Historical and Conceptual Issues in Psychology 3e Brysbaert Rastle

189 × 246 SPINE: 35.
9 FLAPS: 0
Engage with key historical and conceptual issues in psychology
HISTORICAL AND CONCEPTUAL ISSUES IN PSYCHOLOGY

Historical and Conceptual Issues in Psychology is essential reading for undergraduate
psychology students and those interested in how the discipline has developed from its
ancient origins to its current standing today.
This unique and engaging introduction will help you understand the philosophical
context from which psychology has emerged as a discipline. Excerpts from original texts,
profiles of key figures and fascinating examples drawn from around the world will take
HISTORICAL AND
3RD EDITION
you from ancient Greece to modern day debates, stopping off at important developments
in psychology, philosophy and science along the way.
Key features:
CONCEPTUAL ISSUES
Broad and balanced coverage of key issues, exploring both historical
and contemporary themes. IN PSYCHOLOGY
Discussion questions at the beginning of each chapter, encouraging
you to reflect and think critically about the issues raised.
Myth-busting boxes throughout, highlighting and exploring common
misconceptions in psychology.
NEW! A chapter on the replication crisis that hit psychology and other
sciences in the 2010s, including information on open science practices
becoming more important in scientific research.
NEW! Every chapter has been updated to reflect the newest findings
and insights, with particular attention given to those findings that
have not stood up to replication tests.
MARC BRYSBAERT is Professor of Psychology at Ghent University. Previously he taught at

Royal Holloway, University of London, where the first edition of this book was written.
KATHY RASTLE is Professor of Cognitive Psychology at Royal Holloway, University of London.

3RD
‘ Well-written, clear and thorough, with annotations, questions, diagrams, summaries, EDITION
and high-level conceptual discussion to make it accessible to students. It is well-organised
KATHY RASTLE
MARC BRYSBAERT
for teaching and addresses important topics not covered in many history textbooks, that
underscore how history is relevant to understanding contemporary psychology.’
professor chris westbury, University of Alberta
www.pearson.com/uk
Pearson, the world’s learning company.
Front cover image: ANTHONY WALLACE/AFP/Getty Images

Cover designed by Two Associates
MARC BRYSBAERT
KATHY RASTLE

CVR_BRYSB_3_27958.indd 1 21/09/2020 10:23

Historical and Conceptual Issues in Psychology
F01 Historical and Conceptual Issues in Psychology 27958.indd 1 16/09/2020 17:14

At Pearson, we have a simple mission: to help people
make more of their lives through learning.
We combine innovative learning technology with trusted

content and educational expertise to provide engaging
and effective learning experiences that serve people
wherever and whenever they are learning.
From classroom to boardroom, our curriculum materials, digital

learning tools and testing programmes help to educate millions
of people worldwide – more than any other private enterprise.
Every day our work helps learning flourish, and

wherever learning flourishes, so do people.
To learn more, please visit us at www.pearson.com/uk

Historical and Conceptual
Issues in Psychology
Third edition
Marc Brysbaert and

Kathy Rastle
Harlow, England • London • New York • Boston • San Francisco • Toronto • Sydney
Dubai • Singapore • Hong Kong • Tokyo • Seoul • Taipei • New Delhi
Cape Town • São Paulo • Mexico City • Madrid • Amsterdam • Munich • Paris • Milan

PEARSON EDUCATION LIMITED
KAO Two
KAO Park
Harlow CM17 9SR
United Kingdom
Tel: +44 (0)1279 623623
Web: www.pearson.com/uk
First published 2009 (print)

Second edition published 2013 (print and electronic)
Third edition published 2020 (print and electronic)
© Pearson Education Limited 2009, 2013, 2020 (print)
The rights of Marc Brysbaert and Kathy Rastle to be identified as authors of this work have been asserted by them
in accordance with the Copyright, Designs and Patents Act 1988.
The print publication is protected by copyright. Prior to any prohibited reproduction, storage in a retrieval
system, distribution or transmission in any form or by any means, electronic, mechanical, recording or otherwise,
permission should be obtained from the publisher or, where applicable, a licence permitting restricted copying in
the United Kingdom should be obtained from the Copyright Licensing Agency Ltd, Barnard’s Inn, 86 Fetter Lane,
London EC4A 1EN.
The ePublication is protected by copyright and must not be copied, reproduced, transferred, distributed, leased,
licensed or publicly performed or used in any way except as specifically permitted in writing by the publishers,
as allowed under the terms and conditions under which it was purchased, or as strictly permitted by applicable
copyright law. Any unauthorised distribution or use of this text may be a direct infringement of the authors’ and
the publisher’s rights and those responsible may be liable in law accordingly.
Pearson Education is not responsible for the content of third-party internet sites.
ISBN: 978-1-292-12795-8 (print)
978-1-292-12798-9 (PDF)
978-1-292-13025-5 (ePub)
British Library Cataloguing-in-Publication Data
A catalogue record for the print edition is available from the British Library
Library of Congress Cataloging-in-Publication Data
A catalog record for the print edition is available from the Library of Congress
Names: Brysbaert, Marc, author. | Rastle, Kathy, author.
Title: Historical and conceptual issues in psychology / Marc Brysbaert and
Kathy Rastle.
Description: Third edition. | Harlow ; Hoboken : Pearson, 2020. | Includes
bibliographical references and index.
Identifiers: LCCN 2020032037 (print) | LCCN 2020032038 (ebook) | ISBN
9781292127958 (print) | ISBN 9781292127989 (PDF) | ISBN 9781292130255
(ePub)
Subjects: LCSH: Psychology—History.
Classification: LCC BF81 .B79 2020 (print) | LCC BF81 (ebook) | DDC
150.9—dc23
LC record available at https://lccn.loc.gov/2020032037
LC ebook record available at https://lccn.loc.gov/2020032038
10 9 8 7 6 5 4 3 2 1
24 23 22 21 20
Cover: Cover image © ANTHONY WALLACE/AFP/Getty Images
Print edition typeset in Sabon MT Std 10/12 by SPi Global
Printed and bound in Malaysia
NOTE THAT ANY PAGE CROSS REFERENCES REFER TO THE PRINT EDITION

Brief contents
Preface xiii
Guided tour xv
1 The wider picture Where did it all start? 1
2 The scientific revolution of the seventeenth century
and its aftermath 43
3 Eighteenth- and nineteenth-century precursors
to a scientific psychology 87
4 Establishing psychology as an independent academic discipline 125
5 Strengthening the scientific standing of psychology Behaviourism
and cognitive psychology 178
6 The input from brain research 219
7 The mind–brain problem, free will and consciousness 267
8 How did psychology affect everyday life? The history
of applied psychology 311
9 What is science? 349
10 Is psychology a science? 402
11 Psychology and open science Twenty-first-century developments 441
12 The contribution of quantitative and qualitative research methods 488
13 The precarious balance between biological, psychological
and social influences 533
14 Psychology and society The socio-political side 570
Epilogue 621
Glossary 622
Bibliography 631
Publisher’s acknowledgements 651
Index 663

Contents
Preface xiii
Guided tour xv
1 The wider picture Where did it all start? 1

Chapter overview 1
1.1 The invention of writing 3
1.2 The discovery of numbers 7
1.3 The Fertile Crescent 13
1.4 The Greeks 15
1.5 Developments from the Roman Empire to the end of the Middle Ages 24
1.6 Turning the tide in the West 31
1.7 Focus on: The limits of history writing 36
Recommended literature 40
References 41
Notes 42
2 The scientific revolution of the

seventeenth century and its aftermath 43
Chapter overview 43
2.1 From a geocentric to a heliocentric model of the universe 45
2.2 Mechanisation of the world view 53
2.3 The formulation of the first laws of physics 55
2.4 What set off the scientific revolution in seventeenth-century Europe? 58
2.5 The new method of the natural philosopher 63
2.6 Changes in society as a result of the scientific revolution 72
2.7 Focus on: How revolutionary was the scientific revolution? 82
References 85
Notes 86

viii Contents
3 Eighteenth- and nineteenth-century

precursors to a scientific psychology 87
Chapter overview 87
3.1 Individualisation in Western society 89
3.2 Philosophical studies of the mind 91
3.3 Textbooks of psychology 101
3.4 Scientific studies of ‘psychological’ functions 106
3.5 Evolutionary theory 112
3.6 The contribution of statistics 117
3.7 Focus on: The status of medicine in the eighteenth
and nineteenth centuries 119
References 122
Notes 123
4 Establishing psychology as an independent

academic discipline 125
Chapter overview 125
4.1 The foundation of the first laboratory of experimental
psychology in Germany 127
4.2 Starting psychology in America: James and Titchener 137
4.3 Psychology in France: Ribot, Charcot, Binet 144
4.4 Freud and psychoanalysis 153
4.5 Starting psychology in the UK: finding a place between clerics,
philosophers and biologists 158
4.6 Focus on: What about the five schools of psychology? 172
References 175
Notes 177
5 Strengthening the scientific standing of psychology

Behaviourism and cognitive psychology 178
5.1 The perception of psychology in the USA at the beginning
of the twentieth century 180
5.2 Making a science of behaviour 187
5.3 Adding cognitions to behaviour 202
5.4 Focus on: Has behaviourism been replaced by cognitive psychology just like
behaviourism defeated structuralism and functionalism? 213
References 217

Contents ix
6 The input from brain research 219

6.1 Ideas in Ancient Egypt and Ancient Greece 221
6.2 Further insights into the anatomy and functioning of the nervous
system in the Renaissance and the seventeenth and eighteenth centuries 226
6.3 The breakthroughs of the nineteenth century 230
6.4 The emergence of neuropsychology in the twentieth century 243
6.5 Brain imaging and the turn to neuroscience 250
6.6 Focus on: Can delusions be investigated with the cognitive
neuropsychological approach? 261
References 265
7 The mind–brain problem, free will and consciousness 267

7.1 Dualism: the mind is independent of the brain 270
7.2 Materialism: the mind is the brain 277
7.3 Operational computers: the new eye-opener leading to functionalism 281
7.4 Consciousness 290
7.5 Focus on: How to assess consciousness in comatose patients? 305
References 307
Notes 310
8 How did psychology affect everyday life? The history

of applied psychology 311
8.1 Changes in the treatment of mental health problems 313
8.2 Psychological testing 321
8.3 The psychology of work and organisation 337
8.4 Focus on: The lure of idealising classic studies 341
References 346
9 What is science? 349

9.1 Thoughts about information acquisition from Ancient Greece to the
end of the nineteenth century 352
9.2 The first twentieth-century attempt at demarcation: observation,
induction and verification 365

x Contents
9.3 The second twentieth-century attempt at demarcation: falsification 371

9.4 Science is a succession of paradigms 385
9.5 The pragmatic alternative 394
9.6 Focus on: How to respond to scientific findings? 397
References 400
Notes 401
10 Is psychology a science? 402

10.1 Reasons why psychology is claimed to be a science 404
10.2 Reasons why psychology is not seen as a science 412
10.3 The critique of scientific psychology 422
10.4 Focus on: Can the history of psychology be taught by psychologists? 433
References 437
Notes 440
11 Psychology and open science Twenty-first-century

developments 441
11.1 Replication crisis 444
11.2 Call for open science 465
11.3 An evolving publication culture 471
11.4 Focus on: Is scientific progress slowing down? 481
References 483
12 The contribution of quantitative and qualitative

research methods 488
12.1 The essence of quantitative research 490
12.2 The essence of qualitative research 502
12.3 How do quantitative and qualitative research methods relate to each other? 519
12.4 Focus on: Is too much respect for the philosophy of science bad for morale? 527
References 530

Contents xi
13 The precarious balance between biological,

psychological and social influences 533
13.1 What drives people? McDougall and his critics 535
13.2 The biological perspective 538
13.3 The psychological perspective 546
13.4 The socio-cultural perspective 552
13.5 Focus on: Why are people aggressive? 560
References 566
Note 569
14 Psychology and society The socio-political side 570

14.1 Ways in which society has influenced psychology 572
14.2 Ways in which psychology has influenced society 595
14.3 Focus on: To what extent have psychologists been able to
change the negative image of mental disorders? 610
References 615
Epilogue 621
Glossary 622
Bibliography 631
Index 663
Lecturer Resources ON THE

WEBSITE
For password-protected online resources tailored to
support the use of this textbook in teaching, please
visit go.pearson.com/uk/he/resources

Preface
From time to time it is good to pause and wonder how we got where we are now. For
instance, why did you open this book? How did you become interested in psychology?
But also: for how long has one been able to study psychology? Why has this book been
published? Why do all good degrees of psychology today include a course on historical
and conceptual issues? What is the position of psychology in society? Is psychology
really a science? What is a science?
These are some of the questions addressed in this book (although you will not be
surprised to hear that many of them cannot be fully answered on the basis of present
knowledge). They refer to the historical and conceptual foundations of psychology.
Historical issues refer to the past of the discipline and can be approached in many
different ways (see Chapter 10). One distinction is whether history is studied to find
out what people at different points in time thought and knew, or whether history is
studied to gain insight into how the present situation came about. The latter is the
approach taken in this book, because it is of particular relevance to everyone wanting
to become a psychologist.
Conceptual issues are more difficult to define. Basically, they refer to the big ques-
tions underlying a discipline. For psychology, these are questions like: ‘What is the
human mind?’, ‘Is it possible to know the mind of someone else?’, ‘Is it possible to
know my own mind?’, ‘Is such information reliable and useful?’ Importantly, these
issues cannot readily be addressed in the way scientists love to do: by collecting data
and testing new predictions made on the basis of the available knowledge (see Chap-
ter 9). Conceptual issues relate to the assumptions, convictions and opinions that
underlie a particular discipline and that determine the meanings of the terms used
(e.g. the meanings of ‘consciousness’, ‘process’ and ‘personality’). Conceptual issues
are shared by the researchers and practitioners of a discipline and are imposed on all
newcomers. However, they usually remain tacit. They exert their influence by reliance
on common understanding rather than explicit teaching (if this sounds a bit woolly
at the moment, come back to this section after you have read the part on paradigms
in Chapter 9). Indeed, even for us authors, writing this book has been eye-opening at
times. Quite often we found ourselves saying ‘Oh, that’s where it comes from! That’s
what it means!’
Needless to say, historical and conceptual issues are closely intertwined. Histori-
cal developments depended on the conceptual beliefs at the time and, in turn, had
an impact on the concepts and the convictions shared by the next generations. For
instance, many psychologists today talk about ‘cognitive processes’ and ‘cognitive rep-
resentations’. However, they would find it hard to define what exactly they mean by
these terms. They just know that every psychologist is taught them and that the words
refer to information-processing in the mind (or perhaps brain; see Chapter 7). Where
these terms came from, why at a certain point in time they were introduced, and why
they subsequently conquered the complete discipline are questions that are left out
of consideration in most teachings (e.g. you don’t find them in introductory books

xiv Preface
on psychology). One reason for this is that you need a certain amount of historical,
philosophical, and technical background before you can address them.
The main danger of a book on historical and conceptual issues is that it tries to
cover too much. Just imagine: everything that ever happened and that was ever thought
of is a possible topic that could be included! Every chapter of this book could easily
have been expanded into a 500-page book. Indeed, the most common complaint about
courses of historical and conceptual issues is that lecturers try to cram too much into a
short period of time. To tackle this problem head-on, we decided not to try to write a
‘complete book’ (which is impossible anyway), but to start from the question of what
is feasible for a series of 14 two-hour lectures. Which are the main issues that must be
covered? What is informative and interesting for psychology students (rather than what
is known to historians and philosophers of science)? Therefore, do not expect to find
everything in this book. Our purpose is simply to provide you with a basis. If this book
entices you to want to know more, then we have achieved our goal. To help you with
this, each chapter includes a list of the books that we found particularly interesting.
There is also a lot of information freely available on the internet, links to which you
can find on our website at www.pearsoned.co.uk/brysbaert.
While writing the various editions of this book, we noticed two patterns. The first
is that many ideas and findings tend to be considerably older than we thought. There
is a tendency to attribute views and insights to specific time periods, whereas it is often
possible to find precursors centuries earlier. Throughout the book we give examples
of this bias.
The second, related pattern is that we often have simplistic views about the
knowledge at a certain time. When reading the original publications, the degree of
sophistication and perspective is invariably much higher than assumed nowadays. In
a few cases this had led to the formation of outright myths, which we summarize in
myth-busting boxes.
As we want to keep pace with major developments, the third edition has a new
chapter on a series of events in the 2010s that are likely to shape the future of psychol-
ogy and science for decades to come. Indeed, the past decade has been quite turbulent
with a replication crisis and a call for open science and paywall-free publications
(described in Chapter 11). These developments have important implications for our
understanding of science and for your education.
We end by thanking our families for giving us the freedom and time to write a
book like this. We know how lucky we are, as not all families can cope with members
whose minds regularly wander off to times long past and yet another startling new
perspective.

Guided tour
Questions to consider
Each chapter opens with a range of questions to
?
consider in relation to the historical and conceptual
Historical issues addressed in this chapter
● When did the scientific revolution take place? issues raised. These give an idea of topics covered and
●
●
Which three developments formed the core of this revolution?
How did the scientific revolution change society? encourage students to critically reflect on them.
● How did science increase its status and power in the eighteenth and the nineteenth centuries?
Conceptual issues addressed in this chapter

● What impact did the transition from the geocentric to the heliocentric model of the universe
have on Western European society?
● To what extent does our knowledge of the world and the universe depend on the equipment we
have?
● How did the changes introduced by Descartes to Aristotle’s world view advance the
development of science?
● What research method should a natural philosopher use (i.e. which ideas did eighteenth- and
nineteenth-century scholars have about the scientific method)?
● Why were the developments in the seventeenth century called revolutionary?
Introduction
The 17th century has continued to be taken for that specific period in history
when modern science was born. Not our present-day science, to be sure, but a
mode of doing science still quite recognizably akin to present-day conceptions.
The awareness that something unprecedentedly new happened in 17th-century
science has been with us for as many centuries as have since passed. y g
(Cohen 1994: 1)
MYTH Just how anti-science were the Romantics?

The introduction to every chapter opens with BUSTING
Romanticism took place in the late eighteenth and early nineteenth centu-
a quote or example to provide background and ries. According to the Encyclopaedia Britannica it emphasised the individual,
the subjective, the irrational, the imaginative, the personal, the spontaneous,
stimulate interest in the topic. the emotional, the visionary, the natural and the transcendental. It started
in Germany when a group of young academics and artists distanced them-
selves from the emphasis on reason and mechanical order that characterised
Enlightenment. According to Berlin (1999), Romanticism originated out
of envy of the French intellectual triumph at a moment when the German-
speaking estates and kingdoms experienced a low. Whereas the Enlightenment
claimed that all questions were knowable and answerable in a coherent way by
reason and science, the Romantics held that there were no eternal truths, eter-
nal institutions or eternal values, suitable for everyone and everywhere. Values
The myth busting boxes highlight and explore

common misconceptions in psychology.
?
What do you think?
Arguably the most vivid illustration of idealism is provided by the first film of The
Matrix trilogy (1999). In this film the main character discovers that the world he
has been living in is fake. In reality, he – like all other people he is interacting
with – is floating in a liquid-filled pod, serving as an energy source for machines,
and his brain is being fed with a virtual reality by means of wires. The whole
outside world, which felt very real to him, turned out to be nothing but an
imagination. What do you think: is it possible that the world we are living in
does not really exist? Are you as real on the internet as in daily life?
What do you think? boxes offer students the chance to pause and
reflect on what they’ve read, and to consider their own opinions.

xvi Guided tour
KEY FIGURE Charles Darwin

● British biologist (1809–1882).
● Famous for his contributions to biology:
– description of new species
– importance of cross-fertilisation
– development of the evolutionary theory.
● Impact for the advancement of science:
– focused on the similarities among animals and humans
Source: Everett Historical/
– pointed to the importance of heredity Shutterstock.
– developed a theory of how life adapts to changing situations.
Key figure boxes sum up the main facts about important people in
the field of psychology, and their contribution to our understanding
of the subject.
Interim summary
● In France, psychology was seen as part of the humanities as a result of Comte’s writings.
This was questioned by Ribot, who pointed to the developments in the UK and the
German lands.
● Another towering figure in France was Charcot, a neurologist best known in psychology
for his research on hysteria. Trusted entirely on his clinical expertise, which turned out
to be wrong in the case of hypnosis.
● Binet and Simon’s development of the first valid test of intelligence is France’s best-
known contribution to early psychology.
Interim summaries provide a recap and revision tool to help students

get to grips with the main points.
Recommended literature
Most handbooks of neuropsychology contain a chapter neuroscientific concepts (Berteley, CA: University of
on the history of the discipline. In addition, an increas- California Press). A classic textbook of cognitive neuro-
ing number of the original publications are becoming psychology is Ellis, A.W. & Young, A.W. (1988) Human
available on the internet. Interesting books on the history cognitive neuropsychology (Hove, UK: Psychology Press).
of neurophysiology are Finger, S. (1994) Origins of neu- Good books about cognitive neuroscience are Gazzaniga,
roscience: A history of explorations into brain function M.S. (2008) Cognitive neuroscience: The biology of the
(Oxford: Oxford University Press), Gross, C.G. (1998) mind (New York: W.W. Norton & Co.) and Ward, J.
Brain, vision, memory: Tales in the history of neurosci- (2010) The student’s guide to cognitive neuroscience (2nd
ence (Cambridge, MA: The MIT Press) and Clarke, E. edition) (Hove, UK: Psychology Press).
& Jacyna, L.S. (1987) Nineteenth-century origins of
Recommended literature offers useful and manageable suggestions

for further study of the topics covered in each chapter.

1 The wider picture
Where did it all start?
This chapter will cover . . .
1.1 The invention of writing

The preliterate culture
The first writing systems
Characteristics of writing systems
Written documents form an external memory
The reader
1.2 The discovery of numbers
The limits of visual perception and the special status of the number five
Giving numbers names and symbols
Representing numbers by symbols
1.3 The Fertile Crescent
Ancient Egypt
Ancient Mesopotamia
Conditions for growth in knowledge
1.4 The Greeks
The start of philosophy
Plato
Aristotle
The foundation of schools
The shift to Alexandria
1.5 Developments from the Roman Empire to the end of the Middle Ages
The Romans
The Byzantine Empire
The Arab Empire
The remains of the Western Roman Empire
1.6 Turning the tide in the West
The foundation of schools and universities
A cultural movement based on imitation of the Greek and Roman civilisations
The Protestant Reformation
Book printing
Colonisation of the world
1.7 Focus on: The limits of history writing
Biases in history writing
History writing: rewriting or streamlining the past?
M01 Historical and Conceptual Issues in Psychology 27958.indd 1 14/09/2020 19:24

2 Chapter 1 The wider picture

● When did the first writing systems appear?
● When did the first number systems appear, and what did they look like?
● Did the Ancient Greek civilisation end after it was conquered by the Romans?
● How did information from the Greek and Roman cultures survive the Dark Ages?
● How long did the Middle Ages last?
● Why did countries such as the UK, parts of Germany and the Netherlands at a certain point
become more productive than the other European countries?

● In what ways does the availability of written records change human thought?
● In what ways do current writing systems differ from the first ones? Is this an improvement?
● Can education change the way in which we read texts?
● How does arithmetic depend on the code that is used to represent numbers?
● Why were Christian schools after the fall of the Roman Empire unable to prevent a sharp decline
in scientific knowledge?
● Is it possible to write a complete history of science?
● To what extent does our current scientific knowledge depend on the contribution of a small
number of geniuses who achieved the major scientific breakthroughs?
Introduction
If you, reader, had been born, say, two or more centuries ago, the chances are that
you would have been poor, indeed extremely poor. You would have spent your
whole life working the land, with no hope or prospect of change. Except for the
odd tenacious survivor, your numerous children would have predeceased you.
You would have taken it for granted that you would probably not live beyond the
age of about forty-five. Your home would have been a country hovel, heated in
winter with whatever firewood you had managed to gather. The only source of
other comforts would have been the few coppers you had hoarded. Apart from
everyday conversation, infant wailing and the clucking of chickens, you would
have been surrounded by silence, broken every so often by a clap of thunder,
communal singing, the occasional drums and trumpets of passing armies, or
perhaps the tolling of a solitary bell. You would have believed firmly and unques-
tioningly in the literal existence of spirits or gods, or a single God, as the guiding
or all-determining force in life and especially after death.
(Cohen, 2010)

Human life has changed profoundly in the last few centuries, due to the growing
impact of science on our lives. If you look around, it is easy to see how society is filled
with scientific products and scientifically-based solutions to social problems. Because
of the ubiquity of science, we often forget how recent this state of affairs really is.
This book describes the growth of psychology as an independent branch of learn-
ing and tries to comprehend the essence of the discipline. Because it deals with fun-
damental and long-standing questions, we begin rather a long time ago. We begin
by discussing the invention of writing and numerical systems, as these were critical
developments that allowed the accumulation of knowledge and understanding. We
then present a short account of the ancient civilisations – the Greeks, the Romans,
the Byzantine and Arab empires – and consider the role each played in the evolution
of knowledge. In particular, we focus on the key figures whose ideas and philosophies
have had a strong impact on Western civilisation. We end with a brief description of
the Renaissance. We focus on those events that shaped the emergence of the scientific
approach as we now know it. Our review starts thousands of years ago and ends on
the eve of the scientific revolution in the seventeenth century.
1.1 The invention of writing

The introduction of written records represents one of the most important moments
in the development of science. Therefore, it is important to know when and where
writing systems were invented and what is so important about them.
The preliterate culture

One way that we can start to answer why the invention of writing was so significant
preliterate civilisation in the development of science is by exploring the nature of preliterate civilisations.
civilisation before writing Though these civilisations have not left us with written testimonies, it is possible to
was invented discern several important features of them by studying existing cultures that do not
use writing, as advanced by Lindberg (1992). His research revealed three important
characteristics of knowledge in these kinds of cultures.
First, Lindberg observed that although cultures without literacy know how to make
tools, start fires, obtain shelter, hunt, fish, and gather fruit and vegetables, their skills
are not based on an understanding of how things work, but rather on practical rules
of thumb of what to do when. Their knowledge is confined to ‘know-how’ without
theoretical understanding of the underlying principles.
A second characteristic of a culture without written records is the fluidity of knowl-
edge. Knowledge of the actual history of the tribe is limited to two generations and
the function of the oral tradition mainly is the transmission of practical skills.
A third feature of these cultures is the existence of a collection of myths and stories
about the beginning of the universe, life and natural phenomena, in which human
traits are projected onto objects and events (e.g. in the form of gods). The belief that
animism objects and nature are inhabited by spirits with human-like characteristics, which
explanation of the cause events to happen, is called animism. The term was introduced by Sir Edward
workings of the world and
the universe by means of
Burnett Tylor (1832–1917), one of the first anthropologists, to draw a distinction
spirits with human-like between the thinking of ‘primitive people’ as opposed to the then growing ‘scientific
characteristics thinking’ in the Western world. In Tylor’s view, primitives (as they were called) looked

at the world like children and endowed all things, even inanimate ones, with a nature
analogous to their own (Bird-David, 1999).
Lindberg (1992) looked down upon the animistic thinking of preliterate civilisations
less than Tylor did. For him, the myths and stories reinforced the values and attitudes
of the community and fulfilled the human need for explanatory principles capable of
bringing order, unity and meaning to events. In general, the myths are also related to
the treatment of illnesses: the person with the greatest knowledge of the myths is the
person to whom people turn when they have an ailment. At the same time, Lindberg
noticed that myths often contradict each other and contain inconsistencies, without
any evidence that this hinders the preliterate people. Each story stands on its own. It
is only when information is written down that patterns start to emerge and incompat-
ibilities become visible. Therefore, Lindberg argued, scientific thinking cannot occur
without written records.
The first writing systems

Written language appeared separately in at least four cultures: in China (around
6000 BCE),1 Egypt (around 3200 BCE), Sumer (also around 3200 BCE) and America
(Olmec and Mayan, 300 BCE). These four written languages were preceded by proto-
writing, the use of symbols to represent entities without linguistic information
linking them.
Characteristics of writing systems

pictogram From an early stage, writing systems were a combination of pictograms (pictures that
an information-conveying resemble the persons, animals and objects they represent) and phonograms (signs to
sign that consists of a represent sounds of the spoken language). The Egyptian hieroglyphs, for instance,
picture resembling the
person, animal or object it could only be deciphered when scientists realised that most hieroglyphs represented
represents spoken syllables. The phonograms were gradually replaced by simpler signs symbolis-
ing meaningful sounds in the language (phonemes) or syllables. The use of phono-
phonogram grams to represent phonemes led to the alphabetic writing systems, starting with the
a sign that represents
Phoenician alphabet that formed the basis of the Arabic, Hebrew and Greek alphabets.
a sound or a syllable of
spoken language; forms the The writing system that has remained closest to the pictograms is Chinese, where the
basis of writing systems correspondence between the physical signs and the word meanings they represented
rapidly decreased, so that the writing system became logographic rather than picto-
logograph
graphic (words are represented by written signs – characters – that no longer resemble
a sign representing a spoken
word, which no longer has a the meanings they stand for). However, in this language as well, most written words
physical resemblance to the consist of two characters that have a relationship to the word’s meaning and that often
word’s meaning include cues to the pronunciation.
Written documents form an external memory

Writing and the accumulation of knowledge
The importance of writing lies in the external memory written records provide about
the knowledge available at a certain point in time. This is important because it allows
an accumulation of knowledge. New thinkers do not have to rediscover what was
previously thought; they can simply read what their predecessors wrote. This does not
mean that insights are never overlooked (certainly not when a lot is published and not
always readily available), but it usually implies that the insights can be retrieved if one

is motivated to look for them (the history of science is full of rediscoveries of seminal
teachers who were only known to a small circle of ex-students).
A particularly revealing excerpt illustrating the importance of written documents
is provided by a remark made by Socrates. Socrates (c. 470–399 BCE) was an impor-
tant philosopher in Ancient Greece, who was not at all interested in keeping writ-
ten records of his thoughts. In a dialogue with a young student (Phaedrus) Socrates
recounted how the god Thoth of Egypt offered the king of Egypt all types of inven-
tions, including dice, checkers, numbers, geometry, astronomy and writing. The god
and the king discussed the merits and drawbacks of the various gifts and were in
general agreement until they reached the gift of writing. Whereas the god stressed the
advantage of being able to remember information, the king objected: ‘If men learn
this, it will implant forgetfulness in their souls; they will cease to exercise memory
because they will rely on that which is written, calling things to remembrance no
longer from within themselves, but by means of external marks.’ From the remainder
of the dialogue it is clear that Socrates wholeheartedly agreed with the king of Egypt
and thought that the availability of books made students lazy and discouraged them
from properly studying.
What do you think?

Very much the same criticism is made nowadays about the use of the internet by
students. Because all information is easily available, there is no need for them to
learn it any more. What do you think? Is the internet changing our thinking in the
same way as the invention of writing did?
The irony of the dialogue is that we would never have heard of this, or indeed of any of
Socrates’ other memorable dialogues, if they had not been documented by his student,
Plato. An oral tradition would most certainly have changed the wording of the story
and in all likelihood it would not have survived. In addition, the dialogue would not
have been included in the present book, if it had not been present in Manguel’s (1996)
A History of Reading (on page 58), which we read in the preparation of this chapter.
Written records not only made more information available; they also subtly changed
the way in which knowledge was preserved. Before the advent of writing, important
legends were memorised as verses. The rhythm and the rhyme of the poem helped
the narrator to remember the correct phrases, so that the contents did not change too
dramatically from one storyteller to the next. Written texts allowed cultures to relax
the formal constraints and concentrate on the content.
The reader
Who can read?
Written records only have an impact if there is somebody to read them. For most of
human history the number of people who could read was relatively small (it still is
nowadays in some communities). For many centuries a large proportion of the popula-
tion was excluded from acquiring reading skills. In addition, the early scripts lacked
an important characteristic that makes alphabetic languages easier to read: spaces
between the words. Even the ancient Greek and Latin texts were written in so-called

scriptio continua (continuous script). Only in the eighth century did writers start to
put spaces between the words. Saenger (1997) argues that this quality of texts made
silent reading possible. Before, nearly all readers read aloud or at least had to mumble
while reading (a practice that was still widespread in the nineteenth century). In 383
Aurelius Augustine (known as Saint Augustine in the Catholic Church) expressed his
surprise when he met the bishop of Milan and saw that he could read silently. ‘When
he read,’ said Augustine, ‘his eyes scanned the page and his heart sought out the mean-
ing, but his voice was silent and his tongue was still’ (as cited in Manguel, 1996: 42).
The influence of orthography
Reading is still a demanding skill, as is illustrated by the many efforts beginning read-
ers have to invest to acquire it. Reading acquisition is easiest in languages with a
transparent relationship between spelling and sound, such as Spanish, Italian, Serbo-
Croatian, German and Korean, where most children ‘crack the code’ in less than a
year (although they need many more years of practice before the processes become
automatic). In languages with a more opaque correspondence, such as English and
Hebrew, children need up to four years in order to reach the same level of performance
and are more likely to be confronted with reading difficulties (Hanley et al., 2004;
Landerl et al., 2012).
Reading without critical thinking
Readers in the past differed in one more aspect from present-day scientific readers.
For a long time students were taught to read and understand texts exactly as they
were. They were in no way encouraged (and were often discouraged) to question the
writings or to compare them with other writings. Books were the world’s wisdom that
had to be transmitted in its original form from generation to generation. As Manguel
(1996: 74) noted:
scholastic method Essentially the scholastic method consisted in little more than training the students to
study method in which consider a text according to certain pre-established, officially approved criteria which
students unquestioningly were painstakingly and painfully drilled into them. As far as the teaching of reading
memorise and recite texts
was concerned, the success of the method depended more on the students’ perseverance
that are thought to convey
unchanging truths than on their intelligence.
The scholastic method was prevalent in schools up to the twentieth century. For exam-
ple, Gupta (1932) complained that Indian education was still adversely affected by the
remnants of the ancient Indian system of requiring pupils first to learn a book by heart
and only then to receive an explanation of it.
What do you think?

Currently psychology textbooks emphasise ‘critical thinking’. From our discussion
of the scholastic method, you can understand why this is the case. However,
could such an emphasis be exaggerated? Is it possible to think critically without
first knowing the facts? What do you think of the arguments in the following
quote?
In the past 15–20 years, the most important buzz words . . . , from kindergar-
dens to graduate schools, have been ‘critical thinking’. When it comes up, it is

either from a stance of attack (‘You are not teaching students enough critical
thinking skills!’), or a stance of pride (‘We emphasize critical thinking in all our
classes!’). The need to teach these skills is felt strongly, and the attitude accom-
panying it is definitely one of a teacher–student relationship. It is assumed that
the teachers can do it, but that most students cannot, and that the best means
to get students to do it is through explicit instruction of some type. This burden
is not felt equally by professors in all disciplines; often such rhetoric is strong-
est in the social sciences. As a result, teaching ‘critical thinking’ is a declared
goal of most Introductory Psychology professors. Alas, the goal of teaching
critical thinking is inherently flawed; the teacher–student attitude does not
create an environment that supports critical thinking; instead, it creates an
environment in which the task is to reflect the teacher’s critique of the issues,
which itself cannot be criticized . . . Rather than trying to set up artificial situ-
ations in which students are told to challenge particular views, class should be
a context in which students begin to master the knowledge that makes up the
field of psychology, which will aid them in challenging things on their own in
later classes.
(Charles, 2008: Problem 2)
Interim summary
● Features of the preliterate civilisation:
– knowledge confined to ‘know-how’ without theoretical knowledge of the underlying
principles
– fluidity of knowledge
– collection of myths and stories about the beginning of the universe (animism).
● Written language appeared separately in at least four cultures; in each case it was
preceded by proto-writing.
● Writing consists of a combination of pictograms and phonograms.
● Written records form an external memory, which allows an accumulation of knowledge.
● For a long time the number of readers was limited. In addition, they were not encouraged
to think critically about what they were reading (scholastic method).
1.2 The discovery of numbers

Another development that has been crucial for the growth of knowledge is the dis-
covery of numbers. When we do a simple arithmetic operation, we rarely realise how
much insight and knowledge are hidden behind the procedures we use. Interestingly
enough, the history of numbers and numerical operations remained largely unex-
plored until the French maths teacher Georges Ifrah decided to take the issue in hand,
a quest that took him over ten years to finish (see Ifrah, 1998).

The limits of visual perception and the special status

of the number five
The ease of understanding the numbers one to three
The possession of goods required the ability to count them. The earliest archaeological
evidence of counting dates back to 35,000–20,000 BCE and has been found in Africa
(Powell & Frankenstein, 1997). The evidence consists of lines or other markings carved
in bones and stones, as for example found on the Ishango bone (Huylebrouck, 2006).
It is reasonable to assume that quite early in their evolution humans could make
distinctions up to three, which were represented by one, two and three markings.
Newborn babies and all kinds of animals can distinguish between one, two and three
entities, a phenomenon that is known as subitising. Also, a number of isolated tribes
have been described as having a number naming system that essentially consisted of
three terms: one, two and many.
Larger numbers and the need for grouping the tallies
A problem with tallies to represent numbers is that they rapidly exceed the limits of
perception. Whereas nobody has difficulties understanding the symbols I, II and III,
the use of an analogue code (i.e. a code that represents numbers by a physical mag-
nitude) rapidly starts to fall apart for larger quantities. Number representations like
IIIIII and IIIIIIII are not very useful, even though they are still limited to quantities as
small as six and eight. A first solution to this problem was a grouping of the tallies,
as we still do when we write IIII I or IIII III. This method was used independently in
several cultures. The most popular grouping had a base five (as in the example above).
There are two reasons why this base appeared in many places. First, the number five
is the first entity that really exceeds the perceptual limits (it is possible to grasp a
grouping of four perceptually without counting the tallies, as in IIII). The number
five also coincides with the number of fingers on a hand. Gradually, the base number
five started to get a different symbol. For instance, the Etruscan civilisation used the
following symbols for the numbers one to five in the sixth to the fourth centuries BCE:
I, II, III, IIII, Λ (notice the similarity to the Roman numerals; the Etruscans lived in
ancient Italy before they were conquered by the Romans).
Giving numbers names and symbols

The names one to ten
An analysis of the origin of the number names gives some indication of the struggle
humans had before they could come up with a handy numerical system. For instance,
it is probably no coincidence that the number nine is related to the word ‘new’ in the
Indo-European family of languages. At some point in time, this probably was a newly
discovered number. The fact that all Indo-European languages share the same roots
for the numbers one to ten further suggests that their names already existed before the
original language began to split into its many branches around 2000 BCE. On the basis
of the similarities of the number names in over 20 languages as divergent as Sanskrit,
Russian and Spanish, Ifrah (1998: 32) postulates the following original number-set:
1. oino, oiko, oiwo
2. dwo, dwu, dwoi
3. tri

4. kwetwores, kwetesres, kwetwor

5. penkwe, kwenkwe
6. seks, sweks
7. septm
8. okto, oktu
9. newn
10. dekm
Notice how little these names have changed in the 4,000 or so years since.
The problem of naming the teens

Another feature of many of the Indo-European number names is the irregularity of the
number names of the teens (i.e. the numbers 11–19). It is clear that some of these num-
bers were given their names before the base 10 of the number system was fully grasped.
Due to the groupings of the tallies, at some point it was realised that large numbers were
best represented as multiples of smaller numbers, so-called base numbers. The most fre-
quently chosen base number was 10 (double five, not coincidentally the numbers of fingers
on our two hands). However, the Sumerian number system had a base 60, the conse-
quences of which we still experience in our time units (1 hr = 60 min = 60 * 60 s )
and the French number names betray the fact that at some time a base 20 was used
(97 = quatre-vingt dix-sept [four-twenty ten-seven]). On the basis of historical analysis,
Bauer (2004) argued that the integration of base 20 in the French language (and some
other languages) was a medieval development, due to the ways in which goods and land
were measured.
The names of the teens in the Indo-European languages illustrate the struggle
humans had to integrate the base 10 system in their number names (Calude and
Verkerk, 2016). So, instead of calling the number 11 ‘ten-one’ (analogous to twenty-
one), the English name turned out to be ‘eleven’. This name is still related to the count-
ing of the fingers (it comes from ‘one left’ [when the fingers of both hands have been
counted]; the same is true for twelve, ‘two left’), but the structure of the name betrays
that it came into being before it was realised that the best way to represent numbers
above ten was to treat them as combinations of tens and units. The irregular naming
of the teens is not present in the Chinese number system, which according to some
researchers may be one of the reasons why Chinese children have less of a problem
understanding the base 10 system of numbers.
Representing numbers by symbols

Once the different numbers had their names, it was a small step to represent them by
different symbols. From 600 BCE the Greeks developed a written system for the num-
bers 1–24 based on the 24 letters of their alphabet, going from alpha (1) to omega (24).
This system is still in use in Hebrew for expressing the date by the Hebrew calendar,
for chapters and verses of the Torah, and sometimes for the page numbers of books.
The fact that numbers in Ancient Greece could be represented by letters does not
mean that such a notation was used for calculations. This would have created insur-
mountable difficulties as it would suggest a base system of 24. Instead, the Greeks used
a notation that was in line with a base 10 structure, which they adapted from previous
cultures. This notation is shown overleaf. Notice the similarity to Roman numerals.

1 70
2 80
3 90
4 100
5 400
6 500
7 900
8 1,000
9 4,000
10 5,000
20 9,000
30 10,000
40 40,000
50 50,000
60 90,000
Apart from the vertical line for 1, all symbols are the first letter of the number names (Γ is the
archaic form of pi, standing for ∏εντε [Pente, five]; ∆ stands for ∆εκα [Deka, ten]; H for Ηεκατον
[Hekaton, hundred], X for Χιλιοι [Khilioi, thousand]; M for Μυριοι [Murioi, ten thousand].
Source: Ifrah (1998: 182).
The discovery of place coding

Although the Greek and the Roman number notation was a major achievement, it was
not the most parsimonious or transparent system, because the length of the symbol
series was not systematically related to the base 10 structure of the numbers (e.g. 38
was represented by seven symbols, XXXVIII, whereas the number 50 was represented
by a single symbol, L).
A much better system was developed in India. There people started to work with
nine different symbols to represent the numbers one to nine. In addition, they used
the place of the symbols in the digit string to represent powers of 10. The first digit
represented the units, the second digit the tens, the third digit the hundreds, and so
on. So, ‘thirty-two’ no longer consisted of two vertical lines to represent the two
units and three symbols of ten to represent the 30, but became a symbol of 2 in the
place coding system units position and a symbol of 3 in the tens position. Such a place coding system only
system in which the works properly if there is a symbol for the absence of a quantity at a certain slot.
meaning of a sign not only Otherwise, it is impossible to know whether the digit string 22 refers to the number
depends on its form but
also on its position in a
22 or to 202, 220, 2020, 2200, or to any other combination of two 2s and voids.
string; is used for instance In the beginning this problem was solved by inserting spaces between the symbols.
in Arabic numerals Eventually, a symbol for 0 was invented. There is evidence that this system – with the
symbol for 0 – was fully in use by 500 CE (see Ifrah (1998) for a review; see also Seife
(2000) for a discussion of the history of the number 0). The system was adopted and
extended by the Arabs and subsequently taken up in Western Europe. The transition
via the Arabs changed the order of the digits (i.e. the rightmost stood for the units,
the second rightmost for the tens, etc.) and resulted in our current practice of calling
them Arabic numerals (Figure 1.1).

Second century AD
Indian Brahmi numerals
AD 870
Indian Gwalior inscription
Undated
West Arabic Gobar numerals
First half of eleventh century AD
European apices
1474
European printed numerals
Figure 1.1 The history of Hindu-Arabic numbers.

This figure shows how digits were written in various periods of time. Notice that the number 0 was
not initially part of numbering systems.
Source: Butterworth (1999: 91).
MYTH Was calculation difficult for the Greeks and the Romans?
BUSTING
In many books you can read that the Greek and the Roman number nota-
tion hindered the development of mathematics in these cultures, because
their number notation made calculations difficult. The argument is that
IX + CXI (C = hundre d, X = te n, I = one ) is much more difficult
to solve than 9 + 111, and that IX * CXI is more difficult to solve than
9 * 111.
Schlimm and Neth (2008) took issue with this view. As they wrote:
Our initial motivation to compare the Arabic and Roman number systems
was rooted in surprise and disbelief. Given the myth that Roman numerals are
unsuited for arithmetic computations it is puzzling how Romans could conduct
commerce, administer armies, or rule an empire.
Schlimm and Neth started their argument by claiming that we have incorrect
ideas about the Roman number system. For instance, the Romans did not use
the symbols IV and IX to refer to four and nine. These notations were used in
the Middle Ages. Rather, the Romans used IIII and VIIII.

Next, Schlimm and Neth showed that it is possible to come up with rather
simple algorithms to do addition and multiplication with Roman numerals. For
example, to solve the problem VIIII + CXI, all you have to do is make separate
rows for each type of symbol in the Roman system and count the number of
instances in each row. So, for VIIII + CXI we get:
Row C (100): C
Row L (50): –
Row X (10): X
Row V (5): V
Row I (1): IIIII
Next, whenever there are five symbols in the rows C, X or I, these have to be
replaced by a symbol in the row above. The same is true for two symbols in the
rows V and L. So, the rows have to be rewritten as:
Initial Replace IIIII Replace VV End

situation by V by X result
Row C (100): C C C CXX
Row L (50): – – –
Row X (10): X X XX
Row V (5): V VV –
Row I (1): IIIII – –
Schlimm and Neth (2008) argued that this calculation is no more difficult (and
sometimes even easier) than the addition of Arabic numerals.
To multiply two Roman numerals, one needs a multiplication table, which
includes the outcome for all pairs of symbols. So, for the symbols up to C one would
use the following table (in which D = 500, M = 1000, v = 5000, x = 10000 ):
* I V X L C
I I V X L C
V V XXV L CCL D
X X L C D M
L L CCL D MMD v
C C D M v x
To multiply VIIII by CXI, one must read out the multiplication of each symbol
of the first numeral with each symbol of the second numeral. So,
V * C=D I * C=C I * C=C I * C=C I * C=C

V * X= L I * X= X I * X= X I * X= X I * X= X
V * I=V I * I=I I * I=I I * I=I I * I=I

1.3 The Fertile Crescent 13
All the symbols are added by means of the line system we saw above. Thus,
Row D (500): D
Row C (100): CCCC
Row L (50): L
Row X (10): XXXX
Row V (5): V
Row I (1): IIII
This gives a total of DCCCCLXXXXVIIII or 999. According to Schlimm and

Neth, once one is familiar with the operations, they are no more difficult to
perform than those for the multiplication of Arabic numerals.
Interim summary
● Knowledge depends on counting and measuring. The first written forms of counting
consisted of lines (tallies) in bones and stones.
● Because it is difficult to discern more than four lines in a glance, the tallies were
grouped. The grouping usually occurred in fives (i.e. base 5 system).
● Gradually a separate symbol was used for five and multiples of five.
● Later number systems were based on multiples of 10 (i.e. base 10 system).
● Number names indicate that the invention of numbers was a slow process; it took quite
some time before a useful system was discovered.
● The Greek and Roman number systems were suboptimal because their notation did not
assign a meaning to the place of the digits. Such a place coding system was developed in
India. This required the invention of a symbol for 0.
1.3 The Fertile Crescent

The presence of written records marks the distinction between prehistory and history.
As indicated above, the invention of writing happened independently in China, Egypt,
Sumer and America. Because only the developments in Egypt and Sumer are important
Fertile Crescent within the history of psychology, we will limit our discussion to these civilisations and
region in the Middle the ones that followed them.
East with a high level The Sumerian and Egyptian cultures were part of the so-called Fertile Crescent. This
of civilisation around
3000 BCE; included the
is a region south-east of the Mediterranean Sea (Figure 1.2), which included Ancient
Ancient Mesopotamian Mesopotamia (Sumerian culture: 3500–2300 BCE; Babylonian culture: 2000–500 BCE)
and the Ancient Egyptian and Ancient Egypt (3200–340 BCE). One of the many innovations coming from this
civilisations region was the use of the wheel in the fifth millennium BCE. Mesopotamia and Egypt

Black Sea
Ca
sp
ian
Sea
ANATOLIA
ASSYRIA
CIA
MEDIA
Mediterranean
OENI
Sea M
Eu ESO
ph PO Tig
PH
PALESTINE TA ris
MI
ra
A
te
SYRIAN
s
ELAM
DESERT
LOWER
EGYPT SINAI
Pe
rsi
a nG
UPPER u lf
EGYPT
Re
le
dS
Ni
ea
NUBIAN
DESERT
W E
S
0 250 500 1,000
Kilometres
Figure 1.2 The Fertile Crescent.
also started keeping written records and developed a number system. Whether the
inventions in both regions occurred independently, or whether the cultures influenced
each other, is still a matter of debate.
Ancient Egypt
Two other main contributions from the Egyptians were geometrical knowledge (e.g.
calculating the area of a triangle and a circle or determining the volume of a pyramid)
and the devising of a calendar consisting of 12 months of 30 days and an extra 5 days
at the end of the year.

1.4 The Greeks 15
Ancient Mesopotamia
Mathematical knowledge was more sophisticated in Mesopotamia. In Babylonia, for
instance, the number system was superior and they also mastered the basics of alge-
braic equations. One of the areas in which they applied their mathematical knowledge
was astronomy, which they used for their calendar and to determine the times for
planting and harvesting (in addition to astrology used to predict the king’s fate). They
kept maps of the heavens, which allowed them to gain insight into the motions of the
‘wandering stars’ – the Sun, the Moon, Mercury, Venus, Mars, Jupiter and Saturn.
Some of their maps were used millennia later to search for recurring patterns in, for
instance, eclipses and comets.
Conditions for growth in knowledge

Contemplating the conditions that made the growth of science possible in the cultures
of the Fertile Crescent, Lindberg (1992) identified the following qualities: political
stability, urbanisation, patronage and the availability of a writing system that was
easy enough to be learned by enough people so that a critical mass could be reached.
He claimed that the same factors explained why other cultures experienced similar
spurts of knowledge.
What do you think?

Lindberg described several factors that were of importance for the growth of
science. Can you order them? For instance, how important is political stability?
As we will see in the next chapter, the scientific revolution started in the
seventeenth century. Was this a less turbulent century in Europe than the
sixteenth or the eighteenth century?
Interim summary
● Civilisations in the Fertile Crescent:
– Ancient Mesopotamia: mathematics (algebra, astronomy, calendar)
– Ancient Egypt: geometrical knowledge, calendar, hieroglyphs.
1.4 The Greeks

Without doubt, in the beginning the Ancient Greeks borrowed heavily from Egypt
and Mesopotamia. However, they soon added their own knowledge. For instance,
they edited a collection of treatises on medical conditions and treatments, the Corpus
Hippocraticum, which had such an impact on medical practice that the physician Hip-
pocrates (460–370 BCE) is generally considered to be the father of (modern) medicine,
even though in all likelihood he did not write the corpus himself.

The start of philosophy

Ancient Greece was probably the first culture that started to ask serious questions
philosophy about the nature of the world they lived in. This was the beginning of philosophy
critical reflection on around 600 BCE. One of the questions pondered was whether the foundations of life
the universe and human were constant or ever-changing. Heraclitus (535–475 BCE), for instance, argued that
functioning; started in
Ancient Greece
everything was constantly changing and that even if you did the same thing twice, it
was different because the conditions were no longer exactly the same. Others argued
that at the end of the explanatory road of the perceivable changing phenomena, there
had to be something fixed and unchangeable. The most famous of them was Plato
who, together with Aristotle, has had an enormous influence on Western thought.
Plato
Plato (427–348 BCE) was the first thinker to call philosophy a distinct approach with
its own subject and method. He is regarded as the one who coined the word ‘phi-
losophy’, defined as ‘love of wisdom’. A remarkable aspect of his texts is that they
consist of dialogues of persons discussing philosophical matters. One of the partici-
pants was usually Socrates, Plato’s mentor. Because of the dialogue format, it is never
entirely clear whether Plato shared the position articulated by his characters, or used
the dialogue to raise the argument for the reader. Because of the format there are also
notable inconsistencies between the ideas/arguments put forward in different books.
As a result, many generations of philosophers have debated about what can be seen
as the essence of Plato’s philosophy. Below, we review some of the topics about which
there is consensus.
The realm of the ideal forms
The first important element of Plato’s philosophy was the distinction he made between
the realm of eternal, never-changing ideal forms and the realm of the ever-changing
material reality in which the forms or ideas are imperfectly realised and which we per-
ceive. According to Plato, we perceive nothing but the shadows of the objects. Plato
further considered the soul and the body as two distinct and radically different kinds
of entity, and he saw the soul as the entity defining the person. The soul was immortal,
made of the leftovers of the cosmos-soul. It travelled between the stars and the human
body it temporarily inhabited. Because human souls were part of the cosmos-soul,
they had knowledge of the perfect realm. Therefore, humans could get access to the
true ideas (e.g. about goodness, beauty, equality, change) by focusing on the innate
knowledge brought by the immortal soul. For Plato, the true path to knowledge was
the inward path of reasoning rather than the outward path of perception. The excerpt
below summarises Plato’s view (from The Republic):
The starry heaven which we behold is the finest and most perfect of visible things,
but it must necessarily be deemed to be greatly inferior, just because they are visible,
to the true motions of absolute swiftness and absolute slowness, which are relative
to each other. The true realities of velocities are found in pure number and in every
perfect figure. Now, these are to be apprehended by reason and intelligence, but not
by sight.
For Plato, the most prestigious knowledge was mathematical and geometrical knowl-
edge, because in these disciplines new information is derived from a set of principles
by means of reasoning.

1.4 The Greeks 17
Reason
(brain)
SOUL
Appetite and
lower passions Sensation
(liver) and emotion
(heart)
Figure 1.3 In some of his writings, Plato distinguished three parts in the soul.
The first part comprised reason, allowing humans to get access to the realm of the ideal forms. The
second part dealt with sensation and emotions such as anger, fear and pride. The last part dealt
with appetite and lower passions such as lust, greed and desire. The parts were situated in different
organs of the human body, respectively the brain, the heart and the liver.
The three parts of the soul

In some of his writings, Plato (or rather one of the characters in the dialogue) defended
the idea that the soul was divided into three parts. The first part comprised reason,
as discussed above. It allowed humans to get access to the realm of the ideal forms. It
guided them to a virtuous life in search of abstract, non-worldly perfection, which was
the ideal fulfilment of human nature. According to Plato, reason was situated in the
brain. The second part of the soul dealt with sensation and emotions such as anger,
fear, pride and courage. It was mortal and situated in the heart. To avoid it polluting
the divine soul, a neck separated the two. Finally, the lower part of the soul dealt with
appetite and the lower passions, such as lust, greed and desire. It was localised in the
liver (Figure 1.3).
KEY FIGURE Plato

● Greek philosopher (427–348 BCE).
● Founder of the Academy in Athens.
● Recorded the dialogues of Socrates.
● Made a distinction between the realm of eternal, never-changing ideal forms and the realm of the ever-
changing material reality in which these forms or ideas are imperfectly realised (an analogy used here is
that we are in a cave and only see the shadows of the real forms).
● Method of knowledge: rationalism (truth is based on thinking, not on information from the senses; humans
have innate knowledge that can be recovered through deductive reasoning).
● Made a distinction between three parts of the soul: reason (brain), sensation plus emotion (heart), and
appetite plus lower passions (liver).
● Plato’s views appealed to the Christian Churches and, therefore, his books were among the most widely
available in the late Roman Empires and the Middle Ages.
● Also strongly influenced René Descartes (see Chapter 2).

Aristotle
A second towering figure in Ancient Greece was Aristotle (384–322 BCE). He was a
student of Plato, but deviated in important ways from his mentor (e.g. he did not
postulate an independent realm of ideal forms). He was also an inspiring teacher, who
usually started by reviewing the available evidence and then supplementing it with
new insights. The scope and variety of the topics he covered was breathtaking, as can
be deduced from the titles of his works: On Justice, On the Poets, On Wealth, On the
Soul, On Pleasure, On the Sciences, On Species and Genus, Deductions, Definitions,
Lectures on Political Theory, The Art of Rhetoric, On the Pythagoreans, On Animals,
Dissections, On Plants, On Motion, On Astronomy, Homeric Problems, On Magnets,
Proverbs, On the River Nile, and so on. Sadly, nearly all the books he published have
been lost, and what we know of his philosophy mostly stems from lecture notes, which
were hidden in a cave. Needless to say, these lecture notes are often rather difficult to
understand without the oral explanations that would have accompanied them. Also,
some of them may have been written or edited by students, rather than by Aristotle
himself. As Barnes (2000: 5) notes:
. . . it will hardly be a surprise to find that the style of Aristotle’s works is often rugged.
Plato’s dialogues are finished literary artefacts, the subtleties of their thought matched
by the tricks of their language. Aristotle’s writings for the most part are terse. His
arguments are concise. There are abrupt transitions, inelegant repetitions, obscure
allusions. . . .
This again has given rise to century-long debates about what exactly Aristotle wrote
and meant.
Three types of knowledge
Aristotle divided knowledge into three kinds: productive, practical and theoretical.
Productive knowledge was concerned with making things, such as farming, engineer-
ing, art or rhetoric. Practical knowledge referred to how men ought to act in various
circumstances, both in private and public life (e.g. ethical and political knowledge).
Finally, the goal of theoretical knowledge was neither production nor action, but truth.
It was further subdivided into three classes: mathematics, natural science (including
biology, psychology, meteorology, chemistry, physics) and theology (including astron-
omy, the substances divine in the heavens and – arguably – logic2).
Theoretical knowledge starts with axioms
According to Aristotle, theoretical knowledge consisted of a series of axioms from
which the remaining knowledge was derived by means of logic (notice the influence of
Plato and geometry). The axioms were self-evident truths about nature, which were
acquired through observation and intuition, and of which the final cause could be
discerned. Final causes referred to the purpose of things within the universe. Aristo-
tle’s universe consisted of the Earth in the centre, surrounded by the Moon, Mercury,
Venus, the Sun, Mars, Jupiter, Saturn and the Fixed Stars (Figure 1.4).
Two regions were distinguished in the universe: one from the Earth up to the Moon
(the sub-lunar region) and one from the Moon to the end of the universe (the super-
lunar region). The super-lunar region was filled with aether, a divine and incorruptible
element. This region contained immaculate stars moving in perfect harmony. The sub-
lunar region was less orderly. Everything there was a mixture of four elements – air,

1.4 The Greeks 19
Figure 1.4 Depiction of the Aristotelian universe in the Renaissance.

Source: Oxford Science Archive/Heritage Images/The Print Collector/Alamy Stock Photo.
earth, fire and water – and showed constant change: growth and decay, generation
and corruption. Each of the four elements had a natural place. For earth and water
this was the centre of the Earth. This is why soil, water and solid objects fall to the
ground. For air and fire, the natural place was near the Moon’s orbit, which is why they
spontaneously go up. All objects had a propensity to travel in a straight line to their
natural place (either upward or downward). No other motions were possible, unless
they had an external cause (e.g. chariots drawn by horses). The universe was further
characterised by a horror of vacuum (i.e. it did not allow a part without one of the
elements). This explained why water went up in a pump.
According to Aristotle, knowledge of the organisation of the universe and the
propensities in it, together with perceptual information, provided humans with the
axioms (or first principles) from which all other knowledge could be derived via
logic.
Because logic was needed to deduce further knowledge from the axioms, Aristotle
also developed a system of how to think logically, to decide what reasoning resulted
in true knowledge.

Logic
Because theoretical knowledge was derived from the axioms by means of logic, several
of Aristotle’s manuscripts dealt with how to test whether a statement is true or false.
Aristotle is generally seen as the father of research on logical reasoning, and many of
his insights and customs (e.g. to use letters in statements such as ‘if A then B’) have
survived to this day.
Aristotle called elementary statements ‘propositions’. They consisted of two terms
syllogism related to each other, either in an affirmative way (as in ‘all As are Bs’) or in a negative
argument consisting way (‘no As are Bs’). Propositions were combined into a syllogism. This is an argument
of three propositions: consisting of three propositions: the major premise, the minor premise, and the con-
the major premise, the clusion. A typical example of a syllogism would be:
minor premise, and the
conclusion. The goal of
logic is to determine which
Major premise: All men are mortal.
syllogisms lead to valid Minor premise: Aristotle is a man.
conclusions and which Conclusion: Aristotle is mortal.
do not
In his writings Aristotle set out to enumerate which syllogisms invariably led to true
conclusions and which led to false ones, thereby defining ways of reasoning that are
valid and others that are not.
Aristotle’s writings on logic (of which we will see more in later chapters) are gener-
ally considered one of the pinnacles of the Ancient Greek literature. Interestingly, how-
ever, Minto (1893) argued that Aristotle’s texts on logic were not in the first instance
written from a philosophical point of view, but to help students in a popular word
game of that time. In Greek society, one of the social pastimes was ‘Socratic disputa-
tions’. In these games, a thesis or proposition was put up for debate, for example, ‘It
is a greater evil to do wrong than to suffer wrong’. There were two disputants (and an
audience): one questioner, who was limited to asking questions, and one respondent,
who was limited to answering with ‘yes’ or ‘no’. The aim of the game was for the ques-
tioner to put the respondent in such a position that he was forced to admit the opposite
of the original thesis. Aristotle’s writings on logic were in the first place meant to help
questioners and respondents to win such games. Or as Minto (1893: 3) wrote:
Aristotle’s Logic has been so long before the world in abstract isolation that we can
hardly believe that its form was in any way determined by local accident. A horror of
sacrilege is excited by the bare suggestion that the author of this grand and venerable
work, one of the most august monuments of transcendent intellect, was in his day and
generation only a pre-eminent tutor or schoolmaster, and that his logical writings were
designed for the accomplishment of his pupils in a special art in which every intellec-
tually ambitious young Athenian of the period aspired to excel. Yet such is the plain
fact, baldly stated. Aristotle’s Logic in its primary aim was as practical as a treatise on
Navigation.
The role of observation

Aristotle struggled much more with the role of observation in the generation of true
knowledge than Plato (who denied such a role). On the one hand, Aristotle attached
much importance to careful observation and documentation. He published the first
books with detailed drawings of animals and plants, which laid the foundations of
zoology and biology. His History of Animals mentioned more than 500 species of
animals, often based on skilful dissection. He also frequently made reference to reports
of others, such as hunters, fishermen and beekeepers. As Barnes (2000) noted, Aristotle

1.4 The Greeks 21
was an indefatigable collector of facts – whether zoological, astronomical, meteoro-

logical, historical and sociological. The next quote also illustrates the importance
Aristotle attached to observation (Posterior Analytics, Book II, Part 13):
To resume our account of the right method of investigation: We must start by observing
a set of similar – i.e. specifically identical – individuals, and consider what element they
have in common. We must then apply the same process to another set of individuals
which belong to one species and are generically but not specifically identical with the
former set. When we have established what the common element is in all members of
this second species, and likewise in members of further species, we should again con-
sider whether the results established possess any identity, and persevere until we reach
a single formula, since this will be the definition of the thing. But if we reach not one
formula but two or more, evidently the definiendum cannot be one thing but must be
more than one.
On the other hand, Aristotle was equally clear that observation alone was not enough
for true knowledge. Theoretical knowledge for Aristotle first consisted of knowledge
derived from axioms by means of logic. Observation helped to formulate the axi-
oms, but was not enough, as can be seen in the following quote (Aristotle, Posterior
Analytics, Book I, Part 3):
Our own doctrine is that not all knowledge is demonstrative: on the contrary, knowl-
edge of the immediate premises is independent of demonstration. (The necessity of
this is obvious: for since we must know the prior premises from which the demonstra-
tion is drawn, and since the regress must end in immediate truths, those truths must be
indemonstrable.) Such, then, is our doctrine, and in addition we maintain that besides
scientific knowledge there is its originative source which enables us to recognize the
definitions.3
The axioms were more fundamental than observations. They defined the essence of
things, what it was to be that thing within the universe. Or as Aristotle wrote (Posterior
Analytics, Book I, Part 2):
. . . the premises of demonstrated knowledge must be true, primary, immediate, better
known than and prior to the conclusion, which is further related to them as effect to
cause. . . . The premises must be the causes of the conclusion, better known than it,
and prior to it. . . . Now ‘prior’ and ‘better known’ are ambiguous terms, . . . In saying
that the premises of demonstrated knowledge must be primary, I mean that they must
be ‘appropriate’ basic truths, for I identify primary premise with basic truth. A ‘basic
truth’ in a demonstration is an immediate proposition. An immediate proposition is one
which has no other proposition prior to it.
Perception was the source of knowledge, but was not knowledge itself. As Aristotle
remarked, all animals have perception, but they do not have theoretical knowledge.
The subservient role of observation to knowledge became clear when there was a
mismatch between an observation and an existing theory. This is how Barnes (2000:
90–1) summarised Aristotle’s view of deviating observations:
Did he leave any room for chance in nature? He certainly believed . . . that in nature
many things happen not invariably but only for the most part. If something happens one
way for the most part, then it must happen another way for the least part. Aristotle iden-
tified ‘the accidental’ with such exceptions to what happens for the most part. . . . Aris-
totle adds that such accidental happenings are beyond the purview of science. . . . there
are accidental phenomena in nature, and they are not subject to scientific knowledge.

As we will see in later chapters, the relationship between observation and theory has
remained a contentious issue in the philosophy of science up to the present day. However,
currently deviating observations are no longer considered as ‘exceptions’ that can hap-
pen, but rather as an indication that the prevailing theory may be false (see Chapter 9).
On the soul
In the treatise On the Soul, Aristotle further introduced the existence of an animating
force in the universe. This force was called psyche (anima in Latin translations) and it
was what discriminated living from non-living things. It consisted of three kinds. The
lowest, the vegetative soul, was present in all living things, including plants. It enabled
organisms to nourish themselves and to reproduce. Animals and humans further had
animal souls (or sensitive souls), which provided them with locomotion, sensation,
memory and imagination. Finally, humans also had rational souls, enabling them to
reason consciously and to lead virtuous lives.
What do you think?

In a previous section we saw that the preliterate culture was characterised by
animistic thinking. Do you consider Aristotle’s inclusion of a soul in the universe
an example of animism as well? If you don’t know, type ‘Aristotle’ and ‘animism’
in your internet search engine. What do you get?
KEY FIGURE Aristotle

● Greek philosopher (384–322 BCE).
● Student of Plato.
● Founder of the Lyceum in Athens.
● Contributed to many subjects, such as:
– biology (careful descriptions of animals and plants)
– view of the universe (model of the universe consisting of the earth surrounded by
different spheres; the existence of five basic elements: aether, air, earth, fire, water)
– logic (was the first to define propositions, syllogisms, and the rules that result in Source: MidoSemsem/
Shutterstock.
necessarily true conclusions)
– psychology (his book On the Soul would be central in teachings on psychology well into the eighteenth
century).
● Knowledge less based on reason than with Plato; also room for observation.
● Would become the most popular author in the Renaissance; initially led to some tensions with the Roman
Catholic Church.
The foundation of schools

Something else the Greek society introduced was a class of literate individuals who
hired themselves out for teaching and who transferred the culture. As a result, read-
ing and writing were quite widespread in Ancient Greece. In addition, it resulted in

1.4 The Greeks 23
the creation of four prestigious schools, which continued to educate pupils for cen-
turies. The first was the Academy, founded by Plato in 388 BCE. The second was the
Lyceum, established by Aristotle in 335 BCE. Previously, Aristotle had been a member
of Plato’s school for 20 years, but some years after Plato’s death he established his
own school, presumably because his opinions started to deviate too much from the
Platonian view.
Plato’s and Aristotle’s schools were later joined by the Stoa (312 BCE) and the Garden
of Epicurus (307 BCE), which are both still famous for the lifestyle they promoted
(the Stoic approach based on self-control, fortitude and detachment from distracting
emotions vs. the Epicurean approach based on a virtuous and temperate life with the
enjoyment of simple pleasures obtained by knowledge and friendship).
The shift to Alexandria

The Greek culture underwent a big expansion under Alexander the Great (356–323
BCE). As a result of his military successes, the Greek culture was propagated over a
much wider area, expanding from Egypt to India, and including the whole Fertile Cres-
cent. This created a completely new dynamic of interactions, which became known
as the Hellenistic culture. The culture continued after Alexander the Great’s death
when the empire fell apart into different states governed by his generals and when the
Romans occupied the Hellenistic world (see Figure 1.5).
Much of the new dynamic took place in Alexandria, a city created by Alexander
the Great in Egypt that was famous for its massive library. Here thinking was more
MACEDONIA
BITHYNIA
AETOLIA Nicomedia GALATIA
ATTALID Pergamum ARMENIA
ATROPATENE
ACHAEA CAPPADOCIA
Ephesus
CRETE CILICIA Antioch

RHODES
Dura-Europos
Seleuceia
Tyre
Damascus
Babylon
Alexandria
Gaza
Petra
Major cities
EGYPT
Antigonid Empire
Independent states
Seleucid Empire
Ptolematic Empire
Figure 1.5 The Hellenistic world, cities and empires in 240 BCE.

influenced by mathematics and became much more specialised than the grand, uni-
versal philosophies of Plato and Aristotle (Cohen, 2010). The names of the scholars
working in this tradition are the ones we usually find in history books of mathematics
and sciences. These are a few names:
● Euclid (around 300 BCE): best known for his work on geometry, which resulted in
the organisation of all available evidence within a coherent framework, known as
Euclidian geometry.
● Herophilos (335–280 BCE) and Erasistratos (304–250 BCE): physicians who extended
Aristotle’s work on the human anatomy (based on dissections of human bodies).
They founded the medical school in Alexandria.
● Archimedes (287–212 BCE): contributed greatly to geometry and also made major
contributions to physics, often resulting in new or improved machines.
● Ptolemy (c. 90–c. 168 CE): best known for his book Almagest, which was the most
comprehensive treatise on astronomy, along the lines of the Aristotelian universe
(Figure 1.4) but more detailed in the description of the movements of the (wander-
ing) stars.
Interim summary
● Ancient Greece was the birthplace of philosophy (Heraclitus, Socrates, Plato, Aristotle).
It also saw major advances in medicine (Hippocrates).
● Two great philosophers were Plato and Aristotle.
● Plato and Aristotle also founded schools (respectively the Academy and the Lyceum),
which together with two other schools would educate students for centuries. The two
other schools were the Stoa (which had an emphasis on self-control) and the Garden of
Epicurus (which emphasised the enjoyment of simple pleasures).
● Under Alexander the Great, there was significant expansion and interaction with
other cultures, leading to what is called the Hellenistic culture and a shift to Alexandria,
where knowledge became more mathematical and specialised (Euclid, Archimedes,
Ptolemy).
1.5 Developments from the Roman Empire to the end of

the Middle Ages
The Romans
Assimilation of Greek culture
By 200 BCE the Roman Empire had already expanded well outside the Italian peninsula
and had started to annex the Greek provinces (Figure 1.6). Because the Romans had
much admiration for and interest in the Greek culture, this did not lead to its col-
lapse. Rather, the Greek methods and learning were transferred to Rome, where there

O cean u s
Ger m anic us
Britannia
Germania Sarmatia
Germania
Be inf.
lg
ca i
Germania
Lugdunensis sup. Raetia
O cean us P
GALLIA Noricum ann
At lant icus on Dacia
Gallia ia
Aquitania M
Cisalpina a IL LYRIUM
re
ensis Ad Dalm
Gallaecia b o n I T r atia Moesia Moesia Pontus Euxinus
Nar AL ia
tic sup. inf.
et Asturia Terraconensis Corsica I A um
Rom Thracia
Macedonia
HISPANIA Ep Bithynia Pontus
Sardinia Mare iru Armenia
Lusitania Tyrrhenum s A S IA la tia
Baleares a Cappadocia
Phrygia G
Baetica Numidia Achaia Mare
inf.
Sicilia Lycia Cilicia
Africa Aegaeum
Syria Me
nia so
a u reta Numidia Pro
co
MARE INTERNUM po
M sup. n sula Palestina tam
ris ia
Cyrenaica
Aegyptus Arabia
Figure 1.6 The Roman Empire at its largest (around 100 CE).
was already quite a strong Greek presence and where many educated people mastered
Ancient Greek and visited the Greek schools as part of their education. According
to the Roman writer Horace, Rome might have captured Greece militarily and politi-
cally, but the artistic and intellectual conquest belonged to the Greeks (as cited in
Lindberg 1992: 134).
A typical example of the interactions between the Roman and the Greek cultures
is the physician Galen of Pergamon (129–c. 200 CE). Born and educated in Pergamon
(part of present-day Turkey), he travelled to Corinth, Crete, Cyprus and finally Alex-
andria, where he joined the medical school. After another brief stay in Pergamon,
where he was responsible for the treatment of gladiators, in 162 CE he went to Rome,
where he became one of the best-known practicing physicians. As we will see in Chap-
ter 7, his writings had an enormous impact on medical thinking until well into the
second millennium of the Common Era, which is why Galen is usually mentioned as
a founder of modern medicine, together with Hippocrates.
Emphasis on practical knowledge

One major difference between the Romans and the Greeks was that the Romans were
much more interested in practical questions than the philosophical debates that pre-
occupied the Greeks. Therefore, the transfer of Greek knowledge did not so much
involve the subtleties of philosophy or the advanced levels of Greek mathematics,
astronomy and anatomy, but subjects of practical value and intrinsic appeal. For the
same reason, the Roman legacy is much more dominated by technological inventions
and improvements (e.g. their road-building and invention of road maps) than by their
profound philosophical writings.

The wittiest account of the differences between the ancient Romans and Greeks has
undoubtedly been written by Cubberley (1920: 74–5). Enjoy for yourself:
The contrast between the Greeks and the Romans is marked in almost every particular.
The Greeks were an imaginative, subjective, artistic, and idealistic people, with little
administrative ability and few practical tendencies. The Romans, on the other hand,
were an unimaginative, concrete, practical, and constructive nation. Greece made its
great contribution to world civilization in literature and philosophy and art; Rome in
law and order and government. . . .
As a result the Romans developed no great scholarly or literary atmosphere, as the
Greeks had done at Athens. They built up no great speculative philosophies, and framed
no great theories of government. Even their literature was, in part, an imitation of the
Greek, though possessing many elements of native strength and beauty. They were a
people who knew how to accomplish results rather than to speculate about means and
ends. Usefulness and effectiveness were with them the criteria of the worth of any idea
or project. They subdued and annexed an empire, they gave law and order to a primi-
tive world, they civilized and Romanized barbarian tribes, they built roads connecting
all parts of their Empire that were the best the world had ever known, their aqueducts
and bridges were wonders of engineering skill, their public buildings and monuments
still excite admiration and envy, in many of the skilled trades they developed tools and
processes of large future usefulness, and their agriculture was the best the world had
known up to that time. They were strong where the Greeks were weak, and weak where
the Greeks were strong. . . .
The Greeks were an imaginative, impulsive, and a joyous people; the Romans sedate,
severe, and superior to the Greeks in persistence and moral force. The Greeks were ever
young; the Romans were always grown and serious men.
What do you think?

Something we usually do not realise when we read about the Greek and the
Roman civilisations is how small these populations were. The Roman Empire
counted some 4 million citizens out of a total of 50–60 million inhabitants.
Athens counted some 100,000 citizens out of a total of 250–300,000 inhabitants.
Given that only citizens were likely to receive education and take part in
intellectual life, this puts their achievements in a new perspective. To what
extent could the current rate of scientific progress be a sheer consequence of
the number of people involved in research? What other factors might impact on
scientific progress?
The Byzantine Empire

Towards the end of the second century CE, the political stability and patronage in the
Roman Empire began to fade away. Civil wars gave rise to a division between an East
and a West Empire around 300. Rome remained the capital of the West Empire, but
the heart of the civilisation shifted to the east, the Hellenistic world, where the Byz-
antine Empire was founded (Figure 1.7). Its capital was Constantinople (now Istanbul
in Turkey). During much of its history it was also known as the Empire of the Greeks
because of the dominance of the Greek language and culture. It lasted till 1453 when
Constantinople fell to the Ottoman Turks (although there had been a few upheavals

Black Sea
Rome Thessalonica Constantinople
Carthage Antioch
Mediterranean Sea
Jerusalem
Alexandria
Figure 1.7 The Byzantine Empire around 500 CE.
in the thirteenth century when Constantinople was attacked and the Crusaders estab-
lished the Latin Empire between 1204 and 1261).
Preservation of the Ancient Greek legacy
Intriguingly, despite nearly 1,000 years of relative prosperity and political stability,
Byzantine science never reached the same level as that of the Ancient Greeks. The main
contribution of Byzantium to the history of science seems to have been the preserva-
tion of the legacy of the Ancient Greeks.
Role of religion
The main factor that is quoted for the decline of scientific advancement (also in West-
ern Europe) is the emergence and eventual dominance of the Christian religion (see
e.g. Lindberg 1992). Although it has often been claimed that the halting of science was
the result of active opposition by the Christian religion, this does not seem to be true
(although there are examples of unpleasant standoffs, as we will see further on). For
centuries, religious orders and schools were the main conservators and proponents of
the intellectual achievements. A more likely explanation is that they simply were not
interested in natural science and considered it to be inferior knowledge (on a par with
manual skills). Their attention was much more directed towards religion-related and
cultural topics. Not only did the Christian religion have to defend its position against
rival contenders, there were also internal divisions, which eventually led to the schism
between Roman Catholicism and Eastern Orthodoxy in the eleventh century. As a
consequence of the change of focus, the brightest pupils were directed away from
scientific issues and science was often associated with paganism.
What do you think?

How has science been presented in your primary and secondary education? Was
it seen as less or more interesting and creative than literature, art and rational
thinking?

The Arab Empire

Expansion of the Arab Empire
The Arabian peninsula had been untouched by Alexander’s military campaigns. As
a result, it was not much affected by Byzantine culture either. In one of the cities of
the peninsula, Mecca, Mohammed was born late in the sixth century. He preached a
new religion, Islam, on the basis of a series of revelations, which were preserved in the
Koran, one of the first books written in Arabic.
By the time of Mohammed’s death in 632 his followers had taken over the Arabian pen-
insula and were pushing northwards into the Persian Empire. By 661 they had occupied
Persia and the Fertile Crescent. By 750 they controlled the north of Africa and nearly all
of Spain, where Cordoba and Toledo became important intellectual centres (Figure 1.8).
Scientific achievements
Interest in science increased when in 749 the dynasty of the Abbasid family came to
power and a period of stronger political stability and patronage began. Around this
time the translation of Greek and Sanskrit works into Arabic started. Agents were sent
to Byzantium and India in search of manuscripts and a research institute was founded
in Baghdad: the House of Wisdom (ninth century). At the same time, Islamic scholars
advanced Greek/Indian knowledge in medicine, astronomy, mathematics and optics.
For instance, Ibn al-Haytham’s book Optics, written in the eleventh century, far sur-
passed its predecessors. As we have seen in a previous section, they also adopted the
Indian number system and turned it into a much more efficient mathematical system
than what the Greeks and the Romans had achieved. In particular, the book Algebra
of the Persian/Arabic scholar al-Khwarizmi (around 820) was a milestone.
The remains of the Western Roman Empire

Science arguably received its biggest blow in the Western part of the Roman Empire,
including Rome itself. Already before the Roman Empire fell to the German tribes
there was a sharp decline in scientific endeavour because of the political upheaval and
economic downfall.
Figure 1.8 The Arab Empire around 750 CE.

Decreased access to Greek knowledge

One factor that contributed to this decline was the diminishing knowledge of the Greek
language. As argued by Myers-Scotton (2006), the motivation to learn a second language
decreases as a function of economic dominance. In particular, members of non-dominant
groups are eager to learn a language in addition to their mother tongue, in order to
improve their life circumstances and (in the case of scientists) to enlarge their audience.
As a consequence, Myers-Scotton argues, the ‘universal language’ (lingua franca) of
science has always closely followed the shifts in economic dominance (and is likely to
continue to do so in the future). Because the Romans dominated the other nations, it
became increasingly unnecessary to study languages other than Latin, whereas more and
more individuals became inclined to learn Latin as a second language, rather than Greek.
As a result, a language barrier emerged between the Romans and Greek science. This was
partly alleviated by an increased availability of Latin translations, but translations did
not conserve the full richness of the Greek legacy. Only the works that were thought to
be of interest to the Romans made it into Latin and were preserved. For instance, when
Christianity became the dominant religion in the third century, there was much more
interest in Plato’s writings than in those of the other philosophers, because Plato’s views
of a higher, ideal world of which we only see the shadows, coincided with the Church’s
view. As a consequence, Plato’s works were among the most widely available.
The contribution of the Catholic Church
After the fall of Rome in 476 and the takeover by Germanic tribes, the Catholic Church
became the patron of learning through the creation and support of schools. As in the
Byzantine Empire, however, science was not at the forefront of education (to put it
mildly), which was centred on theological, ecclesiastical and literary knowledge. In
addition, Catholic education was not the sort to foster critical thinking in students.
As a result, scientific knowledge not only stalled but fell back from the level it had
reached at the height of the Roman Empire. For this reason, scholars in the fourteenth
Dark Ages and the fifteenth centuries tended to refer to the Middle Ages in Western Europe as the
name given in the ‘Dark Ages’. Only in early twentieth century would researchers rediscover the richness
Renaissance to the Middle
Ages, to refer to the lack of
of some of the manuscripts written in that time. An important name in the rediscovery
independent and scientific was Pierre Duhem (1861–1916), a French physicist and one of the first historians of
thinking in that age science.
Interim summary
● Ancient Romans:
– assimilated the Greek methods and knowledge
– were more interested in technological advances than in philosophy.
● Byzantine Empire:
– eastern part of the Roman Empire; capital Constantinople; lasted till 1453
– preservation of the legacy of the Ancient Greeks.
● Arab Empire:
– founded on Islam; contained the Fertile Crescent
– translation and extension of the Greek works
– particularly strong on medicine, astronomy, mathematics (algebra) and optics
– occupied most of Spain.

Interim summary (continued)
● Western Roman Empire:

– largest decline in scientific knowledge
– Catholic Church main preserver; not very science-oriented
– in the Renaissance referred to as the ‘Dark Ages’.
MYTH Just how dark were the Middle Ages?

BUSTING
A phenomenon often observed in history is that the proponents of a new move-
ment despise the time period before them. Sometimes this results in lasting nega-
tive views of that period. This is what happened to the Middle Ages. After they
were called the Dark Ages by the Italian humanists (who wanted a return to the
great ancient civilisations), there has been a tendency to exaggerate just how
dark they were, which gave rise to a number of myths. Below we discuss some.
If you want to read more, have a look at Numbers (2009) and Hannam (2009).
Myth 1: Nothing was invented in the Middle Ages

The Middle Ages saw major advancements in farming, which led to a considera-
ble growth in the European population. Particularly important were the develop-
ment of the plough, the horse collar (so that horses and oxen could pull heavier
weights), the three-field rotation (so that better crops were grown on the fields)
and windmills. Further, the weaponry of the armies was constantly updated, so
that countries had varying success in their wars. Eventually this led to the devel-
opment of weapons that could destroy the strongest defence walls, which was
one of the factors leading to the demise of the feudal system with castle lords
and serfs. Towards the end of the Middle Ages, spectacles and the mechanical
clock were added to the list of new instruments.
Myth 2: Medieval people thought that the earth was flat

Aristotle had already given proof of the sphericity of the earth and this was
repeated by nearly all early-medieval writers. Medieval scholars also knew that
moonlight was reflected from the Sun.
Myth 3: The medieval Church prohibited dissection and thereby stifled

medical progress
The Medieval Church did not prohibit dissection at all. As a matter of fact, the
religious authorities did it themselves (e.g. they embalmed bodies and they dis-
sected the bodies of saints to distribute the relics). Opposition usually came from
family and local governments. The strongest evidence for Church interference
came from Pope Boniface VIII, who in 1299 forbade under pain of excommunica-
tion a funerary practice that was becoming increasingly frequent. However, this
practice consisted of cutting up the corpse and boiling the flesh off the bones,
in order to make it easier to transport for distant burial (a procedure that had
gained currency among the Crusaders).

Myth 4: The rise of Christianity was responsible for the demise of ancient
science
The demise of ancient science in the West was due to the fall of the Roman
Empire. For centuries the Church was the only institution interested in education
and preservation of the old texts. From the twelfth century on, the Church also
actively promoted the foundation of universities for the education of the higher
clergy. In these universities natural philosophy was studied and many theolo-
gians considered it an essential part of their training. Because nature had been
created by God, man could learn about its creator by studying nature. It is true
that Christianity saw natural philosophy not as a legitimate end in itself, but as
a means to other ends. Natural philosophy had to accept a subordinate position
as the handmaiden of theology and religion, the temporal serving the eternal, but
clergy were not prohibited from studying natural philosophy, and many did so.
1.6 Turning the tide in the West

The foundation of schools and universities
The revival of learning in the West has a long history. Lindberg (1992) identifies a
whole series of small steps. First, there were efforts by Charles the Great around 800 to
improve the education in his Carolingian Empire, in particular in the capital, Aachen.
Second, as a result of better agricultural techniques there was a population explo-
sion between 1000 and 1200. This resulted in renewed urbanisation and the foun-
dation of larger cathedral schools with broader educational aims. These schools in
turn increased the appetite for knowledge in the intellectually able, which created a
market for independent teachers, called masters. To improve their living conditions,
the teachers organised themselves in guilds, which they called ‘universities’. Bit by bit
the guilds acquired wealth and started to lobby for tax exemptions and patronage.
The first charters leading to independent university status were awarded in Bologna
(1150), Paris (1200) and Oxford (1220).
Students who finished the master’s programme at the universities had the right to
teach everywhere (ius ubique docendi), which led to increased mobility of the masters
and a harmonisation of the curricula. At the same time, scholars became aware of
the much richer cultures on the outskirts of Western Europe and the translation of
Arabic and Greek texts into Latin reached a high point. The former mainly happened
in Spain, the latter in Italy.
Inclusion of Greek and Arabic texts in the curricula
Many of the Greek and Arabic books were integrated within the curriculum without
problems, as they were clearly superior to what was available and often filled a void. This
was, for instance, the case for Euclid’s Elements, Ptolemy’s Almagest, al-Khwarizmi’s
Algebra, Ibn al-Haytham’s Optics, the Greek and Arabic works on medicine, and the
Canon of Medicine written by the Persian/Arabic scholar Avicenna. For instance, by
the thirteenth century Ibn al-Haytham’s writings on optics were already incorporated
in manuscripts on optics by Roger Bacon (c. 1265), Erasmus Witelo (c. 1275), and John
Peckham (c. 1280), which had a considerable influence on Renaissance art (Falco, 2016).

There were more difficulties with Aristotle’s works. For many scientifically-minded
scholars, his views and methodology were more inspiring than those of Plato and
the Christian theology that had been built on it. This led to some skirmishes at the
University of Paris (but not at other universities), where the teaching of Aristotle was
forbidden first by the Catholic bishop in 1210 and later by the papal legate. However,
in practice this did not prevent the works from being widely available, and by 1255
the University of Paris followed the other universities and put Aristotle at the centre
of its teaching in philosophy.
One of the problems with Aristotle was that he claimed that the universe, including
the Earth, was eternal, without beginning or end, whereas the Bible clearly indicated
the beginning (Genesis) and the end of life (the Last Judgement). This aspect of
Aristotle’s view called into question the dependence of life on God, the creator, and
His power to intervene in worldly matters. Another problem was that Aristotle saw
the soul as the actualisation of the potentialities of the body, which could be inter-
preted as meaning that the soul was unable to exist without a body and, therefore,
ended together with the body. Needless to say, such a view was incompatible with the
Christian doctrine of an independent and immortal soul.
Most universities sailed around these contentious issues by not including them in
the parts of Aristotle they were teaching. However, the issues were more than iso-
lated differences of view. They arose because Aristotle had come to his conclusions
on the basis of observation and reasoning (logic) rather than biblical revelation and
church tradition. As these were the elements in Aristotle’s philosophy that attracted
the scholars, other disagreements were soon to follow. By 1277 the Catholic bishop of
Paris, Etienne Tempier, already had a list of 219 propositions related to Aristotelian
philosophy that he would not allow to be taught at the University of Paris.
A cultural movement based on imitation of the Greek and Roman

civilisations
The availability of the ancient texts not only influenced scientists but also society as a
Renaissance whole. Slowly but surely the Middle Ages gave way to the Renaissance, a cultural move-
cultural movement from ment based on an imitation of the classical Greek and Roman civilisations. This
the fourteenth to the started in Italy in the fourteenth century and lasted until well into the seventeenth
seventeenth century
based on a rediscovery
century. Its presence was most visible in architecture and painting (where perspective
and imitation of the was discovered) and it produced artists such as Jan van Eyck (c. 1395–1441), Leonardo
classical Greek and Roman da Vinci (1452–1519), Michelangelo (1475–1564), and Raphael (1483–1520).
civilisations This period also saw the return of scientists in Western Europe of a stature high
enough to be remembered today. One of them was Nicolaus Copernicus (1473–1543),
who started to question Aristotle’s and Ptolemy’s conviction that the Earth was the
centre of the universe and who we will meet again in Chapter 2. Other noteworthy
names were Andreas Vesalius (1514 –1564), who restarted and dramatically extended
Protestant Reformation
the Greek studies on human anatomy (including dissection), and Gerardus Mercator
movement against the
Roman Catholic Church,
(1512–1594) who developed a technique to make more accurate maps of the world.
which was important
for the development
of science, because it The Protestant Reformation
emphasised the need
The Renaissance also saw the birth of Martin Luther who revolted against the per-
for education, critical
thinking, hard work and ceived greed and corruption of the Papacy. Eventually, this led to the Protestant
worldly success Reformation, starting in 1517, which resulted in large parts of Europe no longer

FINLAND
NORWAY
SWEDEN TEUTONIC
ATL ANT I C O C E A N SCOTLAND
ORDER RUSSIA
A
SE
N O RT H SE A DENMARK
C
IRELAND L
TI
BA
ENGLAND PRUSSIA
LITHUANIA
Anglican NETHERLANDS
Calvinist and areas SAXONY POLAND
of Calvinist influence THURINGIA
Eastern Orthodox
HOLY ROMAN EMPIRE
Lutheran
Roman Catholic FRANCE

SWITZ HUNGARY
PIEDMONT
NAVARRE PAPAL BLACK

PORTUGAL STATES SEA
OTTOMAN EMPIRE
SPAIN
ITALY
U
M
SL
IM
S
M EDIT ERR A N E A N SE A
Figure 1.9 The religious map of Europe c. 1600.
being under the control of the Roman Catholic Church (most of present-day
Germany, the Netherlands, Scandinavia and Switzerland, see Figure 1.9). In the
middle of the upheaval, Henry VIII of England founded the Church of England and
joined the Reformed movement, although the Church of England always kept its
independence from the other Protestant movements. The Reformed Churches
stressed much more than the Roman Catholic Church the need for education and
critical thinking (in order to be able to read and understand the Bible) and the impor-
tance of hard work and worldly success.
According to the German sociologist Max Weber (1864–1920), the Protestant ethic
was one of the reasons why the Protestant countries started to outperform the Catholic
countries economically. As he wrote (Weber 1904/1905: 3–6):
A glance at the occupational statistics of any country of mixed religious composition
brings to light with remarkable frequency a situation which has several times provoked
discussion in the Catholic press and literature, and in Catholic congresses in Germany,
namely, the fact that business leaders and owners of capital, as well as the higher grades
of skilled labour, and even more the higher technically and commercially trained person-
nel of modern enterprises, are overwhelmingly Protestant. . . .
Thus, to mention only a few facts: there is a great difference discoverable in Baden, in
Bavaria, in Hungary, in the type of higher education which Catholic parents, as opposed
to Protestant, give their children. That the percentage of Catholics among the students

and graduates of higher educational institutions in general lags behind their propor-
tion of the total population, may, to be sure, be largely explicable in terms of inherited
differences of wealth. But among the Catholic graduates themselves the percentage of
those graduating from the institutions preparing, in particular, for technical studies and
industrial and commercial occupations, but in general from those preparing for middle-
class business life, lags still farther behind the percentage of Protestants. On the other
hand, Catholics prefer the sort of training which the humanistic Gymnasium affords.
Book printing
Interwoven with all these developments (both at the origin of them and heavily relied
on by them) was the introduction of book printing in Europe. First (by 1300), letters
were carved in a woodblock and printed on cloth (a technique originally invented in
China), which allowed mass production of a small number of pages. Later (around
1450) movable printing was invented by Johannes Gutenberg, a technique in which
individual metal letters were placed in a matrix and could be recycled for other texts.
This allowed cheap production of all types of texts, leading to a rapid and massive
availability of information to everyone who was interested, not only in Latin but
increasingly in the native languages as well. Millions of books were printed and dis-
tributed in a short period of time. An often overlooked factor in this process was the
production of paper, something the Europeans learned from the Arabs, who in turn
had probably been inspired by the initial Chinese invention. Printing would never have
been so easy or prevalent if printers had been forced to print on cloth or parchment.
The importance of (book) printing for the developments discussed in this book can
hardly be overstated. Here are just four ways in which printing changed the lives of
people interested in knowledge.
First, knowledge came much more within reach. Before the introduction of printed
books, scholars only had access to the few books in the library of the institute to which
they were attached. If they wanted to consult a book that was not in the library (and
there were many of them), they had to travel for weeks, sometimes months, on hazard-
ous roads. This meant that access to knowledge was very limited indeed.
Second, because books were so rare, there was a constant danger of loss or destruc-
tion. Scholars had almost a full-time job preserving and copying the existing knowl-
edge, so that it could be transferred to the next generation. This also frequently meant
the eternal loss of books from authors who for one reason or another temporarily
became less popular.
Third, manually copied books contained many transcription errors, particularly
when they involved scientific materials. Humans are extremely error-prone, certainly
when they have to copy text they do not understand. As a result, either the scholars
had to copy the books themselves, or they had to correct the errors made by the scrive-
ners. This was especially a problem for mathematical treatises where small changes
in equations can lead to major interpretation problems. Book printing avoided this
problem because the first print was proofread by the author (or someone else knowl-
edgeable). Indeed, in the first decades of printing, very often new, corrected, editions
were needed because of errors discovered in the manuscript that had been used for
the original print.
Finally, for the first time scholars could work on the same copy of a book. This
made it much easier to correspond and collaborate with each other. For instance, in
1578 the French publisher Henri Etienne produced the first printed edition of Plato’s

works. This made it possible to refer precisely to a passage in the dialogues, because
everyone had the same pagination. As a matter of fact, the pagination of the first edi-
tion is still used by scholars of Plato to refer to passages in the dialogues (Annas, 2003).
What do you think?

