some sort of built-in animal aggression instinct that was activated by the experiment, and that Milgram’s teacher¬subjects were just following a genetic need to discharge this pent-up primal urge onto the pupil by administering the electrical shock. A modern hard-core sociobiologist might even go so far as to claim that this aggressive instinct evolved as an advantageous trait, having been of survival value to our ancestors in their struggle against the hardships of life on the plains and in the caves, ultimately finding its way into our genetic make-up as a remnant of our ancient animal ways.

25. In a sociological explanation, personal values are more powerful than authority. FALSE

An alternative to this notion of genetic programming is to see the teacher-subjects’ actions as a result of the social environment under which the experiment was carried out. As Milgram himself pointed out, ‘Most subjects in the experiment see their behaviour in a larger context that is benevolent and useful to society – the pursuit of scientific truth.

Thus, in this explanation the subject merges his unique personality and personal and moral code with that of larger institutional structures, surrendering individual properties like loyalty, self-sacrifice and discipline to the service of malevolent systems of authority.

26. Milgram’s experiment solves an important question in sociobiology. FALSE

Here we have two radically different explanations for why so many teacher-subjects were willing to forgo their sense of personal responsibility for the sake of an institutional authority figure. The problem for biologists, psychologists and anthropologists is to sort out which of these two polar explanations is more plausible. This, in essence, is the problem of modern sociobiology – to discover the degree to which hard-wired genetic programming dictates, or at least strongly biases, the interaction of animals and humans with their environment, that is, their behaviour. Put another way, sociobiology is concerned with elucidating the biological basis of all behaviour.

Listen to Episode 2 for explanations:

Listen to Episode 3 for explanations:

Review the key vocabulary here:


 

Get more General Training practice here.

Need to fix your IELTS Reading Score?

Get my full Reading Course, which covers all question and text types plus all the vocabulary and practice you need PLUS Mock Tests in the Members Academy.

IELTS Made Easier
  • How to use formal language in IELTS Task 2
  • How long will it take to increase my IELTS score?
  • How to show concession in IELTS Writing Task 2
  • How to use conditionals in IELTS Writing
  • Grammar for IELTS: How to write complex sentences

Want to know what’s new?

If you want to hear all about my new lessons, podcasts, YouTube videos, challenges and courses, get your name on my email list (oh you’ll also get my free 28-Day Planner).

Sign up for the free 28-Day Planner.

Reader Interactions

Leave a Reply Cancel reply

Your email address will not be published. Required fields are marked *

This site uses Akismet to reduce spam. Learn how your comment data is processed.

Primary Sidebar

Would you like to support my website?

In order to make sure you get a fantastic experience on my website I don’t use any advertising, and all the costs are paid for out of my own pocket.

If you’d like to help me keep these materials free for everyone, you are more than welcome to buy me a coffee! Many many thanks in advance.

Buy me a coffeeBuy me a coffee

RSS My latest podcasts

  • IELTS Reading/Writing: Driverless Cars 🚘 January 11, 2021
  • IELTS Reading: Motivational Factors and the hospitality industry 👩‍🍳🧑‍🍳 December 29, 2020
  • IELTS Writing: How to hedge in Task 2 🌳🌳 December 20, 2020

Categories

  • Academic Writing Task 1
  • Grammar
  • GT Writing Task 1
  • IELTS Advice
  • IELTS General Training
  • IELTS Listening
  • IELTS Reading
  • IELTS Speaking
  • IELTS Vocabulary
  • IELTS Writing Task 2

Tags

Academic Reading P1 Academic Reading P2 Academic Reading P3 Agriculture Animals Buildings choosing from list Civilisation Crime education Finance gap-fill listening gap fill reading Gap Fill with answers grammar GT letters GT Reading GT Task 1 Health History ielts tips informal writing Inventions labelling a diagram Matching Headings matching people Matching Statements multiple choice listening multiple choice reading Nature pronunciation Research Speaking Tables Technology TFNG The Arts The environment The Future Transport travel Water work writing task 2 YNNG

What my students are saying:

IELTS with Fiona reviews Charmian

Charmian

From 6.6 to 8!!! Can you believe it? Thanks for everything!

