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In 1920 John B. Watson and Rosalie Rayner published the results of the study experiment describing how they had conditioned an 11-month-old boy (known as Little Albert) to fear a rat. The experiment is one of the best known and the most frequently cited empirical studies in the history of psychology. Many studies and theories suggesting the role of learning processes in the development of emotional responses were initiated by the Little Albert experiment. The article summarizes the procedures and results of the experiment reported by J.B. Watson and R. Rayner. The importance and impact of the results of the experiment on the development of psychological theories and research is discussed. Errors in the discussions of the Little Albert experiment in Polish psychological literature are identifi ed. The results of the latest historical research on the Little Albert experiment are summarized and their consequences are discussed.
EN
This text uses the case study of the Polish physiologist Jerzy Konorski (1903– 1973), who worked in I.P. Pavlov’s laboratory for two years, to examine the scientifi c and political disciplining of a researcher whose results contradicted both the reigning scientifi c paradigm (Pavlov’s teachings about refl exes) and the political regime. In the case of Konorski we are dealing with research in type II conditional refl exes (“motor conditioning”, as he called it, as opposed to Pavlov’s “classical conditioning”) and his interpretation thereof, with which Pavlov disagreed, and refused to further engage within the 1930s, though a part of it was incorporated into his later works. After the declaration of orthodox Pavlovianism as the exclusive paradigm of physiology of the Eastern Bloc in 1949, Konorski, as a collaborator of Pavlov’s who was known for his critical approach to Pavlov’s theories, was, under the supervision of Moscow, pushed into isolation by the new Communist regime. Unlike Nazism, the 1950s were not characterized by the physical elimination of scientists but rather their ideological re-education, which shares many features with Foucault’s concept of power and its symbolical implementation.
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