Eysenck, Hansj. (1916-__)

EYSENCK, HANSJ. (1916-__) there maybe fewer students per school than there are COCHRAN, W.G., & Cox, G. M. (1957). Experimental designs cells in the design. An incomplete blocks design would be (2nd ed.). New York: Wiley. useful in this situation, enabling the researcher to be Huck,S. W., CORMIER, W. H., & BOUNDs, W.G., JR. (1974). sure that treatment effects can be separated from the Readingstatistics and research. New York: Harper & Row. differences among schools. MaDDALA,G.S. (1983). Limited-dependent and qualitative vari- Traditional experimental design considers only the ables in econometrics. Cambridge: Cambridge University design of the current experiment, design in industrial Press. production has expanded to consider how to design MAXWELL,S. E., & DELANEY, H. D. (1990). Designing experi- sequences of experiments to optimize the production ments and analyzing data. Belmont, CA: Wadsworth. process, with the design of each experiment depending WoopwarbD,J. A., BONETT, D. G., & BRECHT, M. (1990). on the results of the previous experiment. Such se- Introduction to linear models and experimental design. San quences of designs might be of use in discovering how Diego, CA: Harcourt Brace Jovanovich. to optimize intelligence with the least cost of experi- DavID RINDSKOPF mentation. FURTHER READING EYSENCK, HANSJ. (1916—- ) One of the Classic sources on important considerations in ex- most famousand controversial psychologists of the lat- perimental and quasi-experimental design include ter half of the twentieth century and the leading ex- Campbell and Stanley (1966), Cochran (1983), and ponent of the London school of biological and Cochran and Cox (1957). The last is like many con- quantitative psychology established by Francis GALTON, temporary sources in that statistical as well as design Charles sPEARMAN, and Cyril BuRT, Hans Jurgen considerations are an integral part of the text. Most Eysenck has madeprolific and influential empirical and recent texts on experimental design andanalysis differ theoretical contributions to differential psychology, from prior works—not in the types of designs dis- most notably in the area of research on personality and cussed but in the use of a more comprehensivestatis- human mentalability. In his studies of personality, he tical approach via general linear models. Typical of the applied the quantitative methods developed by the newerapproach are books by Woodward, Bonett, and Londonschool, particularly factor analysis, along with Brecht (1990) and Maxwell and Delaney (1990). An the hypothetico-deductive use of experimental meth- excellent nontechnical work illustrating research de- ods involving the constructs of Ivan Pavlov and Clark sign and the interpretation ofstatistical tests is Huck, Hull. Eysenck’s prolific research is cited in many areas Cormier, and Bounds (1974). The design of sequences of the psychological literature, including extraversion, of experiments to optimize industrial output is illus- neurosis, behavior therapy, critiques of psychoanalysis trated in the work of Box and Draper (1969). Maddala and Freudian theory, sexual behavior, the psychology (1983) discusses selection models, as well as other use- of politics, smoking and health, measurement and ful new approaches to design and analysis developed theory of intelligence, behavioral genetics, race dif- in the field of economics. ferences, and creativity and genius. He has even ex- amined parapsychology and astrology from an BIBLIOGRAPHY objective andscientific standpoint. Modgil and Modgil Box, G. E. P., & DRAPER, N. R. (1969). Evolutionary operation: (1986) have edited a fairly comprehensive volume of A statistical method for process improvement. New York: critical commentaries on Eysenck’s varied contribu- Wiley. tions. CAMPBELL, D. T., & STANLEY, J. C. (1966). Experimental and Born in Berlin, Eysenck was the only child of com- quasi-experimental designs for research. Chicago: Rand fortably well-off, cultured parents. His father was a McNally. stage actor, his mother a movie actress. Graduating COCHRAN, W.G.