Members Academy student

IELTS with Fiona
5
2020-01-13T09:09:01+00:00

Members Academy student

IELTS with Fiona reviews Charmian
From 6.6 to 8!!! Can you believe it? Thanks for everything!
https://ieltsetc.com/testimonials/charmian/
IELTS with Fiona reviews Shreyas

Shreyas

I was overwhelmed to receive my IELTS results. I got overall of 7.5 in my IELTS exam. Thank you once...

Academy Member

IELTS with Fiona
5
2020-01-13T09:06:30+00:00

Academy Member

IELTS with Fiona reviews Shreyas
I was overwhelmed to receive my IELTS results. I got overall of 7.5 in my IELTS exam. Thank you once again for all resources.
https://ieltsetc.com/testimonials/shreyas/
IELTS with Fiona reviews Sancia

Sancia

I was stuck in writing with 6.5 and with just 2 weeks of preparation from your notes I scored 7.5....

General Training 28-Day Challenge student

IELTS with Fiona
5
2020-01-13T08:43:00+00:00

General Training 28-Day Challenge student

IELTS with Fiona reviews Sancia
I was stuck in writing with 6.5 and with just 2 weeks of preparation from your notes I scored 7.5. I don't have enough words to thank you.
https://ieltsetc.com/testimonials/sancia/

Ipek

I’ve got a very busy life and IELTS Academy was time-saving for me that it involves everything about IELTS in...

Academy Member

IELTS with Fiona
5
2019-12-03T18:16:09+00:00

Academy Member

I’ve got a very busy life and IELTS Academy was time-saving for me that it involves everything about IELTS in one place. Fiona is an excellent teacher with passion and kindness to all of her students. She helped me a lot with IELTS and I improved my scores significantly in a very short time. Some days I had no spare time for studying and I listened her podcasts when I was driving to work and it also helped me a lot! I strongly recommend this course to all IELTS candidates.
https://ieltsetc.com/testimonials/ipek/
IELTS with Fiona reviews Ipek

Lily S

The Academy gave me clear guidelines, study materials and methods to lead me into a high IELTS performance. As I...

Academy Member

IELTS with Fiona
5
2019-12-03T18:12:42+00:00

Academy Member

IELTS with Fiona reviews Ipek
The Academy gave me clear guidelines, study materials and methods to lead me into a high IELTS performance. As I have a super busy career and family life, my study time is very limited. When I first decided to take an IELTS test, I even didn't know where to start. After studying with Fiona for a while, in the first IELTS test, I got Band 8! Thank you so much for your hard work and your professionalism, Fiona!!!
https://ieltsetc.com/testimonials/lily-s/
5
IELTS with Fiona

Work out your current score

IELTS Band Score Calculator

Popular Posts

  • How to use formal language in IELTS Task 2
  • How long will it take to increase my IELTS score?
  • How to show concession in IELTS Writing Task 2
  • How to use conditionals in IELTS Writing
  • Grammar for IELTS: How to write complex sentences

Recent posts

  • How to write an email to someone you don’t know
  • How to use ‘rise’ and ‘raise’
  • How to use have/get something done
  • What is ‘hedging’ in academic writing?
  • Words ending in -able or -ible

Come and see what’s going on

  • Facebook
  • Instagram
  • LinkedIn
  • Pinterest
  • Twitter
  • YouTube

Products

  • IELTS Speaking Mock Test Speaking Mock Test $45.00
  • IELTS Writing Feedback IELTS Writing and Speaking Assessment $99.00
  • Get 8 IELTS Writing Feedback Videos $200.00
  • IELTS Speaking Course syllabus Speaking Course and Mock Test $99.00
  • IELTS WRITING FEEDBACK IELTS Writing Assessment and Feedback Task 1 and Task 2 $50.00

Looking for something specific?

  • Facebook
  • Instagram
  • LinkedIn
  • Pinterest
  • Twitter
  • Vimeo
  • YouTube
  • About me
  • Contact me
  • IELTS Band Score Calculator
  • IELTS Test 28-Day planner
  • Resources
  • My IELTS 10-minute lessons

Copyright © 2021 — IELTS Exam Training Courses • Privacy Policy • Disclaimer • All rights reserved

This site uses cookies: Find out more.