Browsing by Author "Harris, Ben"
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Item Correcting the record on Watson, Rayner, and Little Albert: Albert Barger as 'psychology’s lost boy'(2014) Powell, Russell A.; Digdon, Nancy; Smithson, Christopher; Harris, BenIn 1920, John B. Watson and Rosalie Rayner attempted to condition a phobia in a young infant named 'Albert B.' In 2009, Beck, Levinson, and Irons proposed that Little Albert, as he is now known, was actually an infant named Douglas Merritte. More recently, Fridlund, Beck, Goldie, and Irons (2012) claimed that Little Albert (Douglas) was neurologically impaired at the time of the experiment. They also alleged that Watson, in a severe breach of ethics, probably knew of Little Albert’s condition when selecting him for the study and then fraudulently hid this fact in his published accounts of the case. In this article, we present the discovery of another individual, Albert Barger, who appears to match the characteristics of Little Albert better than Douglas Merritte does. We examine the evidence for Albert Barger as having been Little Albert and, where relevant, contrast it with the evidence for Douglas Merritte. As for the allegations of fraudulent activity by Watson, we offer comments at the end of this article. We also present evidence concerning whether Little Albert (Albert Barger) grew up with the fear of furry animals, as Watson and Rayner speculated he might.Item Little Albert’s alleged neurological impairment: Watson, Rayner, and historical revision(2014) Digdon, Nancy; Powell, Russell A.; Harris, BenIn 2012, Fridlund, Beck, Goldie, and Irons (2012) announced that "Little Albert"-the infant that Watson and Rayner used in their 1920 study of conditioned fear (Watson & Rayner, 1920)-was not the healthy child the researchers described him to be, but was neurologically impaired almost from birth. Fridlund et al. also alleged that Watson had committed serious ethical breaches in regard to this research. Our article reexamines the evidentiary bases for these claims and arrives at an alternative interpretation of Albert as a normal infant. In order to set the stage for our interpretation, we first briefly describe the historical context for the Albert study, as well as how the study has been construed and revised since 1920. We then discuss the evidentiary issues in some detail, focusing on Fridlund et al.'s analysis of the film footage of Albert, and on the context within which Watson and Rayner conducted their study. In closing, we return to historical matters to speculate about why historiographical disputes matter and what the story of neurologically impaired Albert might be telling us about the discipline of psychology today.