The introduction of the internet is sometimes claimed to be of equal importance
to the introduction of book printing, because it makes information even more
accessible to everyone who is interested. Do you think this will have an impact
on our thinking? In what ways? Do you have other ideas now than when the same
question was asked before we discussed the impact of book printing?
Colonisation of the world

Finally, the European powers had started their exploration and colonisation of the
world, beginning with the occupation of shores in Africa and Asia, and the discovery
of America in 1492. This would rapidly turn into a race between the different nations
to conquer as much as possible of the newly discovered territories, increasing the
demand for technical and scientific inventions that could be of use.
The new explorations also brought the European countries in contact with other
cultures and inventions. In addition, it led to one of the very first firm indications that
Aristotle was not infallible (given the prestige Aristotle enjoyed, this was a major blow
to the world view of many scholars). According to Aristotle, the Earth was divided
into five different climate zones. The two extreme zones, the northern and the southern
pole, were too cold and icy for life. The middle zone around the equator was unin-
habitable as well, because it was boiling hot there. Only in the two zones between the
poles and the equator was the climate temperate enough to sustain life.
Aristotle was proven wrong when the Portuguese started to occupy parts of Africa,
and in 1473 crossed the equator by sea in their search for a trade route to Asia (the
route across land was controlled by the Arabs). Given that this fallacy could not easily
be explained away by an interpretation error on the part of the reader, it raised the
question of whether Aristotle had been wrong on other aspects as well.
Interim summary
● Post-medieval developments in Western Europe:
– the establishment of (cathedral) schools and universities
– increased mobility of the scholars
– discovery of the Ancient Greek and Arabic texts
– growing impact of Aristotle’s works.
● A cultural movement:
– increased interest in and imitation of the Ancient Greek and Roman cultures
(Renaissance)
– increasing status of science and scientists.

● The Protestant Reformation:

– rebellion against the dominance of the Catholic Church
– more importance given to education, critical thinking, hard work and worldly success.
● Book printing:
– rapid and massive availability of reliable information.
● Colonisation of the world:
– need for technological and scientific innovations
– discovery of new worlds.
1.7 Focus on: The limits of history writing

In the preceding sections we have depicted the broad lines of the history of science up
to the seventeenth century, as it can be found in current history books. However, we do
not want to conclude this chapter without giving consideration to the limits of history
writing that have become clear in the past decades and which have questioned history
writing as the unearthing of the truth. First, we discuss some biases that are – often
implicitly – present in nearly all historical accounts. Then we discuss the implications
for this particular chapter and the historical chapters that are still to follow.
What do you think?

Which type of history writing do you prefer? One focusing on individuals and their
struggles to get their ideas accepted, or one focusing on the ideas themselves
and the impact they had? List the pros and cons of each approach and keep them
close to hand as we progress through the book.
Biases in history writing

Looking at historical writings, it is not difficult to discern a number of biases in them.
Here we discuss just a few of the most important.
Too much centred on persons
A typical characteristic of historical writings is that they tend to focus on individu-
als. As a result, the history of science is presented as a succession of discoveries and
insights made by geniuses that far exceeded the intellectual level around them. For
instance, in Chapter 2 we will discuss the ground-breaking contributions of Galilei and
Newton. After reading them you might wonder what would have happened to science
if they had never lived. The answer, however, in all likelihood is that it would not have
mattered much. As Gratzer (2002) reflects in the introduction of his book Eurekas and
Euphorias: The Oxford Book of Scientific Anecdotes:
Science differs from other realms of human endeavour in that its substance does not
derive from the activity of those who practise it; the nature of the atom or the structure

of DNA would have been discovered if Bohr and Rutherford, and Watson and Crick
had not lived. It would merely have taken longer. Science is above all a collective activity.
L’art c’est moi, la science c’est nous, was how Claude Bernard, the father of modern
physiology, put it. In this sense individuals are of minor importance.
Centring historical writings on individual scientists makes the reading more inter-
esting, as magisterially demonstrated by Bill Bryson (2003) in his science history
directed at a wide audience, but is essentially wrong. It has been shown over and over
again that discoveries have been prepared over a long time (and often have happened
zeitgeist
independently at several places) and that the time was simply right for them to come
word used in the history
of science to indicate that to the foreground. Of course, there was the genius of the individual who brought
the time was right for a everything together and made the decisive move, but in all likelihood other individuals
certain discovery; the would have come to the same conclusion around the same time or shortly after (as
discovery did not originate
again ironically illustrated in Bryson’s book, when he amusingly tells how virtually no
from a single genius,
but from a much wider discovery is entirely due to the person history remembers for it). In this respect, histo-
development leading to rians sometimes talk about the importance of the zeitgeist, a German word that refers
the discovery to the spirit of the age, the intellectual climate of the period.
The Matthew effect

One of the reasons why histories of science are centred on individuals is that more
credit is given to eminent scientists than they actually deserve. Contributions from less
Matthew effect well-known colleagues and contemporaries are ascribed to the most famous person
the tendency to give more of the era, a tendency known as the Matthew effect (the effect got its name from a line
credit to well-known of the Matthew Gospel in the Bible: ‘For unto every one that hath shall be given, and
scientists than they
deserve; increases the he shall have abundance: but from him that hath not shall be taken away even that
perceived impact of these which he hath’). As a result of the Matthew effect, individuals become the focal point
scientists of an intellectual climate that is shared by a larger group.
Hindsight bias
Another reason why individual scholars get more prominence in history books than
they usually deserve is that we have a tendency to assume that they knew more than
they actually did. On the basis of what we now know, we assume that the same
knowledge was shared by the person who first described the phenomenon. We also
have a tendency to believe that the evidence presented by that individual was much
more convincing than it actually was. After all, classical discoveries must be clear-
cut discoveries, not a slow and messy unearthing of evidence that took decennia to
sort out.
Ethnocentrism
Another feature of history writing is that authors have a tendency to attach excessive
weight to the contribution of their own group and the group of their readers. So,
Anglo-Saxon reviews of the history of science are too much centred on the contribu-
tion of the Ancient Greek, Latin, British and American scholars. The Matthew effect
and the hindsight bias are applied to increase the dominance of one’s own research
group over that of other groups. In addition, writings about their contributions are
much more easily available. This results in a tendency to give too much credit to the
input of economically dominant groups. For instance, at several places in this book
we were struck by how much easier it is to find information about the American situ-
ation than about the developments in other countries, which to some extent biased
our coverage of topics.

What do you think?

One of the first instances in which a science book was purposely chauvinistic was
written by Mary Somerville in 1834 and titled On the Connexion of the Physical
Sciences. The early 1800s were a time in which British science was perceived
as lagging behind that in Continental Europe. Whereas other scientists
wrote pamphlets pointing to the gravity of the situation and how much more
advanced science was in Continental Europe, Somerville wrote a book focusing
nearly exclusively on British science, in order to stir enthusiasm in the British
audience. What do you think? Are you also more interested in scientific findings
from your own country? Would you object having to study a textbook that
describes the history of psychology as it happened in Lithuania, Switzerland,
Turkey or South Korea?
History reviews are summaries of summaries

The biases described in the preceding paragraphs are particularly strong because very
few general history books (including the present chapter!) are based on a full analysis
of the original sources. Rather, they build on other books that summarise part of the
history to be described and try to maximise the clarity and the persuasiveness of the
message. As a result, an error in one book can be exaggerated and pervade the knowl-
edge of a complete community. This is particularly the case if the information is ‘too
good not to be true’ (see Chapter 7).
History writing: rewriting or streamlining the past?

History writing and reshaping the past
The big question, of course, is whether the above biases result in such a distorted
account of the past that history writing becomes a reinterpretation of what happened.
Such a position has been defended by Thomas Kuhn, one of the main philosophers of
science, who we will encounter again in Chapters 6 and 10, when we talk about what
makes science. In Kuhn’s view, science does not progress via a linear accumulation of
new knowledge, and science as we know it now is only one of the possible interpreta-
tions of reality. As a result, the present review of the history of science is the view of
twenty-first-century scientific psychologists writing for an Anglo-Saxon audience. It
gives the illusion of an objective and straightforward account of the progress in science
in the past 10,000 years, but may have no overlap at all with the history of science as
it will be written in 400 years by an Indian physicist. This is because both histories are
just that: interpretations of what may have happened directed by the current set of
convictions that are shared within a particular research community.
History writing and simplifying the past
The alternative position is that all the biases mentioned above indeed happen, but are
motivated by the need to make the knowledge digestible given the constraints under
which it has to be transmitted. According to this position, the present chapter is a
simplification of what has happened because it has to be summarised in a chapter of
20,000 words. Although it may contain elements that do not stand up to further scru-
tiny, these inaccuracies are not meant to reinterpret the past and do not detract from
the basic message. They are the result of a streamlining of the rich and often conflicting
raw materials that are just too much for us to grasp. For instance, it could rightly be

objected that Plato’s and Aristotle’s writings are much more contradictory and contain
many more ambiguous passages than has been suggested here. Indeed, large numbers of
scholars have debated for over 2,000 years about what exactly Plato and Aristotle may
have meant in some of their passages, and to what extent their methods of knowledge
resemble and differ from the scientific method as we know it now. However, we do not
think that any of these nuances would add much to our basic messages: that Plato
and Aristotle have had a large impact on the way scientific thinking emerged and that
scholars at a certain point in time struggled to overcome their limitations.
A nice illustration of the limits and the strengths of history writing has been docu-
mented by Endersby (2007) in his book A Guinea Pig’s History of Biology: The Plants
and Animals Who Taught Us The Facts of Life (although we hasten to say that similar
accounts can be found elsewhere). When he discusses Mendel’s contribution to genet-
ics in the second half of the nineteenth century, he first mentions a story that can be
found in many (popular) books:
[Gregor] Mendel was obscure in his lifetime, but today most people are aware that he
was a simple, uneducated Austrian monk who, while playing around with pea plants
in his garden, discovered the basic laws of modern genetics. Yet this breakthrough
was ignored, partly because he was cut off from the scientific world of his day, but
also because the one famous scientist he contacted, the botanist Carl von Nägeli, sent
Mendel off on a wild goose chase to investigate the genetics of hawkweeds. Nägeli
may even have done this deliberately: jealous of his younger rival’s brilliance, he set
poor, innocent Mendel to work on a famously intractable group of plants, confi-
dent that the monk would never be able to sort them out. Frustrated by his failure,
Mendel died in heartbroken obscurity. One final ironic twist to the story is added
by the fact that Mendel . . . sent a copy of his paper on peas to Charles Darwin, who
never read it.
(Endersby, 2007: 103–4)
This is the type of heartbreaking story that makes history books worthwhile reading!
Unfortunately, Endersby goes on to show that nearly every detail is wrong. Here are
just a few facts:
● Mendel was not Austrian.
● Mendel had studied both biology and mathematical physics at the University of
Vienna, where he had been taught by some of the best-known scientists of the day.
● Mendel did not discover anything by accident; he performed carefully planned and
well-designed experiments, for which he could rely on several helpers.
● The scientific society he belonged to had many distinguished members and its
journal was widely read; as a consequence, Mendel’s work was mentioned in the
Encyclopaedia Britannica.
● Mendel never sent a copy to Darwin (or at least there is no evidence that he ever did so).
● One of the reasons why Mendel did not pursue his work was that he became the
abbot of the abbey.
● Mendel was interested in hawkweeds, because he believed that the big variety in
this species would give him more insight.
● The main reason why Mendel did not have the impact he may have wanted, is that
he did not understand what was going on. He carefully noted and published the
results of his experiments, but was at a loss to explain the underlying mechanisms.
The explanation of alleles on chromosomes coming from the father and the mother
and leading to dominant or recessive inheritance, with which we are now familiar

and which we attribute to Mendel, only became clear many decades later (involving
a whole series of scientists never mentioned except in specialised books). Only then
did researchers realise the full importance of Mendel’s findings and he was crowned
as the father of genetics (the reasons why hawkweeds behave so differently from
other plants took nearly a century to be understood).
The story of Mendel nicely illustrates the biases we have mentioned (try to find them!).
At the same time, it illustrates that although nearly all the details are wrong, the sum-
mary still conveys the basic message that at some point in time (zeitgeist) science was
advanced enough to begin to question the mechanisms of inheritance and to look for
answers. It is sensationalising and dramatising the history of Mendel to a point that
is no longer acceptable in scientific terms (although see Chapter 8), but is still not
reinterpreting the past.
Similarly, we are confident that our summary in its broad brushstrokes will stand
up to time, despite its unavoidable selectiveness and biases (although we hope to have
done better than the Mendel example!). However, nothing prevents you from reading
much more about the history of science and filling in the many omissions that give the
present chapter a much smoother appearance than is warranted by history.
Interim summary
● History writing always involves simplification and streamlining.
● Therefore, biases easily slip in:
– centred on persons rather than on zeitgeist
– too much credit is given to a small number of people (Matthew effect)
– facts are interpreted on the basis of what happened afterwards (hindsight bias)
– too much attention is given to the contribution of the author’s own group
(ethnocentrism)
– history writers often rely on summaries and interpretations made by other writers.
History is one of the topics well covered in encyclopaedias. recent book is Corry, L. (2015) A Brief History of Num-
For instance, a lot of additional information can be found bers (Oxford: Oxford University Press). An easy to read
on www.wikipedia.org, of which we have made use as well. introduction to the psychology of number processing can
If you prefer books, here are some recommendations: be found in Dehaene, S. (2011) The Number Sense: How
the Mind Creates Mathematics (Revised and expanded edi-
Writing tion; Oxford: Oxford University Press).
As you probably observed, we relied on Manguel (1996),
included in the reference list. If you want to read more History of science
about psychological research on reading and writing, see The book we found most useful, in addition to the ones
Harley, T.A. (2013) The Psychology of Language: From mentioned in Chapter 2, was Lindberg (1992; see the refer-
Data to Theory (4th edition) (Hove: Psychology Press). ence list). For specific topics, the Very Short Introductions
from Oxford University Press often are a good point of
Numbers departure. In this chapter we used the very short intro-
The best book for the history of numerical systems is ductions to Plato (Annas, 2003) and Aristotle (Barnes,
Ifrah (1998), included in the reference list. Another, more 2000). Another very interesting book is Cubberley’s (1920)

References 41
The History of Education, which you can find on the inter- the twentieth century but is no longer acceptable nowadays
net. This book is also interesting because it gives examples (with blissfully ignorant passages of chauvinistic Anglo-
of a writing style that was common up to the first half of Saxon thinking).
References
Annas, J. (2003) Plato: A Very Short Introduction. Oxford: Huylebrouck, D. (2006) ‘Mathematics in (central) Africa
Oxford University Press. before colonization’, Anthropologica et Praehistorica,
Barnes, J. (2000) Aristotle: A Very Short Introduction. 117: 135–62.
Oxford: Oxford University Press. Ifrah, G. (1998) The Universal History of Numbers: From
Bauer B. (2004). ‘Vigesimal numerals in Romance: An ety- Prehistory to the Invention of the Computer. London:
mological perspective ’. General Linguistics, 41: 21–46. The Harvill Press. (Translation of the French original
Bird-David, N. (1999) ‘“Animism” revisited: Personhood, (1994): Histoire Universelle des chiffres. Paris: Editions
environment, and relational epistemology’, Current Robert Laffont.)
Anthropology, 40: S67–S91. Landerl, K., Ramus, F., Moll, K., Lyytinen, H., Leppänen,
Bryson, B. (2003) A Short History of Nearly Everything. P.H., Lohvansuu, K., . . . & Schulte-Körne, G. (2013)
London: Doubleday. ‘Predictors of developmental dyslexia in European
Butterworth, B. (1999) The Mathematical Brain. London: orthographies with varying complexity’. Journal of
Macmillan. Child Psychology and Psychiatry, 54(6): 686–94.
Calude, A.S. & Verkerk, A. (2016) ‘The typology and Lindberg, D.C. (1992) The Beginnings of Western Science:
diachrony of higher numerals in Indo-European: a phy- The European Scientific Tradition in Philosophical, Reli-
logenetic comparative study’, Journal of Language Evo- gious, and Institutional Context, 600 BC to AD 1450.
lution, 1(2): 91–108. Chicago: The University of Chicago Press.
Charles, E.P. (2008) ‘Eight things wrong with introduc- Manguel, A. (1996) A History of Reading. London:
tory psychology courses in America: A warning to my HarperCollins.
European colleagues’, Journal für Psychologie, 16(1). At Minto, W. (1893) Logic: Inductive and Deductive. London:
www.journal-fuer-psychologie.de John Murray.
Cohen, H.F. (2010) How Modern Science Came into the Myers-Scotton, C. (2006) Multiple Voices: An Introduc-
World: Four Civilizations, One 17th-century Break- tion to Bilingualism. Malden, MA: Blackwell Publishing.
through. Amsterdam: Amsterdam University Press. Numbers, R.L. (2009) Galileo Goes to Jail and Other
Cubberley, E.P. (1920) The History of Education. London: Myths about Science and Religion. Boston, MA: Har-
Constable & Co. vard University Press.
Endersby, J. (2007) A Guinea Pig’s History of Biology: The Powell, A.G. & Frankenstein, M. (1997) Ethnomathemat-
Plants and Animals who Taught us the Facts of Life. ics: Challenging Eurocentrism in Mathematics Educa-
London: William Heinemann. tion. New York: SUNY Press.
Falco, C.M. (2016) ‘Optics and Renaissance Art’. In M.D. Saenger, P. (1997) Space Between Words: The Origins
Al-Amri, M.M. El-Gomati & M. Suhail Zubairy (Eds.), of Silent Reading. Stanford, CA: Stanford University
Optics in Our Time (pp. 265–83). Springer. Press.
Gratzer, W. (2002) Eurekas and Euphorias: The Oxford Schlimm, D. & Neth, H. (2008) ‘Modeling ancient and
Book of Scientific Anecdotes. Oxford: Oxford Univer- modern arithmetic practices: Addition and multi-
sity Press. plication with Arabic and Roman numerals’. In V.
Gupta, K. (1932). A few hints on the teaching of math- Sloutsky, B. Love and K. McRae (eds) Proceedings
ematics. Indian Journal of Psychology, 7: 75–86. of the 30th Annual Meeting of the Cognitive Sci-
Hanley, J.R., Masterson, J., Spencer, L.H. & Evans, D. ence Society. Austin, TX: Cognitive Science Society,
(2004) ‘How long do the advantages of learning to read pp. 2007–12.
a transparent orthography last? An investigation of the Seife, C. (2000) Zero: The Biography of a Dangerous Idea.
reading skills and reading impairment of Welsh children London: Souvenir Press.
at 10 years of age’, Quarterly Journal of Experimental Weber, M. (1904/1905) ‘Die protestantische Ethik und
Psychology, 57A: 1393–410. der Geist des Kapitalismus’ (translated in 1905 as
Hannam, J. (2009) God’s Philosophers: How the Medieval ‘The protestant ethic and the spirit of capitalism’).
World Lay the Foundations of Modern Science. London: Archiv für Sozialwissenschaft und Sozialpolitik, 20:
Icon Books. 1–54; 21: 1–110.

Notes
1. BCE stands for ‘before the common era’; i.e. before the 3. If this all sounds a bit obscure to you, comfort yourself
start of the Gregorian calendar used in the Western soci- with the following thought from Barnes (2000: 6): ‘Let it
ety (another notation in Christian cultures is BC [Before be admitted that Aristotle can be not only tough but also
Christ]); CE means ‘the common era’ and begins with the vexing. Whatever does he mean here? How on earth is
start of the Gregorian calendar (indicated in Christian this conclusion supposed to follow from these premises?
cultures as AD [Anno Domini]). Why this sudden barrage of technical terms?’ Recall, too,
2. One of the debates relating to Aristotle is whether logic that for centuries higher education was largely devoted
is best seen as part of theoretical or practical knowledge. to trying to understand Aristotle.

2
The scientific revolution of
the seventeenth century and
its aftermath
2.1 From a geocentric to a heliocentric model of the universe

The geocentric model of the universe in the sixteenth century
Copernicus’s alternative heliocentric model
Galilei uses a telescope
2.2 Mechanisation of the world view
Descartes’ philosophy of man
2.3 The formulation of the first laws of physics
Why is the Earth orbiting the Sun?
2.4 What set off the scientific revolution in seventeenth-century Europe?
Factors that contributed to the scientific revolution
Massive enrichment from the Greek and Arab civilisations
Factors that helped the fledgling science grow
2.5 The new method of the natural philosopher
Francis Bacon and the importance of the interaction between perception and reason
Experimental histories to extract the truth from Nature
Are scientific theories always observation-based?
Knowledge is to be discovered and not to be retrieved from antiquity
2.6 Changes in society as a result of the scientific revolution
The impact of science on daily life
Science and specialisation
Proposals to ground society in the natural sciences
The counter forces
The two cultures
2.7 Focus on: How revolutionary was the scientific revolution?

44 Chapter 2 The scientific revolution of the seventeenth century and its aftermath

● When did the scientific revolution take place?
● Which three developments formed the core of this revolution?
● How did the scientific revolution change society?
● How did science increase its status and power in the eighteenth and the nineteenth centuries?

● What impact did the transition from the geocentric to the heliocentric model of the universe
have on Western European society?
● To what extent does our knowledge of the world and the universe depend on the equipment we
have?
● How did the changes introduced by Descartes to Aristotle’s world view advance the
development of science?
● What research method should a natural philosopher use (i.e. which ideas did eighteenth- and
nineteenth-century scholars have about the scientific method)?
● Why were the developments in the seventeenth century called revolutionary?
Introduction
The 17th century has continued to be taken for that specific period in history
when modern science was born. Not our present-day science, to be sure, but a
mode of doing science still quite recognizably akin to present-day conceptions.
The awareness that something unprecedentedly new happened in 17th-century
science has been with us for as many centuries as have since passed.
(Cohen, 1994: 1)
In this chapter we continue our quest for the origins of psychology. The word psychol-
ogy did not appear in the literature before 1500 and was not used in the title of an
influential book until the 1730s. What happened between the Renaissance and the
eighteenth century that made authors use this particular word?
scientific revolution It is now generally accepted in history writings that intellectual developments in
name given to a series the seventeenth century changed the course of human thinking and initiated scientific
of discoveries in the research as we currently know it. A name often given to this period is the scientific
seventeenth century, revolution. Although a thousand-page book could be written (and has been written)
involving Galilei,
Descartes and Newton,
about the many facets of the scientific revolution and the various people involved, we
that enhanced the status will limit ourselves to the core developments, which altered human thought and two
of science in society centuries later made psychology, as the scientific study of human mind, possible.

We discuss three critical insights that came to the foreground during the scientific
revolution:
1. The realisation that the Earth did not form the centre of the universe.
2. The realisation that many things on Earth (including the human body) could be
understood as (complicated) machines.
3. The actual demonstration that many movements on Earth and in the universe could
be described using a handful of relatively simple mathematical equations, which
became known as the laws of physics.
After a brief description of the main developments we will see what consequences the
scientific revolution had on Western thought and Western society. We will also ask
ourselves whether the seventeenth-century developments really were unprecedented
enough to deserve the name ‘revolution’.
What do you think?

The three events at the centre of the scientific revolution are usually associated
with the names of (1) Copernicus and Galilei, (2) Descartes, and (3) Newton, even
though they were broad events, involving hundreds and possibly thousands of
thinkers. Have a look at the biases in history writing described in Chapter 1 and
try to understand why such condensation took place.
2.1 From a geocentric to a heliocentric model of the universe

In the sixteenth century there was increasing interest in astronomy because the Julian
calendar, used since the days of Julius Caesar, was getting out of phase with reality.
Because a year comprises 365.2425 days, the Julian calendar (based on three years of
365 days and one leap year of 366 days) underestimated the length of a year by 11
minutes, meaning that one day was ‘missed’ every 134 years. As a consequence, by
the sixteenth century the calendar was already 10 days short of target. Eventually,
this was corrected when in 1582 the Julian calendar was replaced by the Gregorian
calendar in the Roman Catholic world and Thursday 4 October was followed by Friday
15 October.1 In order to get the new calendar right, a lot of fine-grained astronomic
observations and calculations were needed. One of the people who was involved in this
effort was the Polish astronomer Nicolaus Copernicus (1473–1543).
The geocentric model of the universe in the sixteenth century

The Earth as the centre of the universe
The model of the universe used in the sixteenth century was the model described by
Aristotle (who built on others) and elaborated by Ptolemy. As we saw in Chapter 1
(Figure 1.4), Aristotle’s universe was a limited universe with the Earth in the middle.
geocentric model It was surrounded by the fixed stars which circled in perfect harmony. Between the
model of the universe in
which the Earth is at the
Earth and the fixed stars were the seven wandering stars (the Moon, Mercury, Venus,
centre; was dominant until the Sun, Mars, Jupiter, and Saturn). This model of the universe is called a geocentric
the seventeenth century model because the Earth was seen as the centre.

The following quote from Ptolemy’s Almagest nicely summarises the then available
knowledge and the reasons brought forward for a stationary Earth in the centre of
the universe:
The earth is a sphere, situated in the center of the heavens; if it were not, one side of the
heavens would appear nearer to us than the other, and the stars would be larger there.
The earth is but a point in comparison to the heavens, because the stars appear of the
same magnitude and at the same distance inter se, no matter where the observer goes
on the earth. It has no motion of translation . . . . If there were a motion, it would be
proportionate to the great mass of the earth and would leave behind animals and objects
thrown into the air. This also disproves the suggestion made by some, that the earth,
while immovable in space, turns round on its own axis.
(translation: Cubberley, 1920: 385)
The addition of epicycles

A key problem within the Aristotelian universe was the movements of some of the
wandering stars. If one looks on successive nights at Mercury, Venus, Mars, Jupiter or
Saturn (always at the same time), in general they have moved a bit to the east relative
to the previous night. However, the displacements are not fixed, as would be expected
if these stars were circling around the Earth. Instead, the displacement frequently
seems to slow down, to stop, to turn into a displacement in the opposite direction,
then again to stop and resume the usual eastward movement. (These are movements
you can easily observe for yourself if you have enough spare nights.)
To explain the strange movements, Ptolemy used the notion of ‘epicycles’, first intro-
duced by Appolonius of Perga (c. 262 BCE–c. 190 BCE). Epicycles are small cycles made
by the wandering stars in addition to their main orbit around the Earth (Figure 2.1).
SPHERE
OF STARS
MARS
MOON VENUS
SUN SATURN
EARTH MERCURY
JUPITER
Figure 2.1 Ptolemy’s model of the universe with simplified epicycles.

Source: Vik Dhillon. Reproduced with permission.

The use of epicycles allowed Ptolemy to develop a model with a better fit to reality, but
it did not take away all the oddities. To correct for these, Ptolemy introduced higher
order epicycles (i.e. epicycles on epicycles).
The Catholic Church and the Islamic faith adopted Ptolemy’s model of the universe
without modification. However, because of the calendar issue a renewed interest in
the precise movements in the universe grew. This resulted in improved translations of
Ptolemy’s main work, Almagest, and an eagerness to read the Arab commentaries on
this book.
Copernicus’s alternative heliocentric model

The Sun as the centre of the universe
Aristotle’s model was not the only one that had been proposed in ancient cultures.
Several authors had suggested the possibility of the Earth orbiting the Sun rather
than the reverse, but their views had never been taken seriously. Copernicus became
interested in this model and saw it as a valid alternative (Figure 2.2). In Copernicus’s
heliocentric model heliocentric model, there was first the Sun, then Mercury, Venus, the Earth (orbited
model of the universe in by the Moon), followed by Mars, Jupiter, Saturn and the sphere of immobile stars.
which the Sun is at the Other features of the model were that one turn of the Earth around the Sun took
centre
one year (instead of the daily orbit of the Sun around the Earth) and that the Earth
spun around its axis in one day, causing the alternation of day and night and the
movements of the fixed stars. Later, Copernicus also had to add epicycles to his
model, in order to predict the movements of Mercury, Venus, Mars, Jupiter and
Saturn more precisely.
Why Copernicus waited to publish his model

Copernicus wrote a short commentary on his heliocentric model in 1514 and made
it available to a few friends, who had approached him with respect to the calendar
problems. Although the model was widely discussed, Copernicus was not yet inter-
ested in publishing it. Only shortly before his death (in 1543) was he persuaded
to have the book printed. The popular story is that Copernicus was afraid of the
response he would get from the Roman Catholic Church (which was his employer).
Another reason may have been that Copernicus did not feel the evidence for his
model was strong enough to justify publication. Chalmers (1999) reports the fol-
lowing objections Copernicus could have expected from his colleagues, who had
studied Ptolemy:
● What is the practical utility of the model relative to Ptolemy’s? (In the end, both
were nearly of the same complexity, because of the need for epicycles.)
● If the Earth moves and spins around its axis, why is it that if you throw a stone from
a high tower, it ends exactly at the bottom of the tower (and not a few metres away
from the tower, as you would expect if the Earth moved so rapidly)?
● If the Earth spins around its axis, why is it that people and objects are not flung
from the surface (as would happen if they stood on a spinning wheel)?
● Would this model not predict that the stars should appear to increase and decrease
in magnitude as a function of where the Earth is (nearby or far away)?
● Why does the Moon keep following the Earth? Why is it not orbiting the Sun as
well?

Figure 2.2 Copernicus’s model of the universe.

This picture does not include the epicycles Copernicus had to add in order to fit the movements of
the wandering stars.
Source: Photo Researchers/Science History Images/Alamy Stock Photo.
What do you think?

Do you know the answers to some of the objections against Copernicus’s
heliocentric model? For instance, why does a stone thrown from a tower land at
the bottom of the tower instead of some distance from it? If you are in a fast-
moving train and you drop a pen, does the pen fall straight down or is there a
displacement due to the movement of the train? Why?
Galilei uses a telescope

Because of the many problems with Copernicus’s model, it failed to have much impact,
and it was Ptolemy’s model that was used to calculate the Gregorian calendar. If
Copernicus’s model was taught, it was mentioned as an example of a faulty model.

The first person to take Copernicus’s model seriously was the German astronomer
Johannes Kepler (1571–1630), who around 1600 realised that he could get rid of the
epicycles in the model by using elliptical orbits instead of circular ones, and who devel-
oped the three laws of planetary motion that would simplify astronomy considerably.
Kepler’s insights, however, were overlooked for decades by, among others, Galilei and
Descartes.
Galilei’s observations
Copernicus’s heliocentric model received strong impetus when the Italian natural
philosopher Galileo Galilei (1564–1642) in 1609 heard of Dutch inventors who
had made a ‘telescope’ by using a combination of a convex and a concave lens.
Apparently this telescope made it possible for distant objects to look nearer and
larger.
Galilei2 was not only one of the finest scholars of his time; he was also a handy
craftsman. In less than a week he built his own telescope. Although he immediately
saw the military use of the instrument (and seized the opportunity to get a perma-
nent position at the University of Padua with a big salary increase), he quickly turned
his eyes to the sky. Even though the telescope only magnified ninefold, he saw some
amazing things:
1. There were many more stars than were visible to the naked eye.
2. The surface of the Moon was not smooth, as claimed by Aristotle, but comprised
mountains and craters (Galilei could discern the mountains because some surfaces
in the dark half were lit when he looked at a half-moon).
3. Jupiter had four orbiting moons, so that the Earth’s moon was no longer the only
heavenly body failing to turn around the centre of the universe.
4. The sizes of Mars and Venus appeared to increase and decrease in cycles, suggesting
that their distances to the Earth changed over time. In addition, Venus had phases
just like the Moon (Figure 2.3).
Response of the Roman Catholic Church

On the basis of this evidence Galilei started to argue in letters that Copernicus’s helio-
centric model was much more likely than Ptolemy’s geocentric model. In 1615 one of
these letters made a Dominican friar file a written complaint with the Inquisition in
Rome. This resulted in an investigation of a year, after which Galilei received a private
warning to stop defending Copernicus’s model. Around the same time, Copernicus’s
book was put on the Index of Prohibited Books until it would be revised.
Galilei followed the warning until in 1632, at the age of 68, he published a book
in dialogue form, in which one of the characters defended the heliocentric model.
Galilei ventured that such a format would be acceptable, also because the pope at
that time was someone who had expressed his admiration for Galilei’s work before.
Unfortunately for Galilei, the Vatican decided to take action for questioning their
doctrine. Galilei was summoned to Rome and put under house arrest for the final
years of his life.
The popular account of this episode is that of a religion fanatically (and desper-
ately) defending its position against the growing influence of science, as illustrated by
the following excerpt:
In June 1633, Galileo Galilei, unquestionably the greatest scientist of his age, was for-
mally humiliated by the Roman Catholic church for promulgating the heretical doctrine

1241 UT
23/10/02 1342 UT
12/10/02 1352 UT
5/10/02 1352 UT
23/9/02 1519 UT
16/9/02
1541 UT
10/9/02
1548 UT
31/8/02
1350 UT
12/8/02
1803 UT
1630 UT 1/8/02
1940 UT 20/7/02
1525 UT
1810 UT 1902 UT 3/7/02
19/6/02
3/5/02 1/6/02
Figure 2.3 Changes in the magnitude and phases of Venus showing that Venus orbits the Sun with a diameter
smaller than that of the Earth.
Source: TBGS observatory/Chris Proctor
that the Earth revolved around the Sun. He was not burned at the stake, nor was he
imprisoned, but he was officially muzzled and confined under house arrest for the rest
of his life. This action threw the intellectual community in Catholic lands into a state
of fear and circumspection, just as it had been intended to. Elsewhere, however, the
church’s grand symbolic gesture was greeted with a mixture of ridicule and outrage,
galvanising the movement towards the secularisation of science that would reach its final
destination in the 19th century . . .
A treasurable typographical error in [Michael White’s] book refers to a ‘Professor of
Scared Scripture’, and that of course is what the authorities were. They understood that
to challenge any orthodoxy threatened, like pulling a stray thread of wool in a cardigan,
to unravel the whole false fabric of theology. It is impossible not to read the transcript
of the trial without wanting to shout out in rage: Italy produced no physical scientist
of the slightest importance for two centuries after Galileo.
(S. Callow, The Guardian, 4 August 2007; book review of Galileo Antichrist:
A Biography by Michael White. Copyright Guardian News & Media 2007.)

As is often the case, a closer look at the historical evidence seems to point to a slightly
more moderate picture. These circumstances were why Galilei received a particularly
strong rebuttal from the Vatican:
● The Roman Catholic Church had been confronted by the Reformation and did not
want to be seen as weak. In addition, the pope was involved in wars to defend and
extend his territories. (Italy in those days did not exist, but was divided into several
city-states.)
● Galilei ridiculed the Catholic Church in his book by putting the views of the Church
in the mouth of an individual called Simplicius (simple-minded).
● Not everyone in the Roman Catholic Church agreed with the developments. Before,
during and after his trial, Galilei was helped by cardinals who did not approve of
what happened.
● Disagreements between scientists and the establishment have not been limited to
the Roman Catholic Church, as we will see later.
Independent of the Church’s reaction, the main outcome of Galilei’s research was
that the evidence he presented (and which could easily be verified by others once they
had a telescope) was so convincing that the heliocentric view rapidly came to dominate
astronomy (although it was not until 1822 that Pope Pius VII would allow the print-
ing of works based on the heliocentric theory in Rome). As such, the episode was an
important triumph for natural philosophy.
What do you think?

The criticism of the role of the Roman Catholic Church in the development of
science has been most scathing in Anglo-Saxon literature. To what extent could
this be because the English-speaking countries dissociated themselves from the
influence of the Roman Catholic Church?
What do you think of the following statement (Hannam, 2009: 3)?
The waters were muddled further by the desire of [the seventeenth-century]
Protestant writers not to give an ounce of credit to the Catholics. It suited them
to maintain that nothing of value had been taught at universities before the Ref-
ormation. Galileo, who thanks to his trial before the Inquisition was counted as
an honorary Protestant, was about the only Catholic natural philosopher to be
accorded a place in English-language histories of science.
Interim summary
● The need for an improved calendar renewed interest in the motions of the Earth, the
Moon and the Sun relative to one another.
● The model of the universe that was used was the geocentric model of Aristotle and
Ptolemy. This model has the Earth at the centre of the universe.

● Copernicus became interested in an alternative heliocentric model with the Sun at the
centre. He did not publish this model until the year of his death, partly because he
thought the evidence was not convincing enough and partly because he did not want to
upset the Roman Catholic Church.
● Nearly a century later Galileo Galilei used a telescope to look at the night sky and
observed several phenomena that were easier to explain on the basis of a heliocentric
model than on the basis of a geocentric model. In doing so, he upset the Roman Catholic
Church.
● Because the evidence was so convincing and could be verified by others, the heliocentric
model rapidly came to dominate astronomy despite the Roman Catholic Church’s
resistance.
KEY FIGURE Galileo Galilei

● Italian scholar (1564–1642).
● Famous for his contributions to:
– astronomy: heliocentric model, discovery of Jupiter’s largest moons
– physics: experiments on and mathematical descriptions of motions of bodies (e.g.
falling objects and the trajectories traversed by cannonballs)
– technology: improved several pieces of equipment (e.g. the telescope).
● Controversy with the Roman Catholic Church:
– first tried to convince the Church authorities of the heliocentric model in 1616. Was Source: nicku/123RF.
not successful
– published a book on heliocentrism in 1632 after the election of his friend Cardinal Barberini as Pope
Urban VIII. However, he offended the Pope and was confronted with a Church that saw a need to defend
its stance
– ordered to stand trial on suspicion of heresy in 1633. Had to recant his ideas, was put under house
arrest, and saw his book banned.
● Importance for the advancement of science:
– promoted the Copernican view of the organisation of the universe
– the fact that the heliocentric model prevailed despite the resistance of the Church authorities is
generally considered to be the turning point in the advancement of science.
● Two main works:
– Dialogue Concerning the Two Chief World Systems (1632), book in which he put forward a heliocentric view
of the universe
– Discourses and Mathematical Demonstrations Relating to Two New Sciences (1638), particularly known for
its law of falling bodies (also see Chapter 10).

2.2 Mechanisation of the world view 53
2.2 Mechanisation of the world view

Descartes’ philosophy of man
One of the first people to be affected by the Roman Catholic Church’s harsh treat-
ment of Galilei was René Descartes (1596–1650), a French scholar and philosopher
who lived in the Netherlands. He was about to publish a book of his world view,
Le Monde, which also included a heliocentric model of the universe. Although he
was physically safe in the Netherlands, which was dominated by the Protestants,
he decided to shelve the study. (It was only published more than 10 years after his
death.) However, the result of Descartes’ decision was not that he stopped thinking
about natural philosophy, as arguably the Roman Catholic Church had hoped, but that
he started to look at how he could build a new philosophy, which would reconcile the
Church with natural philosophy. In the end, this turned out to be equally devastating
for the status of the religious world view.
Dualism
Descartes identified the soul as being divine and independent of everything else. His
first move, therefore, was to clearly separate the human soul from the rest of the uni-
verse, as had been done before by Plato and the Catholic Church. Because the human
soul was divine, human thoughts and feelings could not be studied by the natural
sciences and fell under the remit of philosophy and religion. In line with Plato,
Descartes was convinced that the soul had innate knowledge, which could be recovered
on the basis of reasoning (see rationalism below). The assumption of a sharp distinc-
dualism tion between the immaterial mind and the material body is known as dualism. We will
view of the mind–body return to the relationship between mind and body in Chapter 7.
relation according
to which the mind is Mechanistic view of the universe, including the human body
immaterial and completely
independent of the body; Descartes’ second move was to view the universe and all the matter in it (including
central within religions the human body) as one big, sophisticated machine that could be studied by humans.
and also in Descartes’ Descartes believed that God had created a self-perpetuating machine, so that He did
philosophy
not have to continuously look after His creation. Humans were endowed with reason
so that they could grasp the workings of the machinery. In this respect, Descartes was
strongly influenced by the views of Dutch Protestant philosophers, in particular Isaac
Beeckman (1588–1637).
mechanistic view To understand why the mechanistic view was important for the development of sci-
world view according ence, we must have a look at the Aristotelian model it replaced. Although Aristotle’s
to which everything in writings were much more appealing to scholars than those of Plato and the Catholic
the material universe
can be understood as a
Church, they did not coincide with modern science. As we saw in Chapter 1, Aristotle’s
complicated machine; views centred on the purposes of things within the universe (the final causes) and on
discards the notion that the fact that living things were driven by souls. As a result, everything and everybody
things have goals and had a purpose. Aristotelian explanations of nature depended on the perceived goals
intentions as assumed
by the animistic view; and aims of things (e.g. the final cause of rain was to let the plants grow) and Aristo-
identified with Descartes tle’s thinking with respect to living organisms was plainly animistic (i.e. their workings
were explained by means of spirits with humanlike characteristics). Descartes rejected
all goals, emotions and intelligence in nature and claimed that everything in the uni-
verse was a perfectly designed mechanism, made to function independently, so that
God did not have to attend to it any more. Natural philosophers could study these
mechanisms.

KEY FIGURE René Descartes

● French scholar living in the Netherlands (1596–1650).
– mathematics: Cartesian geometry, exponential notations
– philosophy: rationalism, dualism, the undeniable existence of thought
(‘I think, therefore I am’ [cogito, ergo sum]).
– mechanistic world view
– body can be studied scientifically Source: Georgios
– idea of innate knowledge and the importance of deductive reasoning (rationalism). Kollidas/Shutterstock.
The only exception Descartes made to the mechanistic world was the human soul,
as superbly summarised by Fancher (1996: 22):
As Descartes summarized to a friend, ‘The soul of beasts is nothing but their blood.’
But Descartes would not go so far regarding human beings in spite of the fact that
their bodies resembled the bodies of animals in many ways, and obviously operated
like machines as well. The point of difference lay in the human capacities for con-
sciousness and volition. It seemed obvious to him that his own actions often occurred
because he wanted them to, or because he freely chose them following rational delib-
eration. This supremely important, subjective side of human experience did not seem
to lend itself to mechanistic analysis. Accordingly, Descartes attributed it to the pres-
ence of a soul or mind, which he thought interacted with the bodily machine in human
beings. In sum, he got rid of the Aristotelian vegetative and animal souls, but retained
the rational soul.
Implications for the advancement of science

Although Descartes meant to make a sharp division between religion and science,
thereby protecting one from the other, his views primarily benefited science. Not
only did the mechanistic view of the world invite further scrutiny of its workings (as
was intended); very soon questions were asked about how the soul could steer the
mechanism of the human body if it was separated from it. Descartes conjectured
that the soul could influence the body via the pineal gland (a small gland in the mid-
dle of the brain), but rapidly this view was found to be unconvincing. As a conse-
quence, the ‘soul’ got dragged into the mechanical part of the universe and became
the subject of natural investigations as well, as we will see in the next chapters.
Interim summary
● The response of the Roman Catholic Church to Galilei encouraged René Descartes to build
a new philosophy of man.
● In this philosophy a clear distinction was made between the soul, which was divine and
could not be studied with scientific methods, and the rest of the universe (including the

body), which was a complex machine that could be studied scientifically. This became
known as (Cartesian) dualism.
● The mechanistic view of the world came to replace Aristotle’s view, which still contained
animistic elements.
2.3 The formulation of the first laws of physics

Why is the Earth orbiting the Sun?
One of the big mysteries of the heliocentric universe was why the planets orbited the Sun
and why some planets were orbited by one or more moons. Remember that in the Aristo-
telian universe there were only two ‘natural’ movements: one downwards to the centre of
the Earth (applicable to earth and water) and one upwards to the edge of the sub-lunar
region (fire and air). All other movements needed an external cause. According to some
medieval views this meant that the Sun and the stars were constantly being pushed by
angels. However, what was pushing the Earth around the Sun?
Movements are the result of forces

It would take the genius of the British scholar Isaac Newton (1643–1727) to bring
all the available evidence together and formulate an account that in hindsight was so
elegant and simple that it is hard to believe no-one else had come to the insight before.
(It is thought by some that Descartes came close when he aborted his studies of phys-
ics and turned to his philosophical treatise about the nature of the universe and the
place of man in it.) Newton’s starting point consisted of studies by Galilei (yes, him)
on the trajectory of cannonballs. Galilei noticed that the path of a cannonball was a
parabola, the curvature of which depended on the force with which the ball had been
propelled: The stronger the force, the further the ball went (Figure 2.4). This relation-
ship could be described mathematically.
Newton’s clever insight was that if you placed the cannon on a mountain and shot
the ball with enough force, then it would not fall fast enough to touch the Earth but
would circle around it (Figure 2.5). In addition, if you took away the friction of the
air, the motion would continue ad infinitum. Could this be the reason why the Moon
orbited the Earth?
But why were the cannonball and the Moon attracted to the Earth? Why is the
trajectory of the cannonball not a straight path out of the mouth of the cannon?
These questions brought Newton to another important insight: objects were attract-
ing each other. The Earth attracted the cannonball and the cannonball attracted the
Earth. Because of the big difference in mass, however, the pulling force (called
the gravitational force) of the Earth on the cannonball was immensely larger than the
other way around.
The Principia Mathematica

All that was left for Newton to do was to calculate the exact magnitudes of the differ-
ent forces. The end result was a book, Philosophiae Naturalis Principia Mathematica,
published in 1687, in which all known movements in the Copernican universe were

Figure 2.4 Drawing by Galilei of the parabolic trajectories of cannonballs as a function of

the propelling force.
Source: Institute and Museum of the History of Science, Florence, Italy.
Figure 2.5 Newton’s insight that a cannonball will orbit the Earth if it is fired with the
right force.

adequately described on the basis of three laws and the postulation of a gravitational
force. Each of the components was described in mathematical terms, allowing precise
calculations of the orbits, which fully agreed with the laws of planetary motion Kepler
had discovered 80 years before.
Principia Mathematica The magnitude of the impact of the Principia Mathematica (as it is usually abbrevi-
book in which Newton ated) can hardly be exaggerated. For decades scholars had argued that the universe
presented his laws of could be thought of as a perfect machine, the workings of which could be studied and
physics (1687); considered
to be the primary reason
understood by natural philosophy. Suddenly they had their wildest dreams fulfilled:
for the increased status of here was a book that described all motions (both on Earth and in the universe) on the
science basis of a handful of equations that could be understood by everyone with a bit of
mathematical sophistication! The mechanisms of the universe were laid bare to the
human eye. It was only a matter of time before similar equations would be discovered
for the other parts of the machine.
The boost science got from Newton’s tour de force persists till today. Scientists after
Newton felt much less need to keep abreast of philosophical issues than before. In con-
trast, philosophers without scientific knowledge saw their status sharply decreased.
(Although for the sake of completeness it must be added that Newton’s theory has
since been upgraded by Einstein’s relativity theory, and that physicists still do not know
how celestial bodies can attract each other over large distances without any apparent
matter between them.)
Interim summary
● Newton explained why planets orbit the Sun and moons orbit planets.
● In doing so, he not only defined the relevant forces, but described them in such detail
that they could be calculated precisely.
● The resulting mathematical equations were the first laws of physics, published in the
Principia Mathematica, convincing scholars that science could uncover the mechanisms
underlying the universe.
KEY FIGURE Isaac Newton

● British physicist and mathematician (1643–1727).
– mathematics: development of calculus
– optics: showed that white light is the sum of all the colours of the rainbow
– physics: described gravitation and three laws of motion that would form the basis
of mechanics and the scientific understanding of the universe for the next two
centuries.
● Impact for the advancement of science: Source: Derek Bayes/
Lebrecht Music & Arts/
– showed that science could uncover the mechanisms underlying reality Alamy Stock Photo.
– seemed to suggest that all scientific knowledge could be summarised in
mathematical laws.

2.4 What set off the scientific revolution

in seventeenth-century Europe?
Ever since the term scientific revolution was coined (see below), historians have tried
to find the reasons why the revolution took place in seventeenth-century Europe. Why
did it not happen in Ancient Greece? Or in Rome? In China? In the Arab Empire?
Factors that contributed to the scientific revolution

Many of the factors that are thought to have contributed to the scientific revolution
of the seventeenth century are the same as those mentioned for the emergence of
the Renaissance three centuries earlier (Chapter 1). The list below is based mainly
on Cohen (1994), occasionally supplemented with interesting thoughts we found
elsewhere.
Demographic changes
Europe’s population nearly halved in the fourteenth century as a result of the Great
Famine (starting in 1315), the Hundred Years War (1337–1453), and the Black Death
(1348–1350). At the end of the fifteenth century a new growth began. Around the
same time, the feudal system came to an end, partly as a result of the Crusades, which
depleted the aristocracy. The cities grew and installed more democratic regimes.
Particularly important was the emergence of a large group of merchants that
formed a link between the hand workers and the intellectual elite. In previous civilisa-
tions there had been a big gap between mechanics (done by slaves) and scholarship
(done by the elite). Artisans made numerous mechanical discoveries, but they lacked
the analytical skill to systematise their discoveries and raise them from rules of thumb
of practical knowledge to the plane of scientific laws. Scholars had the intellectual
capacities but their knowledge lacked practical application and did not profit from
the existing know-how. Technical information had been available, but the merchant
mentality was needed to overcome the gulf between scholar and artisan. According to
Cohen (2010), this may have been a reason why the scientific revolution did not take
place in China. There, the bureaucrats succeeded in preventing the merchants from
becoming a social group with an autonomous power base in society.
Absence of stifling pressure from religion or authority
Another factor contributing to the emergence of science was the absence of a repres-
sive religion or authority. Church authority was first hollowed out by the Western
Schism from 1378 to 1417, when the cardinals could not decide on whom to elect for
office and two popes held office simultaneously (one in Rome and one in Avignon). It
was dealt another blow in 1517 when Martin Luther (1483–1546) started the Protestant
Reformation. As a result, the actions of the Roman Catholic Church against Galilei
were limited in their impact. Galilei’s books remained freely available in countries not
controlled by the Roman Catholic Church and the Vatican’s response was exploited
by the Protestants as part of their own legitimacy efforts.
According to Holland (2008), the crisis in the Catholic Church began in the eleventh
century. Before this century people had been waiting for the Day of Judgment, the
moment when normal life would end, the dead would be resurrected and every person
judged according to the quality of their relationship with God. Both the years 1000

and 1033 (one thousand years after Christ’s death) seemed plausible times for the Last
Judgment. They both passed, however, and people found themselves confronted with
the need for a new project. In Holland’s words (2008: xxviii):
For a long while, the notion that the world would be brought to an end, that Christ
would come again, that a new Jerusalem would descend from the heavens, had been a
kind of answer. With the disappointment of that expectation, the Christian people of
Western Europe found themselves with no choice but to arrive at solutions bred of their
own restlessness and ingenuity: to set to the heroic task of building a heavenly Jerusalem
on earth themselves.
Christian religion left another opening for scientific advance. Because it made a
strict distinction between the worldly and the heavenly, it resulted in two different
authorities, who tended to keep each other in check. For religious matters, there
was the Church with the pope as its leader; for worldly affairs, kings ruled. There
was not a single force taking complete control of people. Quite often, Church and
court disagreed with each other. They also had different regulations and laws. To
some extent, it may be argued that these two instances personalised (and possibly
reinforced) the dualistic view of mankind, with the mind belonging to the Church
and the body to the king. Science could take advantage of the ambiguities in this
state of affairs.
New inventions
In Chapter 1 we mentioned the impact of the invention of paper and printing. This
made information abundantly available and relieved scholars from the burden of pre-
serving the information from the previous generation. As Cohen (1994: 363) wrote:
‘During the scribal age, a never-ending effort to prevent and halt as best one could
the ongoing corruption, decay, and destruction of texts was the primary concern of
scholars.’ Information also became available in the vernacular, as important texts were
translated into different languages. Galilei, for instance, was one of the first authors
to publish his books in Italian.
The invention of the mechanical clock (in the fourteenth century) also had an
impact, because it provided philosophers with a working example of a mechanical
world (cf. Descartes’ views). It further resulted in the establishment of a professional
group of clock- and watchmakers, who could make the high-precision equipment
needed for the scientific experiments that were to come.
The introduction of the compass, the telescope and the microscope were other
factors convincing the ruling powers of the importance of new inventions, because of
their impact on war and trade. States could be made more efficient and gather extra
wealth by learning more about nature. As we have seen in the case of Galilei, these
inventions also had implications for the development of science. Suddenly, scholars
could see more than they had been able to perceive before.
The existence of universities and patronage

Another variable that may have helped the emergence of scientific thought was the
existence of universities. They provided a place for natural philosophers in society and
conveyed the message that the pursuit of knowledge about nature was a worthwhile
activity in its own right. This in turn increased the chances of patronage by wealthy
families or even the involvement of those families in the expansion of science. The
experiments had the additional attraction that they often baffled the audience, which

more easily lent itself to the popularisation of knowledge than the writings of religious
and humanistic thinkers. All over Europe, kings and aristocrats took an interest in the
new experimental science and provided the instruments and laboratories by means of
which experiments could be carried out.
This is not to say that universities were invariably at the forefront of new discover-
ies. As a matter of fact, they have been criticised for being too conservative, clinging
to the old philosophical texts and the scholastic teaching method, as can be seen in
the following excerpt from Cubberley (1920: 394):
During the seventeenth century, and largely during the eighteenth as well, the extreme
conservatism of the universities, their continued control by their theological faculties,
and their continued devotion to theological controversy and the teachings of state ortho-
doxy rather than the advancement of knowledge, served to make of them such inhospi-
table places for the new scientific method that practically all the leading workers with
it were found outside the universities.
In particular, the universities largely continued to use the Socratic disputations that
were popular in Ancient Greece (Chapter 1) to settle issues, as described by Shapin
(1996: 121):
The disputatiousness of traditional natural philosophy was frequently blamed on the
dominant role of university scholars and traditional scholar ways of establishing and
justifying knowledge. A typical form of philosophical exchange in the universities was
the ritual disputation, in which opposing scholars deployed sophisticated logical and
rhetorical tools to defend their theses and defeat those of their opponents, the results
to be judged by a philosophical master. So when moderns insisted they would mind not
words but things, they were referring quite specifically to the verbose and wrangling
style of natural philosophy in the Schools.
Yet, of the four central people we mentioned above, two found a position at a univer-
sity (Galilei and Newton). One was largely financed by the Roman Catholic Church
(Copernicus) and one had independent means (Descartes).
Massive enrichment from the Greek and Arab civilisations

In the sixteenth century, many more texts became available than those of Plato and
Aristotle. For instance, the translation of Archimedes’ books on mathematics gave
mechanics an impetus and prepared the ground for the mathematisation of the world.
Other information that became available were the thoughts of Democritus (c. 460
BCE–c. 380 BCE), Epicurus (341 BCE–270 BCE) and Lucretius (c. 99 BCE–c. 55 BCE), accord-
ing to whom the world consisted of atoms moving in empty space. This presented an
alternative to the Aristotelian view of the universe and strongly influenced the thinking
of Descartes. One of the factors contributing to the increased access to Greek writings
was the fall of Constantinople in 1453 and the subsequent flight of Greek scholars to Italy.
Interestingly, of all the factors Cohen mentioned in 1994, the availability of infor-
mation from the Greek and the Arab civilisations seems to have retained the most
importance in the book on the same topic he published in 2010. According to Cohen
(2010), major breakthroughs happen (or can happen) when two main civilisations
interact. This creates a fluidity and dynamism in which new ideas can grow. It hap-
pened to some extent when the Greek and the Roman civilisations met, when the Greek
and Arab cultures met, when the Arab and Chinese cultures met; and it happened when
the Western, Greek and Arab cultures met.

What do you think?

Currently we are experiencing a massive exchange between the Western world
and the Asian cultures. Is this creating a dynamism that can lead to new
breakthroughs? Are these more likely to happen in the West or in Asia?
Natural philosophy became detached from the big philosophical questions

For centuries education in Europe had been dominated by teachings on big philosophi-
cal and religious issues. Knowledge of nature was thought to make sense only in the
framework of a comprehensive view of the universe and man’s place in it, as provided
by the Church, Plato and Aristotle. Gradually, natural philosophers became detached
from these views and felt allowed to study a phenomenon without prior knowledge of
the totality of things. To a large extent, this evolution resembled the shift from Athens
to Alexandria in the Greek culture (Cohen, 2010).
Factors that helped the fledgling science grow

Maybe equally important as the question of why modern scientific thoughts emerged is
the question of how they could survive and gain in power. After all, the world had known
impressive civilisations for thousands of years without the contribution of science. If
things had evolved slightly differently, we could have continued to live in the world of
Ancient Persia, Egypt, China, Greece, Rome or the Arabic world. So, what happened?
The absence of disaster
One element that most certainly contributed to the survival of scientific thought is the
absence of major disasters in the fifteenth to nineteenth centuries. For instance, one
might wonder what would have happened if the Mongol troops had continued their
invasion of Western Europe in 1241, rather than returned to Mongolia when their
king, the Great Khan, died. Would the devastation of Western Europe have prevented
the scientific revolution? There is good evidence, for instance, that war was one of the
factors preventing Arab science from reaching its full potential.
Another disaster that did not happen was an epidemic of the same scale as in the
fourteenth century. According to Hannam (2009) medieval thought at the end of the
thirteenth century came very close to the thinking of the early seventeenth century (see
below), but it was cut short because so many people died of the plague. Similarly, a
major natural disaster at the end of the seventeenth century could have prevented the
thoughts of Galilei, Descartes and Newton from having a lasting impact.
A benevolent religion
As indicated above, science also profited from the Protestant Reformation. Ironi-
cally, this may have been partly because of what happened to Galilei. The Protestant
Churches not only encouraged followers to study the Bible, but some also encouraged
them to study science to set themselves apart from the Roman Catholic Church. There
are many writings in which the positive interactions between natural philosophy and
Protestant religion were praised. Teaching science was an element that distinguished
the new Protestant schools from the established Catholic schools.
It is important to realise that the Protestant Reformation did not in the first place
encourage the innovative thinking we currently associate with science. Rather, it

stressed arduous work and an orientation to worldly success, which still turned out to
be good breeding grounds for scientific progress. This is how Weber (1904/1905: 4–11)
summarised the Protestant view:
. . . it is necessary to note, what has often been forgotten, that the Reformation meant
not the elimination of the Church’s control over everyday life, but rather the substitu-
tion of a new form of control for the previous one. . . . The rule of Calvinism [. . .],
as it was enforced in the sixteenth century in Geneva and in Scotland, at the turn of
the sixteenth and the seventeenth centuries in large parts of the Netherlands, in the
seventeenth in New England, and for a time in England itself, would be for us the most
absolutely unbearable form of ecclesiastical control of the individual which could pos-
sibly exist. . . .
. . . the spirit of hard work, of progress, or whatever else it may be called, the awak-
ening of which one is inclined to ascribe to Protestantism, must not be understood, as
there is a tendency to do, as joy of living nor in any other sense as connected with the
Enlightenment. The old Protestantism of Luther, Calvin, Knox, Voet, had precious
little to do with what to-day is called progress. To whole aspects of modern life which
the most extreme religionist would not wish to suppress to-day, it was directly hostile.
The establishment of learned societies

Natural philosophers also established structures to advance and solidify their status.
This partly happened through the creation of ever more universities, but also through
the foundation of learned societies, such as the Accademia dei Lincei (Italy, 1603), the
Académie Française (1635) and the Royal Society of London (1660). These societies
offered a place for natural philosophers to meet regularly and share ideas. They also
published proceedings that allowed researchers to disseminate their ideas.
Maybe as a result of their culture of gentlemen’s clubs, most research groups in
Britain founded a society as soon as they had enough members. So, in addition to the
Royal Society of London, the Royal Society of Edinburgh (1783), the Linnean Society
of London (1788, devoted to the description of biological species), the Geological
Society of London (1807), the Royal Astronomical Society (1820), the Royal Statistical
Society (1834), the British Archaeological Association (1843), the Ethnological Society
of London (1843) and many, many more were formed.
What do you think?

According to Taleb (2007), lists of factors that made historical events possible are
meaningless. Most high-impact episodes are random events that happen purely
by chance (Taleb calls them ‘black swans’). When we try to establish variables
that ‘caused’ previous developments, we are simply looking at independent
events that happened around the same time, and we are deluding ourselves by
thinking that they help us to understand the past and to predict the future. The
fact that twenty years ago virtually no one could foresee the present state of
affairs (as becomes painfully clear when you read old science-fiction literature)
should teach us that we have no knowledge of what may – randomly – happen in
the next 20 years. What do you think? Are the factors listed in this section merely
hindsight interpretations of society changes that happened to coincide with the
scientific revolution, or are they factors that genuinely increased the probability
of the scientific revolution taking place and surviving?

Interim summary
● The following factors are thought to have precipitated the scientific revolution in
seventeenth-century Europe:
– the growth of the population, urbanisation, and the emergence of a large class of
merchants
– a crisis of religion
– new inventions that made information more easily available, that led to new
questions, and that included the promise of scientific discoveries leading to wealth
and power
– the existence of universities and patronage
– massive enrichment from the Greek and Arab civilisations
– the idea that small issues could be solved without the need of an overall view that
explained everything in the universe.
● The scientific revolution could also have died prematurely if:
– a major disaster or war had happened
– religion had been able to suppress the new thinking
– natural philosophers had not been able to organise themselves and create structures
that solidified their progress.
2.5 The new method of the natural philosopher

The scientific revolution could not take place unless something fundamental changed
in the way scholars approached knowledge-gathering. Unfortunately, as we will see in
this section and in Chapter 9, it is not easy to describe what exactly demarcated the
new ‘scientific’ method used by the natural philosophers.
What do you think?

The question of what exactly science is will be a theme throughout this book.
It may be a good idea at this moment to write down your opinions. What do
scientists do? What methods do they use? In what ways does scientific knowledge
differ from other types of knowledge? Keep your answers at hand and compare
them with the text below and the following chapters (in particular Chapter 9).
Although it is tempting to use the word ‘scientist’ in our discussion below, histori-
cally this would not be correct, as the word was only coined in 1833 by the British
philosopher of science William Whewell (1794–1866). Before, learned men interested
in sciences called themselves natural philosophers or (later) men of science. The word
science itself is much older. It is derived from the Latin word ‘scientia’ and was –
together with natural philosophy – used in the Middle Ages and the Renaissance to
refer to Aristotle’s theoretical knowledge.

Francis Bacon and the importance of the interaction between

perception and reason
Traditionally, science was associated with knowledge that depended on reasoning.
This was true for all sciences from antiquity: mathematics, geometry, optics, astron-
omy. Philosophers like Plato and Aristotle were quite clear that scientific knowledge
could not be built on observation, because the perceptible world was too volatile,
unlike the permanent principles science sought to discover. Also, perception could be
deceptive: people sometimes perceived things not present (e.g., in their dreams). As we
saw above, mistrust in perceptual information formed the cornerstone of Descartes’
thinking as well. For him, the divine soul had innate knowledge which could be made
explicit by thinking. Descartes did not deny the existence of sensory experiences, but
he minimised their significance:
I cannot doubt that there is in me a certain passive faculty of perceiving, that is, of
receiving and recognizing the ideas of sensible objects; but it would be valueless to me
and I could in no way use it if there were not also in me or in something else, another
active faculty capable of forming and producing these ideas.
(as translated in Gardner, 1987: 52)
The New Organon

The person usually associated with the change in scientific method is the English
lawyer and polymath Francis Bacon (1561–1626), although chances are high that in
reality he was the exponent of a much wider movement. (For instance, in 1600 the
astronomer William Gilbert published a book on magnetic and electrical phenomena,
called De Magnete, based on a series of experiments very similar to the type of studies
promoted by Bacon.)
In 1620 Bacon published a book, Novum Organum (New Organon), in which he
described the new view of science, as opposed to Aristotle’s approach (which was
taught at universities on the basis of Aristotle’s six books on logic, together referred
to as the Organum [the Latin word for instrument, tool]; hence Bacon’s title Novum
Organum). Because of its importance in the growth of science, it is worthwhile to
describe Bacon’s book in some detail.
Bacon started by claiming that neither perception nor reasoning alone provides
progress. Interaction between both is required. The limits of reasoning can be seen in
Aristotle’s axioms or first principles, which according to Bacon were the weakest part
of Aristotle’s theoretical knowledge:
The syllogism consists of propositions, propositions consist of words, words are sym-
bols of notions. Therefore if the notions themselves (which is the root of the matter)
are confused and overhastily abstracted from the facts, there can be no firmness in the
superstructure. Our only hope therefore lies in a true induction.
(Book I, Aphorism XIV)
According to Bacon, perception is limited as well. A first weakness is that it tends to
be biased by people’s convictions:
The human understanding is of its own nature prone to suppose the existence of more
order and regularity in the world than it finds. . . .
The human understanding when it has once adopted an opinion (either as being
the received opinion or as being agreeable to itself) draws all things else to support and

agree with it. And though there be a greater number and weight of instances to be found
on the other side, yet these it either neglects and despises, or else by some distinction
sets aside and rejects, in order that by this great and pernicious predetermination the
authority of its former conclusions may remain inviolate. . . .
(Book I, Aphorisms XLV–XLVI)
To correct for the confirmation bias, Bacon advised that particular attention be paid
to deviating observations:
. . . it is the peculiar and perpetual error of the human intellect to be more moved and
excited by affirmatives than by negatives; whereas it ought properly to hold itself indif-
ferently disposed toward both alike. Indeed, in the establishment of any true axiom, the
negative instance is the more forcible of the two.
(Book I, Aphorism XLVI)
A further problem with perception is the limitation of the senses: people do not
observe everything correctly:
But by far the greatest hindrance and aberration of the human understanding proceeds
from the dullness, incompetency, and deceptions of the senses . . . the sense by itself is
a thing infirm and erring.
(Book I, Aphorism L)
Finally, even when observations are veridical they do not result in useful knowl-
edge unless they are accompanied by reasoning and understanding. In this respect,
Bacon referred to the works of alchemists whose experiments were based on observa-
tions but whose enterprise was haphazard because it lacked a coherent theoretical
framework:
To those therefore who are daily busied with these experiments and have infected their
imagination with them, such a philosophy seems probable and all but certain; to all
men else incredible and vain. Of this there is a notable instance in the alchemists and
their dogmas . . .
(Book I, Aphorism LXIV)
To overcome the deficiencies of observations, Bacon recommended putting them on a
firmer basis by a tougher coupling between observation and reason:
Those who have handled sciences have been either men of experiment or men of dog-
mas. The men of experiment are like the ant, they only collect and use; the reasoners
resemble spiders, who make cobwebs out of their own substance. But the bee takes a
middle course: it gathers its material from the flowers of the garden and of the field,
but transforms and digests it by a power of its own. Not unlike this is the true business
of [natural] philosophy; for it neither relies solely or chiefly on the powers of the mind,
nor does it take the matter which it gathers from natural history and mechanical experi-
ments and lay it up in the memory whole, as it finds it, but lays it up in the understand-
ing altered and digested.
(Book I, Aphorism XXVII, XCV)
Bacon also urged his readers to make observations much more systematic than was
done at his time, so that there would be a firmer empirical basis for thinking to build
upon:
Now for grounds of experience – since to experience we must come – we have as
yet had either none or very weak ones; no search has been made to collect a store

of particular observations sufficient either in number, or in kind, or in certainty, to

inform the understanding, or in any way adequate. On the contrary, men of learning,
but easy withal and idle, have taken for the construction or for the confirmation of
their philosophy certain rumours and vague fames or airs of experience, and allowed
to these the weight of lawful evidence. And just as if some kingdom or state were
to direct its counsels and affairs not by letters and reports from ambassadors and
trustworthy messengers, but by the gossip of the streets; such exactly is the system
of management introduced into philosophy with relation to experience. Nothing
duly investigated, nothing verified, nothing counted, weighed, or measured, is to be
found in natural history . . .
(Book I, Aphorism XCVIII)
Bacon further took inspiration from technological research (which he called the
‘mechanical arts’) and argued that natural philosophers, just like craftsmen, should
experiment to see which changes worked and which not, without bothering about
the implications for the totality of the universe. However, natural philosophers
should go beyond the experiments mechanics set up to solve practical problems
(which Bacon called experimenta fructifera, fruit-bearing experiments). They
should additionally use clarifying experiments to determine the true causes of
phenomena, experiments which Bacon called experimenta lucifera (light-bringing
experiments):
. . . the mechanic, not troubling himself with the investigation of truth, confines his
attention to those things which bear upon his particular work, and will not either raise
his mind or stretch out his hand for anything else. But then only will there be good
ground of hope for the further advance of knowledge when there shall be received and
gathered together into natural history a variety of experiments which are of no use in
themselves but simply serve to discover causes and axioms, which I call Experimenta
lucifera, experiments of light, to distinguish them from those which I call fructifera,
experiments of fruit.
Now experiments of this kind have one admirable property and condition: they never
miss or fail. For since they are applied, not for the purpose of producing any particular
effect, but only of discovering the natural cause of some effect, they answer the end
equally well whichever way they turn out; for they settle the question.
(Book I, Aphorism XCIX)
Ultimately, observations and clarifying experiments must result in deeper understand-
ing. In Bacon’s words, natural philosophers must go from particulars (or works) to
axioms, which in turn will lead to new particulars:
But after this store of particulars has been set out duly and in order before our eyes, we
are not to pass at once to the investigation and discovery of new particulars or works;
or at any rate if we do so we must not stop there. For although I do not deny that when
all the experiments of all the arts shall have been collected and digested, and brought
within one man’s knowledge and judgment, the mere transferring of the experiments
of one art to others may lead, by means of that experience which I term literate, to the
discovery of many new things of service to the life and state of man, . . . from the new
light of axioms, which having been educed from those particulars by a certain method
and rule, shall in their turn point out the way again to new particulars . . . For our
road does not lie on a level, but ascends and descends; first ascending to axioms, then
descending to works.
(Book I, Aphorism CIII)

The existence of axioms also allows natural philosophers to purposely search for new
phenomena, rather than having to rely on chance findings:
And this consideration occurs at once – that if many useful discoveries have been made
by accident or upon occasion, when men were not seeking for them but were busy about
other things, no one can doubt but that when they apply themselves to seek and make
this their business, . . . they will discover far more. For although it may happen once or
twice that a man shall stumble on a thing by accident which, when taking great pains
to search for it, he could not find, yet upon the whole it unquestionably falls out the
other way.
(Book I, Aphorism CVIII)
Sometimes an observation or a clarifying experiment may even decide between two
alternative explanations. Bacon called such instances crucial instances:
Sometimes in the search for a nature the intellect is poised in equilibrium and cannot
decide to which of two or (occasionally) more natures it should attribute or assessing
the cause of the nature under investigation . . . in these circumstances crucial instances
reveal that the fellowship of one of the natures with the nature under investigation
is constant and indissoluble, while that of the other is fitful and occasional. This
ends the search as the former nature is taken as the cause and the other dismissed
and rejected.
(Book II, Aphorism XXXVI)
The link between particulars and axioms, however, must be much closer than in Aris-
totle’s thinking. To achieve this, Bacon recommended working with a hierarchy of
axioms, starting with lesser axioms (staying close to the observations), going over
middle axioms (which are true and solid axioms on which the affairs and fortunes of
men depend), to the highest axioms (which are general and abstract).
In establishing axioms, another form of induction must be devised than has hitherto
been employed, and it must be used for proving and discovering not first principles (as
they are called) only, but also the lesser axioms, and the middle, and indeed all.
(Book I, Aphorism CV)
More than anything else, the adoption of Bacon’s research method was the reason
why science became so successful from the seventeenth century on. One of the first
research areas to profit from the application of the method was chemistry. Whereas
before it was a widely erratic business, known as alchemy (to which Newton devoted
more time than to physics!), the introduction of scientific rigour in a few decades
turned it into a respectable science, with the rapid discovery of chemical elements
and the laws that governed their behaviour. A central figure in this transition was the
British scholar Robert Boyle (1627–1691), who in 1662 published one of the first laws
of gas and who is seen by many (especially chemists) as another central figure in the
scientific revolution. Boyle, for example, stressed that scientific experiments should
be performed publicly and reported in such detail that everyone could replicate them.
To honour Bacon’s role in the scientific revolution, historians sometimes call the
new sciences based on close interactions between observation and reasoning ‘Baconian
sciences’.
Inductive vs. deductive reasoning
To better understand the novelty of Bacon’s writings, it is helpful to be aware of the
distinction between deductive and inductive reasoning drawn in logic.

deductive reasoning Deductive reasoning is a way of reasoning in which one starts from a number of
form of reasoning in which indisputable premises from which new conclusions are drawn. The conclusions are
one starts from a number
guaranteed to be true if the premises are right and the correct logical rules have been
of indisputable premises,
from which new, true followed. As we saw in Chapter 1, this was clearly the reasoning of Plato. It got further
conclusions can be drawn impetus when Aristotle defined the syllogisms and the rules to follow. It was also
if the rules of logic are embraced by the Catholic Church and Descartes.
followed
Because deductive reasoning requires indisputable premises to start from, it usually
defends some form of innate knowledge, knowledge people seem to have intuitively.
One source of such knowledge is the wisdom brought by the Soul, which explains the
appeal deductive reasoning has for religious authorities.
inductive reasoning The new scientific method proposed by Bacon, however, was much closer to
form of reasoning in inductive reasoning, a form of reasoning in which likely conclusions are drawn on the
which one starts from basis of a series of converging observations.
observations and
tries to reach general Bacon stressed inductive reasoning because of his unhappiness with the indisput-
conclusions on the able premises in the systems of Plato and Aristotle. For him, the innate knowledge
basis of convergences postulated by Plato and Aristotle was questionable and should be replaced by knowl-
in the observations; is edge based on observation and induction. Descartes also found the first premises of
needed in science to turn
observed phenomena into Plato and Aristotle unsatisfying, but he tried to find new and improved ones. This
scientific laws, but does brought him to his first premise ‘I think, therefore I am’ [cogito, ergo sum], because
not guarantee that the everything is doubtable (including perception) except for the fact of doubting itself.
conclusions are true
From this first axiom, Descartes came to the distinction between Soul (the doubting
entity) and body and, henceforth, to the existence of God, who stood for the innate
ideas of perfection, unity and infinity.
Experimental histories to extract the truth from Nature

It is important to realise that Bacon did not simply argue that deductive reasoning
should be replaced by inductive reasoning. He was too well aware of the limitations
of perception and inductive reasoning. Rather, as we have seen, he proposed a much
closer coupling between perception and axiom, in which observations were used to
formulate and evaluate axioms, and in which axioms were used to guide perception.
More than two centuries later, Whewell (1837) also observed that Aristotle’s prob-
lem was not that he refused to use observation and inductive logic (as a matter of fact,
Aristotle was the one who introduced the term!), but that he failed to integrate his
observations and theoretical knowledge. Both were isolated, belonging to two differ-
ent realms. The precedence of deductive logic was so incontestable that it could not
be tainted by mere observations, which were subject to perceptual error and the risk
of faulty reasoning.
In another publication of 1620, Preparative Toward Natural and Experimental His-
tory, Francis Bacon made a cleaner distinction between his method of knowledge-
gathering and mere observation. He called the process of careful observation and the
formulation of lower and middle axioms through inductive reasoning a natural his-
experimental history
tory. He contrasted this with an experimental history in which the natural philosopher
method introduced by
Bacon in which the natural examined the truth of the axioms and attempted to get to higher axioms by means of
philosopher extracts clarifying experiments. Natural philosophers had to take an active role in order to find
the truth from Nature the most likely interpretation of a phenomenon. In experimental histories, the situa-
by active manipulation
and examining the
tion was not passively observed, but elements of it were actively manipulated to see
consequences of the which effects this had on the phenomenon. Science had to extract the secrets from
intervention Nature, not passively observe them.

The importance of experimental histories was given further impetus in 1665 when
the British scholar Robert Hooke (1635–1703) translated Bacon’s crucial instance into
experimentum crucis (critical experiment) and defined it as the experiment that was
able to determine decisively whether a particular hypothesis or theory was better than
its alternatives. Newton in 1672 claimed to have performed such an experimentum
crucis, when he first dispersed a beam of white light into the colours of the rainbow
using a prism and then converged the various colours back into a white beam with
another prism. This, according to Newton, definitely proved that white light was the
sum of all colours of the rainbow.
Are scientific theories always observation-based?

Although Bacon’s writings had a great impact on the development of natural phi-
losophy, to some extent they underestimated the importance of reasoning beyond
observation in scientific research. Galilei and Newton again provide beautiful
examples.
If people before Galilei felt happy about the geocentric model of the universe, this
was not in the first place because it agreed with the Scripture, but because it agreed
with their own senses. After all, no-one had the impression of moving with an incred-
ible speed through space and making a full turn of the earth every 24 hours! So, when
Copernicus started to consider the heliocentric model as an alternative, it was not
because the heliocentric model of the universe agreed better with his perception, but
because for some time it seemed to simplify matters for calculating the movements
of the wandering stars. Similarly, Galilei had great difficulty convincing his audience
that a moving earth was not necessarily in contradiction with their perception. Among
other things, he had to evoke the analogy of travelling in the cabin of a ship. There,
too, one can have the impression of being immobile while in reality one is moving
over the waters.
Newton’s Principia Mathematica was another case in point. In this study, Newton
happily postulated invisible forces that governed the movements of planets in the uni-
verse. The reasons Newton felt comfortable with these forces had more to do with
his religious convictions (God could initiate whichever force he wanted) than with the
scientific method advanced by Bacon.
In general, Newton was a notoriously sloppy experimenter. Virtually none of his
breakthroughs were based on careful observation. Rather, Newton seemed first to
postulate a mathematical theory and then to verify its truth by checking whether the
predictions of the theory more or less matched the measurements. Newton’s lack of
empirical work was a major argument used by the German poet and polymath Johann
Wolfgang von Goethe (1749–1832) when in 1792 he questioned Newton’s theory of
colour and put forward an alternative theory. According to Goethe, Newton had failed
with respect to the scientific method, because he did not work cooperatively with other
observers and because he did not conduct and replicate a large number of experiments
to make sure they formed a converging pattern. As Goethe wrote (translation from
Richards 2002: 437–438):
My intention is to collect all experience in this area, to perform all experiments myself,
and to do so throughout all their varieties, and thereby make it easy to repeat them and
thus allow other researchers the chance to observe them. In this way, I hope to establish
from a higher standpoint the propositions that express these observations and to deter-
mine whether such propositions can be brought under a yet higher principle.

What do you think?

Goethe’s theory of colour vision failed to have much impact. Why would this be
the case, given that Goethe followed Bacon’s advice much more closely than
Newton? After all, don’t we all learn nowadays that scientific advance consists
of convergent findings from many different studies involving different methods,
different variables that are manipulated, and different variables measured?
In a revealing and amusing book from 1863, the German chemist Justus von Liebig
(1803–1873) showed that even Bacon did not often use the Baconian method in his
scientific writings. Most of the time Bacon started from his thoughts and searched
in the literature for converging evidence (often without acknowledging the source),
completely in line with the confirmation bias he had warned against. Liebig also noted
that Bacon exhibited an almost pathological fear of mathematics in his writings.
We will return to the tension between theory and observation in Chapter 9, when
we discuss current ideas about what makes a science. However, it is important to
keep in mind that the first natural philosophers knew the limitations of perceptual
information as the basis of knowledge. And indeed some of the very first scientific
breakthroughs were testimony to these limits. After all, didn’t the perception of a fixed
world give humans the false impression of a geocentric universe? And were the failures
to see differences in the brightness of Venus and to detect the moons around Jupiter
not the reasons why Copernicus’s heliocentric theory had been disregarded for almost
a century? And who could have thought on the basis of the visual sense that white light
was the sum of all colours of the rainbow? Human perception was both fallible and
limited. The limitations of human vision were again brought to the foreground when
the Dutch merchant and natural philosopher Antoni van Leeuwenhoek (1632–1723)
in the 1670s published his findings with the microscope: Surfaces that to the naked eye
looked uniform contained many more organisms than ever dreamed of.
Knowledge is to be discovered and not to be retrieved

from antiquity
Besides the realisation that scientific thinking should be based on experimentation,
another important element in the scientific revolution was the growing awareness that
a lot of knowledge was still to be discovered. For centuries, scholars in Europe had
lived with the conviction that mankind started with much more information than
was left at the time. This was partly due to the extraordinary Greek civilisation (a
lot of which was lost by the beginning of the Renaissance) and partly due to the
Jewish-Catholic religion, which believed that God had created Man with access to all
wisdom, but that this knowledge had been lost when Adam and Eve were chased out
of the Garden of Eden. Because of this conviction, for a long time natural philosophy
consisted of trying to reconstruct the vanished knowledge from ancient times on the
basis of the fragments that had survived.
Gradually natural philosophers started to realise that the ancient civilisations did not
know everything and that some of their knowledge was plainly wrong. Several of the
new inventions had never been described or alluded to in the past, and the geography of
the world, which became available through the new expeditions and explorations, looked

very different from the writings of the Ancient Greeks. So, a lot of novel knowledge
still had to be unearthed, just like it was possible to come across a previously unknown
continent on an expedition around the earth. As Richards (1981) noted:
Up to the scientific revolution, people held a static view of knowledge: God had infused
certain men (such as Adam or Moses) with scientific knowledge, which was passed on to
successive generations. This view accorded with the Renaissance presumption that ancient
thought embodied the highest standards of knowledge. Even Newton contended that his
Principia was a recovery of wisdom known to the ancients. After the scientific revolution,
scientist changed to a growth model: Scientific knowledge is only at its beginnings.
Some of the knowledge growth model can be found in Bacon’s New Organon, although
he still stayed very close to the traditional assumption that humans in ancient times
knew much more than people in contemporary times. So, when he criticised Plato and
Aristotle, Bacon did not point in the first place to the new knowledge generated, but
to the fact that there seemed to have been older information more reliable than Plato’s
and Aristotle’s. In his own words:
The sciences which we possess come for the most part from the Greeks. For what has
been added by Roman, Arabic, or later writers is not much nor of much importance;
and whatever it is, it is built on the foundation of Greek discoveries. . . . But the elder of
the Greek philosophers, Empedocles, Anaxagoras, Leucippus, Democritus, Parmenides,
Heraclitus, Xenophanes, Philolaus, . . . betook themselves to the inquisition of truth.
And therefore they were in my judgment more successful; only that their works were in
the course of time obscured by those slighter persons [Plato and Aristotle] who had more
which suits and pleases the capacity and tastes of the vulgar; time, like a river, bringing
down to us things which are light and puffed up, but letting weighty matters sink.
(Book I, Aphorism LXXI)
Because of the revision of the past, for a natural philosopher the truth of statements
could no longer be based on the authority of history and tradition. This meant the
end of the type of arguments used by the Italian astronomer Francesco Sizi in 1611
to question Galilei’s claim that Jupiter had moons, and so there might be more than
seven wandering stars:
There are seven windows in the head, two nostrils, two ears, two eyes and a mouth; so in
the heavens there are two favorable stars, two unpropitious, two luminaries, and Mercury
alone undecided and indifferent. From which and many other similar phenomena of nature
such as the seven metals, etc., which it were tedious to enumerate, we gather that the num-
ber of planets is necessarily seven. . . . Besides, the Jews and other ancient nations, as well as
modern Europeans, have adopted the division of the week into seven days, and have named
them from the seven planets: now if we increase the number of planets, this whole system
falls to the ground. . . . Moreover, the satellites are invisible to the naked eye and therefore
can have no influence on the earth and therefore would be useless and therefore do not exist.
(translation from Stanovich, 2010: 9)
What do you think?

Was it a coincidence that the awareness of a lot of knowledge still to be
discovered arose when scholars became freed from copying the old manuscripts
in order to preserve the information for the next generations?

Interim summary
The method of the natural philosopher:
● in particular, the writings of Francis Bacon were important in making the new method of
the natural philosopher (the predecessor of the scientist) explicit.
● Bacon’s advice comprised the following elements:
– observation and inductive reasoning are much more important in science than
acknowledged by Aristotle
– systematic observation is important to have a good understanding of the phenomena
and to come to correct axioms; it is also important to spot evidence against the
prevailing axioms and convictions
– because of the limitations of observations, they must be supplemented by
experimental histories to extract the truth from Nature (rather than passively observe
Nature); observation and understanding must constantly interact.
● Bacon’s view was able to explain quite well the developments that resulted in the
scientific revolution, but the emphasis on observation and experimental histories did
not explain the ways in which Galilei and Newton sometimes came to their conclusions.
● Another major change was that natural philosophers started to realise that not all
knowledge had been known in ancient times and that much still remained to be
discovered.
2.6 Changes in society as a result of the scientific

revolution
The impact of science on daily life
Science and prosperity
Although the practical implications of natural philosophy remained very limited in
the first 200 years after Bacon’s writings (against the initial promises), by the nine-
teenth century the new thinking started to alter everyday life, because the technological
changes (in particular, the invention of steam engine) began to affect the socioeco-
industrial revolution nomic conditions of people, a process which became known as the industrial revolution.
name to refer to the Kagan (2009) listed five positive outcomes of the impact of science on society:
socioeconomic and
cultural changes in the 1. Mechanical devices lightened the burden of manual labour and increased the pro-
nineteenth century duction of goods.
caused by the invention
of machines; involved, 2. People started to live longer on average.
among other things, the 3. Most people had better health.
replacement of the labour
of peasants and craftsmen 4. People became more literate.
by mass production in
5. They also knew more about the world.
factories and the resulting
massive relocation from Scientific advances undeniably increased the affluence of the countries involved. People
the countryside to the
towns gained access to more goods and needed less time to invest in the fulfilment of their
basic needs, so that more time became available for education. At the same time the

improvements in nutrition, hygiene and medical care made humans healthier and live
longer. Due to new communication methods (the first newspapers appeared in the
seventeenth century), people were more aware of what happened in the world.
The positive effects were to some extent offset by the negative impacts of sci-
ence. Certainly in the beginning the working conditions of the labourers were rarely
enviable (although they must be compared to the pre-industrial situation). The
technological changes also came with a serious pollution problem and there was
growing concern that the rapid production would lead to the exhaustion of natural
resources.
As science gained in standing, a scientific career also became a means of upward
social mobility. The cleverest and most dynamic elements of the lower classes could
improve their status through a scientific career. At the same time, a new type of skill
was promoted, because scientific research required strong intellectual capacities. This
put the emphasis on the individual rather than the family of origin. As Young (1994:
20) argued, society is a battleground between two great principles: selection by fam-
ily and selection by merit. Science clearly favoured the latter: individual capacities
were more important than the class one came from. Selection by personal merit also
meant prominence of short-term gains, rather than attention to long-term preserva-
tion, which is more of an issue for landlords and their families.
What do you think?

Do you agree with Young that people have been able to progress in science
irrespective of background/class, and that science has been a way of upward
social mobility?
Science and specialisation

Scientific advances led to a further differentiation of occupations people could hold.
Increasingly they also had to train for these jobs, because these involved specialised
knowledge and skills. This made society more complex and also, progressively, led
to what Schütz (1964) called the use of recipe knowledge. Individuals knew how to
operate new tools and to integrate new inventions into their life, but they had only
the faintest knowledge of their workings. When something broke, people could
no longer mend it themselves, but had to consult an ‘expert’. Knowledge became
distributed.
What do you think?

Do you make use of recipe knowledge as well? Or do you have an idea of the
precise workings of the tools around you? If you think the latter, could you be
subject to what Keil (2003) has called ‘the illusion of knowledge depth’, the
tendency people have to overestimate their explanatory understanding? Do you
know how a computer functions? And could you be more specific than saying that
you enter input and commands which are processed?

Proposals to ground society in the natural sciences

The Age of Enlightenment
The more successful science grew, the more intellectuals in the Western world began to
see it as a way not only to gather knowledge, but also to organise society. Autonomous
and scientific thinking were considered better sources of legitimacy than the authority of
Age of Enlightenment existing institutions, customs and morals. This led to the so-called Age of Enlightenment
name given to the Western in the eighteenth century, and played a role in the outbreak of the American War of
philosophy and cultural Independence (1775–1783) and the French Revolution (1789–1799); both were intended
life of the eighteenth
century, in which
to replace the ruling powers by a more reasonable government inspired by the scientific
autonomous thinking method.
and observation became One of the elements that attracted intellectuals to the natural sciences was the
advocated as the primary belief that knowledge provided by these disciplines was objective, based on a method
sources of knowledge,
rather than reliance on
in which practitioners set aside their personal passions and interests to come to the
authority best possible solution, free from political and moral values. Scientists were perceived
as reasonable people who settled their disagreements with empirical data and experi-
ments instead of persuasion and brute force. Human intellect had the power to under-
stand the world and to provide value-free solutions to social problems if it followed
the method of the natural sciences.
Positivism
The movement that promoted the social value of science the most became known as
positivism positivism. Adherents of this philosophical movement maintained that science was the
view that authentic only source of true knowledge and that the only possible objects of knowledge consisted
knowledge can only be of observable facts and scientific laws. Driven by the success of the industrial revolution,
obtained by means of the
scientific method; saw
it maintained that science and technology formed the new grand project of human life.
religion and philosophy The term positivism was introduced by the French philosopher Henri de Saint-Simon,
as inferior forms of but is associated with his disciple Auguste Comte (1798–1857), who is seen as the founder
explanation (or at least one of the founders) of sociology. In a series of publications Comte advanced
the hypothesis that civilisations pass through three progressive stages. In the first stage,
which he called the theocratic stage, gods and spirits dominate the culture. Within this
stage there was a transition from animism (present in primitive societies), to polytheism
(the belief of the ancient civilisations) to monotheism (as present in the Jewish-Catholic
religion and in Islam). The second stage was called the metaphysical stage, because at
this stage philosophical explanations predominated. Metaphysics is a branch of philoso-
phy that aims to explain the fundamental nature of the world and the (human) being.
Finally, the third stage was the positivistic stage, in which explanations were provided by
the natural sciences. A society reached maturity when scientific explanations became the
motor of progress. As was customary for this era, Comte did not call his hypothesis the
theory of three stages but the law of three stages, to convey the message that his insight
was on the same par as Newton’s laws of physics.
What do you think?

Do you agree with Comte’s assessment that scientific explanations are more
educated than religious or philosophical explanations? Is this true for all types of
questions?

Ironically (and maybe a sign of how fundamental the transition was) Comte did not
recommend a science-based society in his third stage as we would conceive it now.
Rather, science for Comte had to become a religion, in order to keep the cohesive
function religion traditionally had. So, Comte set up a new Religion of Humanity,
with its own calendar and rituals. This made it very difficult for his British follow-
ers, such as John Stuart Mill (1806–1873), to promote positivism in the Anglo-Saxon
world. The ‘real’ scientists ridiculed Comte, although some followers did establish
British churches of positivist worship (Wright, 2008). None of the positivist churches
survived long.
New claims about the status of scientific knowledge
Together with the assertion that the sciences provided the only valid knowledge, posi-
tivists also upped the virtues of the scientific method in their communication to the
wider public. In particular, they downplayed the problems of fallible perception and
wrong theorising, because these did not agree with the message that scientific infor-
mation was always true knowledge. So, the messages sent to the wider public were
the following:
1. Because science is based on observation and experimentation, and not on opinion
and authority, it is always right.
2. Scientific theories are summaries of observations and, therefore, are always correct
as well.
3. Because scientific knowledge is always true, it should be the motor of all progress
(i.e. it must decide all choices to be made).
The following excerpt from a school textbook on natural philosophy shows how these
messages were also conveyed by the self-confident rhetoric of the scientists themselves,
who looked proudly at the many achievements realised in the previous few hundreds
of years:
Why is it that the most acute mathematicians and metaphysicians the world has ever
produced for two thousand years made so little advance in knowledge, and why have
the last two centuries produced such a wonderful revolution in human affairs? It is from
the lesson first taught by Lord Bacon, that, so liable to fallacy are the operations of the
intellect, experiment must always be the great engine of human discovery, and, therefore,
of human advancement.
(Draper, 1847: v–vi)
Indeed, as science gained in power, it was the scientists who started to spread the
message that their knowledge was superior to that of non-scientists. They no longer
required the approval of positivists (who after all were ‘only’ philosophers and jour-
nalists writing about science):
What has made positivism so appealing to scientists with an interest in the past of
science is that this doctrine fits in beautifully with working scientists’ virtually inborn
prejudices regarding the achievement of their predecessors. Almost inevitably, successful
scientists tend to regard the truths they have discovered as necessary truths. In retro-
spect, the achievements of earlier generations seem self-evident, and it requires a real
effort of the mind to place ourselves in the position of those to whom ‘truth’ had not
yet become manifest.
(Cohen, 1994: 39)

The counter forces

Not everyone was happy with the rise in status and power of science. As is often the
case, the gain of one group was the loss of another. Therefore, some segments of
society had little cause to support the scientific case.
The Roman Catholic Church

As we saw above, the first institute to challenge science’s ascent was the Roman Catholic
Church. Even though Galilei was not tortured and quite likely not even threatened with
torture, the message was sent out that this could have happened. In combination with
the real torture taking place in the hands of the Inquisition, this was a powerful signal
that a commanding segment of the Roman Catholic Church had little sympathy for
the natural sciences. The Church was the most powerful organisation in Europe and it
was ready to defend its position.
The main message conveyed by the Roman Catholic Church, however, was not one
of science being heretic. Rather, clergy presented scientific knowledge as second-rank,
detracting individuals from real wisdom, and potentially dangerous if not restrained
by religious morals. Scientists, like other lay people, lacked the knowledge and the
authority to tamper with God’s creation. An important channel for the message was
the dominant position the Roman Catholic Church enjoyed in the education systems
of many countries. This is how Catholic schools publicised their teaching:
The great object studied in St. Patrick’s Schools, is to train up the children in the genuine
principles of their own holy religion; and to give them not merely worldly science; but,
as they have a God to serve, and souls to be saved, to teach them their duty as Catholic
Christians; and to instruct them in that heavenly science, which Jesus Christ himself
came down upon our earth to teach; and without which all worldly science is vain.
(Catholicon 1815: 127)
To counter the appeal of the Protestant Reformation and strengthen the Roman Cath-
olic standing in education, a new religious order was founded in 1540: the Society of
Jesus, better known as the Jesuits. The order combined a strong intellectual zeal with
a highly effective organisation, resulting in the establishment of hundreds of secondary
schools, universities and training seminaries, in which Latin, Greek, poetry, philosophy,
modern languages, arts and sciences were taught.
In several countries of Europe the strong position of the Church in education was
part of the struggle between the proponents of enlightenment and the traditionalists.
One of the consequences of the French Revolution, for instance, was the establishment
of religion-neutral state schools and universities.
The Protestant Churches

Because the new Protestant Churches still had to establish their power base, many tended
to see science as an ally rather than an adversary (although this was far from a general
approach; it is not difficult to find a strong anti-science text for every pro-science stance
written). At the same time, there was little doubt that scientific knowledge dealt with
worldly matters and, hence, was the handmaiden of the heavenly wisdom from the
Scripture and the Church Fathers. For the Protestants as well scientific knowledge was
dangerous knowledge if not guided by religion, as can be seen in the excerpts below:
Religion without science will leave the race degraded, but science without religion would
conduct it onwards to a remediless curse. As long as men shall believe in God there will

be some hope of their attaining a true appreciation of their own nature; when they shall
come to believe only in themselves, elevation will no longer be possible; expectation will
be a despair, and memory a remorse.
(Tait, 1854: 495)
. . . science without religion – reason and truth without the moral vigour and judgment
to wield them, thus creating a fertile source of evil in the fermentation of the intellectual
elements without the restraining force of religious and moral discipline – impelling the
people to employ their knowledge in crude misdirected combinations, in a restless and
morbid activity to equal those above them, whom they believe they equal in point of
intellect; – letting loose, in short, a fearful power when unregulated by moral cultiva-
tions and religious discipline.
(The Imperial Magazine 1834, Vol. IV: 284)
. . . the best processes to educate a child physically are the best to educate him intel-
lectually, and that the best to educate him physically and intellectually are the best
to educate him religiously and morally. There is no antagonism; but all attempts to
separate science and religion are ruinous. They were made to go hand in hand, the
mistress and the handmaiden. Science, without religion, would be cold-hearted infi-
delity; religion, without science, would be narrow-hearted bigotry. Every lesson in
arithmetic, and grammar, and geography should not only make our children wiser,
but better. Every lesson should point upward to man’s higher and holier destiny. All
our instruction ought to be in moral truth. When we go before our pupils, armed with
these truths, our teaching will have some effect. Nothing but the religion of Jesus Christ
is to reform the world.
(Proceedings of the First Annual Convention of the
American Normal School Association, 1859: 97)
Many Protestant Churches enjoyed good relationships with science. Ministers took
part in scientific discussions, providing scientists with moral and religious counsel.
Some were natural philosophers themselves, just like most scientists were deeply reli-
gious men. After all, didn’t Bacon, Descartes, Newton and many others propose a
‘sacred science’, a science inspired by religion and for the greater benefit of faith?
The relationship between Protestant religion and science deteriorated in the 1870s,
when scientists began to react against what they felt to be the patronising attitude
of church authorities (Garoutte, 2003). One cause of disagreement grew out of the
estimates of the Earth’s age. The general belief of the Church was that Creation had
taken place in six days some four or at most ten thousand years before the birth of
Christ. This did not agree with the geological fossil findings that became available,
and was further questioned in 1859 when Darwin published his book on evolutionary
theory (see Chapter 3).
In a short period of time several books and journals, such as the Popular Science
Monthly and Scientific American, were published which not only exalted the many
breakthroughs of science, but also raised suspicion about extent to which scientific
progress had been hindered by religion. Two particularly influential writers were John
William Draper (1811–1882) and Andrew Dickson White (1832–1918). The latter was
co-founder of Cornell University, which was established as ‘an asylum for Science’,
in contrast to the other private American universities that were religious institutions
focused on the liberal arts and religious training. In response to the criticism and
innuendo White received from religious leaders, he wrote two books: The Warfare of
Science (1876) and A History of Warfare of Science with Theology in Christendom

(1896), in which he argued that Christian religion had a long history of opposing scien-
tific progress in the interest of dogmatic theology. John William Draper is particularly
known for his book History of the Conflict Between Religion and Science (1874), in
which he above all criticised the role of the Roman Catholic Church in the suppres-
sion of science. It is becoming clear that many of our current views of an unavoidable
hostility between religion and science trace back to these publications (Ferngren, 2002;
Garoutte, 2003; Hannam, 2009; Numbers, 2009).
What do you think?

