get insiders’ perspectives, from the humourous to the profound, throughout the history of psychology; play “who’s that face?” with collections of unidentified photos, and much more!
Women’s History Month is all about rectifying the gender bias that has traditionally plagued historical scholarship, and thanks to PFV’s great work at York we can help construct a more accurate history by illuminating the crucial roles that women have always played in psychology!
Mindcraft explores a century of madness, murder and mental healing, from the arrival in Paris of Franz Anton Mesmer with his theories of ‘animal magnetism’ to the therapeutic power of hypnotism used by Freud.
Through an immersive scrolling interface including image galleries, video, and interactives, Mindcraft will take you on a journey that asks who really is in control of their own mind, and where does the mind’s power to harm or heal end?
Mindcraft is written by author and curator Mike Jay, and developed by award-winning digital agency Clearleft. Mindcraft can be explored on a desktop browser or tablet.
Historian of Medicine Alexandre Klein, a postdoctoral fellow at the Université d’Ottawa has recently released a web documentary on Alfred Binet. The French language documentary, a collaboration with film maker Philippe Thomine, can be viewed in full here.
UCL Special Collections and the Wellcome Trust have collaborated to make available online the papers of Francis Galton. This is part of a larger Wellcome Library endeavour Codebreakers: Makers of Modern Genetics, which includes digitized papers from a number of important figures in the development of genetics. The full Galton papers can be explored online here.
As described by the book’s title, the included essays cover a range of aspects, and are meant to provide “both an introduction to the psychology of personhood, and an invitation to participate in it” (p. 16). Of particular interest to AHP readers is the “Historical Perspectives” section, including essays by Kurt Danziger, Jeff Sugarman, and James T. Lamiell. With topics from ‘critical personalism’, to ‘historical ontology’, to ‘identity and narrative’, this collection of essays will please historians, theorists, and those in between who have any interest in a psychology of persons that is neither fixated on traits nor statistical methods.
A project is underway to digitize the records of the Central State Hospital in Virginia. Led by King Davis, director of the Institute for Urban Policy Research & Analysis at the University of Texas at Austin, the project includes some 800,000 documents which span the period between 1870 and 1970. The collection is extraordinarily unique both in terms of its size and its scope. Davis has described that: “This is the most complete set of records on African Americans and mental health in place in the world” (source: Alcalde).
The Central State Hospital – formerly the Central Lunatic Asylum for Colored Insane – was opened in 1870. It was the only institution designated for the treatment of African Americans to operate in the state prior to the passing of Title VI of the Civil Rights Act in 1964. Its story is one of only a small handful of “Colored Asylums”: while institutions for the insane would open in every state in the continental US during the nineteenth and twentieth centuries, the vast majority served a uniquely White demographic.
The impetus for the project was reportedly the deterioration of the Central State Hospital’s records. Although digitization provides a way to preserve this rare archival collection, researchers must face the challenge of maintaining the privacy of the individual patients. To address these concerns the team is developing new Steganoscription software that will recognize the personal information contained within the handwritten documents.
Unfortunately the status of the project has been reported as “at a standstill” due to funding problems. In the meantime, a prototype of the website design can be found here.
The Brain Observatory at the University of California San Diego, directed by Jacopo Annese, has made available as part of its Digital Brain Library an atlas of H.M.’s brain. H.M., now known to be Henry Molaison, is one of the best known case studies in memory research. Molaison experienced profound amnesia following a bilateral medial temporal lobectomy and was subsequently studied for more than 50 years. Following his death in 2008, Molaison’s brain was donated to science and sectioned into more than 2400 slices (right), a procedure that was aired live on the web (see a previous AHP post on this process here). As described on the site,
In December 2009, Annese and his team at The Brain Observatory dissected H.M.’s brain into 2,401 thin tissue slices that have been preserved cryogenically in serial order. The collection was meant to support the histological examination of the brain and to better understand the neurological basis of human memory function. While the brain was being sliced, we collected an unabridged series of digital images of the surface of the block each corresponding to individual tissue sections. These images were archived and used to create a 3-D model of the whole brain. A regular series of sections through the brain was stained and digitized at a resolution of 0.37 microns per pixel to reveal cellular-level features. These virtual sections, a matching series of anatomically delineated images, and data from postmortem MRI of the specimen were combined into an atlas of patient H.M.’s brain.
The atlas was conceived as a web-accessible resource to support collaboration and retrospective studies.