(1983). Planning and analysis of observational from the Gymnasium in Berlin in 1933, the year that studies. New York: Wiley. Hitler came to power, he left Germany in protest and 416 EYSENCK,HANSJ. (1916-_ ) spent a summerin Englandat the University of Exeter, Following D. O. HEBB, Eysenck emphasizes the es- followed by a few months in France at the University sential distinction between three classes of phenomena of Dijon. In 1934 he enrolled at University College, associated with cognitive performance, referred to as London, majoring in psychology under Sir Cyril Burt. Intelligences A, B, and C. Intelligence A is the biolog- He received his bachelor of arts degree in 1938 and ical substrate of mental ability, the brain’s neuroanat- his doctorate in 1942, whereupon he was appointed omyand physiology. Intelligence B is the manifestation chief psychologist at the Mill Hill Emergency Hospital of Intelligence A and everything that influences its (London) during World WarII (1942-1945). He then expression in “real life” behavior. Intelligence C (first became psychologist at the Maudsley Hospital, Lon- so labeled by P. E. Vernon) is the level of performance don’s leading psychiatric facility (1945-1950), fol- on psychometrictests of cognitive ability. Eysenck dis- lowed by promotion to reader in psychology and misses Intelligence B as unsuitable for scientific study director of the Psychology Departmentofthe Institute because it represents such a complex interaction of of Psychiatry of the University of London (1950- Intelligence A with variation in a host of cultural, ed- 1955). From 1955 to 1984 he was professor of psy- ucational, and othersocial and psychological influences chology at the institute. As emeritus professor since in the course of the individuals’ development, as well 1984, he remained as active as ever, researching, as being confounded by personality and motivation, writing books and articles, giving invited lectures thereby making it (Intelligence B) essentially unmea- around the world, and editing the international jour- surable and unamenable to the purposes ofscientific nal that he founded in 1980, Personality and Individual formulation. Intelligence C, however, being based on Differences. psychometric tests of ability, does allow quantitative Eysenck’s contributionto intelligence consists of his andstatistical treatment of data andis indeed essential own considerable research output in addition to the for the study of mentalability. Tests vary widely in the strong theoretical influence he has had on his col- degree to which they reflect Intelligence A or Intelli- leagues and on manyother researchers who have made gence B, however. Verbal tests with culturally and ed- significant contributions. Eysenck takes a “hard sci- ucationally loaded items, for instance, are closer to ence” approach, viewingintelligence not as a thing or Intelligence B, while certain nonverbal tests of reason- a denotative noun, but as a theoretical construct sim- ing and problem solving using simple pictures or geo- ilar to the basic concepts of physics, for example, mass, metric forms that are highly familiar to all examinees gravitation, and potential energy. He insists that nei- may better reflect Intelligence A. The components of ther the subjective nor the behavioral manifestations variance in reaction time and inspection time that are of intelligence—reasoning, memory,learning, problem correlated with Intelligence C probably come even solving, and the like—can constitute a proper defini- closer to Intelligence A, and physiological measure- tion of intelligence nor does Spearman’s g (general ments derived from the average evoked potential, the ability), which merely reflects the fact of individual dif- rate of glucose uptake in the brain detected by posi- ferences in intelligence. Rather than being a definition tron emission tomography (PET), and nerve conduc- or an explanation, g is a phenomenonitself in need of tion velocity in the brain (whichareall correlated with explanation. This must involve constructs beyond sub- intelligence quotient [IQ]) are the closest to Intelli- jective and behavioral phenomena. While acknowledg- gence A. In the latter part of his career, Eysenck fo- ing the importance of factor analysis for analyzing the cused on the empirical relation between Intelligence C correlational structure of abilities represented in a bat- andits biological basis, or Intelligence A. tery of diverse tests and for measuring independent In the 1950s, Eysenck revived Galton’s hypothesis components of mental ability, such as g and various that mental speed is what underlies individual difter- group factors, Eysenck was amongthefirst to recog- ences in g. Measurement of the time that individuals nize the impotenceof factor analysis for understanding take to solve single test items of varying difficulty per- the causal basis of intelligence differences. The causal mitted the analysis of test performanceinto three main question, he argued, must appeal to the methods of sources of variance: speed, continuance(i.e., persis- behavioral genetics and neurophysiology. tence of effort), and error checking. Because only 4177 EYSENCK, HANSJ. (1916-__) speed can be truly regarded as a cognitive variable, the (Eds.), Hans Eysenck: Consensus andcontroversy. Philadelphia: other two variables really being aspects of personality, Falmer. Eysenck and his coworkers focused their research on EYSENCK,H.J. (1967). Intelligence assessment:

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