According to sociologists, groups and organisations in societies try to defend
and increase their power at the expense of others. This is done through conflict
and oppression when the group is strong enough, through alliance formation
with other groups when that is perceived as instrumental to achieve their own
goals, and through exclusion of individuals who do not belong to the group (they
are typically denounced as ‘unqualified’). Can you apply these insights to the
struggles between science and religion?
The humanities
Also outside religion there was a large segment of the population that preferred to keep
away from the scientific realm. They were people interested in literature, culture, art,
law, history and ‘real’ philosophy (as opposed to natural philosophy). These disciplines
humanities became known as the humanities, studies of the human condition on the basis of read-
academic disciplines that ing, thought and emotion. They were the continuation of the medieval and Renaissance
continued the traditional teachings, based on the study of the ancient classics, increasingly supplemented with
study of the ancient
classics, increasingly
teachings of contemporary literature and art, to reach a universal human culture:
supplemented with The term umanista was used, in fifteenth-century Italian jargon, to describe a teacher or
teachings of contemporary
literature and art
student of classical literature and the arts associated with it, including that of rhetoric.
The English equivalent ‘humanist’ makes its appearance in the late sixteenth century
with a very similar meaning. Only in the nineteenth century, however, and probably
for the first time in Germany in 1809, is the attribute transformed into a substantive:
humanism, standing for devotion to the literatures of ancient Greece and Rome, and
the humane values that may be derived from them.
(Mann, 1996: 1–2)
An important text within the humanistic movement was the book Reflections on the
Revolution in France, which the Irish-British politician Edmund Burke (1729–1797)
wrote in 1790. After having supported the American War of Independence because it
restored the rights of the people against a tyrannical king, he initially felt sympathetic
to the French Revolution as well, until he saw the scale of the upheaval and the extent
to which the ruling classes suffered from the fight against traditional institutes and
values. Burke argued that societies had grown spontaneously and that the prevalent
customs and beliefs were the time-honoured outcome of this organic process and
formed a bond between the living, the dead, and those who are yet to be born. A dras-
tic breach with traditions tore apart the existing social tissue, made people unsettled,
and was a jump into the unknown, even when based on scientific knowledge. It was
an illusion to think that human social life could be built on reason alone.

What do you think?

Does Burke have a point when he claims that society contains an implicit wisdom
as a result of its century-long growth and evolution, and that we risk destroying
this if we try to change the existing customs too often and too drastically on the
basis of the newest insights?
Does your opinion change if you are told that Burke is generally considered the
philosophical founder of modern conservatism? If so, why? If not, why not?
Romanticism
Romantic movement Leahey (2004: 188–9) also included the Romantic movement as a main force against
movement in the late science. He believed that, although we tend to think of romanticism as an artistic
1700s to early 1800s movement, it was so much more than this. It was an integral part of the protests of
that reacted against
the mechanistic world the Counter-Enlightenment against the Cartesian–Newtonian world view. He wrote
view and the emphasis about how the romantics considered Cartesian claims for the dominance of reason as
on reason preached by conceited, and counteracted them with praises of strong feeling and intuition. The
Enlightenment; it saw the romantics believed deeply that there was much more in the universe than just atoms
universe as a changing
organism and stressed and matter and that, by releasing feeling, passion and intuition the human race could
everything that deviated arrive at a place beyond the material. In direct contrast to the bland and mechanical
from rationalism: the view of the mind put forward by many philosophers, the romantics considered the
individual, the irrational,
mind as spontaneous and free.
the imaginative, the
emotional, the natural and Although it is true that the Romantics in many aspects were closer to the human-
the transcendental ists than to the natural philosophers, historical research in the last decade has made
clear that the attitudes of the Romantics to science were much more ambivalent than
thought by Leahey. Indeed, some of the strongest claims about the anti-science stand-
ing of the Romantic movement have turned out to be myths rather than facts, as shown
in the myth-busting box below.
MYTH Just how anti-science were the Romantics?

BUSTING
Romanticism took place in the late eighteenth and early nineteenth centu-
ries. According to the Encyclopaedia Britannica it emphasised the individual,
the subjective, the irrational, the imaginative, the personal, the spontaneous,
the emotional, the visionary, the natural and the transcendental. It started in
Germany when a group of young academics and artists distanced themselves
from the emphasis on reason and mechanical order that characterised Enlight-
enment. According to Berlin (1999), Romanticism originated out of envy of the
French intellectual triumph at a moment when the German-speaking estates
and kingdoms experienced a low. Whereas the Enlightenment claimed that all
questions were knowable and answerable in a coherent way by reason and sci-
ence, the Romantics held that there were no eternal truths, eternal institutions
or eternal values, suitable for everyone and everywhere. Values and customs were

context-dependent and often inherently in conflict with each other. The uni-
verse was constantly changing like a living organism and, therefore, could not
be understood as a machine that operated according to fixed, eternal principles.
The Romantic movement spread from Germany to the rest of the (Western)
world.
The following are some of the examples given to illustrate how diametrically
opposed romanticism was to science.
1. The Swiss Romanticist Jean-Jacques Rousseau (1712–1778) praised the
‘noble savage’, the pure human who lived close to Nature and had not yet
become corrupted by civilisation. He honoured primitive people as natural,
whereas he saw ‘civilised’ people as turned away from nature by education,
social custom and opinion.
2. The British Romantic poet John Keats (1795–1821) declared that Newton
had destroyed all the poetry of the rainbow by reducing it to a prism.3
3. The British Romantic novelist Mary Shelley (1797–1851) published a book
in 1818, Frankenstein, in which she warned against the dangers of mad and
evil scientists who followed their obsessions and created monsters.
However, historical research has revealed that none of the above examples is
reliable. For a start, there are no writings of Rousseau in which he claimed
that primitive tribes had a better life than Westerners (Ellingson, 2001). The
most likely origin of the noble savage story is a speech the Scottish physician
and orientalist John Crawfurd gave in 1859 before the Ethnological Society
of London, in which he ridiculed ‘Rousseau’s’ views of primitive people, as
part of an attempt to convince the Society that indigenous people were a
different species from white people (and, hence, could be exploited without
moral scruples).
Keats’ ‘declaration’ was made during a rowdy and alcohol-fuelled dinner to
celebrate the first stage of an enormous work by the British painter Benjamin
Haydon (Holmes, 2008). In a chat about the powers of Reason vs. Imagination,
the poet Charles Lamb mocked Newton, describing him as ‘a fellow who believed
nothing unless it was as clear as the three sides of a triangle’. Keats joined in with
his phrase about Newton and the rainbow, which was noted down by Haydon
and which would be used later as a piece of evidence for the strong anti-science
stance of the Romantic movement.
Mary Shelley’s book Frankenstein was quite different from the image most
people have of it (Holmes, 2008), as can easily be verified by everyone who makes
the effort to read it. Although the book indeed dealt with the creation of a new
person by a man of science, both the scientist, Victor Frankenstein, and his crea-
ture were represented as emotion-rich human beings. For instance, a large part
of the book described the solitude the creature experienced as a result of his
ugliness and which eventually drove him to murder. The book was no great suc-
cess, until it was adapted for the stage in the 1820s. These adaptations gradually
shifted to the caricature image of scientists as depicted by some church authori-
ties and humanists. Victor Frankenstein became a mad and evil scientist, work-
ing in a demoniac laboratory with a comic German assistant, and his creature
became a dumb monster, without the intellectual and emotional competences

he had in the book. Because Mary Shelley needed the money, she did not object
to these changes, which made the stage play (and later the film adaptations) a
great success.
So, the supposedly strong antithesis between Romanticism and science seems
to be based on thin grounds. As a matter of fact, there is good evidence for close
contacts between the main proponents of the Romantic movement and natural
philosophers. Romanticists were interested in the new scientific findings and
often fascinated by them. Similarly, some natural philosophers felt quite at ease
with the romantic view of the universe as a living and changing organism rather
than a stable machine. At the end of the eighteenth century, for instance, the
views of the cosmos started to change. Whereas before the heavens had been
seen as static, it became clear that major changes were taking place. Sometimes
new stars lit up and disappeared after some time. Also, in 1789 the German-
British astronomer Frederick William Herschel (1738–1822) published a treatise
in which he described the dynamic nature of the nebulae he observed through his
telescope. All these observations were more in line with the Romantic idea of an
organic universe than with Descartes’ mechanical picture. The romantic idea of
the universe would also strike a chord with Darwin’s views about evolution and
would be one of the reasons why his theory found rapid approval in Germany
(Richards, 2002).
All in all, it looks like the interactions between the Romantics and the men
of science in the eighteenth and nineteenth century were much richer and more
ambivalent than fits into the description of a simple dichotomy between cultural
movements for or against science.
The two cultures

There is evidence that the divide between science on the one hand and religion/human-
ities on the other hand increased in the first half of the twentieth century. For instance,
in 1959 the British physicist, novelist and administrator Charles P. Snow (1905–1980)
gave a talk at the Senate House in Cambridge that would touch a nerve in British
society, given the many comments it elicited. (To get an idea of this, type the words
two cultures Snow into your internet search engine.)
In his talk, Snow bemoaned the gulf that had grown between the scientists and the
humanists (or literary intellectuals as he called them). According to Snow, by the mid-
dle of the twentieth century the groups had grown apart to such an extent that they
barely communicated with each other. He called them ‘The Two Cultures’ and, as both
a writer and a scientist, he keenly felt the rift between them as he moved between the
two groups. Although the two sides were comparable in terms of intelligence, race,
social origin and financial situation, they remained entirely separate.
Snow went further and began to view the separation of the two camps as a reflec-
tion of a split in Western society as a whole, with the literary intellectuals on one side
and the scientists on the other, and between them a gulf of what he called ‘mutual
incomprehension’ and even ‘hostility and dislike’ (Snow 1959/1998). Snow saw the
divide as a loss for society, because in his view both cultures had a lot to learn from
each other. He appealed for more communication and cross-fertilisation, for instance,
by including both sides in the school curriculum.

What do you think?

Does the gulf between the two cultures as identified by Snow in 1959 still exist?
Or is this gap now bridged? Are sciences and humanities treated equally in
current society? And where do psychology and the other behavioural sciences
stand?
Interim summary
● Science has induced many changes in society, such as:
– people became more prosperous and knowledgeable
– a scientific career became a new means of upward social mobility
– life and knowledge became more differentiated and specialised.
● The reactions to the scientific revolution can roughly be divided into positive and
negative ones:
Positive reactions
– reason and science should be the basis of social order (the Age of Enlightenment)
– science is the motor of progress and true knowledge (positivism)
– scientific knowledge is always true knowledge and should guide the decisions made.
Negative reactions
– Roman Catholic Church: scientific knowledge is second-rank and dangerous if not
guided by religious morals
– Protestant Churches: many saw no inherent contradiction between science and
religion, but science still had to be guided by religion (led to attacks by positivists
around 1870)
– humanities: the traditional world order and education have proven their use; it is
dangerous to overhaul it all with rationality and science
– romanticists: the mechanistic world view relied on by scientists is wrong; the universe
is a living, changing organism.
● The two cultures:
– Snow regretted the gulf that existed between scientists and humanists (whom he
called literary intellectuals) in the 1950s.
2.7 Focus on: How revolutionary was the scientific

revolution?
In the previous sections we described how scientific thinking emerged in Western
society and how it profoundly changed human life (in the next chapters we will see
how it resulted in the formation of psychology as a new branch of learning based on
scientific principles). Interestingly, the scientific advances escaped the attention of
nearly all historians up to the first half of the twentieth century. The only histories

2.7 Focus on: How revolutionary was the scientific revolution? 83
of science that were written came from scientists and looked more like catalogues of
achievements rather than thoughtful reviews of what had made scientific developments
possible and what implications they had on peoples’ lives.
In hindsight, one can discern three factors that hindered historians’ awareness of
the impact of science on society:
1. Historians were part of the humanist culture and did not feel much affinity with
science.
2. To historians the accumulation of scientific knowledge seemed like a slow, steady pro-
cess, spanning over three or even four millennia, without interesting twists and turns.
3. Many historians questioned whether there was such a thing as scientific ‘progress’.
Does history deal with ‘progress’? And, if so, to what end? Are the developments
in science steps forward or just steps without direction?
Indeed, the first historians of science had a hard time convincing both historians
and scientists that studying the history of science was a worthwhile enterprise. They
seemed to fall into the void between the two cultures described by Snow. The Belgian-
American chemist and historian George Sarton (1884–1956) was one of the first to
argue for a history of science. In Sarton (1937, 38–40) he talked of the invisibility of
the scientist, working for the most part out of the limelight and behind the scenes,
ignored by everyone from politicians to royals and the church. As Sarton pointed out, it
was rare to see a scientist emerge from this relative anonymity and receive public praise
for their achievements. This was different from soldiers marching to war, blowing the
trumpets. To make his point, Sarton contrasted two key events in the year 1686: the
publication of Newton’s Principia and the constitution of the League of Augsburg.4
Whilst there was a wide discussion of the latter, conversations about the former were
kept amongst a relatively small group, despite the fact that it utterly changed our con-
ception of the world and even the world itself.
Things started to improve for the science historians in the second half of the twen-
tieth century, partly as a result of the efforts of people like Sarton (he was co-founder
of the History of Science Society) and partly as a result of the huge expansion of aca-
demic activity and productivity. Another factor that gave the subject a boost was the
introduction of the notion scientific revolution to refer to the events of the seventeenth
century. This concept was launched by the French-Russian philosopher Alexandre
Koyré (1892–1964) in 1939.
The idea of a revolution was much more attractive than the previous image of
slow, protracted progress. It suggested conflict (one of the historians’ specialities), fast
developments, and a limited time period. As a result, the seventeenth century became
one of the most studied centuries in human history.
Gradually, however, awareness grew that the concept of ‘revolution’ was far from
neutral and tended to bias people’s perception, because it suggested a radical breach
with the time before. This was not entirely in line with the outcome of more refined
archive research. To illustrate, have a look at the following excerpts and try to decide
on the most likely author on the basis of what we have seen in this chapter.
1. Therefore, the earth cannot be in the centre . . . and just as the earth is not at the
centre of the universe, so the sphere of the fixed stars is not its outer border.
2. If Aristotle had been a god then we must think that he never made a mistake. As he
is a man, he has certainly made mistakes just like the rest of us.

3. When someone many times sees

the eating of scammony accom-
panied by the discharge of red bile
and he does not see that scammony
attracts and draws out red bile,
then from the frequent perception
of these two visible things [he/
she] begins to form a notion of the
third, invisible element, that is that
scammony is the cause that draws
out red bile.
4. If you let fall from the same height
two weights, one of which is many
times heavier than the other, you
will see that the relative times
required for their drop does not Scammony
depend on their relative weights . . . Source: Puthuchon Buddawung/123RF.
5. In the celestial motions, there is no opposing resistance. Therefore, when God, at
the creation, moved each sphere of the heavens with just the velocity he wished,
He then ceased to move them Himself and since then those motions have lasted
forever due to impetus impressed on the spheres.
Actually, our request to find the most likely seventeenth-century author was a bit
of a red herring, because none of these texts were written by these scholars. So, the
author of (1) is not Copernicus or Galilei, but Nicholas of Cusa, a cardinal who
lived from 1400 to 1464. Similarly, the author of (2) was not Descartes but Albert the
Great, who lived in the thirteenth century (c. 1200–1280). The author of (3) is not
Francis Bacon doing a clarifying experiment, but Grosseteste, an English statesman
and bishop who lived from c. 1175 till 1253, giving advice on how to obtain knowl-
edge. The author of (4) is not Galilei on the tower of Pisa, but John Philoponus who
lived in the sixth century (c. 490–570). Finally, Newton did not write (5), although
he could have done so, but John Buridan who lived in the fourteenth century
(c. 1300–c. 1360).
Hannam (2009) used the examples above to illustrate that the knowledge which
took centre stage in the seventeenth century was not all brand-new and completely
out of the blue (see also Gauch, 2003: 40–72). There had been similar thoughts
before, but these had never been put into a coherent framework or reached the
critical power to force a breakthrough in human thinking as happened in the
seventeenth century. They were, however, recycled by the proponents of the scien-
tific revolution to build their case. As such, they illustrate that although the notion
of scientific revolution is exciting and attention-grabbing (which is why we used
it in the title of this chapter), it tends to obscure the continuity in thinking that
seems to have been present in human history. This, of course, again raises the
question to what extent the emergence of scientific thinking was an unavoidable
consequence of human intellect, or whether some extraordinary coincidence took
place in the seventeenth century without which our world would have looked very
different.

References 85
Interim summary
● Part of the reason why the notion of scientific revolution has gained currency is that it
made the history of science more attractive.
● Although many aspects of seventeenth-century thought were innovative and ground-
breaking, there has been more continuity in human thought than suggested by the word
‘revolution’.
As in Chapter 1, a lot of extra information on the historical Descartes and its Place in his Times (London: Pocket
events can readily be found in online encyclopaedias (e.g. Books); and Gleick, J. (2003) Isaac Newton (London:
www.wikipedia.org). The full texts of many of the (old) Harper Perennial).
books described here also are available on the internet (e.g.
through books.google.com). Below are listed the other
Reactions to the rise of science
texts we used to write the present chapter.
The books referred to in the chapter are all worth reading.
For the reaction of the churches, both Ferngren (2002) and
The scientific revolution
Numbers (2009) are good. For the relationship between
The impact of Copernicus and Galilei on the development
science and romanticism, a good start is Holmes (2008),
of science is well described in Chalmers (1999), to be found
although it does not go beyond the British situation. For
in the References list. Other interesting books are Cohen
the German context, see Richards (2002).
(1994, 2010) and Shapin (1996). Also know that Bacon’s
New Organon is freely available on the internet and is well
worth reading! History of the humanities
Very readable introductions about the lives, works and Bod, R. (2013) A New History of the Humanities: The
times of Galilei, Descartes and Newton are, respectively: Search for Principles and Patterns from Antiquity to the
Sobel, D. (1999) Galileo’s Daughter (London: Fourth Present (Oxford University Press) published a much needed
Estate); Grayling, A.C. (2005) Descartes: The Life of René history of the humanities.
References
Berlin, I. (1999) The Roots of Romanticism (ed. H. Hardy). Cohen, H.F. (2010) How Modern Science Came into the
London: Pimlico. World: Four Civilizations, One 17th-century Break-
Catholicon, or the Christian Philosopher (1815) Roman through. Amsterdam: Amsterdam University Press.
Catholic Magazine, 4 (at books.google.co.uk/ Cubberley, E.P. (1920) The History of Education.
books?ei=8zRjT_ipHOWa0QWH0uWKCA&id=yC4E Cambridge, MA: Riverside Press.
AAAAQAAJ). Dawkins, R. (1998) Unweaving the Rainbow: Science,
Chalmers, A.F. (1999) What is This Thing Called Science? Delusion, and the Appetite for Wonder. Boston:
(3rd Edition). Maidenhead: Open University Press. Houghton Mifflin.
Cohen, H.F. (1994) The Scientific Revolution: A Histo- Draper, J.W. (1847) A Textbook on Natural Philosophy for
riographical Inquiry. Chicago: University of Chicago the use of Schools and Colleges. New York: Harper &
Press. Brothers.

Ellingson, T. (2001) The Myth of the Noble Savage. Berke- Proceedings of the First Annual Convention of the Ameri-
ley: University of California Press. can Normal School Association (1859). At http://books.
Fancher, R.E. (1996) Pioneers of Psychology (3rd Edition). google.co.uk/books?id=PxBAAAAIAAJ&printsec=fro
New York: Norton. ntcover#v=onepage&q&f=false.
Ferngren, G.B. (2002) Science & Religion: A Historical Richards, R.J. (1981) ‘Natural selection and other models
Introduction. Baltimore, MD: The Johns Hopkins Uni- in the historiography of science’. In M.B. Brewer & B.E.
versity Press. Collins (Eds.) Scientific Inquiry and the Social Sciences
Gardner, H. (1987) The Mind’s New Science: A History (pp. 37–76). San Francisco: Jossey-Bass Publishers.
of the Cognitive Revolution. New York: Basic Books. Richards, R.J. (2002) The Romantic Conception of Life:
Garroutte, E.M. (2003) ‘The positivist attack on Baconian Science and Philosophy in the Age of Goethe. Chicago:
science and religious knowledge in the 1870s’. In University of Chicago Press.
C. Smith (ed.), The Secular Revolution: Power, Interests, Sarton, G. (1937) The History of Science and the New
and Conflict in the Secularization of American Public Life Humanism. Cambridge, MA: Harvard University Press.
(pp. 197–215). Berkeley: University of California Press. Schütz, A. (1964) ‘The well-informed citizen’. In Collected
Gauch, H.G. (2003) Scientific Method in Practice. papers. Vol. II. Studies in social theory (ed. A. Broderson).
Cambridge: Cambridge University Press. The Hague: Martinus Nijhoff.
Hannam, J. (2009) God’s Philosophers: How the Medieval Shapin, S. (1996) The Scientific Revolution. Chicago: Uni-
World Laid the Foundations of Modern Science. versity of Chicago Press.
London: Icon Books. Snow, C.P. (1959/1998) The Two Cultures. Cambridge:
Holland, T. (2008) Millennium. London: Little, Brown. Cambridge University Press.
Holmes, R. (2008) The Age of Wonder: How the Roman- Stanovich, K.E. (2010) How to Think Straight about Psy-
tic Generation Discovered the Beauty and Terror of Sci- chology. (9th edn). Harlow, UK: Pearson.
ence. London: Harper Press. Tait, W. (1854) Tait’s Edinburgh Magazine. Edinburgh:
Kagan, J. (2009) The Three Cultures: Natural Sciences, Sutherland & Knox.
Social Sciences, and the Humanities in the 21st Century. Taleb, N.N. (2007) The Black Swan: The Impact of the
Cambridge, MA: Cambridge University Press. Highly Improbable. New York: Random House.
Keil, F.C. (2003) ‘Folkscience: Coarse interpretations of a Weber, M. (1904/1905) ‘Die protestantische Ethik und der
complex reality’, Trends in Cognitive Sciences, 7: 368–73. Geist des Kapitalismus’ (translated in 1905 as ‘The Prot-
Leahey, T.H. (2004) A History of Psychology. Upper Sad- estant ethic and the spirit of capitalism’). Archiv für Soz-
dle River, NJ: Pearson/Prentice Hall. ialwissenschraft und Sozialpolitik, 20: 1–54; 21: 1–110.
Mann, N. (1996) ‘The origins of humanism’. In J. Kraye Whewell, W. (1837) History of Inductive Sciences. London:
(ed.) The Cambridge Companion to Renaissance Parker & Strand.
Humanism (pp. 1–19). Cambridge: Cambridge Univer- Wright, T.R. (2008) The Religion of Humanity: The Impact
sity Press. of Comtean Positivism on Victorian Britain. Cambridge:
Numbers, R.L. (2009) Galileo Goes to Jail and Other Cambridge University Press.
Myths about Science and Religion. Cambridge, MA: Young, M. (1994) The Rise of the Meritocracy. London:
Harvard University Press. Transaction Publishers.
Notes
1. The switch from the Julian to the Gregorian calendar was called Galileo in Anglo-Saxon writings. We deliber-
a protracted process, starting in Continental Europe. In ately depart from this tradition, just like we do not use
the British Empire the change only happened in 1752, expressions such as ‘Isaac’s laws of physics’ or ‘Fran-
when 11 days were dropped from the month of September. cis’s New Organon’.
In the Eastern Orthodox church the Julian calendar is still 3. A saying that 200 years later would inspire the sci-
in use, and 14 January is a religious holiday in countries ence writer Richard Dawkins to title one of his books
that observe this religion because it marks the New Year. Unweaving the Rainbow (Dawkins 1998).
2. Possibly because of the similarity between his first 4. This was a European-wide coalition against the French
name and his surname, Galileo Galilei is usually King, Louis XIV.

3 Eighteenth- and nineteenth-century
precursors to a scientific psychology
3.1 Individualisation in Western society

3.2 Philosophical studies of the mind
Empiricism instead of rationalism
Epistemology in troubled waters: idealism
Rational and empirical psychology
3.3 Textbooks of psychology
3.4 Scientific studies of ‘psychological’ functions
Human perception
The speed of signal transmission in the nervous system and mental chronometry
3.5 Evolutionary theory
Darwin’s theory
Common misunderstandings of evolutionary theory
An example of Darwin’s influence: Galton
3.6 The contribution of statistics
Psychological research requires the analysis of many observations to detect the
underlying patterns
3.7 Focus on: The status of medicine in the eighteenth and nineteenth centuries

88 Chapter 3 Eighteenth- and nineteenth-century precursors to a scientific psychology

● Which factors made people more aware of their own individuality?
● What were the main developments in philosophical thinking in the eighteenth and nineteenth
centuries?
● When did philosophers start to use the word ‘psychology’?
● How strong was Aristotle’s influence on the first views about psychology?
● Why was Kant an important figure in the early years of psychology?
● When did Darwin propose his evolutionary theory, and which aspects of the context help to
explain the formulation of his theory?

● To what extent was the rise of scientific thinking a cause or an effect of the increasing
individualisation of Western society?
● Why did psychology become the fourth part of metaphysics?
● Why did the first authors make a distinction between rational and empirical psychology?
● Why were authors like Kant and Comte convinced that the study of the human mind could not be
a science? What alternatives did they propose?
● What are the differences between rationalism, empiricism and idealism? Why did empiricism
lead to idealism?
● What contribution did problems in the other sciences have to the emergence of psychology as
the scientific study of the human mind?
● Was Comte’s positivism a good thing for psychology?
● How did Darwin’s evolutionary theory influence psychology?
● In what respects did mathematical thinking and discoveries in the eighteenth to nineteenth
centuries affect psychology?
Introduction
Psychology . . . is the fourth part of metaphysics, and consists in the knowledge

of the soul in general, and of the soul of man in particular; concerning which,
the most profound, the most subtle and abstract researches have been made,
that the human reason is capable of producing; and concerning the substance
of which, in spite of all these efforts, it is yet extremely difficult to assert
any thing that is rational, and still less any thing that is positive and well
supported.
(Encyclopaedia Britannica 1773, Vol. III: 175)

3.1 Individualisation in Western society 89
What do you think?

In the present and the coming chapters we will discuss how psychology came
about and what people at various times thought of it. It may be good for you at
this moment to take stock of your own notions and beliefs. What is psychology to
you? How would you define it to your friends? Are your views influenced by the
way in which psychology has been defined in your first lectures? Or where does
your definition come from? Do you think people have always defined psychology
as you do now? Why so, or why not?
The first documented record of the term psychology is by the Croatian poet
Marko Marulié (1450–1524) around 1500. The original document has been lost,
but it is referred to in a list of Marulié’s treatises made at the time. One of these
treatises was entitled Psichiologia de Ratione Animae Humanae (Krstić, 1964). The
next printed record of the word was in a book published in 1590 by the German
scholar Rudolf Göcke (1547–1628): ψυχολογια1 hoc est de hominis perfectione,
anima, ortu, four years later followed by the book Psychologia Anthropologica by
the German philosopher Otto Casmann (1562–1607). The first book in English
with psychology in the title was published by a British chaplain, John Broughton, in
1703: Psychologia: or, an Account of the Nature of the Rational Soul. Like the pre-
vious books, it failed to have much impact. It was summarised as ‘a Discourse upon
nothing’ by a reader (letter from Anthony Collins to John Locke on 30 June 1703).
We report these uses of the word psychology to illustrate that the word is consider-
ably older than the date usually quoted as the birth of psychology (1879; see Chapter 4).
As a matter of fact, by the 1750s psychology had become quite a common word in book
titles and course names. We start this chapter by looking at the changes in Western soci-
ety that made people more aware of their individuality. Next, we look at the changes
in philosophy that made philosophers study the human mind, and we review the first
experimental histories concerning mental functioning. We end by discussing how evo-
lutionary theory and statistics contributed to the emergence of psychology as a distinct
topic of scientific investigation.
3.1 Individualisation in Western society
A characteristic of current Western society is that people derive their self-image and self-
esteem from their own qualities and accomplishments rather than from the position of
their family in society. They are more likely to agree with statements like, ‘If a social group
hinders my development, it is better to leave the group’ and ‘I want to be judged on the basis
of my own achievements’ than with statements like, ‘Children must stay with their parents
until they are married’ and ‘I respect the decisions taken by my family’. Historians believe
individualisation that this process of individualisation started sometime around the end of the Middle Ages
trend in a society towards and is still growing. The following factors have been mentioned as contributors.
looser social relations
and a greater focus by Increased complexity of society
individuals on themselves
than on the groups they Richards (2002: 150) conjectured that individualisation has been a consequence of increas-
belong to ing diversity in occupations and complexity of social relations. As long as people stayed
in the region and class they were born into, they were content to describe themselves in

terms of age, gender, appearance and occupation. At most, Hippocrates’ four personality
temperaments (phlegmatic, choleric, melancholic and sanguine) were needed for further
description of someone’s character. However, increased urbanisation and industrialisation
put people into more complex and competitive social networks, in which everyone strug-
gled to maintain a sense of dignity and meaning. As the number of occupations and trades
grew, people felt a greater need to position themselves relative to others.
A consequence of the increasing complexity was the emergence of surnames. Surnames
hardly existed prior to 1200 CE (Blount, 2015). They emerged over the next few centuries.
Prior to the appearance of surnames, individuals had a given, identity name, mostly of
religious origin. If further individuation was needed, descriptive names or nicknames could
be applied (e.g. Big John). Place of residence or origin could be used, such as Mary of
Dover or Elizabeth of Brighton. The names of famous and powerful individuals especially
reflected individual traits or origins, as Richard the Lionhearted, William the Conqueror,
or Katherine of Aragon. Yet another possibility was occupation, such as Thomas the Baker.
Increased control by the state
Another hypothesis about the origin of growing individualisation was put forward by
Foucault (1976). According to Foucault, individualisation was a consequence of increased
control by the state, the fact that society gathered and stored more and more information
about its individuals, which was reported back to the citizens. This information gathering
gave people the feeling of standing out of the crowd. For instance, Blount (2015) argued that
one reason for the introduction of surnames in the UK were poll taxes. When individuals
needed to pay taxes, a method of distinguishing them for record-keeping became necessary.
Individuality promoted by Christianity
Siedentop (2014) ventured that another reason for increased individualism in West-
ern society was the Christian religion. This religion puts an emphasis on the solitary
individual, because each person’s private state of faith and relation to God is the
essence of piety. It also questioned to some extent the existing social hierarchy (rulers
vs. slaves) based on birth. The Christian view can be contrasted to Confucianism, the
Chinese guide of conduct, according to which each person’s collection of social roles
and associated obligations to others forms the core of the self.
Pickren and Rutherford (2010) reasoned along the same lines and noted that the
Protestant religion made people focus even more on their interior life by the use of
devotional aids such as conduct books and diaries documenting the individual’s behav-
iour. These aids enhanced the importance of self-control and also increased the need
for education (to make sure people could read and write).
Mirrors, books and letters
Attention to individuals was further increased by some new inventions. For instance,
the sixteenth century saw the introduction of mirrors of decent quality, with Venice
as an important production centre. Needless to say, the presence of a mirror in the
house made people more aware of themselves and the impression they made on others.
Printing further enhanced the interest and fascination for others. The period
1700–1900 saw the birth of the novel, in which characters were depicted with increasing
depth, ruminating about their existence and their relations to others. Before, adven-
tures were the centre of the stories and the protagonists were not much more than
stylised figures responding in uniform and predictable ways. Only the classic Greek
tragedies deviated to some extent from this pattern. Novels from the eighteenth and
nineteenth centuries that have stood the test of time are Daniel Defoe’s Robinson
Crusoe (1719), Johann Wolfgang von Goethe’s Die Leiden des Jungen Werther (1774),

Jane Austen’s Pride and Prejudice (1813), Honoré de Balzac’s Comédie Humaine
(1842), Emily Brontë’s Wuthering Heights (1847) and Gustave Flaubert’s Madame
Bovary (1856). Already by the seventeenth century Shakespeare’s (1564–1616) plays
had a considerable degree of personal depth.
Finally, as literacy increased and postal services improved, letter writing became
more common and was no longer limited to formal messages. So-called ‘familiar
letters’ became a way to explore, express and share intimate experiences.
What do you think?

Is individualisation a process that is still going on? Has society changed in the past
30–50 years? Do you feel you attach more importance to individual development
and worth than your parents and grandparents did? If you think society is still
changing on this front, what factors are driving the current change? Do you think
individualisation is a positive development? Are there drawbacks?
Interim summary
Since the end of the Middle Ages there has been increasing individualisation in society.
Factors hypothesised to play a role include:
● Increased complexity of society
● Increased control by the state
● Individuality promoted by Christianity
● The increased availability of mirrors, books and letters
3.2 Philosophical studies of the mind
Descartes was the first Western philosopher after the Ancient Greeks to value new and
independent thinking (the other philosophers had too much respect for Plato, Aristotle
and the teachings of the Church). However, he was by no means the last. The seven-
teenth century saw a great revival of philosophical thinking. This thinking focused on
epistemology the nature of knowledge (epistemology) and on the human mind (psychology), rather
branch of philosophy than on the universe, as had been the case for Plato and Aristotle.
concerned with the nature
of knowledge
Empiricism instead of rationalism
The traditional rationalist view
rationalism As we saw in Chapters 1 and 2, the traditional view of understanding in philosophy
view according to which was based on rationalism: Knowledge came from inside. Plato argued that by focusing
knowledge is obtained on their own thoughts and reason, humans could get in touch with the realm of the
by means of reasoning;
never-changing Forms. Although Aristotle did not believe in the existence of ideal
usually through deductive
reasoning on the basis of Forms, he too considered reason and deduction as the pillars of theoretical knowl-
innate knowledge edge, a conviction embraced by the Catholic Church and nearly all philosophers up

to and including Descartes. True knowledge was derived from reason, in order to
come to an absolute description of the world, uncontaminated by the observer’s fal-
lible experience.
Empiricism
As natural philosophers developed the scientific method, observation and inductive
reasoning gained importance (see Chapter 2). The ‘men of science’ pointed to the
ambivalent attitude of Aristotle towards observation as a source of knowledge, just
like the Arab philosophers Ibn Sina (c. 980–1037) and Ibn Tufail (c. 1105–1185) had
done before them.
After all, Aristotle was the first to publish treatises entirely based on careful obser-
vation, and in De Anima he wrote the following passage (Book III, Part 4):
. . . mind is in a sense potentially whatever is thinkable, though actually it is nothing
until it has thought [. . .] What it thinks must be in it just as characters may be said to
be on a writing tablet on which as yet nothing actually stands written: this is exactly
what happens with mind.2
More important than Aristotle’s ‘blessing’ was the success of the Baconian sciences.
Particularly in Great Britain, there grew strong opposition to the rationalist approach
of knowledge acquisition. This influenced in particular the philosopher and politician
John Locke (1632–1704). In 1689 he published a treatise, An Essay Concerning Human
empiricism Understanding, which is generally considered as the start of empiricism. Empiricism is the
view according to which conviction that there is no innate knowledge to start from and that all knowledge arises from
knowledge is obtained sensory experience and induction. The human mind at birth is a blank slate (a tabula rasa) on
by means of perceptual
experiences; usually
which experiences leave their marks and make associations with the marks already present.
involves the idea of The following quote from Sir William Lawrence (1783–1867), a British professor of
associations between anatomy and surgery, cogently illustrates the empiricist point of view:
ideas to combine the
individual perceptions; Examine the mind, the grand prerogative of man. Where is the mind of the foetus?
also emphasis on inductive Where that of a child just born? Do we not see it actually built up before our eyes by the
reasoning actions of the five external senses, and of the gradually developed internal faculties? Do
we not trace it advancing by a slow progress from infancy and childhood, to the perfect
expansion of its faculties in the adult?
(Lawrence, 1817: 6)
It is no coincidence that Locke’s treatise concerning human understanding appeared
two years after the publication of Newton’s Principia Mathematica, which hugely
impressed Locke (he was a Fellow of the Royal Society, where he met the British natural
philosophers and heard their talks).
Interim summary
Rationalism
● Existence of innate knowledge (nativism)
● Reason is the source of knowledge
● Main research method: deductive reasoning
● Main applications: logic, mathematics
● Main proponents: Plato, Descartes, Leibniz

Empiricism
● No innate knowledge (blank slate)
● Perception is the source of knowledge
● Main research methods: observation, experimentation, inductive reasoning
● Main applications: natural sciences
● Main proponents: natural philosophers, Locke, Berkeley, Hume
Epistemology in troubled waters: idealism

Although John Locke is generally considered to be the father of empiricism, his
writings were actually rather cautious. Just like Francis Bacon, he was aware of the
limits of perception and inductive logic and, despite the image of a blank slate, he
did not really promote the idea of a human mind without any innate potential. For
example, he took it for granted that humans could distinguish black from white.
He also thought that language was an innate human ability, just like the tendencies to
seek happiness and avoid pain. For Locke, the mind was not just a vacant room to be
filled by experience; instead, it was a complicated, information-processing mechanism
able to convert experience into coordinated human knowledge.
Berkeley and Hume

It didn’t take long before other philosophers took up Locke’s idea of the mind as a blank
slate and showed that it could lead to far-reaching, counterintuitive conclusions. In 1709
the 24-year-old Irish student George Berkeley (1685–1753) published a booklet in which
he argued that if the contents of the soul entirely consist of impressions acquired through
observation, then we have no guarantee, except for God,3 that the contents of the soul
are a faithful rendition of the world. Even worse, we have no guarantee that there exists
something like an outside world. The contents of our mind could be fully self-generated.
idealism For instance, our eyes do not perceive depth (the retinas are flat and respond in the same
view within philosophy way to light coming from objects far away as to light coming from nearby objects). Any
that human knowledge is impression of depth we have is constructed by our brain and although we assume this to
a construction of the mind
be a faithful reconstruction of the outside world, there is no such guarantee. In other
and does not necessarily
correspond to an outside words, the method of observation promoted by the men of science did not necessarily
world; the truth of lead to a true understanding of the world. It could equally well result in one grand illusion.
knowledge depends on the Berkeley’s position became known as idealism and is usually contrasted to realism.
coherence with the rest
of the knowledge in the
Berkeley’s position was expanded by the Scottish philosopher David Hume
social group (1711–1776), who pointed out that idealism questioned the scientific endeavour of
unearthing causes and effects. Because causes are never observed directly, we derive
realism them from experiencing the co-occurrence of phenomena. We think that the sun is
view within philosophy the cause of light, because the experiences of sun and light coincide, but all the mind
that human knowledge
tries to reveal real has access to is the percept of something called sun and something called light, and
properties of the outside the experience that both mostly (always?) co-occur. Thus, the mind simply infers
world; the truth of causality from co-occurrence (contiguity) in time and place. When we experience the
knowledge is determined
co-occurrence of events, we tend to see one event as the source of the other. This gives
by the correspondence of
the knowledge with the us an illusion of deeper knowledge beyond senses and memory, but actually there
real world is no guarantee that something in the world corresponds to our postulated causal

relationship. We assume that our impression of causality is due to the existence of a

cause–effect relationship in the outside world, which we have discovered (realism), but
from an empiricist perspective there is no guarantee for such an assumption. The link
could arise entirely from the mind alone (idealism).
Hume pointed to a second principle humans use to group sensations, namely asso-
ciation by similarity. Because two sensations resemble each other, we assume they
come from the same entity in the world. Again, there is no guarantee that this is true
if one does not believe in God (Hume was criticised for his atheism, and this is seen as
the main reason why he never obtained an academic position at a British university).
What do you think?

Arguably the most vivid illustration of idealism is provided by the first film of
The Matrix trilogy (1999). In this film the main character discovers that the
world he has been living in is fake. In reality, he – like all other people he is
interacting with – is floating in a liquid-filled pod, serving as an energy source
for machines, and his brain is being fed with a virtual reality by means of wires.
The whole outside world, which felt very real to him, turned out to be nothing
but an imagination. What do you think: is it possible that the world we are living
in does not really exist? Are you as real on the internet as in daily life? Search for
‘simulation theory’ on the internet. What do you find?
Kant
Hume’s analysis of cause and effect provoked a reaction from the German physicist
and philosopher Immanuel Kant (1724–1804) who felt that it awakened him from
his ‘dogmatic slumbers’. In 1781 he published the first of a series of books, Kritik
der Reinen Vernunft (Critique of Pure Reason) that would become central in
epistemology. Kant agreed with Berkeley and Hume that we cannot have direct
knowledge of the outside reality (the thing-in-itself) through perception, but he
sought to prove that (a) perception is much richer than postulated by Hume and
Berkeley, and (b) such perception can only exist in a world of things that is not in
contradiction with it.
In the discussion below, it is important to keep in mind that we have considerably
simplified Kant’s thinking (based on Scruton, 2001). Kant is known as one of those
philosophers who require a lifetime’s devotion to grasp what he may have meant. The
temptation is strong to skip Kant’s writings in a book like this. However, given the
tremendous influence he had on nineteenth-century thinking, this would be a glaring
omission. Also, the relevance of the discussion between idealism and realism is very
high when it comes to psychology: to what extent is a person’s psychological under-
standing of the world a valid representation of an outside reality or a construction
built by the person?
Kant started from the observation that humans are conscious of their percep-
tions. That is, humans not only perceive, they also think about their perceptions. By
combining input from their senses with understanding, they come to concepts and

judgements that generalise across the perceived instances and go beyond basic experi-
ences. In doing so, the mind adds knowledge (to sensations) that is not derived from
the observation itself and, hence, can be considered innate. The most important types
of knowledge added by the mind to incoming stimuli are those of time, space and
cause–effect. Because there is continuity in the understanding and the perceptions,
the mind can conclude that there must be continuity in time both for the observer and
the observed. As a result, perceptions are automatically situated and ordered in time.
Second, because sensations are experienced as caused by something from ‘outside’,
there is a sense of space that need not be learned and leads to the postulation of
perceptions referring to substances situated in space. Finally, Kant argued, the mind
puts forward the assumption that ‘every event has a cause’. As a result, the mind sees
cause–effect sequences wherever possible.
In summary, according to Kant, human experiences on which knowledge is built are
much richer than Hume and Berkeley claimed, because they already contain within
themselves the features of time, space, substance and causality.
Next, Kant argued that human perception, as described above, could not arise in an
environment completely at odds with the sensations. Even if sensations are subjective,
they can only exist if the perceiver inhabits a world that is in line with the input from
the senses. Successive sensations must form continuity and unity to be understood;
otherwise they are experienced as incoherent and meaningless snapshots. Although
things-in-themselves cannot be known directly, they must evoke perceptions that remain
constant in time. This is only possible if things continue to exist when they are not
observed.
Finally, Kant argued, humans are not merely centres of knowledge; they are
also agents, operating in the environment on the basis of their knowledge. Not
all of these actions are successful, suggesting that an outside reality constrains
human activities. Even Hume, in a dialogue published after his death, had one of
the characters joke:
Whether your scepticism be as absolute and sincere as you pretend, we shall learn bye
and bye, when the company breaks up: We shall then see, whether you go out at the
door or the window; and whether you really doubt, if your body has gravity, or can be
injured by its fall; according to popular opinion, derived from our fallacious senses and
more fallacious experience.
(Hume, 1779, Dialogues Concerning Natural Religion).
What do you think?

To understand Kant’s arguments, try to apply them to The Matrix film (1999).
How is coherence in time and space achieved? Did this require some real entity
interacting with the human mind? How were the human tendencies to seek
causes and to interact with the environment circumvented? Again, would this be
possible without some ‘outside reality’?

Scottish common sense

In Scotland, too, there was a feeling that Berkeley and Hume’s idealism had gone one
step too far and was alienating philosophical epistemology from science’s ongoing
victory march. In particular, Thomas Reid (1710–1796) argued it was time for a return
to what he called ‘common sense’:
Philosophy . . . has no other root but the principles of Common Sense; it grows out of
them, and draws its nourishment from them. Severed from this root, its honours wither,
its sap is dried up, it dies and rots. . . . It is a bold philosophy that rejects, without cer-
emony, principles which irresistibly govern the belief and the conduct of all mankind in
the common concerns of life . . .
(Reid, 1764; as cited in Gauch, 2003: 64)
Reid thought that the decoupling of mind and reality, initiated by Descartes and Locke,
had spun out of control. He urged philosophy to return to the good old Aristotelian
view of perception as a simple record of the world as it is. According to him, percep-
tion was a direct interaction between the perceiver and the real object, and did not
result in a separate stage of perceptual representations, which may or may not be a
truthful copy of the outside world.
However, Berkeley’s idealism was not so easy to put down. Philosophers kept strug-
gling with it and, as we will see in later chapters, it knew a spectacular revival in
postmodernist thinking in the second half of the twentieth century. Certainly when it
comes to psychology, the discussions between realists and idealists are still very much
alive, as we will see in Chapters 10 and 12.

As philosophers became ever more interested in the human mind, the theme ‘psy-
chology’ was added as the fourth part of metaphysics (see the opening quote of this
chapter). Metaphysics involves the study of the nature of the universe (addressing the
question ‘what is really there?’; Jolley, 2005) and usually entails reference to that which
is not directly observable (Valentine, 2000). It got its name from a treatise by Aristotle,
who distinguished three parts in metaphysics:
1. Ontology: the study of the universe and its entities
2. Natural theology: the study of God(s)
3. Universal science: the study of the axioms and demonstrations on which theoretical
knowledge is based.
In the early 1700s the study of the human soul was added as the fourth component
to Aristotle’s list and called psychology. To some extent this was not surprising, given
the extraordinary popularity of Aristotle’s book De Anima throughout the centuries.
Psychology rapidly became the main subject of eighteenth- to nineteenth-century phil-
osophical enquiry. Kant characterised it as an inventory of all that is given to humans
by pure reason. Other authors saw more scope for an empirical input.
Wolff
Momentum in the rise of psychology as an independent theme of study grew further with
the publication of two books by the Polish-German mathematician and philosopher
Christian Wolff (1679–1754): Psychologia Empirica (1732) and Psychologia Rationalis
(1734). Wolff was one of the leading figures of the German Enlightenment and wrote

these two books after he had been ousted from the University of Halle in Prussia4
because of a lack of religious zeal. At that time he was appointed at the University of
Marburg in the nearby Duchy of Saxony (remember that present-day Germany con-
sisted of many different states in the eighteenth century). Our discussion of Wolff’s
books is based on Richards (1980).
Wolff took ideas from Aristotle, Bacon and Newton to define the subject of psy-
chology. First, he defined rational psychology very much as Aristotle had done for
theoretical knowledge. It started from axioms (self-evident truths), which had to be
derived from more fundamental disciplines, such as physics and metaphysics. On the
basis of deductive reasoning, these axioms would lead to the ‘demonstration’ (in an
Aristotelian sense) of new knowledge. This rational approach guaranteed true con-
clusions about the human soul and allowed the philosopher to penetrate more deeply
into the matter than by simple observation. In Wolff’s own words (as translated by
Richards 1980: 236):
In rational psychology reason must be given for whatever occurs in the soul or can
occur in it. For rational psychology is that part of philosophy concerning itself with
the soul. Therefore reason must be given for whatever actually occurs in the soul or can
occur in it.
Wolff agreed with Bacon that pure reason without observation entailed a risk of
error. Long chains of reasoning without reality checks invited mistakes. Therefore,
psychology needed a close interaction between reason and observation, or empirical
psychology. In Wolff’s own words:
Empirical psychology is similar to experimental physics; for we use experiments –
either directly or by deducing something from them – to examine the tenets of dog-
matic physics. . . . In this instance the psychologist imitates the astronomer, who
derives theory from observations and corroborates theory through observations,
and who, by the aid of theory, is led to observations which he otherwise might not
make. And thus the demonstrations of rational psychology suggest what ought
to be considered in empirical psychology. And wherever empirical psychology is
established and rational psychology cultivated, we are enriched by many principles
which otherwise would have to be secured with great difficulty. Thus the best thing
is for one constantly to join the study of rational psychology with that of empirical
psychology . . .
(Wolff in, 1732, as translated by Richards, 1980: 232–3)
introspection Empirical psychology according to Wolff was built on introspection, the mind’s con-
research method in scious observations of its own activity. In his view, the human mind could perceive its
psychology consisting of own operations and use this information to build a science of psychology, as can be
a person looking inward
and reporting what he/she seen in the following excerpt (translated by Richards, 1980: 231):
is experiencing; usually In empirical psychology the characteristics of the human soul are established through
done under controlled
circumstances experience; but we experience that of which we are aware (cognoscimus) by attending to
our perceptions. Hence we come to know the subjects dealt with in empirical psychology
by attending to those occurrences in our souls of which we are conscious.
Finally, Wolff suggested that psychology should aim for mathematical demonstrations,
similar to Newton’s laws of physics. Only then would there be full understanding. He
called this approach ‘psychometria’.
Wolff’s books and definitions were picked up by Diderot and d’Alembert in their
famous dictionary of French Enlightenment, Encyclopédie, ou Dictionnaire Raisonné

des Sciences, des Arts et des Métiers, published between 1751 and 1772. Wolff’s ideas
also found their way to the Encyclopaedia Britannica, first published between 1768 and
1771 in Edinburgh (cf. the opening quote of this chapter). The impact of the books
can further be gauged from the fact that in 1755 the Swiss author Charles Bonnet pub-
lished a book entitled Essai de Psychologie, in which he already felt the need to issue
an apology for contributing to a field in which ‘so many books have been written’ (as
cited in Hatfield, 1998). Clearly, the new, fourth branch of metaphysics was thriving
and started to position itself on the side of the blooming natural sciences.
Kant again
Given the importance of psychology in metaphysics by the second half of the eight-
eenth century, Immanuel Kant was bound to contemplate the issue as well, as part
of his struggle to integrate rationalism and empiricism. In doing so, he came to a
conclusion that was pretty devastating for the scientific ambitions of psychology, as
can be read in his 1786 book with the (translated) title Metaphysical Foundations of
Natural Science.
For a start, Kant made the (by then) usual distinction between empirical and
rational knowledge. The empirical approach led to a collection of facts, which could
be ordered and classified. This led to what Kant called a historical doctrine of
nature, which was below the level of natural science. In Kant’s view, natural science
required rational analysis, a system of undisputable axioms and demonstrations.
Furthermore (and this was Newton’s influence), a proper natural science required
the axioms and demonstrations to be written as mathematical laws. Because of
the latter requirement, Kant classified chemistry as a field that had not yet reached
the threshold of a (proper) natural science. Its grounds were still empirical, merely
laws of experience, and not yet laws demonstrated by necessity and formulated in
mathematical terms.
Needless to say, if chemistry did not qualify as a proper natural science, there
was little hope for psychology. And indeed, Kant came to the conclusion that the
‘empirical doctrine of the soul’ would forever be deemed less of a natural science
than chemistry.
Kant’s reasoning can be summarised as follows:
1. The outcome of introspection cannot be formulated in mathematical terms because
there are no aspects of substance or space in inner observations, only time.
2. Inner observations cannot be separated and recombined at will, as is possible with
outside objects.
3. The act of introspection by itself changes and displaces the state of the observed
mind.
4. As a result, psychology can never become a natural science (let alone a proper
natural science). It can at most be a historical doctrine of nature, a collection of
systematically ordered empirical facts.
As a result of Kant’s standing within philosophy, his evaluation of psychology was a
serious setback for the fledging branch of learning or at least for its scientific claims.
The movement initiated by Wolff was nipped in the bud. Psychology was not part of
the emerging natural sciences. At most, it could aim for a systematic classification
of empirically observed facts, similar to what historians could do with the facts they
observed.

What do you think?

Does Kant have a point when he says that psychology always will be a collection
of empirically established facts without a deeper understanding? Or have we
proven him wrong over the past 200 years? Is psychology really a science? Do you
agree with Kant’s definition of science? Return to these questions after you’ve
read Chapters 9–11. Do you think any differently now?
Sturm (2006; see also Hatfield, 1998) argued that Kant’s true standing has been misunder-
stood. According to Sturm, Kant left open the possibility of psychology as a science, as
long as there was a clear connection with stimuli in the environment (see the law of conti-
nuity in the excerpt above). After all, Kant knew and approved of some of the first studies
of human perceptual capacities. His evaluation of psychology was aimed at contemporary
empirical psychologists, such as Alexander Baumgarten and Johann Nicolas Tetens, who
defended a strong and uncritical version of introspectionism, according to which psychol-
ogy could be a science entirely based on this method. Kant thought this was a false trail.
Whatever the correct interpretation of Kant’s views, the fact that he explicitly
denied psychology the status of science has been used repeatedly against those who
wanted to promote psychology’s scientific standing (Chapter 10).
Comte
Another high-profile person who denied the scientific status of psychology was
Auguste Comte, the proponent of positivism and the founder of sociology (Chapter 2).
Psychology was excluded from his hierarchy of sciences because of the problems with
the introspective method. This is how Comte formulated it:
I limit myself to pointing out the principal consideration which proves clearly that this pre-
tended direct contemplation of the mind by itself is a pure illusion. . . . It is in fact evident
that, by an invincible necessity, the human mind can observe directly all phenomena except
its own proper states. For by whom shall the observation of these be made? It is conceivable
that a man might observe himself with respect to the passions that animate him, for the
anatomical organs of passion are distinct from those whose function is observation. Though
we have all made such observations on ourselves, they can never have much scientific value,
and the best mode of knowing the passions will always be that of observing them from
without; . . . The thinker cannot divide himself into two, of whom one reasons whilst the
other observes him reason. The organ observed and the organ observing being, in this case,
identical, how could observation take place? This pretended psychological method is then
radically null and void. On the one hand, they advise you to isolate yourself, as far as pos-
sible, from every external sensation, especially every intellectual work – for if you were to
busy yourself even with the simplest calculation, what would become of internal observa-
tion? – on the other hand, after having with the utmost care attained this state of intellectual
slumber, you must begin to contemplate the operations going on in your mind, when nothing
there takes place! Our descendants will doubtless see such pretensions some day ridiculed
upon the stage. The results of so strange a procedure harmonize entirely with its principle.
For all the two thousand years during which metaphysicians have thus cultivated psychology,
they are not agreed about one intelligible and established proposition. ‘Internal observation’
gives almost as many divergent results as there are individuals who think they practice it.
(Comte, 1830; as translated by James, 1890, Vol. I: 188)

The only ways in which the human mind could be studied scientifically, according to
Comte, was on the basis of biology and on the basis of observation of the products
produced by the mind. As for the former, Comte was particularly impressed by
phrenology (the view that mental functions were localised in the brain and that the
capacity of a function corresponded to the size of the brain part devoted to it; see
Chapter 5). As for the latter, the products of the human mind formed one of the
subjects of Comte’s new science: sociology.
All in all, Comte came to a hierarchy of six sciences, with the lower levels depending
on the laws discovered in the higher and, therefore, likely to take longer before they
reached the same level of perfection:
1. mathematics
2. astronomy
3. physics
4. chemistry
5. biology
6. sociology.
In Comte’s hierarchy there was no need for a ‘science’ of psychology, which was better
left in philosophy’s realm of metaphysics.
Interim summary
Philosophical studies of the mind
Epistemology
● Rise of empiricism (Locke), which questioned the traditional rationalist view.
● In its extreme form empiricism leads to idealism (human knowledge is a construction of
the mind, which need not correspond to an outside world), as argued by Berkeley and
Hume.
● Kant sought to reconcile rationalism and empiricism by arguing that the mind imposes
structure on the incoming sensory experiences and that it requires a coherent and
constant input to make sense of the input.
● Idealism was also put aside by Scottish common sense.

● Psychology was added as the fourth branch of metaphysics.
● Important impetus: two books by Wolff, who made a distinction between rational
psychology (based on axioms and deductions) and empirical psychology (based on
introspection).
● Kant argued that psychology could not be a proper natural science, because the act of
introspection changed the state of the mind, inner observations could not be separated
and recombined at will, and could not be formulated in mathematical laws.
● Comte also argued that introspection as a scientific method was flawed and claimed that
the human mind could only be studied scientifically by focusing on physiology (done by
biologists) and on the products of the human mind (done by sociologists).
3.3 Textbooks of psychology

Because of psychology’s increasing impact within philosophy, a growing number of
psychology courses were taught at university, not only to philosophy students, but also
to students of religious and educational studies. This created a market for textbooks
on psychology, which shaped people’s views (Hatfield, 1998; Smith, 2005; Teo, 2007).
We describe a few of the more interesting ones.
Kant
Kant is known not only for his attempts to synthesize empiricism with rationalism and
for his claim that psychology did not qualify as a proper natural science, but also for
a textbook on human functioning. This textbook was called Anthropologie in Prag-
matischer Hinsicht, and was based on the lecture notes of a course he was teaching.
In line with his assessment of psychology, Kant did not treat the topic as a science,
but as a collection of narratives. Nor did he call the subject ‘psychology’ (the study
of mind) but ‘anthropology’ (the study of man). This was the table of contents (as
translated in Louden, 2006):
Anthropology from a Pragmatic Point of View
Part I: Anthropological Didactic. On the way of cognizing the interior as well as the
exterior of the human being
Book I On the cognitive faculty
Book II The feeling of pleasure and displeasure
Book III On the faculty of desire
Part II: Anthropological Characteristic. On the way of cognizing the interior of the
human being from the exterior
In this book Kant addressed topics such as self-consciousness, self-observation, uncon-
scious ideas and mental processes, the distinction between sensation and thinking,
the role of pleasure and pain in human life, how to define and control emotions and
passions, and what the differences were between the characters of the French, British,
Spanish, Italians, Germans, Greeks and Armenians.
As can be seen in the table of contents, Kant also devoted a part to deriving people’s
physiognomy characters from their appearance and behaviour. The former is known as physiognomy,
belief that the personality the belief that the personality of individuals can be deduced from their appearance. It
of an individual can can be traced back to Ancient Greece and in Kant’s time was made popular again by the
be deduced from their
appearance, in particular Swiss pastor Johann Kaspar Lavater (1741–1801) in a series of richly illustrated books.
from the shape of the head Kant did not fully share Lavater’s conviction that the interior of humans could be
and the face derived entirely from their looks. Rather, he thought the judgement of a person’s interior
had to be based on their behaviour in addition to their appearance. These are some of
the observations Kant made (as translated in Louden 2006: 198, italics in the original):
When we pursue our observations of human beings as they actually are, it becomes
apparent that an exactly measured conformity to the rule generally indicates a very ordi-
nary human being who is without spirit. The mean seems to be the basic measurement
and the basis of beauty; but it is far from being beauty itself, because for this something
characteristic is required. . . . one may find fault with a face here, there a forehead,
nose, chin, or color of hair, and so on, and yet admit that it is still more pleasing for the
individuality of the person than if it were in perfect conformity to the rule, since this
generally also carries lack of character with it.
But one should never reproach a face with ugliness if in its features it does not betray
the expression of a mind corrupted by vice or by a natural but unfortunate propensity
to vice; for example, a certain feature of sneering as soon as one begins to speak, or of
looking another person in the face with impudence that is untempered by gentleness. . . .
Herbart
Another widely used textbook of psychology was published in 1816 (2nd revised edi-
tion 1838) by Johann Friedrich Herbart (1776–1841) when he was Professor at the Uni-
versity of Königsberg (the Chair previously occupied by Kant). The book was entitled
Lehrbuch zur Psychologie and was written in particular for use in educational studies
(Herbart is one of the founders of educational sciences). Herbart was convinced that
knowledge of psychology was of principal importance to teachers. The table of con-
tents of his textbook was as follows (as translated by Smith, 1901):
A textbook in psychology
Part First: Fundamental Principles
Part Second: Empirical Psychology
First division: Psychological phenomena, according to the hypothesis of mental
faculties
Second division: Mental conditions
Part Third: Rational psychology
Section first: Theorems from metaphysics and natural philosophy
Section second: Explanations of phenomena
It is interesting to see how closely the structure of Herbart’s book follows Wolff’s divi-
sion of empirical and rational psychology. A further peculiarity of the book is that
Herbart formulated his theorems as ‘mathematical laws’, to increase the scientific
credentials of his claims, in defiance of Kant’s contention that psychology could never
be a science with Newtonian rules.
Upham
Not only German-speaking Europe produced textbooks on psychology. There was also
a lively scene in the United States, where students had to take courses on moral and
mental philosophy. Moral philosophy dealt with ethics and conduct; mental philoso-
phy studied the elements and processes of the mind and how they influenced action.
The contents were heavily influenced by Scottish common sense realism (see above),
but increasingly took a distinctive American look with locally produced books.
A particularly popular textbook was Elements of Intellectual Philosophy, written in
1827 by the American philosopher Thomas Upham (1799–1872). Over 50 editions of
this book were published, and it was retitled Elements of Mental Philosophy in 1832.
The table of contents was as follows:
Elements of Intellectual Philosophy
Chapter 1: Utility of intellectual philosophy
Chapter 2: Primary truths
Chapter 3: Perception
Chapter 4: No innate knowledge
Chapter 5: Origins of simple ideas
Chapter 6: Simple and mixed modes
Chapter 7: Ideas of substance

Chapter 8: Ideas of relations
Chapter 9: Of apparitions
Chapter 10: Origin of signs of thought
Chapter 11: Use of words
Chapter 12: Characteristicks of languages
Chapter 13: Principles of mental associations
Chapter 14: Causal connections of thought
Chapter 15: Of attention
Chapter 16: Of conceptions
Chapter 17: Of abstract ideas
Chapter 18: Of dreaming
Chapter 19: Demonstrative reasoning
Chapter 20: Moral reasoning
Chapter 21: Dialecticks of rules of debate
Chapter 22: Of memory
Chapter 23: Emotions of beauty
Chapter 24: Emotions of sublimity
Chapter 25: Of imagination
Chapter 26: Of wit and humour
Chapter 27: Of instincts
Chapter 28: The will, conscience, &c.
Chapter 29: The passions
Chapter 30: Mental alienation
Chapter 31: Origin of Prejudices
Chapter 32: Evidence of testimony
Chapter 33: Education
Of further interest is the way in which Upham’s book starts, which we cannot resist
reprinting here. Pay particular attention to the following assertions: (i) that intellectual
philosophy is a science, (ii) that it differs from the previous, worthless education in
Roman Catholic schools, and (iii) that studying it is not a waste of time. As we will
see in later chapters, these have been recurrent themes in psychological textbooks.
Chapter first: Utility of intellectual philosophy

§ 1. Of the prejudice existing against this science.
A prejudice prevails against the science of Intellectual Philosophy. It is generally entered
upon in our academies and colleges with reluctance, and relinquished without regret.
This aversion is not limited to the idle, but includes those, who know the value of time
and the importance of mental improvement.
The objections against the Philosophy of the Mind, which have in a great measure
given rise to this prejudice, may be principally summed up in two particulars.
§ 2. Of the metaphysicks of the schools.
Of these, one is the frivolous character of the metaphysical writings of the Schools.
The origin of those institutions, to which the name of Schools is given, was this. By
order of a general Council of the Roman Catholick Church, held at Rome in the year
1179, certain persons were appointed to give instructions either in the cathedrals and
monasteries, or in some suitable buildings erected near them. The places of instruction
were called by the Latin name Scholae; the teachers were termed Scholastici. . . .
By the Schools, then, are to be understood the European literary and theological
institutions, as they were constituted and regulated from about the middle of the twelfth
century to the period of the Protestant reformation. By the Scholastick Philosophy, using
the terms in a general sense, we mean those topicks, which were most examined and
insisted on during that period. . . .
The following are some of the inquiries, which were warmly agitated during the
period now under examination.
Whether the Deity can exist in imaginary space no less than in the space, which is
real? Whether the Deity loves a possible unexisting angel better, than an insect in actual
existence? . . .
Whether angels can visually discern objects in the dark? Or whether they can pass
from one point of space to another without passing through the intermediate points?
Such inquiries, it will readily be admitted, were worse than fruitless.
§. 3. Supposed practical inutility of this science.
A second ground of the prejudice, existing against this science, is the prevalence of a
false opinion of its practical inutility. In studying Intellectual Philosophy, we are sup-
posed in the erroneous opinion, which has been mentioned, to learn in a scientifick form
only what we have previously learnt from nature; we acquire nothing new, and the time,
therefore, which is occupied in this pursuit, is misspent.
All persons, however ignorant, know what it is, to think, to imagine, to feel, to
perceive, to exercise belief. All persons know the fact in Intellectual Philosophy, that
memory depends on attention; and when asked, why they have forgotten things, which
occurred yesterday in their presence, think it a sufficient answer to say, that they did not
attend to them. Every body is practically acquainted with the principles of association,
even the groom; who, with all his ignorance of philosophical books, has the sagacity to
feed his horses to the sound of the drum and bugle, as a training preparatory to their
being employed in military service.
From some facts of this kind, which may safely be admitted to exist, the opinion has
arisen of the practical inutility of studying Intellectual Philosophy as a science.
Bain
The United Kingdom also saw an impressive series of psychology-related textbooks
published. Arguably the most influential were two books published by the Scottish
philosopher and educationalist Alexander Bain (1818–1903): The Senses and the Intel-
lect (1855) and Emotions and the Will (1859). These books formed the template of
nearly all subsequent English psychology textbooks. An important new element Bain
introduced was the inclusion of physiology in his books. He was equally interested
in the biological basis of mental functioning as in the philosophical writings on the
topic. As such, Bain reflected the growing impact of biological and medical research
in the nineteenth century (see below and Chapter 6).
These were the tables of contents:
The Senses and the Intellect
Introduction
Chapter 1: Definition of the mind
Chapter 2: Of the nervous system
Book I: Movement, sense, and instinct
Chapter 1: Of spontaneous activity and the feelings of movement
Chapter 2: Of sensation
Chapter 3: Of the appetites
Chapter 4: Of the instincts
Book II: Intellect

Chapter 1: Law of contiguity
Chapter 2: Law of similarity
Chapter 3: Compound association
Chapter 4: Of constructive association
The Emotions and the Will
The Emotions (15 chapters on emotions of wonder, terror, tenderness, power, intellect,
sympathy, aesthetics, ethics, . . .)
The Will (11 chapters on motivation including: the primitive elements of volition,
growth of voluntary power, control of feelings and thoughts, conflict of motives, desire,
moral habits, prudence, liberty, . . .)
Belief
Consciousness
The first book is particularly interesting because it illustrates the appearance of biol-
ogy in psychology textbooks (note the second chapter on the nervous system, which
has since become a classic in psychology textbooks). It also shows how strongly British
ideas of psychology were influenced by empiricism: human knowledge was derived
from perceptual experiences and ideas were associated on the basis of contiguity and
similarity.
What do you think?

Most of the books discussed above are freely available on the internet. Have a look
at them! And compare them to your current introductory textbook of psychology.
Which themes have vanished and which have remained to the present times? And
are there new themes in your present textbook that were not included in the
old ones?
Interim summary
The increased importance of psychology has resulted in the production of textbooks since
the late 1700s, which illustrate the themes considered important and which also influenced
people’s views of psychology. Four books have been discussed:
● Kant: anthropology as a collection of observed facts about humans
● Herbart: attempt to make psychology scientific by introducing mathematical laws
● Upham: claim that intellectual (mental) philosophy is a science worthy of study
● Bain: introduction of the nervous system and other physiological information in a
textbook of psychology
3.4 Scientific studies of ‘psychological’ functions

While philosophers in metaphysics were debating the status and contents of psychol-
ogy, some natural philosophers started to run Baconian experimental histories that
nowadays would be classified as psychology experiments. In the second half of the
nineteenth century, the findings of these experiments would encourage scholars to
establish ‘laboratories of experimental psychology’, specifically devoted to this type
of research, as we will see in Chapter 4. One line of study concerned human percep-
tual capacities; another examined the speed of information-processing in the nervous
system.
Human perception
Given the importance of observation in natural science, it was normal for men of
science to be interested in the possibilities and limits of (human) perception. Quite
a lot was already known about the topic before the scientific revolution, for instance
how one could correct acuity difficulties with lenses (a topic extensively described by
Roger Bacon in the thirteenth century), and how objects became less visible at large
distances. The latter subject had been discussed in treatises on optics since Ancient
Egypt and Greece (Wade, 2007) and attracted attention from scholars throughout the
centuries. For instance, the Spanish scholar (and member of the Inquisition) Benito
Daza de Valdes (1591–1634) measured the distance at which a row of mustard seeds
could still be counted and small print be read. Astronomers also wondered what reso-
lution was required to see double stars with the naked eye and with telescopes of vary-
ing magnifications, an issue that for instance interested René Descartes, who ventured
that the retina consisted of nerve fibres and that objects smaller than a fibre could not
be disentangled.
In the following we select a few studies that were either exemplary or highly influ-
ential in the history of psychology. However, it is important for you to realise that,
as with all topics discussed in this book, there were many more scholars and studies
involved than the ones we have described and that we have a bias to include English-
speaking Western European thinkers (see Chapter 1).
Hooke
The British natural philosopher Robert Hooke (1635–1703) was interested in deter-
mining the minimal visual angle that could be discriminated. This was important
for the use of telescopes and later also determined the degree of detail that could be
seen through the newly built microscopes, of which Hooke made extensive use. On
the basis of his studies, Hooke concluded that humans could discriminate lines that
covered a visual angle of 1 minute of arc, which was later estimated to amount to a
retinal width of 0.0035 mm. This is how Hooke announced his conclusion (Hooke,
1674; in Wade, 2007: 1237):
Now that any one may presently satisfy himself of the truth of what I assert, concerning
the limited power of the naked eye, as to the distinguishing of Angles; Let him take a
sheet of white Paper, and thereon draw two parallel Lines, as OO, and PP, in the 28th.
[Figure 3.1; reproduced here], at four or five inches distance, then draw as many other
small lines between them at right angles to them, and parallel one with another, as he
thinks convenient, as aa, bb, cc, dd, ee, ff, gg, hh, ii, &c. and let them be drawn distant
Figure 3.1 Figure used by Hooke (1674) to show the limits of human visual acuity
from each other an inch, then let him alternately blacken or shadow the spaces between
them, as between aa and bb, between cc and dd, between ee and ff, between gg and hh,
between ii and kk, between ll and mm, &c. leaving the other alternately white, and then
let him expose this Paper against a Wall open to the light, and if it may be so that the
Sun may shine on it, and removing himself backwards for the space of 287 1/3 feet, let
him try whether he can distinguish it, and number the dark and light spaces. And if his
eyes be so good that he can, then let him still go further backwards from the same, till
he finds his eyes unable any longer to distinguish those Divisions, then let him make a
stand, and measure the distance from his eye to the aforesaid Paper, and try by calcula-
tion under what Angle each of those black and white spaces appears to his eye, so by
that means it will be manifest how small an Angle his eye is capable of distinguishing,
and beyond which it cannot reach.
Mayer
Hooke’s research was replicated and much extended nearly a century later by the
German astronomer Tobias Mayer (1723–1762), who published his findings in 1755.
Mayer used more types of stimuli than Hooke had used (black dots, gratings, check-
erboards) and found that for black dots, the limit of vision was nearly half that of
Hooke’s estimate while the limit for gratings was comparable to Hooke’s estimate. In
addition, Mayer manipulated illumination (by putting a candle at various distances).
When doing so, he observed that the relationship between the distance of the candle
and the limit of vision was not linear but curvilinear. Using elementary arithmetic,
Mayer argued that the limit of vision could be predicted with the following equation:
3
Limit of vision = k*2 distance of the candle
in which k depended on the type of stimulus used (grating, checkerboard, etc.).
We could not find out whether Kant knew of Mayer’s study, leaving open the tan-
talising question whether his appreciation of psychology was made despite Mayer’s
study, or whether Mayer’s study could have changed Kant’s assessment if he had known
of it. For Mayer’s results showed that at least some aspects of psychology could be
described by mathematical functions very similar to Newton’s laws, which Kant and
other philosophers of science thought so fundamental for a ‘proper’ natural science.
Weber and Fechner
Another person interested in human perception was the German physician and pro-
fessor at the University of Leipzig, Ernst Heinrich Weber (1795–1878). Unlike most
of his colleagues, he was not in the first place interested in vision but in audition and,
above all, the tactile senses. He published two treatises in the 1830–1840s that would
turn out to be highly influential for the history of psychology, one in Latin and one in
German, both translated into English by Ross and Murray (1996).
Weber ran two types of studies. First, he used a compass with blunted points and
briefly touched people’s skin with them. When the points were far apart, people could
clearly feel two different parts being touched (they were blindfolded). When the points
were put closer together, from a certain point on, people no longer had the feeling
of two different parts being touched but of an elliptic instrument contacting them
(i.e. they still could distinguish the axis of the elongation). When the points were
brought even closer together, the impression of elongation diminished and, from a
certain distance on, was experienced as a single round object touching the person.
Weber called the minimal distance required between the two points to be perceived
the two-point threshold. He further discovered that the two-point threshold was not
constant for different body parts: it was much smaller on the tips of the fingers and the
tip of the tongue (the two most sensitive areas) than on the arm, the leg or the trunk.5
In a second series of experiments Weber examined how good people were at dis-
cerning weights between the left and the right arm. He examined this by putting une-
qual weights in the left and the right hand, asking people which weight was the heavier,
and examining the minimal difference that could be perceived. In a series of studies,
Weber first discovered that people were much better at discriminating between weights
when they were allowed to lift them than when the weights were put in their hands and
they had to remain motionless. This, according to Weber, showed the importance of
muscles and joints for weight discrimination. Weber further observed that, for most
people, weights in the left arm seemed to be heavier than weights in the right arm. So,
they felt a distinction faster when the heavier weight was placed in the left hand and the
lighter weight in the right hand, than vice versa. Finally, Weber discovered that the dif-
ference between the weights had to be larger for heavy weights than for light weights. If
persons could discriminate between 32 and 26 oz (1 oz = 28.35 grams) they could also
discriminate between 32 and 26 drachms (1 drachm = 1.77 grams). In other words, it
was not the absolute difference between the weights that was important, but the ratio
between them: 6 oz is slightly less than 1/5th of 32 oz, just as 6 drachms is slightly less
than 1/5th of 32 drachms.
Weber’s last finding became particularly important, when it inspired his colleague at
the University of Leipzig, Gustav Fechner (1801–1887), to develop a mathematical law
connecting sensation magnitude to stimulus intensity. Fechner was a physicist with a
strong interest in philosophy, religion and aesthetics. He was intrigued by Kant’s claim
that the human mind did not show the same kind of regularities as nature. As a young
man, Fechner had been a very promising academic member of staff in physiology and
physics, but at the age of 38 he had a breakdown (partly due to health problems). In
the next 12 years he published only a few religious works, but around 1850 started to
contemplate the relationship between the outer and the inner world. At some point he
realised that there could be a simple equation linking sensation strength to stimulus
intensity, which would be in line with Weber’s findings of just noticeable differences.
This relationship was the logarithmic function.
To understand Fechner’s insight, let us assume that Weber’s ratio of just notice-
able differences for weight is 1/5. Then participants can make a distinction between
30 grams and 30 + 30/5 = 36 grams, between 36 grams and 36 + 36/5 = 43.5 grams,
between 43.5 and 43.5/5 = 52.2 grams, and so on. In other words, for the person
30, 36, 43.5 and 52.2 grams correspond to consecutive sensations. Now, for a math-
ematician it is very easy to show that such a sequence of observations implies that the
magnitude of the sensation corresponds to the logarithm of the stimulus magnitude.6
In other words, Fechner suddenly realised that there could be a Newtonian math-
ematical function connecting the magnitude of the sensation to the magnitude of the
stimulus. He started a series of experiments to determine whether Weber’s ratio

applied to a larger continuum of weights and to other senses as well. While running
these studies he also devised new and better ways to measure the minimal differences
that could be noticed. In 1860 Fechner published a book Elemente der Psychophysik
(Elements of Psychophysics), in which he described his measurements and conclusions.
psychophysics This was the birth of psychophysics, a branch of research that dealt with the relation-
part of psychological ship between physical stimuli and their subjective correlates. Shortly after the publica-
research dealing with tion of his book, Fechner became interested in other topics (in particular, aesthetic
the relationship between
physical stimuli and the
judgment). However, the new psychophysical methods to establish just noticeable dif-
corresponding sensation ferences and Fechner’s logarithmic function (which he called Weber’s law) had such an
impact on scholars studying human perception that Fechner, in his old age, felt obliged
to write several more treatises on the topic.
The speed of signal transmission in the nervous system and mental

chronometry
The personal equation
Two main tasks of astronomers are: precise measurement of the movements of stars
and determination of the exact time on earth. Before the development of modern
equipment with automatic registration, both tasks required a close coupling of clock
reading and star-gazing. Typically, the field of a telescope was divided by cross-wires
and astronomers had to determine the time when a target star crossed a given wire.
This was done by looking at a clock shortly before the star began to cross the wire
and counting seconds with the beats of the clock. Then the astronomer had to divert
his gaze to the telescope and register at which beat the star crossed the wire and how
much distance it travelled until the next beat. These two observations were noted
and, on the basis of them, the time of the transition was calculated up to a tenth of
a second.
Things went reasonably well until 1796 when Nevil Maskelyne, the British
Astronomer Royal at Greenwich Observatory, noticed that the times registered by
his assistant, David Kinnebrook, were about half a second later than his. By January
1796 the difference had become about eight-tenths of a second and Maskelyne saw
himself forced to dismiss Kinnebrook, who returned to his previous job as school-
master (Rowe, 1983). Maskelyne attributed the event to an unfortunate flaw in his
assistant and paid no further attention to it. However, the event was included in a
history of Greenwich Observatory written by von Lindenau for the Zeitschrift für
Astronomie in 1816. There it caught the attention of a young astronomer at Königs-
berg, Friedrich Bessel, who examined whether similar differences existed between
himself and other astronomers. They did, and as a result astronomers and other
time watchers were persuaded to have their ‘personal equation’ established, the time
they needed to record star transits, so that the error could be corrected. Soon, how-
ever, it became apparent that the personal equation was not fixed for a person but
showed considerable variability between measurements. Consequently, more energy
was directed to the development of better registration methods than to further refine-
ment in the measurement of the personal equation. However, the fact that people
differed from each other in the time needed to register precise events (and showed
variability in this) became well established among astronomers and other men of sci-
ence (Weber mentioned it in one of his books on tactile senses). As a result, scholars
became interested in the time needed to transfer information in the nervous system
and to perform simple mental operations.
What do you think?

Can you see how these research questions arising from the existing sciences
slowly but surely eroded Kante’s and Comte’s claims that nothing of the human
mind could be studied scientifically? Can you think of objections Kant and Comte
might have formulated?
von Helmholtz
Around the time Fechner was elaborating the psychophysical law in Leipzig, his col-
league Hermann von Helmholtz (1821–1894) at the University of Königsberg started
a series of studies to measure the speed of nerve impulses. For a long time, it had been
assumed that information transfer in the brain and the nerves was so fast that it was
practically immeasurable, either because the transfer consisted of animal spirits racing
through hollow tubes or (a more recent hypothesis) of electricity propagating through
the nerves at a rate close to the speed of light (see Chapter 6).
In the 1850s von Helmholtz tested the speed of nerve conduction in a frog by using
the motor nerve that runs the length of the leg. By stimulating the nerve at a certain
place and measuring the passage of the signal at several distances, he could estimate
the conduction speed of the nerve. With this technique von Helmholtz was able to
show that the speed was actually rather slow: only 30 metres per second (i.e. slightly
more than 100 km/h). This meant that information transmission in the nervous system
became measurable and had practical consequences (e.g. a signal in humans from the
toe required more time to reach the brain than a stimulus from the shoulder, which von
Helmholtz verified by stimulating the skin at different places and noticing the time the
participant needed to indicate he felt the stimulus).
Donders
Stimulated by von Helmholtz’s findings, the Dutch ophthalmologist Franciscus
Cornelis Donders (1818–1889) wondered whether he could use a similar technique to
measure the speed with which humans could perform elementary mental tasks. This
is how he formulated it (Donders, 1868; as translated in Donders, 1969: 417):
Would thought also not have the infinite speed usually associated with it, and would it
not be possible to determine the time required for shaping a concept or expressing one’s
will? For years this question has intrigued me. . . .
The idea occurred to me to interpose into the process of the physiological time some
new components of mental action. If I investigated how much this would lengthen the
physiological time, this would, I judged, reveal the time required for the interposed term.
Donders first used a very simple task. A single stimulus was presented (e.g. the audi-
tory stimulus ‘ki’), and the participant had to repeat it as fast as possible. Donders
measured the time between the presentation of the stimulus and the start of the
response up to a millisecond (i.e. one-thousandth of a second) accuracy. He found
that the mean response time for this simple type of reaction was 197 milliseconds.
Then he made the task slightly more difficult. He presented five possible stimuli
(‘ka, ke, ki, ko and ku’) and the participant had to repeat the stimulus as soon as he
heard ‘ki’. In this condition, there was uncertainty about the stimulus that would be
presented but not about the response that had to be made. The mean response time
now was 243 milliseconds. By comparing the response times in the two conditions,
Donders concluded that the time needed to perceive the identity of the stimulus, was
243 - 197 = 46 milliseconds. Finally, Donders presented a condition in which the
participants got the same five stimuli and had to repeat each of them. Now there was
uncertainty both with respect to the stimulus that would be presented and the response
that had to be given. The response time was now 285 milliseconds, making Donders
conclude that the time needed to choose the correct response out of five alternatives
was 285 - 243 = 42 milliseconds.7
mental chronometry Donders’ technique has been the basis of the mental chronometry, the use of reac-
using reaction times to tion times to measure the time needed to perform mental tasks or task components.
measure the time needed The technique has been fundamental to psychological research up to this day. Just like
for various mental
tasks; on the basis of a Fechner’s, it could be implemented without further ado in any laboratory to measure
comparison of different human functioning with the scientific method, which is exactly what happened, as we
tasks, models of the will see in the next chapter. Fechner and Donders themselves were not interested in
mental processes involved this type of research, because they had other priorities.
in the tasks are postulated
What do you think?

If you have had an introductory course of (cognitive) psychology, look up a
recent reaction time experiment that was discussed. Can you rephrase the
research question and the findings in Donders’ terminology? Or do present-day
psychologists use a different terminology?
Interim summary
Scientific studies of ‘psychological’ functions
Characteristics and limitations of human perception and information processing interested
the natural philosophers, who began to run Baconian experimental studies. They discussed
two lines of research:
● Studies on human perception: the level of detail humans can discern (Hooke), the
influence of illumination on this capacity (Mayer), the detection of just noticeable
differences between stimuli (Weber, Fechner) and the formulation of a psychophysical
theory based on them (Fechner).
● The time needed to perform tasks and the speed of signal transmission in the nervous
system: astronomers varied in their estimates of the timing of events (personal
equation) and showed variability in them; von Helmholtz could measure the transmission
speed of nerves in frogs (and humans), Donders could measure the time needed for
simple mental operations (mental chronometry).
3.5 Evolutionary theory

Another nineteenth-century development that would have a profound effect on the
growth of psychology as an independent branch of learning was the formulation of
the evolutionary theory by Charles Darwin (1809–1882).
Darwin’s theory
Many scientists consider Darwin’s insights to be the second largest discovery in sci-
ence (or even the largest). Whereas Newton (and since him, the physicists) discovered
the way the universe functions, Darwin (and with him the biologists) unravelled the
way life in the universe came about, constantly changes, and adapts itself to changing
circumstances.
The right zeitgeist
In hindsight, Darwin’s theory about the evolution of species was bound to be
discovered around the mid-nineteenth century, most likely in the United Kingdom.
Ever since the Swedish physician Carolus Linnaeus had started his work on the clas-
sification of plants and animals in the eighteenth century and published his Systema
Naturae (1st edition in 1735, 11 pages; 13th edition in 1770, 3,000 pages), botanists
from many countries had contributed to the enterprise, none more enthusiastically
than the British (who, as we have seen, established the Linnean Society of London
in 1788). The taxonomy of biological species not only confronted the scholars with
thorny issues about how to define distinctions and similarities; it also made them
wonder how the diversity had originated. Linnaeus himself, for instance, came to the
conclusion that he had no other option than to classify humans in the same grouping
as primates.
Around the same time, the first writings about fossils started to appear. In 1787
a huge thigh bone was found in New Jersey that did not seem to match any existing
animal. It turned out to be from a dinosaur, although it took quite some time (and
many more finds) before this was realised. In the United Kingdom, geologists began
to look for fossils of small animals and plants to estimate the age of rocks. These find-
ings raised more questions about how all these layers of fossils (some of them unlike
existing animals) had come about and disappeared.
In the 1840s the British Prime Minister, Sir Robert Peel, replaced the tax on glass
(and other visible signs of wealth) by an income tax. One of the consequences of
this abolishment was a vast proliferation of greenhouses in which exquisite, exotic
and continuously evolving plants were cultivated. Charles Darwin had several of
these greenhouses. As a young man he had spent five years collecting and document-
ing specimens of unknown plants and animals, during a voyage on a ship called the
Beagle to new territories. Darwin had been invited along because the captain, weary
of the loneliness of a long expedition, had required a gentleman companion. After the
expedition with the Beagle, Darwin never again left Britain and he became a recluse
in his home, from where he conducted a rich correspondence with friends, family
members and scientific colleagues. While pondering his recollections from the voyage
and cultivating his exotic plants, Darwin inevitably started to wonder about the origin
of the variety he observed.
Cross-fertilisation and natural selection

A first observation that struck Darwin was that, although many plants were capable
of self-fertilisation, they seemed to avoid it. Furthermore, if it happened, the offspring
were on average less healthy. Cross-fertilisation produced variation in the offspring that
was more vital and sometimes even resulted in the creation of a new type of flower.
(This finding was also of non-academic interest to Darwin, because he had married
one of his cousins, as quite often happened in the upper-class families of those times.
Later he would become a supporter of measures to dissuade this type of marriage.)
Darwin was at a loss to understand how the new offspring could start to dominate
and eventually replace the old variety. The breakthrough came when he read a book by
the economist Thomas Malthus, who defended the position that if humans did not
obey ‘moral constraint’ their growth would outstrip food production, which would
inevitably result in either famine or war. Darwin now realised that the struggle for
existence in a world of limited resources was the reason why some variants had an
advantage and started to outgrow the variants without that advantage. Later this
natural selection insight became encapsulated in the phrase natural selection or (more popular, but less
process in Darwin’s correct) survival of the fittest (a term introduced by Herbert Spencer; see Chapter 5).
evolutionary theory by
which the environment The Origin of Species
results in the continuation
and multiplication of Darwin was reluctant to publish his insights and only did so at the age of 50, when he
organisms with certain was warned that one of his correspondents, Alfred Russel Wallace, was about to pub-
genetic features and lish a very similar thesis. The first edition of the book On the Origin of Species by
hinders the reproduction Means of Natural Selection, or the Preservation of Favoured Races in the Struggle for
of organisms with other
genetic features; the Life (usually abbreviated to The Origin of Species or The Origin) appeared in 1859.
first type of features
are called favourable The dilution problem
(within the prevailing Although the book was an instant success and led to lively debates (which Darwin
environment), the second
type unfavourable
refused to attend), its initial impact was less impressive than we think nowadays. One
element that Darwin failed to explain and that would haunt him until his death (and
survival of the fittest evolutionary theory for nearly half a century longer) was how a single new plant or
term introduced by animal could come to dominate the rest. This criticism was best formulated by the
Herbert Spencer to
Scottish engineer Fleeming Jenkin. According to Jenkin, when an organism with a new
describe the outcome of
natural selection: only feature is placed amid a group of other organisms, this new feature will not expand but
organisms that fit within will dilute in the pool of existing features until in the end virtually nothing remains.
the environment and can He gave the example of a white man shipwrecked on an island inhabited by black
produce viable offspring
survive
people. If this man becomes part of the community and has children, his whiteness
will never become dominant, even if the trait is better suited to the environment. After
The Origin of Species a few generations the whiteness of the forefather will have all but vanished because it
book by Charles Darwin is overruled by the more prevalent blackness.
(1859) in which
he presented the
Darwin never found a proper answer to Jenkin’s dilution argument. In the fifth edi-
evolutionary theory tion of The Origin of Species (1869), he agreed that a single new random variant could
not alter the nature of a species and that evolution was only possible when a change in
the environment favoured a whole group of individuals at the same time, for instance
when a drought favoured birds with strong beaks. Because of the blending problem, the
impact of the evolutionary theory on other biological scientists was almost nil around
1900. Only a few decades later, when biologists started to unravel the nature of inherit-
ance and understood that genes are not blended in the process of conception, did the
real impact of the evolutionary theory become clear, as we will see in later chapters.
KEY FIGURE Charles Darwin

● British biologist (1809–1882).
● Famous for his contributions to biology:
– description of new species
– importance of cross-fertilisation
– development of the evolutionary theory.
– focused on the similarities among animals and humans
Source: Everett Historical/
– pointed to the importance of heredity Shutterstock.
– developed a theory of how life adapts to changing situations.
What do you think?

Do some people still doubt Darwin’s evolutionary theory? What are their
arguments?

There is no direction in the genetic changes
Although the evolutionary theory is quite straightforward, it is often misunderstood.
One of the misinterpretations is that the genes induce a change in a plant or animal so
that it becomes more adapted to the environment. This is wrong, because the genetic
material has no knowledge of the environment and so cannot change in a desirable
direction. All that happens is that the material now and then has a random altera-
tion. Most of these changes result in offspring that do not differ in an observable way
from the parents. Sometimes, a change results in a descendant that is barely viable or
that does not result in further offspring. Such a mutation is not passed on to further
generations. Occasionally, however, an alteration results in a characteristic that is par-
ticularly well adapted to the prevailing environment and that increases the chances of
the organism to survive and have descendants. This new variant gradually increases
in number at the expense of the variants without the characteristic.
Organisms do not become better or stronger

A second misunderstanding about evolution is that each genetic mutation that
survives results in a better, stronger and more complex organism. (How else could
humans have evolved from primates? Or how else can we explain that each new gen-
eration of humans becomes smarter?) Jones (1999) gave a particularly forceful exam-
ple of how adaptations need not be for the better. First, he described how predators
such as wolves and mammoths dramatically declined (often to extinction) as soon as
humans invaded their territory. At the same time, a few species sharply increased in
number. These were the species humans kept as pets or for food, such as dogs and
pigs. In general, Jones argued, these species are dumber and meeker than the ances-
tors from which they were bred, because the humans did not want dogs with their
own initiative or pigs that were smart. They wanted helpless animals that were lost
without the human presence and that constantly showed their affection and depend-
ence. The same would happen if the Earth were suddenly invaded by a new species
that kept humans as pets. Those humans who opposed the occupation (because they
were too proud, intelligent or aggressive) would be killed and would no longer be able
to pass on their genes. In contrast, mentally feeble humans that depended on their
masters for survival would be bred, rapidly increase in number, and spread over all
planets occupied by the aliens.

One of the first people to examine the implications of Darwin’s theory for human
functioning was the British polymath Francis Galton (1822–1911). He was especially
interested in finding evidence that features were inherited. First, he tried unsuccess-
fully to demonstrate this in rabbits (by transfusing blood from black or white rabbits
into silver-grey rabbits and looking at their offspring), then he had some mixed results
with sweet peas, but his ultimate goal was to show the heredity of human traits, in
particular intelligence. In 1869 he published Hereditary Genius, in which he claimed
that mental qualities were inherited. He did so by pointing to the many family ties that
existed between the intellectuals of England (for instance, Galton had a grandfather
in common with Darwin; Fancher, 2009).
Galton’s contemporaries were not impressed, however, because most of them
accepted that mental capacities were divine. These capacities set humans apart from
animals and were influenced by the health and the habits of the parents. Alcoholism,
for instance, was considered a degenerative disease whose effects were inherited, but
this was thought to be caused by the fact that drunken parents weakened their minds
and bodies and then passed these weaknesses on to their children.
What do you think?

Is heredity the only possible reason why there were many family ties between the
intellectuals of nineteenth-century England?
Because of the resistance Galton encountered, he set out to measure human

intelligence. His most ambitious attempt took place in 1884 during the International
Health Exhibition in London, attended by over 4 million people. Here he installed
an anthropometric laboratory, where various aspects of men were measured: their
principal physical dimensions, their hearing power, the accuracy of their eyesight,
and various measures of physical speed and strength. Galton was convinced that indi-
vidual differences in mental ability were due to inherited differences in the quality
of the senses and he set out to prove this. During the six months of the exhibition,
17 different measures were made of over 9,000 visitors. Afterwards Galton obtained a
room in the Science Galleries of the South Kensington Museum, in which the labora-
tory continued for another six years, gathering data on over 4,000 more individuals.
Unfortunately for Galton, his measures again turned out to be far from convincing.
As a matter of fact, he never published them. His claims remained based on impres-
sions and anecdotes (Deary, 1994). We will return to the development and the use of
intelligence tests in later chapters.
In 1884 Sir Francis Galton opened an anthropometric laboratory at the South Kensington Museum, in which he gathered
sensory and physical data from over 4,000 individuals. Before, he had collected measures of over 9,000 visitors at the
International Health Exhibition in London. Unfortunately, none of the measures correlated highly with the intelligence
of the people, as Galton had hoped.
Source: Chronicle/Alamy Stock Photo.
Interim summary
Evolutionary theory
● Proposed by Darwin.
● Several developments made the theory likely in the nineteenth century: interest in
diversity and correspondence between species, discovery of fossils, cultivation of new
flower types.
● Darwin discovered that random variations at birth, together with limited availability of
resources, could explain evolution on the basis of natural selection.
3.6 The contribution of statistics 117
● Theory published in The Origin of Species (1859).

