He gathered forty participants and told them they would take part in a study on the effects of punishment on learning. When they showed up at the testing site, they met an experimenter and a confederate, Mr. Wallace, who they were led to believe was another study participant, just like them. As part of the experiment, it was established that participants would act as “teacher” and Mr. Wallace would take on the role of “learner.” The procedure that participants had to follow was simple; they were to read Mr. Wallace a list of paired words and then, through a series of multiple-choice questions, test his memory. If he answered the question correctly, the participants moved on; however, if he got it wrong, they would have to administer a shock to him by pressing the indicated switches on the shock generator, with the shocks increasing by fifteen volts for each incorrect answer. As the shocks increase, Mr. Wallace begins to show more and more signs of distress, demanding an end to the study and even complaining of a heart problem. Despite his hesitation, the participants continued the experiment at the experimenter's urging; if the participant remarked that he wanted to stop or control the student, the experimenter urged him by noting “it is absolutely essential that you continue” or “you have no other choice; you have to move forward” (Kassin,