The Center for the History of Psychology (CHP) has just released its first online exhibit. Dedicated to the IQ Zoo, the exhibit features rare video and photographs, as well as details of the Zoo’s exhibit plans, animals, and training methods. As described on the exhibit site,
The IQ Zoo was an animal training facility and tourist attraction in Hot Springs, Arkansas developed by Keller and Marian Breland in 1955. The Brelands, both graduate students of psychologist B. F. Skinner, used principles of behaviorism to train chickens, rabbits, pigs, raccoons, groundhogs, deer, goats, and many other animals to perform simple acts based on the animals’ instinctual behaviors. The acts, which included traveling animal shows, were as diverse as the animals and ranged from “The Kissing Bunny” where a rabbit “kissed” his plastic girlfriend to “Casey at the Bat” where a chicken played a game of baseball on a miniature scale.
The IQ Zoo exhibit features items and information taken from the Animal Behavior Enterprises collection housed at the CHP. The full exhibit can be explored online here.
For anyone interested in exploring the history of laboratories, instruments, and the material culture of psychology more generally, I have put together the following bibliography. Sources have been organized into the following categories: Laboratories, Instruments, Online Resources, Instrument Collections, and Introductory Material Culture Readings. For the purposes of this bibliography, “material culture” has been interpreted quite broadly. Rather than focus solely on writings narrowly confined to this field, a variety of sources that touch on the history of material objects – especially those related to the history of science – have been included here. Other items included in the bibliography also look at unconventional instruments, including paper tools, tests, and organisms as instruments. A number of reference works, photographic collections, and online resources are also provided. The bibliography is by no means complete and suggested additions are welcome and appreciated. And don’t forget to check out the full list of our bibliographies on our Resources page. Happy reading!
Update: The post now includes a section of sources, provided by Ryan Tweney, on instruments, experiments, and replication. Additional readings suggested by Rodrigo Miranda – including many in French, Portuguese, and Spanish – have also been added, as has a reading suggested by Gabriel Ruiz. Our thanks to them all.
Bibliography: Laboratories, Instruments, and the Material Culture of Psychology
Benjamin, Jr., L. T. (2000). The psychology laboratory at the turn of the 20th century. American Psychologist, 55(3), 318–321. doi:10.1037/0003-066X.55.3.318
Capshew, J. H. (1992). Psychologists on site: A reconnaissance of the historiography of the laboratory. American Psychologist, 47(2), 132–142. doi: 10.1037//0003-066X.47.2.132
Garvey, C. R. (1929). List of American psychology laboratories. Psychological Bulletin, 26, 652-660. doi:10.1037/h0075811
Brooks, J. I. (1993). Philosophy and psychology at the Sorbonne, 1885–1913. Journal of the History of the Behavioral Sciences, 29(2), 123–145. doi:10.1002/1520-6696(199304)29:2<123::AID-JHBS2300290204>3.0.CO;2-C
Cirino, S. D., Miranda, R. L., & da Cruz, R. N. (2012). The beginnings of behavior analysis laboratories in Brazil: A pedagogical view. History of Psychology, 15(3), 263–272. doi: 10.1037/a0026306
Green, C. D. (2010). Scientific objectivity and E. B. Titchener’s experimental psychology. Isis, 101(4), 697–721. doi:10.1086/657473
Koutstaal, W. (1992). Skirting the abyss: A history of experimental explorations of automatic writing in psychology. Journal of the History of the Behavioral Sciences, 28(1), 5–27. doi:10.1002/1520-6696(199201)28:1<5::AID-JHBS2300280102>3.0.CO;2-X
This month the Society for the History of Psychology (Division 26 of the American Psychological Association) offers a special virtual issue of the journal History of Psychology. Entitled “Teaching Diversity: What can History Offer?” this free volume includes three pieces selected and introduced by Division President Alexandra Rutherford which “address gender, race/ethnicity, and the intersection of sexuality and disability in historical perspective” in order to highlight “that historical scholarship offers a rich and often untapped resource for instructors who wish to engage students in critical conversations about diversity issues across the psychology curriculum.” Rutherford’s introduction “outline[s] how these articles can be incorporated into courses across the curriculum to deepen students’ understanding of how psychology and psychologists have grappled with these issues and how historical analyses can inform contemporary topics and debates.”
The conclusion to Rutherford’s introductory article provides a concise synopsis of how this special issue can be a resource for the promotion of socially responsible pedagogical values in psychology, and their application in the classroom:
“The articles featured here to encourage the use of historical scholarship across the psychology curriculum demonstrate how history can facilitate forms of critical thinking that have the potential to make students better scholars and better psychologists. By encountering historical analyses that provoke critical questions about the relationship between science and culture, science and politics, and science and society, students develop the capacity to examine the preexisting assumptions that may creep uncritically into contemporary research. They develop the capacity to examine the role that psychology, as a powerful scientific and social institution, plays in our everyday lives. There is no reason that the development of these skills should be undertaken only in the history of psychology course. I hope this introduction has provided some ideas about how to use history to achieve critical learning objectives across the curriculum.”