● Darwin could not explain how new randomly generated organisms could come to
dominate the existing organisms (absence of knowledge of genetics).

● The mistaken belief that there is a direction in the genetic changes that cause the initial
variation.
● The mistaken belief that evolution results in better or stronger organisms.

● Galton tried to find evidence for the heredity of animal and human features.
● Was not very successful, but inspired subsequent generations to address the issue of
intelligence testing.
3.6 The contribution of statistics

Psychological research requires the analysis of many observations
to detect the underlying patterns
The development of statistics (Stigler, 1986) was another innovation of major impor-
tance for the emergence of psychological research. A crucial difference between physics
and psychology is that processes in the former usually yield very much the same outcome
each time they are repeated. As a result, research in physics mostly consists of a small
number of very precise measurements. In contrast, psychological outcomes often differ
between individuals and they also differ when an individual does the same task twice.
The latter can easily be shown. When participants are asked to press a response key as
quickly as possible when they hear a stimulus (cf. Donders’ first task), their responses
are not always exactly 197 ms. In some trials their reaction time can be as fast as 150 ms,
in others it can be as slow as 300 ms, even when the participants are highly motivated
to respond as fast as possible on each trial. This is because psychological measures are
embedded in a lot of noise, which can be random (e.g. in some trials the participant was
blinking at the moment the stimulus was presented), or due to the influence of some
other systematic variable (e.g. the position of the hand relative to the response key).
Because of the intrinsic variability in psychological (and biological) measures, it
is not possible to get rid of the noise simply by trying to improve the accuracy of the
measurement, as in physics. Discrepancies will always remain between successive obser-
vations. This means that the same measurement techniques cannot be used in psychol-
ogy as in physics (the exception being some aspects of psychophysical research, where
methods similar to those in physics can be applied). In physics, good research requires
extremely accurate measurements of a few observations; in psychology good research
usually consists of a sufficiently large number of observations, so that the inherent noise
in the data can be removed. This, however, was not known to the first men of science,
who tried in vain to apply the methods of physics to research on living organisms.
Quetelet’s contribution
The importance of statistical analyses for behavioural data was discovered by Adolphe
Quetelet (1796–1874), a Belgian astronomer and professor of mathematics, who ana-
lysed crime statistics from several countries. A problem with criminal activities is that
it is nearly impossible to predict when and where they will happen (because they are
the result of many chance factors). However, what struck Quetelet was that, despite
this inherent noise in the individual data points, the sums of the crimes looked very
similar year upon year. As he wrote:
Thus, as I have occasion to repeat already several times, one moves from one year to
another with the sad perspective of seeing the same crimes reproduced in the same
order, and attracting the same punishments in the same proportions . . . the greater the
number of individuals, the more the single individual becomes obliterated and allows
general facts to predominate, facts which depend on causes, facts according to which
society exists and preserves itself.
(Quetelet, 1835; as translated by Jahoda, 2007: 82)
Whereas Quetelet was not able to predict a single crime, he was able to predict how
many crimes there would be in the next year and which variables affected this number
(e.g. differences between men and women, between countries, between seasons and so
on). A similar observation was made by the American mathematician, Elizur Wright
(1804–1885), who specialised in life insurance. He wrote: ‘While nothing is more
uncertain than the duration of a single life, nothing is more certain than the aver-
age duration of a thousand lives’ (Gerteis, 1991). The calculation of totals based on
reasonably large samples was but the first step whereby statistics made it possible to
analyse behavioural data in meaningful ways. Soon, this step was augmented by other,
more sophisticated, statistical measures and techniques.
Statistics help to design a proper study

Statistics not only allowed researchers to analyse their data, they also provided them
with information on how to design biological and behavioural studies, so that valid
conclusions could be drawn. Before the advent of statistics, researchers only had
knowledge of the methods used in physics and chemistry. These were ill-suited for the
type of problems tackled by researchers of living organisms, which showed considera-
ble variability, the functioning of which was influenced by several variables at the same
time. This became painfully clear when the great British statistician Ronald Fisher
(1890–1962) was called upon by the agricultural research institute at Rothamsted to
sort out the data mess they had got themselves into (as recounted by Salsburg 2001).
The purpose of the Rothamsted station was to find ways to improve crop cultiva-
tion. This was done by trying out different types of fertilisers on different fields. Each
year a number of changes were introduced and the harvests were carefully registered.
The plan was to compare the outcome with the produce of the years before and with
the produce from other fields, sometimes hundreds of yards away. Unfortunately, the
outcome became increasingly complex and chaotic, because the weather changed from
year to year, the soil differed between the fields, weeding practices were not the same
each year, the produce of a field was influenced by what had been planted the year
before, and so on. In the end, it became impossible to decide which fertilisers had
worked and which hadn’t. Hence, the call for help to Fisher.
In the end, Fisher was able to sort things out to some degree (in the process invent-
ing or massively improving statistical techniques such as time series analysis and
multiple regression analysis), but soon he started to explain to the users why the
3.7 Focus on: The status of medicine in the eighteenth and nineteenth centuries 119
analysis had become so complicated and what could be done to simplify it. All that
was needed was that the researchers at Rothamsted split up their fields into many
small patches, some of which got the experimental fertiliser and others not. Then,
simply by comparing the average harvest of both types of patches, the scientists would
know whether the fertiliser had any effect, because all the other confounding variables
(weather, soil, weeding practice, compatibility with the crops grown in the previous
years, etc.) would be averaged out. Insights like these started a completely new field
of research methodology, which allowed scholars to study living organisms and their
behaviours.
Interim summary
The contribution of statistics
● Research on living organisms required other data analyses than research in physics and
chemistry, because the data were noisy and simultaneously influenced by many different
factors.
● Quetelet discovered that, whereas individual data points were impossible to predict,
such prediction was possible when the analyses were based on the means of hundreds of
observations.
● Fisher further showed how researchers could adapt their methodology so that the
influence of confounding variables could easily be factored out in statistical analyses.
3.7 Focus on: The status of medicine in

the eighteenth and nineteenth centuries
Given that psychology (the study of the mind) is closely related to medicine (the study
of the body), it is interesting to know what the status of medicine was when psychology
emerged as an independent discipline. We will devote a separate chapter to the input
from brain research (Chapter 6). Here we focus on the medical practice, the ways in
which patients were treated by their doctors. Our discussion is based on Porter (2006).
Advanced understanding of the body
Without doubt, physicians in the eighteenth and nineteenth centuries knew more about
the bodies of their patients than before. In Chapter 1 we discussed the contribution of
Vesalius’s anatomical studies in the Renaissance. Another major breakthrough was the
discovery of how the blood system worked. Since the writings of Galen, physicians had
been taught that the main blood flow occurred in the veins, originating in the liver and
flowing to the organs where it was consumed. This was called the natural system. The
arteries formed a second system, the vital system, starting in the heart which generated
blood for the lungs and from there for the other organs. This system was important to
get air (pneuma) and vital spirits into the body and to dispel sooty vapours from the
body. Although Galen had argued otherwise, the arteries were not thought to contain
much blood, because they tended to be rather empty in anatomical dissections (given
that the heart no longer pumped blood through them).
From 1500 on, Galen’s views started to be questioned, but they would not be super-
seded until the British physician William Harvey (1578–1657), on the basis of experiments
with animals, claimed that the blood system did not consist of two unidirectional flows,
but of two circuits in which the blood continuously circled, with the heart as the pump
that kept the circulation going. One of the circuits made blood flow ceaselessly round
the body from the veins into the arteries and from the arteries into the veins; the other
circuit involved blood flowing from the heart to the lungs and back. This was published
in a Latin treatise in 1628 with the translated title Motion of the Heart and Blood. After
a period of quite strong resistance and much debate, Harvey’s insights became accepted
and were taught, along with other new findings, as part of medical degrees at universities.
Medical education
Medicine became taught as a degree around 1200, first in Northern Italy and France,
and then in the rest of Europe. First, it was taught at independent institutions of higher
learning, but soon the institutions joined the growing universities in order to profit
from the privileges these were able to obtain. Medical degrees were among the most
demanding (they took seven years), but not the best preparation for medical practice.
They started with a full course of arts (taking four years), in which the seven liberal
arts were taught: grammar, logic and rhetoric (together referred to as the Trivium), and
arithmetic, astronomy, music and geometry (the Quadrivium). The liberal arts were
considered the basic education of every free person, and only after successful comple-
tion of them did medical teaching start. It mainly consisted of the theoretical study of
textbooks, with minimal training in practical skills. Still, the university-educated medi-
cal men managed to impose themselves on administrations (increasingly populated
by university-educated colleagues) and became the governing body of medicine. They
called themselves ‘doctors’ and often also had private practices for wealthy clients.
Most of the medical care was provided, however, by persons without (higher) school
education, who learned the trade as apprentices of existing practitioners. They were
apothecaries, general practitioners, surgeons and midwives, who acquired the tricks
of the trade from their predecessors. The relationship between doctors and medical
practitioners is nicely illustrated by the following quote from Willis (1847) describing
the life of William Harvey:
. . . in the early autumn of the same year [1633] we are pleased to find Harvey again at
his post in St. Bartholomew’s Hospital, engaged in his own province and propound-
ing divers rules and regulations for the better government of the house and its officers,
which of themselves give us an excellent insight into the state of the hospital, as well as
of the relative positions of the several departments of the healing art two centuries ago.
The doctor’s treatment of the poor chirurgeons in these rules is sufficiently despotic it
must be admitted; but the chirurgeons in their acquiescence showed that they merited no
better handling. The only point on which they proved restive, indeed, was the revealment
of their Secrets to the physician; a great outrage in days when every man had his secrets,
and felt fully justified in keeping them to himself. But surgery in the year 1633 had not
shown any good title to an independent existence. The surgeon of those days was but the
hand or instrument of the physician; the dignitary mostly applied to his famulus when
he required a wen removed, or a limb lopped, or a broken head plastered; though Harvey
it seems did not feel himself degraded by taking up the knife or practising midwifery.
Nevertheless, in these latter days Royal Colleges of Physicians have been seen arrogating
superiority over Royal Colleges of Surgeons, and Royal Colleges both of Physicians and
Surgeons combining to keep the practitioner of obstetrics under.
(Willis, 1847: xxvi–xxvii)
3.7 Focus on: The status of medicine in the eighteenth and nineteenth centuries 121
Medical care up to the twentieth century

According to Shorter (2006), the help medical practitioners were able to provide was
very minimal up to the twentieth century, and mainly consisted of a placebo effect (the
reassurance patients and their family felt because they were treated by a doctor). Most
of the patients to whom practitioners were called (in those days doctors went to their
patients) suffered from fever as a result of infection (tuberculosis, syphilis, diphtheria,
plague, meningitis, malaria, childbirth fever etc.), for which there was no cure. Because
doctors were compelled to do ‘something’, they usually fell back to the ancient convic-
tion that something wrong had to be discharged from the body and, therefore, resorted
to blood-letting, vomiting and purgation. Pills with heavy metals such as mercury and
lead also became popular in the eighteenth century, before it was found out that they
were poisonous rather than healing. As noticed by Boston’s William Douglass in 1755:
In general, the physical practice [giving medications] in our colonies is so perniciously
bad, that excepting in surgery and some very acute cases, it is better to let nature under
a proper regimen take her course . . . than to trust the honesty and sagacity of the prac-
titioner. . . . Frequently there is more danger from the physician than from the distemper.
(as quoted in Shorter, 2006: 109).
According to Shorter, the only really helpful drug practitioners had in the eighteenth
and nineteenth centuries was the pain-reliever opium, despite its side-effects and the
danger of addiction.
Because of the limited medical help physicians could provide to their patients
besides diagnosis and prognosis, around 1880 a new movement grew. It was called
the ‘patient-as-a-person’ movement, which held that patients were not helped by
medicines, although these had to be given, but by the doctor’s psychological support.
A sympathetic doctor who saw his patients as ‘persons’ and approached them in an
understanding way was therapeutic in and of itself. The physician had to be the good
old GP (general practitioner) who was willing to sit and listen to his patients and
advise them about how to cope with their problems. This movement was based on the
observations that the effectiveness of doctors was rarely related to their medical treat-
ment and that a substantial proportion of the patients in primary care failed to show
physical ailments but complained of sleeplessness, nervousness, agitation or depres-
sion. Proponents of the patient-as-a-person movement were Hermann Nothnagel,
professor of medicine in Vienna, and William Osler of the medical school at Johns
Hopkins University in Maryland, the United States.
Interim summary
Medical care in the eighteenth and nineteenth centuries
● Most medical care was done by practitioners who learned the trade as apprentices. In
addition, there were university-educated doctors whose training often only included
theoretical knowledge.
● Effective medicines against the prevailing diseases were lacking and practitioners often
resorted to bloodletting, laxatives and purgatives. Towards the end of the nineteenth
century, a movement emerged which saw the practitioner as a GP listening to his patients
and giving advice about how to cope with the illness (the patient-as-a-person movement).
Philosophical and physiological developments that Darwin and evolutionary theory
led to the emergence of psychology The original Origin of Species is in print and remains a
An interesting introduction to the philosophical worthwhile read. Jones, S. (1999) Almost Like a Whale:
developments between 1600 and 1800 is given by Gottlieb, A. The Origin of Species Updated (London: Doubleday) is
(2016) The Dream of Enlightenment: The Rise of Modern an equally readable introduction to the evolutionary the-
Philosophy (London: Penguin Books). The book we found ory. Particularly worthwhile reading is Endersby, J. (2007)
most informative in understanding how psychology came A Guinea Pig’s History of Biology (London: William
about was Leahey, T.H. (2004) A History of Psychology Heinemann), which describes the various plants and ani-
(Upper Saddle River, NJ: Pearson/Prentice Hall). Another mals that have played a central role in working out the
book that contains many interesting insights and anecdotes mechanisms of the evolutionary theory.
is Jahoda, G. (2007) A History of Social Psychology
(Cambridge: Cambridge University Press). Also very worth- History of medicine
while reading, because it takes an approach complementary As indicated in the text, we found the book by Porter (2006),
to ours (from the point of view of the scholars involved), is mentioned in the References below, very informative.
Fancher, R.E. (1996) Pioneers of Psychology 3rd edn (New We also enjoyed reading about the rise of the Amsterdam
York: Norton & Company). Guild of Surgeons (e.g. de Bree & Schoretsanitis, 2018).
References
Blount, B. (2015) ‘Personal names’. In J.R. Taylor (ed.) The Friedman, M. (2004) Kant: Metaphysical Foundations
Oxford Handbook of the Word (pp. 616–33). Oxford: of Natural Science (Cambridge Texts in the History
Oxford University Press. of Philosophy). Cambridge: Cambridge University
Collins, A. (1703) Letter to John Locke. As cited in Press.
Woolhouse, R.S. (2007) Locke: A Biography, p. 441. Gauch, H.G. (2003) Scientific Method in Practice.
Cambridge: Cambridge University Press. Cambridge: Cambridge University Press.
Comte, A. (1830) Cours de philosophie positive. Paris: Gerteis, L.S. (1991) ‘Book review of Abolitionist, Actuary,
Bachelier. Atheist: Elizur Wright and the Reform Impulse, by
Deary, I.J. (1994) ‘Sensory discrimination and intelligence: Lawrence B. Goodheart’, The Journal of American
Postmortem or resurrection?’ The American Journal of History, 77: 1360–1.
Psychology, 107: 95–115. Hatfield, G. (1998) ‘Kant and empirical psychology in the
de Bree, E. & Schoretsanitis, G. (2018) ‘The Amsterdam 18th century’. Psychological Science, 9: 423–8.
Guild of Surgeons and the training of surgeons in the early Hume, D. (1779) Dialogues Concerning Natural Religion
modern period’, Hellenic Journal of Surgery, 90(4): 205–9. (2nd Edition). London.
Donders, F. C. (1969[1868]) ‘On the speed of mental pro- Jahoda, G. (2007) A History of Social Psychology.
cesses’, Acta Psychologica, 30: 413–21. Cambridge: Cambridge University Press.
Encyclopedia Britannica (1773) London: Dilly. James, W. (1890) The Principles of Psychology (2 vols).
Fancher, R.E. (2009) ‘Scientific cousins: The relationship New York: Henry Holt (at psychclassics.yorku.ca).
between Charles Darwin and Francis Galton’. American Jolley, N. (2005) Leibniz. London: Routledge.
Psychologist, 64: 84–92. Jones, S. (1999) Almost Like a Whale: The Origin of
Foucault, M. (1976) Surveiller et punir: Naissance de la Species Updated. London: Doubleday.
prison. Paris: Editions Gallimard (English translation: Kant (1994) Metaphysical Foundations of Natural Science
Foucault, M. (1979) Discipline and Punish: The Birth of (trans. M. Freeman). Cambridge: Cambridge University
the Prison. New York: Vintage). Press.
Notes 123
Krstic´, K. (1964) ‘Marko Marulic: The author of the term Shorter, E. (2006) ‘Primary care’. In R. Porter (ed.),
“psychology”’ Acta Instituti Psychologici Universitatis The Cambridge History of Medicine (pp. 103–35).
Zagrabiensis, 36: 7–13 (at psychclassics.yorku.ca). Cambridge: Cambridge University Press.
Lawrence, W. (1817) Lectures on Physiology, Zoology, Siegentop, L. (2014). Inventing the Individual: The Origins
and the Natural History of Man. London: James of Western Liberalism. Allen Lane.
Smith. Smith, M.K. (1901) (translator) A Text-book in Psychol-
Leahey, T.H. (2004) A History of Psychology. Upper Saddle ogy: An Attempt to Found the Science of Psychology
River, NJ: Pearson, Prentice Hall. on Experience, Metaphysics, and Mathematics by
Louden, R.B. (ed.) (2006) Immanuel Kant: Anthropology Johann Friedrich Herbart. New York: Appleton and
From a Pragmatic Point of View. Cambridge: Cambridge Company.
University Press. Smith, R. (2005) ‘The history of psychological categories’,
Pickren, W.E. & Rutherford, A. (2010) A History of Studies in History and Philosophy of Biological and Bio-
Modern Psychology in Context. Hoboker, NJ: John medical Sciences, 36: 55–94.
Wiley & Sons. Stigler, S.M. (1986). The History of Statistics: The Meas-
Porter, R. (ed.) (2006) The Cambridge History of Medicine. urement of Uncertainty Before 1900. Harvard University
Cambridge: Cambridge University Press. Press.
Richards, G. (2002) Putting Psychology in its Place: Sturm, T. (2006) ‘Is there a problem with mathematical
A Critical Historical Overview (2nd Edition). London: psychology in the eighteenth century? A fresh look at
Routledge. Kant’s old argument’, Journal of the History of the
Richards, R.J. (1980) ‘Christian Wolff’s prolegomena to Behavioral Sciences, 42: 353–77.
empirical and rational psychology: Translation and com- Teo, T. (2007) ‘Local institutionalization, discontinu-
mentary’, Proceedings of the American Philosophical ity, and German textbooks of psychology, 1816–1854’,
Society, 124: 227–39. Journal of the History of the Behavioral Sciences, 43:
Ross, E.H. & Murray, D.J. (1996) E.H. Weber on the Tactile 135–57.
Senses (2nd Edition). Hove, UK: Taylor & Francis. Valentine, E.R. (2000) ‘Metaphysics’. In A.E. Kazdin (ed.),
Rowe, F.B. (1983) ‘Whatever became of poor Kinnebrook?’ Encyclopedia of Psychology, vol. 5 (pp. 204–9). Oxford:
American Psychologist, 38: 851–2. Oxford University Press.
Salsburg, D. (2001) The Lady Tasting Tea: How Statistics Wade, N.J. (2007) ‘Image, eye, and retina (invited review)’,
Revolutionized Science in the Twentieth Century. New Journal of the Optical Society of America, 24: 1229–49.
York: Freeman. Willis, R. (1847) The Works of William Harvey, M.D. trans-
Scruton, R. (2001) Kant: A Very Short Introduction. lated from the Latin with a life of the author. London:
Oxford: Oxford University Press. Sydenham Society.
Notes
1. The Greek characters were used in the title, testament are divided to correspond with the realities, potential
to the fact that the word was coined by combining the knowledge and sensation answering to potentialities,
Greek words psyche (soul) and logos (word, study). actual knowledge and sensation to actualities. Within
2. To illustrate the difficulties interpreting Aristotle, these the soul the faculties of knowledge and sensation are
two sentences are embedded in a text dealing with the potentially these objects, the one what is knowable, the
question of how the soul can understand objects when other what is sensible . . . the soul is analogous to the
it has no innate ideal forms to relate to. To answer this hand; for as the hand is a tool of tools, so the mind is
question, Aristotle made a distinction between potential the form of forms and sense the form of sensible things.’
knowledge and actual knowledge. The soul possessed The existence of potential knowledge is, arguably, why
potential knowledge but needed sensory input to trans- Aristotle thought humans could have certainty about
late this into actual knowledge. As Aristotle concluded the axioms forming the starting point of theoretical
in Part 8 of the same text: ‘Knowledge and sensation knowledge.
3. In 1734 Berkeley would be appointed Bishop of Cloyne about 0.18 between successive sensations, which you
in the Irish Anglican Church. can expect given that ln(a * x) = ln(x)+ln(a) and that
4. It should be noted, however, that Wolff’s first writings ln(1.2) ≈ 0.18.
on psychology date from 1719. 7. These data are to be found in Note IV of Donders’
5. Incidentally, this is a study you can easily try out yourself. (1868/1969) article. They are given in the article as the
Put your thumb and index at a certain distance and briefly number of cycles produced by a tuning-fork vibrating at
touch a friend’s arm with them. Does your friend have the 261 Hz and recorded simultaneously with the stimulus
feeling of two points being touched or only one? Now and the response on a ‘phonautograph’. For instance, for
increase or decrease the distance between your fingers. simple responses the time was 51.5 cycles, which equals
6. In case you are not scared of a bit of maths: 1000 * (51.5/261) = 197 ms.
ln(30) ≈ 3.40, ln(36) ≈ 3.58, ln(43.5) ≈ 3.77, ln(52.2)
≈ 3.95. In other words, there is always a difference of
4 Establishing psychology as an
independent academic discipline
4.1 The foundation of the first laboratory of experimental psychology in Germany

The university reform in Germany
Wundt and the first laboratory of experimental psychology
The methods used by Wundt
Wundt’s legacy
4.2 Starting psychology in America: James and Titchener
James’s Principles of Psychology
Titchener’s structuralism
4.3 Psychology in France: Ribot, Charcot, Binet
Ribot and Comte’s legacy
Charcot and the need for methodological rigour
Binet and the development of the first valid intelligence test
4.4 Freud and psychoanalysis
Changes in the treatment of mental disorders
Freud’s research method
4.5 Starting psychology in the UK: finding a place between clerics, philosophers and
biologists
Universities in the UK
Attempts to establish psychology at Cambridge and Oxford
Developments in London
Scotland
Psychological societies
4.6 Focus on: What about the five schools of psychology?
126 Chapter 4 Establishing psychology as an independent academic discipline

● When did psychology start?
● When and how did the first psychological laboratory come about?
● Which research methods did Wundt use?
● Who were the founders of psychology in the United States?
● When did psychologists start to measure intelligence?
● How did the treatment of mental health problems evolve up to the twentieth century?
● What was Freud’s contribution to the development of psychology?
● Why did it take so long for psychology to thrive in the United Kingdom?

● Can a complex discipline, such as psychology, have a single birthday?
● To what extent do the degrees offered at universities reflect the political and social concerns in
a country?
● Does Wundt’s fame as the founder of psychology also mean that he has a lasting scientific
legacy?
● To what extent has the history of early psychology been misrepresented in textbooks?
Introduction
Psychology stands in a peculiar relation to the sciences of life and to the physi-
cal sciences, for it is one of the youngest of Philosophy’s children and, on that
account, has fallen heir, as do the successive members of any growing family,
to a number of family treasures, some good, some bad, and some indifferent.
Among other things, it has inherited from the physical sciences a well-rounded
methodology and a refined laboratory technique; and from the sciences of life,
a ‘genetic’ way of regarding mind in its relation to life. Moreover, in the near
future, some one will write a history of the development of scientific concepts
and it will then be discovered that psychology has fallen heir, also, to scientific
ways of regarding the world at large, ways that became established a hundred
years or so before mind was brought into the laboratory.
(Griffith, 1921: 17)
In the previous chapters we saw how changes in society and progress in knowledge
primed the Western world for the scientific study of the human mind. In the present
chapter we discuss the first attempts to establish psychology as an independent
academic discipline. We start with the establishment of the first psychology labo-
ratory in Germany. Then we discuss how psychology in only a few years came to
4.1 The foundation of the first laboratory of experimental psychology in Germany 127
flourish in the United Status. We also discuss the start of psychology in France,
the Austro-Hungarian Empire, and the United Kingdom. As in Chapter 1, we end
with a section on how history writing not only describes the past but also to some
extent shapes it.
4.1 The foundation of the first laboratory of experimental

psychology in Germany
As we saw in Chapter 3, by 1850 there was a thriving literature of psychological sub-
jects in Germany. Philosophers studied psychology as the fourth theme of metaphys-
ics, and psychology courses were part of the education of teachers and clerics. This
created a market for textbooks. At the same time, men of science began to run studies
that were informative for the functioning of the human mind. What was lacking for
an independent academic discipline, however, was a group of scholars who called
themselves psychologists and established research centres specifically devoted to the
non-philosophical study of the mind. This would happen after Wilhelm Wundt was
appointed as professor at the University of Leipzig, as we will see shortly. First, we
need some background information explaining why Wundt was able to start a labora-
tory of experimental psychology in the first place.
What do you think?

The establishment of a new academic discipline usually happens gradually,
particularly at traditional universities. If you are studying at a university with
a history going back to the nineteenth century, it may be interesting to try to
find out (1) when the first course of psychology was taught at your university,
(2) when the first laboratory of (experimental) psychology was set up, (3) when
the first chair (professorship) in psychology was created, and (4) when the first
psychology degree was awarded. Usually, these markers of the establishment of a
discipline do not coincide. Sometimes there are several decades in between!
The university reform in Germany

As in other countries, universities in the German states for a long time were dominated
by the humanities and religion (first the Roman Catholic Church, then one of the Prot-
estant Churches). This was a feature proponents of the Enlightenment fought against.
A clear example of this struggle took place at the University of Halle. The university
was created in 1694 by Friedrich III of Brandenburg, later the first King of Prussia, and
was based on two pillars: the ideas of Enlightenment and Pietism. Pietism was a Prot-
estant movement, promoting a revival of practical and devout Christianity, based on
spiritual rebirth and advocating charitable and missionary work. Towards the end of
the seventeenth century, Pietism and Enlightenment were brothers-in-arms in the strug-
gle against Catholic orthodoxy and doctrine, emphasising good education in German
(instead of Latin). The Enlightenment ideas mainly came from a group of academics
who had been expelled from the University of Leipzig, because of their critical attitude
and modern ways of thinking. The unity of both groups at the University of Halle
lasted only a few years, which was to be expected given that Enlightenment sought to
demystify religion, whereas Pietism emphasised inward spirituality and the centrality
of Scripture. In 1723 the disagreements resulted in the ousting of the philosopher-
scientist Christian Wolff (see Chapter 3), one of the Enlightenment proponents, by
his colleagues from the theological faculty. They feared that Wolff’s views would lead
to atheism and convinced King Friedrich that Wolff’s teachings could lead to massive
desertion of soldiers without any right of punishment. Eventually Wolff, who had a
stellar reputation, was called back to Halle in 1740, after Friedrich died. At that time
Aristotelian philosophy based on scholastic teachings was replaced by teaching of the
new sciences without interference from the theological faculty.
A further reform took place after the defeat of the Holy Roman Empire in
1805–1806. The Holy Roman Empire was a federation to which the many kingdoms,
principalities, duchies and free cities of present-day Germany belonged, together
with (at its height) Austria, Hungary, Belgium, the Netherlands, Luxembourg, the
Czech Republic and Slovenia. It was a confederation of states, which were more or
less sovereign, with occasional battles over land disputes. It broke down in two parts,
when Napoleon first defeated a coalition around the Austrians in the south (this part
would continue as the Austrian Empire and later as the Austro-Hungarian Empire)
and then a coalition around the Prussians in the north (which would later unify into
the forerunner of the present-day Federal Republic of Germany).
The defeat by the French particularly upset the Prussians, who decided it was high
time to modernise their country. The school system was reorganised and a new univer-
sity model was installed. Universities had previously been places of education aimed
mainly at the training of physicians, lawyers and clergy; scientific research now became
part and parcel of an academic career with its own financing. In Berlin, the capital of
Prussia, a new type of university was inaugurated based on two goals: Wissenschaft
(scholarship and scientific research) and Bildung (the making of good citizens). The
power of the university was put in the hands of a limited number of professors (chairs)
who were given academic freedom and resources to pursue their interests and who had
a number of assistants and lecturers under their command.
This type of university rapidly expanded over the entire German federation. The
emphasis on scientific research and the freedom given to the professors made the
German universities dynamic and open to new areas for scientific investigation. By
the end of the nineteenth century, Germany was one of the front-runners in the indus-
trial revolution, attracting students from all over the world. Porter (2006) estimated
that over 15,000 American students went to study biology and medicine in Germany
between 1850 and World War I.
Specifically related to the emergence of psychology as a separate discipline,
Ben-David and Collins (1966) ventured that the German situation in the middle of
the nineteenth century was particularly fruitful (in contrast to the French, British and
American context) because of a combination of three social variables:
1. An academic rather than an amateur role for both philosophers and physiologists.
2. Better job opportunities in philosophy than in physiology encouraging the mobility
of men and methods from physiology into philosophy.
3. An academic standing of philosophy below that of physiology, requiring the physi-
ologists to maintain their scientific standing by applying their empirical methods
to the materials of philosophy.
As we will show, the three variables applied to Wundt.
Wundt and the first laboratory of experimental psychology

Wundt’s career
Wilhelm Wundt (1832–1920) was born to an intellectual family (his father was a minis-
ter, and on both sides of the family were professors and physicians). He was an unmo-
tivated and rather poor student in secondary school, but pulled himself together when
he studied medicine and he began to excel. After his PhD (or at least the equivalent
of it), he obtained an assistantship with Hermann von Helmholtz, the man who had
started to measure the speed of signal transmission in nerves (Chapter 3). Here Wundt
began to identify himself as a scientific psychologist. In 1862 he gave his first course
in ‘Psychology as a natural science’ and in 1874 he published a book on physiological
psychology, called Grundzüge der Physiologischen Psychologie (Principles of Physi-
ological Psychology). In the book, psychology was defined as the study of the way in
which persons look upon themselves, on the basis of internal physiological changes
that inform them about the phenomena perceived by the external senses. Or as Wundt
formulated it, the aim of ‘physiological psychology’ was:
first, to investigate those life processes that, standing midway between external and
internal experience, require the simultaneous application of both methods of observa-
tion, the external and the internal; . . . [This new science] begins with physiological
processes and seeks to demonstrate how these influence the domain of internal observa-
tion. . . . The name physiological psychology . . . points to psychology as the real subject
of our science. If one wishes to place emphasis on methodological characteristics, our
science might be called experimental psychology in distinction from the usual science
of mind based purely on introspection.
(Wundt, 1873: 157, as translated by Leahey, 2004: 234)
What do you think?

For most people a textbook is the first contact with a particular topic. Do you
have memories of how a textbook affected your perception of a particular
subject? Did you come to dislike a subject because of the way it was presented?
And, conversely, did you unexpectedly become interested in a topic because of
the textbook used?
Wundt called his psychology ‘physiological psychology’ not only because he thought
physiology should form the basis of psychology, but also because he was convinced
that psychology should use the experimental methods that had been pioneered by the
physiologists. He was particularly interested in the measurement of just-noticeable
differences, as described by Fechner (1860) and the registration of response times, as
described by Donders (1868; see Chapter 3).
Wundt began his career as a physiologist in 1857, but after 17 years still found
himself in a badly paid academic position without autonomy and influence (which
in the German system were restricted to Professors). Because of the high competi-
tion for chairs in physiology, he failed to be appointed in Kiel (1863), Heidelberg (in
1871), and Marburg (1872), despite good reference letters from von Helmholtz (Cahan,
2018). Then he made the transition to philosophy and after unsuccessful attempts in
Giessen and Würzburg finally obtained a chair at the University of Zurich in 1874.
The position was taken as a kind of ‘waiting-room’ for an appointment to one of the
great universities in Germany, because one year later Wundt secured a professorship
of philosophy in Leipzig, the university where Fechner had published his Elemente der
Psychophysik (Elements of Psychophysics). Now at last he was able to put into prac-
tice what he had preached in his book. He could start a laboratory entirely dedicated
to the study of the new physiological psychology, rather than simply publishing books
about the viability of such investigations, as textbook writers had done before him.
The first laboratory of experimental psychology was officially opened in 1879 (when
Wundt was already 47 years old) and named Institut für Experimentelle Psychologie
(Institute for Experimental Psychology). This date became generally accepted as the
birth of psychology.
According to Boring (1950), Wundt was able to start a laboratory of experimental
psychology, not only because of the incentives German professors had to pursue their
own interests, but also because science in nineteenth century Germany had moved
away from the mathematical deductive style of investigation prevalent in astronomy
and physics. More than in other countries, Germany had embraced the inductive,
Baconian research style, which was easily extended to the study of the mind. As Boring
(1950: 19–21) wrote:
The French and the English respected most the mathematical deductive style in science,
the manner of Galileo and Newton. At that time biological science did not lend itself so
readily to great generalizations, like the law of gravitation, generalizations from which
facts could be deduced mathematically for empirical validation. Consequently it was
left to the Germans, who have always had a great faith that sufficient pains and care will
yield progress, to take up biology and promote it. . . .
So we find in the Germany of the nineteenth century the beginning of a phenom-
enology, the careful collection of observational fact, that was sound, keen-sighted as to
detail, conscientious and thorough. . . .
By [early 19th century] Germany was ready to take over from the French the business
of cataloguing facts and to do the job more thoroughly. . . . nineteenth-century experi-
mental physiology was getting itself established. It was more inductive than deductive,
more given to the fact-collecting which Francis Bacon recommended for science, . . .
In brief, then, part of the story of how psychology came to join the family of sciences
is that the Germans, with their faith in collecting data, welcomed biology to its seat in
the circle of sciences, while the French and English hesitated because biology did not fit
in with the scientific pattern set by physics and celestial mechanics.
MYTH Did psychology start in 1879?

BUSTING
In nearly all introductory psychology textbooks the birth of psychology is firmly
placed in 1879, the opening of Wundt’s laboratory of experimental psychology.
As we have seen in Chapter 3, however, psychology is much older. One could eas-
ily claim that the ‘true’ birth of psychology is 1732, the year in which Christian
Wolff published his book Psychologia Empirica and argued that empirical psy-
chology was similar to experimental physics. On the other hand, if one wanted
to point to the first experimental work in psychology, Fechner’s publication of the
Elemente der Psychophysik in 1860 would be a more righteous candidate, given

the number of experiments in this book and the fact that Wundt built on them.
The reason why 1879 became known as the birth year of psychology was
that many American students went to study in Wundt’s laboratory. Upon their
return to America, they established their own laboratories. This, together with
their eagerness to propose psychology as a new discipline, radically different
from the epistemological debates in mental philosophy, was the reason why they
agreed upon the opening of Wundt’s lab as the ‘real’ start of psychology. Because
few scholars in the United States had access to the old, pre-1879 literature and
because American textbooks rapidly became used in nearly all countries, every-
thing before Wundt became lost or swept under the carpet as part of psychology’s
philosophical prehistory.
Only in the past decades, after meticulous analyses by historians and with the
massive availability of old books on the internet, is the situation changing. 1879
was a birth year in some respects, because in that year Wundt established a labo-
ratory of psychology, where students could convene and ‘become’ experimental
psychologists. However, it was not the start of psychology. At most, it was the
start of the type of psychology that the most productive American psychology
textbook writers at the end of the nineteenth century wanted to promote.
Research in Wundt’s laboratory

One of the reasons why Wundt’s laboratory had a strong impact on the creation of
psychology is that Wundt used it to actively promote psychological research. He not
only created a journal (which he surprisingly called Philosophische Studien [Philo-
Sophical Studies]1), but he also set up a six-month introductory course, to which he
invited students and colleagues from all over the world. We know quite a lot about
the workings of the laboratory, because a few participants published a short account
of what happened. The most interesting of these was written by a Belgian professor,
Jules-Jean Van Biervliet, who had managed to get his own psychology laboratory at
Ghent University and as part of his preparation went for training to Wundt’s labora-
tory. In 1892 he wrote an account of his experiences in French. Because the report itself
is so lively, we quote extensively from it.
Thanks to the generosity of the Saxon government, Mr. Wundt was able to fit out
premises, buy essential measuring apparatus, and give the first practical training in
psychology. The Leipzig institute, founded about 10 years ago, includes at the moment
a relatively large number of workers. During the last summer semester, 24 young per-
sons, among them 8 foreigners, did original research under the close supervision of
Mr. Wundt. Several former students of the master have founded laboratories similar to
the one at Leipzig at universities such as Göttingen, Freiburg, and Bonn. A very mod-
est laboratory is directed by Professor Ebbinghaus at Berlin. The Americans, always
numerous at Wundt’s institute (there were five of them last summer), founded about
20 institutes of psychology in their own country. However, Leipzig remains the center
in which the most numerous and important works are done . . .
The distinguished professor, as well as his assistants, Messrs. Külpe and Kirschmann,
introduced us with the greatest kindness to the smallest details of their scientific
installations . . .
The young people who intend to tackle issues of experimental psychology come to
the institute with very different backgrounds of theoretical preparation and practical
training. In addition to medical students and candidates for a PhD in science, there are
philosophy students, lawyers, and even teachers of primary education.
The goal of the introductory course is to introduce this heterogeneous group to
the specific aspects of experimental work, to familiarize the newcomer with the main
equipment used in the laboratory, and to discuss and criticize the various methods
used until now in the collection of data. This course, limited in time – it contains only
15 sessions – is repeated every 6 months. Thus, every semester new students attend the
seminar in psychology.
Dr. Külpe is in charge of this preliminary course. The course, intended for a necessar-
ily restricted audience, is conducted in an informal manner. The professor has in front of
him the apparatus, of which he explains the use and the function. A blackboard nearby
allows the professor to draw curves, to do arithmetic. The audience is often questioned
on the way it would run an experiment, to avoid misinterpretations. The professor
discusses the answer, shows the weak points, then himself gives the right answer. The
audience is allowed to interrupt the professor, to raise objections, to ask for clarifica-
tions. The end of the course is often devoted to running a series of experiments with the
equipment previously described, applying the methods just discussed.
When the introductory course is nearing its end, Mr. Külpe proposes to his audience
two or three subjects of original research. The students have 8 days to develop a design,
to determine the technical arrangement, to choose the methods that, according to them,
will give the best solution to the problem.
The last two sessions are devoted to a detailed examination of the different proposals
given during the course. This sort of examination allows the professor to estimate the
benefit the students have gained from the introductory course . . .
To provide for the numerous needs of the laboratory, Mr. Wundt has an annual sum
of money of only 1,500 Deutschmarks at his disposal; it is really insufficient to equip a
laboratory consisting each year of more than 20 people. So it would be wrong to expect
luxurious installations at Leipzig. Some Americans told us that laboratories of psychol-
ogy in the United States are far better equipped . . .
Invariably every day, Mr. Wundt spends his afternoon in the laboratory. From time
to time he visits the groups of workers; always unassuming and affable, he listens to
the remarks, examines the installations, criticizes a detail, suggests an improvement . . .
Indeed, workers are organized in groups. . . . For each project, we name a chief
experimenter, some assistants if necessary, and one or several subjects. The experi-
menter, head of the group, is generally an experienced person; having worked in the
laboratory for several semesters, he is familiar with psychophysiological techniques.
The apparatuses are familiar to him, the electricity has no more secrets for him. If the
reader remembers how workers are recruited, he will understand the necessity of this
organization. Besides the physicists and the physiologists, always relatively rare, we find
a large number of students in philosophy and law. These students are able to supervise
researchers only after a long initiation, after devoting two or three semesters, either as
a subject or as an assistant experimenter, to become familiar with the specialized equip-
ment used at the institute.
The head of a group is an important person; the success of the project depends
largely upon him, . . . The subject or the subjects also have an important role in this
success; the fundamental quality required from them is absolute sincerity. A subject
must above all be conscientious; he must react naturally without bias, especially without
preconceived ideas. . . . The subject is not always the same. To test a law, it is very often
necessary to use a series of subjects. So the assistants, the fellow students of the workers,
even the foreigners often serve as subjects of the ongoing experiments . . .
The necessary complement of experimental installations is a good library . . . Among

the books in the collection, next to purely philosophical works of Leibnitz, Kant,
Herbart, Schopenhauer, we find the works of Fechner, Stumpf, Ribot, Preyer, Taine,
Bain, Spencer, Delboeuf, Bucola. The treatises of physiology by Hermann and Wundt,
the medical physic of the same author, the works of Helmholtz, Pflüger’s archives of
physiology, and so forth . . .
(Van Biervliet, 1892; as translated by Nicolas and Ferrand, 1999: 196–201).
The methods used by Wundt

Van Biervliet’s account is in line with what is currently known about Wundt’s meth-
odology (as we will see below, Wundt’s work has been misrepresented for a long time
in history books and introductory books). Wundt used three groups of methods for
three different types of problems.
Experimental methods
First, Wundt and his students used experimental methods. These methods included:
1. psychophysical methods to study the connection between physical stimuli and their
conscious states
2. the measurement of the duration of simple mental processes
3. the accuracy of reproduction in memory tasks.
Wundt was very familiar with Fechner’s work on psychophysics (Chapter 3). So, quite
a lot of energy was devoted to the psychophysical measurement of just-noticeable
differences, i.e. the minimum perceivable difference between two stimuli. The follow-
ing account by James McKeen Cattell (1888), one of Wundt’s best-known American
students, gives a flavour of what was investigated and found:
Ever since Helmholtz published, in 1862, his classical researches on sound, much atten-
tion has been given to the perception of musical notes, investigations having been
undertaken by Mach, Preyer, Hensen, Stumpf and others. Careful experiments, not yet
published, have also been carried on for several years past in the Leipsic laboratory. Luft
with tuning-forks and Lorenz with an apparatus on the principle of the harmonium
have been investigating the least noticeable difference in pitch in the same manner as
the loudness of sound has been studied. We have seen that the ear does not readily dis-
tinguish differences in loudness; in pitch, on the contrary, small changes can be noticed
with marvellous accuracy, and this whether the observer be ‘musical’ or not. In the range
most easily covered by the human voice (from about c’ to c”’, 256 to 1024 vibrations per
second) successive notes can be distinguished when the difference between the physical
stimuli is 1/4 to 1/5 of a vibration per sec. Where the pianoforte machine gives 24 notes
the ear can distinguish over 3000.
(‘The psychological laboratory at Leipsic’, Mind, 13, pp. 37–51 (Cattell, J.M. 1888),
Mind by Mind Association.)
Reaction times were measured to get insight into the mental processes that were
required to perform a task. Here again a description by James McKeen Cattell:
The term psychometry can . . . be confined to . . . the subject which we are about
to take up, the measurement of the duration of mental processes. Psychometry has
received abundant attention from astronomers, physicists, physiologists and psycholo-
gists; nearly half the researches undertaken in the Leipsic laboratory are concerned with
this subject. We are naturally glad to find it possible to apply methods of measurement
directly to consciousness; there is no doubt but that mental processes take up time, and
that this time can be determined. The measurements thus obtained are not psycho-
physical as those which we have been recently considering, but purely psychological. It
may be true that we are in some sort measuring the ‘outside’ of the mind, but the facts
obtained, when we learn how long it takes to perceive, to will, to remember, etc., are
in themselves of the same interest to the psychologist, as the distances of the stars to
the astronomer or atomic weights to the chemist. But, besides the general interest of
psychometrical facts as a part of a complete description of the mind, these times are of
further and great use to the psychologist, as they help him in analysing complex mental
phenomena, and in studying the nature of attention, volition, etc. It should also be
noticed that psychometrical experiment has brought, perhaps, the strongest testimony
we have to the complete parallelism of physical and mental phenomena; there is scarcely
any doubt but that our determinations measure at once the rate of change in the brain
and of change in consciousness. . . .
It will not be necessary to describe at length the psychometrical researches under-
taken at Leipsic, as the most recent of these have been printed in [the journal] MIND.
Most of the earlier work on this subject was then reviewed; attention should, however,
be called to researches by Kraepelin and by Berger. Kraepelin studied the effects of
certain drugs on the duration of a reaction and of simple mental processes. These
times seem to be at first lengthened and then shortened by ether and chloroform, and
at first shortened and then lengthened by alcohol, a difference of action which, per-
haps, has less to do with different effects of the drugs on the nervous system than with
the method of taking them, ether and chloroform being inhaled and alcohol drunk.
Berger, in experimenting with light, sound and electric shock, found the reaction-time
to become shorter as the stimulus was taken stronger. According to these experiments,
the reaction-time for the several colours is the same.
(‘The psychological laboratory at Leipsic’, Mind, 13, pp. 37–51 (Cattell, J.M. 1888),
Mind by Mind Association.)
These excerpts also show that Wundt’s lab did not form an island, but was part of
a network of laboratories that did very similar research and communicated intensively
with each other. Finally, the fragments (and the larger texts they come from) show
how the early psychological researchers tried to apply the methods of physics to their
topics. The texts describe extensively the efforts made to reduce the variability in the
measurements, both by more accurate measurements and by making use of a small
number (sometimes only 1!) of trained participants. What was not yet known at that
time was that variability is an inherent characteristic of biological processes and that
demand characteristics have a strong influence on psychological findings, even when
people try to be conscientious and react naturally without bias and without precon-
ceived ideas. Demand characteristics refer to the fact that participants change their
behaviour (often without awareness) when they have information about the experi-
ment’s purpose (Rosenthal, 1963; 1966).
Introspection
The experimental methods were particularly important in Wundt’s early years when
he defined physiological psychology and established the laboratory of experimental
psychology. However, Wundt also strongly believed in a second method: introspection.
As we have seen in Chapter 3, this method was already proposed by Wolff (1732)
and consisted of a process by which a person looked inside and reported what he/she
was sensing, thinking or feeling. It is based on the belief that people have conscious
access to (parts of) their own mental processes and can report them. Well before
Wundt’s time, the method had already been criticised by Kant and Comte. Wundt
thought he could get away with the criticisms by introducing more control into the
experimental situation. He made a distinction between innere wahrnehmung (internal
perception) and experimentelle selbstbeobachtung (experimental self-observation).
The former referred to armchair introspection as practised by philosophers; the latter
pointed to self-observation in highly controlled circumstances, where a stimulus was
presented repeatedly and the participants reported their experiences to the stimulus.
Wundt claimed that experimental self-observation was a valid scientific method to
get information about the contents of consciousness, whereas internal perception
was not.
Wundt’s affection for introspection became painfully clear when his assistant, Oswald
Külpe, in 1893 published his own textbook of experimental psychology, Grundriss der
Psychologie (Outlines of Psychology). In this book Külpe defended the thesis that psy-
chology should be a natural science, based exclusively on the experimental method.
Psychology should be limited to those psychological processes that are amenable
to experimental methods (nearly three-quarters of the book was devoted to sensa-
tion). Three years after the publication of Külpe’s book, Wundt (by that time already
well over 60) published his own book with the same title, in which he aimed to refute
Külpe. He emphasised that there was a big difference between the natural sciences
and psychology. Whereas the former were concerned with objects, independently of
the perception of the subject, the latter dealt with perception itself and the way it was
influenced by the person. Very often this could only be studied with introspection, by
looking at the contents of the mind from inside. For Wundt this was the way to study
the nature of human consciousness, even though he was well aware of the criticisms
that had been raised against the method.
What do you think?

The limits of introspection are usually well explained in introductory textbooks.
Do you think this method is still used today? If so, why? If not, what has changed
since Wundt’s time? Search the scientific literature for articles on introspection
or have a look at Questienne et al. (2018).
The historical method

Finally, Wundt’s third method consisted of a study of the products of the human
mind. In particular, towards the end of his life he became a firm believer in the
historical method historical method, the study of mental differences as revealed by differences between
one of the three research cultures (both in time and in space). This method was particularly well suited to
methods introduced studying ‘higher’ psychological functions, such as the social aspects of human
by Wundt; consists of
studying the human
thought and behaviour, for which the experimental methods could not be used.
mind by investigating Wundt believed that the development of an individual recapitulated the evolution of
the products of human mankind. So, a person’s development could be studied by examining the historical
cultures; according to development of the human race. Wundt called this type of psychology Völkerpsy-
Wundt particularly well
suited to investigate the chologie (psychology of the peoples, or folk psychology), to which he devoted the
‘higher’ functions of the last two decades of his life (and 10 book volumes). Because of this work, Wundt is
mind also sometimes considered as the founder of anthropology, the study of cultures and
societies. In all likelihood, he was influenced in this respect by Comte’s writings
(Chapter 3).
Wundt’s legacy
Despite the fact that Wundt had a career of 65 years, was head of the best laboratory
in the world, and was a prolific writer (he published more than 50,000 pages, in a time
when texts were still written by hand), his scientific legacy is not very much more than
that of being ‘the father of experimental psychology’. The main reason for this is that
Wundt did not produce a useful theory like Newton or Darwin, or make an empirical
discovery that had a wide-ranging, lasting impact (such as Lavoisier’s discovery that
oxygen was needed for the burning of a substance). Furthermore, although Wundt
was considered to be a good teacher, his writings were far from clear and easy to read.
Below you find two examples. The first is from one of his ‘easiest’ books (Grundriss
der Psychologie, 1896), the other is from the Völkerpsychologie.
If we apply these considerations to psychology, it is obvious at once, from the very
nature of its subject-matter, that exact observation is here possible only in the form of
experimental observation; and that psychology can never be a pure science of observa-
tion. The contents of this science are exclusively processes, not permanent objects. In
order to investigate with exactness the rise and progress of these processes, their com-
position out of various components, and the interrelations of these components, we
must be able first of all to bring about their beginning at will, and purposely to vary the
conditions of the same. This is possible here, as in all cases, only through experiment,
not through pure introspection. Besides this general reason there is another, peculiar to
psychology, that does not apply at all to natural phenomena. In the latter case we pur-
posely abstract from the perceiving subject, and under circumstances, especially when
favored by the regularity of the phenomena, as in astronomy, mere observation may suc-
ceed in determining with adequate certainty the objective components of the processes.
(Wundt, 1896; as translated by Judd, 1897: 20–1)
In so far as Völkerpsychologie can find any psychological laws of independent content,

these will always be applications of principles valid for individual psychology. But one
can also assume that the conditions of mutual mental interaction will bring out new and
special manifestations of the general psychic forces that could not be predicted from the
mere knowledge of the properties of individual consciousness; these again will augment
our insight into the functioning of individual mental life.
(Wundt, 1908; as translated by Jahoda, 2007: 127)
Finally, there were several contradictions in Wundt’s writings over the period of over
60 years in which he wrote, (e.g. in the importance he attached to experimental meth-
ods in his early writings versus his late writings). The American psychologist William
James saw an inverse ratio between Wundt’s productivity and his wisdom, and let the
following (for him uncharacteristically derisory) quote slip:
He aims at being a Napoleon of the intellectual world. Unfortunately he will never have
a Waterloo, for he is Napoleon without genius and with no central idea . . . Whilst they
make mincemeat of some of his views by their criticisms, he is meanwhile writing a book
on an entirely different subject. Cut him up like a worm, and each fragment crawls; there
is no noeud vital in his mental medulla oblongata, so that you can’t kill him all at once.
(as cited in Boring, 1950: 346)
A much more positive evaluation was given by Levelt (2013), who reviewed all
nineteenth-century publications on language research and was impressed by the scope
and depth of Wundt’s books. Levelt (2013: 169) wrote:
[Wundt’s] books are clearly structured and his writing was lucid and precise. We now
consider to be a vice what in Wundt’s literary Germany was definitely considered a
virtue: the acrobatics of constructing sentences of high, indeed chiseled, complexity.
KEY FIGURE Wilhelm Wundt

● Germany, 1832–1920.
● Studied with von Helmholtz (measurement of reaction times).
● Published a book on physiological psychology in 1874.
● Once he became professor, he founded the first laboratory of experimental
psychology at the University of Leipzig in 1879.
● Offered a course in psychological research which would attract many beginning
psychologists from all over the world.
Source: Pictorial Press Ltd/
● At first mainly promoted experimental methods (reaction time measurement, Alamy Stock Photo.
psychophysics, memory performance). Later stressed the importance of introspection
for the study of higher mental processes. Towards the end of his life invested heavily
in the historical method.
● His writings were not easy to read, sometimes contradicted each other, and did not contain lasting
insights. As a result, his scientific legacy is limited.
Interim summary
● German universities were reformed in the nineteenth century to make them more
dynamic and advance the new sciences.
● Wundt was a German physician who became interested in applying the physiological
methods to psychological phenomena.
● When he obtained a professorial chair at the University of Leipzig, he established a new
laboratory in 1879. This event became seen as the birth of psychology.
● Wundt not only used the experimental methods from physiology, but also thought that
introspection was a valid research method and that information about the psychology of
individuals could be obtained by looking at cultures (historical method). The impact of
the latter two methods increased as he grew older.
● Many psychologists got their initial training in Wundt’s laboratory.
4.2 Starting psychology in America: James and Titchener

James’s Principles of Psychology
Introductory psychology courses in the American curricula
In 1875, William James (1842–1910) started to teach a course of psychology at Harvard
University. Many colleges and universities in the United States included such a course
as part of the philosophy curriculum. The fact that James taught this course was not
only testament to the breadth of his interests but to the fact that psychology was not
yet considered as an independent academic discipline and could be taught by whoever
was interested. James had started to study chemistry and finally settled on medi-
cine. He already taught a course on physiology. At other universities, the introductory
psychology course was given by lecturers who primarily taught courses in philosophy,
literature or education. For example, at one university it was taught by a member of

staff of the Department of English and History, and at another it was delivered by a
lecturer with the title ‘Professor of anatomy, physiology and geology’ (Fuchs, 2000).
The impact of the Principles

James turned out to be a great success in the classroom. Gradually he planned to
write his own textbook and in 1878 signed up to a publisher. What followed was a
12-year struggle to finish his two-volume book, The Principles of Psychology (1890),
which may be one of the reasons for the scornful comment about Wundt mentioned
above (Wundt published about one volume a year). However, James’s book turned
out to be what Wundt’s writings never were: an accessible and clear account of what
was known and conjectured about psychology at the end of the nineteenth century.
Within a few years the Principles (or rather the shorter, one-volume version that was
published in 1892 and known as ‘the Jimmy’) would become the textbook of choice at
many colleges and universities in the English-speaking world. Because of his textbook
James became one of most influential people in the early history of psychology, even
though a few years after the book’s publication he decided that psychology was not
interesting enough and turned towards philosophical issues. As such, James fits more
into the tradition of the textbook writers mentioned in Chapter 3 than into the tradi-
tion of the psychology researchers. However, because James wrote extensively about
ongoing research in the psychological laboratories and because he was instrumental
in the development of psychology as a discipline, he is generally considered one of
the first psychologists.
James and research methods

For James, introspection was the best available method, despite its limitations:
Introspective observation is what we have to rely on first and foremost and always. The
word introspection need hardly be defined – it means, of course, the looking into our
own minds and reporting what we there discover . . . The inaccuracy of introspective
observation has been made a subject of debate . . . Some authors take high ground here
and claim for it a sort of infallibility . . . Others have gone to the opposite extreme,
and maintained that we can have no introspective cognition of our own minds at all.
A deliverance of Auguste Comte to this effect has been so often quoted as to be almost
classical . . . Our general conclusion [is] that introspection is difficult and fallible; and
that the difficulty is simply that of all observation of whatever kind. Something is before
us; we do our best to tell what it is, but in spite of our good will we may go astray, and
give a description more applicable to some other sort of thing. The only safeguard is in
the final consensus of our farther knowledge about the thing in question, later views
correcting earlier ones, until at last the harmony of a consistent system is reached.
Such a system, gradually worked out, is the best guarantee the psychologist can give for
the soundness of any particular psychologic observation which he may report. Such a
system we ourselves must strive, as far as may be, to attain.
(James 1890, Vol. 1: 185–6, 191–2)
James was not fond of the experimental methods, as the following quote shows (which
incidentally is also an example of the humour and the light touch that made the book
so digestible):
But psychology is passing into a less simple phase. Within a few years what one may call
a microscopic psychology has arisen in Germany, carried on by experimental methods,
asking of course every moment for introspective data, but eliminating their uncertainty
by operating on a large scale and taking statistical means. This method taxes patience
to the utmost, and could hardly have arisen in a country whose natives could be bored.
Such Germans as Weber, Fechner, Vierordt, and Wundt obviously cannot; and their suc-
cess has brought into the field an array of younger experimental psychologists.
(James 1890, Vol. 1: 192)
In the rest of the Principles James elaborates on subjects such as:
● the stream of thought
● consciousness of the self
● attention
● discrimination and comparison
● association
● perception of time
● memory
● sensation
● imagination
● perceptions of ‘things’ and space
● perception of reality
● instinct
● emotions
● the will
● hypnotism.
The impact of evolutionary theory

James was very familiar with Darwin’s evolutionary theory, which had a large follow-
ing in the United States, and saw the Darwinian ideas as an interesting framework.
For James, the human mind had emerged as an adaptation, to increase the chances of
survival, as can be seen in the following excerpt:
We talk, it is true, when we are darwinizing, as if the mere body that owns the brain had
interests; we speak about the utilities of its various organs and how they help or hinder the
body’s survival . . . We forget that in the absence of some such superadded commenting
intelligence (whether it be that of the animal itself, or only ours or Mr. Darwin’s), the
reactions cannot be properly talked of as ‘useful’ or ‘hurtful’ at all . . . the moment you
bring a consciousness into the midst, survival ceases to be a mere hypothesis . . . Real
ends appear for the first time now upon the world’s stage . . . Every actually existing
consciousness seems to itself at any rate to be a fighter for ends, of which many, but for
its presence, would not be ends at all. Its powers of cognition are mainly subservient to
these ends, discerning which facts further them and which do not.
functionalism (James 1890, Vol. 1: 140–1)
name given to an approach
in early American For James the precise contents of the mind were less important than what conscious-
psychology research, that ness did, what functions it served for man and animal (in particular with respect to
examined the practical
functions of the human
survival). This view struck a chord with many psychologists in the United States, who
mind inspired by the became known as the functionalists, because they were primarily interested in the
evolutionary theory practical functions of the mind, not what the mind comprised or what structure it had.
James’s stress on the adaptive role of the human mind also opened the way to
comparative psychology, the comparison of the abilities in various animal species. For
instance, the undergraduate Edward Lee Thorndike (1874–1949) became interested in
psychology after reading the Principles and decided to go to Harvard to study with
James. He was interested in children and pedagogy but because of difficulties getting
child subjects, he turned to learning in chicks and cats. This research would be the
start of his very influential work on instrumental learning, as we will see in Chapter 5.
KEY FIGURE William James

● United States, 1842–1910.
● Wrote a textbook of psychology (The Principles of Psychology, 1890) as part of his
teachings. This book included much research done in the previous 10 years and
conjectures that inspired further researchers.
● Was also very influential in the foundation and expansion of psychology as a science
in the United States.
● Defended introspection as the best available research method.
Source: Pictorial Press Ltd/
● Was strongly influenced by evolutionary theory. Sought to outline the functions of Alamy Stock Photo.
the human mind for survival. As such, he was one of the fathers of functionalism.
● Saw continuity between animal behaviour and human behaviour and, therefore, was receptive to
comparative psychology (e.g. helped Thorndike).
Titchener’s structuralism
Titchener
Another student of Wundt was the Englishman Edward Bradford Titchener
(1867–1927). After studying at Oxford (during which he translated the third
edition of Wundt’s Grundzüge der Physiologischen Psychologie into English) he
structuralism went to study with the master himself and obtained a doctorate in 1892. Upon his
name given by Titchener return to England, he found this country unreceptive to psychologists, crowded as
to his approach to it was with biologists and philosophers. After a short stint as a biology lecturer,
psychology, consisting
of trying to discover
Titchener left for the USA to teach at Cornell. We will come back to the situation
the structure of the in the UK later.
human mind by means of
introspection Structuralism
Würzburg school Titchener turned Cornell into the centre of structuralism. This was an approach that,
group of psychologists at via introspection, tried to discover the structure of the human mind. Inspired by the
the University of Würzburg British philosophical tradition of empiricism and associationism, Titchener tried to
who used introspection discern which sensation elements formed the basics of knowledge and how they were
as a research method,
associated with one another.
but came to different
conclusions from those of Structuralism did not inspire many psychologists (even though Titchener was a
Wundt and Titchener; in successful textbook writer). There were three main reasons for this. The first was that
particular they claimed introspection did not intuitively give rise to the experience of elementary sensations.
that many thought
processes were not
This was first made explicit by the Würzburg school, a group of psychologists at the
available to introspection University of Würzburg, where Külpe for some time was Professor (although the theo-
(imageless thoughts) rising was mainly done by others). While studying the associationist theory, they
noticed that the participants (as usual, including themselves) often made associations
to stimuli without any intervening conscious process at all. Participants did not seem
able to describe these processes; all they could say was that they had had them. This
was even true when the processes dealt with decision-making. The researchers found
that the participants often came to a conclusion without having a clue of the processes
that underlay it. These unconscious processes became known as imageless thoughts,
thoughts without a conscious trace. The French psychologist Binet (see below) inde-
pendently came to the same conclusion as the Würzburg school: clear images such as
those found in daydreaming were incompatible with the rapid processes of thought;
thought was an unconscious act that needed words and images to become conscious
(as cited in Mandler, 2007: 79). Titchener objected to this criticism that imageless
thoughts might be true for naive individuals, but that participants could be trained to
become perceptive of their sensations. As we will see in Chapter 5, this training ele-
ment further weakened the status of introspection as a valid scientific research
method.
The second reason why structuralism never became a big movement in psychology
was because it did not address the issues most American psychologists saw as impor-
tant. Influenced by James and Darwin, they were much more interested in pragmatic
issues such as, how could psychology advance the conditions of individuals and of
American society? The question of what consciousness was made of might very well be
interesting to philosophers, but did not help anybody move forward. Therefore, many
more psychologists found themselves interested in functionalism than in structuralism,
certainly when Titchener came to the conclusion that there were no fewer than 30,500
basic visual elements.
Finally, Titchener’s structuralism even failed to convince the researchers, who
remained interested in the contents of consciousness. Very rapidly the objection was
made that you cannot discover the nature of the human mind by trying to break it
down into its ‘atoms’. It would be like trying to understand the perception of a musi-
cal chord by breaking it down into its individual tones, or trying to understand a text
by focusing on the letters it was made of. Human perception was more than the sum
of the individual sensations the stimulus elicited. This countermovement became
Gestalt psychology known as Gestalt psychology. According to the Gestalt psychologists the brain had
group of psychologists self-organising principles and people experienced the world in terms of gestalts (from
who argued that the the German word Gestalt, which translates as ‘pattern’, ‘whole’ or ‘organisation’).
human mind could not be
understood by breaking
One of the illustrations the Gestalt psychologists used to make their point was the
down the experiences existence of visual illusions, as shown in Figure 4.1. In these illusions we see some-
into their constituent thing different than what is physically presented. We see bendy vertical lines whereas
elements; perception is in reality the lines are straight, or we see figures of different sizes that in reality are
more than the sensation
of stimuli, it involves the same size.
organisation The main proponents of Gestalt psychology were Max Wertheimer (1880–1943),
Kurt Koffka (1886–1941) and Wolfgang Köhler (1887–1967). The first two had studied
at Würzburg. Gestalt psychology also attracted attention in Scandinavia, with the
best known researchers being the Danish psychologist Edgar Rubin (1886–1951), who
provided compelling examples of the fact that perception entails a distinction between
figure and background (Figure 4.2), and the Swede Gunnar Johansson (1911–1998),
who discovered that motion is a strong organising principle in perception. When all
you can see of people is a few lights attached to their joints, you still immediately
recognise what is going on when they start to perform familiar actions (e.g. walking),
despite the fact that the stimulus is extremely poor.
(a) Hering illusion (b) Zolner illusion
(c) Fick illusion (d) Poggendorf illusion (e) Ebbinghaus illusion
Figure 4.1 Illusions used by the Gestalt psychologists as evidence against structuralism.
The Gestalt psychologists argued that humans cannot be understood as simply the sum of the
constituent elements. They defended this thesis by pointing to the fact that what we perceive
often deviates from the elements that are presented in the stimulus. The vertical lines in the
Hering and Zolner illusions are straight (test them with a ruler). The vertical line of the Fick illu-
sion has the same length as the horizontal line. The two oblique line segments in the Poggendorf
illusion are in line with each other, and the two inner circles of the Ebbinghaus illusion have the
same diameter.
Figure 4.2 Figures made by Edgar Rubin showing that perception involves the separation
of figure and background.
Both figures are reversible: either the white part or the blue part can be the figure. In particu-
lar the right figure shows that the figure–background assignment can affect the interpretation
(a vase vs. two facing faces) despite the fact that the stimulus and the associated sensations
remain the same. This illustrates the point the Gestalt psychologists wanted to make, that the
interpretation of a stimulus (the perception) is more than a simple sum of the sensations elicited
by the stimulus.
Source: Peter Hermes Furian/123rf.
KEY FIGURE Edward Titchener

● Englishman in the USA, 1867–1927.
● Studied with Wundt.
● Promoted structuralism, an approach that tried to discover the structure of the
human mind with the use of introspection.
● Was not very influential because of criticism from three sides:
– Würzburg school and Binet: humans are not aware of many thought processes and
cannot report them, let alone dissect them
Source: The History
– functionalists: not enough practical advantages in knowing the precise structure of Collection/Alamy Stock
the mind Photo.
– Gestalt psychology: humans are more than the sum of their individual sensations
(e.g. in perception, interpretation is added to the stimulus).
● Defended introspection as the main research method; thought participants had to be trained to do
this properly.
● Was strongly influenced by empiricism and associationism.
Interim summary
● James was an American physician who became interested in psychology through his
teachings. Arguably wrote the most influential textbook of early psychology.
● James was influenced by Darwin’s evolutionary theory. This resulted in interest in
the survival functions of the human mind and in comparative research of animals and
humans.
● Titchener promoted structuralism on the basis of introspection in the USA.
● Had a limited impact because of criticisms of the method (introspection), the limited
usefulness of the knowledge (functionalism), and the objection that humans are more
than the sum of the individual sensations (Gestalt psychology).
What do you think?

Can you think of a situation in which the introspection advocated by Titchener
is useful? Could it be used to break down a complex reasoning problem into its
constituent parts?
4.3 Psychology in France: Ribot, Charcot, Binet

Ribot and Comte’s legacy
Psychology was a popular topic in French philosophy as well. However, after Comte’s
repeated assaults on the scientific status of psychology in the first half of the nine-
teenth century, there was little doubt in French minds that psychology belonged to the
humanities and not to the natural sciences. As we saw in Chapter 2, Comte argued
that civilisations went through three stages:
1. the theocratic stage, with animistic/religious explanations of natural phenomena,
2. the metaphysical stage, with theories of nature based on philosophical systems like
those of Aristotle and Descartes, and
3. the positivistic stage, with theories based on empirical observation and verification.
According to Comte, the metaphysical stage was an unavoidable transition from the
theocratic mode of thought, characteristic of primitive cultures, to the positivistic end
state of mature cultures. Psychology was a remnant of the metaphysical stage and its
elucidation attempts on the basis of introspection would in time be replaced by proper,
scientific explanations provided by biology and sociology (Chapter 3).
What do you think?

Do you agree with Comte’s assessment that psychology boils down to biological
and social factors? Is the human mind more than the workings of the brain and
interactions with other people?
The person to question Comte’s view was the French philosopher Théodule Ribot
(1839–1916), professor at the Sorbonne in Paris. His strategy consisted of showing
his colleagues how out of touch they were with developments in other countries, in
particular the UK and the German lands. In 1870 he published La Psychologie Ang-
laise Contemporaine (English Contemporary Psychology) and in 1879 La Psychologie
Allemande Contemporaine (German Contemporary Psychology), in which he praised
the recent advances in these cultures. For instance, the book on German contemporary
psychology included large parts on Fechner and Wundt.
The book on English contemporary psychology was written mainly with the intent
to defuse Comte’s assessment of psychology (Guillin, 2004). In this book, Ribot tried
to convince his readers that one could be a ‘good’ positivist without accepting all
Comte’s claims. In the UK several scholars promoted scientific research and called
themselves positivists, but disagreed with Comte on several aspects. In particular,
the views of John Stuart Mill (1806–1873) and Herbert Spencer (1820–1903) were
discussed, who both argued that psychology could be a science and introspection a
respectable scientific method. Their arguments were as follows:
1. The mind can attend to more than one impression at the same time. So, why would
the mind be unable to attend to its own conscious mental states?
2. Introspection can be based on memories, which allows humans to be aware of
their thoughts post hoc even for tasks involving such great effort that simultaneous
monitoring is not possible.
3. If one rejects introspection, how can one then study mental functions? How can
one find the physiological basis of a mental function, if the latter supposedly does
not exist? For instance, phrenology, praised by Comte as the best way to study the
biological basis of thought, required the existence of mental faculties, so that the
different parts of the brain could be related to them. How were these faculties to
be found if one was not allowed to rely on introspection?
4. Introspection is not incompatible with the ‘objective method’. On the contrary, to
be a truly scientific method (different from what philosophers did), introspection
must be combined with empirical observation and verification. There is no sharp
divide between psychological and physiological facts, which makes it impossible to
study them in interaction, just as there is no absolute distinction between humans
and simpler life forms.
In particular, the last argument was used by Ribot to defend the possibility of a new
psychology, different from previous metaphysical thinking and also different from
Comte’s exclusive attention to physiology and the socio-cultural products of the
human mind. According to Ribot, this new psychology would study ‘psychological
phenomena subjectively, using consciousness, memory, and reasoning; and objectively,
by relying on the facts, signs, opinions and actions that express them’ (Ribot, 1870; as
translated in Guillin, 2004: 178).
In line with most theorists of his time, Ribot never put his programme in to
practice. In many respects he was the William James of France. These are the simi-
larities Guillin (2004: 166) noticed among the impacts of James and Ribot in their
countries:
● They were the first to wrest control of psychology from the abstract philosophers
by adapting study of mental functioning to the methods of physiology.
● They were the first to take up the scientific study of consciousness within the con-
text of the new evolutionary biology.
● They were the first to teach the scientific psychology.
● They were the first to open a laboratory for student instruction and to encourage
others to start a research laboratory.
● They were the first to grant a PhD in the new discipline.
● They were the first to write a textbook of psychology from the positivist point
of view.
● But they never were experimentalists themselves.
Charcot and the need for methodological rigour

Another major input to the development of psychology in France came from medical
research, both related to brain functioning and the treatment of mental illnesses. We
will discuss the input from brain research in Chapter 6. Here we focus on psychopa-
thology, the importance of which for the fledging French psychology can be judged
from the following quote:
With relatively few exceptions, the psychologists of my country have left the investiga-
tions of psychophysics to the Germans, and the study of comparative psychology to
the English. They have devoted themselves almost entirely to the study of pathological
psychology, that is to say psychology affected by disease.
(Binet, 1890/1915; as translated in Leahey, 2004: 219)
A towering figure in nineteenth-century French psychiatry was Jean-Martin Charcot

(1825–1893). He was one of the first neurologists (physicians dealing with disorders
of the nervous system; see below) and for most of his professional life was director of
the Hôpital de la Salpêtrière in Paris, one of the largest centres in Europe for the treat-
ment of nervous disorders. According to Pickren and Rutherford (2010), Charcot was
initially interested in the Salpêtrière because its many chronic patients (who stayed in
the hospital until they died) enabled him to do post-mortem brain analyses, so that he
could relate clinical symptoms to anatomical brain dysfunctions. As part of his work,
Charcot became increasingly interested in hypnosis to understand hysteria.
Hypnosis
Interest in hypnosis started with the German-Austrian physician Franz Anton Mesmer
(1734–1815). Mesmer became convinced that movements of the sun, the moon, planets
and stars influenced the human body by means of ‘animal magnetism’, just like the
moon and the sun affected the tides of the seas. Before long, Mesmer sought to
influence the ‘animal magnetism’ as a cure for all kinds of illnesses (remember from
Chapter 3 that physicians had virtually no effective treatments in these days). First,
he let patients touch magnetised iron bars; then he magnetised the objects himself,
and finally he came to directly magnetise the patients through touch or stare. He first
practiced in Vienna, but was ousted after having claimed that he could cure a blind
girl. In 1778 he went to Paris, where his sessions were initially successful among the
aristocracy, but were soon questioned by the French Academy of Medicine. In 1784
a commission concluded that animal magnetism did not exist and that any effect
ascribed to it was due to the imagination of the patient.
Mesmer was forced to leave Paris and went to Switzerland. However, the interest
in ‘mesmerism’ did not die in Paris, and gradually it was discovered that it was not
animal magnetism that was important, but the trance-like, somnambulist state into
which patients could be induced. Among others, this state interested surgeons who
were searching for anaesthetics to make their surgeries less painful. One of these sur-
geons, the Scot James Braid, coined the term hypnosis. The interest of surgeons in
mesmerism quickly waned once anaesthetic drugs became available, but hypnosis kept
on being used by other practitioners to treat patients.
Charcot became interested in hypnosis because he thought it was related to hys-
teria. The latter referred to a condition of emotional distress often accompanied by
physical symptoms for which no organic origin could be found. The condition was
observed most often in women (and for a long time was thought to be caused by the
uterus). Charcot assumed it was a progressive hereditary degeneration. As part of his
examinations, he noticed that hysterical symptoms very much resembled the behaviour
that could be elicited from individuals under hypnosis. These individuals too could
be made to believe that part of their body was paralysed, that they felt no pain, and
afterwards they could not remember what they had done under hypnosis. Charcot
ventured that responsiveness to hypnosis was a hereditary degeneration with the same
neurological origin as hysteria and, hence, would be particularly strong in hysterical
patients. This indeed turned out to be the case, as Charcot sensationally demonstrated
in his public lectures, attended by students and distinguished guests from all over the
(developed) world.
Charcot also saw similarities between hysteria, epilepsy and hypnosis. In their
pure forms (which, admittedly, were rare), the attacks in all three ailments showed
a standard sequence of stages. For epilepsy there were three stages: an aura (feeling
of the attack’s onset), a tonic phase (in which the muscles of the body go rigid and
the patient loses consciousness), and a clonic phase (with convulsions). A hysteric
attack consisted of four phases. It would start with an epileptoid stage, in which the
patient felt the onset of the attack. The second phase was the large movement stage,
in which the patient showed big, uncontrolled movements. This was followed by the
hallucinatory stage, during which the patient experienced self-generated sensations.
The attack would end with a delirious phase of withdrawal characterised by disor-
ganised behaviour and decreased attention. A hysteric fit could be elicited by touch-
ing a hysterogenic zone on the body of the patient. For hypnosis Charcot discerned
three stages: lethargy (a sleep state), cataplexy (a sudden loss of muscle function),
and somnambulism (performing actions in a sleep-like state without recollection
afterwards).
Far-reaching claims lead to critical examination
Charcot’s ideas about hypnosis were challenged by Ambroise Liébeault (1823–1904)
and Hippolyte Bernheim (1840–1919), physicians from the north-eastern French town
of Nancy. They both practiced hypnotic techniques and treatments and were convinced
that responsiveness to hypnosis was not a disorder, but was present to some degree in
nearly everyone. Furthermore, they rarely saw Charcot’s three hypnotic stages, and
considered hypnosis as a sleep-like state produced by suggestion. The Nancy criticisms
gained impetus as Charcot’s demonstrations and claims about hypnosis became more
extravagant. At some point, Charcot reported that his assistants could reverse the
symptoms of hysterics by bringing them under hypnosis, putting them in front of a
magnet, and flipping the polarity of the magnet. Reports like these intrigued not only
the French intellectuals. They also raised the interest of scholars in nearby countries.
One of them was Joseph Delboeuf (1831–1896), a Belgian professor of mathematics
and philosophy, who had started his career running psychophysical experiments to
test Fechner’s psychophysical law (Delboeuf, 1873), but over the years had become
interested in hypnosis. He was familiar with all (French-speaking) players involved
in the dispute and in 1885 decided to go to the Salpêtrière to see the evidence at first
hand (Nicolas, 2004; Wolf, 1964).
However, Delboeuf returned less convinced than he had hoped. What he had wit-
nessed was a patient eager to please Charcot’s assistants, who in addition made no
effort to disguise their expectations (e.g. the magnet was turned in full vision of the
patient and the assistants freely communicated about their expectations during test-
ing, assuming that the patient could not hear them under hypnosis). As Delboeuf
summarised four years later:
All the way to Paris I was reflecting on the experiments to be made, and on the precau-
tions that should be taken to prevent error. On the day of my arrival I saw M. Ribot who
presented me to M. Binet who, the following morning, presented me to M. Charcot.
The Salpêtrière was open to me.
There I was a witness to the famous three states – lethargy, catalepsy, and som-
nambulism; there I saw the half states and the stupefying ‘mixed states’ . . . even those
expressing two contradictory feelings . . . love on the right, hate on the left; there I was
shown in action the neuromuscular hyperesthesias; there, finally, I was present at the
experiments on transfer. But when I saw how they did these last experiments; when I
saw that they neglected elementary precautions, for example, not to talk in front of the
subjects, but [actually] announcing aloud what was going to happen; that, instead of
working with an electromagnet activated without the knowledge of either the subject or
of the experimenter, the latter was satisfied to draw from his pocket a heavy horseshoe;
when I saw that there was not even a machine-électrique in the laboratory, I was assailed
with doubts which, insensibly, undermined my faith in all the rest.
(Delboeuf, 1889; as translated by Wolf, 1964: 763)
The lack of experimental control upset the experimentalist in Delboeuf, who
decided to replicate the studies. What Delboeuf discovered was that hypnotised hyster-
ics could indeed switch their symptoms from one moment to the next, but only when
the experimenter gave away his expectations. When the polarity of the magnet could
be changed secretly, no change in symptoms followed. So Delboeuf, in a series of pub-
lications between 1885 and 1889, was one of the first to stress the impact of demand
characteristics on the outcome of psychological studies. The story has a further inter-
esting twist, because one of Charcot’s young assistants was Alfred Binet, generally
considered France’s first great psychologist. Wolf (1964) illustrates how Binet first
vehemently reacted to Delboeuf’s criticism but gradually came to stress the importance
of methodological rigour in psychological research. Indeed, in a 1910 review article on
hysteria, he would come to the conclusion that:
Charcot never mistrusted suggestion; he never perceived the disastrous influence that
involuntary suggestions can produce in an experiment of hypnotism or during an obser-
vation on a hysteric. Far from taking the least precaution, he spoke constantly aloud
before the sick ones, announcing what was going to happen, and veritably giving them
a lesson on it! It is not astonishing that his opponents had so often reproached him that
his hysterics and his grand hypnotism were a product of culture. For those who have
lived a little in the milieu of the Salpêtrière, it is uncontestable that this reproach was
well founded . . .
(Binet and Simon, 1910; as translated by Wolf, 1964: 770)
Binet and the development of the first valid intelligence test

Binet
Luckily for France’s place in the history of psychology, Binet’s first experiences with
empirical research did not turn him away from psychology, although they almost did.
Binet (1857–1911) was the only child of a well-off family with a tradition as medical
doctors (this would allow him to pursue his interests without financial concerns). Binet
himself was not interested in a medical career. Instead, he first studied law, completing
his degree in 1878. While reading for a possible doctorate in the Bibliothèque Nationale
in Paris, he became sidetracked by the philosophical books on psychology. He was
particularly attracted to the British associationists and above all to John Stuart Mill.
In 1880 he published his first article in Ribot’s journal Revue Philosophique (established
in 1876), which got the status of a ‘note’. It was a purely theoretical article (about how
the mind might make the transition from a single sensation to a double sensation in
Weber’s two-point threshold experiments; see Chapter 3) without any new experimental
data. It would be the first of a long series of journal articles and books.
In 1883 Binet was introduced by a mutual friend to Charles Féré (1852–1907),
Charcot’s assistant, and he volunteered to do research in the Salpêtrière, which was
the start of his investigations on hypnotism together with Féré. After the negative
reactions this work received, Binet increasingly distanced himself from the Salpêtrière,
also because of the ascent of a strong competitor in Charcot’s lab: Pierre Janet
(1859–1947). Between 1887 and 1894 Binet would devote more of his time to research
in the laboratory of his father-in-law, who was an embryologist. In 1890 he obtained a

degree in natural sciences and in 1894 was awarded a PhD from the Faculté de Sciences
at the Sorbonne on research with insects. During this period, however, he also published
several articles and three books on psychology (Nicolas and Ferrand, 2011).
In 1891, on the way back from his summer holidays, Binet had a chance encounter
with Henri-Etienne Beaunis (1830–1921), professor of physiology and anatomy, first
at the Université de Nancy (where he had defended Bernheim and Liébeault’s views
of hypnosis), and later at the Sorbonne, where in 1889 he had started a laboratory
of physiological psychology together with Louis Liard (1846–1917) under the insti-
gation of Ribot. Although Binet was a shy man, he approached Beaunis and asked
whether he could associate with the laboratory. Beaunis seized the opportunity to have
a new, dynamic (and cheap) member for his young laboratory, and so Binet started to
combine his work in his father-in-law’s lab with work in Beaunis’ lab, mainly doing
memory research. After obtaining his PhD in 1894 he was made director of the labora-
tory, which he would remain until his early death from a stroke in 1911. In 1894 Binet,
with Beaunis, also started the publication of a journal, L’Année Psychologique (The
Psychological Year), in which he would publish a lot (filling nearly one-third of the
journal up to his death).
Intelligence test
One of Binet’s interests was in development of intelligence in young children, which
he first studied in small-scale observations of his two little daughters in the late 1880s
(and which he published in the Revue Philosophique). Binet’s involvement further
increased when he joined (and was soon president of) La Société libre pour l’étude
de l’enfant (the free society for the study of the child), a group of scholars and teach-
ers interested in education, founded in 1899 by a colleague at the Sorbonne who was
heavily involved in education policies. At the end of the nineteenth century intelligence
measurement was a hot topic, not only due to Galton’s claims about the heredity of
intelligence, but also because primary education became compulsory. In France this
happened in 1882.
One of the consequences of compulsory education was what to do with children
who did not seem to qualify for regular education, but who were not obviously men-
tally retarded. The Société insisted on special education for these ‘abnormal children’,
but soon saw itself confronted with the question how to define these (meeting of June
12, 1902). The issue became particularly pressing when in 1904 the Société managed
to have a governmental committee established, which would prepare the legislation
for such special schools. As Binet wrote:
But how to examine each child? Which methods to follow? Which observations to use?
Which questions to ask? Which tests can be imagined? How will the child be compared
to the normal? The Committee did not believe it had to provide an answer: it followed
administrative rules, not science.
It seemed extremely important to us to give guidance to future exam committees:
these committees must be well oriented from the start. We must avoid that their examin-
ers make decisions whimsically, on the basis of subjective impressions, which cannot be
controlled, . . . It will never be a recommendation, having gone to a school for special
needs. We must save those who do not deserve it from this fate.
(Binet and Simon, 1904a: 163–4; translated from French).
Binet started to study the measurement of intelligence in earnest. Again, not all rea-
sons for this shift of career seem to have been happy. One of the factors probably
driving him was that he had been denied succeeding Ribot as Professor of Psychol-
ogy in 1902, on the grounds that he did not have a degree in philosophy (Nicolas and
Ferrand, 2011). In 1905 Binet established a new research centre, Le Laboratoire-école
de la Rue Grange-Aux-Belles (the laboratory-school on Grange-Aux-Belles Street),
specifically devoted to the topic of intelligence testing.
Before 1903 Binet had mainly followed Galton’s lead in the study of intelligence and
measured perceptual capacities on the basis of the psychophysical methods initiated
by Weber and Fechner and on the basis of response times (Chapter 3). In line with
prevalent medical beliefs, he also measured head sizes, assuming that low intelligence
could be derived from small skulls. None of these measures, however, made clear dif-
ferences between children with high and low intelligence.
In his renewed efforts, Binet got invaluable input from a medical student, who was
soon to become his collaborator, Théodore Simon (1872–1961). Simon did an intern-
ship from 1899 till 1901 in the asylum of Vaucluse in Paris. Under Binet’s guidance he
measured various body parts of the 300 abnormal boys from the asylum and tried to
relate them to the boys’ intelligence, which would constitute his PhD thesis in medicine
(examined in 1900). More important, however, was that the director of the asylum,
Docteur E. Blin, in 1902 published an article in which he complained about the gross
inconsistencies in the diagnoses of the mentally disabled children referred to him. To
bring consistency to the admissions, Blin had started to work with a standardised
questionnaire consisting of 20 themes. For instance, under the theme ‘Name’, he would
ask the following questions: ‘What’s your name?’, ‘How old are you?’, ‘What are your
first names?’, ‘In which year were you born?’, ‘Where do you live?’, ‘Birthday?’, ‘Place
of birth?’, ‘County?’ A first study of 250 boys confirmed that there was a relationship
between the number of questions the child could answer and his degree of retardation.
Simon and Binet took this questionnaire as the inspiration for their intelligence
test and searched for simple tasks that normally developing children of various ages
could solve. First, Binet (1904) published an article in which he discussed the findings
of a small study in which primary school children had to try to memorise a poem for
a short period of time and then were asked to write down as much as they remem-
bered of the poem. He showed how much bigger the difference on this measure was
between good and poor pupils (as indicated by the teacher) than a similar attempt by
his Belgian colleague Van Biervliet based on the sharpness of vision. In the same year
Simon and Binet published an article about other tasks they had tried out with children
(Binet and Simon, 1904b), and an article in which they presented the first results on
small groups of ‘normal’ children aged between 7 and 11 years old, and various groups
of ‘abnormal’ children, illustrating the big differences between these groups (Binet and
Simon, 1904c). Three years later, they presented the first validated intelligence test with
norms for normally developing children (Binet and Simon, 1907).
The Binet–Simon test was based on the assumption that developing children can
solve problems of increasing difficulty. A sequence of tasks was assembled that allowed
the researchers to assess the mental age of a child. By comparing the mental age with
the chronological age of a child, it was possible to see whether the child was perform-
ing as expected, better or worse. Binet and Simon explicitly aimed for tasks that were
fairly independent of what was taught in schools, so that a child’s results were little
influenced by the quality of the education received. Table 4.1 lists the tasks that were
used. Notice how similar they are to contemporary intelligence tasks!
Within a few years, Binet and Simon’s intelligence test was known all over the world.
Stern developed a German version in 1912, Terman published an American version in
Table 4.1 Tasks used by Binet and Simon (1907) in their intelligence test (a few tasks that
would require too much explanation have been omitted)
Age (years) Action
3 years Touch nose, eyes, mouth

Repeat 2 digits
Repeat a sentence of 6 syllables
Give family name
4 years Give gender
Give the name of a key, a knife and a coin
Repeat 3 digits
Compare the length of 2 lines
5 years Compare 2 weights
Copy a square
Count 4 coins
6 years Repeat a sentence of 16 words
Compare 2 pictures on aesthetic grounds
Define familiar objects
Give your age
Make a distinction between morning and evening
7 years Indicate missing parts in pictures
How many fingers on left hand, right, total?
Copy a written sentence
Copy a triangle and a diamond
Repeat 5 digits
Count 13 coins
8 years Read a short story and remember 2 elements
Count money (3 coins of 1 cent and 3 coins of 2 cents).
Name 4 colours
Count backwards from 20 to 0
Write to dictation
9 years Give the full date (day, month, year)
Name the days of the week
Read a story and remember 6 elements
Return money when an object of 16 cents is paid with a coin of 20 cents
Rank 5 weights
10 years Name the months
Give the value of the 9 familiar coins that are shown
Use 3 words in 2 sentences
(continued)
Table 4.1 (continued)
Age (years) Action

Answer 2 lists of comprehension questions
11 years Indicate absurdities in sentences
Use 3 words in a single sentence
Find more than 60 words in 3 minutes
Give abstract definitions
Put words in the right order
12 years Repeat 7 digits
Give 3 words that rhyme with a given word
Answer questions (e.g. ‘Recently my neighbour had many visitors: first a
doctor, then a lawyer and a priest. What may be going on?’)
Source: Binet & Simon (1907).
1916 (known as the Stanford–Binet test, thereby completely ignoring Simon’s contribu-
tion), and Kubo standardised a Japanese version in 1918.
Binet and Simon also had an impact on the emergence of developmental psychology.
Jean Piaget (1896–1980), a Swiss psychologist who came to study in Paris after Binet’s
death, started to wonder why children aged 11 had no problem seeing the absurdity in
a sentence such as, ‘If I wanted to kill myself, I would never do that on a Friday, because
that brings bad luck’, whereas otherwise intelligent children of 8 years could not do that.
This would be the origin of Piaget’s theory of cognitive development in children in dif-
ferent stages (see any book on developmental psychology for an account of this theory).
What do you think?

Did Binet and Simon’s IQ test solve all problems of assessing children with special
needs? What are its pros and cons? Make a list and keep it with you until we
continue the discussion of IQ tests in Chapters 8 and 14.
KEY FIGURE Alfred Binet

● France, 1857–1911.
● Best known for the development of the first valid intelligence test.
● First tried to measure intelligence on the basis of psychophysical measures and
measures of the skull.
● Then changed track and, together with Théodore Simon, used meaningful
questions. Made sure, however, that the solutions to the questions did not rely too
much on information learned in school.
Source: Everett Collection
● Test comprised tasks of increasing difficulties, suited for children of different ages. Historical/Alamy Stock
Photo.
Interim summary
● In France, psychology was seen as part of the humanities as a result of Comte’s writings.
This was questioned by Ribot, who pointed to the developments in the UK and the
German lands.
● Another towering figure in France was Charcot, a neurologist best known in psychology
for his research on hysteria. Trusted entirely on his clinical expertise, which turned out
to be wrong in the case of hypnosis.
● Binet and Simon’s development of the first valid test of intelligence is France’s best-
known contribution to early psychology.
4.4 Freud and psychoanalysis

At this point it is necessary to interrupt our narrative about how psychology made its way
into universities in various countries, because in Vienna another movement took place.
This development happened outside academia (more specifically, in the practice of a
physician) and, in the proponent’s eyes, also outside psychology (as he considered only
medical doctors suited for the successful application of his treatment). Still, it would have
such a profound effect on psychology that we cannot leave it out of consideration. It was
the development of psychoanalysis as a cure of mental disorders by Freud in Vienna, at
that time the capital of the Austro-Hungarian Empire. We first discuss the different views
of insanity and its treatment in the history of the Western world, then we cover Freud’s
place within this evolution, and we end by commenting on Freud’s research method.
Changes in the treatment of mental disorders

Informal support
Very little is known about the conditions of people with mental problems in early times.
Historical writings are mainly confined to strong people (the conquerors) and the few
writings we have about the weak mainly consist of sensational events, such as the burn-
ing of witches or fathers who killed their disabled babies. However, there are reasonable
grounds to assume that people with mental difficulties have mostly been treated with a
combination of compassion and contempt (sometimes hostility), given that they were
weak and non-productive. The compassion came from the parents and other members
of the (extended) family; the contempt from society outside the family. As long as the
symptoms were not too bad or dangerous, these people stayed at home and died young,
as did the majority of humans in those days. If the family or the relatives could no longer
take care of them, they became homeless and part of the larger group of outcasts, who
survived by begging and petty crime. Because there was a widespread belief that insanity
was due to the devil or a bad ghost, they also risked being seen as a source of disaster.
Informal support meant that the care depended on the persons providing it. In some
families it was good; in others it was unacceptable, as can be seen in the following
testimonies (Shorter, 1997: 1–3):
(a) There is nothing so shocking as madness in the cabin of the . . . peasant. . . . the
only way they have to manage is by making a hole in the floor of the cabin, not high
enough for the person to stand up in, with a crib over it to prevent his getting up. This
hole is about five feet deep, and they give this wretched being his food there, and there
he generally dies.
(b) A youth of sixteen, who for years had lain in a pigpen in the hut of his father, a
shepherd, had so lost the use of his limbs and his mind that he would lap the food from
his bowl with his mouth just like an animal.
(c) If the insane person is peaceful, people generally let him run loose. But if he
becomes raging and troublesome, he’s chained down in a corner of the stable or in an
isolated room, where his food is brought to him daily.
Asylums
From the sixteenth century on, changes in society led to an increased role for the
authorities in the treatment of people with a deviation. There was a massive move
from the countryside (where people had been serfs for centuries) to the cities, where
life became more complex. Labour differentiated. People were required to take up
more individual responsibility and they had to interact with an increasing number of
other individuals. This required better manners, with more emphasis on self-discipline.
The tolerance for deviant behaviour dwindled. As a consequence, the authorities were
forced to take action against the outcasts, who were not economically useful and
became seen as a disturbance to the established order. Institutions were founded to
asylum confine them. In these asylums they were treated as prisoners, with a regime of forced
name given to the labour and religious exercises to re-educate them as good, productive members of
institutions for the insane society. Other authors have compared the early asylums to farms where the inhabitants
established from the
sixteenth century on; first
were treated as caged animals:
modelled after prisons, When François-Emmanuel Fodéré arrived at the hospital of Strasbourg in 1814, he found
later after hospitals for
chronic patients
a kind of human stable, constructed with great care and skill . . . These cages had grat-
ings for floors, and did not rest on the ground but were raised about fifteen centimetres.
Over these gratings was thrown a little straw upon which the madman lay, naked or
nearly so, took his meals, and deposited his excrement.
(Foucault, 1961/2006: 68)
From prisoners to patients

Gradually, over the eighteenth century, under the influence of the Enlightenment, the
conviction grew that the inhabitants of asylums were not real criminals but ailing
patients. Important names in this evolution were William Battie in England, who pub-
lished the first book on psychiatry, Treatise on Madness (1758), and Philippe Pinel in
France, who liberated the insane of Bicêtre from their chains after the French Revolu-
tion. A remaining problem, however, was how to treat the disorders of these patients.
Some attempted common-sense ‘medical’ practices to bring the patients back to
their senses, such as cold showers, fast spinning around or cures with leeches. Others
turned to educational measures to re-instil morality in the mentally ill. This so-called
‘moral treatment’ consisted of trying to persuade and influence the patient to behave
normally, under the influence of the moral authority of the doctor. In cases of non-
adherence, retaliation was swift, with straitjackets, padded cells or other types of
confinement. A further problem was the financing of the institutes. Except for patients
of wealthy families, who could afford a cure on the basis of rest and tranquillity, living
conditions were appalling.
Neurologists
Because the educational approach seemed to lead to (slightly) better results than the
medical cures, it was the dominant therapy in the first half of the nineteenth century
(Abma, 2004). Psychiatrists had a low status. Gradually, however, the biological view
of mental illness regained impetus. An important element in this evolution was the
discovery of the microbe that caused syphilis, which in those times was a major cause
of insanity. Towards the end of the nineteenth century a new group of physicians
neurologist entered the scene. They called themselves neurologists and were particularly inter-
name used at the end ested in the milder forms of mental disturbances, which they called ‘nervous disor-
of the nineteenth ders’ or ‘neurasthenia’ (weakness of the nerves). They limited asylums to the
century by physicians
who were interested in
handling of the worst cases of madness and for the others advocated treatment in
the treatment of milder private settings including methods such as hypnosis and suggestion. As we saw
forms of mental problems above, Charcot was a major forerunner of this movement. One of the persons who
outside the asylum; the attended his lectures and went to work with him for a few months in 1885–1886 was
term was later used to
refer to specialists of the Sigmund Freud.
nervous system, when
the original neurologists Freud
merged with the Sigmund Freud (1856–1939) was born in the Austro-Hungarian Empire. He trained as
psychiatrists and took up
the latter’s name
a physician and then did research on topics such as aphasia and poliomyelitis under
the supervision of Ernst Wilhelm von Brücke, a neuro-anatomist. Von Brücke was a
strong believer in psychodynamics, a view that considered living organisms as energy
systems governed by the principles of physics and chemistry. This view would have a
strong impact on Freud’s own stand.
Psychoanalysis
Because a university position as professor (more or less with the same status as in the
Prussian system) was unlikely, Freud started a private medical practice in 1886 that
specialised in neurology, after his stay in Paris. Here, together with his colleague Josef
Breuer, he started a new type of treatment based on conversations with patients
(remember that previously treatments were either medical or educational). On the
psychological treatment basis of this psychological treatment (or talking cure, as it was sometimes called),
treatment of mental Freud became convinced that hysterical symptoms (vague pain, insomnia, hysterical
health problems paralysis, numbness, lack of appetite or sexual desire) were due to repressed sexual
consisting of
conversations between childhood experiences (later, childhood fantasies). These symptoms could be allevi-
the patient and the ated by the painful process of bringing the unconscious memories into the patient’s
therapist; initiated by consciousness and by freeing them from their emotional energy.
Freud as an alternative to Freud was not the first to talk about unconscious mental processes, but nobody
the prevailing medical and
educational treatments before him had given these processes such an explosive emotional power or made them
the real drivers of human behaviour. Freud himself considered the insight that human
reason was not the real master of a person’s action to be a revolution on the same scale
as Copernicus’s insight that the Earth orbited the Sun and Darwin’s insight that man
had evolved from animals (as cited in Leahey, 2004: 264).
psychoanalysis Psychoanalysis, as Freud’s theory and therapy became called, provided the first
name given to Freud’s coherent framework for the treatment of nervous disorders and, therefore, received a
theory and therapy warm welcome among the neurologists, the more so because Freud’s views were quite
compatible with those of Charcot (another of whose students, Pierre Janet, came
independently to very similar conclusions). The neurologists with their new, forceful
theory replaced the ill-reputed psychiatrists in the asylums (although they took up the
latter’s title when neurology moved on to confine itself to the examination and treat-
ment of the nervous system itself).
Psychoanalysis also exerted a strong attraction on the developing field of psychol-
ogy, because it was the first complete theory of human psychological functioning,
starkly deviating from the piecemeal approach found in the university laboratories.
Many indications can be listed of the rapidly growing impact of psychoanalysis on
psychology. In 1908, G. Stanley Hall, the founder of the first psychology laboratory
in the USA (see Table 4.2 on page 165), began to give courses on psychoanalysis and
in 1909 he invited Freud to Clark University (together with Jung and Ferenczi). The
impact of Freud on psychology in the UK was described as follows:
During the first enthusiasm for psychoanalysis with its startling revelations, the results
obtained by the often laborious method of experiment [reported at meetings of the
British Psychological Society] seemed dull and even insignificant.
(Edgell, 1947: 16)
Throughout this book we will regularly come back to the relationship between
psychoanalysis and the other approaches in psychological research.
Freud’s research method

Medical case studies
Freud’s psychoanalytical method was inspired by medical practice and involved
case study case studies, the intensive study of individuals within the context of their own world
within medicine and and their relationships (past and present). The aim of each study was to understand
clinical psychology, the and help the individual patient. The validity of the ideas generated depended on high-
intensive study of an
individual patient within
quality thought and on cross-checking with the clinical evidence.
the context of his/her own
world and relations, to Introspection and interpretation by the therapist
understand and help the Freud’s method was also based on introspection: patients talked about their thoughts,
individual patient
dreams and feelings. However, contrary to Wundt’s and James’s introspection, the lit-
eral meaning of what the patients said was of little value, because, according to Freud,
the patients did not have access to their own unconscious drives. Freud considered that
it to be the therapist’s task to be attentive to occasional slips during which the uncon-
scious forces revealed themselves, and to reinterpret the contents of the introspection
according to the psychoanalytic theory. The clearest example of this reinterpretation
was the distinction Freud drew between the manifest message and the latent message
in dream analysis (i.e. what the patients said vs. what they actually meant), as is shown
in the following excerpt:
Another guileless dream of the same patient, which in some respects is a pendant to
the above. Her husband asks her: ‘Oughtn’t we to have the piano tuned?’ She replies:
‘It’s not worth while, the hammers would have to be rebuffed as well.’ Again we have
the reproduction of an actual event of the preceding day. Her husband had asked her
such a question, and she had answered it in such words. But what is the meaning of her
dreaming it? She says of the piano that it is a disgusting old box which has a bad tone;
it belonged to her husband before they were married, etc., but the key to the true solu-
tion lies in the phrase: it isn’t worth while. This has its origin in a call paid yesterday
to a woman friend. She was asked to take off her coat, but declined, saying: ‘Thanks,
it isn’t worth while, I must go in a moment.’ At this point I recall that yesterday, during
the analysis, she suddenly took hold of her coat, of which a button had come undone.
It was as though she meant to say: ‘Please don’t look in, it isn’t worth while.’ Thus
box becomes chest, and the interpretation of the dream leads to the years when she
was growing out of her childhood, when she began to be dissatisfied with her figure.
It leads us back, indeed, to earlier periods, if we take into consideration the disgusting
and the bad tone, and remember how often in allusions and in dreams the two small
hemispheres of the female body take the place – as a substitute and an antithesis – of
the large ones.
(Freud, 1900; as translated by Brill)
Finally, Freud’s research method was characterised by a surprisingly large input from
himself. On the basis of rather little data, a rich and all-embracing theory of human
functioning was built. On a continuum from evidence-based to principle-driven
research, psychoanalysis clearly was biased towards the latter pole. This was not nec-
essarily bad, as long as the new ideas and insights were helpful. Otherwise, the small
empirical base was likely in the end to turn against the theory.
KEY FIGURE Sigmund Freud

● Born in the Austro-Hungarian Empire, 1856–1939.
● Neurologist who started psychological treatment of his patients (talking cure).
● Built a theory and a therapy on the idea that people’s actions are controlled by
their unconscious (psychoanalysis).
● Used medical case studies as a research method. Evidence derived from
introspections by the patients that had to be interpreted by the therapist.
Source: GL Archive/Alamy
Stock Photo.
Interim summary
● Freud was one of the first neurologists, a new group of therapists at the end of the
nineteenth century. Before, people with mental disorders had been taken care of first
on an informal basis and then – increasingly – in institutions, where they were treated as
prisoners or patients. Basic treatment in asylums consisted of containment and attempts
to re-educate the patients.
● Freud was the first to actually talk to his patients (psychological treatment). On the
basis of these talks he constructed the psychoanalytical theory, which argues that the
unconscious mind plays a strong role in the control of people’s actions.
● Psychoanalysis had a massive impact, both on neurologists and on psychologists,
because it provided a coherent and attractive theory of psychopathology.
4.5 Starting psychology in the UK: finding a place

between clerics, philosophers and biologists
In 1870, the French philosopher Ribot was convinced that the UK2 would take the lead
in the establishment of psychology as an academic discipline. As we saw, the British
empiricists and associationists were among the most influential psychology authors,
with names as Locke, Hume, Mill, Spencer and Bain. Furthermore, there were the
contributions of British biologists, above all Darwin with his evolutionary theory. In
Ribot’s own words (1870: 1, 43–4):
Since the time of Hobbes and Locke, England has been the country which has done
most for psychology. . . .
‘The sceptre of psychology’, says Mr. Stuart Mill, ‘has decidedly returned to England.’
We might go further, and maintain that it has never departed thence. No doubt, psy-
chological studies are now cultivated in England by first-class men, who, by the solidity
of their method, and, which is more rare, by the precision of their results, have caused
the science to enter upon a new epoch. . . . Since the time of Locke, and even before it,
the empirical study of the facts of consciousness has always been in favour among the
English; no people have done so much for psychology . . . If, indeed we look at the three
or four peoples of modern Europe who only have had a philosophical development, with
the exception of Germany, apt at everything, though loving metaphysics above all, we
shall see that in Italy experimental psychology is poor, almost nil, because that light,
imaginative race, whose life is all outside, have an instinctive repugnance to it; that in
France it soon turns to logic, because we have too little taste for patient observation, for
exceptions, for accumulated facts, and that we are too fond of compartments, divisions,
and subdivisions, order, symmetry, brief and decisive formulas. In England it is natural;
it is the simple result of that disposition to the interior life, to that falling back upon
one’s-self, whence come poetry and romance . . .
(as translated in the American version of Ribot’s book in 1874)
The fact that the UK was not able to capitalise on its lead and trailed behind the
evolutions in other countries had to do with the organisation of its universities and
with resistance from established disciplines against the newcomer.
Universities in the UK
The University of Oxford is the oldest in the UK and one of the oldest in the world,
with a birth date that seems impossible to pin down. Religious and secular teaching
has existed at Oxford since at least the eleventh century (when Oxford was a residence
of rulers such as Edmund Ironside, Canute and Harold I). It received a strong impetus
in 1167 when King Henri II banned English students from studying in Paris. The first
title of Chancellor was conferred in 1214 and the masters were recognised as members
of a university guild in 1231.
As a result of frictions between the masters and the other inhabitants of the town, a
number of masters fled to Cambridge in 1209, a similar town with a rich religious life and
considerable wealth. At first they lived in lodgings but by 1226 they had set up a guild with
a Chancellor, which in 1231 received a charter from Henry III confirming its independence.
For six centuries Oxford and Cambridge were the only universities in England
(in 1261 there was a short-lived concession from Henry III to establish a third university
in Northampton, which was closed in 1265 after protests from Oxford and Cambridge).
4.5 Starting psychology in the UK: finding a place between clerics, philosophers and biologists 159
There was more dynamism in Scotland, which had three universities by the fifteenth
century (the University of St Andrews in 1413; Glasgow University in 1451, and King’s
College Aberdeen in 1495) and one founded in the sixteenth century (the University
of Edinburgh, founded in 1582). Wales got its first university in 1828, when St David’s
College was opened near Lampeter; in Northern Ireland Queen’s College Belfast
opened in 1849 (Ireland had already had Trinity College Dublin since 1592).
Oxford and Cambridge were generally considered as conservative universities, heav-
ily dominated first by the Roman Catholic Church and then by the Church of England.
Up to the end of the nineteeth century it was impossible to obtain a degree from these
universities without swearing an oath of allegiance to the Church of England. As a
result, these universities were heavily oriented towards the classics (humanities and
mathematics) and unreceptive to natural sciences:
For social at least as much as for intellectual reasons, a classical education at public
school, followed by a sojourn at Oxford or Cambridge, remained the most prestigious
educational route well into the twentieth century (though mathematics had long been
held to be on a par with classics as a form of mental exercise). The teaching of science
did gradually infiltrate these elite institutions – the establishment of a course in the
natural sciences at Cambridge in 1850 was a significant landmark, and the endowment
by the Duke of Devonshire in 1870 of the Cavendish Laboratory there was another.
But in some quarters it continued to be stigmatised as a vocational and slightly grubby
activity, not altogether suitable for the proper education of a gentleman.
(Collini, 1998: xiii)
The essential character of new and fertile ideas is often recognised as follows; they run
against the ideas of the time and become accepted only after long opposition. . . . The
most notable example in this respect was the reception of Newton’s new doctrine in
England. Forty years after the publication of Newton’s immortal work, Descartes’ sys-
tem was still taught at English universities as the only truth. Strange thing! It was not
even given to Newton in his lifetime to see his doctrine taught at Cambridge, where he
had worked for such a long time. . . . it was not until 1718 that Samuel Clarke managed
to slip Newton’s ideas into the courses of English professors by inserting them as foot-
notes to the elementary treatise of Cartesian physics.
(Liebig, 1863; translated from German)
More than in other countries, scientific research in England happened outside the
universities. First and foremost, there were well-off individuals, who could devote time
and money to new inventions and who paid scholars to come and work for them. Sec-
ond, there were the societies with their fees and endowments, which could afford some
staff and sponsor some research. There were also small-scale institutes and centres
that did not have university status, but that could finance a small number of scientists.
Finally, there were scholars who sponsored their work with the proceeds of the books
they published and the articles they wrote for the emerging scientific journals.
Attempts to establish psychology at Cambridge and Oxford

Cattell
The first opportunity to establish a psychology laboratory in the UK was in 1887 when
the University of Cambridge was able to attract the American James McKeen Cattell
(1860–1944) as lecturer,3 after he had obtained his PhD in Wundt’s lab (Rust, 2008;
Sokal, 1972). Two philosophers with interests in psychology were instrumental in
bringing Cattell to Cambridge: James Ward (1843–1925) and John Venn (1834–1923).
Like many of his colleagues, Ward had made several study visits to Germany and
written a number of psychology-related treatises, such as The Relation of Physiology
to Psychology and An Interpretation of Fechner’s Law. John Venn (best known for his
Venn diagrams) had shortly before been presented with some of Galton’s instruments
to ‘measure intelligence’ (such as equipment to assess keenness of eyesight, strength of
pull and squeeze, head size and breathing capacity) and had started a series of studies
along Galton’s lines. Cattell was a catch, because not only had he done his PhD on
mental testing in Wundt’s lab, he also brought considerable equipment with him (being
from a wealthy family). Cattell, in turn, was attracted to the UK because of Galton’s
work in London. However, he found the University of Cambridge less accommodating
than he had hoped. As he wrote to his father:
I have been busied this afternoon trying to find a place for a psychological laboratory.
All the buildings are very crowded. Some of the colleges are rich but the university itself
is poor, and finds it expensive to house laboratories and museums which have grown
rapidly during the past few years. I expect, however, we will be able to get something.
I dine with Mr Ward tomorrow to talk it over.
(Cattell, 1887; in Sokal, 1981)
Finally, Ward found a place for Cattell’s equipment in the Cavendish Laboratory of
Physics through mediation of a Fellow from his college. In this laboratory, Cattell
started a new series of intelligence measurements along Galton’s recommenda-
tions. Without any prospect of a decent position at the University of Cambridge, he
already left in 1888, first to a newly established Professorship in Psychophysics at the
University of Pennsylvania and two years later to Columbia University in New York.
He took all his laboratory materials with him, giving Cambridge University back its
much needed space.
Rivers and Myers
The second attempt to establish a psychology laboratory at the University of Cambridge
was made in 1893 by attracting the physician William H.R. Rivers (1864–1922) as
psychology lecturer in the physiology department. Rivers had studied in Germany and
was at that moment teaching experimental psychology at University College London
(see below). In 1897 he was given a room in the Department to start psychological
research. However, the Senate of the University would not sponsor it until 1901 (when
Rivers received an annual grant of £35 to purchase and upkeep equipment). The slow
start of the psychology laboratory was also partly caused by the fact that in 1898
Rivers was asked to join in an anthropological expedition to Torres Strait, the part
of the ocean between Australia and New Guinea, scattered with islands inhabited by
‘primitive tribes’. Rivers’ task was to test the then fairly unanimous assumption that
savage and semi-civilised races had a higher degree of sense acuteness than Europeans,
an assumption for which he could find no evidence.
Rivers’ lab would be overhauled in 1912 when it was taken over by his more proac-
tive and richer (through his wife’s family) student Charles Samuel Myers (1873–1946).
As Costall (2001: 189) summarised:
Cambridge, often held to have been a model of scientific enlightenment compared with
Oxford, also presented its problems. When Myers became the Director of the new
Laboratory of Experimental Psychology in 1913 [sic], this was more an honour Myers
bestowed – imposed – upon Cambridge, than the reverse: ‘He planned it, to a very large
extent in detail he designed it, he himself, his family and his friends, mostly paid for it.
With some air of reluctance the University accepted it.’
Once more the start of the renewed lab would be impeded, this time by World War I,
which brought Myers to the battle grounds in France, where he treated soldiers for
‘shell shock’ (a term coined by him). After the war, Myers would become more inter-
ested in applied psychology, devoting most of his energy to the new National Institute
of Industrial Psychology he established in London:
On returning to Cambridge after the First World War, Myers was keen to apply psy-
chology to medicine, industry and education. He had become ‘increasing disgusted,
after my very practical experience during the War, with the old academic atmosphere
of conservatism and opposition to psychology’ . . . When the University insisted that
his Readership should be restricted to experimental psychology, his dissatisfaction was
complete . . . Myers had already begun to make plans to found a National Institute of
Industrial Psychology in London as early as 1918. His new Institute opened in 1921, and,
after a year of leave from Cambridge, he resigned, once he had made sure the promised
Readership would be handed on to his assistant, Frederic Bartlett.
(Costall, 2001: 189)
MYTH Did religion stop the foundation of the first laboratory of

BUSTING experimental psychology at the University of Cambridge?
At various sites on the internet you can find the claim that the first attempt to
establish a psychological research centre in the UK occurred in 1877 (two years
before Wundt!), when James Ward (1843–1925), after study visits to Germany,
brought forward the proposal to establish a laboratory for the study of psycho-
physics at the University of Cambridge. The proposal was rejected by the Senate
on the grounds that it ‘would insult religion by putting the human soul in a pair
of scales’. The origins of this claim seem to be Hearnshaw (1964) and Sokal
(1972), who refer to writings of Myers and Bartlett. In Sokal (1972), however,
we read that:
According to an undocumented legend often repeated, the major reason for the
Senate’s opposition to the proposal was a mathematician’s argument that such a
laboratory would ‘insult religion by putting the human soul in a pair of scales.’
(Sokal, 1972: 145)
So, the information does not seem to be very solid. Indeed, when Whittle
(2000) searched for hard evidence in the historical records he was unable to find
anything. The first records he could find were requests by Ward and Venn in 1886
and 1888 for £50 and £100, urgently required for the purchase of psychophysical
apparatus, presumably to subsidise Cattell. This made Whittle (2000: 25)
conjecture that:
Bartlett (1937) describes the double request, but places it nine years earlier.
This has the advantage of suggesting that Cambridge could have had the world’s
first psychological laboratory, if only the university hadn’t been so conservative.
➨
Tongue in cheek (and referring to Bartlett’s famous Schema theory, which states
that human memory is rarely a literal report of the original events but a fallible
reconstruction on the basis of schemas), Whittle (2000: 25) concluded that:
I could find no discussion of anything to do with these earlier requests. It may
well be lurking in sources that I have not searched, but I am left with a distinct
suspicion that Myers and Bartlett were demonstrating Bartlett’s later thesis on
the constructive nature of memory.
There are more reasons to doubt the truth of the claim. In 1877 James Ward was
a very junior member of staff (he had won a fellowship only two years earlier and
would become Professor of Mental Philosophy and Logic only 20 years later).
Furthermore, Ward is unlikely to have had the seed money that usually accom-
panied demands for new laboratories in the UK (being the impoverished son of
a bankrupt merchant). So, although religion was not the strongest promoter of
psychology in England, there is no reason to believe that the UK could have had
the first laboratory of psychology if only its church had been less dogmatic.
Oxford
While the authorities at the University of Cambridge had to address the repeated
demands of psychology to win its place in academia, the University of Oxford was
given an easier time. There was just a short period of tension when its graduate,
Edward Titchener, in 1892 returned from Wundt’s lab with a PhD in psychology and
sought a position at the university. He was given a teaching job in biology and luckily
after one term got an offer from Cornell University in the United States.
The situation became more serious when one of Rivers’ students, William
McDougall (1871–1938), was appointed on a Readership funded by the industrialist
and inventor Henry Wilde (1833–1919). The Readership had been created to support
mental philosophy and for the sake of clarity the incumbent was explicitly forbidden
to get sidetracked by experimental research. Still, this is what McDougall did, as
is beautifully described in his autobiographical chapter, which gives us a first-hand
(albeit partial) glimpse of the times:
By 1904, when the Wilde Readership in Mental Philosophy at Oxford fell vacant, I had
begun to realize that I was throwing my seed on stony ground, that my work along
the lines I was pursuing could not find a public. I applied for the vacant post and was
appointed. The post was in many ways an ideal one for me. The small salary was a
welcome addition to my small income. The duties were very light – only two lectures in
each of twenty-one weeks a year; and I was at liberty to choose my topics within a very
wide field, a liberty of which I took full advantage. I ranged at large over the whole field
of psychology conceived in the broadest way. . . . My classes were at first small, except
when I lectured on such a sensational topic as hypnotism, with demonstrations; and
then my large lecture room was crowded.
But the post had its drawbacks. It was, I think, T. H. Huxley who said that, if he
had to devise a punishment for a very wicked scientist, he would condemn him to be
a professor of science at Oxford. If I had been recognized as a teacher of science, my
punishment would have been light; for by that date science was well established in
Oxford. But I was neither fish, flesh, nor fowl. I was neither a scientist nor a philosopher
pur sang. I fell between two stools. The scientists suspected me of being a metaphysi-
cian; and the philosophers regarded me as representing an impossible and non-existent
branch of science. Psychology had no recognized place in the curricula and examina-
tions. For some years I was not even a member of the University; for I could not become
a member without first becoming a member of some college; and a man in my position
could not, without indelicacy, ask any college to accept him. Further, I was annoyed by
the efforts of the founder of the Readership to dislodge me. He was an old manufac-
turer who had a great admiration for John Locke and a conviction that the mental life
cannot be experimentally studied; and he had learned that I had been guilty of efforts
along that line.
Still, some of my colleagues were kind, especially the Professor of Physiology
(Gotch), who provided me with a good set of rooms in his laboratory where, as a pri-
vate activity distinct from my work as University Reader, I could carry on research. In
these rooms I did both experimental research and teaching, always having a small group
of special students, . . .
One of the greatest pleasures of my life fell in the year 1908, namely, a short visit
from William James. I had never ceased to admire him greatly; an admiration which had
increased when I met him for the first time in Rome in 1906. I felt that his visit was both
a great compliment to me and a new evidence of the man’s profound kindliness. . . .
During the ten years at Oxford before the War, I carried on work in the laboratory
continuously, publishing a few experimental papers. But much of it was unfinished at
the outbreak of war and remains unpublished. Among other things I was concerned to
devise a series of mental tests that should be, as far as possible, independent of language
and of learning, and universally applicable. . . .
But the War came, and I found myself a private in a French army, driving an ambu-
lance and dodging German shells on the Western Front. Early in 1915 the British War
Office began to realize the extent of its task, and there was a grave shortage of medical
officers. I offered myself, was made a Major in the Royal Army Medical Corps, and
was put at once in charge of nervous patients. At this time there was a flood of mental
and nervous cases streaming home from the armies on all fronts, and there was lit-
tle preparation for dealing with them. But it soon became clear that the ‘shell-shock’
cases required mental treatment. I was put in a position where I could select from this
vast stream whatever cases seemed most susceptible to treatment. And soon I was the
head of a hospital-section full of ‘shell-shock’ cases, a most strange, wonderful, and
pitiful collection of nervously disordered soldiers, mostly purely functional. One had
little time to think out the many theoretical problems. One thing was clear – successful
treatment required the exploration and fullest possible laying bare of the causes of
the trouble. Hypnosis proved very useful as a method of exploration, but not always
indicated or feasible. Sympathetic rapport with the patient was the main thing, not a
mysterious ‘transference’ of a mythical ‘father-fixation’ of the ‘libido’; but, under the
circumstances, a very natural and simple human relation. . . .
During the War I had lost my laboratory, which was occupied by students of aviation
problems; and after the War the rush of students to the Physiological Department made
it impossible for the Department to return the rooms to me. . . .
Then came the invitation to Harvard. It was in every way a very flattering one. The
Chair of Psychology at Harvard had not been filled since Münsterberg’s death dur-
ing the War. The tenure of it by James and Münsterberg and the great prestige of the
Department of Philosophy and Psychology seemed to justify me in regarding it as the
premier post in America, where psychology was so actively cultivated. . . .
(McDougall, 1930: 207–12)
McDougall left Oxford for the USA in 1920 and experimental psychology would
be almost absent from Oxford University until 1935, when the University received
a gift of £10,000 from Mrs Hugh Watts, a student of McDougall’s and a friend of
the then Wilde Reader William Brown (1881–1952). The gift was to be used for the
establishment of an Institute of Experimental Psychology, which resulted in a modest
laboratory and a small teaching programme leading to a Diploma.
Developments in London
Foundation of University College London
There is an ongoing discussion about which university qualifies as the third of England:
the University of Durham or University College London, because both applications
were initiated around the same time and took several years to complete. However, as
far as psychology is concerned, there is no question that the title goes to University
College London (UCL). This college was founded in 1826 as a neutral (secular) alter-
native to Oxford and Cambridge, so that Catholics, Dissenters, Jews, non-believers
and women could obtain an English degree as well. Its foundation was swiftly followed
in 1831 by the establishment of King’s College London as an Anglican alternative
in the capital. Because the British government was unlikely to give degree-awarding
powers to two small institutions in the same city, both colleges formed an official
degree-awarding federation in 1836, known as the University of London.
The Grote Chair
Evidently, UCL was much more interested in the natural sciences and more open to the
empirical study of the human mind. As for the latter, two elements were of particular
importance for the history of psychology: the establishment of a Chair of Logic and
the Philosophy of the Human Mind (i.e. a professorship in psychology) and the pres-
ence of Galton. With respect to the Chair, there were quite some problems to get it
conferred, as there were major disagreements about whether it could be awarded to a
minister of religion. In particular, the banker and historian George Grote (1794–1871)
opposed the appointment of religion-related persons, blocking several interesting can-
didates. Eventually his views were overturned, but he had the final say when upon
his death in 1871 he endowed £6,000 for the Chair under the explicit condition that
it could not be paid to ‘a man who either is or has ever been a minister of religion’
(Hicks, 1928). The person on the Chair at that moment was George Croom Robertson
(1842–1892), a Scottish student of Alexander Bain.
Sully and the laboratory of psychology
Upon Robertson’s death, the Grote Chair (as it became called) was conferred to James
Sully (1842–1923). Sully, then already aged 50, was a man of independent means, who
had some extra income from teaching jobs (he had replaced the ailing Robertson a few
times), journalism and textbook writing. He had written books on illusions in percep-
tion and memory and a Teacher’s Handbook of Psychology, in which he translated the
insights from psychology to the educational context.
Sully is remembered in British history of psychology for his efforts to establish
the first laboratory of psychology in the UK and for the foundation of the British
Society of Psychology (see below). An opportunity to start a laboratory presented
itself in 1897 when Sully was told that the German psychologist Hugo Münsterberg
(1863–1916) was definitely moving to Harvard University as the successor of William
James (he had been there before) and was looking for a buyer of the equipment he
had collected at the University of Freiburg. Sully frantically began to lobby for space
and money, for which he enlisted the help of Francis Galton, the most eminent scholar
of psychology-related matters in London (Valentine, 1999). Rivers, who had done
teaching jobs at UCL since the early 1890s, was to be appointed as instructor. The
arrangement had a set-back when Rivers became lecturer at Cambridge, but Rivers
agreed to be instructor of the UCL lab as well (which comprised not much more than
a single room with equipment that was used mainly for teaching), so that the UCL
laboratory could open officially in 1898, a few months after the opening of Rivers’ lab
at Cambridge. As Table 4.2 shows, the UK was quite late in this respect.
Table 4.2 The establishment of psychology laboratories throughout the world. For each
country we list the first few universities
Country Year University
Germany 1879 University of Leipzig (W. Wundt)

1881 University of Göttingen (G.E. Müller)
1886 University of Berlin (H. Ebbinghaus)
USA 1883 Johns Hopkins University (G.S. Hall)
1887 Indiana University (W.L. Bryan)
1887 University of Pennsylvania (J.M. Cattell)
Denmark 1886 University of Copenhagen (A. Lehmann)
Russia 1886 Kazan University (V. Bechterev)
1895 University of St Petersburg (V. Bechterev)
Japan 1888 University of Tokyo (Y. Motora)
1906 University of Kyoto (M. Matsumoto)
1922 Kwansei Gakuin University, Kobe (M. Imada)
Canada 1889 University of Toronto (J.M. Baldwin)
1910 McGill University (W. Dunlop)
France 1889 Sorbonne (M. Liard and H. Beaunis)
1896 University of Rennes (B. Bourdon)
1906 University of Montpellier (M. Foucault)
Italy 1889 University of Rome (G. Sergi)
1896 Reggio Emilia Hospital (G.C. Ferrari and A. Tamburini)
Belgium 1891 Ghent University (J.J. Van Biervliet)
1892 University of Louvain/Leuven (A. Thiéry)
1897 University of Brussels (G. Dwelshauvers)
Netherlands 1892 University of Groningen (G. Heymans)
1907 University of Amsterdam (T. De Boer)
1915 University of Utrecht (F. Roels)
Switzerland 1892 University of Geneva (T. Flournoy)
Austria 1894 University of Graz (A. Meinong)
Poland 1897 University of Cracow (W. Heinrich)
UK 1897 University of Cambridge (W.H. Rivers)
1898 University College London (J. Sully)
1901 Bedford College London (B. Edgell)
(continued)
Country Year University

Argentina 1898 University of Buenos Aires (H. Pinero)
Brazil 1899 University of Rio de Janeiro (M. de Madeiros)
Spain 1902 University of Madrid (L. Simarro)
1928 University of Madrid (G. Rodriguez Lafora)
1928 University of Barcelona (E. Mira-López)
Japan 1903 Tokyo University (Y. Motora)
1906 University of Kyoto (M. Matsumoto);
Hungary 1905 University of Budapest (P. Ranschburg)
Chile 1908 University of Chile (G. Mann)
New Zealand 1908 Victoria College (T. Hunter)
India 1915 Calcutta University (N.N. Sengupta)
Mexico 1916 Mexico National University (E. Aragon)
China 1917 University of Peking (C. Daqi and C. Yuanpei)
Finland 1922 University of Turku (E. Kaila)
Australia 1923 University of Sydney (H.T. Lovell)
Brazil 1923 Rio de Janeiro (W. Radecki)
Greece 1926 University of Athens (T. Voreas)
Sweden 1948 University of Uppsala (R. Anderberg)
The following was written about the UCL laboratory in its first annual report
(as cited in Valentine 1999: 214):
The work consisted of the experimental investigation of such points as the following:-
the discovery of the spots of the skin of the fore-arm sensitive to pressure, and to hot
and to cold objects respectively: the estimation of length of line by sight and by touch:
the discrimination of lifted weights: the estimation of the pitch of tones: the estimation
of very short time-intervals. The students themselves were the subjects of these experi-
ments, and they appeared to be greatly interested in the researches. As Dr Rivers was
unfortunately unable to continue teaching, Mr E. T. Dixon of Cambridge conducted
the class during the first term of the 1898–9 session. There were seven students, two of
whom were Medical graduates. The Laboratory is now located in its own room. The
Committee are very desirous of purchasing additional apparatus and of securing the
services of a permanent instructor. In order that this plan may be carried out, more
funds are needed. . . . [The committee] are the more anxious to do this as there is reason
to hope that the University of London is disposed to include the Subject of Experimental
Psychology in the Schedule for the Final B.Sc. Examination.
In 1900 William McDougall was appointed to a part-time readership in Sully’s
department, but after four years moved to Oxford (as we have seen above).
Galton and research into individual differences

The laboratory of experimental psychology was not UCL’s main contribution to early
psychology, however. This came from Galton’s efforts to study the heredity of features.
For these studies, which often failed to yield the desired clear evidence, Galton needed
statistical measures that allowed him to draw valid conclusions. As a result, Galton
(who was a self-financed, independent researcher) became involved with a group of
young mathematicians, the most important of who was Karl Pearson (1857–1936).
After Pearson was appointed at UCL as Professor of Applied Mathematics and
Mechanics in 1884, Galton became more involved in the college (although he had
been educated at King’s College London). The connection was further strengthened
when five years later another of Galton’s students, Raphael Weldon (1860–1906), was
appointed as Professor of Zoology. Together the three men established the journal
Biometrika, which would become the leading journal for the development of statistical
methods in the life sciences.
Because of these developments, London has been the place where most modern sta-
tistical techniques were discovered. One of these techniques was the correlation coef-
ficient developed by Pearson. The correlation coefficient made it possible to measure
the degree to which two variables were related and whether the relationship was strong
enough to be reliable. Such a coefficient was desperately needed because the data
Galton gathered to research heredity turned out to be much less impressive than he
had hoped. Indeed, one of the first high-profile applications of Pearson’s correlation
coefficient concerned the relationship between the intelligence measures advocated by
Galton and everyday indications of aptitude. Wissler (1901), a student of Cattell at
Columbia University, correlated the intelligence measurements Cattell had gathered
with the school results and the academic grades of the participants. To everybody’s
dismay, Wissler observed that there was no reliable relationship between the psycho-
logical test results, the physical test results, and the marks the participants obtained
in school or college (although the latter correlated with themselves to a considerable
degree). Consequently, Wissler had to conclude that the intelligence measurements
used by Galton, Cattell and so many others were useless to predict academic perfor-
mance. Within a few months Binet wrote a French summary of Wissler’s findings in
L’Année Psychologique, adding that he had obtained similar findings, and wondering
whether the lack of correlation was due to the simple tests used or to the fact that there
had not been enough variability in the children tested.
UCL’s standing in correlational research was further strengthened when in 1907
Charles Spearman (1863–1945; known from the Spearman correlation) was appointed
as Reader. Spearman was an officer in the British army, who as a mature student had
gone to study psychology under Wilhelm Wundt. By the time of his appointment at
UCL, Spearman had already published articles on the rudiments of factor analysis (a
statistical technique to interpret correlations between several variables; see Chapter 12)
and a two-factor theory of intelligence, in which he claimed that performance on an
intelligence test was influenced by a general intelligence factor and a factor specific to
the test. He concluded this from the observation that children who scored low/high
on one valid task of intelligence in general also scored low/high on other valid tasks,
indicating that the solutions of the various tasks were affected by a single underlying
factor, which Spearman called ‘general intelligence’. In 1911 Spearman was promoted
to the Grote Professorship and steered the UCL Psychology Department firmly into the
study of individual differences based on correlational research, a topic for which the
Department would remain renowned for decades to come. Ironically, the relationship
between Spearman and Pearson never was amicable.
Scotland
Scotland, with its four universities, had its own dynamism. Two figures above all had an
influence on the development of psychology in the UK: Alexander Bain and G.F. Stout.
Bain
We met Alexander Bain (1818–1903) in Chapter 3, when we discussed his textbooks.
Bain was a philosopher and educationalist at the University of Aberdeen with a strong
interest in biology and experimental research. He not only provided the template of
the psychology handbooks to be written. After prolonged stays in London between
1848 and 1860, during which he was in close contact with John Stuart Mill and George
Grote, he was also often consulted about psychology-related matters in the UK.
Bain further took an initiative that would provide nineteenth-century English-
speaking psychologists and philosophers of mind with a research outlet in their own
language. Together with George Croom Robertson he launched the journal Mind,
the first issue of which appeared in 1876. This issue contained the following articles,
among others:
● ‘The comparative psychology of man’ (by Herbert Spencer)
● ‘Physiological psychology in Germany’ (by James Sully)
● ‘Consistency and real inference’ (by John Venn).
The second issue included an article by Wundt (‘Central innervation and con-
sciousness’); the third issue had an article by Helmholtz (‘The origin and meaning
of geometrical axioms’). In the fourth issue James Ward published his article on the
interpretation of Fechner’s law, which would be important for his appointment at
Cambridge, and so on.
A particularly interesting article, whose impact would become clear only much
later, was published in 1887 by Joseph Jacobs, a student of Galton’s who would move
to New York and become a well-known folklore researcher (Fine, 1987). Jacobs started
from the observation that everyone can repeat the name Bo after hearing it once,
whereas few could catch the name of the then Greek statesman M. Papamichalopoulos
without the need for repetition. This made Jacobs wonder how many spoken items
people could repeat. First he used nonsense syllables like cral – forg – mul – tal – nop,
but soon came to prefer letters and digits. He noticed that schoolgirls could repeat
on average 6.1 nonsense syllables, 7.3 letters and 9.3 digits, and that performance
increased with age: girls of 11–12 years could repeat 5.3 nonsense syllables, whereas
girls of 19–20 years could repeat 7 such syllables. Furthermore, the scores of the
children in the top half of the class were higher than those of the children in the
lower half. Jacobs (1887: 78) described how the relationship with intelligence was
tested further:
The only difficulty is the very small extent of variability: in order to get a wider range,
and also to test the obvious deduction to be made from these figures, it was suggested by
Mr. Francis Galton that experiments should be tried on idiots, and he kindly undertook
the inquiry in conjunction with Prof. Bain and Mr. Sully. The detailed results are given
below. At Earlswood the average span was as low as 4, and much the same at Darenth.
‘Idiots’ differ so much as to make it, indeed, hardly possible to speak of average results;
but it appears that few, if any, attain to the normal span, and that a good number of
those who can ‘speak’ at all are unable to reproduce more than 2 numerals.
At last, there was a simple task that made a clear difference between individuals of
high and low intelligence! One of the persons, who read Jacobs’ article, was Alfred
Binet, who referred to it in an early paper but surprisingly not in his articles together
with Simon on the intelligence test, even though the intelligence test relied on memory
span testing to a considerable degree (see Table 4.1).
Stout
A second figure of importance in early Scottish psychology was George Frederick Stout
(1860–1944), better known as G.F. Stout. He studied at Cambridge with James Ward,
where he became a Fellow of St John’s College (1884–1896) and wrote the first edi-
tion of his high-impact book Analytic Psychology. In 1896 the University of Aberdeen
appointed him to a new lectureship in Comparative Psychology. In 1903 Stout moved to
St Andrews as Professor of Logic and Metaphysics, where he stayed until his retirement
in 1936. In this period he published several editions of the Manual of Psychology (first
published in 1898), which would be a standard textbook for generations of students
taking psychology courses in the UK. Stout was also editor of Mind from 1891 to
1920. Like many of his contemporaries, he was more a philosopher than an empirical
psychologist. Only after 1926 was the term ‘experimental psychology’ included in the
Manual under the instigation of a new collaborator at St Andrews, and apparently
not much to Stout’s excitement.
Psychological societies
Because so much science in the UK took place outside universities, British scholars
had a tendency to found a Learned Society as soon as the interest was strong enough
(see also Chapter 2). These Societies had regular meetings and usually published some
kind of journal or proceedings to disseminate their findings. The same happened to
psychology.
The Psychological Society of Great Britain

As early as 1875 a Psychological Society of Great Britain was set up by the aging law-
yer, publisher and politician Edward William Cox (1809–1879). In line with the prevail-
ing interests, the society was not centred on investigations of ordinary human
functioning but on research about the powers and virtues of extraordinary phenomena
such as hypnotism, spiritualism and other paranormal events (Richards, 2001). In
spiritualism particular, spiritualism was high on Cox’s agenda. Spiritualism refers to the belief that
belief that the spirits of the spirits of the dead can be contacted by mediums. The movement started in the USA
the dead can be contacted in 1848 when two young adolescent girls began to hear rapping sounds which they
by mediums; flourished
in English-speaking believed to be messages from the deceased. Their case was investigated by the Quaker
countries at the end of abolitionists, who decided it was genuine. The girls were taken to lecture halls and
the nineteenth and the private meetings, and from there the enthusiasm rapidly spread across America and
beginning of the twentieth the rest of the English-speaking world.
century
The Psychological Society of Great Britain was not completely confined to spiritu-
alism, however. Members also discussed topics such as memory, sleep, the hereditary
transmission of endowments and qualities, and character expressed in handwriting
(Richards, 2001: 37). After four years of existence, the meetings ended when Cox died
in 1879.
The British Psychological Society

A new attempt to invigorate British psychology was made by James Sully in 1901 when
he convened a group of ten academics, intellectuals and educationalists at UCL to
start a Psychological Society (in 1906 changed into the British Psychological Society),
which still exists. Among the ten were W.H.R. Rivers and William McDougall. Wary
about the strong pull to paranormal phenomena for such a society and the implica-
tions this would have for the status of the fledging psychological laboratories at British
universities, strong entrance criteria were imposed (Lovie, 2001). Only those who were
recognised teachers in some branch of psychology or who had published work of
recognisable value were eligible to become members. To further increase the standing
of the Society, letters of invitation were sent to all scholars in the UK who fitted the
criteria. Among those who accepted were James Ward and G.F. Stout. Galton refused,
but could be tempted in 1905 when he was offered an Honorary Fellowship.
Table 4.3 includes some of the papers read at the first meetings of the Society.
They clearly illustrate the scientific ambitions of the Society. Another interesting
observation is that Freud’s psychoanalysis started to appear in 1910 and would rapidly
expand. A catalyst in this respect was the handling of shell-shock cases in World War I.
Those involved in the treatment all received a training that was heavily inspired by
psychoanalysis.
Table 4.3 Some of the papers read at the British Psychological Society. From 1910, the
first papers on Freud and psychoanalysis started to appear
Year Paper read at the British Psychological Society
1902 ‘The evolution of laughter’

‘Fechner’s paradoxical experiment’
‘Pathological changes in immediate memory and association’
‘Psychophysical parallelism’
1903 ‘Bilateral cortical lesion, causing deafness and aphasia’
‘Various types of insanity’
‘The functions of the frontal lobes’
1904 ‘Subconsciousness’
‘Bearing of modern experimental work on the problem of the unity of the
mind’
‘Theories of consonance and dissonance’
‘Visual acuity in different races of man’
‘The illusion of horizontal and vertical lines with momentary and
prolonged exposure’
1905 ‘The brain of the chimpanzee Sally’
‘Relation of intelligence to instinct and to rational thought’
‘The rhythmical sense of primitive people’
1906 ‘The fundamental forms of mental interaction’
1907 ‘A suggested physiological basis for the distinction between sensation and
revived image’
‘Some points of psychosocial interest suggested by a case of experimental
nerve division’
1909 ‘On the grouping of afferent impulses in the spinal cord’
‘The influence of alcohol on muscular and mental efficiency’
‘Observations on contrast in smoothly graded disks’
‘Character’
‘An objective study of mathematical intelligence’
‘Statistical methods’
Year Paper read at the British Psychological Society
1910 ‘Instinct and intelligence’

‘The nature and development of attention’
‘The aesthetic appreciation of simple colour combinations’
‘The psychology of Freud and his school’
‘A possible factor in the monocular appreciation of spatial depth’
‘The calculation of correlations’
1913 ‘Are intensity differences of sensation quantitative?’
‘Can there be anything obscure or implicit in a mental state?’
‘An analysis of some personal dreams, with special reference to Freud’s
interpretation’
‘The psychological system of Sigmund Freud, as set forth in Chapter VII of
Traumdeutung’
‘Wonder, fascination and curiosity’
Source: Edgell (1947).
A conundrum for the Society was how to reconcile its entrance requirements
with the need to have sufficient members. The initial conditions made it impossible
to attract many members, given the paucity of psychological research laboratories
in the UK. Therefore, at the end of World War I Charles Myers tried to have the
criteria relaxed, so that scholars working on psychology-related topics in medi-
cine, industry and education could join as well (recall that around this time Myers
founded his own company and was thinking of leaving Cambridge). After a few
attempts he managed to get his proposals approved by the members. The outcome
was an explosion of the number of members in 1919 from fewer than 100 to more
than 400 (partly due to Myers’s network of connections built during the war). The
number of publications of the Society also increased. Previously the Society only
published the British Journal of Psychology, which had been initiated by Ward and
Rivers in 1904 and had been acquired by the Society when Charles Myers became
editor in 1914.
Interim summary
● Psychology had a hard time becoming an academic discipline in the UK. This largely had
to do with the fact that the universities did not encourage the new discipline. Although
there is no evidence for active opposition, every bit of progress required substantial
effort.
● In England James Sully from University College London was the driving force, although
the University of Cambridge managed to have the first laboratory of experimental
psychology under the direction of W.H.R. Rivers. Another main source of inspiration was
Galton’s work on individual differences.
● In Scotland the most active college was the University of Aberdeen where Alexander Bain
was professor and G.F. Stout got his first appointment as lecturer.

● To fill the void left by universities, intellectuals interested in psychology twice founded
a Learned Society. The first attempt collapsed with the death of the initiator; the second
one, started by Sully at UCL, was more successful and still exists today.
● The UK also had some impact because it was home to two early journals of psychology:
Mind and the British Journal of Psychology, both of which still exist.
4.6 Focus on: What about the five schools of psychology?

Maybe you took an introductory psychology course before you started reading this
book. In that case, you may have wondered why in the present chapter we did not use
the classical division of early psychology into five schools: structuralism, functional-
ism, Gestalt psychology, behaviourism and psychoanalysis. After all, isn’t it received
wisdom that psychology started with structuralism in Wundt’s laboratory, which was
brought to America by Titchener, where it had to fight first against functionalism and
later against behaviourism, while it remained unchallenged in Europe until the rise
of the Gestalt psychology? Meanwhile, psychoanalysis steadily grew as a kind of a
non-scientific ‘outsider’.
To be honest, this was very much the organisation we had in mind before we started
to research the present chapter. Gradually, however, we realised that if you look at the
original materials, such as the articles published in journals or the papers read at meet-
ings (e.g. Table 4.3), there are surprisingly few traces of the supposedly heroic fights
between the schools. Most of the time, the articles and the talks dealt with concrete
topics that were tackled with a variety of research methods. Also, there was much more
applied research than acknowledged by the five-schools view.
Further research revealed how the picture of the five big, quarrelling schools gradu-
ally emerged in the introductory and history books of the first half of the twentieth
century. The term ‘school of thought’ was commonly used in philosophical writings
to refer to famous thinkers and their disciples. Occasionally the term also referred to
places where a few high-impact thinkers either collaborated or succeeded each other
rapidly. The first psychologists, often educated as philosophers, took over this practice.
So, you find several references to schools in James’s Principles of Psychology. He writes
about Charcot’s school, the analytic school of psychology, the school of Herbart in
Germany, the Lockian school, the empirical school, the modern dualistic or spiritu-
alistic or common-sense school, the Scotch school, the transcendentalist school, and
so on.
Over time the number of schools diminished as the impact of the original thinkers
shrank, until only two names were left around the beginning of the twentieth century:
the structuralist school vs. the functionalist school. This had partly to do with the dis-
cussions between Titchener and James, with the question to what extent psychology
had to be fundamental or applied, with the fact that Titchener claimed to be Wundt’s
true heir in America (Zehr, 2000), with the fact that the most influential historian
of early times, Edwin Boring (1886–1968), was a student of Titchener, and with the
way in which Watson (1913) depicted the existing situation when he tried to convert
psychology to behaviourism (Chapter 5).
4.6 Focus on: What about the five schools of psychology? 173
A further bias in early history writing was that most authors were academics who
looked down upon applied research (Cerullo, 1988). This was certainly the case for
Boring, the man with the unfortunate family name who wrote the extremely popular
book A History of Experimental Psychology (1st edition 1929; 2nd revised edition
1950). Although the title explicitly referred to fundamental, academic psychology, the
story depicted in the book was rapidly generalised to the entire field of psychology.
It also introduced a Hegelian approach to the history of psychology. According to
the philosopher Georg Hegel (1770–1831), thinking consists of three stages: first you
have a thesis (a proposition), then an antithesis (a reaction against the proposition),
followed by a synthesis (a compromise between the thesis and the antithesis). Boring
believed in controversy as the driving force of science and, therefore, he tended to
magnify existing discussions to true fights between schools involving a string of theses
and antitheses (structure vs. function, elements vs. gestalts, introspection vs. behav-
iourist experimentation, consciousness vs. unconscious drives). This approach had the
advantage that Boring (and many history teachers after him) could position himself
as the great conciliator, the synthesis-maker.
According to Costall (2006), the Hegelian approach is part of the reason why cur-
rent textbooks still love to refer to the five basic schools of psychology. Indeed, there
is an almost irresistible Hegelian sequence that can be used to ‘summarise’ the history
of psychology. It looks as follows:
1. Thesis: psychology, as instituted in the universities, began as the study of mind,
based, almost exclusively, on the unreliable method of introspection (structuralism,
functionalism, Gestalt psychology).
2. Antithesis: in reaction to the blatant unreliability of the introspective method,
behaviourism then redefined psychology as the study of behaviour, based primar-
ily on the objective method of experimentation (see Chapter 5).
3. Synthesis: in reaction to the limited research agenda and the theoretical bankruptcy
of behaviourism, the ‘cognitive revolution’, in turn, restored the mind as the proper
subject of psychology (but now with the benefit of the rigorous experimental meth-
ods developed within behaviourism).
What is often overlooked is that such sequences tremendously simplify the past.
Richards (2009: 219) made an attempt to show how the history of early British psy-
chology would look if it were presented in terms of Hegelian fights between schools:
Cambridge School. Usually used to refer to the main group of psychologists based in
Cambridge University during the 1900–40 period. These included C.S. Myers, W.H.R.
Rivers and F. Bartlett. The major difference from the London School . . . is seen as being
less interest [sic] in psychometrics and statistics, as well as a greater concern with social
and applied issues. The Cambridge School is routinely juxtaposed with the London
School as representing the poles of early twentieth-century English academic Psycho-
logical thought, although this grossly distorts the picture since Manchester, Liverpool,
Reading, and possibly Bristol, schools could also be identified. The Scottish universi-
ties were also pursuing their own agendas to some extent but are rarely referred to as
‘schools’. . . .
Ironically, the danger of misinterpreting the term ‘schools’ was addressed by another
influential American author, Robert Sessions Woodworth (1869–1962), who contrib-
uted much to their popularity by publishing a much-used textbook (eight editions)
entitled Contemporary Schools of Psychology. This book described the various existing
schools, as seen by Woodworth, and dealt with functional and structural psychology,
associationism old and new, behaviourism, Gestalt psychology, psychoanalysis and

related schools, and hormic and holistic psychologies (notice that Woodworth still
made more distinctions than the traditional five schools). Then suddenly, at the end
of the book, there is the following afterthought:
In view of all the divergent movements that we have surveyed, all these ‘warring schools’
of contemporary psychology, the reader may easily carry away the impression that we
psychologists are anything but a harmonious body of scientific workers. Looked at from
outside, our fraternity has seemed to be a house divided against itself . . . You would get
a very different impression from attending one of the International Congresses of Psy-
chology or a meeting of one of the national societies such as the American Psychological
Association. You would hear papers read on various psychological topics, with very lit-
tle mention of any of the schools and with discussions of the usual scientific type, free
from acrimony though not of course from the give and take of doubt and criticism . . .
Another reason for the continued unity of psychology is found in the fact that only a
minority of psychologists have become active adherents of any of the schools. Some may
lean toward one school and some toward another, but on the whole the psychologists of
the present time are proceeding on their way in the middle of the road.
So, the division of early psychology into five competing schools looks more like a
projection of twentieth-century authors onto early psychology rather than a true
depiction of what really happened in the various countries. Therefore, we decided not
to use this framework for the organisation of our chapter.
Interim summary
● The beginnings of psychology are often depicted by making a distinction between five
quarrelling schools (structuralism, functionalism, Gestalt psychology, behaviourism and
psychoanalysis).
● However, a look at the original sources does not warrant this view as a summary of the
core developments within psychology. It rather seems to be a re-interpretation of the
original meaning of the philosophical term ‘school’, in order to depict the history of
psychology in simplifying theses, antitheses and syntheses.
What do you think?

Would you describe your lecturers as belonging to different ‘schools’? What do
you think of the following opinion by a present-day popular textbook writer who
was asked about the recent developments in psychology?
How has the field of psychological science changed since I wrote the first edition
of my introductory text back in the late 1980s? The first thing that stands out to
me is that we have seen a revival of ‘schools of thought’ or theoretical perspec-
tives that inspire passion in their advocates. When I wrote my overview of the
history of psychology for the first edition of my text, it ended with the cogni-
tive revolution, a development that was followed by 20–25 years of theoretical
References 175
stagnation. Since that first edition, however, I have felt compelled to add cover-
age of the rise of cross-cultural psychology, evolutionary psychology, and positive
psychology. Each of these emerging theoretical perspectives could be character-
ized as somewhat rebellious movements with zealous champions that have called
for profound changes in the field’s focus and research priorities. I think that
all three of these perspectives have had a refreshing and nourishing impact on
psychology.
(Weiten, 2010; in APS Observer, 23, issue 4).
Original sources this one. To have good coverage of the early attempts
Many of the early writings that have been described to establish psychology as an academic discipline
in this chapter are freely available on the internet (use a (rather than a long introduction to the philosophical
search engine!). The best site to start with is psychclassics. antecedents), look for books with the words ‘history’
yorku.ca, from which we quoted extensively. and ‘modern psychology’ in the title. Boring’s History
of Experimental Psychology (either the 1929 or 1950
If you speak German, Projekt Gutenberg – DE is another
edition) is still a good read. Another rich history of the
good place (www.projekt-gutenberg.org).
developments of nineteenth-century psychology in the
If you speak French, you certainly must have a look at the first USA is Reed E.S. (1997) From Soul to Mind: The Emer-
issues of L’Année Psychologique, the journal Binet founded gence of Psychology, from Erasmus Darwin to William
and in which he published his first intelligence test with Simon: James (Yale University Press). For the British situation,
(http://www.persee.fr/web/revues/home/prescript/revue/psy) a good introduction is provided by the various chapters
in Bunn, Lovie and Richards (eds) (2001) Psychology in
An increasing number of early books have also become
Britain (Leicester: BPS Books). Most countries have their
fully available at Google Books (www.books.google.com)
own history book(s), which may be worthwhile tracing if
you are not from the US or the UK.
Textbooks
As for textbooks, there are many good books on the
history of psychology, which are much more detailed than
References
Abma, R. (2004) ‘Madness and mental health.’ In J. Jansz Binet, A. & Simon, T. (1904b) ‘Méthodes nouvelles pour
and P. van Drunen (Eds.) A Social History of Psychology, le diagnostic du niveau intellectuel des anormaux’,
pp. 93–128. Oxford: Blackwell. L’Année Psychologique, 11: 191–244 (available at www.
Ben-David, J. & Collins, R. (1966) ‘Social factors in the persee.fr/web/revues/home/prescript/revue/psy).
origins of a new science: The case of psychology’, Binet, A. & Simon, T. (1904c) ‘Application des méthodes
American Sociological Review, 451–65. nouvelles au diagnostic du niveau intellectuel chez des
Binet, A. (1904) ‘A propos de la mesure de l’intelligence’, enfants normaux en anormaux d’hospice et d’école
L’Année Psychologique, 11: 69–82 (available at www. primaire’, L’Année Psychologique, 11: 245–336 (available
persee.fr/web/revues/home/prescript/revue/psy). at www.persee.fr/web/revues/home/prescript/revue/psy).
Binet, A. & Simon, T. (1904a) ‘Sur la nécessité d’établir Binet, A. & Simon, T. (1907) ‘Le développement de l’intelligence
un diagnostic scientifique des états inférieurs de chez les enfants’, L’Année Psychologique, 14: 1–94 (available
l’intelligence’, L’Année Psychologique, 11: 163–90 at www.persee.fr/web/revues/home/prescript/revue/psy).
(available at www.persee.fr/web/revues/home/prescript/ Boring, E.G. (1950) A History of Experimental Psychol-
revue/psy). ogy (2nd Edition). New York: Appleton-Century-Crofts.
Cahan, D. (2018) Helmholtz: A Life in Science. Chicago, Jacobs, J. (1887) ‘Experiments on “Prehension”’, Mind,
IL: University of Chicago Press. 12: 75–9.
Cattell, J.M. (1888) ‘The psychological laboratory at Jahoda, G. (2007) A History of Social Psychology.
Leipsic’, Mind, 13: 37–51 (at psychclassics.yorku.ca). Cambridge: Cambridge University Press.
Cerullo, J.J. (1988) ‘E.G. Boring: Reflections on a disci- James, W. (1890) The Principles of Psychology (2 vols).
pline builder’, The American Journal of Psychology, New York: Henry Holt (at psychclassics.yorku.ca).
101: 561–75. Leahey, T.H. (2004) A History of Psychology (6th Edition).
Collini, S. (1998) Introduction to C.P. Snow’s The Two Cul- Upper Saddle River, NJ: Pearson Prentice Hall.
tures. Cambridge: Cambridge University Press. Levelt, W.J. (2013). A History of Psycholinguistics: The
Costall, A. (2001) ‘Pear and his peers’. In G.C. Bunn, A.D. Pre-Chomskyan era. Oxford University Press.
Lovie & G.D. Richards (Eds.) Psychology in Britain. Liebig, J. von (1863) Ueber Francis Bacon von Verulam und
Leicester: BPS Books, pp. 188–204. die Methode der Naturforschung. Munich.
Costall, A. (2006) ‘“Introspectionism” and the mythical Lovie, S. (2001) ‘Three steps to heaven: How the British Psy-
origins of scientific psychology’, Consciousness and chological Society attained its place in the sun’. In G.C.
Cognition, 15: 634–54. Bunn, A.D. Lovie & G.D. Richards (Eds.) Psychology in
Delboeuf, J.R.L. (1873) Etude psychophysique: recherches Britain. Leicester: BPS Books, pp. 95–114.
théoriques et expérimentales sur la mesure des sensa- Mandler, G. (2007) A History of Modern Experimental
tions et spécialement des sensations de lumière et de Psychology. Cambridge, MA: MIT Press.
fatigue. Bruxelles: l’Académie Royale de sciences, des McDougall, W. (1930) William McDougall. In C. Murchison
lettres et des beaux-arts de Belgique. (ed.) A History of Psychology in Autobiography, Vol. 1
Donders, F.C. (1868) ‘Over de snelheid van psychische pro- (pp. 191–223). Worcester, MA: Clark University Press.
cessen’: Translated by Koster, W.G. (1968). ‘On the speed Nicolas, S. (2004) L’hypnose: L’école de la Salpêtrière face
of mental processes’, Acta Psychologica, 30: 412–31. à l’école de Nancy. Paris: L’Harmattan.
Edgell, B. (1947) ‘The British Psychological Society’, British Nicolas, S. & Ferrand, L. (1999) ‘Wundt’s laboratory at
Journal of Psychology, 37: 113–32 (reprinted in 2001, Leipzig in 1891’, History of Psychology, 2: 194–203.
British Journal of Psychology, 92: 3–22). Nicolas, S. & Ferrand, L. (2011) ‘La psychologie cognitive
Fancher, R.E. (1996) Pioneers of Psychology (3rd Edition). d’Alfred Binet’, L’Année Psychologique, 111: 87–116.
New York: Norton & Company. Pickren, W.E. & Rutherford, A. (2010) A History of Mod-
Fechner, G.T. (1860) Elemente der Psychophysik. Leipzig: ern Psychology in Context. Hoboken, NJ: John Wiley
Breitkopf & Härtel. & Sons.
Fine, G.A. (1987) ‘Joseph Jacobs: A sociological folklorist’, Pomerantanz, J.R. & Kubovy, M. (1986) ‘Theoretical
Folklore, 98: 183–93. approaches in organization’. In Boff, J.P. Kaufman, L.
Foucault, M. (1961/2006) The History of Madness. and Thomas, J.P. (Eds.) Handbook of Perception and
Oxford: Routledge (original title: Folie et déraison. His- Human Performance. New York, NY: Wiley.
toire de la folie à l’âge classique. Paris: Librairie Plon). Porter, R. (2006) ‘Medical science’. In R. Porter (ed.),
Freud, S. (1900/1913) The Interpretation of Dreams (Eng- The Cambridge History of Medicine. Cambridge:
lish translation by A.A. Brill). New York: Macmillan (at Cambridge University Press.
psychclassics.yorku.ca). Questienne, L., van Dijck, J.P. & Gevers, W. (2018) ‘Intro-
Fuchs, A.H. (2000) ‘Teaching the introductory course in spection of subjective feelings is sensitive and specific’,
psychology circa 1900’, American Psychologist, 55: 492–5. Journal of Experimental Psychology: Human Perception
Griffith, C.R. (1921) ‘Some neglected aspects of a history and Performance, 44(2): 215–25.
of psychology’, Psychological Monographs, 30: 17–29 Ribot, T.A. (1870) La psychologie anglaise contemporaine.
(available at psychclassics.yorku.ca). Paris: Librairie philosophique de Ladrange.
Guillin, V. (2004) ‘Théodule Ribot’s ambiguous positiv- Richards, G. (2001) ‘Edward Cox, the Psychological
ism: Philosophical and epistemological strategies in the Society of Great Britain (1875–1879) and the meaning
founding of French scientific psychology’, Journal of the of institutional failure’. In G.C. Bunn, A.D. Lovie &
History of the Behavioral Sciences, 40: 165–81. G.D. Richards (Eds.) Psychology in Britain. Leicester:
Hearnshaw, L. (1964) A Short History of British Psychol- BPS Books, pp. 33–53.
ogy, 1840–1948. London: Methuen. Richards, G. (2009) Psychology: The Key Concepts.
Hicks, G.D. (1928) ‘A century of philosophy at University London: Routledge.
College, London’, Journal of Philosophical Studies, Rosenthal, R. (1963) ‘On the social psychology of the psy-
3: 468–82. chological experiment: The experimenter’s hypothesis
Notes 177
as unintended determinant of experimental results’, Galton . . . Yours truly, J Sully”’, History of Psychology,

American Scientist, 51: 268–83. 2: 204–18.
Rosenthal, R. (1966) Experimenter Effects in Behavioral Watson, J.B. (1913) ‘Psychology as the behaviorist views it’,
Research. New York: AppletonCentury-Crofts. Psychological Review, 20: 158–77.
Rust, J. (2008) First psychometric laboratory: Cambridge Weiten, W. (2010) Interview. APS Observers, 23(4).
1886–1889. At www.psychometrics.ppsis.cam.ac.uk/ Whittle, P. (2000) ‘W.H.R. Rivers and the early history of
page/217/first-psychometric-laboratory.htm. ‘The psychology at Cambridge’. In A. Saito (ed.) Bartlett,
birth of psychometrics in Cambridge, 1886–1889’, Culture and Cognition. Hove, UK: Psychology Press,
www.psychometrics.cam.ac.uk/about-us/our-history/ pp. 21–35.
first-psychometric-laboratory Wissler, C. (1901) ‘The correlation of mental and physical
Shorter, E. (1997) A History of Psychiatry: From the Era tests’, Psychological Review Monograph Supplements,
of the Asylum to the Age of Prozac. Malden, MA: John 3(6).
Wiley & Sons. Wolf, T.H. (1964) ‘Alfred Binet: A time of crisis’, American
Sokal, M.M. (1972) ‘Psychology at Victorian Cambridge – Psychologist, 19: 762–71.
The unofficial laboratory of 1887–1888’, Proceedings of Wolff, G. (1732) Psychologia Empirica. Frankfurt-Leipzig.
the American Philosophical Society, 116: 145–7. Wundt, W.M. (1896/1897) Outlines of Psychology (English
Sokal, M.M. (1981) An Education in Psychology: James translation by C.H. Judd). Leipzig: Wilhelm Engelmann
McKeen Cattell’s Journal and Letters from Germany and (at psychclassics.yorku.ca).
England, 1880–1888. Cambridge, MA: MIT Press. Zehr, D. (2000) ‘Portrayals of Wundt and Titchener in
Valentine, E.R. (1999) ‘The founding of the psycho- introductory psychology texts: a content analysis’,
logical laboratory, University College London: “Dear Teaching of Psychology, 27: 122–5.
Notes
1. The most likely reason for this title was that there already Contemporary Psychology) rather than the intended
existed a journal called Psychological Studies, devoted to La Psychologie Britannique Contemporaine (British
spiritualism and parapsychology (Fancher, 1996). Contemporary Psychology).
2. Because the British Isles comprise lands that at various 3. In the British system, there are three main categories
times fought against each other, different names are used of academic positions: lectureship, readership and pro-
to refer to them. Great Britain is used to refer to Eng- fessorship. The first is the lowest rank and the one in
land, Scotland, and Wales. The United Kingdom denotes which young academics usually start. The second and
the former three plus Northern Ireland. In Continental the third position are conferred by the university on the
Europe the term ‘England’ is often used erroneously to basis of a strong research CV and recommendations
refer to either Great Britain or the United Kingdom. This by peers. Only the last category is allowed to use the
was the case, for instance, in Ribot’s book, which was title Professor. The former two must be referred to as
called La Psychologie Anglaise Contemporaine (English Doctors.
178 Chapter 00 Chapter title goes here
5
Strengthening the scientific
standing of psychology
Behaviourism and cognitive psychology
5.1 The perception of psychology in the USA at the beginning of the twentieth century
The expansion of psychology around the start of the twentieth century
The first American psychology: functionalism
Psychology and its position within universities
Trying to win over the public
5.2 Making a science of behaviour
Inspiration from animal research
The 1913 behaviourist manifesto
The influence of the philosophy of science
Further developments in behaviourism: Skinner versus Tolman
5.3 Adding cognitions to behaviour
Mathematical and technological advances questioning the behaviourist tenets
The liberating metaphor of the computer
The emergence of cognitive psychology
Specific features of cognitive psychology
More complex procedures were needed than foreseen and top-down processes
had to be introduced
5.4 Focus on: Has behaviourism been replaced by cognitive psychology just like
behaviourism defeated structuralism and functionalism?
Introduction 179

● When did psychology as an independent discipline start in the USA?
● What did people expect from psychology around that time?
● When did behaviourism start?
● Why was Watson’s influence limited? Who succeeded him?
● When did cognitive psychology start? What were key events in its initial development?

● Why did the centre of gravity in psychological research shift from Europe to the USA?
● In what ways is psychological research influenced by the wider society in which it occurs?
● To what extent was original psychological research inspired by eugenics?
● To what extent was the ‘new psychology’ a break with the past?
● How did animal research inspire psychologists?
● What did behaviourists see as the essential elements of scientific research?
● What inspired psychologists to include cognitions in their research?
● In what ways has the history of psychology been influenced by the invention of the computer?
● What were the specific features of cognitive psychology?
● How revolutionary were the transitions to behaviourism and cognitive psychology?
Introduction
It is appropriate to begin the history of modern psychology in 1892 because in

that year the American Psychological Association (APA) was founded. Our atten-
tion from now on will be fixed on American psychology, for although Germany
granted the earliest degrees in psychology, it was in America that psychology
became a profession . . . for better or worse, modern psychology is primarily
American psychology. American movements and theories have been adopted
overseas – so much so that a 1980 German text in social psychology was filled
with American references and made no mention of Wundt or Völkerpsychologie.
(Leahey, 2004: 330)
In this chapter we discuss the efforts made by the academic psychological laboratories
to become recognised as scientific laboratories, with the same status as other sci-
ence laboratories. Because this struggle was particularly outspoken in the USA and
because the USA began to rule the discipline in the twentieth century, we limit our
discussion to this nation. While Europe was crippled by two devastating wars, the
180 Chapter 5 Strengthening the scientific standing of psychology
USA became an economic superpower that in addition invested heavily in all types
of science. This does not mean that nothing relevant to psychology happened in
other parts of the world, but for the present chapter these developments were rather
marginal.
US dominance was due not only to the sheer amount of research done, but also
to the high quality of the textbooks produced. In Chapter 4 we saw how James’s
Principles eclipsed Wundt’s psychology books (available in English through transla-
tions) because of its clarity and accessibility. Very much the same was true of the
later textbooks. One particularly successful author in the early years was Robert S.
Woodworth, who sold over 400,000 copies of his introductory text Psychology between
1922 and 1939, and who in 1938 published a most authoritative book, Experimental
Psychology, reviewing the complete literature of laboratory research on topics rang-
ing from psychophysics to the psychology of thinking (Benjafield, 2005). Increasingly,
lecturers throughout the world used these books in their courses or relied on them to
write their own syllabuses. Therefore, in the twentieth century the history of psychol-
ogy became very much the American history of psychology.
In the first two parts of this chapter, we discuss the developments that culminated
in behaviourism; in the third part, we look at the changes that resulted in the rise of
cognitive psychology.
What do you think?

Because of the dominance of the English language in the textbook market, it may
be argued that the European history of psychology is largely the history as seen
from the Anglo-Saxon part of the world. Do you agree? Which other sources do
you have at your disposal to learn about the history of psychology (or the history
of science for that matter)?
5.1 The perception of psychology in the USA at the

beginning of the twentieth century
The expansion of psychology around the start of the twentieth
century
In Chapter 4 we talked about the creation of psychology laboratories and what a suc-
cess this was in the USA. By 1900 there were already 41 of them. This can be contrasted
to the situation in the UK, where only a handful of professorships of psychology were
created before World War II.
According to Benjamin (2000), these psychology laboratories were part of the
100-year American love affair with science and technology, starting around the mid-
1800s. In that period the USA turned from a land of isolated groups of rural set-
tlers into a nation-state dominated by large cities with extensive communications and
exchanges (in 1880 only 25% of the population lived in cities; by 1900, 40% did so).
Psychology profited from these developments.
5.1 The perception of psychology in the USA at the beginning of the twentieth century 181
As well as the laboratories, in 1892 the American Psychological Association (APA)

was founded, giving psychology researchers a forum to meet and discuss their findings,
and two journals were established that would dominate the field and that still exist
today. In 1887, G. Stanley Hall founded the American Journal of Psychology, and in
1894, J.M. Baldwin and J. McKeen Cattell started the Psychological Review.
The first American psychology: functionalism

As psychology in the USA expanded, it was shaped by the expectations and preoc-
cupations of American society. One of these inputs was a strong interest in Darwin’s
evolutionary theory (Green, 2009). This interest was partly inherited from the UK,
but also appealed directly to American citizens because of their struggle to establish
a new nation. ‘Survival of the fittest’ had a very personal touch for many immigrants.
Natural selection involved two elements: inheritance and adaptation to the environ-
ment. As for the inheritance part, the USA was one of the first countries where eugen-
eugenics ics had a strong impact. Eugenics is a social philosophy claiming that the fate of a
social philosophy claiming nation can be improved by selective breeding of its inhabitants. It started with Galton,
that the fate of a nation who saw this as a logical consequence of Darwin’s evolutionary theory. However,
can be improved by
selective breeding of the whereas Galton predominantly preached positive eugenics (improve society by encour-
inhabitants aging people with desirable features to have more children), others after him diverged
towards negative eugenics (improve society by preventing people with undesirable fea-
tures from entering the country and/or having children). Several US states adopted
legislation aimed at preventing marriage or at compulsory sterilisation of certain indi-
viduals (e.g. mentally retarded people). For instance, in 1913, Iowa supported the
establishment of sterilisation laws aimed at ‘the prevention of the procreation of crimi-
nals, rapists, idiots, feeble minded, imbeciles, lunatics, drunkards, drug fiends, epilep-
tics, syphilitics, moral and sexual perverts, and diseased and degenerate persons’ (as
cited in Jansz & Van Drunen, 2004: 28).
At the same time, the Americans believed in the importance of the environment.
Being a country of immigrants, they were convinced that human characteristics and
achievements were not due solely to inheritance but depended on the environment
as well. Among other things, this meant that one could change and control human
actions for the better, a conviction that was shared by the dominant Protestant religion.
Finally, there was mistrust of intellectualism, knowledge for the sake of knowledge.
America was a nation of common-sense businessmen, not interested in abstract science
(which was left to Europe), but in practical accomplishments that at the same time
made money, revealed God’s glory, and advanced the American dream. Or as Richards
(1996: 27) phrased it:
Psychological expertise would enable [the Americans] to educate the young efficiently,
diagnose and deal with harmful deviancy and pathology, inform their policies towards,
and treatment of, various social groups and subject populations, and enable them to
direct those they governed into the most fitting walks of life, as well as improving indus-
trial efficiency by a better understanding of phenomena such as fatigue and attention.
If psychology were to prosper, it had to subscribe to American values, which it
readily did (except for Titchener). In Chapter 4 we saw how an increasing number of
American psychologists started to call themselves functionalists and to take distance
from the European tradition, which they identified with the introspective study of
consciousness and structuralism. As Sokal (2006) concluded, the Americans interested
in becoming psychologists made the trek to Germany less to learn about psychological
ideas and more to acquire the prestige of a European degree, to gain professional
credentials, and to receive practical instruction in the use of instruments.
Part of the attraction of the functionalist approach to the Americans was also that
Wundt’s experimental research programme on the basis of reaction times ran into
problems in the 1880s (Green, 2009). When Wundt started his laboratory in 1879, it
was centred on mental chronometry (Chapters 3 and 4). Wundt had continued the
work of Donders on response times in simple reaction tasks and extended Donders’s
theory from three stages (simple reaction, input selection, output selection) to five
(Robinson, 2001). Wundt assumed that the durations of the stages were fixed (as was
the case in physics and physiology) and could be determined by precise measurement.
However, even though the research was based on highly motivated participants (his
PhD students and himself), there were large individual differences in the estimates,
making it impossible to derive a scientific law from them. Arguably this is one of
the reasons why Wundt, in his later years, turned to introspection and the histori-
cal method (Chapter 4). The Americans, however, saw the differences between the
participants as evidence for Darwin’s theory. Rather than a nuisance, the individual
differences pointed to inherited variability.
Psychology and its position within universities

The above description about the establishment of psychological laboratories and the
turn to functionalism is the story you find in the history books of psychology up to
the 1980s. It is part of the celebratory narrative, the tale of how scientific psychology
conquered the world. At the same time, however, it is very self-centred, the view seen
from within psychology. From the outside, psychology’s fate looked less glamorous,
certainly in the early decades.
For a start, most psychology laboratories were set up within philosophical and
theological institutes. Saying that the other members of staff always greeted the new-
comers with enthusiasm and generosity would be stretching the truth, as has been
described endearingly by Benjamin (2000). He recounted the experiences of Harry
Kirke Wolfe who tried to establish his own laboratory at the University of Nebraska.
Wolfe received a doctorate with Wundt in 1886 and started his laboratory at Nebraska
in 1889 with very minimal equipment that he built himself, borrowed from other
departments, or purchased using funds from his library book budget. The next year
he applied for $500 to further equip the laboratory. In the application he used phrases
like: ‘I cannot emphasize too strongly the necessity of providing some facilities for
experimental work . . . It is possible to build up an experimental dept. in Psychology
with little outlay . . . No field of scientific research offers such excellent opportunities
for original work; chiefly because the soil is new’ (as cited in Benjamin, 2000: 320–1).
Unfortunately, Wolfe did not get his money, so he had to spend even more of his
book budget. The year after, Wolfe applied again using stronger appeals and drawing
links between psychology and agricultural sciences (a stronghold at Nebraska), alas
to no avail. All he got was a written warning about spending book money for other
purposes! (Still, this reception did not stop Nebraska from being listed as the fifth
university in the USA to found its own laboratory of experimental psychology.)
On other occasions experimental psychologists were told not to stray too far from
good old psychology as developed in philosophical writings. In 1894, the president of
Princeton University urged psychologists attending a meeting of the American Psycho-
logical Association to retain the close ties that psychology had with philosophy and
to not let psychology fall ‘to the level of a mere science’ (as cited in Fuchs, 2000: 492).
Similarly, George Trumbull Ladd, the second president of the APA, criticised William
James’s Principles of Psychology (1890) for reducing psychology to an unattainable
‘cerebral psychology’ by attempting to relate mental phenomena to activities of the
brain (Fuchs, 2000: 493).
A very similar story could be told about the reactions of the ‘hard’ scientists at the
universities. For reasons which will be outlined in later chapters, many of them have
never been able to see psychology and the other behavioural and social sciences as
full members of the club. For them, psychology always had the flavour of a ‘wannabe
science’.
What do you think?

What do you think of the assessment of psychology as a ‘wannabe science’? And
what do you think of the advice ‘not to let psychology fall to the level of a mere
science’? What do these two opinions tell you about the world views of their
authors? Can you relate this to the topics discussed in Chapters 2– 4?
Trying to win over the public

If psychologists had a hard time convincing the hugely expanding and specialising
universities of their importance, these efforts were dwarfed by the uphill struggle they
faced to convince the public at large. In the second half of the nineteenth century, lay
society associated psychology with phrenology, mesmerism, spiritualism and other
paranormal subjects. In this respect, there were no differences between America and
Europe.
Phrenology
phrenology Phrenology started with the work of the German physician Franz Joseph Gall (1758–
view that mental functions 1828). Gall was one of the first to hypothesise that different functions were controlled
are localised in the brain by different parts of the brain. In addition, he conjectured that well-developed func-
and that the capacity of a
function corresponds to
tions were supported by parts of the brain with a larger volume. By measuring the
the size of the brain part skull, it was thus possible to predict the strengths and weaknesses of a person. Gall
devoted to it; gave rise to called this technique cranioscopy, a term that was later changed by his associate,
personality assessment by Johann Caspar Spurzheim (1776–1832), into phrenology, and applied specifically to
means of analysing bumps
on the skull; initiated the prediction of character, personality and propensity to crime.
by Gall and Spurzheim Phrenology gave rise to personality assessment on the basis of scalp analysis (by
at the beginning of the locating the bumps and the troughs on the head). As such, phrenology was part of a
nineteenth century much wider and earlier belief that an individual’s personality could be deduced from
his or her physical appearance, in particular from the head and the face (Chapter 3).
Gall initially made a distinction between 27 independent mental faculties, including
the instinct of reproduction, love of offspring, self-defence and courage, cleverness,
pride and arrogance, caution and forethought, memory of words, sense of language
and speech, kindness, morality and compassion, and religion. Later Spurzheim added
eight more (Figure 5.1).
Because of their teachings, Gall and Spurzheim ran into difficulties with the Roman
Catholic Church in Vienna (which opposed the idea that the divine soul could be frac-
tioned into different faculties) and in 1807 moved to Paris (after two years of travelling
A Chart of Phrenology
1. Amativeness 12. Cautiousness 24. Size
2. Philoprogenitiveness 13. Benevolence 25. Weight
3. Concentrativeness 14. Veneration 26. Colouring
3a. Inhabitiveness 15. Firmness 27. Locality
4. Adhesiveness 16. Conscientiousness 28. Number
5. Combativeness 17. Hope 29. Order
6. Destructiveness 18. Wonder 30. Eventuality
6a. Alimentiveness 19. Ideality 31. Time
7. Secretiveness 19a. (Not determined) 32. Tune
8. Acquisitiveness 20. Wit 33. Language
9. Constructiveness 21. Imitation 34. Comparison
10. Self-esteem 22. Individuality 35. Causality
11. Love of Approbation 23. Form
Figure 5.1 A drawing of the head with an indication of the various faculties according to
Spurzheim (1834)
through Europe). They parted company in 1812, arguably because Gall did not feel at
ease with Spurzheim’s increasingly strong claims for the diagnostic value of phrenol-
ogy. Spurzheim exported phrenology to Britain (where Queen Victoria and the young
Galton made use of it) and to the USA, where it found particularly fertile soil in the
hands of the Fowler brothers. This is how Leahey (2004: 312) describes their impact:
They minimized the scientific content of phrenology, maximized the practical applica-
tions, and set up an office in New York where clients could have their characters read
for a fee. They wrote endlessly of the benefits of phrenology and published a phreno-
logical journal that endured from the 1840s to 1911. They traveled around the country,
especially the frontier areas, giving lectures and challenging skeptics. Like the great
magician Houdini, they accepted any kind of test of their abilities, including blindfolded
examinations of volunteers’ skulls. What made the Fowlers’ phrenology so popular was
its appeal to the American character. It eschewed metaphysics for practical application.
It pretended to tell employers what people to hire and to advise men which wives to take.
(Leahey, 2004: 312)
Mesmerism
In Chapter 4 we saw how mesmerism at the end of the eighteenth century took root
in continental Europe after Mesmer claimed he could cure patients by restoring their
‘animal magnetism’. Mesmerism became popular in America after the Parisian Charles
Poyen in the 1830–40s gave a series of lectures. These included demonstrations with a
lady, Cynthia Ann Gleason, highly susceptible to somnambulism (Schmit, 2005). The
audience was invited to check the power of the trance (e.g. by testing whether Gleason
could be awoken from it). Intriguingly, Gleason even seemed able to look inside the
bodies of others and diagnose illnesses in persons presented to her, in line with claims
made shortly before that people in a trance could be clairvoyant.
Poyen rapidly had a string of followers who took up the practice. Books, periodi-
cals, manuals and pamphlets were published to meet the growing demand. Again, the
Fowler Brothers were involved, who saw cross-overs between phrenology and mesmer-
ism. Demonstrations of mesmeric powers were presented as ‘psychological experi-
ments’, to be surveyed by honourable gentlemen from the audience.
Spiritualism
A third movement that preoccupied the Americans was spiritualism, the belief that
the spirits of the dead could be contacted by mediums. It started in the mid nineteenth
century when two young adolescent girls (the Fox sisters) began to hear rapping sounds
which they believed to be messages from the deceased (Chapter 4). Belief in spiritual-
ism spread rapidly, the more so because the raging Civil War claimed many lives.
By the end of the nineteenth century, spiritual sessions were a common feature in
social and cultural life and scholars were invited to investigate them. In particular, the
first psychologists were called upon to examine the scientific value of these phenom-
ena. William James was one of them and rapidly developed a keen interest in ‘psychical
research’, to the despair of most of his psychology colleagues (Coon, 1992). James’s
successor at Harvard’s laboratory of psychology, Hugo Münsterberg (1863–1916),
described in one of his writings how he was asked weekly to explore or comment on
some mystical or spiritualistic phenomenon. He generally (but not always) refused,
because it was ‘not . . . part of scientific psychology to examine the so-called mystical
occurrences’ (Münsterberg, 1910; as cited in Coon, 1992: 145).
Informing the public about the ‘new psychology’

In an attempt to turn the tide, the ‘new psychologists’ (as they called themselves) published
hundreds of articles about the new, scientific psychology in popular magazines. Benjamin
(2000) described one attempt in McClure’s Magazine, in which an assistant of Münster-
berg announced that a psychology laboratory resembled any other science laboratory
with a lot of equipment for precise measurement. The psychologists also held thousands
of popular speeches, ‘reaching out to the public’. Unfortunately, their impact was limited,
because the topics they talked about failed to capture the public’s imagination to the
same degree as phrenology, mesmerism and spiritualism (but see Dennis (2011), for a
more positive assessment). The lay audience arguably felt as convinced about the burning
necessity of scientific psychology as the parents of James McKeen Cattell after reading
the following letter from their 24-year-old son at Wundt’s laboratory:
I spend four mornings and two afternoon’s [sic] working in Wundt’s laboratory . . . . Our
work is interesting. If I should explain it to you you might not find it of vast importance,
but we discover new facts and must ourselves invent the methods we use. We work in a
new field, where others will follow us, who must use or correct our results. We are try-
ing to measure the time it takes to perform the simplest mental acts – as for example to
distinguish whether a color is blue or red. As this time seems to be not more than one
hundredth of a second, you can imagine this is no easy task.
(Cattell, 1886; cited in Benjamin, 2000: 320)
What do you think?

Is the perception of psychology among the public nowadays different from the
perception in the USA at the start of the twentieth century? If yes, what has
changed? If no, why haven’t psychologists been able to change it?
This, then, was the environment the fledgling psychology research faculty found itself
in. It can be argued that within the wider American society the first laboratories were
not the glowing beacons of psychology’s victory march towards the guild of sciences,
as psychology historians liked to describe them, but rather a few speckles of penicillin
in a colony of bacteria. According to some psychologists, the precarious position of
scientific psychology was due not only to the public’s perception but also to the fact that
psychology’s scientific message lacked strength, as can be read in the following excerpt:
[They] decided either to give up psychology or else to make it a natural science. They
saw their brother-scientists making progress in medicine, in chemistry, in physics. Every
new discovery in those fields was of prime importance; every new element isolated in
one laboratory could be isolated in some other laboratory; each new element was imme-
diately taken up in the warp and woof of science as a whole. One need only mention
wireless, radium, insulin, thyroxin, to verify this. Elements so isolated and methods so
formulated immediately began to function in human achievement.
(Watson, 1924; as cited in Mackenzie, 1977: 14)
The dissenters took inspiration from research on the behaviour of animals, as we
will see below.
Interim summary
● Scientific psychology expanded rapidly in the USA: many laboratories were established
at universities, the APA was founded, and two important journals were initiated.
● Meanwhile psychology changed to address concerns prevalent in American society
(adaptation to the environment, practical usefulness). This led to functionalism.
● At the same time, the position of the psychology laboratories was precarious. They were
mostly part of philosophical institutes (rather than science faculties), and the public at
large did not associate psychology with science but with phrenology, mesmerism and
spiritualism. This created pressure to enhance the scientific status of psychology.
5.2 Making a science of behaviour

Inspiration from animal research
Researching the preservation of races in the struggle for life
In Chapters 3 and 4 we saw how Galton endorsed Darwin’s evolutionary ideas and tried
to test them by examining the heredity of human intelligence. Another central person
in the dissemination of the evolutionary theory was Herbert Spencer (1820–1903), who
in 1864 coined the phrase ‘survival of the fittest’. Spencer wrote an essay on evolution
two years before Darwin published his Origin of Species. In this text he defended
the view that life started from very simple, homogeneous organisms and constantly
became more complex and better integrated. After the publication of The Origin, he
integrated Darwin’s ideas into his own, claiming that evolution had a direction and an
equilibrium endpoint (which more or less coincided with the English upper-class view).
He also adopted an idea initially proposed by Jean-Baptiste Lamarck (1744–1829)
that organisms could pass on newly learned skills to their offspring (remember from
Chapter 1 that nothing was known of the genetic inheritance mechanisms at that
time; in Chapter 3 we saw how Galton thought that the skin colour of rabbits could
be passed on through blood).
As a result of Darwin’s and Spencer’s writings, many learned individuals became
interested in animal behaviour and started to interpret it in terms of the struggle for
life. They looked for similarities between human and animal behaviour to place the
different species on the evolution scale, and they searched for evidence of intelligent
behaviour that had been passed on from generation to generation.
Early research: trying to understand the animal’s mind
In the beginning much of the evidence gathered was anecdotal and based on the
interpretation of the underlying reasoning by the animal. An important name in
this enterprise was the Briton George Romanes (1848–1894). According to him, the
approach combined observations of behaviour with inference of the animal’s adaptive
capacities. These capacities were considered to be the result of a mind that resembled
that of humans. In other words, the mental processes in animals were thought to
be of the same sort as you would expect to find after introspection of your own
consciousness. Or as Romanes described the method:
[I]f I contemplate my own mind, I have an immediate cognizance of a certain row of
thoughts and feelings, which are the most ultimate things – and, indeed, the only things
– of which I am cognizant. But if I contemplate Mind in other persons or organisms,
I can have no such immediate cognizance of their thoughts and feelings; I can only
infer the existence of such thoughts and feelings from the activities of the persons or
organisms which appear to manifest them . . . That is to say, starting from what I know
subjectively of the operations of my own individual mind, and of the activities which
in my own organism these operations seem to prompt, I proceed by analogy to infer
from the observable activities displayed by other organisms, the fact that certain mental
operations underlie or accompany these activities.
(Romanes, 1884; as cited by Mackenzie, 1977: 56–7)
An example of the approach is provided by Bidie’s (1879) observation published
in the scientific journal Nature. Bidie had a heavily pregnant cat that he had to leave
behind when he went on a journey. During his absence two youngsters trespassed his
quarters and repeatedly teased the cat. Upon his return Bidie chased the youngsters
and shortly afterwards the cat moved her kittens from a concealed nest to his dress-
ing room. According to Bidie, ‘[the cat’s] train of reasoning seems to have been the
following “now that my master has returned, there is no risk of the kittens being
injured . . . so I will take them out for my protector to see and admire”’ (Bidie, 1879;
as cited in Galef, 1998).
The above example is typical of most of the research done on animal behaviour in
the second half of the nineteenth century. On the basis of anecdotal evidence authors
claimed that animals had reasoning capacities similar to those of humans. This is a
anthropomorphic typical instance of anthropomorphic interpretation, the attribution of human motives
interpretation and human-like intelligence to other living creatures.
interpreting behaviour
of non-human living Thorndike’s puzzle box
creatures by attributing
human motives and
A different approach was taken by Edward Lee Thorndike (1874–1949). As mentioned
human-like intelligence in Chapter 4, Thorndike was attracted to psychology after reading James’s Principles.
to them He went to study with James, who advised him to investigate learning in children (as
part of the aim of increasing the functionality of scientific psychology). Unfortu-
nately for James and Thorndike, they ran into difficulties when they tried to recruit
participants. Eventually Thorndike proposed the study of instinctive and intelligent
behaviour in chickens. The proposal was accepted by the Harvard authorities, as
long as Thorndike kept the animals outside the university. So, Thorndike was forced
to keep them in his apartment. After he ran into difficulties with his landlady, James
had no other option than to house the chickens in the basement of his own house
(Benjafield, 2005: 139–40). Thorndike eventually left Harvard when he was invited to
Columbia by James McKeen Cattell and there he finished his famous research with
the puzzle box.
A first change Thorndike introduced was that he did not rely on anecdotal evidence,
but on careful observation of animals put in controlled environments. The second
change was that he based his conclusions on the animals’ behaviour, not on what
supposedly went on in their minds. He put hungry animals (chickens, rats, dogs and
in particular cats) in puzzle boxes he constructed himself (even though he was not the
most skilled carpenter). Outside the box, food was presented which the animal could
reach if it managed to solve the puzzle and open the door (e.g. by moving a lever, pul-
ley or treadle).
Thorndike noted how long it took the animal to get out of the box. He observed
that the time rapidly decreased on successive trials (Figure 5.2), because the animal did
not repeat the behaviours that had failed before but focused on the behaviours that
law of effect had been successful. Thorndike called this the law of effect. Behaviours that are fol-
behavioural law lowed by positive consequences are strengthened and repeated; behaviours that are not
introduced by Thorndike followed by such consequences are not repeated.
to refer to the fact that
behaviours followed by
Thorndike further wanted to see whether the animal had any ‘knowledge’ of the
positive consequences are contingency involved. To this end, he had cats observe other cats solve the puzzle.
strengthened and more Afterwards he put these ‘expert’ cats in the box and examined whether they solved the
likely to be repeated puzzle faster than naïve cats that had not observed the required behaviour. Given that
this was not the case, Thorndike concluded that the learning consisted of making an
association between the situation of being in the box and performing the appropriate
act. The learning did not involve the animal solving the problem by associating ideas
of actions and rewards. The cat did not have insight into the contingencies. Thorndike
instrumental called this type of learning instrumental conditioning.
conditioning This is how Thorndike summarised his findings:
name introduced by
Thorndike to refer to The cat does not look over the situation, much less think it over, and then decide what
learning on the basis of to do. It bursts out at once into the activities which instinct and experience have set-
the law of effect; called tled on as suitable reactions to the situation ‘confinement when hungry with food out-
operant conditioning by side.’ The one impulse, out of many accidental ones, which leads to pleasure, becomes
Skinner
strengthened and stamped in thereby, and more and more firmly associated with the
sense-impression of that box’s interior.
(Thorndike, 1898; as cited in Benjafield, 2005: 140)
160
140
120
Time in seconds
100
80
60
40
20
0
0 2 4 6 8 10 12 14 16 18 20 22 24
No. of trials
Figure 5.2 Time needed by a cat to escape from one of Thorndike’s puzzle boxes in
successive trials.
Source: Thorndike, E.L. (1911) Animal Intelligence: Experimental Studies, Fig. 2, p. 39, © 1911.
Incidentally, it must be noted that Thorndike’s claim against social learning in ani-
mals has since been proven wrong; imitative learning happens in all kinds of species,
as we will see in Chapter 13.
comparative psychology Thorndike’s work had an enormous impact on animal research, because his
study of behaviour of approach was much more in line with the research methods in the natural sciences than
animals, usually with the the previous anecdotal and anthropomorphic attempts. For this reason, 1898, the year
intention to shed light on
human functioning within
in which Thorndike published his PhD thesis on animal learning, is celebrated as the
the framework of the birthday of comparative psychology, even though after his PhD Thorndike returned
evolutionary theory to his first love, educational psychology.
KEY FIGURE Edward Thorndike

● American psychologist (1874–1949).
● Is seen as the father of comparative psychology because he was the first to study
animal psychology in an objective way (as part of his PhD). He did so by placing an
animal in a controlled environment and drawing conclusions on the basis of the
animal’s behaviour.
● Introduced the terms ‘instrumental conditioning’ and ‘the law of effect’.
● After his PhD, turned to educational issues and, therefore, is also celebrated as the
father of educational psychology. Source: Photo Researchers/
Science History Images/
Alamy Stock Photo.
Pavlov’s research on classical conditioning

Thorndike’s lead in studying the behaviour of animals without trying to explain it
in terms of conscious thoughts and feelings was further increased when research-
ers became informed of Pavlov’s work in Russia (an English account of which was
published in 1909 in the journal Psychological Bulletin).
Ivan Pavlov (1849–1936) was a physiologist who studied the digestive system of
animals (mainly dogs). He devised a procedure that allowed him to continuously
measure the secretion of fluids by the digestive organs. This gave him a much more
detailed picture of what was going on than the previous attempts, based on vivisec-
tions at different times after the meal. In his research Pavlov was inspired by the
Russian physiologist I.M. Sechenov, who argued that mental life could be understood
in terms of physiological reflexes. Pavlov observed that many digestive processes
indeed consisted of reflexes. When food was placed on the animal’s tongue, the sali-
vary glands automatically started to emit dribble and the stomach started to excrete
gastric juices.
Shortly after 1900 (when he was already more than 50 years old and about to win
the Nobel prize for medicine) Pavlov started to become interested in a curious
classical conditioning phenomenon: after a few experiences of food delivery, the animal started to secrete
form of learning digestive fluids before the food arrived in the mouth, namely as soon as the animal
discovered by Pavlov in
saw the preparations of the experiment taking place. Pavlov decided to investigate
which an association is
made between two events this ‘psychic reflex’ methodically under strictly controlled circumstances. That was
in the environment; the beginning of the research on classical conditioning, which showed that a neutral
usually studied with stimulus (e.g. a tone) which is presented shortly before a stimulus (food) that auto-
a stimulus that elicits
a reflex-like response
matically elicits a reflex response (salivation) after a few pairings starts to elicit the
(e.g. food in mouth S response as well.
salivation) to which a
second, initially neutral
stimulus is coupled
KEY FIGURE Ivan Petrovich Pavlov

● Russian physiologist (1849–1936).
● Studied digestive system in animals (won a Nobel prize in 1904). Introduced
techniques that allowed him to continuously measure the secretion of fluids by the
organs.
● After 1900 became interested in the question of why organs started to secrete fluids
before the food was presented. This would be the start of his research on classical
conditioning.
● Was part of a Russian school which held that psychology could be reduced to Source: Everett Collection
Historical/Alamy Stock
physiology: thinking consisted of reflexes. Photo.
● Had a big impact on the development of behaviourism.
Pavlov’s research, just like Thorndike’s, brought research on animal behaviour into
the realm of the natural sciences (the story goes that Pavlov resented people calling
him a psychologist). The potential of this change in research method was summarised
as follows by a young researcher in a popular magazine:
The possibility of learning more about the mental life of animals becomes a probabil-
ity when we consider that our knowledge of the mental processes of infants, children
and defective individuals is obtained almost entirely without the aid of language. The
moment we take this broader point of view, that the behavior of man expresses his psy-
chology, and are willing to admit that we can scientifically study his behavior, it follows
at once that we can build up an animal psychology, because we can study the behavior
of animals just as scientifically as we can study the behavior of man.
The study of behavior thus becomes a broad science; normal adult human psychol-
ogy forms only a part of its subject matter. The psychology of infants, of children, of
the feeble-minded, of primitive peoples, of animals, all form a part of the world to be
observed by the psychologist.
(Watson, 1907: 421–2)
A few years later this young man, John B. Watson (1878–1958), would publish a
pamphlet that would become a decisive moment in the history of psychology.
Interim summary
● The evolutionary theory led to an increased interest in animal behaviour.
● Initially animal behaviour was studied by focusing on anecdotes of intelligent behaviour.
These were explained by assuming the same reasoning processes in animals as in humans
(anthropomorphic interpretation).
● Thorndike introduced a different approach. Animals were put into a controlled
environment (a puzzle box) and conclusions were drawn on the basis of the animals’
behaviour (instrumental conditioning resulting in the law of effect).
● The focus on the animal’s behaviour (rather than its mind) was further strengthened by
Pavlov’s work on classical conditioning.
● Together the changes resulted in a research method that much more resembled the
methods used in the natural sciences. Watson started to make the claim that the method
would also be good for the study of human functioning.
The 1913 behaviourist manifesto

In 1907, Watson was poached by Baldwin, a famous developmental psychologist and
one of the founders of Psychological Review (see above), to become professor at the
Johns Hopkins University. Within weeks after Watson’s arrival Baldwin was forced
from his Chair because of a scandal involving a brothel, which left Watson in charge of
both the department and the journal. (Baldwin would go to the University of Toronto
and there found the first psychology laboratory of Canada and, at that time, the
British Empire.)
Watson used his position as editor of Psychological Review to promote the case for
animal research. In 1913, he published a scathing article against the lack of scientific
rigour in the ongoing investigations in most psychological laboratories. This article
behaviourism would become the beginning of behaviourism. Because of its importance, both in
movement in psychology terms of the impact on the history of psychology and in terms of how psychology
arguing that observable came to define its subject and its research methods, we will discuss the article in some
behaviours are the most
important aspect of
detail. (Incidentally, the article is well worth reading in its entirety. It is meant to con-
human functioning to vince people, so it is very accessible.)
be understood; denies The article (available at psychclassics.yorku.ca) begins with the following statement:
to various extents the
relevance of information Psychology as the behaviorist views it is a purely objective experimental branch of natu-
processing going on in the ral science. Its theoretical goal is the prediction and control of behavior. Introspection
mind; particularly strong forms no essential part of its methods, nor is the scientific value of its data dependent
in the USA in the first half
of the twentieth century
upon the readiness with which they lend themselves to interpretation in terms of con-
sciousness. The behaviorist, in his efforts to get a unitary scheme of animal response,
recognizes no dividing line between man and brute.
In this statement we clearly see the transition from introspection into one’s
own mind to the observation of others’ behaviour. This was a defining insight
in the growth of psychological research. Even though Wundt and the other early
psychologists made use of experimental methods, they still ran the studies on them-
selves as participants.
An element that played a role in the shift from introspection to observation was
the impact of evolutionary theory on American psychology. Survival in a context of
natural selection depends primarily on how the animal acts, not on what it ‘thinks’.
Thoughts were the playground of philosophers; biologists had to predict behaviours.
Another element that contributed to the shift was that introspection, as described
by Titchener in his handbooks, turned out to be a very counterintuitive and difficult
procedure for students to use in their practicals. They found it much easier simply to
observe what others were doing.
Watson’s manifesto continued as follows:
It has been maintained by its followers generally that psychology is a study of the science
of the phenomena of consciousness. It has taken as its problem, on the one hand, the
analysis of complex mental states (or processes) into simple elementary constituents,
and on the other the construction of complex states when the elementary constituents
are given . . . It is agreed that introspection is the method par excellence by means of
which mental states may be manipulated for purposes of psychology. On this assump-
tion, behavior data (including under this term everything which goes under the name
of comparative psychology) have no value per se. They possess significance only in so
far as they may throw light upon conscious states.
Here we see Watson turning his bile on Titchener’s structuralism, which as we have
seen in Chapter 4, was easiest to attack, given its isolated position. This attack con-
tinued for several more paragraphs, including sentences such as:
I do not wish unduly to criticize psychology. It has failed significantly, I believe, during
the fifty-odd years of its existence as an experimental discipline to make its place in the
world as an undisputed natural science. Psychology, as it is generally thought of, has
something esoteric in its methods. If you fail to reproduce my findings, it is not due to
some fault in your apparatus or in the control of your stimulus, but it is due to the fact
that your introspection is untrained . . .
The time seems to have come when psychology must discard all reference to con-
sciousness; when it need no longer delude itself into thinking that it is making mental
states the object of observation.
What do you think?

Can you see how Watson’s text influenced the views writers of introductory books
in the twentieth century had about psychology before behaviourism? Rather than
consulting the original materials, authors simply took over Watson’s criticisms of
structuralism and introspection.
Next, Watson turned his attention to functionalism and wrote:

My psychological quarrel is not with the systematic and structural psychologist alone.
The last fifteen years have seen the growth of what is called functional psychology. This
type of psychology decries the use of elements in the static sense of the structuralists.
It throws emphasis upon the biological significance of conscious processes instead of
upon the analysis of conscious states into introspectively isolable elements. I have done
my best to understand the difference between functional psychology and structural
psychology. Instead of clarity, confusion grows upon me.
Then, Watson formulated the alternative:
This leads me to the point where I should like to make the argument constructive. I
believe we can write a psychology [as just described] . . . and never go back upon our
definition: never use the terms consciousness, mental states, mind, content, introspec-
tively verifiable, imagery, and the like. I believe that we can do it in a few years . . . It
can be done in terms of stimulus and response, in terms of habit formation, habit
integration and the like. Furthermore, I believe that it is really worth while to make
this attempt now.
In order to become a real science, psychology had to focus on observable behaviour
(just as Thorndike had done) and ignore everything that referred to consciousness,
thinking, feelings, motives, plans, purposes, images, knowledge or the self. This meant
that some topics could not be addressed with the behaviourist method:
The situation is somewhat different when we come to a study of the more complex
forms of behavior, such as imagination, judgment, reasoning, and conception. At pre-
sent the only statements we have of them are in content terms. Our minds have been
so warped by the fifty-odd years which have been devoted to the study of states of
consciousness that we can envisage these problems only in one way. We should meet
the situation squarely and say that we are not able to carry forward investigations along
all of these lines by the behavior methods which are in use at the present time . . . As
our methods become better developed it will be possible to undertake investigations
of more and more complex forms of behavior. Problems which are now laid aside will
again become imperative, but they can be viewed as they arise from a new angle and in
more concrete settings.
Although Watson in his manifesto left an opening for later research on information
processing in the mind, in subsequent writings he hardened his stance and came to
deny the importance/existence of any process that was not observable.
Interim summary
● In 1913 Watson used his position as editor of Psychological Review to launch the
behaviourist manifesto.
● Psychology was defined as a purely objective experimental branch of natural science,
based on the prediction and control of behaviour.
● In the manifesto Watson argued that previous research on introspection into
consciousness had failed significantly.
● In the manifesto Watson left an opening for later study of more complex behaviour (such
as imagination and reasoning). In his later writings he came to deny the importance of
such behaviour.
KEY FIGURE John B. Watson

● Did a PhD in 1903 on animal psychology. Was influenced by Thorndike’s approach
and saw this as the approach that would bring all of psychology into the realm of
the natural sciences.
● Moved to Johns Hopkins University in 1907 and became editor of the prestigious
journal Psychological Review.
● Used his position as editor in 1913 to publish the behaviourist manifesto.
● Became the main promoter of behaviourism through the publications of books and Source: © Fine Art Images/
Heritage Images/Heritage
articles. Tried to show, together with Rosalie Rayner, that phobias originated on Image Partnership Ltd/
Alamy Stock Photo.
the basis of classical conditioning. Demonstrated this by making a toddler – Little
Albert – afraid of a white rat by associating the presence of the rat with a horrendous noise
(Watson and Rayner, 1920).
● Had an extramarital affair with Rosalie Rayner, which forced him to leave the university in 1920. Kept on
publishing on behaviourism until 1930.
● Behaviourist work was continued primarily by Hull, Skinner and Tolman, who agreed on the method, but
came up with different views about the relationship between stimuli and responses.
The influence of the philosophy of science

Positivism
Watson’s attempt to increase the scientific standing of psychology was embed-
ded within a wider movement to make science the cornerstone of human progress.
Impressed by the success of technology, physics and chemistry, scientific inventions
were seen as the way forward. Indeed, the nations that invested most in them (USA,
Prussia, the Netherlands, the UK) saw their power and status grow more than the
countries that did not do so. As we have seen already a number of times, this move-
ment, which saw science as the motor of progress, was known as positivism.
The appeal of positivism to people like Watson was not due to a close reading of
Comte (which would have led to some unpleasant surprises, as we have seen in the pre-
vious chapters), Mill, Spencer and other philosophers, but to the triumphant writings
of scientists and scientifically-minded authors, who used the scientific achievements to
try to convince society that scientific knowledge was superior to humanist knowledge
(Chapter 2). In a nutshell, their messages were:
1. Because science is based on observation and experimentation, its findings are always
true.
2. Scientific theories are summaries of the empirical findings. Therefore, they are
always true as well.
3. Because scientific knowledge is infallible, it should be the motor of all progress.
The attraction of positivism to Watson and other early behaviourists is summarised
well in the following quote:
The word positivism became a key-word of the nineteenth century and after. The name
of Comte became a symbol, like the names of Darwin or Voltaire; a symbol which by
1870 carried a power far beyond the intellectual influence of the lectures which he gave
or the books which he published. No philosopher, he was the only French philosopher
of that century to make [an] impact in Britain and Germany. His name stood for a very
coherent idea, a very plain and intelligible attitude to life – experimental science the only
way to truth. Apart from all the structures built upon it, his name was powerful in con-
ditioning attitudes to truth. He did not invent positivism. But he was widely believed to
have invented it, and was the man who tried to make it the key which opened all doors to
the only truths said to matter for life and society. The notion of positivism stood for an
attitude destined long to outlive the Comtean positivism of the later nineteenth century.
Of this attitude Comte was the hero, even for minds who gained nothing from his books.
During the third quarter of the nineteenth century some men believed that science,
that is the natural sciences, could solve all problems, even the problems of men; that
man and society could be brought under universal laws like the law of gravitation; that
we live under a determined process which no free act can stop or check or change. For
two, even three decades the idea was magnetic. Science, queen Science, goddess Science,
could do all.
(Chadwick, 1990: 233)
Given the positivist tenet that the natural sciences were the most successful develop-
ment in human reasoning, philosophers and scientists started to examine what exactly
was the core of the scientific approach, so that other knowledge areas could adopt this
philosophy of science method as well. Their subject matter became known as the philosophy of science
branch of philosophy that (Chapter 9).
studies the foundations One principle that had caught everyone’s attention since Newton’s Principia
of scientific research, to
better understand the
Mathematica was the importance of mathematical laws to describe reality. A true
position of scientific science was a science that had its knowledge described as mathematical equations
research relative to other (Chapters 2 and 3). However, this turned out not to be enough. An early example
forms of information of an attempt to build a Newtonian theory of psychology on the basis of mathe-
acquisition and generation
matical equations was provided by the Irish-Scottish philosopher Francis Hutcheson
(1694–1746). In 1725 he published a treatise in which he introduced ‘mathematical
calculations in subjects of morality’ (Jahoda, 2007: 28). He produced an algebraic
set of formulae designed to compute the morality of actions. For instance, the Moral
Importance (M) of agents was a function of their Benevolence (B) multiplied by their
Abilities (A), or M = B * A. A similar attempt was made by the German scholar
Johann Freidrich Herbart in 1816 when he published the Lehrbuch zur Psychologie
in which he presented his main ideas in mathematical terms. Neither theory had the
impact of Newton’s Principia, however. So, what was missing?
The requirement of operational definitions
From the writings about the philosophy of science, the behaviourists distilled three
ideas that were important for the further development of scientific psychology and
behavioural sciences in general. The first was that you had to be able to represent the
elements of a mathematical law as numbers. There was no point in trying to establish
a mathematical relationship between two variables, if you could not express them
numerically. In addition, the numbers had to represent the essence of the variable. The
operational definition way to do so was to represent the variables in terms of how they had been measured
definition of a variable in (e.g. weight expressed in kilograms). Such a definition became known as an operational
terms of how the variable
has been measured; allows
definition. It was first formulated by the Harvard physicist and Nobel laureate Percy
description of the variable Williams Bridgman in 1927 and introduced to psychologists by his university colleague
in quantitative form Stanley Smith Stevens in 1935.
The importance of operational definitions can easily be demonstrated with New-

ton’s law. One of these laws states that F = ma (the force on an object is equal to its
mass multiplied by its acceleration). Such a law only becomes useful if you are able
to measure the force, the mass and the acceleration, and express them in units. This
is the reason Hutcheson failed. It was not enough to state that the Moral Importance
(M) of people was a function of their Benevolence (B) multiplied by their Abilities (A).
For a scientific theory, Hutchinson also had to make clear how these variables could
be measured and expressed in numbers.
The need for operational definitions explained to psychologists why psychophysics
had been so successful (Chapter 3). Here they were able to describe both the stimulus
intensity and the resulting sensation in numerical form, so that it was possible to search
for the best-fitting mathematical equation between them. The immediate challenge for
the behaviourists, therefore, was to achieve something similar for their learning theo-
ries. The person who took this approach the furthest was Clark L. Hull (1884–1952),
who sought to explain all learning and motivation by the use of mathematical equa-
tions with variables that were operationally defined. For instance, an equation from
his book Principles of Behavior (1943) was:
SER = SHR * D * V * K
in which
SER = the excitatory potential of the stimulus to elicit the response,
SHR = the habit strength between the stimulus and the response,
D = the drive level of the animal/human,
V = the stimulus intensity,
K = the reward incentive.
All variables had an operational definition and could be expressed in numbers, so that
it was possible to predict the precise behaviour of an animal in a particular situation.
At the same time, it became clear that the predictions were limited to the controlled
situation in which the animal functioned, and could not easily be extrapolated beyond
the laboratory.
Independent and dependent variables
The second idea the behaviourists took from the philosophers of science was that a
distinction had to be made between independent variables and dependent variables.
Independent variables were characteristics of the environment and/or the participant
that might have an impact on the behaviour and that could be manipulated by the
researcher (e.g. the number of T-junctions in a maze). Dependent variables were behav-
iour features that could be measured to see whether the independent variable had an
effect (e.g. the time the rat needed to find the food in the maze). On the basis of this
distinction, psychological research could be defined as the study of the impact of a
verification Stimulus (the independent variable) on the Response (the dependent variable). As a
principle that up to the consequence, behaviourism also became known as S-R-psychology.
1950s formed the core
of the scientific method: The need for verification
a proposition was
meaningful (scientific)
Finally, a third idea the behaviourists took from the philosophy of science was the
if its truth could be necessity of verification in science. Statements were only useful if they could be veri-
empirically verified fied by empirical observation. The requirement of verification ruled out religious
statements, such as ‘God loves everyone’, but according to the behaviourists also ruled
out introspective statements such as ‘to me this stimulus looks like a combination
of . . . ’. Verification meant that researchers had to present their evidence in such a way
that it could be verified by others (see also Chapter 9).
The incorporation of the above principles considerably increased the objectivity of
research in psychology, although the requirement of mathematically expressed laws
turned out to be less important than originally thought by the behaviourists.
Interim summary
● Behaviourism was part of a wider movement within Western society to make science the
cornerstone of human progress.
● The philosophers of science tried to define the qualities of a true science. In addition to
the ideal of mathematical laws, behaviourists took three ideas from them:
– operational definitions are necessary
– there is a distinction between independent variables and dependent variables (this
was translated into S-R associations)
– science relies on verification.
What do you think?

If you do a course in research methods, you immediately see the lasting influence
of these insights on the way psychology students are taught to do research. If you
have your textbook of research methods with you, look up the different insights
and what your present-day book says about them.
Further developments in behaviourism: Skinner vs Tolman

In an ironic twist of fate, Watson’s scientific career ended in more or less the same way
as it started. Remember that his career got a major boost when Baldwin was forced to
leave Johns Hopkins University. In October 1920, Watson in turn had to leave Johns
Hopkins as a result of an extramarital affair with a graduate student (Rosalie Rayner,
with whom he had published the famous study of Little Albert). Watson took up a
job in advertising, where his income apparently was many times higher than what he
had earned at university.
Skinner and radical behaviourism
Watson’s legacy was continued by three heavyweight successors (in addition to
radical behaviourism hundreds of lesser-known researchers all over the world). The first of them was Clark
strong version of Hull, whom we described above. The second was Burrhus Frederic Skinner (1904–1990),
behaviourism, defended
by Skinner, which who is particularly well known for his research on operant conditioning and for his
denies the relevance of radical behaviourism. Operant conditioning is another name for instrumental condi-
information processing in tioning (coined by Skinner) and examines the ways in which behaviour changes as a
the mind and holds that all
function of the reinforcement or punishment that follows. Radical behaviourism is a
human behaviour can be
understood on the basis of strong version of behaviourism, which holds that an organism is nothing but a place
S-R associations where stimuli provoke behaviours on the basis of S-R associations.
Skinner denied the relevance of information processing in the mind, as stressed by

the cognitive psychologists (see below). All that happened was the direct activation of
responses on the basis of stimulus input. Below are some quotes from a popular text
he wrote on behaviourism, illustrating the point (Skinner, 1974; see also Malone &
Cruchon, 2001):
The brain is said to use data, make hypotheses, make choices, and so on, as the mind was
once said to have done. In a behaviorist account it is the person who does these things. (p. 86)
In all these roles it has been possible to avoid the problems of dualism by substituting
‘brain’ for ‘mind’ . . . Both the mind and the brain are not far from the ancient notion of
a homunculus – an inner person who behaves in precisely the ways necessary to explain
the behavior of the outer person in whom he dwells . . . A much simpler solution is to
identify the mind with the person. (p. 130)
We do not need to describe contingencies of reinforcement in order to be affected by
them . . . Certainly for thousands of years people spoke grammatically without knowing
that there were rules of grammar. (p. 141)
It is often said that a science of behavior studies the human organism but neglects
the person or self. What it neglects is a vestige of animism . . . traces of the doctrine
survive when we speak of a personality, or an ego . . . of an I who says he knows what
he is going to do and uses his body to do it . . . (p. 184)
A person is not an originating agent; he is a locus, a point at which many genetic and
environmental conditions come together. (p. 185)
One of Skinner’s views was that humans have much less control over their actions
than they assume. They simply respond to events in the environment and do not take
initiative themselves. It can even be questioned whether they are responsible for their
actions. This is how Pickren and Rutherford (2010: 225) summarised Skinner’s position:
How can we have good government and a society in which war, poverty, environmental
degradation, and other threats to human welfare are reduced or even eliminated? The
answer, Skinner suggested, was to give up our antiquated, sentimental belief in free will.
Personal freedom, he argued, was an illusion. What mattered was to more effectively
manage the contingencies present in the environment that each of us live in and that con-
trol everyday actions on individual and global scales all the time. He exhorted his read-
ers to give up their unscientific, outdated belief in ‘autonomous man’ and to embrace
that all of our behaviour is shaped not by an interior sense of freedom or dignity but by
the contingencies in our environment that reward and punish us. His position generated
intense controversy and vehement ad hominem attacks.
Skinner’s strong stance, though it was in line with Watson, eventually did behaviour-
ism more harm than good. As we will see further on, however, Skinner’s views about
the lack of free will in humans are still very much alive today and continue to inspire
discussions about human functioning.
Tolman and purposive behaviourism
In introductory books behaviourism is often identified with Skinner’s radical behav-
iourism (and, at the same time, dismissed). However, as we have indicated a few times
already, it is important to dissociate the ideas of an individual from those of the larger
movement. Although Skinner was the best-known behaviourist, this does not imply
that his views were shared by everybody who felt attracted to behaviourism. Hull, for
instance, allowed some scope for internal mental processes in the form of internal r-s
connections (giving rise to S-r-s-R sequences) and the third main neo-behaviourist,
Edward C. Tolman (1886–1959), actually doubted Skinner’s interpretation of operant
conditioning.
According to Tolman, operant conditioning could not be understood in simple

S-R terms and he devised several experiments to show this. Here we describe only one
study, actually carried out by a student of Tolman, Hugh Blodgett, in 1929 (i.e. years
before Skinner’s radical behaviourism became influential).
In Skinner’s view, animals acquired behaviours because the association between an
environmental cue and a particular behaviour was strengthened by subsequent rein-
forcement. So, a rat learned to find its way through a maze because a particular turning
at each intersection was followed by food (strengthening the link between the inter-
section and that turn) whereas others were not. If this reasoning were true, Tolman
(1948) argued, then rats who were not reinforced should not learn. However, this was
not what Blodgett observed. He had three conditions: (1) a condition in which hungry
rats were placed in a maze that contained food at the end of the maze (Figure 5.3),
(2) a condition in which hungry rats were placed in the same maze, but the food was
only introduced on day 3, and (3) a condition in which food was introduced on day 7.
Blodgett observed that the rats in condition (1) showed a fast learning curve. That
is, on successive trials they made fewer errors running towards the food. The rats in
condition (2) did not run straight towards the end of the maze on the first two days
(when they did not find food there), but showed a very different behaviour on day 4
(after having found food on day 3): now they ran straight to the food location, making
14" 15"
FOOD BOX
START
4"
Figure 5.3 The maze used by Blodgett in 1929 to show the phenomenon of latent learning.
According to Tolman (1948) rats that were not reinforced by food at the end of the maze, still
learned the layout of the maze (i.e. they built a cognitive map of the maze), because as soon as
they got food at the end, they ran as fast as a group of rats that had been reinforced on each trial
(see Figure 5.4).
Source: ‘Cognitive maps in rats and men‘, Psychological Review, 55, 189–209 (Tolman, E.C. 1948), originally from Blodgett, H.C.
(1929) ‘The effect of the introduction of reward upon the maze performance of rats’, University of California Publications in
Psychology, 4, 8, p. 117.
no more errors than the rats which had found food (and hence been reinforced) from
the first day on. The group that found food on the seventh day showed the same
massive and instantaneous learning on day 8 (Figure 5.4). According to Tolman, this
showed that the rats’ learning was not due to the fact that the presence of food had
reinforced taking the correct turns, but that the rats had learned the layout of the maze
and were able to use this knowledge when they had a reason to do so. This is how
Tolman described the outcome of the finding:
It will be observed that the experimental groups as long as they were not finding food
did not appear to learn much. (Their error curves did not drop.) But on the days immedi-
ately succeeding their first finding of the food their error curves did drop astoundingly. It
appeared, in short, that during the non-rewarded trials these animals had been learning
much more than they had exhibited. This learning, which did not manifest itself until
after the food had been introduced, Blodgett called ‘latent learning’. Interpreting these
results anthropomorphically, we would say that as long as the animals were not getting
any food at the end of the maze they continued to take their time in going through it –
they continued to enter many blinds. Once, however, they knew they were to get food,
they demonstrated that during these preceding non-rewarded trials they had learned
where many of the blinds were. They had been building up a ‘map’, and could utilize
the latter as soon as they were motivated to do so.
(Tolman, 1948: 194–5)
For Tolman, the fact that the animals in Blodgett’s study immediately knew where to
go to as soon as they had found food once demonstrated that they had learned the lay-
out of the maze during the trials in which no food was given. Together with Blodgett,
he called this latent learning, the acquisition of knowledge that is not demonstrated in
3.0
Key:
2.5 Group I
Group II
2.0 Group III
Error score
1.5
1.0
0.5
0
0 1 2 3 4 5 6 7 8 9
No. of days
Figure 5.4 The number of errors made by three groups of rats in the study of
Blodgett (1929).
The first group always found food at the end of the maze. They showed the usual learning curve.
The second group was not fed on the first 2 days and found food on day 3 and each subsequent day.
They showed extremely fast learning from day 3 to day 4. The third group was fed from day 7 on. They
showed fast learning from day 7 to day 8 and immediately caught up with the performance level of
group 1. This finding is difficult to explain within Skinner’s radical behaviourism.
Source: ‘Cognitive maps in rats and men‘, Psychological Review, 55, 189–209 (Tolman, E.C. 1948), originally from Blodgett, H.C.
(1929) ‘The effect of the introduction of reward upon the maze performance of rats’, University of California Publications in
Psychology, 4, 8, p. 120.
observable behaviour. More specifically, Tolman argued, the rats acquired a cognitive
map of the maze. As soon as they knew where food would be given, they were able to
make use of this cognitive map to select the correct alleys.
purposive behaviourism On the basis of these and other findings Tolman stated that animal and human
version of behaviourism, behaviour was motivated by goals: only when the rats were provided with a goal did
defended by Tolman,
which saw behaviour as they make use of their knowledge. Therefore, Tolman’s approach is sometimes called
goal-related (means to purposive behaviourism. Tolman agreed with Watson and Skinner that psychology
an end); agreed with should be based on observable behaviour and not seek to understand the animal’s
other behaviourists that
‘mind’ or ‘consciousness’, but at the same time he did not see why he should be asked
psychology should be
based on observable to assume that nothing more than the formation of S-R associations happened in the
behaviour mind. For him, goals could be studied objectively.
Interim summary
● After Watson’s departure from academic life, behaviourism was continued by three
heavyweight neo-behaviourists: Hull, Skinner and Tolman.
– Hull: mathematical equations with operationally defined variables that allow detailed
predictions of behaviour in specified circumstances
– Skinner: radical behaviourism (there is no information processing in the mind; all
human actions are the result of S-R connections)
– Tolman: purposive behaviourism (behaviour is motivated by goals; the goal-
directedness can be studied in an objective way).
5.3 Adding cognitions to behaviour

Tolman’s views turned out to be more influential than either Hull’s or Skinner’s.
Although Watson was perfectly right when he asserted that overt behaviours were
easier to study than covert cognitions and feelings, later researchers came to believe
that the difficulty of investigating what happened in the ‘black box’ between stimuli
and responses did not imply that nothing occurred there at all, as Skinner claimed.
Shortly after World War II voices against behaviourism grew louder and a new
movement became visible, which eventually took the name of cognitive psychology.
Probably the best account of the movement’s beginning is given by Gardner (1987).
He recalls how, in September 1948, a team of distinguished scientists representing a
number of different disciplines met at the California Institute of Technology for a
conference on ‘Cerebral Mechanisms in Behavior’. The aim was to discuss the man-
ner in which the nervous system controlled human behaviour. However, the conversa-
tions rapidly extended beyond behavioural control. This was apparent right from the
start: the mathematician John von Neumann gave the opening speech, in which he
made a comparison between the newly discovered electronic computer and the human
brain. Following him, neurophysiologist and mathematician Warren McCulloch gave
a speech entitled ‘Why the mind is in the head’, which brought about an extensive
discussion on how the brain processes information. Just like Neumann, McCulloch
was keen to discuss the links between the biological nervous system and non-biological
machines to understand why we see the world as we do. And then the psychologist
Karl Lashley stepped up to give perhaps the most memorable speech of the confer-
ence, entitled ‘The problem of serial order in behavior’. He boldly questioned the S-R
doctrine that commanded behaviourism, formulating an entirely new research plan
for the future.
What was going on and what were the main forces leading up to the 1948 meeting?
Mathematical and technological advances questioning the

behaviourist tenets
As explained in Gardner’s text, the most important factors in the developments of the
1940s were technological advances outside the psychological laboratories. Before and
during World War II the new spearhead of technology became information handling.
There was an increasing need for communication over large distances (e.g. radio
and television transmission); the war required the cracking of increasingly sophisti-
cated encryption codes; and engineers became frustrated by the fact that machines,
which had led to the industrial revolution, could perform only a single operation,
and they were looking for ways to make them more flexible by programming them.
So, whereas (radical) behaviourism denied information processing inside the human
head, the scientific world outside became very much centred on information handling
in machines.
Information can be represented as logical operations
By the beginning of the twentieth century it became clear among mathematicians
that any mathematical operation, and indeed any type of information, could be
expressed by means of logical operations involving the values 0 and 1, known as
Boolean operations after their British inventor George Boole (1815–1864). In a
matter of years it was realised that electrical circuits could be modelled to enable
Boolean operations, so that those circuits were effectively able to represent and com-
pute all types of information. Furthermore, such an accomplishment was possible
for every type of machine that could perform Boolean operations, independently
of the way in which the code was put into operation, as was shown by the British
mathematician Alan Turing.
Turing proved in 1936 that extremely basic machines working on the basis of
Boolean logic would be able to simulate the performance of much more complex and
Turing machine
powerful machines working on the same principles, if given enough time. Such a basic
basic (hypothetical)
machine operating on machine became known as a Turing machine (the machine was not actually built, as
the basis of Boolean logic the whole argument could be made theoretically).
and able to simulate By the end of World War II, the first practical applications of the new computers
the processing of more
complex machines
became visible. These computers could both store information and transform it
operating according to (by means of algorithms). This is what von Neumann referred to in Gardner’s text
these principles above. He was involved in building one of the first operational computers.
What do you think?

Computers work on a binary code (bits and bytes). How is this related to Boolean
logic?
The brain can do Boolean operations

In 1943 a neurophysiologist, Warren McCulloch, and a logician, Walter Pitts, pub-
lished an article in which they argued that the human brain could be thought of as a
Boolean device as well. They showed that under certain assumptions the operations
of a neuron and its connections with other neurons could be modelled in terms of
Boolean logic. This meant that in principle the human brain was capable of storing
and transforming information in the same way as computers. Both computers and
brains could be considered as (complex) Turing machines that performed Boolean
operations on stored information. McCulloch was the second speaker at the workshop
described by Gardner.
Strings of S-R connections cannot be used to represent human thinking
Once it was realised that a Turing machine on the basis of Boolean logic could simu-
late all types of information processing, including human thinking and language,
researchers started to examine whether the same was true for the S-R models postu-
lated by the behaviourists (in particular, Hull). These models accepted only a subset
of operations, in particular those in which each element depended on its association
with the preceding element (if you want the technical term, these are known as Markov
chains).
Karl Lashley (the third speaker at the workshop) was the first researcher to ques-
tion the viability of the behaviourist S-R models. For instance, he pointed out that in
speech words unfold with such rapidity that it is unlikely that each word can be based
upon an S-R association with the previous one. In addition, the speech errors made
by individuals often include the anticipation of words that have not yet occurred in
the sequence (as in the speech-error in ‘you hissed my mistory lecture’, where we see
an exchange of the m- and the h- sounds, although ‘history’ supposedly is not yet
activated at the moment ‘missed’ is pronounced).
A few years later, the case was made that human grammar indeed required a Turing
machine and could not be captured by a model with S-R connections (or more gen-
erally a Markov chain). So, if computers were programmed along the models pro-
posed by the behaviourists, they would never be able to produce the same language
as humans did. Only a computer that functioned as a Turing machine could do so.
Interim summary
After World War II experimental psychologists came to include mental processing in their
models. This was due to the following developments:
● Mathematicians proved that all information could be represented by a Turing machine,
working on the basis of binary units and Boolean operations.
● This information is to a large extent independent of the device on which it is
implemented (i.e. it can easily be transposed on another device).
● Neurophysiologists presented evidence that the brain could be considered as a Turing
machine.
● It was argued that the S-R chains proposed by the behaviourists were not powerful
enough to be Turing machines and hence to simulate human behaviour.
KEY FIGURES
Key figures in the discovery that information processing can be thought of as device-independent
representations consisting of binary units (bits) to which Boolean operations are applied:
● George Boole: British mathematician (1815–1864) who developed Boolean algebra consisting of binary
digits and the logical operations AND, OR, NOT and XOR.
● Alfred Whitehead and Bertrand Russell: British-American mathematician (1861–1947) and British
philosopher (1872–1970) who in 1910–1913 published a series of books showing that the roots of
mathematics lie in logic.
● Alan Turing: British mathematician (1912–1954) who proved that any machine working on the basis of
Boolean algebra is able to perform any mathematical and logical operation (Turing machine).
● Claude Shannon (1916–2001): American engineer called ‘the father of information theory’, who showed
that all information can be represented in binary code and that the application of Boolean algebra can
construct and resolve any relationship.
● Warren McCulloch (1899–1969): American neurophysiologist, famous for his suggestion that the brain can
be seen as a Turing machine. Started neural network research.
The liberating metaphor of the computer

Soon, the 1948 California workshop was followed by a string of other meetings to
discuss the possibilities of the new insights. These grouped mathematicians, engineers,
physiologists, psychologists and philosophers, who all took as their point of departure
the analogy of human psychological functioning with computer functioning. Leahey
(2004: 418–21) mentions three further ways in which the availability of computers
changed research for psychologists.
A new explanation of the purposiveness of behaviour
homunculus
A problem that had faced psychologists from the start was how to account for the fact
word (meaning ‘little
man’) used to refer to the that people appear to have clear goals in their life which they deliberately choose and
difficulty of explaining which direct their behaviour. This seemed to require the existence of a homunculus, a
goal-oriented behaviour little man sitting in the brain taking decisions and having a free will to steer behaviour.
without making use of Even at a lower level, it seemed difficult to avoid the homunculus problem. For instance,
an ultimate intelligent
(humanlike) control centre when Tolman referred to a cognitive map in rats, he was accused by Skinner of failing
to explain who was supposedly reading the map and deciding when to use the knowl-
information feedback edge of the map. The homunculus problem has been known since the days of Descartes
mechanism in which the and is often referred to as the ‘ghost in the machine’ (remember that Descartes saw
current performance
level is compared to the the human body as a machine). For Descartes, and many after him, this was the reason
desired end-state and why they made a distinction between the body and the soul (Chapter 2).
the discrepancy is used Computers, however, showed intelligent functioning that could be described as goal-
to bring the performance
directed. So, why did they not require a homunculus? The answer to this question
closer to the end-state
aimed for; important for turned out to be information feedback. When a system is given an end-state, it can reach
psychology because it this state autonomously if it receives feedback about the discrepancy between the cur-
explained a great deal of rent situation and the end-state. Information feedback was already known long before
goal-directed behaviour
that previously seemed
the computer was invented (it was part of the first steam machines), but its power had
to require a homunculus never been fully realised until during World War II, when the American mathematician
explanation Norbert Wiener became involved in the attempts to build guided missiles.
The potential of information feedback can easily be illustrated by the role of a ther-
mostat in a heating system: when the temperature is below the indicated level, it sends
a signal to switch on the boiler; when the temperature is above the indicated level, it
sends a signal to switch off the boiler. From the outside it looks as if the thermostat
has a purpose (to keep the temperature in the room at a certain level). However, all
that is happening is an automatic information-processing mechanism on the basis of
information feedback.
Although informational feedback did not solve the whole homunculus problem
(who sets the end-state?), it drastically increased the similarity between man and
machine. It allowed psychologists to tackle information-processing issues without
being attacked for describing a system that required a homunculus to keep an eye on
the goal and to decide which action to take.
Simulation of human thinking
Computers provided psychologists with a second tool: they could start to simulate the
hypothesised psychological processes in computer programs, with the ideal being a com-
Turing test puter program that would pass the Turing test. This is a test described by Alan Turing
test described by Alan and involves a human interacting from a distance with another human and a machine.
Turing, which involves a When the human can no longer decide which of the two partners is the machine, then
human interacting with
a machine and another
the machine has passed the Turing test. That is, its performance has reached the human
human without being level. (Incidentally, for a machine to pass the test, it would sometimes have to deliberately
able to discriminate the introduce an error to confuse the interrogator; otherwise, its superior performance – for
machine from the human; instance in calculations – would easily betray the machine.) The comparison of human
machines that pass the
Turing test are seen as and computer functioning gave rise to a new research field, artificial intelligence (AI).
the goal of artificial
intelligence
What do you think?

Have computers already passed the Turing test? Do a bit of internet searching.
Psychologists as software engineers

Finally, computers also gave psychological researchers a better idea of their role relative
to that of other scientists. They were the programmers working on the software of
humans. This could be done to a large extent independently of the electronic circuits
in the machine (the anatomy) and knowledge of the way information is coded, stored
and retrieved (the physiology). In addition, psychologists could think of information
algorithm transformation in terms of algorithms that were run on the input. Algorithms are lists
list of instructions that of instructions that convert a given input, via a fully defined series of intermediate
converts a given input, via steps, into the desired output. An example would be an algorithm that turns input
a fully defined series of
intermediate steps, into speech into a written record of what is said.
the desired output The role of psychologists as human software engineers can clearly be seen in the
following excerpt from the first textbook on cognitive psychology:
The task of a psychologist trying to understand human cognition is analogous to that
of a man trying to discover how a computer has been programmed. In particular, if the
program seems to store and reuse information, he would like to know by what ‘routines’
or ‘procedures’ this is done.
(Neisser, 1967: 6)
What do you think?

When you are surfing on the internet, do you ever think of the mechanical
operations that present the information on your screen or that execute the
operations summoned by your mouse clicks? Do you need to know this when you
want to teach someone how to use the internet? In a similar vein, what do you
think of Hoffman et al.’s (2015) suggestion that human perception does not
operate as a window on truth but as a computer interface? According to this view,
just like the colour and shape of an icon for a text file on a computer screen do
not entail that the text file itself has a colour or shape, so does our perception
of space-time and objects not entail that objective reality has the structure
of space-time and objects. An interface serves to guide useful actions, not to
resemble truth.
Interim summary
The existence of computers provided psychologists with a new metaphor to understand the
mind and the nature of their own research.
● The computer made it easier to understand how an organism can seem to be goal-
directed, without there being a homunculus who sets the goals and checks the progress.
● Computers allowed psychologists to simulate human functioning (artificial intelligence).
● Computers needed programmers who dealt with the information processing,
independently of the ways in which the processes were carried out in the machine.
The emergence of cognitive psychology

Because of the above developments, behaviourism came under increasing pressure. Its
framework already felt like an uncomfortable straitjacket to many researchers, and
now they were given arguments about why it might be wrong. The year 1956 is seen
by most people involved as the turning point. In that year there was another workshop
assembling the main proponents of the new movement, and several important books
and articles were published (see e.g. Miller (2003) for a review).
Miller’s article on the limits of short-term memory
One of the decisive 1956 publications was George Miller’s article on the limits of
human short-term memory (Miller, 1956). Up to the publication of that article, new
ideas had largely been ‘imposed’ on psychology from the outside. The people lead-
ing the change were mathematicians, engineers, neuroscientists, a political scientist
and a linguist. What psychologists missed were psychological experiments that would
convince them of the potential of the new movement. Remember that behaviourists
insisted on the importance of verifiable evidence based on experiments with opera-
tionally defined variables.
In his publication, Miller reviewed the experimental evidence indicating that
humans could report only seven (plus or minus two) unrelated items presented at a
rate of about one stimulus per second (precursors of this discovery can already be
found in the works of Wundt, James, Ebbinghaus, Jacobs and Binet). This finding was
the first empirical evidence that the human mind could be considered as a computer
with a limited ‘working memory’. Psychologists were particularly sensitive to this
argument, because in the 1950s the central processing units of the available comput-
ers were very limited, so that only simple operations could be performed. Each time
the capacity of the central processing unit was increased, the performance of the
computer became much better and more complex operations could be handled. So,
the thought of the human brain as a computer with a limited capacity had a strong
appeal to psychologists and provided them with new ideas of how to investigate the
human mind.
Neisser’s (1967) Cognitive Psychology

Another important moment in the new movement was the publication of a book with
the title Cognitive Psychology by Ulric Neisser in 1967. This book not only summa-
rised the evidence in favour of information processing in the mind, but also helped
to establish the name of the new movement. The word cognition itself was defined
as follows:
As used here, the term ‘cognition’ refers to all the processes by which the sensory input is
transformed, reduced, elaborated, stored, recovered, and used. It is concerned with these
processes even when they operate in the absence of relevant stimulation, as in images
and hallucinations . . . given such a sweeping definition, it is apparent that cognition
is involved in everything a human being might possibly do; that every psychological
phenomenon is a cognitive phenomenon.
(Neisser, 1967: 4)
By the mid-1970s academic psychologists identified themselves predominantly with
cognitive psychology cognitive psychology and not with behaviourism. Although the name cognitive psy-
movement in psychology chology originally referred to research on information processing, as described below,
arguing that observable it soon became a kind of catch-all term to represent all psychologists who did experi-
behaviours are the result
of information processing mental research and included mental representations in their theorising. Psychologists
in the mind; started in who were still known as behaviourists mostly did research on learning in animals,
the 1950s and currently where the behaviourist models did a good job of predicting the animal’s behaviour
the dominant form of under well-controlled circumstances, although in this research area the need for the
mainstream psychology
inclusion of cognitive processes in the models became increasingly felt as well
(e.g. Bouton, 2007).
Interim summary
Major steps in the emergence of cognitive psychology:
● Miller’s 1956 article on the limits of short-term memory, showing that the human brain
could be conceptualised as a computer with a limited capacity.
● Neisser’s 1967 book Cognitive Psychology: review of the evidence and important for
establishing the name.
KEY FIGURES
Figures behind the cognitive revolution
● Norbert Wiener: American mathematician (1894–1964) who documented the importance of information
feedback in information processing systems.
● Karl Lashley: American behaviourist (1890–1958), who was one of the first to realise that psychological
processes could not be described by a chain of S-R connections. (Also known for his work on brain
localisation.)
● Herbert Simon (1916–2001) and Alan Newell (1927–1992): American political scientist and computer
scientist who pioneered the field of artificial intelligence. They were the first to show that computers could
be used for something other than number crunching (they created a general problem-solver program).
● Noam Chomsky: American linguist (born in 1928) who showed that an S-R chain (Markov chain) is
incapable of producing human-like language.
● George A. Miller: American psychologist (1920–2012) who strongly promoted the cognitive revolution;
wrote an influential article on the limitations of short-term memory and was instrumental in translating
Chomsky’s insights to psychology.
● Donald Broadbent: British psychologist (1926–1993) working in the British (non-behaviourist) tradition,
who was one of the first to use flow diagrams to document the different transformations information
had to undergo from input to output. Very influential model of selective attention (filter theory), which
stimulated much early research.
● Ulric Neisser (1928–2012): wrote the first proper textbook on cognitive psychology.
Specific features of cognitive psychology

The fledgling cognitive psychology differed in two important ways from its predecessors.
First, it accepted a separate level of mental representations to which algorithms were
applied. Second, it introduced more complex information manipulations than the
simple associations that had formed the basis of human knowledge since the days of
empiricism and associationism (see Chapter 3). Cognitive psychology also differed
from pre-behaviourist psychology (but not from behaviourism) by its insistence on
verifiable predictions and experimental tests of the hypothesised mechanisms.
Information processing on the basis of mental representations
Remember that mathematicians had discovered that information could be represented
mental representation and manipulated by means of logical operations involving binary representations
information pattern in (0s and 1s). That is, information could be thought of as bits (decisions between two
the mind representing
knowledge obtained equally plausible alternatives), completely divorced from the system on which it was
through observation or implemented. The sequence 1011001 coded the same piece of information, irrespective
the application of an of how the 0s and 1s were made real, and could be copied onto every machine capable
algorithm; forms a realm of representing 0s and 1s. This made it possible to think of information as a separate
separate from the brain
and could in principle be realm, independent of the transmission device and also separate from the outside world.
copied to another brain According to Gardner, this was the most important advance of cognitive psychology:
(or, in a more extreme
version, to a Turing To my mind, the major accomplishment of cognitive science has been the clear demon-
machine) stration of the validity of positing a level of mental representation: a set of constructs
that can be invoked for the explanation of cognitive phenomena, ranging from visual
perception to story comprehension.
(Gardner, 1987: 383)
Mental representations not only became a layer different from the outside world and
the brain; psychologists also started to examine how information could be transformed
by means of algorithms. They spoke of information that was encoded, transformed,
integrated with previously stored information and, in turn, saved. This dynamic aspect
information processing of information handling was called information processing, and cognitive psycholo-
encoding mental gists started to make models of how this processing could be achieved (i.e. which
representations, procedures or routines were involved). Two approaches were taken.
transforming them by
means of algorithms,
The first approach was to make use of information-processing diagrams, so-called
and integrating them boxes-and-arrows-diagrams. In these diagrams, the boxes stood for (temporary) stores
with existing knowledge; of information, and the arrows for cognitive processes that transformed that informa-
forms the core of cognitive tion (one of the first influential examples being a flowchart created by the British
psychology
Researcher Donald Broadbent in 1958, to illustrate how selective attention worked).
boxes-and-arrows Broadbent’s model included several components. First, it assumed that all stimuli
diagram were briefly stored in a short-term store. Due to capacity limitations, not all of these
flowchart outlining the stimuli could be further processed; a choice had to be made. This was done by a selec-
different information
stores (boxes)
tive filter. The selected information was further processed on the basis of past experi-
and information ences and, if necessary, the filter was directed to a different sensory channel (e.g. when
transformations (arrows) the information was no longer interesting enough).
involved in the execution The second approach taken by cognitive psychologists was to write a computer
of a particular task with
observable input and
program that actually performed the various transformations assumed to occur. In the
output; used by cognitive case of Broadbent’s model, for instance, one would try to make a computer program
psychologists to detail the that responded in the same way as humans do to multiple, competing input streams.
information-processing This approach was much more demanding, but at the same time much more insight-
involved in the task
ful. Boxes-and-arrows models were an interesting starting point but left unspecified
much of how the information was stored and transformed. They were similar to an
engineer’s drawing plans, not to a functioning machine.
By trying to implement the various routines and procedures, psychologists had to
be much more specific about the precise mechanisms involved, and the model guaran-
teed that the proposed solution worked as predicted (e.g. would Broadbent’s boxes-
and-arrows model really work if you tried to implement it in a computer, and would
it perform the same as humans?). This was the challenge artificial intelligence tried to
meet. Another term that is often used for this approach is the building of
computational model computational models, computer models that resemble human performance.
computer program
simulating the human
information processing More complex procedures were needed than foreseen and top-down
assumed to be involved processes had to be introduced
in the execution of a
particular task; requires While trying to make their computer programs work, psychologists were soon
researchers to be much confronted by the fact that they had seriously underestimated the complexity of the
more precise about what is
going on than in a boxes- information processing involved. This became particularly clear in language under-
and-arrows diagram standing. For instance, many cognitive psychologists and computer scientists assumed
that one of the first straightforward applications of artificial intelligence would be
the automatic translation of texts. After all, if you feed a computer with English
sentences, a dictionary and a grammar, it must not be too difficult to turn them into
correct sentences in whatever other language you choose. However, this turned out
not to be the case.
One problem faced by researchers was that the meaning of words often depends
on the meaning of the surrounding words (their context). Many words have more
than one meaning and use (e.g. bank, coach, swallow) and the meanings of synonyms
often differ slightly (e.g. believe, think), so that they are not completely interchange-
able. Another problem was that it is often difficult to compute the syntactic structure
of sentences and that ambiguities frequently have to be solved on the basis of the
plausibility of the different interpretations. To correctly interpret the sentence ‘John
saw the mountains flying to New York’, you must know that John can fly but the
mountains cannot.
It soon became clear to everyone involved in machine translation that humans add
a lot of background information to the language input they receive, in order to come
to the correct interpretation. As long as the computational models were not able to do
the same, the quality of the translation remained appalling for all but the simplest sen-
tences. This was a far cry from the conviction in the early days that human knowledge
was nothing but associations between elementary sensations (shared by empiricists,
structuralists and behaviourists).
One of the new elements the cognitive psychologists had to introduce in their
top-down process information-processing models was the existence of top-down processes. These refer
process by which to the fact that information from higher processing stages is fed back to previous
information from a processing stages and influences processing at these stages. Information in the human
higher processing stage
is fed back to previous mind does not flow unidirectionally from the input to the output (bottom-up), but
processing stages and requires multiple interactions between the different processing components to solve
influences the processing ambiguities and direct the interpretation in the right direction. Needless to say, the
at these stages; found top-down processes were inspired by the information-feedback mechanisms discovered
to be a helpful (and even
essential) element in many during World War II (see above).
computational models Incidentally, the extent of the challenge faced by cognitive psychologists and
computer scientists to build machine translators can be gauged by looking at the
quality of current-day software (more than 50 years after the introduction of cog-
nitive psychology and artificial intelligence). What happens if we enter a sentence
with a few ambiguities into such a program, translate it in another language and
then back to English? Will the program pass the Turing test? Below, you can find
out what happened when we asked Google Language Tools in 2019 to translate an
English sentence into a few other languages and then back to English (translate.
google.com):
Original sentence: ‘I believe the coach on the bank should be moved.’
Back translation from Arabic: ‘I think the coach should be transferred to the bank.’
Back translation from German: ‘I think the trainer on the bank should be moved.’
Back translation from Korean: ‘I think I should move the coach of the bank.’
Back translation from Spanish: ‘I think the coach at the bank should be moved.’
What do you think?

Can you imagine the psychologists’ excitement when they discovered all these
new tools? At the same time, the computer metaphor pushed aside other research
topics such as interest in emotions and motivation. What do you think: can we
study the human mind without taking into account motivation and emotion?
Verifiable predictions and experimental tests of the hypothesised processes

To investigate information processing in humans, cognitive psychology gratefully
relied on the experimental expertise gathered by the behaviourists. They noticed that
other sciences also investigated imperceptible processes and did so by examining the
influences of these processes on perceptible phenomena. For instance, astronomers
tried to unravel the origin of the universe by looking at the movements of the stellar
bodies relative to one another. Similarly, in the biological and physical sciences entities
often had to be postulated that could not (yet) be perceived (e.g. the existence of DNA
in cells, or the existence of neutrinos in the universe). Usually, when the technology
improved sufficiently, these theoretical entities could be laid bare. So, there was noth-
ing wrong with postulating non-observable information algorithms, as long as their
impact could be verified in a valid way.
The approach can be illustrated with research motivated by Broadbent’s model
of selective attention. This model predicted the existence of a memory store in
which all stimuli are briefly kept, including the ones not attended to by the filter.
This assumption seemed to be contradicted by the fact that when people see an
array consisting of several elements (e.g. letters) flashed for a short period of time
they only manage to see some four elements, a finding already reported by Wilhelm
Wundt in 1912.
George Sperling (1960) decided to examine this contradiction. He reasoned that the
small number of stimuli reported by the participants might be due to the fact that the
traces in the short-term store rapidly fade while the participant is naming the elements,
so that only a few can be named before the memory trace is lost. If this is true, Sperling
reasoned, then it must be possible to show that people can perceive more stimuli if they
are not required to name all of them. To investigate this, Sperling used displays with
12 letters, distributed over three rows, as in the following example:
Q F O I
A G N P
T L E M
Participants did not have to name ‘as many letters as they had seen’, but they got a
tone immediately after the brief stimulus display, telling them which line they had to
report. If the tone was high, they had to report the top row; if it was medium they
had to report the middle row; and if it was low they had to report the bottom row.
With this technique Sperling observed that participants could report each of the rows
requested, as was predicted by Broadbent’s model with its full information storage for
a brief period of time. To further test the latter part of the model, Sperling introduced
a short time delay between the display of the stimulus and the presentation of the tone.
As predicted, he noticed that the ability of the participants to report the letters sharply
declined as the time between the display and the tone increased. Within a second all
memory traces in the visual store were lost.
Sperling’s research illustrates how cognitive psychologists combined the various
advances made in the first half of the twentieth century to identify and examine cogni-
tive functioning in a much more refined and convincing way. At last, it became possible
to look into the functioning of the mind on the basis of the performance of partici-
pants under highly controlled circumstances. In the next chapter we will see how this
research was supplemented by increasingly sophisticated techniques to directly look
at the brain during various tasks.
5.4 Focus on: Has behaviourism been replaced by cognitive psychology? 213
Interim summary
Specific features of cognitive psychology are:
● The acceptance of a separate level of mental representations, to which transformation
algorithms apply.
● Information processing on the mental representations captured by boxes-and-arrows
diagrams and computational models.
● Models designed to lead to predictions that can be verified in experiments making use of
performance measures.
5.4 Focus on: Has behaviourism been replaced by

cognitive psychology just like behaviourism defeated
structuralism and functionalism?
In many introductory books of psychology the history of psychology is summarised as
follows. When psychological research started, everyone used introspection to examine
consciousness. Gradually this research turned into a crisis because knowledge did
not advance adequately and the findings required ever more complicated theories to
explain them. Then came the ‘behaviourist revolution’ which slashed the importance
of introspection and consciousness and replaced them by experimentation and observ-
able behaviours. After a few decades this approach fell into a crisis as well, because
its theories grew more complicated without really explaining the essence of human
psychological functioning. At that moment, behaviourism was overthrown by cognitive
psychology in the ‘cognitive revolution’. Some authors even have exact dates for the
revolutions: 1913 for behaviourism and 1956 for cognitive psychology.
Continuity despite the ‘behaviourist revolution’
Seeing the introduction of behaviourism and cognitive psychology as scientific revolu-
tions helps us to understand why topics that were at the forefront of research at one
moment, no longer were a few years later, and why scientists often do not refer in a
positive way to research done in a certain epoch. However, like all approaches, this
view to some extent distorts reality. It maximises the differences that exist between
time periods and minimises the continuity that is present (Leahey, 1992). For instance,
with respect to the behaviourist revolution, it overlooks the experimental work done
since the time of Wundt and the advances in applied psychology (e.g. in intelligence
research and in the development of psychological therapies). It also ignores the fact
that behaviourism was never an all-dominating paradigm.
In Europe and Canada behaviourism did not have the same impact as in the USA.
One of the frontrunners of the ‘cognitive revolution’, George Miller, recounted a talk
he gave at the University of Cambridge in 1963 in which he ‘lambasted the hell out of
the behaviorists’ to a puzzled audience, because, as he was told after the talk, there
were only three behaviourists in the UK, none of whom was present (Baars, 1986: 212).
The absence of behaviourist thinking in the UK can easily be supported by the texts
published in the heyday of behaviourism. For instance, this is what the director of a
major British psychology institute, Kenneth Craik, wrote in 1943 about the function
of the mind:
If the organism carries a small-scale model of external reality and its own possible
actions within its head, it is able to try out various alternatives, conclude which is the
best of them, react to future situations before they arise, utilize the knowledge of past
events in dealing with the present and future, and in every way react to a much fuller,
safer and more competent manner to emergencies which face it.
(Craik, 1943; as cited in Mandler, 2007: 169)
Craik’s text clearly is a cognitive text, despite the fact that it was published more than
five years before the ‘seminal’ 1948 workshop described above. Many similar non-
behaviourist writings can be found in other parts of Europe and Canada, where the
texts of the Gestalt psychologists were read and commented. A case can even be made
that the escape of the Gestalt psychologists from Germany to the USA in the wake of
World War II was one of the factors contributing to the growth of cognitive psychology
in the USA (see Mandler (2007) for a discussion of this possibility).
Even in the USA in the heyday of behaviourism there were many examples of
research that did not fit well within the strong behaviourist claims. We already men-
tioned Tolman, who was very interested in the writings of the Gestalt psychologists
and went to study in Germany. Another example was J. Ridley Stroop, who in 1935
published his article on the Stroop effect, which has since become one of the main
techniques used in cognitive psychology. Similarly, there is little evidence for strong
behaviourist research traditions in developmental or social psychology. Here, behav-
iourists had an impact through their methodological innovations much more than by
their theoretical views.
Continuity despite the ‘cognitive revolution’
Very much the same story can be written about the cognitive revolution. In many
fields and universities it did not have to ‘replace’ behaviourism, as behaviourism
was not a dominant force there. At the same time, in the research traditions where
the behaviourist approach had proven fruitful, researchers felt little need to replace
their theories founded on observable behaviour by new ones built on hypothetical
cognitions. This was the case for the psychology of learning based on operant and
classical conditioning. Here many authors felt that cognitive theories risked throw-
ing the field back to the pre-Thorndike years of anthropomorphic interpretation.
According to them, behaviouristic methodology has strengths that must not be lost
in the ‘cognitive revolution’.
Chiesa (1994) lists the following elements radical behaviourism still has to offer to
psychology:
1. Cognitive psychology sees humans too much as ‘agents’ of the behaviour, rather
than as ‘hosts’. As a result, cognitive psychologists tend to overlook the fact that
much behaviour is the result of environmental factors. Cognitive psychologists
think too much in terms of causes and effects, whereas behaviourists see behaviour
as the tuning of an organism to correlations that are present in the environment.
The host/agent distinction is important: if the person is the agent of creation, then
the person must be assessed and investigated; if the person is treated as a host of the
combined factors of their experiences and circumstances, then it is their experiences
and circumstances that need to be investigated.
5.4 Focus on: Has behaviourism been replaced by cognitive psychology? 215
2. Radical behaviourism promotes an inductive scientific method, rather than a

hypothetico-deductive method. Cognitive theorists too rapidly postulate unobserva-
ble processes and representations, which bias their perception. They do not proceed
from careful observation to theory formulation, but have a tendency to postulate
wild guesses and see how these subsequently work out in falsification tests.
3. Radical behaviourism sees the environmental influences on behaviour as direct
and not mediated by invisible cognitive or physiological factors (which detract
the scientists’ attention from the real relationship). For example, in the Skinnerian
system a reflex is a description of the relationship between the stimulus and the
response.
4. Cognitive psychologists are too much interested in the average data of groups,
whereas radical behaviourism is interested in the behaviour of individuals, with
their unique history of interactions with their environment. Cognitive psycholo-
gists use statistical methods created for population-based research, which do not
apply to individuals. They rely on theories of group averages and normal distri-
butions. They do not pay attention to personal history, but take an ahistorical
position by focussing on general hypothetical structures within organisms that
deal with stable environments. In contrast, radical behaviourists take a biologi-
cal rather than statistical point of view. To a biologist, variation is not noise or
a deviation from an ideal. It is the raw material for natural selection and evolu-
tion. Ideas such as ‘average’ and ‘ideal’ do not factor in a Darwinian, biological
ideology.
What do you think?

What do you think of Chiesa’s recommendations? Do they strike you as reasonable
and does this mean that radical behaviourism tends to be depicted too negatively?
For the reasons just outlined, there are still psychological researchers who place
themselves firmly within the behaviourist tradition and who are convinced that the
negative way in which behaviourism is depicted in mainstream psychology is to the
detriment of psychological research rather than to its advancement. They point out,
for instance, that the description of Tolman’s research on the cognitive map is heavily
biased in textbooks and presented as definite evidence against Skinner’s views, whereas
in reality the true findings can be accounted for within the radical behaviourist frame-
work (e.g. Jensen, 2006).
Current research on structuralist and functionalist questions
We could go even further and ask ourselves whether the research favoured by struc-
turalists and functionalists really has been ‘defeated’ by behaviourism and cognitive
psychology. Are there no psychologists interested in consciousness and the usefulness
of introspection for its study any more? Are there no more psychologists interested
in evolutionary theory and the way in which human behaviour has been shaped by
survival advantages? As it happens, both traditions are still very active research topics.
Researchers are still tackling the questions of what consciousness is and what can be
concluded from introspection (e.g., Casali et al., 2013; Chalmers 2018; Eccles & Arsal
2017; Fox, Ericsson & Best 2011; Locke, 2009). There is even a journal entirely devoted
to these topics, the Journal of Consciousness Studies, addressing issues such as ‘How
does the mind relate to the brain?’, ‘Can computers ever be conscious?’ and ‘What do
we mean by subjectivity and the self?’. Similarly, the way in which evolution has shaped
human behaviour is a very active research theme again, as we will see in Chapter 13,
with its own name: ‘evolutionary psychology’ (Buss, 2019). Although none of these
researchers would call themselves structuralists or functionalists, they continue the
type of research that was central to these schools.
Conclusion
All in all, the above examples illustrate once more that although the idea of revolu-
tions, such as the behaviourist and cognitive revolution, is appealing and eye-opening,
it is good to keep in mind that this term belies the breadth of reality and that there
has been more continuity and knowledge accumulation in psychological research
than is suggested by words such as ‘revolution’ and ‘schools’. These words hide the
fact that scientific research can be done in different ways, which are not necessarily
incompatible but may reinforce and correct each other. For instance, we saw that radi-
cal behaviourism favours a strong inductive approach (from data to theory), whereas
cognitive psychology believes more in the hypothetico-deductive approach (the postu-
lation of hypotheses, which are tested empirically). This is one of the big conceptual
issues in psychological research, which will recur several times in later chapters, where
we will see that radical behaviourism is not the only approach questioning cognitive
psychology’s reliance on hypothesis testing.
Interim summary
● Behaviourism and cognitive psychology are often depicted as revolutions that radically
altered psychological research.
● This is only true to some extent, because neither behaviourism nor cognitive psychology
has been all-encompassing. This view also hides the fact that various approaches in
psychology are not entirely incompatible with each other and represent different ideas of
how scientific research should be done.
We relied heavily on the original resources that are freely contain a discussion about the rise of behaviourism in
available on the internet (in particular at psychclassics. addition to the start of cognitive psychology. Also worth-
yorku.ca and books.google.com). Two other very useful while reading is Green and Cautin (2017) who review the
sources are: Baars, B.J. (1986) The Cognitive Revolution history of the American Psychological Association up to
in Psychology (New York: Guilford Press) and Gardner, H. 2017. For the rest, all the history books recommended in
(1987) The Mind’s New Science: A History of the Cog- Chapter 4 contain chapters on behaviourism and cognitive
nitive Revolution (New York: Basic Books). These books psychology.
References 217
References
Baars, B.J. (1986) The Cognitive Revolution in Psychology. Galef, B.G. (1998) ‘Edward Thorndike: Revolutionary psy-
New York: Guilford Press. chologist, ambiguous biologist’, American Psychologist,
Benjafield, J.G. (2005) A History of Psychology. Oxford: 53: 1128–34.
Oxford University Press. Gardner, H. (1987) The Mind’s New Science: A History
Benjamin, L.T., Jr. (2000) ‘The psychology laboratory at of the Cognitive Revolution. New York: Basic Books.
the turn of the 20th century’. American Psychologist, Green, C.D. (2009) ‘Darwinian theory, functionalism, and
55: 318–21. the first American psychological revolution’. American
Blodgett, H.C. (1929) ‘The effect of the introduction of Psychologist, 64: 75–83.
reward upon the maze performance of rats’, University Green, C.D. & Cautin, R.L. (2017) ‘125 years of the
of California Publications in Psychology, 4: 113–34. American Psychological Association’. American Psy-
Bouton, M.E. (2007) Learning and Behavior: A Contem- chologist, 72: 722–36.
porary Synthesis. Sunderland, MA: Sinauer Associates. Hoffman, D.D., Singh, M. & Prakash, C. (2015) ‘The
Bridgman, P.W. (1927) The Logic of Modern Physics. Chi- interface theory of perception’. Psychonomic Bulletin
cago: University of Chicago Press. & Review, 22: 1480–1506.
Broadbent, D.E. (1958) Perception and Communication. Hughes, S., De Houwer, J. & Perugini, M. (2016) ‘The
Elmsford, NY: Pergamon Press. functional-cognitive framework for psychological
Buss, D.M. (2019) Evolutionary Psychology: The New Science research: Controversies and resolutions’, International
of the Mind (6th Edition). Harlow, UK: Pearson Education. Journal of Psychology, 51: 4–14.
Casali, A.G., Gosseries, O., Rosanova, M., Boly, M., Jahoda, G. (2007) A History of Social Psychology. Cam-
Sarasso, S., Casali, K.R., . . . & Massimini, M. (2013) bridge: Cambridge University Press.
‘A theoretically based index of consciousness independ- Jansz, J. & Van Drunen, P. (Eds.) (2004) A Social History
ent of sensory processing and behavior’. Science Trans- of Psychology. Oxford: Blackwell.
lational Medicine, 5: 198ra105. Jensen, R. (2006) ‘Behaviorism, latent learning, and cogni-
Chadwick, O. (1990) The Secularization of the European tive maps: Needed revisions in introductory psychology
Mind in the Nineteenth Century. Cambridge: Cam- textbooks’. Behavior Analyst, 29: 187–209.
bridge University Press. Leahey, T.H. (1992) ‘The mythical revolutions of American
Chalmers, D. J. (2018) ‘The meta-problem of conscious- psychology’. American Psychologist, 47: 308–18.
ness’. Journal of Consciousness Studies, 25: 6-61. Leahey, T.H. (2004) A History of Psychology (6th Edition).
Chiesa, M. (1994) Radical Behaviorism: The Philosophy Upper Saddle River, NJ: Pearson Prentice Hall.
and the Science. Sarasota, FL: Authors Cooperative, Locke, E.A. (2009) ‘It’s time we brought introspection out
Publishers. of the closet’. Perspectives on Psychological Science, 4:
Coon, D.J. (1992) ‘Testing the limits of sense and science: 24–5.
American experimental psychologists combat spiritual- Mackenzie, D.B. (1977) Behaviorism and the Limits of
ism 1880–1920’. American Psychologist, 47: 143–51. Scientific Method. London: Routledge & Kegan Paul.
Eccles, D.W. & Arsal, G. (2017) ‘The think aloud method: Malone, J.C. & Cruchon, N.M. (2001) ‘Radical behavior-
what is it and how do I use it?’ Qualitative Research in ism and the rest of psychology: A review/précis of Skin-
Sport, Exercise and Health, 9: 514–31. ner’s About Behaviorism’. Behavior and Philosophy, 29:
Dennis, P.M. (2011) ‘Press coverage of the new psychology 31–57.
by the New York Times during the progressive era’. His- Mandler, G. (2007) A History of Modern Experimental
tory of Psychology, 14: 113–36. Psychology. Cambridge, MA: MIT Press.
Fox, M.C., Ericsson, K.A. & Best, R. (2011) ‘Do proce- McCulloch, W.S. & Pitts, W.H. (1943) ‘A logical calculus
dures for verbal reporting of thinking have to be reac- of the ideas immanent in nervous activity’. Bulletin of
tive? A meta-analysis and recommendations for best Mathematical Biophysics, 5: 115–33.
reporting methods’, Psychological Bulletin, 137: 316–44. Miller, G.A. (1956) ‘The magical number seven, plus or
Fuchs, A.H. (2000) ‘Teaching the introductory course minus two’. Psychological Review, 63: 81–97.
in Psychology circa 1900’. American Psychologist, Miller, G.A. (2003) ‘The cognitive revolution: A historical
55: 492–5. perspective’. Trends in Cognitive Sciences, 7: 141–4.
Neisser, U. (1967) Cognitive Psychology. New York: Spurzheim, J.G. (1834) Phrenology of the Doctrine of
Appleton-Century-Crofts. the Mental Phenomenon (3rd edition). Boston: Marsh,
Pickren, W. & Rutherford, A. (2010) A History of Mod- Caper and Lyon.
ern Psychology in Context. Hoboken, NJ: John Wiley Stevens, S.S. (1935) ‘The operational definition of psycho-
& Sons. logical concepts’. Psychological Review, 42: 517–27.
Richards, G. (1996) Putting Psychology in its Place: An Stroop, J.R. (1935) ‘Studies of interference in serial ver-
Introduction from a Critical Historical Perspective. Lon- bal reactions’. Journal of Experimental Psychology, 18:
don: Routledge. 643–62 (reprinted 1992 in Journal of Experimental Psy-
Robinson, D.K. (2001) ‘Reaction-time experiments chology: General, 121: 15–23).
in Wundt’s Institute and beyond’. In R.W. Rieber & Thorndike, E.L. (1911) Animal Intelligence. New York:
D.K. Robinson (Eds.), Wilhelm Wundt in History: The Macmillan.
Making of a Scientific Psychology, pp. 161–204. New Tolman, E.C. (1948) ‘Cognitive maps in rats and men’.
York: Kluwer/Plenum. Psychological Review, 55: 189–209 (available at
Schimit, D. (2005) ‘Re-visioning antebellum American psy- psychclassics.yorku.ca).
chology: The dissemination of mesmerism, 1836–1854’. Watson, J.B. (1907). ‘Studying the mind of animals’.
History of Psychology, 8: 403–34. The World Today, 12: 421–6 (available at psychclassics.
Skinner, B.F. (1974) About Behaviorism. New York: Knopf. yorku.ca).
Sokal, M.M. (2006) ‘The origins of the new psychology Watson, J.B. (1913) ‘Psychology as the behaviorist views
in the United States’, Physis: Rivista Internazionale di it’. Psychological Review, 20: 158–77 (available at psych-
Storia della Scienza, 43: 273–300. classics.yorku.ca).
Sperling, G. (1960) ‘The information available in brief Watson, J.B. & Rayner, R. (1920) ‘Conditioned emotional
visual presentations’. Psychological Monographs, reactions’. Journal of Experimental Psychology, 3: 1–14
74: 1–29. (available at psychclassics.yorku.ca).
6 The input from brain research
6.1 Ideas in Ancient Egypt and Ancient Greece

Beliefs of the Ancient Egyptians
The roles of the heart and the brain in Ancient Greece
6.2 Further insights into the anatomy and functioning of the nervous system in the
Renaissance and the seventeenth and eighteenth centuries
Developments in the Renaissance
Developments in the seventeenth and eighteenth centuries
6.3 The breakthroughs of the nineteenth century
The discovery of the cerebrospinal axis
Growing focus on reflexes
Localisation of brain functions
The discovery of the nerve cell
Disentangling communication in the nervous system
6.4 The emergence of neuropsychology in the twentieth century
Localisation studies in the World Wars
The start of neuropsychology
A change of focus: cognitive neuropsychology
6.5 Brain imaging and the turn to neuroscience
Measuring electrical signals from groups of cells
Measuring blood flow in the brain
Measuring effects of ‘virtual lesions’
The birth of cognitive neuroscience
6.6 Focus on: Can delusions be investigated with the cognitive neuropsychological
approach?
Cognitive neuropsychiatry as a new research area
220 Chapter 6 The input from brain research

● What was assumed in Ancient Egypt about the function of the brain?
● What were the main beliefs about brain functioning in Ancient Greece?
● Why is the nineteenth century a critical century in neuroscience?
● Which developments in neuropsychology and neuroscience took place in the twentieth century?
● Which methods to study the brain were developed in the twentieth century?

● How could Aristotle be so wrong about the seat of the soul?
● Why were the ventricles thought to be so important for communication between the soul and
the body?
● Why were psychologists attracted to the notion of the reflex arc to explain brain functioning?
● Why was it necessary to have good staining techniques before the organisation of brain tissue
could be understood?
● Why were the World Wars important for the development of brain research?
● What does knowledge about the localisation of brain functions tell us about the nature of the
functions?
● What are the commonalities and differences between cognitive neuropsychology, cognitive
neuroscience and cognitive neuropsychiatry?
Introduction
A 25-year-old male presented himself to the Psychiatry Outpatients Department

with symptoms of restlessness, irritability and episodic anger outburst, delusions
of reference and persecution, auditory and visual hallucinations (hearing divine
voices and seeing snakes/fires, etc.) and disturbed sleep for a period of about one
year. On exploration, it became clear that he had a history of severe headache
off and on, for which he was treated at his local hospital with analgesics . . .
X-rays of the right upper limb showed multiple calcified spots. A CT scan
revealed multiple calcified brain lesions with surrounding oedema . . . Histo-
pathological examination confirmed the diagnosis of cysticercosis. Cysticercosis
is a condition that has been known about since the Hippocratic era and is the
commonest infection of the human central nervous system. It is an infection
brought about by the larvea of T. solium, the pork tape worm. The tape worms
are acquired by ingesting undercooked pork containing cysticerci. . . . The
ingested tape worm eggs, activated by gastric and duodenal secretions, develop
into invasive larvae in the small intestines. They then migrate across the intestinal
wall and are carried by the bloodstream to the sites where they settle and mature
into cysticerci. The process can take place anywhere in the body but it is more
prevalent in the subcutaneous tissue, muscle and the central nervous system.
This process takes approximately two months. Epilepsy is the most common
presentation of neurocysticercosis (cysticercosis in the brain); psychosis may be
seen in up to 5 per cent of patients affected.
(based on Mahajan et al., 2004)
In Chapters 1–5 we discussed the start of psychology as a scientific discipline. In par-

ticular we considered the contributions of philosophy and the general turn of society
towards science. At the same time, there was another stream of input, consisting of
the growing insights into the workings of the brain and its consequences for mental
life. This is the topic of the present chapter (as illustrated by the case study opening
this chapter).
The chapter consists of six sections. First, we discuss the views about the seat of
the soul and the role of the brain in Ancient Egypt and Greece. Next, we review the
few developments that were made before the nineteenth century. In section 6.3 we talk
about five discoveries in the nineteenth century that are generally seen as the major
breakthroughs towards the current understanding of the brain. Sections 6.4 and 6.5
deal with developments in twentieth-century psychology, in particular the appearance
of (cognitive) neuropsychology and cognitive neuroscience. As usual, we end with a
‘Focus on’ section, this time on cognitive neuropsychiatry.
What do you think?

Do you know someone who had a brain examination or took part in a brain study?
What was the reason? What was the outcome? What did the study comprise?
6.1 Ideas in Ancient Egypt and Ancient Greece

Beliefs of the Ancient Egyptians
The Edwin Smith papyrus
In 1862 an American collector, Edwin Smith, bought a papyrus scroll in the Egyptian
city of Luxor (Figure 6.1). Over half a century later, it would be deciphered by the
Egyptologist James Breasted (1930). What was recorded on the manuscript perplexed
the medical world (Changeux, 1997; Gross, 1998). In the text, written around 1700
BCE but probably a copy of an older papyrus from 3000 BCE, a series of 48 cases
were described dealing with the consequences of head and neck injuries. Each case
included a title, details of the examination, a diagnosis and an indication of the
treatment. The diagnosis consisted of one of three conclusions: ‘this is an ailment
that I will treat’, ‘this is an ailment that I will try to treat’ or ‘this is an ailment that
I will not treat’.
Figure 6.1 A case from the Edwin Smith Surgical Papyrus.

Source: History and Art Collection/Alamy Stock Photo.
The following is what the papyrus said about Case 6:

Title: Instructions concerning a gaping wound in his head, penetrating to the bone,
smashing his skull, (and) rending open the brain of his skull.
Examination: If thou examinest a man having a gaping wound in his head, penetrating
to the bone, smashing his skull, (and) rending open the brain of his skull, thou shouldst
palpate his wound. Shouldst thou find that smash which is in his skull [like] those
corrugations which form in molten copper, (and) something therein throbbing (and)
fluttering under thy fingers, like the weak place of an infant’s crown before it becomes
whole – when it has happened there is no throbbing (and) fluttering under thy fingers
until the brain of his (the patient’s) skull is rent open – (and) he discharges blood from
both his nostrils, (and) he suffers with stiffness in his neck . . .
Diagnosis: [Thou shouldst say concerning him]: ‘An ailment not to be treated.’
Treatment: Thou shouldst anoint that wound with grease. Thou shalt not bind it; thou
shalt not apply two strips upon it: until thou knowest that he has reached a decisive point.
(Breasted (1930) retrieved from http://www.neurosurgery.org/
cybermuseum/pre20th/epapyrus.html)
This case includes the first known description of the brain’s exterior. In Case 8 we
read about a smash in the skull, that was accompanied by a deviation of the eyes and
the fact that the patient ‘shuffled’ while walking. The latter bewildered the author,
because he repeated four times that this happened, despite the fact that ‘the wound
was in the skull’. He could not understand why a wound to the head could affect the
functioning of the legs.
Edwin Smith papyrus The Edwin Smith papyrus, as the manuscript became known, illustrates how physi-
papyrus from Ancient cians treating wounded soldiers quite early became convinced of the importance of
Egypt that contains
the head (brain) in controlling behaviour.
short descriptions of the
symptoms and treatment
of different forms of brain
Beliefs in the wider society
injury; named after the The existence of the Edwin Smith papyrus did not imply that the knowledge contained
person who bought the in it was widespread. As a matter of fact, in Ancient Egypt most scholars were con-
papyrus in Egypt and had
it analysed
vinced that the heart was the seat of the soul. This can easily be concluded from the
finding that many efforts were made to conserve the heart (and other internal organs)
at mummification, whereas the brain was picked out through the nostrils by means
of hooks. As Gross (1998: 7) concluded: ‘Dead Pharaohs were prepared for their next
life with everything but a brain.’
What do you think?

Is the communication between medical/psychological practitioners and lecturers
nowadays better than it was in Ancient Egypt? Or is it still possible that lecturers
teach knowledge to students which practitioners know is wrong? How much
experience do your lecturers and textbook writers have with real cases?
The roles of the heart and the brain in Ancient Greece

Plato
The discussion over whether the soul was in the heart or in the brain continued in
Ancient Greece. Hippocrates placed the soul in the brain, as did Plato, although the
latter also saw a function for the heart. According to Plato, the soul was divided into
three parts. The highest part, responsible for reasoning, was situated in the brain. It
came directly from the soul of the universe, was immortal, separated from the body,
and it controlled the body. The second part of the soul dealt with sensation, was mor-
tal and situated in the heart. To avoid it polluting the divine soul, a neck separated the
two. Finally, the lower part of the soul dealt with appetite and was placed in the liver,
far away from the other two.
Aristotle
In contrast, Aristotle was convinced that the heart was the seat of the soul. He gave a
series of arguments for this conclusion, summarised in Table 6.1. The function of the
brain in Aristotle’s view was to counterbalance the heat of the heart. The heart and
the brain formed a functional unit in which the brain, which was cold, tempered the
heat and seething of the heart. The human brain relative to the body was larger than
that of other animals because man’s heart was hotter and richer and needed a stronger
counterbalance for good performance.
Galen
According to Gross (1998), Aristotle’s views would have been different if he had
been interested in medicine and in particular in the study of the effects of brain
damage, which is the reason why many physicians did not follow him on this par-
ticular topic. A decisive moment in demonstrating the importance of the brain for
Table 6.1 Aristotle’s arguments for the heart as the centre of sensation and movement
Heart Brain
1. Affected by emotion. 1. Not affected.
2. All animals have a heart. 2. Only vertebrates and cephalopods have
one, and yet other animals have
sensations.
3. Source of blood which is necessary for 3. Bloodless and therefore without sensation.
sensation.
4. Warm, characteristic of higher life. 4. Cold.
5. Connected with all the sense organs and 5. Not connected with the sense organs or the
muscles, via the blood vessels. connection is irrelevant.
6. Essential for life. 6. Not so.
7. Formed first, and last to stop working. 7. Formed second.
8. Sensitive. 8. Insensitive: if the brain of a living animal is
laid bare, it may be cut without any signs of
pain.
9. In a central location, appropriate for its 9. Not so.
central role.
Source: Gross (1998) Brain, Vision, Memory: Tales in the History of Neuroscience. Table from p. 21. Copyright © Massachusetts
Institute of Technology, by permission of the MIT Press.
sensation and movement control came when Galen (c. 130–c. 200 CE), six centuries
after Aristotle, started to experiment on animals. In one of his experiments Galen
found that a pig stopped squealing, but kept breathing, immediately after he severed
nerves in the throat, thus demonstrating that the voice came from the brain and not
from the heart. This finding was subsequently repeated in several more experiments
of a similar nature. Galen also dissected brains and published drawings of them.
For a long time, researchers were puzzled about the poor quality of these drawings,
until it was realised that they were based on ox brains, which Galen resized to fit
into a human skull.
Another problem Galen had to solve was how the brain communicated with the
rest of the body. The heart was connected to all parts of the body through the blood
in the veins, but how did the brain communicate? It was known that white cables –
animal spirits nerves – connected the brain with the body, but there did not seem to be any liquid
spirits that were thought flowing through them.
by Galen to travel over It is important to understand that Galen, in line with thinkers before him, did not
the nerves between the think the brain itself was important for reason or emotion but for the soul residing
ventricles in the brain and inside the brain. The soul lived in the solid parts and produced and stored animal
the body
spirits in the apertures in the middle of the brain, called the ventricles. By means of
ventricles these spirits the soul communicated with the rest of the body. The spirits travelled
apertures in the middle between the soul and the organs via the nerves, which were assumed to be hollow
of the brain, which for a tubes. Because of the higher importance attached to the ventricles, they were depicted
long time were thought
with much more accuracy and detail in Galen’s plates than the brain itself. The con-
to contain perceptions,
memories and thoughts; volutions on the surface of the brain were drawn like intestines rather than the way
seat of the animal spirits they really looked.
What do you think?

Why would someone like Galen assume that the brains of humans look the same
as those of cows? Have a look at the pictures: what differences do you see? (left:
human brain; right: brain of a cow.)
Source: Domenico Tondini/Alamy Stock Photo.
Interim summary
● The Edwin Smith papyrus illustrates that practising physicians rapidly made a link
between injuries to the brain and mental and behavioural consequences.
● In the Ancient Egyptian and Greek societies at large, however, the link between the heart and
intelligence was stronger (e.g. mummification, Aristotle; but see Hippocrates and Plato).
● Galen’s experiments clearly established the primacy of the brain and the nerves, rather
than the heart and the veins, for the control of movement (e.g. in the squealing of pigs).
● Galen thought that the soul was located in the solid parts of the brain and commanded animal
spirits in the ventricles, which travelled through the nerves to the body parts to be influenced.
KEY FIGURE Galen

● Greek physician (c. 130–c. 200 CE) working in Rome after 162 (Latin name: Galenus).
● Previously worked for 3–4 years as a physician in a gladiator school, where he gained much experience with
treating injuries, which he called ‘windows into the body’.
● Performed operations on humans and animals; also did vivisections on the latter to study the functions of
various body parts.
● Established the primacy of the brain for sensation and movement. Located the
soul in the solid parts of the brain and animal spirits in the ventricles. The animal
spirits travelled to the body via the nerves.
● Wrote extensively, so that he is a link with the medical knowledge of Ancient
Greece.
● Works translated in Arabic in the ninth century and in Latin in the sixteenth
century (by Vesalius). Legacy continued until the eighteenth/nineteenth
centuries.
6.2 Further insights into the anatomy and functioning

of the nervous system in the Renaissance and the
seventeenth and eighteenth centuries
Research about the brain came to a complete standstill in the Middle Ages and only
really took off again in the nineteenth century. Below we discuss the few developments
that happened in the era in between.
Developments in the Renaissance

The continuing primacy of the ventricles
Galen’s views remained the norm until well into the eighteenth century. When Andreas
Vesalius (1514–1564) resumed dissections and extended them to humans, he persisted
in Galen’s preoccupation with the correct drawing of the ventricles and did not care
much about the convolutions of the brain, which he carried on depicting as intestines
(Figure 6.2).
Differentiation between the ventricles
Vesalius further established for certain that there were three ventricles (this was not
clear from Galen’s writings, probably because there is a difference in this respect
between the ox brain and the human brain). Gradually, the function of the three ven-
tricles became differentiated. The front ventricle was assumed to receive information
from the senses and, therefore, was called the common sense. It also included fantasy
and imagination. The second ventricle, in the middle of the head, comprised thought
and judgement. Finally the third ventricle, at the back of the head, contained memory.
This can clearly be seen in the pictures shown in Figure 6.3, respectively from the Ger-
man prior Gregor Reisch (1467–1525) and the Italian polymath Leonardo da Vinci
(1452–1519).
What do you think?

Do you see the correspondence between the ideas about the roles of the
ventricles and the saying ‘to have something at the back of the mind’?
6.2 Further insights into the anatomy and functioning of the nervous system in the Renaissance 227
Figure 6.2 Dissections of the brain by Vesalius in 1543.

Notice how the ventricles receive more attention and detail than the brain. In many drawings the convolutions on the outside
of the brain were drawn like intestines rather than the way the brain really looks (right panel, also from Vesalius). This bias
is in line with the conviction that the ventricles contained the animal spirits.
(a) (b)
Figure 6.3 The three ventricles of the brain as depicted by (a) Gregor Reisch in 1503 and (b) Leonardo da Vinci
around 1490.
Source: (a) Granger Historical Picture Archive/Alamy Stock Photo; (b) Fratelli Alinari IDEA S.p.A./Corbis Historical/Getty Images.
Speech problems can be caused by brain injury

With the rediscovery of Galen’s texts, researchers also regained interest in the relation-
ship between brain injuries and behaviour. A particularly influential publication was
the book Observationes Medicae de Capite Humano (Medical Observations on the
Human Head), published in 1585 by the German physician Johann Schenk von Grafen-
berg. In this book, von Grafenberg reported clinical observations of brain injuries
ranging from the ancient writings to new cases from contemporaries. On the basis of
these studies Schenk von Grafenberg concluded, among other things, that after brain
damage patients sometimes could no longer speak even though their tongue was not
paralysed. Rather, what seemed to happen was that the memory of words had disap-
peared or at least could no longer be accessed.
Developments in the seventeenth and eighteenth centuries

The brain instead of the ventricles
Gradually the investigators turned their focus to the solid parts of the brain rather
than the ventricles. In the seventeenth century they started to pay attention to the
difference between the outer layer of the cerebral hemispheres (the parts of the brain
with the convolutions), which looked greyish, and the layer underneath, which had a
white appearance. The former became known as the rind or the cortex; the latter as
the white matter. One of the first researchers to implicate the grey part of the brain
in the functions of memory and will was the British anatomist Thomas Willis, who
published an influential book Cerebri Anatome in 1664. At the same time, an increas-
ing number of scholars started to doubt the existence of spirits in the nerves. Instead,
they hypothesised that fluids flowed in them.
What do you think?

The influence of the new ideas about the functioning of the brain on the general
culture can also be traced in the language. Ever heard of ‘the grey cells’?
A problem with the new view, however, was that the brain seemed to be numb.
How then could it be involved in sensation and movement? If you exposed the
grey matter and touched it, the animal did not seem to be disturbed. However, if
you touched the white matter or went into the ventricles, the animal screamed,
sometimes showed involuntary movements, and often died. This point against
the involvement of the grey matter was strongly made, for instance, by the influ-
ential German/Swiss anatomist Albrecht von Haller in a series of book volumes
around 1750.
Increased interest in reflexes

A topic that also started to gain momentum in the seventeenth–eighteenth centuries
was the insight that some behaviours were elicited automatically, without voluntary
intervention. When you step on something sharp, you at once withdraw your foot.
Galen had already noticed that sometimes animals performed involuntary acts, which
6.2 Further insights into the anatomy and functioning of the nervous system in the Renaissance 229
Figure 6.4 Drawing from Descartes illustrating the withdrawal reflex when a foot risks
being burnt by the fire.
Notice that there is only one nerve tract, carrying the sensory signal to the brain and bringing the
motor command back.
Source: World History Archive/Alamy Stock Photo.
he ascribed to ‘sympathy’ between the various body parts, so that one could respond
sympathetically to another’s distress. This view still has an impact on our language,
because a part of the autonomic (vegetative) nervous system became known as the
sympathetic nervous system.
René Descartes was interested in reflexive movements as well, because they fitted
within his mechanistic view of the body (Chapter 2). He discussed the idea in 1633
(Figure 6.4) and argued that a reflex consisted of a sensory impression which rushed to
the brain and subsequently was reflected back (as in a mirror) into a motor command
to bring about the required action. The event occurred unconsciously, independently
of the will.
In 1784 the Czech physiologist Jiří Procháska published a book in which he argued
that reflexes were not controlled by the brain but involved the spinal cord and the
structures just above it. As we will see below, this was the start of one of the great
breakthroughs of the nineteenth century.
A proposed treatment for brain injury
It is important to remember that the greater insights into the workings of the nervous
system for a long time did not lead to improvements in the treatment of brain injuries,
as is exemplified by the following remedy recommended in the seventeenth century to
the Archduchess of Austria, who suffered from an apoplexy (stroke):
A most secret and certain remedy against the apoplexy is to take a lion’s dung, pow-
dered, two parts, pour spirit of wine till it be covered three fingers breath, let them stand
in a vial stopped three days. Strain it and keep it for use. Then take a crow, not quite
pinfeathered, and a young turtle, burn them apart in an oven, powder them, pour on the
above said spirit of wine, let them stand in infusion for three days. Then take berries of
a linden tree, an ounce and a half. Let them be steeped in the aforesaid spirit, then add
as much of the best wine and six ounces of sugar candy, boil them in a pot till the sugar
be melted. Put it up. Let the patient take a spoonful of it in wine, often in a day, for a
whole month. In the paroxysm give a spoonful with Aqua Tiliae, and with the same
water, rub the forehead, neck, temples and nostrils.
(Bonnet, 1684; as cited in Prins & Bastiaanse, 2006: 772)
What do you think?

An element often present in folk medicine (i.e. remedies for maladies
proposed by people who do not systematically examine the effectiveness of
the recommended treatments) is the use of revolting substances, as if the ‘evil’
should be repelled from the body. Can you see how this applies to the treatment
presented here? What other elements do you typically find in folk remedies?
Interim summary
Advances in the understanding of the brain in the Renaissance and the seventeenth and eight-
eenth centuries:
● In the Renaissance, Vesalius and peers followed Galen’s belief that the soul was located
in the solid parts of the brain and commanded animal spirits that resided in the
ventricles and travelled through the nerves to the other body parts.
● There was also a renewed interest in the behavioural consequences of brain injury.
● In the seventeenth–eighteenth centuries there was a gradually increasing focus on
the brain itself. A distinction was made between the grey and the white matter in the
cerebral hemispheres.
● There was also growing interest in the reflex, as a type of response that seemed to escape
voluntary control.
● The new insights did not (yet) lead to improved treatment.
6.3 The breakthroughs of the nineteenth century

A series of five breakthroughs in the nineteenth century irrevocably altered the model
of brain functioning and made modern neurophysiology possible (Clarke & Jacyna,
1987). They were:
1. the discovery of the cerebrospinal axis
2. the growing impact of the reflex
3. the localisation of brain functions

4. the discovery of the nerve cell
5. the disentangling of the communication between neurons.
Below, we discuss the findings one by one. While you read them, keep in mind that their
timelines largely overlap and that the discoveries occurred shortly before (and sometimes
after) psychology was founded as an independent discipline. Think of the ways in which
these developments increased the likelihood of the scientific study of the human mind.
The discovery of the cerebrospinal axis

The body remains functioning when the cerebral hemispheres are disconnected
The first breakthrough in the nineteenth century was the discovery of the role of the
cerebrospinal axis in the regulation of physical functions. The received wisdom since
Galen was that only the brain was the origin of nerve signals. The spinal cord, in line
with the nerves, was seen as a transmission channel of the spirits or – later – the brain
fluid. This view started to be questioned when researchers began to realise that a body
remained functioning in a vegetative state when the cerebral hemispheres were taken
away or disconnected from the structures at the top end of the spinal cord (nowadays
called the subcortical structures). So, there were many bodily functions that did not
seem to require the cerebral hemispheres. In addition, the work of Procháska (see
above) strongly pointed towards the possibility that reflexes were mediated by the
spinal cord and not by the cerebral hemispheres.
Clarke and Jacyna (1987: 30–1) summarised the outcome of this change of view
as follows:
Ideas of the structure of the cerebrospinal axis underwent a revolution between 1800
and 1840. Quite literally, an inversion of previous modes of conceiving the axis took
place: instead of proceeding from above downwards and seeing the spinal cord as a
process of the brain, anatomists began to go from below upwards and to describe the
brain as the culmination of the spinal cord.
The new view of the precedence of the spinal cord and the subcortical structures in
the control of physical functions agreed with the finding that some animal species had
a spinal cord but no brain, whereas the reverse was never observed. It looked as if the
spinal cord had evolutionary precedence over the brain and that the brain had grown
increasingly larger in mammals (with humans as the apex).
What do you think?

Ideas about the evolutionary precedence of the spinal cord over the brain only
made sense after the publication of the Origin of Species. Can you explain why?
Growing focus on reflexes

The reflex arc
Researchers also started to pay more attention to the nature and function of reflexes
in brain functioning. An important figure in this respect was the British physician
reflex arc and physiologist Marshall Hall (1790–1857). He introduced the notion of the reflex
notion introduced in the arc to refer to the mechanisms involved in involuntary movements elicited by sensory
nineteenth century to
stimuli (Figure 6.5). Hall profited from the discovery made shortly before that there
describe the processes
underlying a reflex: exist two different types of nerves: one set that carries information from the senses
a signal is picked up to the spinal cord and the brain (afferent nerves), and another set that carries motor
by sensory receptors, information from the brain and the spinal cord to the muscles (efferent nerves). Previ-
transmitted to the spinal
cord through an afferent
ously it had been thought that the nerves worked in both directions (see Descartes’
nerve, transferred to drawing in Figure 6.4).
interneurons, which Hall further extended the reflex concept from a simple physiological phenomenon
activate motor neurons to a biological principle that formed one of the pillars of nervous activity. He insisted
that send a motor
command over an efferent
that all muscular function other than that owing to volition, respiration, cardiac activ-
nerve to initiate the ity and irritability depended on reflexes controlled by the spinal cord. In the first
withdrawal movement decades of the twentieth century the British physiologist Charles Scott Sherrington
would describe the precise mechanisms of the spinal reflex, for which he was awarded
the Nobel Prize for Medicine in 1932.
Nerve cord
S.C.
S.F
SY1 A.C.
SY2
M.F
MU
M.C.
DIAGRAM OF A SIMPLE REFLEX ARC IN A BACKBONELESS ANIMAL LIKE AN EARTHWORM

1. A sensory nerve-cell (S.C.) on the surface receives a stimulus.
2. The stimulus travels along the sensatory nerve-fibre (S.F.)
3. The sensory nerve-fibre branches in the nerve-cord.
4. Its branches come into close contact (SY1) with those of an associative or communicating
nerve-cell (A.C.)
5. Other branches of the associative cell come into close contact (SY2) with the branches or
dendrites of a motor nerve-cell (M.C.).
6. An impulse or command travels along the motor nerve-fibre or axis cylinder of the motor
nerve-cell.
7. The motor nerve-fibre ends on a muscle-fibre (M.F.) near the surface. This moves and the reflex
action is complete.
Figure 6.5 Diagram of a reflex arc as seen in the early twentieth century.
Signals are picked up by a sensory nerve-cell, travel along a ‘sensatory’ nerve-fibre to the nerve
cord (or spinal cord). There the signal is transmitted to a communicating nerve-cell, from which
it activates a motor nerve-cell. Next, it travels over the motor nerve-fibre to the muscle, and
finally initiates the reflex reaction. Notice that the distinction between the afferent sensory
nerve-fibre and the efferent motor nerve-fibre was not known until the early 1800s. Before,
scientists thought there was only one fibre in which the signals travelled back and forth (see
Figure 6.4).
Source: Thomson (1922).
The reflex arc as the basis of mental functioning

Some time later, researchers extended Hall’s reflex arc from the spinal cord to the
complete brain. For them, the reflex was no longer one mode of action in the nervous
system among others, but the basal unit from which the remaining nervous functions
evolved. One of the scholars who took this view was the Russian physiologist Ivan
Sechenov. In 1863, he published a theoretical treatise under the title Reflexes of the
Brain, in which he claimed that all higher functions of the brain were of a reflex nature.
Sechenov’s treatise was important because it influenced Pavlov, who was a student of
his. As we saw in Chapter 5, Pavlov was studying the reflex mechanisms in the digestive
system, when he noticed that the dogs started to secrete digestive fluids before food
arrived in their mouth. This was the start of research on classical conditioning, which
Pavlov saw as a psychic reflex.
The idea of the reflex arc as the basis of psychological functioning also reached the
first psychologists in the United States. For instance, in the Principles (1890, Vol. 1,
Chapter 3) William James asked the following question:
The conception of reflex action is surely one of the best conquests of physiological
theory; why not be radical with it? Why not say that just as the spinal cord is a machine
with few reflexes, so the hemispheres are a machine with many, and that that is all the
difference? The principle of continuity would press us to accept this view.
(James, 1890, Vol. 1: 129)
James himself did not go as far as to accept that all thoughts consisted of reflexes, because
in his view this would be incompatible with the existence of human consciousness and
free will (see Chapter 7), but the excerpt clearly shows that from the very beginning of
American psychology the reflex arc was considered as a model of brain functioning.
A similar ambivalence towards the reflex arc is apparent in John Dewey’s 1896 article
‘The reflex arc concept in psychology’ published in the Psychological Review. In this
article Dewey criticised the reflex concept as too elementaristic and mechanistic, but
he proposed a version that remained quite close to the original (in Dewey’s version
the stimulus and the response mutually influenced each other). As we saw in Chap-
ter 5, none of James’s or Dewey’s hesitations were shared by Watson when he intro-
duced behaviourism as the science of the S-R reflex arc, or by Skinner in his radical
behaviourism.
brain equipotentiality
theory Localisation of brain functions
theory saying that all
parts of the brain have The brain equipotentiality theory
equal significance and Another major discussion taking place in the nineteenth century was whether differ-
are involved in each task;
first thought to apply to ent psychological functions were localised in different parts of the brain or whether
the complete brain; since the whole brain was involved in all of them. Before, it had been widely assumed that
the nineteenth century the brain was a single organ, without further subdivisions (although a few scattered
limited to the cerebral
reports can be found of physicians who noticed that certain symptoms were more
hemispheres
likely after some brain injuries than after others).
localisation theory The view that the brain functions as a whole with all parts having an equal sig-
theory saying that brain nificance is known as the brain equipotentiality theory. A series of findings in the
processes are localised,
meaning that only part
nineteenth century convinced an increasing number of investigators that this theory
of the brain underlies a was wrong and had to be replaced by the localisation theory, which states that mental
particular mental function functions are localised in specific parts of the brain. Proponents of the localisation
theory were hampered because their opponents constantly associated them with the
phrenologists Franz Joseph Gall (1758–1828) and Johann Spurzheim (1776–1832; see
Chapter 5). In this section, we review some of the early evidence for brain localisation;
later we will describe more recent evidence on the basis of brain imaging techniques.
Language production is controlled by the front parts of the brain
In 1825 the French professor of clinical medicine and a student of Gall, Jean-Baptiste
Bouillaud, presented evidence which according to him proved that speech was con-
trolled by the left and right frontal parts of the brain (Figure 6.6). In a paper read to his
colleagues he reviewed the data from 14 autopsies. Eight patients with speech problems
all had lesions in the frontal lobes of the brain, whereas these lobes appeared to be
intact in the six other patients without speech disorder. In 1848, he presented a large
number of new cases to support his theory.
Bouillaud’s message was strongly opposed by his fellow countryman, Marie Jean
Pierre Flourens, who was one of the great brain physiologists of his time. On the
basis of ablation and stimulation studies, Flourens agreed that the big structures of
the nervous system had divergent functions. For instance, he concluded that the spinal
cord was vital for the conduction of brain signals, that the cerebellum was involved
in movement, and that a structure above the spinal cord – the medulla – was vital
for vegetative functioning (when this structure was severed, the animal died at once).
Finally, he argued that perception, memory and will were controlled by the cerebral
hemispheres. Importantly, however, he strongly defended the equipotentiality of the
cerebral hemispheres. These consisted of a single organ. If a small part of them was
removed, there was no isolated function lost (as long as the lesion was not too large,
so that the remaining tissue could take over).
Figure 6.6 The frontal lobes.

This picture shows the frontal lobe of the left brain half. The right hemisphere also has a frontal
lobe. In 1825 Bouillaud claimed that speech production was controlled by the two frontal lobes,
because patients with speech problems all had an injury here, whereas people without speech
problems had injuries in other parts of the brain.
Source: Anatomical Design/Shutterstock.
A similar stance about the equipotentiality of the cerebral hemispheres was taken
by the German physiologist, Johannes Peter Müller, who wrote that:
the mind is a substance independent of the brain and hence . . . a change in the struc-
ture of the brain cannot produce a change in the mental principle itself, but can only
modify its actions . . . The loss of portions of the cerebral substance . . . cannot deprive
the mind of certain masses of ideas, but diminishes the brightness and clearness of
conceptions generally.
(Müller, 1838; as cited in Tizard, 1959: 134)
CASE STUDY: Broca’s and Wernicke’s aphasias

Samples of speech in aphasic patients asked to describe the Cookie Theft Picture
Source: The assessment of aphasia and related disorders, Lea and Febiger (Goodglass, H. and Kaplan, E.
1983), from Boston Diagnostic Aphasia Examination, 3rd Edition (BDAE-3) with Kaplan, E. and Barresi, B.,
2001, Austin, TX: Copyright 2001 by PRO-ED, Inc. Reprinted with permission.
Patient with Broca’s aphasia

‘Well . . . see . . . girl eating no . . . cookie . . . no . . . ah . . . school no . . . stool . . . ah . . . tip over . . . and ah . . .
cookie jar . . . ah . . . lid . . . no . . . see . . . water all over . . . spilled over . . . yuck . . . Mother . . . daydreaming.’
Patient with Wernicke’s aphasia
‘Well this . . . mother is away here working her work out o’here to get her better, but when she’s looking, the
two boys looking in the other part. One their small tile into her time here. She’s working another time because
she is getting, too.’
Source: Goodglass (1983) and Helm-Estabrooks et al. (1981: 425); as cited in Andrewes (2002: 310).
Language production is controlled by the left frontal lobe

In April 1861, Paul Broca, professor of pathology in Paris, repeated and extended
Bouillaud’s work and presented evidence to the Société d’Anthropologie that speech
production was controlled by the frontal lobes. A patient with a long-standing, severe
Figure 6.7 Broca’s area.

Damage to the coloured part of the brain often leads to speech problems. This part is called Broca’s
area, after the man who first described it. In most people, it is situated in the left hemisphere. For
some people, it is situated in the right hemisphere (in about 5% of right-handers and about 25%
of left-handers).
Source: MARIE SCHMITT/BSIP/BSIP SA/Alamy Stock Photo.
speech problem had just died. The autopsy showed widespread damage to his left
frontal lobe. In subsequent years, Broca provided more cases showing the importance
of the frontal lobes for language production. In 1865, he went further and claimed
that only a region in the frontal lobe of the left hemisphere was involved. This region
has since been called Broca’s area (Figure 6.7).
Language understanding and the posterior part of the brain
Stimulated by Broca’s findings, the German-Polish physician Karl Wernicke in 1874
presented evidence that language problems could also occur after damage to the rear
part of the left hemisphere (Figure 6.8). These problems, however, had nothing to do
Figure 6.8 Wernicke’s area.

Damage to the coloured part of the brain leads to problems with speech understanding. This part
is called Wernicke’s area, after the man who first described it. It mostly is in the left hemisphere,
but can occasionally be in the right hemisphere.
Source: MARIE SCHMITT/BSIP/BSIP SA/Alamy Stock Photo.
with speaking, but rather with the understanding of language. The patients at first
sight gave the impression of fluent speakers, until you tried to make sense of what they
were saying; there was no meaning in their language.
MYTH Just how innovative were Broca and Wernicke?

BUSTING
Having your name given to a specific condition, effect or theory is about the
highest honour a scientist can receive. Such eponyms, as they are known, seem to
be the recognition of the unique contribution made by the researcher. However,
historical research makes it increasingly clear that eponyms are subject to the
same attribution biases and errors as we highlighted in the ‘Focus on’ section
of Chapter 1 (Draaisma, 2009), partly because eponyms are often conferred
decades after the initial discoveries. So, what do we know about the two major
eponymous brain disorders: Broca’s and Wernicke’s aphasia?
The French physician and academic, Paul Broca (1824–1880), is generally con-
sidered as the father of neuropsychology, because he was the first to show the
localisation of speech production in a region of the left hemisphere frontal lobe.
What is usually overlooked, however, is that Broca came to this conclusion in two
different papers four years apart (1861 and 1865), and that each paper followed
a similar claim made by another researcher.
In 1861 the French physician, Ernest Aubertin, read a paper before the Société
d’Anthropologie, in which he presented further evidence for Bouillaud’s claim of
speech localisation in the frontal lobes. As could be expected, Aubertin’s paper
was met with great scepticism, also because Aubertin was Bouillaud’s son-in-law.
One of the members present at the exchange was Paul Broca. When a patient of
his with severe speech problems died shortly afterwards, he seized the opportu-
nity to test Aubertin’s claim and indeed found that the damage was situated in
the frontal lobe. A few days later, Broca presented his evidence to the Société,
thereby ‘stealing Aubertin’s thunder’ (Fancher, 1996: 89).
Although the patient’s lesion was clearly in the left brain, Broca did not make
much of this asymmetry, seeing it as a coincidence. In line with the predomi-
nant ‘law of symmetry’, Broca (and all his colleagues) assumed that a function
as important as human language would be controlled by both brain halves. In
1863, however, Broca gave a lecture in which he presented eight cases of aphasia
that all had their lesions on the left side. Finally, in 1865 he published a paper in
which he reluctantly came to the conclusion that all evidence pointed to involve-
ment of the left hemisphere only. Immediately, he was accused by Gustave Dax
of having stolen the idea from his father, Marc Dax, who in 1836 had presented
a paper on the left hemisphere dominance for speech control at a medical con-
gress in Montpellier. Gustave Dax had submitted a paper of his father’s find-
ings to the Académie de Médecine in Paris shortly before Broca presented his
evidence in 1863. Gustave Dax did not receive a response to this submission, and
in 1865 published his father’s paper himself. Broca published his own assess-
ment six weeks later (Schiller, 1979; Cubelli & Montagna, 1994; Buckingham,
2006). Broca repeatedly acknowledged Auburtin’s input (Thomas, 2007), but
never mentioned being inspired by Dax.
According to Cubelli and De Bastiani (2011), Broca remains the father of

neuropsychology, but mostly because he was the first to make the explicit con-
nection between brain lesions and psychological dysfunction, not because he was
the first to defend localisation or to propose brain lateralisation.
In 1874 Carl Wernicke (1848–1905) published a book Der Aphasische
Symptomenkomplex: Eine Psychologische Studie auf Anatomischer Basis (The
Aphasia Symptom Complex: A Psychological Study based on Anatomy), which
would become a classic in neuropsychology, introducing a theory of language
processing and presenting evidence for what became known as Wernicke’s apha-
sia. At that time, Wernicke was only 26 years old and had been working on
speech problems for less than a year. Whitaker and Etlinger (1993) argued that
this was only possible because Wernicke had profited greatly from the input of
Theodor Meynert, a psychiatrist under whose supervision he worked and whose
contribution was extensively acknowledged in the book. Eling (2006a) assessed
the evidence for Whitaker and Etlinger’s claim, but found it unconvincing. The
personal contacts between Meynert and Wernicke seem to have been too patchy
and Meynert never developed a theory of aphasia close to that developed by
Wernicke.
At the same time Eling (2005, 2006b) noticed that Wernicke’s work did not
come out of the blue, but was heavily inspired by books published shortly before.
As Eling (2005: 301) concluded: ‘before Wernicke published his model for the
representation of language in the brain in 1874, not only Baginsky [a German
researcher] but also other authors – in England, the Netherlands and France –
have used concepts such as functional centres and connections. Apparently, Wer-
nicke unjustly received credit for formulating the first connectionist model for
language representation in the brain.’
These examples once again demonstrate how difficult it is to attribute a sci-
entific finding to a single person, even when history bestows the honour of an
eponym to a researcher.
The discovery of the nerve cell

The fourth big breakthrough in the nineteenth century was the finding that the grey
matter of the cerebral hemispheres consisted of billions of cells and that the white
matter and the nerves were the ‘tails’ (later called axons) of these cells. Two technical
innovations were needed for this development.
The availability of better microscopes
First, microscopes of sufficient quality had to be built and used correctly. These only
become available in the nineteenth century. Before, the magnification was not strong
enough and there were major distortions in the images obtained, leading the British
researcher Everard Home in 1798 to come to the conclusion that:
It is scarcely necessary to mention, that parts of an animal body are not fitted for being
examined by glasses of a great magnifying power; and, wherever they are shown one
hundred times larger than their natural size, no dependence can be placed upon their
appearance.
(Home, 1798; as cited in Clarke & Jacyna, 1987: 59)
Technical innovations at the beginning of the nineteenth century, however, hugely

increased the quality of the microscopes, so that researchers (including Home) within
a few decades could confidently conclude that the brain, just like all other tissue, was
composed of minute ‘globules’.
New techniques to stain the brain tissue
The second innovation needed to understand the functional units of the brain was a way
to colour the brain cells with all their fine details. There was little to be noticed about the
organisation of brain tissue as long as the researchers had to look at the raw material.
A major step forward was realised by the Italian physician Camillo Golgi in 1873 when he
used silver to colour the brain tissue. This technique made the neurons stand out against
the surrounding cells and revealed that they not only consisted of globules (cell bodies)
but in addition comprised a highly interconnected network of branches (Figure 6.9).
Disentangling communication in the nervous system

Individual neurons instead of a continuous network
The big question among brain physiologists after Golgi’s discovery of the network of
globules and branches was whether the network was a continuous structure or whether
it consisted of individual cells. Golgi strongly argued in favour of the former, and it
Figure 6.9 Staining techniques used to discover the basic structure of neurons.
After he was able to stain nerve cells, Golgi discovered that the grey matter of the brain consisted
of a network of branches and globules. Golgi was convinced that the network formed a single unit;
Ramón y Cajal argued that it consisted of separate neurons communicating with each other.
would take nearly half a century before it became generally accepted that the network
neuron was composed of individual cells, called neurons, which communicated with each
brain cell; basic unit of the other without being attached to one another (Shepherd, 1991). An important name
nervous system; contains in this development was the Spanish researcher Santiago Ramón y Cajal. Golgi and
a cell body, dendrites and
an axon Ramón y Cajal would share the Nobel Prize for Medicine in 1906.
After he was able to stain nerve cells, Golgi discovered that the grey matter of the
brain consisted of a network of branches and globules. Golgi was convinced that the
network formed a single unit; Ramón y Cajal argued that it consisted of separate
neurons communicating with each other.
Once it was accepted that the nervous system consisted of billions of independent
neurons, the next challenge was to explain how they stored and exchanged information.
Remember that for centuries the natural philosophers had been mystified by how the
nerves were able to transmit information from and to the brain (soul). First they thought
that animal spirits rushed through hollow tubes, and when this was no longer tenable,
they proposed brain fluids. However, the latter explanation had difficulty accounting for
the speed of neural transmission (which easily exceeds 100 km per hour). In addition,
there was the problem that no-one was able to show the presence of fluid in the nerves.
Electricity within neurons
A new idea emerging at the end of the eighteenth century was that communication in the
nervous system might resemble the transmission of electrical signals. Around 1650 the first
electricity generator was built, followed in 1745 by the first usable device to store electric-
ity, the so-called Leyden jar (invented in the Dutch University of Leyden, hence the name).
With the help of a generator and a Leyden jar, scientists could study the characteristics of
electrical currents. Physiologists were struck by the similarities between electrical signals
and what happened in the nerves (a signal was transmitted at a high speed and at the end
made something happen). Could it be that brain activity was electrical activity?
The first to find clear empirical evidence for the involvement of electricity in the
nervous system was the Italian physician Luigi Galvani. In 1786, while operating
on frogs, he noticed that a dissected leg of a frog contracted each time his assistant
touched a bare nerve with his scalpel and the electricity generator nearby produced a
spark. Galvani decided to test the phenomenon more in detail and in 1791 published a
text on his findings. Although in hindsight he misinterpreted quite a lot of findings, it
was undeniable that body movement could be generated by an electric current applied
to a nerve. This is how a colleague described the reception of Galvani’s findings:
The storm among physicists, physiologists and physicians, which the appearance of the
commentary created, can only be compared to the one that appeared on the political
horizon of Europe at that time [1791]. It can be said that wherever frogs were to be found,
and where two different kinds of metal could be procured, everyone wished to see the
mutilated limbs of frogs re-animated in this remarkable manner; the physiologists believed
that at last the dream handed down from their ancestors of a vital power was within their
grasp; the physicians, whom Galvani somewhat thoughtlessly encouraged to attempt the
treatment of all manner of nervous disorders, such as sciatica, tetanus, and epilepsy, began
to believe that no cure was impossible, and it was considered certain that in the future no
one in a trance could be buried alive, provided only that he were galvanized!
(du Bois-Reymond, 1848; as translated by Clarke & Jacyna, 1987: 169)
The next question, of course, was how the brain could generate electricity. In the
worst-case scenario, all Galvani had shown was that a frog’s leg contracted if you
sent electricity through it. He had not shown that brain signals were electrical signals,
a criticism made most poignantly by Galvani’s Italian colleague Alessandro Volta
(as part of his endeavour to refute that Galvani stumbled across the first battery, a
device to produce electricity on the basis of chemical reactions). It would take another
50 years before Emil du Bois-Reymond, a Prussian physicist with Swiss roots, would
make enough headway to establish convincingly that nerve signals indeed involved
electricity. He was able to do so with the use of electric fishes (fishes that are capable
of discharging electricity on prey and predators) and much improved techniques to
measure small electrical signals.
Another question was whether nerves were like real electrical wires or whether the
electrical signal generated was based on chemical processes within the nerve. Were the
nerves simple, passive transmitters of electrical signals generated in the brain or did
they actively continue a chemical process initiated at the level of the brain (or the spi-
nal cord)? This was the background against which von Helmholtz in 1852 decided to
measure the speed of signal transmission in the nerve. If nerves were like electric wires,
the signal speed should be astronomically high (close to the speed of light). Alterna-
tively, if the signal was based on chemical processes, as von Helmholtz assumed, it
would be much slower. As we saw in Chapter 3, the latter was the case: the speed of the
nerves in the leg of a frog was only some 30 metres per second (or 108 km per hour).
In the twentieth century, the exact mechanisms of signal transmission in the nerves
would be unravelled (Figure 6.10), largely based on the neurons of the giant squid,
which were so big that they could be seen with the naked eye.
Axon terminals (contain chemicals, which are

released on arrival of an axon signal; these
neurotransmitters cross the small divide
Dendrites (receive data between the axon terminal and the next
from the axon terminals neuron’s dendrite; this is how signals are
of the other neurons) transferred between cells)
Myelin sheath (shields axon

and accelerates information
transfer; gives the colour to
white matter and nerves)
Axon (broadcasts the neuron’s information

to other neurons or organs)
Body of the cell Axon hill (the beginning of the

(with nucleus) electrical signal in the axon)
Figure 6.10 Functioning of neurons.

Neurons receive chemical signals from other cells via their dendrites. These signals are grouped in
the axon hill from which an electrical signal starts when a threshold is exceeded. The electrical signal
travels through the axon, on the basis of chemical changes in the axon, and causes neurotransmitters
to be released in the terminals. These neurotransmitters are the signals for the next cell. Most axons
have a myelin sheath which is white; hence the colour of the nerves and the white matter in the brain.
Source: Adapted from Brysbaert (2006).
Communication between neurons: the synapse

In the twentieth century the communication between neurons also became under-
stood. Although a small part of this communication is electrical, the bulk is achieved
chemically, by means of neurotransmitters. Towards their end, the axons branch out in
a multitude of terminals, called synapses, which contain chemicals and lie close to the
neurotransmitter dendrites (and bodies) of other cells. When the electrical signal reaches a synapse, it
chemical substance used induces the release of chemicals that make contact with the next cell. These chemicals
to communicate between are called neurotransmitters. The discovery that neurotransmitters can be influenced
neurons; is released from
the synapse when a signal by other chemical substances paved the way for the creation of medicines that either
arrives through the axon; block or increase the availability of neurotransmitters, and that have an impact on
can be affected by drugs brain-related disorders from epilepsy to depression (see Chapter 13).
Interim summary
Five big breakthroughs in the nineteenth century
● Understanding that the spinal cord was an integral part of the central nervous system
and was involved in the control of many bodily functions.
● Discovery that many processes in the central nervous system were reflexes that did not
need voluntary initiation; question to what extent higher cognitive functions could be
considered as reflexes as well (e.g. Pavlov, behaviourism).
● Intense discussions between proponents of brain equipotentiality and adherents of brain
localisation; initially the former were dominant; increasingly, however, evidence for the
latter position was found.
● Discovery that the brain consisted of a network of individual neurons that communicated
with each another; required good microscopes and techniques to stain neurons.
● Discovery that the neurons store and transfer information by means of electro-chemical
signals; electrical information mainly involved in intra-cell communication, chemical
information transfer important for communication between neurons.
KEY FIGURES
Understanding the workings of the nervous system
● Galen (c. 130–c. 200): ventricles and animal spirits; legacy until well into the eighteenth century.
● Andreas Vesalius (1514–1564): translated Galen’s anatomical works in Latin and extended them by new
dissections, including on humans.
● René Descartes (1596–1650): proposed the idea of automatic, reflexive reactions that did not involve the
will.
● Thomas Willis (1621–1675): published an influential atlas of the brain in which he attached more
importance to the solid brain parts.
● Luigi Galvani (1737–1798): discovered that electricity is involved in signal transmission in the nerves.
● Jiř í Procháska (1749–1820): importance of the spinal cord and the subcortical structures for the control of
reflexes.
● Franz Joseph Gall (1758–1828) and Johann Gaspar Spurzheim (1776–1832): proposed idea of localisation
of functions in the brain, against the equipotentiality idea. Nowadays mostly associated with phrenology.
● Marshall Hall (1790–1857): stressed the importance of reflexive actions and initiated the term ‘reflex arc’.
● Marie Jean Pierre Flourens (1794–1867) and Johannes Peter Müller (1801–1858): strong defenders of
the brain equipotentiality theory on the basis of empirical studies.
● Jean-Baptiste Bouillaud (1796–1881): localisation of language in the frontal lobes; first empirical
evidence for localisation of function in the brain.
● Paul Broca (1824–1880): localisation of speech in the left frontal lobe.
● Camillo Golgi (1843–1926): staining technique that made neurons visible.
● Carl Wernicke (1848–1905): localisation of language understanding in the rear part of the left hemisphere.
● Santiago Ramón y Cajal (1852–1934): established the neuron doctrine, which says that the brain consists
of individual neurons that communicate with each other.
● Charles Scott Sherrington (1857–1952): described the mechanisms of the spinal reflex.
6.4 The emergence of neuropsychology in the twentieth

century
Much of the research discussed in section 6.3 was based on animals (remember that
the workings of the neuron were largely unravelled by examining the nervous ‘system’
of the giant squid). This was highly informative because there is a great similarity
between brain functioning in humans and animals. Research on animals continued at
an ever faster speed in the twentieth century. However, in the rest of this chapter we
will focus on research into the human brain, in particular on the relationship between
brain functioning and mental and behavioural performance.
Localisation studies in the World Wars

Localisation studies continued in the twentieth century, with particularly important
insights arising as a result of the World Wars. The invention of high-velocity bullets
had the unforeseen consequence that brain wounds were more focused than before,
allowing researchers to get a sharper image of function loss after damage to small
parts of the brain.
Vision problems after gun-shot wounds at the back of the head
One of the most famous series of case studies in World War I was published by the
British neurologist, Gordon Holmes (1876–1965). He examined the consequences of
small-scale wounds at the back of the head. Here is the first case study he reported
in his 1918 article:
CASE 1. – Private R—, 15104, was wounded on September 26, 1916, by a shrapnel ball
which penetrated his steel helmet. He was unconscious for an hour or so, and stated
that he was completely blind till the next day. He never noticed any subjective visual
phenomena. He was admitted to a Base Hospital on the day following the infliction of
the wound.
Wound. – There was a small penetrating wound from which softened brain extruded,
immediately to the right of the middle line of the skull and 1 inch (2–5 cm) above the
inion. A radiograph revealed much depressed bone, but no foreign body. An operation
was performed next day, and several fragments of bone as well as clots and pulped brain
tissue were removed from the occipital pole. The recovery was rapid and uneventful.
His visual fields were taken by a perimeter and a screen scotometer six days after the
infliction of the wound, and again a week later. There was then a large left homonymous
paracentral scotoma to an object 7mm2 which reached the fixation point and extended
outwards from it to about 25. Its mesial border coincided with the vertical above the
fixation point, but receded from it below this. Peripheral vision was unaffected, and the
colour fields were normal in the right halves, but there was no perception of either red
or green to the left of the middle line (Figure 6.11).
(Holmes, 1918: 354–5)
World War II and prosopagnosia

Similar observations were made in World War II. A particularly important paper here
was that of the German physician, Joachim Bodamer (1947), describing soldiers who
lost their ability to recognise faces as a consequence of an injury to the rear of the
brain. The author called this condition prosopagnosia. Subsequent literature searches
Figure 6.11 The first figure given in Holmes (1918) about the consequences of gunshot
wounds.
The soldier got a shrapnel ball at the back of the head (exact position in the lower part of the
figure). As a result, he lost vision in the left half of his central visual field (the black areas in the
upper figures, representing vision in the left and the right eye).
Source: Holmes (1918) ‘Disturbances of vision by cerebral lesions’, British Journal of Ophthalmology, 2: 355, at www.
pubmedcentral.nih.gov/articlerender.fcgi?artid=513514.
revealed that similar cases had been described by French, British and German neurolo-
gists in the second half of the nineteenth century (Ellis & Florence, 1990). The follow-
ing text summarises Bodamer’s (1947) description of one case.
A 24-year old soldier (S) was admitted to hospital with brain injuries on 11 Sep-
tember 1944, after receiving a shrapnel ball at the back of the head (exact position in
the lower part of the figure). Initially, the soldier was completely blind for a number
of weeks. Gradually, his sight began to return, in clearly defined stages, but he had
completely lost all colour vision – he could see only light and dark, and black and
white. S reported difficulties with objects for some time, although he slowly started
to know them once again. Eventually he only made mistakes on seeing an object for
the first time after his injury.
Additionally, S had a problem recognizing faces and expressions. He knew that a
face was a face (as distinguished from another object), but could not say who the face
belonged to. He could identify the various features of the face, but not their expres-
sions – all faces seemed equally ‘tasteless’ and ‘sober’ to him.
On 25 November S was asked to look at himself in the mirror. He initially mistook
his image for a picture, but then corrected himself. He stared at himself for some time
as if he was viewing a totally new and strange object before reporting that he could
see a face and describing its various features. On 30 December S was shown a picture
of a shaggy-haired dog and he identified it as a human with ‘funny’ hair.
The start of neuropsychology

The mission of neuropsychology
Increasingly, in the second half of the twentieth century psychologists rather than
physicians became involved in studying the behavioural consequences of brain injury.
neuropsychology They started to call themselves neuropsychologists and established their own journals
branch of psychological and societies (e.g. the first issue of the journal Neuropsychologia was published in
research and practice that 1963). Initially, their research was a continuation of the existing research and aimed at
looks at the relationship
between brain and gaining further insight in the localisation of different functions in the brain. They also
behaviour; research wanted to get a more detailed picture of the consequences of brain injury for higher
traditionally focused mental functions, such as perception, language and action.
on understanding the The mission statement of the first issue of Neuropsychologia described how a small
consequences of brain
damage and localising the group of European neurologists and psychologists met in 1951 at Mond See, Austria,
affected tissue; practice to discuss impairments of mental function caused by brain disease or injury. The
aimed at assessing the conference papers were never actually published, the aim being simply to stimulate
behavioural and mental
discussion and gather the different points of view of conference members. However, as
consequences of the injury
and administering the a unity of subject matter and opinion began to emerge from the conference, above and
rehabilitation programme beyond the individual disciplines involved, the members felt that the time had come to
launch a new journal dedicated to neuropsychology. By using the term ‘neuropsychol-
ogy’, they were thinking of a specific area of neurology that would be of interest to
neurologists, psychiatrists, psychologists and neurophysiologists. The topics explored
would include disorders of language, perception, and action, focused mainly on the
cerebral cortex.
Neuropsychology was presented as a new link between psychologists and the medi-
cal world (in addition to the links that already existed through clinical psychology and
counselling). The assessment and treatment of the effects of brain damage became a
joint enterprise of physicians and psychologists.
A change of focus: cognitive neuropsychology

Dissent among neuropsychologists
In the 1970 and 1980s, a number of neuropsychologists became dissatisfied with the
way in which the subject matter was investigated. They had two grievances. First, the
localisation issue turned out to be difficult to address based on human brain injuries.
All that could be done was to establish a correlation between symptoms measured
while the patient was alive and brain damage observed much later, after the patient
had died. Furthermore, the damage caused by brain injuries and strokes is usually
widespread and not limited to one specific brain structure, making it difficult to decide
which part of the damage was responsible for the symptoms.
What do you think?

Another reason why the traditional neuropsychologists gave up the localisation
issue was the development of better techniques to localise brain functions. Can
you think of examples?
The second reason why neuropsychologists felt dissatisfaction was that the results of
the examinations rarely went beyond a list of symptoms displayed by various patients
(case studies). There was little theory behind the enterprise, little effort to link the vari-
ous findings and draw implications for normal, healthy functioning. What neuropsy-
chology had to do, the dissenters argued, was to use observations from patients with
brain damage to test and amend the information-processing models proposed by the
cognitive psychologists (Chapter 5). Instead of looking for anatomical localisations,
neuropsychologists should investigate the functional implications of injuries: which
cognitive processes were affected by the brain damage?
A new name
To emphasise the difference between the new type of research and the traditional
cognitive neuropsychological approach, a new name was coined: cognitive neuropsychology. It
neuropsychology referred to research dealing with the consequences of brain injuries for the information-
part of neuropsychology processing models proposed by the cognitive psychologists. This is how one of the
aimed at understanding
and treating the
textbooks described the need for cognitive neuropsychology:
behavioural consequences For 100 years, it has been well known that the study of the cognitive problems of patients
of brain damage within the
information processing
suffering from neurological diseases can produce strikingly counterintuitive observa-
models proposed by tions . . . However, in general, neuropsychology has had little impact on the study of
cognitive psychologists normal function.
With any knowledge of the history of clinical neuropsychology, it is easy to understand
why this neglect occurred. The standard of description of the psychological impairments
of patients was low, often being little more than the bald statement of the clinical opinion
of the investigator. There was frequently a dramatic contrast between the vagueness of the
psychological account of the disorder and the precision with which anatomical investiga-
tion of the lesion that had given rise to it was carried out post-mortem.
(Shallice, 1988: 3)
By relating the consequences of brain damage to the theories of normal function-

ing, the cognitive neuropsychologists explicitly aimed to increase the impact of their
research within the departments of psychology.
Deep dyslexia
A landmark publication in the history of cognitive neuropsychology was a book on
deep dyslexia, edited by Coltheart, Patterson and Marshall (1980). Dyslexia refers
to reading problems, which can be due either to developmental factors (making it
hard for children to learn to read) or to brain damage (disrupting the performance of
previously fluent readers). Deep dyslexia is a condition of strongly impaired reading
after brain injury with a very particular symptom: sometimes, when patients try to
identify a word, they do not read the word itself but a semantically related word. For
instance, when asked to read the word storm, they might say thunder; or the stimulus
word uncle might be read as nephew. When first discovered, this phenomenon baf-
fled psychologists: how can the meaning of written words become activated when the
patient is not capable of recognising the words?
To explain the semantic reading mistake, Morton and Patterson (1980) postu-
lated a distinction between a logogen system and a cognitive system (Figure 6.12).
The logogen system could be compared to a mental dictionary; it contained all
the words known to a patient (later the name ‘lexicon’ was used for this sys-
tem). The logogen system did not contain information about the meaning of the
words; this was stored in a central cognitive system with which the logogen sys-
tem interacted. Written words were recognised by first activating their entry in the
visual logogen system and then by activating the corresponding meaning in the
cognitive system.
Morton and Patterson (1980) argued that there were three different logogen systems:
a visual logogen system for the recognition of written words, an auditory logogen
system for the recognition of spoken words, and an output logogen system for the
production of speech (Figure 6.13). Within the full model there were three routes for
a normal reader to read aloud a written word. The first route directly converted the
letters into sounds; this one was called the grapheme phoneme conversion route. It
TOUGH
Visual Cognitive System

Visual Analysis
Logogens (word meanings)
Figure 6.12 Figure illustrating the distinction between the logogen and the cognitive
system made by Morton and Patterson (1980).
According to Morton and Patterson, a distinction had to be made between processing the word
forms and processing the word meanings. To read the written word TOUGH, first the sequence of
letters must be recognised as a known word form (this happens in the visual logogen system). Only
then can the meaning of the word become activated in the cognitive system.
Source: Based on Morton and Patterson (1980).
TOUGH / t V f/
Visual Acoustic
Analysis Analysis
Visual Cognitive System Auditory

Logogens (word meanings) Logogens
Phonological
Output Logogens
Grapheme-
Deep dyslexia patient may read
to-Phoneme
aloud the word “tough” as
Conversion RESPONSE “strong”, but would repeat it
accurately.
Figure 6.13 Morton and Patterson’s (1980) full model and explanation of deep dyslexia.
In this model for the naming of spoken and written words, three different logogens are dis-
tinguished, together with a grapheme phoneme conversion system for the naming of unknown
words and non-words. For a normal reader, there are three routes to name a written word. For a
patient with deep dyslexia, two of these routes are severed and the only remaining route is the
one via the cognitive system. This route gives rise to the semantically related errors observed in
these patients.
Source: Based on Morton and Patterson (1980).
allowed readers to name non-words, such as dom and pham. The second route con-
sisted of a direct connection between the visual logogen system and the output logogen
system. The existence of such a route predicted that there would be patients who were
able to name words with irregular pronunciations (e.g. yacht, pint) without knowing
their meaning. Such patients have subsequently been described (see Coltheart, 2004).
Finally, the third route to pronounce written words was one via the visual logogen
system, through the cognitive system, to the output logogen system. In this route, the
visual logogen activated its meaning, and on the basis of this meaning candidate output
logogens were activated.
According to Morton and Patterson (1980), the third route was the origin of the
semantically related errors observed in deep-dyslexia patients. In these patients the
grapheme phoneme conversion route and the direct route between the visual logogen
system and the output logogen system were severed (Figure 6.13). All they had left was
the route mediated by the cognitive system. Because this route was not very accurate,
they failed to read a lot of words altogether and other words gave rise to semanti-
cally related responses. For instance, the input word storm activated the meanings
associated with storms and tempests, but these meanings were not specific enough
to activate the correct output logogen storm and instead a related word (thunder)
was activated.
A workshop on deep dyslexia held in Cambridge UK in 1978 was a significant event in the
development of twentieth-century cognitive neuropsychology. In this photo you see (from
left to right) the following workshop participants: A. Marcel, T. Shallice, N. Kapur, E. Saffran,
J. Morton, L. Bogyo, O. Marin, M. Schwartz, A. Allport, E. Andreewsky, K. Patterson, S. Sasanuma,
M. Coltheart, F. Newcombe and J. Marshall. Other participants not in the photo were E. Warrington
and G. Deloche.
By integrating neuropsychological research in the mainstream of cognitive research,

the cognitive neuropsychologists not only advanced the cognitive information pro-
cessing models, but also ensured that the findings from the clinic became central to
psychological thinking and teaching.
Interim summary
Neuropsychology
● Examination of bullet wounds in the World Wars provided physicians with more detailed
knowledge about the behavioural consequences of brain injuries. Two famous examples
were the partial loss of vision after gunshot wounds above the neck, and the inability to
recognise faces (prosopagnosia).
● Research and treatment of the consequences of brain damage were increasingly taken
over by psychologists, who called themselves neuropsychologists.
● In the 1970s and 1980s a number of neuropsychologists started to study the implications
of brain damage for the information-processing models proposed by cognitive
psychologists; this was the start of cognitive neuropsychology.
● One of the first topics addressed by the new approach was deep dyslexia.
6.5 Brain imaging and the turn to neuroscience

For a long time the evidence about the neurophysiology of the brain and the localisa-
tion of functions was based on post-mortem analyses. Needless to say, such analyses
revealed very little about the actual functioning of the living brain. In the twenti-
eth century, however, scientists increasingly managed to extract information from
a working brain. One of the first techniques used was single-cell recording. In this
technique electrodes were planted in individual brain cells and recorded when the
cells fired. By presenting different types of stimuli, researchers could determine in
which processes each cell took part. Unfortunately, because this technique involved
brain surgery and the insertion of electrodes in the brain, its use in humans was very
limited. Eventually, however, brain imaging techniques became available that did not
non-invasive techniques require the researchers to touch the brain. These are called non-invasive techniques.
methods in neuroscience Below we summarise the most important and give a flavour of some of the results
that allow the study they have provided.
of the workings of the
brain without surgery or
the use of irreversible Measuring electrical signals from groups of cells
interventions
EEG recording
In 1928, the German physician and psychologist Hans Berger published an article
that would dramatically change brain research. He reasoned that if brain activity was
electrical activity, he might be able to pick up some signals if he put electrodes on the
human scalp (there was some evidence that brain activity could be measured on the
exposed brain surface of animals). Berger indeed found very weak signals that seemed
to oscillate at a frequency of some 10 cycles per second, at least when the person was
Making an EEG recording.

Source: Marina Pousheva/Shutterstock.
Figure 6.14 EEG recording of Hans Berger.

This shows one of Berger’s first recordings. First the participant was awake but resting with his
eyes closed. The EEG consists of an alpha wave (a slow, regular wave of 10 cycles per second; the
underlined segment represents half a second). At the point indicated by the arrow, the hand of the
participant was touched. Immediately the recording becomes irregular, with lower amplitude and a
faster rhythm, a pattern Berger called a beta wave. After some time without stimulation, the alpha
wave returns.
Source: Berger (1969; as cited in Changeux, 1997).
at rest with their eyes closed. As soon as the person opened their eyes or was touched
on the skin, the regular signal disappeared and was replaced by smaller and faster
oscillations, which disappeared again when the person closed their eyes and returned
to rest (Figure 6.14).
Berger called the printout of the electrical brain activity as a function of time an
EEG electroencephalogram, better known under its abbreviation EEG. He further called
electroencephalogram: the slow, regular waves at rest alpha waves, and the fast, irregular waves under situa-
outcome of measurement tions of alertness beta waves. These waves are the result of the firing of millions of
of electrical brain activity
by means of sensors
neurons underneath the skull. If the neurons fire at a slow pace in synchrony, the waves
placed on the scalp; are large; if they fire rapidly and independently, the waves become small and fast. The
routinely used in hospitals former is the case under rest conditions, the latter under conditions of information
for the detection of processing and alertness.
epilepsy
One of the first applications of the EEG measurement was the demonstration that
epileptic seizures involved uncontrolled electrical discharges (Figure 6.15). Another
application was the discovery of different sleep stages.
Event Related Potentials and magnetoencephalography
As the accuracy of the EEG recordings grew, two further applications became available.
The first was the measurement of changes in the electrical signal as a function of spe-
cific stimuli. In this type of research, two types of stimuli are presented repeatedly and
Event Related Potential researchers examine in what respects the brain response to one type of stimulus differs
(ERP) from that to the other. This research is called Event Related Potential (ERP) research,
signal obtained by
averaging the EEG
because the electrical responses to individual events are registered and compared.
signals to stimuli that Figure 6.16 illustrates the ERP technique. The left part shows the EEG recordings
are repeated a number of on trials when nothing was presented; the right part shows the recordings on trials
times; allows researchers when an auditory click was presented. When the average is calculated across different
to look for differences in
the signal as a function
trials, a smooth curve is obtained with peaks and troughs. This is the ERP signal. It
of characteristics of the can be used to determine how fast the brain responds to various types of signals and
stimulus how the response differs as a function of the stimulus.
Figure 6.15 EEG recording during an epileptic seizure.

This recording shows that an epileptic seizure is often accompanied by a strong electrical discharge,
making lots of neurons fire in an uncontrolled manner. Each line represents the recording of a
different electrode placed at a different location on the head.
Mean EEG-signal of the Mean EEG-signal of the

trials without stimulus trials with an auditory click
Figure 6.16 Calculating an ERP signal.

This figure shows the EEG signal of an electrode on 10 trials without stimulus (left column) and
10 trials when an auditory click was presented (right column). By taking the mean of the trials, the
random noise in the signal (the jitter) is averaged out and the remaining smooth curve is the ERP signal.
Source: Adapted from Brysbaert (2006).
The second new use of EEG recordings was the fact that one could try to local-
ise the source of the electrical signal. In a recording up to 128 different electrodes
are placed on the head. Not all of these electrodes return an equally strong signal.
Depending on the distribution of signals, it is possible to have an estimate of the part
of the brain that was at the origin of the signal. Unfortunately, because of the limit
to the number of electrodes that can be placed on the head (and because of the small
errors involved in the placement itself), localisation on the basis of EEG recordings is
not very accurate.
A much better resolution can be obtained if, instead of measuring the electrical
activity on the scalp, researchers measure the magnetic field around the head. The
electrical signals in the brain produce magnetic fields, which can be picked up by
magneto- sensitive sensors. This forms the basis of magnetoencephalography (MEG), a tech-
encephalography (MEG) nique which is still in its early stages but which is expected to have a very significant
measurement of the impact.
electrical brain activity by
means of measurement
of the magnetic field Measuring blood flow in the brain
around the head; is one
of the most promising Brain activity is very energy demanding. It is estimated that the brain requires some
brain imaging techniques, 20% of the blood and 25% of the oxygen in the body to function properly. A short
because it has the
potential of both a high interruption in the blood flow to the brain results in massive and irreversible damage.
temporal and spatial By looking at the blood flow it is thus possible to know which brain regions are par-
resolution ticularly active during a task.
An MEG unit
Source: AMELIE-BENOIST/BSIP/BSIP SA/Alamy Stock Photo.
positron emission PET and fMRI

tomography (PET)
There are several ways to determine the blood flow, depending on how precise the meas-
brain imaging technique
based on measurement urement has to be. One of the first techniques consisted of injecting a radioactive tracer
of a radioactive tracer into the blood circulation and detecting the radioactive signal. The more blood a certain
injected into the region requires, the more tracer goes to that area. This was the basis of PET (positron
bloodstream
emission tomography), a technique that now is used infrequently because of the need
fMRI to use radioactive material and because the precision of the measurement is limited.
brain imaging technique Another technique is to measure the magnetic resonance of the blood. This differs
based on the measurement between blood with oxygen and blood without oxygen. Measurement of the magnetic
of blood with oxygen vs. resonance makes it possible to determine which regions of the brain are using a lot of
blood without oxygen;
currently the most popular oxygen (and thus are very active). Further advantages of the technique, which is called
imaging technique fMRI (functional magnetic resonance imaging), are that more accurate measurements
because of its high spatial can be made and that the investigation takes place without the need for an injection.
resolution (allows good
A limitation of the technique is that at present the oxygen use can only be registered at a
localisation); has rather
low temporal resolution rate of a few times per second, so that researchers cannot measure the detailed process-
(cannot trace what is ing that is going on (e.g. an ERP signal is based on 1,000 measurements per second).
happening at a speed of An example of an fMRI study is a study in which people are put in the scanner
hundreds of registrations
per second)
and asked to generate as many words as possible that start with a particular letter
An fMRI scanner.
Source: Raimund Koch/The Image Bank/Getty Images.
(e.g. S). Given that this task deals with word generation, we can assume that Broca’s
area will be involved (Figure 6.7). In addition, we can assume that for the majority
of people the area will be in the left hemisphere. However, for some people it will be
in the right hemisphere. The latter is more likely in left-handed people than in right-
handed people, as it is known from neuropsychological research that some 10–25%
of left-handers have their speech area in the right hemisphere compared with fewer
than 5% of the right-handers.
The upper part of Figure 6.17 displays the fMRI output of four participants who
showed the typical pattern of brain activity in the word-generation task; they had their
language production neatly lateralised to the left hemisphere. The lower part of the
figure shows the data of two left-handers, who turned out to rely on their right hemi-
sphere for word generation. So, the localisation of Broca’s area can easily be picked
up with an fMRI scanner and the word generation task.
(a)
(b)
Figure 6.17 fMRI signal of people generating words that start with a particular letter.
The upper part shows the brain activity in the majority of people; the lower part shows the activity
in people with right-brain dominance. The left side in each part gives a view from behind, the right
side a view from above.
Source: Hunter et al. (2008). ‘Visual half-field experiments are a good measure of cerebral language dominance if used
properly: Evidence from fMRI‘, Neuropsychologia, 1, 316–25. With permission from Elsevier.
Measuring effects of ‘virtual lesions’

transcranial magnetic
stimulation (TMS) TMS
stimulation of a brain Whereas the previous techniques allow researchers to measure how active different
region by means of a coil brain regions are during the performance of specific tasks, a final technique allows
placed on the head; allows
them to interfere temporarily with the activity in a restricted brain area. Because brain
temporary interference
with the processing of a activity is electrical activity, it is possible to interfere with it by inducing a weak elec-
small part of the brain tric current in the neurons. Interference with the electrical activity of neurons in a
restricted brain area is the basic mechanism behind transcranial magnetic stimulation
(TMS). A coil is placed on the head of the person and a focused electric current is sent
to the grey matter underneath. If the current is sent to the region in the brain that con-
trols arm movements, for instance, the participant will feel an involuntary trembling
in the arm on the other side of the body. If the current is sent to the location of the
shrapnel wound described in Figure 6.11, then the person will experience unstructured
light sensations (phosphenes) in the corresponding part of the visual field.
The intensity of the electric current is so low that the interference with the brain
activity is too small to elicit involuntary actions, but is strong enough to interfere
slightly with the ongoing activity. This can be picked up by looking at the speed at
which the activity is performed (e.g. the time needed to respond to a stimulus). With
the use of TMS, psychologists can establish which brain areas are needed for the com-
pletion of particular cognitive processes, just like cognitive neuropsychologists are
able to test cognitive theories on the basis of brain injuries. The advantages of TMS
over lesion research are that the effects are transitory and that the interference can be
limited to a restricted brain area.
TMS is delivered by a coil. The resulting electric current briefly interferes with the activity of the
neurons underneath the coil.
Source: AMELIE-BENOIST/BSIP/BSIP SA/Alamy Stock Photo.
TMS is complementary to fMRI, because fMRI only allows researchers to see a

correlation between activity in certain brain regions and performance on a particular
task. It does not tell researchers whether the brain activity is necessary for the behav-
iour. Such a conclusion is only possible with TMS. By interfering with the activity
of an area, the researchers can examine whether the region is critical for good task
performance. The usual line of investigation in brain imaging studies, therefore, is first
to use fMRI to identify a potentially interesting brain area and then to turn to TMS
to confirm the critical involvement of the area in performance.
What do you think?

If you were given the opportunity to conduct research with one of the above
techniques, which one would you prefer? Why? Do you have reasons for not
wanting to do this type of research? Which technique do you object to?
The birth of cognitive neuroscience

Cognitive neuroscience: testing the cognitive information-processing models
with brain imaging techniques
The availability of techniques to measure human brain activity while participants are
performing mental operations opened a completely new field of research for psycholo-
gists. Just as neuropsychological information was used to test cognitive models of infor-
mation processing (see above), so did psychologists increasingly rely on brain imaging
cognitive neuroscience data to test their theories. This branch of research became known as cognitive
the scientific study of the neuroscience, the scientific study of the biological mechanisms underlying cognition.
biological mechanisms
underlying cognition; Is cognitive neuroscience more than high-tech localisation?
largely based on brain
imaging techniques, TMS
Not everyone is convinced, however, that brain imaging and TMS allow the researcher
and the measurement of to make inferences about the information-processing models proposed by cognitive
electrical activity psychologists. According to some authors (e.g. Uttal, 2001; Coltheart, 2006), the find-
ings of fMRI are more comparable to the localisation efforts of traditional neuropsy-
chology (sometimes mockingly referred to as ‘blob spotting’) than to the testing of
cognitive models done in cognitive neuropsychology. This criticism has probably been
formulated most cogently by Uttal (2001):
Even if we could associate precisely defined cognitive functions in particular areas of the
brain (and this seems highly unlikely), it would tell us very little if anything about how
the brain computes, represents, encodes, or instantiates psychological processes.
(Uttal, 2001: 217)
Kihlstrom (2007) went even further and argued that the conclusions based on brain
imaging have a strong resemblance to the claims made by the nineteenth-century phre-
nologists. He took social cognition (i.e. knowledge about oneself and others) as an
example. First, he noticed that many of the faculties identified by Spurzheim had to
do with social functioning (see the blue parts of Figure 6.18). Then he pointed out how
similar a modern picture based on brain imaging looks (Figure 6.19). Placing the two
pictures next to one another, Kihlstrom wondered how much more information the
modern brain imaging pictures have provided for the understanding of social cognition
than Spurzheim’s picture from 1834.
Social Faculties in Phrenology

Spurzheim (1834)
14 15
18 21 13 21 18 18 12 12
31 11 11
35 34 35 20 20 19 8 10 11 10 10
19 20 19 5 5 5
17 27 30 27 11 17 7 4 4 4
12 22 12 9 1 6 3
9 21 31 2514 1425 31 21 9 3 3
7 7
6 6
2
2 2
1. Destructiveness 2. Amativeness 3. Philoprogenitiveness

4. Adhesiveness 5. Inhabitiveness 6. Combativeness
7. Secretiveness 8. Acquisitiveness 10. Cautiousness
11. Approbativeness 12. Self-esteem 13. Benevolence
14. Veneration 16. Conscientiousness 17. Hope
20. Mirthfulness 21. Imitativeness 22. Individuality
33. Language 35. Causality
Figure 6.18 Faculties of social functioning.

According to some authors, localisation based on brain imaging is nothing more than an improved
version of phrenology, without real impact on our insight of underlying mechanisms. They claim
the information provided by cognitive neuroscience comes closer to that provided by traditional
neuropsychology than that provided by cognitive neuropsychology. This figure shows the parts of
the brain that were involved in social cognition according to Spurzheim (1834). Compare this with
the parts of the brain involved in social cognition according to the latest brain imaging results.
Source: Gross (1998) Brain, vision, memory: Tales in the history of neuroscience. Figure from p. 54. Copyright © Massachusetts
Institute of Technology, by permission of the MIT Press.
In defence of cognitive neuroscience

Needless to say, cognitive neuroscientists strongly disagree with the claim that their
studies are unable to provide anything more than information about the localisation of
brain activity (e.g. Henson, 2005). They point to the deep influence cognitive neurosci-
ence has had on psychological thinking. These are some of the arguments.
First, there is a difference between empirically showing the brain regions involved in
a particular task and speculating about them. Though the overlap between Figures 6.18
and 6.19 may be striking, Spurzheim’s broad claims were based on speculation and
scattered brain injury findings, whereas Figure 6.19 is the result of a detailed analysis
of activity in well-controlled tasks. As a result, the amount of reliable information is
much higher in Figure 6.19 than in Figure 6.18.
Second, localisation of the brain activity while a person is performing a task does
provide information about the processes involved. For instance, in Chapter 7 we will
see that the brain regions normally involved in moving the feet are activated when
participants see a picture of a person kicking something or are asked to read the word
‘kick’. This strongly suggests that activation of movement commands is part of the
understanding of actions and words referring to actions. This information (and the
ensuing changes in theories of how people understand concepts) would not have been
there without brain imaging.
1. Theory of mind 12. Placebo effects

2. Dispositional attribution 13. Mirror neuron system
3. Empathy 14. Reflected appraisals
4. Visual self-recognition 15. Judging similar others
5. Agency judgements 16. Attitude processes
6. Self-reflection 17. Social connection
7. Autobiographical memory 18. Social rejection
8. Self-knowledge 19. Social reasoning
9. Impulse control 20. Moral decision-making
10. Reappraisal 21. Fairness & trust processes
11. Affect labelling
Figure 6.19 Localisation of social cognition functions on the basis of brain imaging studies.
For instance, the regions numbered 6 are the ones that are particularly active when people reflect about themselves.
Kihlstrom (2007) wondered how much more informative this picture is than Spurzheim’s picture shown in Figure 6.18.
Source: Lieberman (2007). Reproduced with permission.
Third, on the basis of brain imaging data it is now recognised that, although the
brain is compartmentalised into regions with specialised functions (as defended by the
localisers), all tasks (even the simplest) require the interaction of several areas distrib-
uted over distant parts of the brain (see Figures 7.3 and 7.5 for examples). This too was
not realised before the start of cognitive neuroscience. In addition, although brain areas
are specialised, they are involved in several tasks with different stimuli. For instance,
Broca’s area is involved not only in speech production but also in language understand-
ing and music perception, possibly because it plays a role in grammar processing.
The overlap of functions in brain areas and the cooperation of different, distant
parts of the brain were not known in the traditional localisation theories or indeed in
the early days of cognitive neuroscience. These are genuine insights resulting from brain
imaging studies. It might even be argued that the discussion about equipotentiality vs.
localisation has been settled to a large extent by these two findings. Different parts of
the brain are indeed specialised in the processing of different types of information, but
task performance requires extensive interactions between various areas all over the cer-
ebral hemispheres. There is also evidence that the extent of a brain region is not fixed
but depends on practice. For instance, music-related brain areas are substantially more
developed in professional musicians than in non-musicians (Peretz & Zatorre, 2005).
Finally, cognitive neuroscience after 2010 increasingly moved from blob spotting
to signal identification. The goal here is to present a number of stimulus types and
derive the stimulus type from the brain activity pattern through a procedure known
as multi-voxel pattern analysis (Norman et al., 2006). These new approaches may
provide the means to diagnose the nature of stored knowledge in the brain, potentially
providing a means to test cognitive theories quantitatively. As we will see in Chapter 7,
the discussion between cognitive psychologists and cognitive neuroscientists about
the value of cognitive neuroscience research is more than a simple methodological
squabble. It touches upon an essential assumption underlying cognitive psychology
research, namely the idea that information processing forms a realm independent of
the machinery upon which it is realised (remember from Chapter 5 how the computer
metaphor gave cognitive psychologists the idea of hardware-independent cognitive
representations). If one accepts hardware-independent information processing, try-
ing to understand the human mind by localising the brain parts involved is like trying
to understand computer software by examining the electronic parts implicated. This
critique addresses one of the core conceptual issues in psychology, namely the question
of how the mind and the brain are related to each other. In the next chapter, we review
the various positions about this issue, at the end of which we will return to the debate
between the cognitive neuropsychologists and cognitive neuroscientists.
What do you think?

Do we know anything more about how people think when we know which precise
brain parts are involved?
Interim summary
Advances in studies of the working brain
● Single-cell recording allows researchers to find out to which type of information
individual neurons respond; it is an invasive technique, however.
● EEG recordings allow researchers to pick up the summed electrical activity of groups of
cells non-invasively. They allow researchers to detect cases of epilepsy and to discover
different stages in sleep.
● ERP studies are based on EEG recordings and allow researchers to find out how the brain
response changes as a function of different types of stimuli.
● MEG scanning also measures the electrical activity of groups of neurons and allows
researchers to add localisation to the ERP studies.
● PET scanning allows researchers to see which brain areas require extra blood during the
performance of tasks by tracing a radioactive substance injected into the blood.
● fMRI scanning also allows researchers to localise brain activity on the basis of oxygen
use. Produces more detailed images than PET and does not require an injection of
substance into the participants.
● TMS allows researchers to interfere briefly with the activity of a small region of the grey
matter and to examine the effects of this interference on the time needed to complete
6.6 Focus on: Can delusions be investigated with the cognitive neuropsychological approach? 261
a particular task. Makes it possible to ascertain that the brain region is crucial for
performance.
● The above techniques have allowed researchers to measure brain activity while
participants are performing mental tasks. This created a new research field, known as
cognitive neuroscience.
● Not everyone is convinced that brain imaging techniques allow researchers to examine
the detailed cognitive processes involved in correct task performance.
6.6 Focus on: Can delusions be investigated with the

cognitive neuropsychological approach?
Cognitive neuropsychiatry as a new research area
In the previous sections we saw how neuropsychology and neuroscience shifted from
the question ‘where in the brain do different processes take place?’ to the question
‘how does brain functioning constrain cognitive theories of information processing?’
To stress the change of focus, the new disciplines called themselves cognitive neuropsy-
chology and cognitive neuroscience.
At the end of the twentieth century a group of researchers argued that a similar
approach could be used in the study of faulty thinking in mental disorders, in par-
ticular with respect to delusions. Delusions are strong erroneous beliefs that are not
supported by empirical evidence. They are present in approximately 75% of people
diagnosed with schizophrenia, but also happen sometimes after brain injury and even
seem to be experienced by some 5–10% of the general population at least once in their
life. For instance, in a large-scale longitudinal study over two years, Hanssen et al.
(2005) reported that 2% of their interviewees in the general population experienced
one or more delusions.
The most common delusions in acutely hospitalised psychiatric patients are
(Appelbaum et al., 1999):
● persecutory (e.g. someone is trying to harm me) (51%)
● body/mind control (e.g. my thoughts are controlled by an alien) (27%)
● grandiose (e.g. I have achieved something big but nobody realises it) (23%)
● religious (e.g. I am in direct contact with an important religious figure) (18%).
The new subfield that tries to understand delusions (and other consequences of mental
disorders) in terms of breakdowns within the cognitive models of normal psychologi-
cognitive cal functioning is called cognitive neuropsychiatry. We illustrate the approach with
neuropsychiatry the Capgras delusion.
subfield that tries to
understand consequences
of mental disorders in The case study of Joseph Capgras
terms of breakdowns in On a summer day in 1918, Mme M. went to a Parisian police station to alert the
the cognitive models of
authorities that her children had been imprisoned by a gang. She urgently asked the
normal psychological
functioning police officers to help her. Upon further questioning she added that in several other
places in Paris people had been kidnapped as well and were being kept in underground
prisons. It soon turned out that Mme M. had a long history of mental problems. In
1906, after the death of her twins, she had delusions of grandeur, thinking she was the
illegitimate daughter of an extremely wealthy man from South America. In 1914, she
suddenly stopped recognising her daughter and was convinced that the child had been
replaced by a double. She also thought that her husband in reality might be a look-alike.
Instead of being helped to free her children, Mme M. was brought to a psychiatric
emergency clinic and from there to a psychiatric institute. She was taken into care by a
psychiatrist called Joseph Capgras (1873–1950). He was a famous French psychiatrist,
specialising in delusions. So, none of the beliefs of grandeur and persecution really
surprised him (as indicated above, they are quite common among psychotic patients).
However, he was struck by the strength of this woman’s conviction that her child and
her husband had been replaced by imposters. She still recognised them, but they did
not feel ‘real’ to her. They had lost all their warmth and familiarity, hence her convic-
tion that they were look-alikes and that her real relatives had been kidnapped (and
maybe killed). In 1923 Capgras wrote an article on this delusion, together with his
collaborator Reboul-Lachau.
A Freudian interpretation of the delusion

The following year Capgras published two more papers on the case. However, by this
time he had retracted his original interpretation that the delusion was the result of a
discrepancy between rationally recognising the family member and no longer feeling
any sense of familiarity. Instead, he advanced a psychoanalytic explanation in line with
the growing dominance of Freudian thinking in (French) psychiatry. Capgras now pro-
posed that the source of the delusion was an incestuous desire for the father. This led
to ambivalence in the feelings for other relatives, resulting in a mixture of love and hate.
If the conflict escalated too much, it was ‘solved’ by making a dissociation between the
real, beloved person, who was absent, and the look-alike that could be hated.
Arguably, in his revision Capgras was influenced by the similarity of Mme M. with
the Paul Schreber case, which Freud analysed in 1911. Paul Schreber had been a judge
in Dresden, who in his autobiography described his descent into paranoia and wrote
how he was surrounded by ‘flüchtig hingemachte Männer’ (evanescent, makeshift
men). On the basis of Schreber’s writings, Freud linked the paranoia to anxieties sur-
rounding homosexuality and questions of paternity, caused by a ‘father complex’.
Capgras may have seen an analogy between the evanescent men in Schreber’s world
and the imposters of Mme M., from which he deduced that Mme M.’s delusion could
be attributed to a ‘father complex’ as well.
It soon turned out that the delusion described by Capgras was not a unique case
(although rather rare) and the term Capgras delusion became used to refer to the
condition, together with Capgras’s revised Freudian interpretation. The interpretation
seemed to make sense, because patients only complained about family members being
replaced by doubles.
The cognitive neuropsychiatry alternative
Cognitive neuropsychiatrists grew interested in the Capgras delusion when it became
clear that the delusion sometimes started after a brain injury. Ellis and Lewis, for
instance, described the following case:
A recent well-publicized UK court case of Capgras delusion involved a teacher named
A.D. who, following a car crash, developed the belief that his wife had died in the inci-
dent and that the woman living with him was an impostor, someone with whom he is
6.6 Focus on: Can delusions be investigated with the cognitive neuropsychological approach? 263
now uncomfortable. He still insists that his real wife died in the accident and he success-
fully sued the driver of the other vehicle for the distress caused. In court a consultant
psychiatrist explained that Mr D. was suffering from Capgras delusion.
(Ellis & Lewis, 2001: 149)
Apart from the Capgras delusion, the man did not seem to have other symptoms of
an underlying Freudian conflict.
The Capgras delusion further attracted interest because cognitive models of face
processing had pointed to the conclusion that face recognition involved two different
routes. This conclusion was based on neuropsychological research of prosopagnosia
(see above). Bauer (1984) showed pictures of famous people and family members to a
39-year-old male college graduate who had been involved in a serious motorcycle acci-
dent, leaving him unable to recognise faces, including his own. On each trial of Bauer’s
experiment, a picture was shown and five names were read to the patient. The patient
had to indicate which of the names represented the picture. At the same time, his skin
conductance was measured. This is a variable that is influenced by the autonomous
(i.e. involuntary) nervous system and that in people without face-processing difficulties
shows an increased activity when a familiar person is encountered.
As expected, the patient was unable to match the names to the faces. However, on many
trials the skin conductance response increased when in the series of names the correct
name was mentioned. So, it seemed as if the patient (on an unconscious, emotion related
level) did recognise the face. Bauer’s finding was subsequently repeated in several other
experiments: individuals with prosopagnosia do not recognise faces consciously, but show
an unconscious emotional reaction when they are confronted with a familiar face.
Relating the prosopagnosia findings to the Capgras delusion, Ellis and Young (1990)
put forward the hypothesis that what might be happening in the Capgras delusion is
that the unconscious, emotion-based, face processing route has been severed. Such a
disconnection would result in the patients still recognising the person at a conscious,
rational level but failing to experience the emotional response associated with the
person (Figure 6.20). To test the hypothesis, Ellis et al. (1997) measured the skin con-
ductance of five patients with Capgras delusion and five control patients to known
and unknown faces. As expected, the control patients showed enhanced skin conduct-
ance responses when a known face was presented than when an unknown face was
presented, but the Capgras patients did not, giving credence to the hypothesis.
What do you think?

Have cognitive psychiatrists been too fast in trying to reject the Freudian
interpretation of the Capgras delusion? What evidence would you use to support
your claim? For reviews of Capgras delusion patients, see Currell et al. (2019) and
Pandis et al. (2019).
The research on the Capgras delusion is an example of the growing interactions

between cognitive psychology and psychiatry. Just as in cognitive neuropsychology
and cognitive neuroscience, researchers are seeing merit in combining psychological
models of information processing with biological processes (for more examples, see
Halligan & Marshall 1996; Coltheart 2007). This is a theme to which we will return
in Chapter 13.
Expression
analysis
Visual
input
Structural Speech
encoding codes
Visual
codes
Arousal,
orienting
Face response
recognition units
A B
Affective
Person Skin
Name Name response
identity conductance
production retrieval to familiar
nodes response
stimuli
Semantic Integrative Attribution

information units device processes
Figure 6.20 A cognitive model to explain face recognition and the occurrence of
prosopagnosia and Capgras delusion.
There are two routes in which faces are recognised: one leads to the conscious recognition of the
person (via a person identity node) and one leads to an unconscious emotional response (an affec-
tive response). A disruption in the first route (A) leads to prosopagnosia; a disruption in the second
route (B) leads to a Capgras delusion.
Source: Based on Ellis and Lewis (2001).
Interim summary
Cognitive neuropsychiatry
● Cognitive neuropsychiatry states that symptoms of mental disorders (such as delusions)
can be understood as the result of errors in the cognitive information-processing model
that accounts for normal psychological functioning.
● The Capgras delusion refers to a situation in which a person still recognises close
relatives, but is convinced that they have been replaced by look-alikes.
● The Freudian interpretation of the delusion refers to conflicting feelings towards the
relatives, which result in a dissociation between the absent loved persons and the
present hated look-alikes.
● Cognitive neuropsychiatry argues that the condition results from blocked information
transfer in an unconscious, emotion-related processing route that under normal
circumstances elicits an emotional response each time we encounter a familiar person.
As a result, the relatives feel strange, even though we recognise them.
References 265
Most handbooks of neuropsychology contain a chapter Ellis, A.W. & Young, A.W. (1988) Human Cognitive Neu-
on the history of the discipline. In addition, an increasing ropsychology (Hove, UK: Psychology Press). However,
number of the original publications are becoming avail- in more recent years, the term ‘cognitive neuropsychol-
able on the internet. Interesting books on the history of ogy’ seems to have merged with the more general term
neurophysiology are Finger, S. (1994) Origins of Neuro- ‘neuropsychology’. A classic textbook here is Kolb, B. &
science: A History of Explorations into Brain Function Whishaw, I.Q. (2015) Fundamentals of Human Neuropsy-
(Oxford: Oxford University Press), Gross, C.G. (1998) chology (7th Edition) (Macmillan). Good books about
Brain, Vision, Memory: Tales in the History of Neurosci- cognitive neuroscience are Gazzaniga, M.S. (2019) Cogni-
ence (Cambridge, MA: The MIT Press) and Clarke, E. & tive Neuroscience: The Biology of the Mind (5th Edition)
Jacyna, L.S. (1987) Nineteenth-Century Origins of Neuro- (New York: W.W. Norton & Co.) and Ward, J. (2019). The
scientific Concepts (Berkeley, CA: University of California Student’s Guide to Cognitive Neuroscience (4th edition)
Press). A classic textbook of cognitive neuropsychology is (Hove, UK: Psychology Press).
References
Andrewes, D.G. (2002) Neuropsychology: From Theory to (2006). Ontregelde geesten. Groningen: Historische
Practice. Hove: Psychology Press. Uitgeverij.)
Appelbaum, P.S., Robbins, P.C. & Roth, L.H. (1999) Changeux, J.P. (1997) Neuronal Man: The Biology of
‘Dimensional approach to delusions: Comparisons Mind (translated by Laurence Garey). Princeton, NJ:
across types and diagnoses’. American Journal of Princeton University Press.
Psychiatry, 156: 1938–43. Clarke, E. & Jacyna, L.S. (1987). Nineteenth-Century
Bauer, R.M. (1984) ‘Autonomic recognition of names and Origins of Neuroscientific Concepts. Berkeley: Univer-
faces in prosopagnosia: A neuropsychological applica- sity of California Press.
tion of the guilty knowledge test’. Neuropsychologia, Coltheart, M. (2004) ‘Are there lexicons?’ Quarterly Jour-
22: 457–69. nal of Experimental Psychology, 57A: 1153–71.
Berger, H. (1969) ‘Hans Berger on the electroencepha- Coltheart, M. (2006) ‘What has functional neuroimaging
logram of man: The fourteen original reports on the told us about the mind (so far)?’ Cortex, 42: 323–31.
human electroencephalogram’. EEG & Clinical Neuro- Coltheart, M. (2007) ‘The 33rd Sir Frederick Bartlett Lec-
physiology, Supp. 28. ture: Cognitive neuropsychiatry and delusional belief’.
Breasted, J.H. (1930) The Edwin Smith Surgical Papyrus. Quarterly Journal of Experimental Psychology, 60:
Chicago: University of Chicago Press (2 vols). 1041–62.
Brysbaert, M. (2006). Psychologie. Gent, Belgium: Aca- Coltheart, M., Patterson, K. & Marshall, J.C. (Eds.) (1980)
demia Press. Deep Dyslexia. London: Routledge & Kegan Paul.
Buckingham, H.W. (2006) ‘The Marc Dax (1770–1837)/ Cubelli, R. & De Bastiani, P. (2011) ‘150 years after Leb-
Paul Broca (1824–1880) controversy over priority in sci- orgne: Whis is Paul Broca so important in the history of
ence: Left hemisphere specificity for seat of articulate neuropsychology?’ Cortex, 47: 146–7.
language and for lesions that cause aphemia’. Clinical Cubelli, R. & Montagna, C.G. (1994) ‘A reappraisal of the
Linguistics & Phonetics, 20: 613–19. controversy of Dax and Broca’. Journal of the History
Capgras, J. & Reboul-Lachaux, J. (1923). ‘L’Illusion des of the Neurosciences, 3: 215–26.
“sosies” dans un délire systématisé chronique’. Bulletin Currell, E.A., Werbeloff, N., Hayes, J.F. & Bell, V. (2019)
de la Société de Médecine Mentale, 11: 6–16. (Trans- ‘Cognitive neuropsychiatric analysis of an additional
lated into English in Ellis, H.D., Whitley, J. & Luauté, large Capgras delusion case series’. Cognitive Neuro-
J.-P. (1994). ‘Delusional misidentification. The three psychiatry, 24: 123–34.
original papers on the Capgras, Frégoli and intermeta- Dewey, J. (1896) ‘The reflex arc concept in psychology’.
morphosis delusions’. History of Psychiatry, 5: 117– Psychological Review, 3: 357–70 (at psychclassics.
46. If you read Dutch, also available in Draaisma, D. yorku.ca).
Draaisma, D. (2009) Disturbances of the Mind. Cambridge: James, W. (1890) The Principles of Psychology. New York:
Cambridge University Press. Henry Holt.
Eling, P. (2005) ‘Baginsky on aphasia’. Journal of Neuro- Kihlstrom, J.F. (2007) Social Neuroscience: The Foot-
linguistics, 18: 301–15. prints of Phineas Gage. At http://socrates.berkeley.edu/
Eling, P. (2006a) ‘Meynert on Wernicke’s aphasia’. Cortex, kihlstrom/SocialNeuroscience07.htm.
42: 811–6. Lieberman, M.D. (2007) ‘Social cognitive neuroscience:
Eling, P. (2006b) ‘The psycholinguistic approach to aphasia A review of the core processes’. Annual Review of
of Chajim Steintha’. Aphasiology, 20: 1072–84. Psychology, 58: 259–89.
Ellis, H.D. & Florence, M. (1990) ‘Bodamer’s (1947) paper Mahajan, S.K., Machhan, P.C., Sood, B.R., Kuman, S.
on prosopagnosia’. Cognitive Neuropsychology, 7: et al. (2004) ‘Neurocysticercosis presenting with psycho-
81–105. sis’. Journal of the Association of Physicians in India,
Ellis, H.D. & Lewis, M.B. (2001) ‘Capgras delusion: A win- 52: 663–66.
dow on face recognition’. Trends in Cognitive Sciences, Morton, J. & Patterson, K. (1980) ‘A new attempt at an
5: 149–56. interpretation, or, an attempt at a new interpretation’. In
Ellis, H.D. & Young, A.W. (1990) ‘Accounting for delu- M. Coltheart, K. Patterson & J.C. Marshall (Eds.), Deep
sional misidentifications’. British Journal of Psychology, Dyslexia. London: Routledge & Kegan Paul.
157: 239–48. Müller, J.P. (1838) Elements of Physiology (translated by
Ellis, H.D., Young, A.W., Quayle, A.H. & de Pauw, K.W. W. Baly). London: Taylor and Walton.
(1997) ‘Reduced autonomic responses to faces in Norman, K.A., Polyn, S.M., Detre, G.J. & Haxby, J.V. (2006)
Capgras delusion’. Proceedings of the Royal Society ‘Beyond mind-reading: multi-voxel pattern analysis of
London: Biological Sciences, 264: 1085–92. fMRI data’. Trends in Cognitive Sciences, 10: 424–30.
Fancher, R.E. (1996) Pioneers of Psychology (3rd edition). Pandis, C., Agrawal, N. & Poole, N. (2019) ‘Capgras’
NewYork: Norton. delusion: A systematic review of 255 published cases’.
Geschwind, N. (1972) ‘Language and the brain’. Scientific Psychopathology, 52: 161–73.
American, 226: 76–83. Peretz, I. & Zatorre, R.J. (2005) ‘Brain organization for
Goodglass, H. (1983) ‘Linguistic aspects of aphasia’. music processing’. Annual Review of Psychology, 56:
Trends in Neuroscience, June: 241–3. 89–114.
Goodglass, H. & Kaplan, E. (1983) The Assessment of Prins, R. & Bastiaanse, R. (2006) ‘The early history of
Aphasia and Related Disorders. Philadelphia: Lea & aphasiology: From the Egyptian surgeons (c. 1700 BC)
Febiger. to Broca (1861)’. Aphasiology, 20: 762–91.
Gross, C.G. (1998) Brain, Vision, Memory: Tales in the Schiller, F. (1979) Paul Broca: Founder of French Anthro-
History of Neuroscience. Cambridge, MA: The MIT pology, Explorer of the Brain. Berkeley: University of
Press. California Press.
Halligan, P.W. & Marshall, J.C. (1996) Method in Mad- Shallice, T. (1988) From Neuropsychology to Mental Struc-
ness: Case Studies in Cognitive Neuropsychiatry. Hove, ture. Cambridge: Cambridge University Press.
UK: Psychology Press. Shepherd, G.M. (1991) Foundations of the Neuron Doc-
Hanssen, M., Bak, M., Bijl, R., Vollebergh, W. et al. (2005) trine. New York: Oxford University Press.
‘The incidence and outcome of subclinical psychotic Spurzheim, J.G. (1834) Phrenology of the Doctrine of
experiences in the general population’. British Journal the Mental Phenomenon (3rd edition). Boston: Marsh,
of Clinical Psychology, 44: 181–91. Caper and Lyon.
Helm-Estabrooks, N., Fitzpatrick, P.M. & Barresi, B. Thomas, R.K. (2007) ‘Recurring errors among recent his-
(1981) ‘Response of an agrammatic patient to a syntax tory of psychology textbooks’. American Journal of
stimulation program for aphasia’. Journal of Hearing Psychology, 120: 477–95.
and Speech Disorders, 46: 422–7. Thomson, J.A. (1922) The Outline of Science: A Plain
Henson, R. (2005) ‘What can functional neuroimaging tell Story Simply Told. New York: G.P. Putnam’s Sons.
the experimental psychologist?’ The Quarterly Journal Tizard, B. (1959) ‘Theories of brain localization from
of Experimental Psychology, 58A: 193–233. Flourens to Lashley’. Medical History, 3: 132–45.
Holmes, G.M. (1918) ‘Disturbance of vision by cerebral Uttal, W.R. (2001) The New Phrenology: The Limits of Local-
lesions’. British Journal of Ophthalmology, 2: 353–84. izing Cognitive Processes. Cambridge, MA: MIT Press.
Hunter, Z.R., Brysbaert, M. & Knecht, S. (2007) ‘Foveal Whitaker, H.A. & Etlinger, S.C. (1993) ‘Theodor Meynert’s
word reading requires interhemispheric communica- contribution to classical 19th century aphasia studies’.
tion’. Journal of Cognitive Neuroscience, 19: 1373–87. Brain and Language, 45: 560–71.
7 The mind–brain problem, free
will and consciousness
7.1 Dualism: the mind is independent of the brain

Dualism in religion and traditional philosophy
Dualism in early psychology and lay thinking
Dualism puts consciousness at the centre of human functioning and seems to give humans
free will
Problems with dualism
7.2 Materialism: the mind is the brain
The alternative: materialism
The consequences for consciousness and free will
Problems with materialism
7.3 Operational computers: the new eye-opener leading to functionalism
Information transcends its medium
Information as the saviour of free will?
Problems with functionalism
7.4 Consciousness
Access consciousness
Phenomenological consciousness
Self-monitoring
7.5 Focus on: How to assess consciousness in comatose patients?
268 Chapter 7 The mind–brain problem, free will and consciousness

● When did dualism, materialism and functionalism (in philosophy) start? Which developments
were at their origin?
● When did scholars realise that not all thought processes were conscious?

● How does the mind relate to the brain?
● Why did the psychologists in the first half of the twentieth century struggle with dualism?
● Do humans have free will?
● Is it possible that humans exist only to continue the life of their genes?
● Why was the invention of the computer important for the mind–brain problem?
● Can you copy the mind of a person? Can you transport it by means of teleportation?
● In what respects does information processing in the human brain differ from information
processing in a computer?
● What is the function of consciousness? When do we have a conscious experience?
● How can we determine whether a patient has lost consciousness?
Introduction
The Astonishing Hypothesis is that ‘You,’ your joys and your sorrows, your
memories and your ambitions, your sense of personal identity and free will,
are in fact no more than the behavior of a vast assembly of nerve cells and their
associated molecules. As Lewis Carroll’s Alice might have phrased it: ‘You’re
nothing but a pack of neurons.’
(Crick, 1995: 3)
The above citation comes from a book by the British scientist and co-discoverer of
the structure of DNA, Francis Crick (1916–2004). In this book Crick argued that the
spectacular advance of modern science made the concepts of the soul and conscious-
ness redundant. In his view, we should no longer be satisfied with the religious guesses
of yesterday, however charming they may be.
self The present chapter also deals with the question of how we can reconcile the
the feeling of being an biological workings of the brain with the feeling we all have of being more than a mere
individual with private pack of nerve cells. Throughout history, humans have been impressed by their ability
experiences, feelings and
beliefs, who interacts in a
to reflect about themselves and the world around them. Asked what they consider to
coherent and purposeful be the essence of their life, most people refer to their self, the feeling they have of being
way with the environment an individual with private experiences, feelings and beliefs, who interacts in a coherent
Introduction 269
and purposeful way with the environment. The existence of such a feeling begs the
question, where does the self come from? What gives us the power to experience
ourselves as consistent entities with goals and values? Even stronger, what gives us the
power to think, to have a mind? This is arguably the biggest conceptual issue in
psychology. How do the brain and the mind relate to each other? This issue is known
mind–brain problem as the mind–brain problem.
issue of how the mind Three different views of the interaction between mind and brain will be discussed
is related to the brain; in the sections below. The first is the oldest and intuitively the most appealing. It says
three main views:
dualism, materialism and
that the mind (or the soul) is something independent of the body. This view is called
functionalism dualism. The second approach states that the mind is nothing but a by-product of the
biological processes taking place in a particular brain. This view is called materialism.
Finally, the third approach says that the mind is indeed realised in a brain, but that it
could be copied to any other brain, just like information on a computer can be copied
to other machines. This is the functionalist view.
After a discussion of the three views, we will continue with a review of present-
day research about consciousness and end by looking at the evidence suggesting that
unconscious processing is the automatic pilot that guides us through life.
As with all the topics in this book, we can only paint the broad brushstrokes of
what are much richer themes with heated discussions (albeit more among philosophers
of the mind than among psychologists). We have made a selection of the big historical
developments and the contemporary ideas that have particular appeal to psychologists,
accepting that for many of the players involved this may do injustice to the richness of
their proposals. Indeed, reading a book on philosophy of mind sometimes looks like
opening a catalogue of-isms (substance dualism, property dualism, epiphenomenalism,
philosophical behaviourism, methodological behaviourism, physicalism, eliminativ-
ism, fictionalism, computationalism, . . .). We have opted to keep these -isms to a bare
minimum, because it is our experience that they are powerful magnets for exam ques-
tions and, as a result, tend to draw attention to the details of the discussions rather
than to the main themes.
Interim summary
● The mind–brain problem refers to the relationship between the mind and brain.
● Three main approaches are discussed in this chapter:
– dualism: mind and brain are two independent entities
– materialism: the mind is a by-product of the biological workings of the brain
– functionalism: the mind is realised in the brain, but the information can be copied to
another machine with the same structure.
What do you think?

Before you continue reading it may be good to ask yourself what your opinion of
the mind–brain problem is. Which approach appeals most to you? Why? Is this the
first time you have thought about this question?
7.1 Dualism: the mind is independent of the brain

mind When scholars refer to the mind, they mean the faculties humans (and animals) have
aggregate of faculties to perceive, feel, think, remember and want. The oldest and intuitively most appealing
humans (and animals) view of the mind is that it is something completely different from the body (in particular
have to perceive, feel,
think, remember and want the brain). The mind and the body are two different realms. This view is known as
dualism.
dualism
view of the mind–body
relation according Dualism in religion and traditional philosophy
to which the mind is
immaterial and completely Religion
independent of the body; Dualism is central to religions. They are grounded in the belief that people possess a divine
central within religions
soul created by God, which temporarily lives in the body, and which leaves the corpse upon
and also in Descartes’
philosophy its death. The soul is what gives people their purpose and values in life. It usually aims
for the good, but can be tempted and seduced by evil forces. This belief gave rise to the
so-called demonologist view of psychopathology, the conviction that mental disorders are
due to possession by bad spirits. Indeed for a long time it seemed more acceptable that
mental disorders were due to evil ghosts than to physiological malfunctions.
Plato and Descartes
Dualism was also central in the philosophies of Plato and Descartes. Plato (Chapter 1)
maintained that the soul exists before, and survives the body. Human souls were made
of the leftovers of the soul of the cosmos and travelled between the cosmos and the
human bodies they temporarily inhabited. Because human souls were part of the
cosmos-soul, they had knowledge of the perfect realm that contained the eternal,
ideal forms of which the worldly objects were but imperfect reflections filled with
error. By focusing on the innate knowledge of their immortal soul, humans could get
access to the true ideas.
A very similar view was defended by Descartes, who was strongly influenced by
Plato and the teachings of the Roman Catholic Church. According to Descartes,
humans were composed of a divine soul in a sophisticated body (sometimes referred
to as ‘the ghost in the machine’). The soul was immaterial and formed the thinking
part of the person. Just like Plato, Descartes believed that the soul brought divine
information to humans and, therefore, that people had innate knowledge, which they
could recover through deductive reasoning.
Because Descartes was the first modern philosopher to address the relationship
between the body and the mind, and because he strongly defended the dualist view,
current-day philosophers use the term Cartesian dualism to refer to theories in which
the mind is seen as radically different from the body and as independent of the
biological processes in the brain. Dualism in philosophical writings does not make
reference to the mind’s fate after the body’s death, however, though this issue is central
to religious writings.
What do you think?

Do you think that humans are born with some forms of innate knowledge? And is
heavenly or divine information the only possible source of such knowledge?
Dualism in early psychology and lay thinking

Dualism in early psychology
For reasons that will be outlined below, in the second half of the nineteenth century a
growing number of scientists began to question the dualistic view. They felt increas-
ingly uncomfortable with the emphasis religions placed on the immortality of the
soul, the connection of the soul to a divine entity, and its independence of the body.
At the same time, they were unwilling to reduce the human mind to nothing but brain
tissue, so that in practice most defended some kind of implicit dualistic view. Lyons
(2001) gives several examples of such ambivalence among early psychologists, as can
be seen in the following citation from a much used textbook, A Manual of Psychology,
authored by G.F. Stout (1924):
It thus appears that even if the being which is a mind is also supposed to be a body, yet
the mental aspect of its nature is so distinct from its bodily aspect that each requires
separate and independent investigation. Knowledge concerning the mind does not of
itself include or conduct to knowledge concerning the body as such. Knowledge con-
cerning the body does not of itself involve or conduct to knowledge concerning the mind
as such. Hence Physiology and Psychology are radically distinct sciences, each dealing
with its own subject matter.
(Stout, 1924; as cited in Lyons, 2001: 18)
The distinction between the body and the mind was additionally attractive to early
psychologists because it provided them with their own study area that could not be
invaded and taken over by brain scientists. It also resulted in the development of
research methods that differed from those of the neurophysiologists.
Dualism in lay thinking
The Australian philosopher David Chalmers (1996: 125) argues that dualism nowadays
still is the fundamental attitude people have about the relationship between the mind
and the brain. Very few people spontaneously say that the mind is a biological brain
process, even though they readily accept that such processes form the basis of mental
operations. They feel more comfortable with statements like ‘The mind arises from
the brain’, showing that, deep down, the mind is experienced as something different
from the brain. There is a gap between the mind and the body. What could be the
origin of this feeling?
What do you think?

Chalmers claims that dualism is the fundamental attitude people have about
the relationship between the mind and the brain. Does this agree with your own
feelings? Does your intuition tell you that your thinking forms a separate reality
from your body?
Dualism puts consciousness at the centre of human functioning and

seems to give humans free will
Dualism has an intuitive appeal because it puts conscious information processing at
the centre of our functioning and it gives us the feeling of being in control of our
actions.
In dualist models consciousness is the core of human existence

Dualism not only makes a clear distinction between the mind (soul) and the brain, in
general it also gives priority to the mind. Our conscious, deliberate thinking is at the
centre of our existence and controls our actions. Because of this conscious control, we
experience ourselves and the world around us as rich and coherent. We see ourselves
as individuals with particular appearances and traits, who respond in a reasonably
consistent way, are guided by goals and values, and have a strong feeling of continuity.
Similarly, our experience of the world around us is rich, meaningful and much more
than simply knowing what is there and what it is for. Our private experiences are so
rich that we often feel we cannot fully describe them to someone else (see the notion
of qualia later in this chapter).
Our self-perception and the explicit experiences we have of the world around us
consciousness are part of what is usually referred to as our consciousness, a word that has different
word referring to the meanings within different theories but that in general refers to the private, first-
private, first-person person experiences we live through (our ‘I’). It contains all the mental states and
experiences an individual
lives through; contains psychological functions we are aware of, such as thoughts, beliefs, desires, feelings
all the mental states and intentions.
a person is aware of; Dualism puts consciousness at the centre of the person, because the mind (or the
part of the mind that soul) is the acting unit and the mind coincides with consciousness. The actions of an
can be examined with
introspection individual are guided by the private, first-person experience of that individual.
Dualism and free will

Because in the dualist view consciousness is the centre of the mind, nothing happens
unless it is licensed by the mind. This seems to put humans in control over their
actions and decisions (see below for some qualifications, however). Humans can
choose their course of action from a number of alternatives, a phenomenon that is
free will referred to as free will. Individuals with free will are motivated by intentions they set
situation in which themselves. They try to achieve goals and they are guided by reason. They have an
individuals can choose open future and can decide which path of action to take. Having free will also means
their course of action;
choice is the outcome of that individuals are responsible for their actions: they could have chosen to behave
an informed deliberation otherwise.
According to Walter (2001), three conditions must be met before an action can be
ascribed to free will:
● The agent must have been able to do otherwise. Free will only exists when there is
a choice.
● The act must originate in the agent, not in some external force.
● The act must be the outcome of rational deliberation (acts that are erratic and
unpredictable are not seen as free).
What do you think?

Can you think of an instance in which you decided to do something different
from everyone else? And can you think of an instance in which you did something
without really wanting to do it? How do these relate to your free will?
Problems with dualism

Although dualism strongly agrees with human intuitions (and we mostly rely on it
in our everyday social functioning), it has come under severe attack since the second
half of the nineteenth century, to such an extent that it is no longer a viable approach
within the philosophy of mind. It also has been banned from models of cognitive
functioning (although Chalmers (1996) argues that this is usually done by sweeping
the mind–brain problem under the carpet rather than by explicitly denying dualism).
Several factors contributed to the downfall of dualism. We discuss the most important.
The interaction problem

A first problem for dualism was how to explain the mechanisms by which an
independent mind (or soul) can influence the body. This ‘interaction problem’
had already arisen in Descartes’ day, when the 25-year-old Princess Elizabeth of
Bohemia sent Descartes the following question: ‘How can the soul of man, being
only a thinking substance, determine his bodily spirits to perform voluntary actions?’
(Lyons, 2001: 25). Because the soul cannot be perceived, Descartes thought of it as
an immaterial substance that did not occupy volume in the material world. The soul
had no length, no width, no depth. How, then, could such an immaterial soul steer
the human body into action? Similarly, how can a non-physical, spiritual mind con-
trol physical brain processes? Descartes and the dualists after him have never found a
satisfactory answer to this problem.
The existence of unconscious control processes

A second factor that was difficult to account for in dualism was the discovery that
many mental functions seemed to happen outside consciousness. John Locke (1690)
was the first to raise the issue. He wondered what happened to the mind when humans
were asleep. If consciousness was the defining feature of human existence, as claimed
by Descartes (‘I think, therefore I am’), did this imply that human existence was inter-
rupted during sleep? Locke thought not.
A similar problem was raised by the German mathematician and diplomat Gottfried
Wilhelm Leibniz (1646–1716). He too thought that the human mind could not be limited
to conscious thinking, because ‘there is in us an infinity of perceptions . . . of which we
are unaware because the impressions are either too minute and too numerous, or else
too unvarying, so that they are not sufficiently distinctive on their own’ (Leibniz, 1765;
as translated by Nicholls & Liebscher 2010: 6–7). Leibniz disagreed with Descartes
that the universe could be thought of as a machine. Instead he compared it to a living
organism. The building blocks were not material particles, but energy-laden and soul-
invested units, which Leibniz called monads. He made a distinction between four types
of monads (Fancher, 1996):
1. Simple monads formed the bodies of all matter (organic and inorganic). They had
some type of unconscious and unorganised perception, and they were motivated
by a tendency to keep in line with the existing, pre-established harmony of the
universe.
2. Sentient monads were present in all living organisms, but not in inorganic material.
They had capacities for feeling pleasure and pain, and for the voluntary focusing of
attention. However, they lacked the ability to reason about their experiences.
3. Rational monads corresponded to the conscious minds of humans. They pos-

sessed the capacity of apperception, the faculty not only to perceive but also to
reflect upon what is perceived. Apperception according to Leibniz was not entirely
based on empirical evidence, but also on innate truths. The latter could be inferred
from the fact that humans sometimes felt absolutely sure about a phenomenon
(e.g. a mathematical or geometric law). Such certainty could never be based on
perception alone; it was innate knowledge demonstrated by perception.
4. The supreme monad controlled and motivated all other monads. This in Leibniz’s
eyes was the omniscient and omnipotent God of Christian religion.
Crucially, for Leibniz human consciousness was not aware of the activity of the simple
monads and, to a large extent, of the sentient monads. Still, these monads could
motivate human behaviour, as illustrated in the following fragment:
[Simple and sentient monads resemble] so many little springs trying to unwind and
so driving our machine along. . . . That is why we are never indifferent, even when we
appear to be most so, as for instance when to turn left or right at the end of a lane. For
the choice that we make arises from these insensible stimuli, which, mingled with the
actions of objects and our bodily interiors, make us find one direction of movement
more comfortable than the other.
(Leibniz, 1765; as translated in Fancher, 1996: 70)
Influenced by Leibniz, Kant at some point also started to wonder how much wider
human knowledge was than the part people were conscious of:
There is something imposing and, it seems to me, profoundly true in the thought of
Leibniz: the soul embraces the universe only with its faculty of representation, though
only an infinitesimally tiny part of these representations is clear.
(Kant, 1755–1770; as translated in Nicholls & Liebscher, 2010: 10)
Kant thought of the unconscious representations as dark representations (‘dunkele
Vorstellungen’) and devoted a complete section to them in his 1798 book Anthropology
from a Pragmatic Point of View. At the same time, Kant seems to have been puzzled
(bothered?) by the door to the ‘dark’ he had opened and he left the unconscious rep-
resentations out of his ‘more serious’ philosophical writings, because he could not
integrate them within his overall philosophical system trying to reconcile realism with
idealism (Chapter 3).
Leibniz’s and Kant’s thoughts, however, were music in the ears of the German
Romanticists (Chapter 2). They saw these ideas as evidence for the argument that
rational thinking was but the tip of human potential and that the most interesting
part of the mind was active below the level of consciousness. They urged their read-
ers to strive for unconscious artistic productivity and intuitive aesthetic sense. Goethe
(1749–1832), for instance, liked to be described as a philosopher (or even a scientist)
working on the basis of ‘unconscious naivety’ (unbewußte Naivetät). Others started
to associate the unconscious part of the mind with sexual and sometimes destructive
desires. This was true for Schopenhauer (1788–1860), Nietzsche (1844–1900) and Freud
(1856–1939).
The prospect that a large part of mental life may be unconscious also found its
way to the UK. For instance, this is what was written about the Scottish philosopher
William Hamilton in 1858:
Sir William Hamilton . . . thinks that in order to explain certain phenomena of memory,
and of association of ideas, it is necessary, as far as we are able, to take account of the
unconscious modifications of the mind. It is a curious speculation, and as it is rather

novel in our country, though we are assured, familiar to the Germans, we shall take a
glance at it.
. . . the mind ‘contains certain systems of knowledge, or certain habits of action
which it is wholly unconscious of possessing in its ordinary state, but which are revealed
to consciousness in certain extraordinary exaltations of its powers.’ For evidence of this,
we are referred to the class of cases . . . where knowledge is revived in fever, delirium or
somnambulism, which apparently had become extinct.
(Blackwood’s Edinburgh Magazine, October 1858, pp. 506–7; at books.google.com.)
The study of unconscious processing gained further momentum from the nineteenth-
century neurophysiologic discovery that reflexes and bodily functions were controlled
by the spinal cord and subcortical structures, not by the cerebral hemispheres
(Chapter 6). A lot seemed to happen in a person without their conscious control.
Needless to say, the more mental processes started to escape conscious control, the less
central became the position of consciousness in human functioning.
The disappearance of mystery forces in the scientific world

Another reason why dualism lost its appeal was that it needed the existence of an
immaterial, mysterious, animistic ‘soul’. Scientists had bad experiences with such
entities, which to them looked more like relics from the pre-scientific world with its
animistic explanations than building blocks of a sound scientific theory. There were
two prime examples of such mysterious ‘substances’ that had been postulated in
science before but which in the end turned out to be materialistic phenomena that
could be measured and manipulated by the scientists.
phlogiston The first substance was phlogiston. This had been invoked in the seventeenth
substance that was century to explain why some materials easily caught fire (wood, certain types of gas),
believed to make materials whereas others did not catch fire at all (stone, water). The idea was that flammable
flammable before the
chemical processes materials contained a substance, called phlogiston, which was released during burning.
of combustion were Materials without the substance were not combustible. Experimentation, however,
understood called the phlogiston theory into question. For instance, it was found that materials
sometimes weighed more after being burned than before. This was difficult to reconcile
with the idea that phlogiston provided the fuel for the flames. It was also found that
fire depended on the availability of oxygen. These findings gradually brought research-
ers to the insight that fire and heat were by-products of particular chemical changes
involving the elements carbon, oxygen, hydrogen and nitrogen (although a bit of sul-
phur helps as well). The process needed a certain temperature (flash point) to get
going, but afterwards it was self-perpetuating as long as the base elements were
present.
Once the combustion processes were known, the phenomenon of fire was under-
stood and could be controlled. It became possible to determine how flammable new
chemical compounds would be. It was even possible to develop fire-repellents, materi-
als that were impenetrable to flames (and did not weigh too much). Researchers also
vital force started to realise that the processes involved in combustion showed similarities to what
animistic substance happened in respiration. As a result, fire lost its mystery.
thought to be present in The second mystery substance that in the end turned out not to exist was the
living matter before the vital force. This force had been postulated to explain why some organisms were living
chemical and biological
differences between living
and others not. Living matter was supposed to have a ‘vital force’, which non-living
and non-living matter matter lacked. Like many other animistic explanations, the vital force stayed nearly
were understood unquestioned until the seventeenth century. A defining moment in its demise was the
realisation that it was possible to make living (organic) matter out of non-living
(inorganic) components. This finding was reported in 1828 by the German chemist
Friedrich Wöhler, who synthesised urea (an organic substance found in urine) from
the inorganic compounds potassium cyanate and ammonium sulphate. Suddenly it
became clear that the distinction between organic and inorganic matter was not as
sharp as had always been assumed. The main difference turned out to be the central
role of the chemical element carbon in organic material.
Wöhler’s finding was but the first in a long series of discoveries that disentangled
the essence of living matter. Another important insight was that all living things
were composed of cells that grew out of previous cells. This discovery was made
possible by the invention and optimisation of the microscope. Once the cell was
isolated as the basic unit, researchers started to unravel the processes taking place in
it. Among other things, they discovered that the instructions to build the cell were
stored in the DNA of the cell nucleus and that DNA consisted of a sequence of four
bases. Currently researchers think they are on the brink of creating a new life form
by inserting a newly designed sequence of DNA bases into the nucleus of existing
cells. They are adamant that the resulting organism will be a living organism, capable
of reproducing itself.
Given that mysteries like phlogiston and the vital force in the end turned out to be
chemical and biological processes that could be manipulated, an increasing number
of scholars began to claim that something similar would happen to the mind. Once all
the brain processes were understood, what humans experienced as their mind would
simply turn out to be a by-product of the working brain, just as fire was a by-product
of certain chemical reactions and the vital force was a consequence of a particular
arrangement of molecules. At some point it would be discovered what biochemical
processes were involved in the human mind and the mystery would be solved. This
belief gave rise to materialism, which we discuss in the next section.
Interim summary
● The mind refers to a person’s faculties to perceive, feel, think, remember and want.
● In religions the mind is often equated with an immaterial, divine soul. This is an example
of dualism. A similar view was defended by Descartes and, therefore, in philosophy is
often called Cartesian dualism.
● Dualism is an intuitively attractive model of the mind–brain relationship because it gives
humans free will (i.e. control over their actions and decisions) and it readily accounts
for the existence of consciousness in humans. The latter refers to the rich and coherent,
private, first-person experience people have about themselves and the world around
them.
● Dualism does have problems explaining how an immaterial mind can influence the
body, and how it is possible that so much information processing in humans occurs
unconsciously. It also does not agree with a scientific world view, where there is no place
for mysterious and animistic substances.
7.2 Materialism: the mind is the brain

The alternative: materialism
The idea of an independent, incorporeal mind (soul) as the core of a human being
struck British empiricists in the eighteenth and the nineteenth centuries as quite
implausible, although they had to be careful not to upset the church too much. After
one of them, David Hume (1711–1776), openly declared that he saw no good reason
why one should believe in a soul (and in God), he was prevented from getting an
academic post in the UK (Jahoda, 2007: 29) and had to make a living as a tutor and
secretary to embassies, despite the fact that his writings were (and still are) among
the best of their time.
The idea of the mind as nothing other than a brain in operation really took off
materialism towards the end of the nineteenth century. This view is usually called materialism.
view about the As we saw in Chapter 6, the end of the nineteenth century was when it was discovered
relationship between that many brain processes were reflexes. It was also the time when Darwin’s
the mind and brain that
considers the mind as the evolutionary theory started to have a considerable impact on philosophy and
brain in operation psychology (Chapters 3 and 13). Materialism says that there is no distinction between
the mind and the brain (as defended by dualism), although there are divergences
between philosophers in the views about what exactly this entails for the mind. In the
writings below, we use a strong definition as was done by Lyons (2001), namely that
materialism implies that the specific cells of a person’s brain and their connections
constitute the person’s mind. That is, the mind of a person is nothing but the brain in
operation. This definition is also called eliminative materialism or complete reduc-
tionism1 (Ramsey, 2019). It makes a clear distinction with the functionalist view we
will discuss below.
Within psychology, the rise of materialism was one of the reasons why behaviourists
wanted to get away from the study of ‘consciousness’ (Chapter 5). Although psycholo-
gists were still at a loss to explain how human consciousness could be the emanation of
biological processes, it was not done to keep defending the idea of a non-materialistic
mind. Even Boring, who as a student of Titchener started his career studying the
structure of consciousness (Chapter 4), wrote in the 1930s that:
While there is no possibility of disproving or proving dualism, the exposition of the
present book is based on the assumption that it is scientifically more useful to consider
that all psychological data are of the same kind and that consciousness is a physiological
event.
(Boring, 1933: 14)
The consequences for consciousness and free will

The replacement of dualism by materialism was not without consequences for the
ideas of consciousness and free will. Whereas dualism put them at the centre of human
functioning, materialism did not require either of them. Below we give examples of
the most extreme positions this led to. Crick’s book (cited at the beginning of this
chapter) is another example.
Consciousness is folk psychology

The Canadian philosopher Paul Churchland (1981) argued that consciousness as the
centre of the human mind and the controller of human actions was not only an illusion
but also a dangerous idea, because it gave individuals a misunderstanding of what
makes them tick. For Churchland, consciousness and the associated opinions were
folk psychology examples of folk psychology, unsubstantiated convictions of lay people, similar to
collection of beliefs ‘folk medicine’ and ‘folk science’, which are also incoherent collections of beliefs and
lay people have about superstitions that are void of empirical verification. This is how Churchland intro-
psychological functioning;
no efforts made to verify
duced his view:
them empirically or to Eliminative materialism is the thesis that our commonsense conception of psychologi-
check them for their
internal coherence cal phenomena constitutes a radically false theory, a theory so fundamentally defective
that both the principles and the ontology of that theory will eventually be displaced,
rather than smoothly reduced, by completed neuroscience. Our mutual understanding
and even our introspection may then be reconstituted within the conceptual framework
of completed neuroscience, a theory we may expect to be more powerful by far than
the common-sense psychology it displaces, and more substantially integrated within
physical science generally.
(Churchland, 1981: 67)
It is not so difficult to find examples of strongly held opinions in most people’s
consciousness that turn out to be wrong when they are properly tested. For instance,
Milgram (1963) examined the claim that we would not harm others. He invited
ordinary participants to a laboratory where they were introduced to another person
(supposedly another participant but actually a colleague of the experimenter). The
other person had to learn a particular task and would be punished by electric shocks
of increasing intensity each time he made an error. The shock was to be administered
by the participant. The colleague (who had gone to another room and interacted with
the participant via an intercom) made many mistakes and so the participant was forced
to administer ever-increasing shock intensities. The control panel clearly indicated
the induced pain and the associated risks. Beforehand, psychologists and psychiatrists
predicted that every participant would stop as soon as the intensity became too high.
However, as is now well known, this was not what Milgram observed. Even though the
experimenter did not insist too much, all participants gave much higher shock intensi-
ties than they had thought themselves capable of, and 65% went up to the highest level,
which was clearly indicated as lethal.
Olson et al. (2015) showed how magicians give people the feeling of free choice
when asked to ‘pick a card’, whereas in reality the choice is heavily constrained by the
magician’s handling of the cards. Individuals were approached on street or on campus
and asked to choose a card by glancing as the magician flipped through a deck. The
magician raised the deck to just under the participant’s eye level and rifled through
it for about half a second. One of the cards was casually shown longer than the rest
and was actually the only one clearly visible. Of the 118 participants 103 selected the
intended card (9 more chose the target’s pair card, the card of the same value and
colour as the target card). They were genuinely surprised when the magician took the
card out of his pocket. When asked afterwards, 93 of the participants with successful
prediction were convinced their choice had been completely free and not influenced
by the magician’s acts.
The above findings agree with Churchland’s (and the other materialists’) claim that
the conscious human mind is not the controller of human behaviour, but a delusion
that can have damaging consequences.
Is there still room for free will?

If our conscious mind is not the controller of our actions, does this then also imply that
we have no free will? A view very close to this has been defended by the British biologist
Richard Dawkins (1976/2006). According to Dawkins, the evolutionary theory was misun-
derstood in the first century after its introduction by Darwin. Whereas everyone assumed
natural selection was about the survival of individuals (in their offspring) and species,
the selection actually concerns the survival of DNA molecules. Dawkins points out that
the contribution of individuals to their offspring rapidly dilutes after a few generations,
making it impossible that something ‘biological’ of an individual is preserved. Similarly,
he points out that throughout history life forms have come and gone, to be replaced by
others that were better adapted to the (changed) circumstances. So, species do not survive
either. The only things that have remained constant throughout are the genes that make
up the living organisms. They are the true survivors, and they have managed to mobilise
a whole range of survival machines that keep them alive and enable them to multiply.
The overlap in genetic material among the many species on earth is indeed remark-
able. For instance, the similarity in genetic material between mice and humans is esti-
mated to be around 85%. If anything comes close to eternity, Dawkins argues, it is the
genes. The present-day genes are very similar to the genes of a million years ago and
in all likelihood will have a high resemblance to the genes found on earth in a million
years’ time. In Dawkins’s view, humans are nothing more than survival machines for
the genes they carry around, on a par with mice, bacteria and plants, which are also
survival machines for very similar genes. In his own words:
We are survival machines, but ‘we’ does not mean just people. It embraces all animals,
plants, bacteria, and viruses. The total number of survival machines on earth is very dif-
ficult to count and even the total number of species is unknown. Taking just insects alone,
the number of living species has been estimated at around three million, and the number
of individual insects may be a million million million. Different sorts of survival machine
appear very varied on the outside and in their internal organs. An octopus is nothing like a
mouse, and both are quite different from an oak tree. Yet in their fundamental chemistry
they are rather uniform, and, in particular, the replicators that they bear, the genes, are
basically the same kind of molecule in all of us – from bacteria to elephants. We are all
survival machines for the same kind of replicator – molecules called DNA.
(Dawkins, 1976/2006, introduction of Chapter 3)
If one day humans fail, that will be bad for the genes in them, but other carriers with
very similar genes will take over and continue the journey of the genes.
Needless to say, a vision of humans as mere survival machines for the genes they
contain is a far cry from the dualist conjecture of the conscious mind being the control
centre of humans and characterised by free will. This shift of emphasis is exemplified
in the terminology used to describe humans in a materialistic world. They are vari-
ously described as survival machines, slaves, robots or automata.
What do you think?

How does it feel to assume that your life is nothing but a means to continue the
existence of the genes that made you? How do you reconcile this with the efforts
you are currently making to become a psychologist and the joy you experience in
learning new things?
Problems with materialism

The fact that many researchers preferred materialism over dualism does not imply that
the materialistic approach is problem-free. We discuss two issues.
How can different experiences be compared?
A first criticism addressed to materialism was how to account for the identity problem.
identity problem The identity problem refers to the difficulty of explaining how two events can be
the difficulty the experienced as the same if their encodings differ. If two brains have their own distinc-
materialistic theory of the tive ways of encoding an event, how can they appreciate that both encodings refer to
mind–brain relationship
has to explain how two the same event? How is it possible for two humans to communicate with each other if
events can be experienced their brain codes differ? Even worse, if experiences completely depend on the way in
as the same despite the which they have been realised in a specific brain at a specific time, how can people
fact that their realisation realise that two codes with some time in between refer to the same stimulus? Given the
in the brain differs
complexity and the flexibility of the human brain (involving over 100 billion neurons
and trillions of connections), it is next to impossible for two experiences of a particu-
lar input to be encoded in exactly the same way. How then can the brain know these
codes refer to the same stimulus?
How can we build a mind as the by-product of a brain?
A second limitation of materialism is that nobody has a convincing idea of how the
human mind could be a by-product of the biological processes in the brain. Claiming
that the mind is nothing but the brain is one thing; showing how this can be achieved
is another. Dupuy (2009) argued that the first cybernetic attempts in the 1940 and
1950s to make artificial intelligence were based on the materialistic idea. Researchers
were convinced that if they built a brain-like computer they would automatically get
an intelligent machine, returning a particular input into a desired output on the basis
of self-learning. There was no need for them to define the meaning of the input or to
detail the operations to be performed:
. . . cybernetics proposed another conceptual approach . . . Like eliminative material-
ism, it banished from its language all talk of reasons, all talk of mental representations
having semantic content, and so on. . . . It recognized no intermediate level of symbolic
computation operating on representations. . . . It redefined meaning by purging it of all
traces of subjectivity. Having redefined meaning in this way, it was able to reach it from
the far bank of physical causation in a single bound. Since physical causality is comput-
able, and since computation can be implemented in matter, this leap also linked com-
putation with meaning. Had cybernetics succeeded in realizing its ambitions, it would
have successfully accomplished the very enterprise – the mechanization of the mind.
(Dupuy, 2009: 14)
However, the cybernetic attempts along these lines resulted in failure:
The ideas of cybernetics were good ones. By this I . . . mean . . . that they constituted
a coherent model that was perfectly suited to the objective that cognitive science con-
tinues to share with cybernetics, which is to say the mechanization of the mind. Those
who dedicate themselves to this purpose today may find it useful to immerse themselves
once again in these pioneering debates. If any further reason is needed to convince them
of this, it would be the following . . . : cybernetics ended in failure. It was a historical
failure, one that was all the more bitter as its advertised ambitions were enormous; a
conceptual failure, all the less comprehensible in view of the fact that it had marshalled
very great intellectual advantages on its side.
(Dupuy 2009: 15)
At the same time, another type of machine turned out to be much more successful.
This consisted of rather simple computers (Turing machines) that were able to store
information in binary code (memory units turned on or off) and that could execute
algorithms on this information on the basis of sequences of instructions given. In
addition, the instructions could be run on each and every computer compatible with
them, indicating that there was a distinction between the machine (the hardware) and
the information processed by the machine (the software). This was an important eye-
opener, giving rise to functionalism.
Interim summary
● Materialism holds that there is no distinction between the mind and the brain, and that
the mind is a direct consequence of the brain in operation. To make the distinction with
functionalism clear, we take this to imply that the mind is linked to the specific brain in
which it has been realised.
● According to the strongest versions of materialism, there is no consciousness or free will.
Consciousness is an illusion, a form of folk psychology, and humans are comparable to
robots or machines. According to Dawkins, humans are the slaves of their genes.
● A first problem with materialism was that it seemed unable to account for the identity
problem: how can different exposures to the same event be experienced as the same
if they are not encoded similarly? A second problem was that attempts to simulate the
human mind as a by-product of biological or mechanical processes were not successful,
whereas computers running sequences of instructions on stored information started to
thrive.
7.3 Operational computers: the new eye-opener leading

to functionalism
Because humans using the materialistic approach were increasingly compared
to robots, controlled by their biology, it was normal for philosophers of mind
to keep a close eye on the developments in artificial intelligence. One particular
finding in this discipline had far-reaching consequences for ideas about the human
mind.
Information transcends its medium

Something few researchers had foreseen at the outset of cybernetics was that the efforts
to make machines intelligent would confront them with the discovery that informa-
tion can be thought of as a realm separate from the medium upon which it is realised.
Whereas cybernetics at first tried to make individual machines function like human
minds (as described in Dupuy’s excerpt above), in line with materialism, real advance-
ment consisted of rather simple machines on which information could be manipulated
in binary form. In addition, although this information had to be processed on a com-
puter and, therefore, depended on the functioning of the machine, it could easily be
copied to other computers or even to completely different devices. This contradicted

a basic tenet of materialism, namely that information is linked to the machine (brain)
upon which it is realised.
As we saw in Chapter 5, mathematicians and logicians in the nineteenth and twen-
tieth centuries ventured that all intelligence could be represented by binary symbols
(zeros and ones) upon which Boolean transformations (algorithms) operate. Every
medium capable of doing so could process the same information and was a so-called
Turing machine. This is how Turing described the insight:
The idea of a digital computer is an old one. Charles Babbage, Lucasian Professor of
Mathematics at Cambridge from 1828 to 1839, planned such a machine, called the Ana-
lytical Engine, but it was never completed . . . The fact that Babbage’s Analytical Engine
was to be entirely mechanical will help us to rid ourselves of a superstition. Importance
is often attached to the fact that modern digital computers are electrical, and that the
nervous system also is electrical. Since Babbage’s machine was not electrical, and since
all digital computers are in a sense equivalent, we see that this use of electricity cannot
be of theoretical importance.
(Turing, 1950: 439)
Engineers found out that the Boolean approach could easily be applied to computers
and was the fastest (only?) way to make machines intelligent. At the same time, the
building of operational, digital computers showed that information could transcend
the medium upon which it was realised. This insight was not only a big breakthrough
for computer scientists (because it meant that computer programs could be developed
for many different types of machines at the same time), but it also had major implica-
tions for the way in which the mind was conceived. In Chapter 5 we saw how it led to
the emergence of cognitive psychology. Here we discuss the impact on the philosophy
of mind.
A solution to the identity problem

The first outcome of the understanding that information forms a device-independent
realm was that it provided an answer to the identity problem. Because information in
operational computers was independent of the precise ways in which it had been real-
ised (as long as it retained the binary symbols and the Boolean transformations), the
physical changes by which computers code zeros and ones and worked with them did
not really matter. Similarly, the minute physiological changes that accompany a par-
ticular human experience may not be important, as long as they preserve the informa-
tion code. The same information can be realised and communicated in multiple ways.
Functionalism in philosophy
functionalism The conclusion that not the exact implementation but the functional organisation
in the philosophy of mind determines the nature of the information gave rise to a school in philosophy called
is the doctrine that what functionalism (also sometimes called machine functionalism), not to be confused with
makes something a mental
state of a particular type
functionalism in psychology (Chapter 4). Just as functionalists in psychology around
does not depend on its 1900 studied the functions of the mind rather than the nature of the mind, so
internal constitution, functionalists in philosophy from the 1970s onwards examined the functions of infor-
but rather on the way it mation, rather than the precise ways in which the information was realised. Function-
functions; predicts that
the mind can be copied
alism is officially neutral between materialism and dualism, but materialists often
onto another Turing ‘claim’ functionalism because they argue that information can only be realised in
machine physical states (Levin, 2018).
This is how one of the most famous proponents, the American philosopher Jerry
Fodor, summarised the movement:
In the past 15 years a philosophy of mind called functionalism that is neither dualist nor
materialist has emerged from philosophical reflection on developments in artificial intel-
ligence, computational theory, linguistics, cybernetics and psychology. All these fields,
which are collectively known as the cognitive sciences, have in common a certain level
of abstraction and a concern with systems that process information. Functionalism,
which seeks to provide a philosophical account of this level of abstraction, recognizes
the possibility that systems as diverse as human beings, calculating machines and dis-
embodied spirits could all have mental states. In the functionalist view the psychology
of a system depends not on the stuff it is made of (living cells, metal or spiritual energy)
but on how the stuff is put together.
(Fodor, 1981: 124)
Beam me up, Scotty

The British philosopher Derek Parfit presented an interesting thought experiment that
illustrates the difference between functionalism on the one hand and Cartesian dualism
thought experiment and materialism on the other. A thought experiment is a hypothetical scenario that
hypothetical scenario helps us understand things. In Parfit’s case, it is even a very easy thought experiment,
that helps with the because most of us have already seen it ‘in action’ in the science fiction series Star Trek.
understanding of a
philosophical argument The actors in this series can be transported from their ship, the Enterprise, to nearby
planets and back by teleportation, operated by the transport chief Montgomery
‘Scotty’ Scott (hence, the catchphrase at the beginning of this paragraph). The telepor-
tation works by disassembling the particles of the person’s body at the place of
departure and reinstating them at the location of destiny.
Now, the interesting question about such teleportation is what it would do to the mind.
In Descartes’ approach, we would probably have to predict that the mind would not survive
such a process. Given that the mind (soul) does not come from biological brain processes
and forms an independent, non-material entity, it cannot be teleported with the rest. So,
teleportation would result in the reinstatement of the body without the accompanying
mind. In contrast, within the functionalist framework, teleportation should work fine (as
it did in the TV series). The mind is nothing but the information stored within the physi-
ological network of the brain and, if the latter is restored, the mind should be back as well.
In the materialist view the mind would survive the teleportation without any loss of
information only when exactly the same brain is reinstated. Because the mind depends
on the specific brain operations that give rise to it, only a reinstatement of the origi-
nal particles in their initial positions would result in a flawless transportation of the
mind. In contrast, within the functional view, the mind will be transported as soon
as the information code can be implemented on the new brain. Because we have seen
teleportation ‘work’ so often in Star Trek, we may have overlooked its implications
for the mind–brain problem.
Information as the saviour of free will?

Information allows humans to rebel against the genes
Given that information in the cybernetic world can be considered as independent
of the matter on which it is realised, does this mean that information escapes the
control of the genes? Is it possible that humans escaped the tyranny of the biologi-
cal make-up, because they assembled matter-independent information? One of the
most outspoken scholars defending this position is the Canadian psychologist Keith
Stanovich in his book The Robot’s Rebellion: Finding Meaning in the Age of Darwin.
This is his view:
People who do not like the idea of genetic determinism do in fact have an escape route.
However, the escape route is not to be found in denying the known facts about the
heritability of human behavioral traits, or in denying their evolutionary origins . . .
The first step in conceptualizing the escape route involves focusing on the startling
fact . . . that the interests of replicators [genes] and vehicles [survival machines] do not
always coincide. When a conflict occurs, short-leashed response systems will prime the
response that serves the genes’ interests (replication) rather than those of the vehicle.
However, as humans, we are concerned with our own personal interests, not those of
the subpersonal organic replicators that are our genes. The presence of our analytic
processing systems makes it possible to install the mental software . . . that maximizes
the fulfillment of our own interests as people. This mindware ensures a mental set to
give primacy to the person’s fulfillment (to side in favor of the vehicle and against the
replicators when their interests do not coincide). That mental set is the proclivity for
rational thought.
(Stanovich, 2004: 81–2)
In other words, the fact that humans can encode, store, retrieve and manipulate infor-
mation enables them to pursue intentions that need not coincide with those of the
genes. As Stanovich sees it, the robots have a potential to rebel, if they are willing to
use rational thought aimed at their own personal interests.
Memes
Not everybody is convinced, however, that information is liberating humankind.
Dawkins (1976) was probably the first person to spot that information shows many
similarities with DNA molecules. According to him, DNA need not be the only rep-
licator in the universe. There may be others, which also work on the principles of
variation (the introduction of spontaneous small changes when existing material is
copied), selection (of the changes that fit well within the environment) and replication
(of the successful variations).
Dawkins argues that the build-up of information by humans fulfils all the principles
of Darwinism. A few variations find a storage facility and a way to get copied. During
the copying small changes are introduced. Many of these changes are uninteresting
and fail to be reproduced. However, the few ideas that fit well in the environment copy
themselves copiously and spread throughout the territory. Dawkins calls the individual
meme ideas that make up information and try to replicate themselves, memes.
information unit Although Dawkins did not write this explicitly, the picture of memes he paints is
proposed by Dawkins not one of a medium that liberates people, but rather one of a medium that also uses
that reproduces itself
according to the principles
humans as ‘survival machines’. So, it might be that humans are not only ‘programmed’
of the evolutionary theory to spread genes, but also to spread information in the form of memes. The main
(variation, selection and difference between genes and memes at present is that the former have managed to
replication) harness many organisms, so that they can survive the extinction of a species, whereas
the latter (still) largely depend on the human race for their growth and distribution.
Such a view would predict that memes will push for the development of forms of
information multiplication other than humans (e.g. by means of computers, robots
and neural networks).
What do you think?

One prediction of the meme theory is that memes need not be helpful to get
copied. Some memes may even be harmful to humankind and will still get copied.
An example of an unhelpful meme that gets copied endlessly is a chain letter; an
example of a harmful meme is the belief that you have to kill individuals who do
not share your opinions (memes). Can you think of other examples?
Telecopying
Needless to say, the above ideas find fruitful soil in science fiction (which to some
extent can be compared with thought experiments, as we have seen in the example
of Parfit). You may have recognised the theme of the Terminator film trilogy in the
previous paragraph: intelligent machines taking over from humans and starting to
produce/control information. Similarly, it is not so difficult to take the teleportation
example a few steps further on the basis of what we have seen. Let us suppose that
teleportation does not require that the very same participles disassembled at the point
of departure are reinstated at the destination location but that other particles with
similar features would do just as well (computer technology allows that). Then, we
would not only be able to teleport a person, but also to telecopy them. And if we can
do that once, then in principle we can repeat it indefinitely (as long as we have the
resources to make the particles). Each copy would have the same information and
thus would start off with the same mind. Furthermore, nothing requires the tissue
to be biological tissue. If we manage to assemble a silicone network with the same
layout as the human brain, then in principle it should be possible to copy human
knowledge onto that network. An interesting question at this point is whether such a
network also would inherit the human mind, complete with consciousness and (the
illusion of) free will.
Problems with functionalism

The functionalist framework agreed perfectly with cognitive psychology and cognitive
neuropsychology. Psychology’s task was not to understand how the brain functioned
or how mental representations were implemented; this was the hardware side. Psy-
chology’s challenge was to understand the software that runs on the human brain.
Researchers enthusiastically referred to a book published posthumously by David
Marr (1945–1980), a neuroscientist who developed one of the first computer models
of human vision. Marr (1982) argued that information processing could be studied
at three levels. First, at the computational level researchers postulate ideas about how
a system can generate output representations from input representations received.
Next, at the algorithmic level, they try to specify the algorithms necessary to per-
form the processes proposed at the computational level. Finally, at the implementation
level, they aim to make the algorithms work on a specific physical system. Cognitive
psychologists could easily identify themselves with researchers operating at Marr’s
computational and algorithmic level (leaving the implementation level for the neuro-
physiologists and the engineers).
Similarly, cognitive neuropsychologists placed themselves squarely in the

functionalist camp, as can be seen in the following excerpt:
One of the fundamental assumptions of cognitive neuropsychology is that the behaviour
and experience of brain-damaged patients can provide information about the nature
of the independent cognitive modules that underlie normal behaviour and experience.
Given this assumption, it is, of course, perfectly possible for fruitful discussions about
the nature of cognitive processes to proceed without any consideration of the nature of
the associated brain systems.
(Frith, 1992: xii)
The challenge posed by cognitive neuroscience

As discussed in Chapter 6, the clear separation between information processing and
brain tissue was questioned anew by cognitive neuroscience, which argued that human
information processing could be understood by examining the brain parts involved
in the operations. As Gazzaniga et al. (1998: 20) wrote in one of the first textbooks
devoted to the new discipline: ‘Any computational theory must be sensitive to the real
biology of the nervous system, constrained by how the brain actually works.’
Cognitive (neuro)psychologists were quick to object that such an approach was
at odds with the functionalist approach. It was the equivalent of an engineer claim-
ing that the operations of a software package could be understood by studying the
computer parts involved in the execution of the program (e.g. Hatfield, 2000; Uttal,
2001; Coltheart, 2004; Harley, 2004). As Miller (2010: 718) formulated it: ‘A parallel
could be drawn regarding social networking carried out via a network of computers.
One’s (social) network is not one’s computer nor its connections to other computers.’
To strengthen their message, the adherents of the functionalist approach ques-
tioned whether cognitive neuroscience has had any theoretical impact beyond what
is already known to psychologists on the basis of behavioural and neuropsychologi-
cal data (Coltheart, 2006; Kihlstrom, 2010). They argued that cognitive neuroscience
provides little more than nice pictures about correlations between brain activity and
psychological experiences, despite the massive investments and the repeated promises
of more profound impact.
The issue . . . is not whether biology influences mind and behaviour . . . The issue
is whether data about the structure and function of the brain can constrain theories
advanced at the psychological level of analysis.
(Kihlstrom, 2010: 765)
What we can do (increasingly often and increasingly well) is localize in space a portion
of the tissue that seems differently associated with mental events. What we can do is
correlate a person’s thinking of this or that with localized brain activity . . . But this does
not show that the brain is thinking, reflecting or ruminating; it shows that such-and-such
parts of person’s cortex are active when the person is thinking, reflecting or ruminating.
(Miller, 2010: 727)
The fact that cognitive neuroscience has tremendously expanded since its beginnings
in the 1990s, according to the critics, is not due to the theoretical progress made by
the new approach but to the appeal pictures of brain activity have for humans (read-
ers, researchers, reviewers, assessors). People tend to see pictures of brain activity as
more informative than they really are (Fernandez-Duque, 2017). Skolnick-Weisberg
and colleagues (2008), for example, observed that pictures of brain activity made naive
adults and students of a neuroscience course less critical about weak explanations of
a phenomenon. Similarly, McCabe and Castel (2008) reported that an article of brain
imaging results was rated as more convincing by undergraduate students when it was
accompanied by a brain image, even when the article included a paragraph with scath-
ing criticism from another researcher.
Beck (2010) listed the following reasons for the non-scientific appeal of brain
images:
1. Brain imaging pictures afford a simple message: brain area X is responsible for this
particular complicated psychological or social phenomenon.
2. Reductionist, biological explanations have extra appeal, because they seem to give
a definite and scientific account (they address the basis of the behaviour). People
have greater confidence in a biological marker of a behavioural phenomenon than
in the phenomenon itself. Watching a brain area light up when chocolate cravers
see chocolate seems to be more convincing than hearing the people talk about their
irresistible cravings.
3. Part of the appeal of biological explanations is that people tend to confuse them
with innateness, thinking that brain activity is the outcome of fixed, innate wiring
rather than the result of a learning process.
4. Brain imaging pictures hide the complicated comparisons and statistical analyses
needed to come to the image. They create an illusion of a direct snapshot of the
brain in action.
As Beck (2010: 763) wrote: ‘It is worth pointing out that the construction of the
colorful images we see in journals and magazines is considerably more complicated,
and considerably more processed, than the photo-like quality of the images might
lead one to believe.’ Indeed, brain imaging research has been accused of too rapidly
accepting associations between brain activity and psychological processing, leading to
so-called voodoo correlations. Vul and colleagues (2009) showed that cognitive neuro-
science studies of emotion, personality and social cognition frequently report correla-
tions between brain activation and personality measures higher than can be expected
on theoretical grounds, and they argued that these were due to statistical artefacts.
According to the critics of cognitive neuroscience, the contribution of the new
techniques for psychological understanding will turn out to be very limited, because
what matters are the computational and algorithmic levels of information processing,
not the implementation level. Given the incompatibility of the basic tenet of cognitive
neuroscience with the prevailing functionalist framework used by cognitive (neuro)
psychologists, it is perhaps surprising to see that cognitive neuroscience has been so
successful in the past decades (including the retraining of many cognitive neuropsy-
chologists). Cognitive neuroscientists argue this is because the brain is a much more
varied device than present-day computers. Brain activity for various tasks constrain
cognitive theories in ways that cannot be addressed by traditional behavioural experi-
ments. As a result, differences in brain functioning can be used to gain insights in the
ongoing information processing. Henson (2005) argued that, in particular, function-
to-structure deductions are compelling. According to him, if two conditions produce
qualitatively different patterns of activity over the brain, then it can safely be con-
cluded that these conditions differ in at least one function. Less convincing evidence
comes from structure-to-function inductions, which involve the claim that if two func-
tions activate the same brain regions they must involve the same functions.
What do you think?

Which position strikes you as the most promising avenue for progress in
psychological understanding: further theorising about the information
processing by the brain, as defended by the scientists who believe in
functionalism, or further research into the biological functioning of the brain,
as claimed by the cognitive neuroscientists? Are these approaches incompatible?
Or can they be combined in fruitful ways? If so, how?
The challenge posed by symbol grounding and survival in a changing

environment
The success of digital computers turned the rather unspecified materialistic view
(the mind is the brain in operation) into a more concrete functionalist proposal
(the mind is the outcome of [Boolean] information processing in the brain). Gradu-
ally, however, an important distinction between human and computer functioning
became clear. Although the current performance of computers is breathtaking
(certainly compared to that at the beginnings of computing a few decades ago),
there is one big limitation. Computers do well as long as they stay disconnected
to the environment and are fed information by humans. As soon as they have to
interact with changing surroundings, they tend to be sluggish and unpractical.
The reason is that computers based on Boolean information processing have no
inherent knowledge about what information is important in which situation, so
that they are obliged to process much more information than humans seem to do
(Anderson, 2003).
The difficulties in making computers interact with their surroundings have con-
fronted researchers with the fact that humans seem to have a lot of information
based on their interactions with the world. Even stronger, researchers have started
to realise that information (symbols and algorithms) ultimately must be grounded
in an external reality. Boolean logic is great to represent information and to process
it (e.g. by combining symbols in new ways), but ultimately the symbols need to refer
symbol grounding to some reality. This is known as the symbol grounding problem, the fact that the
problem representations used in computations require a reference to an external reality in
the finding that order to get a meaning. Harnad (1990) compared the grounding problem to the situ-
representations (symbols)
used in computations
ation you would encounter when trying to understand a foreign language by means
require a reference to of a dictionary in that language. Each word (symbol) is defined by means of other
some external reality in words (symbols) and as long as you have no grounding for a single symbol, it is
order to get meaning impossible for you to start figuring out the language. This is how Glenberg and
Robertson (2000: 379) described the importance of the grounding problem for cog-
nitive psychology:
Meaning is the most important problem in cognitive psychology. Meaning controls
memory and perception. Meaning is the goal of communication. Meaning underlies
social activities and culture: To a great degree, what distinguishes human cultures
are the meanings they give to natural phenomena, artifacts, and human relations.
Yet, rather than being a hotbed of theoretical and empirical investigation, meaning
in cognitive psychology has been coopted by a particular approach: Meaning arises
from the syntactic combination of abstract, amodal symbols that are arbitrarily
related to what they signify.
The solution to the symbol grounding problem has been sought in the interactions
humans have with the world through their bodies. These interactions provide humans
with sensory and motor representations in which symbols can be grounded. Vincent-
Lamarre et al. (2016) estimated that 1–5% of the words in a dictionary cannot be
defined on the basis of other words and require grounding in the external world.
According to Anderson (2003) the importance of the interactions with the sur-
roundings was overlooked when Descartes associated the human mind with what sets
humans apart from the rest of the universe, including animals. As a result, the day-to-
day physical interactions with the world became excluded from what constituted the
embodied cognition human mind. The alternative is embodied cognition, the conviction that the interac-
the conviction that the tions between the human body and the environment form the grounding of human
interactions between cognition.
the human body and the
environment form the
Anderson (2003) lists four sources of embodied information:
grounding (meaning) of 1. The human physiology. Humans can do some actions in some situations, but oth-
human cognition
ers not, because of bodily limitations. As Glenberg and Robertson (2000) argued,
confronted with the same challenge (e.g. crossing a river) effective actions are quite
different for a mole, a bird and a human. Similarly, grown-ups can use a chair to
fend off an aggressive dog, whereas toddlers cannot.
2. Evolutionary history. Not all actions are equally effective for survival and repro-
duction. By natural selection, the meaning of a particular situation for a particular
animal becomes associated with a set of actions that enhance successful coping
with the situation.
3. Practical activities during reasoning. Very often, when confronted with a problem,
humans do not keep on reasoning until they have found the best solution. They try
out various actions that seem sensible to bring the solution closer. This constant
interaction between action and thinking grounds cognitive representations.
4. Socio-cultural situatedness. For humans (and presumably other higher mammals),
the actions allowed by objects depend on the social context. Whereas a chair invites
sitting on it, this is not true for a chair in a museum or the throne of a king (or a
tribal chief). Living in a group strongly constrains the type of actions that can be
performed, and it is important to make use of this information.
The symbol grounding problem and the existence of embodied cognition have confronted
scholars with the fact that the human mind is more than a simple Turing machine.
Knowledge in the real world is not completely independent of the substrate on which it
is realised, because such knowledge is not agile enough to function in the world. Instead,
the human mind is shaped intimately by the underlying body and its interactions with the
physical world. On the other hand, Louwerse (2018) argued that symbolic cognition and
embodied cognition need not be mutually exclusive. According to him, as a child grows,
embodied cognition gets encapsulated in symbolic cognition (words referring to words)
and language users rely on language statistics for most of their cognitive processes also
those involving perceptual and motor information, because symbolic cognition is faster
and less memory demanding. As such, language can be considered a disruptive cognitive
technology expanding human conceptual reach (Dove, 2018).
Interim summary
● Computer science has shown that information may transcend the medium on which it is
realised. It can be copied from one Turing machine to another.
● This insight provides a solution to the identity problem, the fact that it is unlikely that
two identical thoughts are physiologically realised in exactly the same way.
● This insight also led to functionalism in the philosophy of mind, the conviction that
philosophers of mind had to investigate the functions of information, and not the precise
ways in which the information was realised in the brain.
● Functionalism (and materialism) can explain how the mind is not lost in the thought
experiment of teleportation, unlike dualism.
● Some authors see the fact that information is a realm separate from the machine upon
which it is implemented as a way in which humans can reclaim their free will; others claim
it simply implies that humans are not only slaves of their genes but also slaves of the
information realm (composed of memes).
● Cognitive psychology and cognitive neuropsychology were realisations of functionalism
in psychological research. They are currently questioned by the rapid expansion of
cognitive neuroscience, which postulates a closer link between information processing
and brain functioning. A further challenge for functionalism lies in the fact that digital
computers cannot survive independently because they rely on humans for symbol
grounding and to remain functional in a changing environment. This suggests that the
human mind is more intimately connected to the brain and body upon which it is realised
than is postulated by functionalism.
7.4 Consciousness
As we saw in the previous section, since the 1940s the comparison of human and com-
puter functioning has played a main role in the philosophy of mind. For instance, func-
tionalism claimed to have demystified the human mind as nothing but a by-product
of information stored and manipulated in a Turing machine. Others doubt whether
the real mystery has been solved yet, and point to the continuing differences between
information processing in computers and in humans (such as symbol grounding and
embodied cognition).
A central theme in these discussions is that of consciousness: humans are thought to
be ‘conscious’ of their information processing in ways computers are not. Because of
its importance, we devote a separate section to this concept, starting with the question
of what scholars understand by ‘consciousness’.
Block (1995) called it a mongrel concept, because the same word is used to refer to
different aspects. This leads to contradictions and misunderstandings:
We reason about ‘consciousness’ using some premises that apply to one of the phenomena
that fall under ‘consciousness’, other premises that apply to other ‘consciousnesses’ and
we end up with trouble. There are many parallels in the history of science. Aristotle used
‘velocity’ sometimes to mean average velocity and sometimes to mean instantaneous
velocity; his failure to see the distinction caused confusion . . .
(Block, 1995: 227)
Block (1995) proposed to make a distinction between two types of consciousness:

access consciousness and phenomenological consciousness. To illustrate the differ-
ence, he referred to blindsight. This is a condition in which patients (after damage to
their primary visual cortex) are unable to see anything in part of their visual field.
However, when the experimenter flashes stimuli in the blind area and asks patients to
guess what was presented, they can do so better than expected by chance. For instance,
De Gelder et al. (1999) tested patient GY, who reported seeing nothing in the right
visual half-field as a result of damage to his left occipital lobe at the age of eight. De
Gelder and colleagues presented short videos of a female face displaying a happy, sad,
angry or fearful expression in the blind half-field and asked the patient to guess which
emotion had been expressed on each trial. GY turned out to be correct in 52% of the
trials (whereas performance due to guessing alone was 25%). Clearly there was visual
processing going on without the patient being aware of it. However, this information
could not be reported by the patient, used for reasoning, or acted upon intentionally.
Information that has an effect but is not available for reporting or intentional use
access consciousness is said by Block (1995) not to have access consciousness. It is inaccessible for inten-
access conscious tional, deliberate processing. Phenomenological consciousness is more difficult to
information can be define, but refers to the richness of human experiences. Individuals have the feeling
reported by the patient,
used for reasoning and that their conscious experiences are deeper than can be described. They have the
acted upon intentionally impression that it is impossible to convey their experiences to other people in a way
that fully does justice to the richness of the experience. Whatever unconscious repre-
phenomenological
sentation blindsight people have of their affected part of the visual field, it does not
consciousness
refers to the fact that
seem to have the phenomenological richness associated with conscious experiences.
human experiences Dehaene et al. (2017) added a third component to Block’s distinction. According to
possess subjective them, a distinct aspect of consciousness is self-monitoring, the ability of a cognitive
qualities that seem to defy system to monitor its own processing and obtain information about itself. We discuss
description; experiences
have a meaning that goes
the three aspects one after the other.
beyond formal report
(semantics instead of
syntax)
Access consciousness
Above we described the phenomenon of blindsight as an indication of unconscious
processing. In the past decades many more examples of such processing have been
documented, also in healthy persons.
Masked priming
Scientific research on consciousness began when researchers discovered empirical evidence
for the existence of unconscious processing. One of the first experiments showing that
humans can be influenced by stimuli they do not perceive consciously was published by
Kunst-Wilson and Zajonc (1980). The experiment consisted of two phases. In the first
phase, participants were asked to watch a screen and try to discern what was presented.
Ten irregular polygons were presented five times for one millisecond, too short a time to be
seen by the participants (all they saw were light flashes). In the second phase, participants
were shown two polygons and had to decide which one they thought they had seen in phase
1, and which one they liked most. One of the polygon pairs had been presented in the first
phase, while the other was new. Figure 7.1 shows the findings. As expected, the participants
could not indicate which polygon had been presented in the first phase (because they were
not aware of having seen them). However, the participants more often than predicted by
chance preferred the polygon shown in the first phase. This was the first evidence that
emotional responses could be based on unconscious information processing. It had a huge
impact on social psychology, although concerns have been raised as to what extent the
unconscious part of the effect can be replicated (Chapter 11; see also Pugnaghi et al., 2019).
65
60
Percentage chosen
55
(50% correct)
50 Guessing
45
40
Recognised Preferred
Stimulus not seen in phase 1

Stimulus seen in phase 1
Figure 7.1 The effect of stimuli that cannot be perceived consciously.

When participants in a first phase are exposed to stimuli they cannot perceive consciously, they are
unable in the next phase to indicate which stimulus of a pair was presented in the first phase and
which one is new, but they show a reliable preference for the stimuli they were exposed to in the
first phase. This was the first evidence for unconscious stimulus processing.
Source: Kunst-Wilson, W.R. and Zajonc, R.B. (1980) ‘Affective discrimination that cannot be recognized‘, Science, 207,
557–558.
Shortly after the study by Kunst-Wilson and Zajonc (1980), Marcel (1983) presented
evidence that cognitive processing could be unconscious as well. He made use of a
technique known as semantic priming. In this technique two stimuli are presented
immediately after one another: the prime and the target. The usual finding is that the
target is recognised faster when it succeeds a semantically related prime than when
it succeeds an unrelated, neutral prime. So, the target word boy is recognised faster
after the prime word girl than after the prime word goal. In Marcel’s experiments,
target word recognition time was measured by means of a lexical decision task. In
this task participants have to decide on each trial whether a presented string of letters
is a word (e.g. boy) or not (e.g. doy). The target stimuli (both words and non-words)
were preceded by primes to which the participants did not have to respond. In a first
condition, Marcel presented the primes long enough for them to be clearly visible.
In this condition, as expected he found a nice semantic priming effect (left part of
Figure 7.2). That is, participants indicated faster that boy was an existing English
word if it had been preceded by the prime girl than if it had been preceded by the
prime goal. In a second condition, Marcel limited the presentation time of the primes
to a few milliseconds, so that participants could no longer see them consciously. Still
he found a priming effect that was nearly as strong as the effect with the clearly vis-
ible primes (right part of Figure 7.2). This indicated that the prime word did not have
to be perceived consciously in order to be processed and to influence the subsequent
recognition of the target word.
Marcel’s pioneering work has been followed by thousands of experiments showing
visual information processing of primes participants were not aware of. The easiest
way to make primes ‘invisible’ is to present them between other stimuli, so-called
masks. In a typical experiment, the prime would be preceded by a meaningless string
600
Lexical decision time

575
(in milliseconds)
550
525
500
Prime clearly Prime not
visible perceptible
Semantically related (e.g. girl–boy)

Unrelated (e.g. goal–boy)
Figure 7.2 Evidence for unconscious cognitive processing.

Target words are recognised faster when they are preceded by a semantically related prime than
when they are preceded by an unrelated prime. This is so both when the primes are clearly visible
and when they are presented too briefly to be seen consciously.
Source: Adapted from Marcel (1983).
of letters or symbols (e.g., RPSDT or #&<=@) and followed by the target word.
masked priming Because the surrounding stimuli mask the prime, the technique is called masked priming.
experimental technique to If you are somewhat familiar with psychological research, you will not be surprised to
investigate unconscious hear that a lively debate exists about the extent to which masked primes really are
information processing,
consisting of briefly unconscious (e.g., Holender, 1986; Greenwald et al., 1996; Merikle et al., 2001; Peters
presenting a prime et al., 2017; Heyman et al., 2019).
between a forward
meaningless mask and a Implicit memory
subsequent target, and
Other strong evidence for unconscious processing in humans comes from research on
examining the effect
of the prime on the implicit learning and implicit memory (e.g. Schacter, 1987). Traditionally, memory
processing of the target studies relied on conscious recollection of information presented before. This research
showed strong individual differences and confirmed that some individuals were unable
to learn and remember new information. These were patients suffering from amnesia.
Gradually, however, it was discovered that, although amnesic patients could not con-
sciously recollect information, they often showed performance benefits of informa-
tion presented before, when they were not asked to remember the recently presented
information but invited to perform a task that was related to the previously presented
information.
The first experimental demonstration of implicit learning and retention of infor-
mation was published by Milner (1962) who examined the famous amnesic patient
H.M. (1926–2008). After an operation to treat epilepsy, H.M. lost all ability to
learn new information (e.g. Corkin, 2002). The psychologist examining him, Brenda
Milner, tried out all types of tests with no avail, until she examined whether H.M.
could learn new actions. She asked H.M. to copy a star while watching his hand in
a mirror, which is a very demanding task (try it out using the star shown overleaf!).
H.M. was asked to do this three days in a row. Although on the second and the third
days he did not remember having done the task before, his performance improved
day after day.
Type of star used in the mirror drawing

experiment with H.M. H.M. was asked to
draw a line between the lines starting from
the S, while looking at the star in a mirror.
Further strong evidence for the existence of implicit memory came from research
by Warrington and Weiskrantz in the 1960s and 1970s (e.g. Warrington & Weisk-
rantz, 1978). They also investigated amnesic patients, but looked at tasks other
than motor learning. One of these tasks involved patients learning a list of words.
Sometime later they were asked to recall the words or to try to fill in the missing
parts in word fragments, such as ‘_ss_ss__’. The patients could not consciously
recall any word from the list, but they were more likely to successfully complete
the fragment if the word had been part of the previously learned list (assassin)
than if it had not.
Schacter (1987: 502) noted that, although the evidence with amnesic patients put
implicit memory on the map, writings about ‘unconscious memory’ are much older.
He identified Leibniz as the first person to realise the importance of memory without
awareness. Indeed, Leibniz wrote in 1704 that: ‘. . . often we have an extraordinary
facility for conceiving certain things, because we formerly conceived them, without
remembering them’. Another early scholar pointing to the existence of memory traces
without awareness was the French philosopher Maine de Biran (1766–1824). In 1804
he published a treatise (with the translated title The Influence of Habit on the Faculty
of Thinking), in which he pointed to the importance of habits in human thought and
behaviour. According to Maine de Biran, after sufficient repetition habits are executed
automatically and unconsciously without awareness of the acts themselves or of the
episodes in which they were learned. These habits were stored in dedicated memories:
a mechanical memory for repeated movements, and a sensitive memory for repeated
feelings.
Libet’s study on the initiation of movement

In 1985 the American neurophysiologist Benjamin Libet (1916–2007) published a
famous study in which he showed that not only perception and memory to a large
extent escape conscious control, but that the same is true for action control. According
to Libet, the initiation of an action, even a deliberate one, happens outside conscious-
ness, because a lot of preparation is needed.
Libet based his claim on a fairly simple but straightforward experiment (as has been
the case for many classic findings in scientific research). He asked participants to delib-
erately make a finger movement from time to time. Participants saw an analogue clock
face in front of them with a light going round the face every 2.56 seconds. Participants
were asked to indicate after each trial when they had decided to initiate the movement
by telling the experimenter at what position the light had been at the moment they
made their decision. Libet measured two extra things: (1) the time at which the move-
ment was initiated, and (2) the electrical brain activity of the participants. The latter
was registered because it had been shown in the 1960s that voluntary movements are
preceded by a readiness-potential in the brain, a change in the EEG signal very similar
to the Event Related Potentials discussed in Chapter 6 (Figure 6.16).
What everyone expected would happen was that the participants would first
decide to make a movement, then after some delay would show a readiness-potential
in their EEG, and after some more delay would initiate the movement. However,
this was not what Libet observed. His data clearly showed that the brain signalled
its readiness for the response (as seen by the onset of the readiness-potential) well
before the participant had the conscious impression of starting the movement!
Rather than consciousness deciding it would make a movement, it looked as if con-
sciousness was informed by the brain that a movement was about to be initiated.
Later studies have confirmed Libet’s findings and suggested that the time estimates
may even be too conservative. Using fMRI, Soon and colleagues (2008) were able
to predict upcoming ‘voluntary’ responses by brain activity up to 10 seconds before
the actual movement.
What Libet’s (1985) experiment and subsequent replications suggested, was that
under the conditions tested, consciousness did not control the initiation of the move-
ment, as the participants thought, but that it was notified by the unconscious part of
the brain when everything was ready for a movement. In other words, there was no
free will involved in the initiation of the movement. In a later publication Libet (1999)
conceded that free will might still play a role, because it could stop a programmed
movement once it was ready to be launched.
Wegner (2004) was more critical about the involvement of free will in the control
of actions. According to him, our feeling of doing things is an ‘illusion of conscious
will’. What happens is that the human mind is programmed to attribute actions to its
own initiative as soon as three conditions are met:
1. a thought appears in consciousness just prior to an action,
2. the thought is consistent with the action, and
3. there is no salient alternative cause of the action.
As soon as these three conditions are met, the conscious human mind will claim
authorship for the action, even though in reality unconscious processes were the ori-
gin both of the action and the thought.
A completely different explanation was put forward by Schurger et al. (2012).
They questioned the assumption that the readiness potential signalled the intention
to make an action. According to them, the participants were instructed to respond
as soon as they felt an urge. In the motor cortex activity goes up and down at ran-
dom like in all systems with noise. When the activity reaches a certain threshold,
the participant feels an urge to respond. However, there is no ‘intention’ of the
brain to make the activity go up; it just happens by coincidence. So, the readiness
potential that Libet observed 1 s before conscious awareness of a movement was not
an indication of an unconscious brain decision to make a response, but a random
increase in brain activity. Subsequent research has confirmed and extended Schurger
et al.’s (2012) interpretation. A good summary is given by Brass et al. (2019), who
concluded that Libet-style tasks captured everyone’s attention because they suggested
that unconscious processes determine our decisions, but eventually turned out to be
a false trail, because they do not pose a serious challenge to the human intuition of
free will.
The global workspace model
Since the seminal studies discussed above, many more instances of unconscious
processing have been documented, to such an extent that unconscious information
processing nowadays is generally accepted in cognitive psychology. This should not
surprise us. Unconscious information processing is a mystery within a dualist vision,
where the conscious human mind controls everything, but is perfectly acceptable
within a materialistic or functionalistic view. There is nothing untoward in sense recep-
tors that fire automatically when they are activated by an appropriate stimulus, or in
motor neurons that are mobilised for an upcoming movement. There is also nothing
strange in signals being passed through the various nerves and brain centres and acti-
vating representations that are related to the original stimulus. What is difficult to
explain within materialism and functionalism is why this processing from a certain
point onward gives rise to a conscious experience of the event. So, with respect to
Marcel’s experiment there is no problem explaining how briefly presented primes are
processed by the brain. What is more difficult to grasp, however, is why from a certain
presentation time onward, the participant has a clear, conscious, vivid image of the
word that is presented.
A metaphor that is increasingly used within cognitive psychology to understand the
role of consciousness is that of a theatre (e.g. Baars, 1997). According to this meta-
phor, the brain can be compared to a big theatre where many processes are needed
in the background for the play to take place (preparation of the decors, costumes,
new players ready to come on stage, etc.). These processes work to a large extent
independently, but they need to be informed about what is going on in the play, in
order to synchronise their activities with those of the central event. This is the role
of consciousness: making information available to the global workspace, so that the
activities of the automatic processes can be tuned to each other.
The French neuroscientist Dehaene and his colleagues (2001) presented brain imag-
global workspace model ing evidence for the global workspace model. They measured brain activity to visual
model that explains the stimuli that were presented either too briefly to be consciously perceptible or long
role of consciousness enough to be clearly visible. When the stimuli were presented below the consciousness
by analogy to a theatre:
consciousness is meant to threshold, some activity was noticed in areas at the back of the brain that are normally
make some information associated with object and word recognition (Figure 7.3a). However, as soon as the
available to the whole participants started to see the words consciously, a large network distributed all over
brain (i.e. the play),
the brain became active (Figure 7.3b), making the stimulus available everywhere in the
so that the various
background processes can cerebral hemispheres.
align their functioning to Lamme (2006) argued that sensory information is brought into consciousness by
what is going on centrally means of a continuous exchange of information between different brain areas. Incom-
ing information not only activates bottom-up processes from the perceptual input
regions to the higher cortical regions but also activates top-down processes back from
the higher cortical areas to the perceptual input areas. This sustained information
exchange between brain areas allows the organism to become aware of the stimu-
lus. The bottom-up processes only allow the organism to respond automatically to a
stimulus, without being conscious of the stimulus.
(a) Briefly presented visual stimuli (b) Consciously visible stimuli
Figure 7.3 Brain activity for unconscious and conscious visible stimuli.
(a) Brain activity (measured with fMRI) when stimuli are presented too briefly to be consciously
perceptible; the activity is largely limited to those brain areas that are responsible for visual object
identification.
(b) Brain activity when the stimuli are clearly visible; now the object recognition areas are
supplemented by activity in a large network that is distributed all over the cerebral hemispheres.
Source: Based on Dehaene et al. (2001).
This is how Lamme described the process related to the perception of visual stimuli:
When a new image hits the retina, it is processed through successive levels of visual
cortex, by means of feedforward connections, working at an astonishing speed . . . Thus,
the feedforward sweep enables a rapid extraction of complex and meaningful features
from the visual scene, and lays down potential motor responses to act on the incoming
information.
Are we conscious of the features extracted by the feedforward sweep? Do we see a face
when a face-selective neuron becomes active? It seems not. Many studies, in both humans
and monkeys, indicate that no matter what area of the brain is reached by the feedforward
sweep, this in itself is not producing (reportable) conscious experience. What seems neces-
sary for conscious experience is that neurons in visual areas engage in so-called recurrent
(or re-entrant or resonant) processing, where high- and low-level areas interact. This
would enable the widespread exchange of information between areas processing different
attributes of the visual scene, and thus support perceptual grouping.
(Lamme, 2006: 495–7)
MYTH Is unconscious processing dangerous?

BUSTING
When the first experimental evidence for unconscious information processing
was published, it received quite a lot of attention in the media, because many
people tended to be wary of information processing beyond their conscious con-
trol. This was partly due to Freud’s claims that the unconscious is a dark force,
aiming at instant gratification of its sexual and aggressive desires without regard
for social or ethical considerations, which constantly tries to control humans and
has to be restrained by the ego. Another reason why people did not like the idea
of unconscious processing was that several urban legends existed about the pow-
ers of unconscious information processing. One of these legends was that it is
possible to manipulate people’s actions through subliminal advertising. Another
was that unconscious messages, intermixed in music or sea sounds, can be used
to heal. Still another was that hidden backward messages in songs can take con-
trol of the listeners and, for instance, incite them to commit murder or suicide.
Psychologists have been unable to find empirical support for any of the above
strong claims (see Greenwald, 1992; Loftus & Klinger, 1992; Mayer & Merck-
elbach, 1999; Kreiner et al., 2003). For instance, Greenwald et al. (1991) exam-
ined the effects of ‘subliminal messages’ (i.e. messages below the consciousness
threshold) in records that otherwise sounded like normal soothing sounds.
According to the makers, some records were good for improving memory; oth-
ers were good for improving self-esteem. Greenwald et al. gave half of their
participants a record to improve their memory and half a record to increase their
self-esteem (this was clearly indicated on the record). Participants listened for a
month at least once a day to the records. At the end of the study, they completed
questionnaires about their memory performance and their self-esteem (they had
done the same at the beginning of the study).
As predicted by the makers of the tapes, the participants who had listened to
the self-esteem enhancing records reported higher self-esteem, and the partici-
pants who had listened to the memory enhancing records reported better mem-
ory skills. However, unknown to the participants, Greenwald et al. had changed
the labels of half of the records, so that half of the participants who thought they
were listening to self-esteem enhancing messages actually heard memory enhanc-
ing messages. Similarly, half of the participants who thought they were listening
to memory enhancing messages were really exposed to self-esteem enhancing
messages. Greenwald et al. found no difference whatsoever between the type of
the actual records used; they only obtained an effect of the type of message the
participants thought they had been listening to. On the basis of these findings,
Greenwald et al. concluded that the positive effects participants reported were
due to a placebo effect (participants expected to do better after the treatment),
and not to the actual ‘messages’ they had been hearing. This finding agrees with
the limited results of therapies based on subliminal messages.
What is possible, is to affect the processing of a target stimulus by a previously
presented prime of which the person is not aware (e.g., Marcel, 1983; Heyman
et al., 2019). For some time, it also looked possible to subtly increase the
activation of certain goals and feelings with subliminal primes, but much of
this research has now been discredited (Chapter 11; see also O’Donnell, 2018;
Rabagliati et al., 2018; Lodder et al., 2019). As a result, there is very little robust
evidence for real-life impact of unconsciously presented stimuli.
In addition, it is becoming increasingly clear that there is nothing peculiar to
unconscious processing. Every time an unconscious effect is found, exactly the
same effect is obtained when participants perceive the information consciously.
The pattern is one of strong effects with clearly perceptible stimuli and gradually
decreasing effects as the stimuli become more difficult to perceive (Avneon &
Lamy, 2018; Lohse & Overgaard, 2019; Schimmack, 2020). Indeed, the discus-
sion always centres on the questions whether the effect is still significant at the
awareness threshold and whether the awareness threshold was measured well.
The similarity between conscious and unconscious priming is in line with the
conjecture of the global workspace model that unconscious processing is the
same type of information processing as conscious processing. It is processing
that happens in the background, assists adequate performance, and enters con-
sciousness when important enough. There is no evidence, however, that it has
dangerous, mythical powers.
The sole deviation between unconscious and conscious processing we are
aware of is that you can prime the target word frog with the word towed
(a homophone of toad, which is a word associated with frog) but only when the
prime is not clearly visible. When the prime is visible, the priming disappears
(Lukatela & Turvey, 1994; Drieghe & Brysbaert, 2002). However, there is nothing
dangerous or mythical about this finding. As a matter of fact, it is quite well in
line with predictions of current models of visual word recognition.
Phenomenological consciousness
Phenomenological consciousness refers to the fact that conscious human experiences
possess subjective qualities that defy description. Conscious experiences have elements
that escape formal report and make it impossible to fully communicate them to others.
Authors have proposed various thought experiments to illustrate what they mean by
this. Two famous thought experiments are those of the Chinese room and Mary.
The Chinese room and Mary thought experiments
Chinese room The Chinese room thought experiment was conceived by the American philosopher
thought experiment John Searle (1980) to illustrate the difference between information processing in com-
proposed by Searle to puters and in humans (recall that functionalists see them as the same). Suppose you
illustrate the difference
between information
don’t know any Chinese and you are locked up in a room where you regularly receive
processing in humans and a Chinese character through a slot and have to supply another character in return. In
information processing in order for you to be able to select the right answer, you have a book full of rules that,
computers for each character you receive, tells you which character to return. Gradually you
become more and more practised in the task, so that you can return the required char-
acter rapidly. Also, now and then you receive a batch of additional rules, which allow
you to process a larger number of symbols. Could we then say that you have come to
master Chinese, because you are able always to provide the right answer to each ques-
tion you get (and hence would be able to fool a Chinese speaker in a Turing test; see
Chapter 5)?
Another thought experiment to illustrate the difference between information pro-
cessing in computers and the human mind is the Mary thought experiment, proposed
by the Australian philosopher Frank Jackson:
Mary is a brilliant scientist who is, for whatever reason, forced to investigate the world
from a black and white room via a black and white television monitor. She specializes
in the neurophysiology of vision and acquires, let us suppose, all the physical informa-
tion there is to obtain about what goes on when we see ripe tomatoes, or the sky, and
use terms like ‘red’, ‘blue’, and so on. She discovers, for example, just which wavelength
combinations from the sky stimulate the retina, and exactly how this produces via the
central nervous system the contraction of the vocal chords and expulsion of air from
the lungs that results in the uttering of the sentence ‘The sky is blue’ . . .
What will happen when Mary is released from her black and white room or is given
a color television monitor? Will she learn anything or not? It seems just obvious that
she will learn something about the world and our visual experience of it. But then it is
inescapable that her previous knowledge was incomplete. But she had all the physical
information. Ergo there is more to have than that . . .
(Jackson, 1982: 130)
Qualia
Searle and Jackson proposed their thought experiments to make clear that the opera-
tions of a computer do not by themselves lead to the experience of consciousness as we
humans know it. A processing entirely based on the application of rules (algorithms)
on shapes (symbols) stays devoid of meaning. It resembles a language with words and
syntactic rules, but without meaning (semantics).
The absence of meaning in computer processing is very unlike human thinking,
where the symbols have extensive and rich meanings, grounded in the interactions with
the world. When we read about a tree, we have a rich image of what this word stands
for, where we can expect to find it, what characteristics it has, what actions it affords,
qualia and so on. Philosophers refer to these quality-feelings of conscious thoughts as qualia.
qualities of conscious Block (2004) defined qualia as follows:
thoughts that give the
thoughts a rich and vivid Qualia include the ways things look, sound and smell, the way it feels to have a pain,
meaning, grounded in and more generally, what it’s like to have experiential mental states. . . . Qualia are
interactions with the experiential properties of sensations, feelings, perceptions and, more controversially,
world
thoughts and desires as well.
What do you think?

To illustrate the importance of qualia in consciousness, Nagel (1974) suggested
you try to imagine what it is like to be a bat. How does the experience of the
environment differ between you and a bat as a consequence of differences in
qualia?
Zombies and the hard problem

Because of qualia, philosophers like Searle and Jackson argue that seeing human con-
zombie thought sciousness as information processing in a Turing machine overlooks a fundamental
experiment property of human thinking and cannot be a full account of the human mind.
thought experiment Another thought experiment suggesting that functionalism may not have solved the
proposed by Chalmers complete mystery of the human mind was presented by the Australian philosopher,
to illustrate that
David Chalmers (1996), and is known as the zombie thought experiment. Chalmers
consciousness is more
than the working argued that we can perfectly imagine a twin of ourselves, who is molecule for molecule
of the brain or the identical to us, but who lacks conscious experience with qualia. Chalmers called this
implementation of twin a zombie. Usually zombies refer to reanimated corpses (or corpses made undead),
information on a Turing
machine because it
but in Chalmers’s view the only difference between the zombie and us is that it does
involves a subjective not have the consciousness we have. All the rest, including the appearance and the
component with qualia behaviours, is identical to what we are and do. Our zombie would respond in exactly
the same way as we do, but it would lack the qualia that make up our phenomenal
world. When it is stabbed, it would show the same overt reactions as we do (groan,
grimace, try to defend itself), but it would feel no pain. We could even imagine a zom-
bie world, a world physically identical to ours, but in which there are no phenomeno-
logical experiences.
The fact that we can imagine a world that is physically and functionally identical
to ours, but lacks phenomenological consciousness, Chalmers argues, means that we
cannot reduce consciousness to functionalism. Consciousness is something more, and
hard problem trying to grasp this something is what Chalmers calls the hard problem. According to
name given by Chalmers Chalmers, trying to explain why we have phenomenological experiences with qualia
to refer to the difficulty is the problem cognitive psychologists skirt when they draw their flow diagrams, write
of explaining in what
respects consciousness
their computational models, or talk about access consciousness. They limit their
is more than accounted efforts to the so-called easy problems of detailing the processes and functions of cogni-
for on the basis of tive functioning, without worrying about what makes our minds different from those
functionalism of zombies.
What do you think?

Not everyone agrees with Chalmers that there is a hard problem with
consciousness. In their view, the hard problem is similar to the ‘problems’ posed
by phlogiston and vital force. That is, they are problems because an unnecessary
entity is postulated. Also, the zombie thought experiment need not prove
anything. Maybe humans are zombies with the illusion of qualia? What do you
think? Would a fully implemented artificial brain have qualia like humans do?
Or could we all be zombies with delusional self-images?
KEY FIGURES Philosophy of science

● Descartes: Cartesian dualism (mind is immaterial and independent of the body, a ‘ghost in a machine’).
● Paul and Patricia Churchland: defenders of an extreme version of materialism, claiming that the mind is
nothing but brain processing and that phenomenological consciousness is an illusion.
● Richard Dawkins: humans are survival machines for genes and memes.
● Alan Turing: information forms an independent realm that can be copied from one Turing machine to
another.
● Jerry Fodor: strong supporter of functionalism in the philosophy of science.
● Derek Parfit: the Star Trek thought experiment.
● Keith Stanovich: matter-independent information provides humans with a chance to rebel against their
genes.
● Benjamin Libet: impression of free will in the initiation of action is an illusion.
● Bernard Baars: global workspace model.
● John Searle: Chinese room thought experiment (importance of qualia).
● Frank Jackson: Mary thought experiment (importance of qualia).
● David Chalmers: zombie thought experiment and formulation of the ‘hard problem’ in the explanation of
consciousness (importance of qualia).
Embodied cognition as the source of qualia?

Claims about the importance of qualia in human experiences received a major boost
from research on symbol grounding and embodied cognition. Maybe human experi-
ences feel so rich because they are effectively grounded in our bodily interactions with
the world? Cognitive neuroscience has found interesting evidence for this possibility.
After it became clear from brain imaging that vast, interconnected networks in the
brain become active during even the simplest tasks, researchers started to notice that
the brain areas normally activated when people perceive visual stimuli or perform
motor actions also become active when people think about these stimuli or actions,
or read words related to them.
Figure 7.4 shows the brain areas that became active when participants read
the words ‘kick’, ‘pick’ and ‘lick’. As expected, these areas included Broca’s area
(Figure 6.7) and Wernicke’s area (Figure 6.8). However, in addition, the word ‘kick’
activated the brain region that is normally active when the participants move their
legs. Similarly, the word ‘pick’ activated the brain region related to the control of
hand movements, and the word ‘lick’ activated the brain region related to the control
of tongue movements.
The fact that perceptual and motor areas become co-activated when we say or
hear perceptually or motor-related words arguably is the reason why conscious expe-
riences are so rich that they cannot be fully communicated to others by means of
words (symbols). The word ‘tree’ has a phenomenally vivid meaning for an individual,
because it activates memories of actual experiences with trees (both perceptual and
motor). The fact that consciousness is able to bind information from different parts
of the brain makes it possible to interconnect everything. The human brain does not
normally manipulate meaningless symbols; upon encountering a familiar symbol it
co-activates a big chunk of our previous experiences with that particular stimulus.
Therefore, we immediately understand which sentences make sense (e.g. ‘After wad-
ing barefoot in the lake, Erik used his shirt to dry his feet’) and which do not (‘After
wading barefoot in the lake, Erik used his glasses to dry his feet’), even though both
types of sentences are equivalent at the symbolic level (Glenberg & Robertson, 2000).
‘kick’ ‘pick’ ‘lick’
Figure 7.4 Schematic illustration of the cortical systems for language and action.
These regions not only involve Broca’s area (Figure 6.7) and Wernicke’s area (Figure 6.8), but also brain regions that are
active when respectively a leg movement is made (‘kick’), a hand movement is made (‘pick’), or a tongue movement is made
(‘lick’). This suggests that the motor information related to the actions becomes co-activated as part of the meaning of the
word. This may provide an explanation of why conscious experiences are characterised by qualia.
Source: Adapted from Pulvermüller, F. (2005) ‘Brain mechanisms linking language and action‘, Nature Reviews Neuroscience, 6, (7), July, 576–82, Fig. 1.
Schematic illustration of the cortical systems for language and action.
According to some authors, bodily grounding is involved not only in the under-
standing of words closely related to human interactions with the environment. Lakoff
and Johnson (1980, 1999) argued that a lot of human thinking is metaphorical think-
ing, in which the knowledge of one (grounded) domain is mapped onto another
domain in such a way that the new domain inherits the complete inferential structure
of the source domain. Lakoff and Johnson (1980) give the example of ‘an argument’,
which according to them is understood through the metaphor of war. As a result, all
thinking about arguments is imbued with knowledge of wars (and fighting). This is
how Lakoff and Johnson (1980: 4) formulated their insight:
It is important to see that we don’t just talk about arguments in terms of war. We can
actually win or lose arguments. We see the person we are arguing with as an opponent.
We attack his positions and defend our own. We gain and lose ground. We plan and use
strategies. If we find a position indefensible, we can abandon it and take a new line of
attack . . . It is in this sense that the Argument is War metaphor is one that we live by in
this culture; it structures the actions we perform in arguing.
Similarly, Miles and colleagues (2010) argued that the human capacity to subjectively
travel through time can be understood by a metaphorical ‘arrow of time’ integrat-
ing temporal and spatial information (past = back, future = forward). They asked
participants to describe a typical day of their life four years ago and to describe
how a typical day in their life would look like four years in the future. Meanwhile
the posture of the participants, who were standing, was measured. In line with their
expectations on the basis of embodied cognition, the authors reported that the par-
ticipants were leaning more forward when describing the future than when describing
the past.
The idea of embodied cognition as the default mode of thinking has also been
criticised, however. Miller et al. (2018) provided EEG evidence that activation of
the motor cortex is not essential for understanding action verbs. The EEG results
replicated previous findings that the EEG signal differs for hand versus foot move-
ments, but failed to provide evidence for a difference in signal between understanding
hand-versus foot-associated words. Similarly, Ostarek et al. (2019) found no evidence
of visual noise on the understanding of spoken sentences referring to visual objects,
even though the visual noise was shown to interfere with basic visual processing
(and arguably visual simulation). Humphries et al. (2019) found no evidence that
patients with Parkinson’s disease had difficulties understanding sentences with action
words, even though their disease interfered with the simulation of actions. Clearly,
the degree of bodily involvement in language understanding still is a matter of huge
controversy.
What do you think?

Embodied cognition, just like cognitive neuroscience, emphasises the physical
experiences of the thinking individual much more than traditional cognitive
(neuro)psychology did. Previously we discussed how this undermines the
functionalist view of the mind–brain relationship and seems to point more in the
direction of materialism. What do you think? Is there a way to combine embodied
cognition with functionalism? Or is embodied cognition a nail in the coffin of
functionalism?
Self-monitoring
Block (1995) called consciousness a mongrel concept, because it conflates aspects that
are to be kept separate. Dehaene et al. (2017) added self-monitoring as a third, distinct
element of consciousness. Self-monitoring refers to a cognitive system that is able to
monitor its own processing and obtain information about itself.
Awake humans know a lot about themselves, including such diverse information
as the layout and position of their body, whether they know or perceive something,
or whether they just made an error. When making a decision, people feel more or less
confident about their choice. Almost anytime the brain perceives or decides, it also
estimates its degree of confidence. Similarly, learning is accompanied by a quantita-
tive sense of confidence; humans evaluate how much trust they have in what they have
learned and use it to weigh past knowledge versus present evidence. They also often
perceive errors they have made, even when they can no longer correct them. This
becomes clear in the fact that people typically slow down and become more cautious
after making an error (Dutilh et al., 2012).
In addition to monitoring the quality of sensory and memory representations, the
human brain distinguishes self-generated vs. externally driven representations, an impor-
tant skill for systems that can generate information themselves. Indeed, hallucinations in
schizophrenia have been attributed to a failure to distinguish whether sensory activity is
generated by oneself or by the external world (Ćurčić-Blake et al., 2018).
According to Dehaene et al. (2017) self-monitoring is largely orthogonal to access
consciousness and phenomenological consciousness. Self-monitoring can exist for
unreportable stimuli, as observed in automatic typing, where people slow down after
a typing mistake, even when they fail to consciously notice the error (Logan, 2018).
On the other hand, false memories can enter phenomenological consciousness appar-
ently escaping self-monitoring. Because of the independence, endowing machines with
self-monitoring would require different implementations than giving them access con-
sciousness or phenomenological consciousness.
Interim summary
● Information as currently implemented in computers does not seem to possess the
phenomenological richness of human consciousness. Block proposed to make a
distinction between access consciousness and phenomenological consciousness.
Dehaene et al. additionally distinguish self-monitoring.
● There is a lot of empirical evidence that processing is going on in humans without them
being consciously aware of it. We discussed the phenomena of masked priming, implicit
memory, and Libet’s experiment on the voluntary initiation of movement (although the
importance of the last one has been questioned).
● Unconscious processing strongly resembles conscious processing; the main differences
seem to be that it is less rich and integrated than conscious processing and that humans
cannot deliberately act on it.
● A model of access consciousness is the global workspace model, which compares the
human mind to a theatre. A lot of activity is going on behind the scenes, but the activity
on the scene must be visible to all, in order to synchronise the various activities. This is
the function of consciousness.
7.5 Focus on: How to assess consciousness in comatose patients? 305
● The phenomenological richness of human conscious experiences seems to require the

existence of qualia. This has been illustrated by three thought experiments: the Chinese
room, Mary, and the zombie world.
● Because of the differences between human consciousness and information processing in
computers, Chalmers claims that the hard problem of phenomenological consciousness
has not yet been solved. Others disagree and argue that it will be solved when a solution
to the symbol grounding problem is found.
● A possible solution to the symbol grounding problem is to assume that human cognitive
representations (symbols) derive their meaning from the interactions between the
human body and the environment (both the physical and social environment). Cognitive
neuroscience has found evidence both in line with this view of embodied cognition and
against it.
● Self-monitoring is a third important aspect of consciousness, giving humans the ability
to monitor their processing and obtain information about their performance.
7.5 Focus on: How to assess consciousness in

comatose patients?
A coma is a condition in which a person fails to respond normally to painful stimuli,
light or sound. Coma patients lack a normal wake–sleep cycle and do not initiate
voluntary actions, such as speaking or moving. Comas are often the outcome of head
injury.
The first examination of a coma patient mostly involves the Glasgow Coma Scale,
which includes three aspects: eye opening, verbal response and motor response. Coma
patients typically do not open their eyes spontaneously or as a response to voice. They
may open their eyes upon painful stimulation. Coma patients do not speak or they
make incomprehensible sounds. They do not move upon command either, although
they may respond to a painful stimulus.
Coma patients are thought to have lost consciousness. They are not aware of the
world around them. However, this is not always true. The most dramatic case is
the so-called locked-in syndrome, a condition in which a patient is fully conscious
but cannot move or communicate verbally due to a nearly complete paralysis of
the body. This happened to Jean-Dominique Bauby, editor-in-chief of the French
magazine Elle, after suffering a stroke on 8 December 1995. When he woke up
20 days later, he was unable to move except for some small movements with the
head and blinking with his left eyelid. He managed to make his condition known
and eventually was able to dictate a book about his thoughts and experiences (The
Diving Bell and the Butterfly) with the use of a collaborator who recited the letters
of the alphabet until Bauby blinked. The book took about 200,000 blinks to write;
it required approximately two minutes to produce an average word. Two days after
publication of the book Bauby died on 9 March 1997.
Loss of consciousness in comatose patients is not all or none. There are various
degrees (Giacino et al., 2014). Vegetative state is a condition of wakeful unconsciousness
less severe than coma. The diagnosis is made when spontaneous eye-opening happens
despite the continued absence of any discernible evidence of language comprehension,
verbal or gestural communication, or reproducible purposeful behavioural responses
to visual, auditory, tactile or noxious stimuli. Minimally conscious state is a condition
of severely altered consciousness characterized by minimal but definite behavioural
evidence of self or environmental awareness. It usually exists as a transitional state
reflecting improvement in consciousness following coma or vegetative state.
Much information about information processing during consciousness disor-
ders has been obtained from brain imaging studies. This research has indicated that
patients regularly respond more to stimulation than expected on the basis of their
clinical diagnosis (Schnakers et al., 2009). Using fMRI, Owen and colleagues (2006)
showed preserved conscious awareness in a patient fulfilling all criteria for vegetative
state. When asked to imagine playing tennis or moving around her home, the patient
activated cortical visuospatial and motoric areas in a manner indistinguishable from
that of healthy volunteers.
Needless to say, such findings raise serious ethical issues about the diagnosis and
treatment of comatose patients. Brain imaging assessment has become standard in
developed countries after the publication of the work of Owen et al. (2006). The find-
ings also illustrate that brain processes happen at different levels of awareness and
that more information processing may occur than suggested by clinical assessment.
Interim summary
● There is much variation in brain processes in patients who at first sight seem to have
lost consciousness. The variation goes from full consciousness (locked-in syndrome)
to virtually no response in deep coma (when sometimes a life support machine must be
used because heart and lungs no longer function autonomously).
● Brain imaging studies sometimes suggest more information processing taking place than
expected on the basis of clinical diagnosis.
The argument in the first three sections of this chapter has & Velmans, M. (Eds.) (2017) The Blackwell Companion to
been inspired by the line of thought developed in Lyons, W. Consciousness (John Wiley & Sons Ltd). If you are inter-
(2001) Matters of the Mind (New York: Routledge). If you ested in free will, an interesting read is Kane, R. (2005)
are interested in a broader review of philosophy of mind, A Contemporary Introduction to Free Will (Oxford:
a good introduction is Ravenscroft, I. (2005) Philosophy Oxford University Press). This book contains many coun-
of Mind: A Beginner’s Guide (Oxford: Oxford University terintuitive, thought-provoking ideas that unfortunately
Press). An interesting book on consciousness is Schneider, S. were too detailed for the present chapter.
References 307
References
Anderson, M.L. (2003) ‘Embodied cognition: A field Dawkins, R. (1976/2006) The Selfish Gene: 30th Anniver-
guide’. Artificial Intelligence, 149: 91–130. sary Edition – With a New Introduction by the Author.
Avneon, M. & Lamy, D. (2018) ‘Reexamining unconscious Oxford: Oxford University Press.
response priming: a liminal-prime paradigm’. Con- De Gelder, B., Vroomen, J., Pourtois, G. & Weiskrantz, L.
sciousness and Cognition, 59: 87–103. (1999) ‘Non-conscious recognition of affect in the
Baars, B.J. (1997) In the Theater of Consciousness: The absence of striate cortex’, Neuroreport, 10: 3759–63.
Workspace of the Mind. New York: Oxford University Dehaene, S., Lau, H. & Kouider, S. (2017). ‘What is con-
Press. sciousness, and could machines have it?’ Science, 358:
Beck, D.M. (2010) ‘The appeal of the brain in the popular 486–92.
press’, Perspectives on Psychological Science, 5: 762–6. Dehaene, S., Naccache, L., Cohen, L., Le Bihan, D. et
Blackwood’s Edinburgh Magazine (1858) (October), al. (2001) ‘Cerebral mechanisms of word masking and
pp. 506–7. At http://books.google.be/books?id=sggHAQ unconscious repetition priming’. Nature Neuroscience,
AAIAAJ&pg=PA506&dq=hamilton+%22phenomena 4: 752–8.
+of+memory%22+intitle:Edinburgh+intitle:Magazine Dove, G. (2018) ‘Language as a disruptive technology:
&hl=nl&sa=X&ei=lJyET7DUI9CeOtSp3M0I&ved abstract concepts, embodiment and the flexible mind’.
=0CDcQ6AEwAA#v=onepage&q&f=false. Philosophical Transactions of the Royal Society B: Bio-
Block, N. (1995) ‘On a confusion about a function of con- logical Sciences, 373: 20170135.
sciousness’. Behavioral and Brain Sciences, 18: 227–87. Drieghe, D. & Brysbaert, M. (2002) ‘Strategic effects
Block, N. (2004) ‘Qualia’. In R. Gregory (ed.), Oxford in associative priming with words, homophones,
Companion to the Mind (2nd Edition). Oxford: Oxford and pseudohomophones’. Journal of Experimental
University Press. Psychology: Learning, Memory, and Cognition, 28:
Boring, E.G. (1933) The Physical Dimensions of Con- 951–61.
sciousness. New York: Appleton-Century. Dupuy, J.P. (2009) On the Origins of Cognitive Science:
Brass, M., Furstenberg, A. & Mele, A.R. (2019) ‘Why neu- The Mechanization of the Mind. Cambridge, MA: MIT
roscience does not disprove free will’. Neuroscience & Press.
Biobehavioral Reviews, 102: 251–63. Dutilh, G., Vandekerckhove, J., Forstmann, B.U., Keuleers, E.,
Carnap, R. (1934) The Unity of Science. London: Kegan Brysbaert, M., & Wagenmakers, E.J. (2012) ‘Testing
Paul, Trench, Trubner, and Co. theories of post–error slowing’. Attention, Perception,
Chalmers, D.J. (1996) The Conscious Mind: In Search of & Psychophysics, 74: 454–65.
a Fundamental Theory. New York: Oxford University Fancher, R.E. (1996) Pioneers of Psychology (3rd Edition).
Press. New York: Norton.
Churchland, P. (1981) ‘Eliminative materialism and the Fernandez-Duque, D. (2017) ‘Lay theories of the mind/
propositional attitudes’. Journal of Philosophy, 78: brain relationship and the allure of neuroscience’. In
67–90. C.M. Zedelius, B.C.N. Müller & J.W. Schooler (Eds.),
Coltheart, M. (2004) ‘Brain imaging, connectionism and The Science of Lay Theories, pp. 207–27. Cham:
cognitive neuropsychology’. Cognitive Neuropsychol- Springer.
ogy, 21: 21–5. Fodor, J.A. (1981) ‘The mind–body problem’. Scientific
Coltheart, M. (2006) ‘What has functional neuroimaging American, 244: 124–32.
told us about the mind (so far)?’ Cortex, 42: 323–31. Frith, C. (1992) The Cognitive Neuropsychology of Schizo-
Corkin, S. (2002) ‘What’s new with the amnesic patient phrenia. Hove: Erlbaum.
H.M.?’ Nature Reviews Neuroscience, 3: 153–60. Gazzaniga, M.S., Ivry, R. & Mangun, G.R. (1998)
Crick, F. (1995) The Astonishing Hypothesis: The Scientific Fundamentals of Cognitive Neuroscience. New York:
Search for the Soul. London: Touchstone Books. W.W. Norton.
Ćurčić-Blake, B., Houenou, J. & Jardri, R. (2018) ‘Dyscon- Giacino, J.T., Fins, J.J., Laureys, S. & Schiff, N.D. (2014)
nectivity in hallucinations’. In P. Brambilla, M.C. Mauri ‘Disorders of consciousness after acquired brain injury:
& A.C. Altamura (Eds.) Hallucinations in Psychoses and the state of the science’. Nature Reviews Neurology, 10:
Affective Disorders (pp. 159–71). Cham: Springer. 99–114.
Glenberg, A.M. & Robertson, D.A. (2000) ‘Symbol ground- Lakoff, G. & Johnson, M. (1999) Philosophy in the Flesh:
ing and meaning: A comparison of high-dimensional The Embodied Mind and its Challenge to Western
and embodied theories of meaning’. Journal of Memory Thought. New York: Basic Books.
and Language, 43: 379–401. Lamme, V.A.F. (2006) ‘Towards a true neural stance on con-
Greenwald, A.G. (1992) ‘New look 3: Unconscious sciousness’. Trends in Cognitive Sciences, 10: 494–501.
cognition reclaimed’. American Psychologist, 47: Leibniz, G.W. (1765) Nouveaux Essais sur l’entendement
766–79. Human (New Essays on Human Understanding). First
Greenwald, A.G., Draine, S.C. & Abrams, R.L. (1996) appeared in Raspe, R.E. (Ed.) (1765) Oeuvre Philos-
‘Three cognitive markers of unconscious semantic acti- ophiques, Latines et Françaises, de feu Mr. de Leibniz,
vation’. Science, 273: 1699–702. tirées de ses Manuscrits, qui se Conservent dans la
Greenwald, A.G., Spangenberg, E.R., Pratkanis, A.R. & Bibliothèque Royale à Hanovre. Amsterdam and
Eskenazi, J. (1991) ‘Double-blind tests of subliminal self- Leipzig.
help audiotapes’. Psychological Science, 2: 119–22. Levin, J. (2018) ‘Functionalism’. In E.N. Zalta (Ed.), The
Haggard, P. (2005) ‘Conscious intention and motor cogni- Stanford Encyclopedia of Philosophy (Autumn 2018
tion’, Trends in Cognitive Sciences, 6: 290–5. Edition). Available at https://plato.stanford.edu/archives/
Harley, T.A. (2004) ‘Does cognitive neuropsychology have a fall2018/entries/functionalism/.
future?’ Cognitive Neuropsychology, 21: 2–16. Libet, B. (1985) ‘Unconscious cerebral initiative and the
Harnad, S. (1990) ‘The symbol grounding problem’, role of conscious will in voluntary action’. Behavioral
Physica D, 42: 335–46. and Brain Sciences, 8: 529–39.
Hatfield, G. (2000) ‘The brain’s “new” science: Psychology, Libet, B. (1999) ‘Do we have free will?’ Journal of Con-
neurophysiology, and constraint’. Philosophy of Science, sciousness Studies, 6: 47–55.
67: S388–S403. Locke, J. (1690) Essay Concerning Human Understanding.
Henson, R. (2005) ‘What can functional neuroimaging tell London.
the experimental psychologist?’ The Quarterly Journal Lodder, P., Ong, H.H., Grasman, R.P. & Wicherts, J.M.
of Experimental Psychology, 58A: 193–233. (2019) ‘A comprehensive meta-analysis of money prim-
Heyman, T., Maerten, A.S., Vankrunkelsven, H., ing’. Journal of Experimental Psychology: General, 148:
Voorspoels, W. & Moors, P. (2019) ‘Sound-symbolism 688–712.
effects in the absence of awareness: A replication study’. Loftus, E.F. & Klinger, M.R. (1992) ‘Is the unconscious
Psychological Science, 30: 1638–47. smart or dumb?’ American Psychologist, 47: 761–5.
Holender, D. (1986) ‘Semantic activation without conscious Logan, G. D. (2018) ‘Automatic control: How experts act
identification in dichotic listening, parafoveal vision, and without thinking’. Psychological Review, 125: 453–85.
visual masking: A survey and appraisal’. Behavioral and Lohse, M. & Overgaard, M. (2019) ‘Emotional prim-
Brain Sciences, 9: 1–23. ing depends on the degree of conscious experience’.
Humphries, S., Klooster, N., Cardillo, E., Weintraub, D., Neuropsychologia, 128: 96–102.
Rick, J. & Chatterjee, A. (2019) ‘From action to abstrac- Louwerse, M.M. (2018) ‘Knowing the meaning of a word
tion: The sensorimotor grounding of metaphor in by the linguistic and perceptual company it keeps’. Top-
Parkinson’s disease’. Cortex, 121: 362–84. ics in Cognitive Science, 10: 573–89.
Jackson, F. (1982) ‘Epiphenomenal qualia’. Philosophical Lukatela, G. & Turvey, M. T. (1994) ‘Visual access is
Quarterly, 32: 127–36. initially phonological: 1. Evidence from associative
Jahoda, G. (2007) A History of Social Psychology. priming by words, homophones, and pseudohomo-
Cambridge: Cambridge University Press. phones’. Journal of Experimental Psychology: General,
Kihlstrom, J.F. (2010) ‘Social neuroscience: The footprints 123: 107–128.
of Phineas Gage’. Social Cognition, 28: 757–83. Lyons, W. (2001) Matters of the Mind. New York:
Kreiner, D.S., Altis, N.A. & Voss, C.W. (2003) ‘A test of the Routledge.
effect of reverse speech on priming’. Journal of Psychol- Marcel, A.J. (1983) ‘Conscious and unconscious percep-
ogy, 137: 224–32. tion: Experiments on visual masking and word recogni-
Kunst-Wilson, W.R. & Zajonc, R.B. (1980) ‘Affective tion’. Cognitive Psychology, 15: 197–237.
discrimination of stimuli that cannot be recognized’. Marr, D. (1982) Vision. San Francisco: Freeman.
Science, 207: 557–8. Mayer, B. & Merckelbach, H. (1999) ‘Unconscious pro-
Lakoff, G. & Johnson, M. (1980) Metaphors we Live By. cesses, subliminal stimulation, and anxiety’. Clinical
Chicago, IL: University of Chicago Press. Psychology Review, 19: 571–90.
References 309
McCabe, D.P. & Castel, A.D. (2008) ‘Seeing is believing: Pulvermüller, F. (2005) ‘Brain mechanisms linking language
The effect of brain images on judgments of scientific and action’. Nature Reviews Neuroscience, 6: 576–82.
reasoning’. Cognition, 107: 343–52. Rabagliati, H., Robertson, A. & Carmel, D. (2018) ‘The
Merikle, P.M., Smilek, D. & Eastwood, J.D. (2001) ‘Per- importance of awareness for understanding language’.
ception without awareness: Perspectives from cognitive Journal of Experimental Psychology: General, 147:
psychology’. Cognition, 79: 115–34. 190–208.
Miles, L.K., Nind, L.K. & Macrae, C.N. (2010) ‘Moving Ramsey, W. (2019) ‘Eliminative materialism’. In E.N. Zalta
through time’. Psychological Science, 21: 222–3. (Ed.), The Stanford Encyclopedia of Philosophy (Spring
Milgram, S. (1963) ‘Behavioral study of obedience’. 2019 Edition). Available at https://plato.stanford.edu/
Journal of Abnormal and Social Psychology, 67: archives/spr2019/entries/materialism-eliminative/.
371–8. Schacter, D.L. (1987) ‘Implicit memory: History and cur-
Miller, G.A. (2010) ‘Mistreating psychology in the decades rent status’. Journal of Experimental Psychology: Learn-
of the brain’. Perspectives on Psychological Science, 5: ing, Memory, and Cognition, 13: 501–18.
716–43. Schimmack, U. (2019) ‘The implicit association test: a
Miller, J., Brookie, K., Wales, S., Wallace, S. & Kaup, B. method in search of a construct’. Perspectives on Psycho-
(2018) ‘Embodied cognition: Is activation of the motor logical Science. Advance publication available at https://
cortex essential for understanding action verbs?’ Journal doi.org/10.1177/1745691619863798.
of Experimental Psychology: Learning, Memory, and Schnakers, C., Vanhaudenhuyse, A., Giacino, J., Ventura, M.,
Cognition, 44: 335–70. Boly, M., Majerus, S., ... & Laureys, S. (2009) ‘Diagnos-
Milner, B. (1962) ‘Les troubles de la mémoire accom- tic accuracy of the vegetative and minimally conscious
pagnant les lesions hippocampiques bilatérales’. In state: clinical consensus versus standardized neurobe-
Physiologie de l’hippocampe. Paris: Centre National de havioral assessment’. BMC neurology, 9: 35.
la Recherche Scientifique. Schurger, A., Sitt, J.D. & Dehaene, S. (2012) ‘An accumu-
Nagel, T. (1974) ‘What is it like to be a bat?’ Philosophical lator model for spontaneous neural activity prior to
Review, 4: 435–50. self-initiated movement’. Proceedings of the National
Nicholls, A. & Liebscher, M. (2010) Thinking the Uncon- Academy of Sciences, 109: E2904-E2913.
scious: Nineteenth-Century German Thought. Cam- Searle, J. (1980) ‘Minds, brains, and programs’. Behavioral
bridge: Cambridge University Press. and Brain Sciences, 3: 417–57.
O’Donnell, M., Nelson, L.D., Ackermann, E., Aczel, B., Skolnick-Weisberg, D., Keil, F.C., Goodstein, J., Rawson, E.
Akhtar, A., Aldrovandi, S., ... & Zrubka, M. (2018) et al. (2008) ‘The seductive allure of neuroscience
‘Registered replication report: Dijksterhuis and van explanations’. Journal of Cognitive Neuroscience, 20:
Knippenberg (1998)’. Perspectives on Psychological Sci- 470–7.
ence, 13: 268–94. Soon, S.C., Brass, M., Heinze, H.J. & Haynes, J.D. (2008)
Olson, J.A., Amlani, A.A., Raz, A., & Rensink, R.A. (2015) ‘Unconscious determinants of free decisions in the
‘Influencing choice without awareness’. Consciousness human brain’. Nature Neuroscience, 11: 543–5.
and Cognition, 37: 225–36. Stanovich, K.E. (2004) The Robot’s Rebellion: Finding
Ostarek, M., Joosen, D., Ishag, A., De Nijs, M. & Huettig, F. Meaning in the Age of Darwin. Chicago: University of
(2019) ‘Are visual processes causally involved in “percep- Chicago Press.
tual simulation” effects in the sentence-picture verifica- Turing, A. (1950) ‘Computing machinery and intelligence’.
tion task?’. Cognition, 182: 84–94. Mind, 59: 434–60.
Owen, A.M., Coleman, M.R., Boly, M., Davis, M.H., Uttal, W.R. (2001) The New Phrenology: The Limits of
Laureys, S. & Pickard, J.D. (2006) ‘Detecting awareness Localizing Cognitive Processes. Cambridge, MA: MIT
in the vegetative state’. Science, 313: 1402. Press.
Peters, M.A., Kentridge, R.W., Phillips, I., & Block, N. Vincent-Lamarre, P., Massé, A. B., Lopes, M., Lord, M.,
(2017) ‘Does unconscious perception really exist? Con- Marcotte, O., & Harnad, S. (2016) ‘The latent struc-
tinuing the ASSC20 debate’. Neuroscience of Con- ture of dictionaries’. Topics in Cognitive Science, 8:
sciousness, 3(1). 625–59.
Pugnaghi, G., Memmert, D. & Kreitz, C. (2019) ‘Exam- Vul, E., Harris, C., Winkielman, P. & Pashler, H. (2009)
ining effects of preconscious mere exposure: An inat- ‘Puzzlingly high correlations in fMRI studies of emo-
tentional blindness approach’. Consciousness and tion, personality, and social cognition’. Perspectives on
Cognition, 75: 102825. Psychological Science, 4: 274–90.
Walter, H. (2001) Neurophilosophy of Free Will. Wegner, D.M. (2004) ‘Précis of “The illusion of
Cambridge, MA: MIT Press. conscious will”’. Behavioral and Brain Sciences, 27:
Warrington, E.K. & Weiskrantz, L. (1978) ‘Further analy- 649–59.
sis of the prior learning effect in amnesic patients’.
Neuropsychologia, 16: 169–76.
Notes
1. Reductionism is typically understood as reduction to be expressed in a single scientific language is a form
the physical or material (the fundamental reductive of reductionism as well. This is the reason why, for
base). However, this need not be the case, as reduc- instance, the Stanford Encyclopedia of Philosophy does
tion could be to any base. For instance, Carnap’s not have an entry for reductionism but one for scientific
(1934) statement that all empirical statements can reduction.
8
How did psychology affect
everyday life?
The history of applied psychology
8.1 Changes in the treatment of mental health problems

Evolutions before World War II
The impact of World War II
After World War II: antipsychiatry, scientific input and psychoactive drugs
Social management and individualisation
Increased knowledge about psychology in the population
8.2 Psychological testing
The need for tests in society
The need for reliable and valid assessment
Clinical impressions and unstructured interviews do not score high on reliability and validity
Psychological tests as the alternative
Intelligence and achievement tests
Personality tests
Tests have become increasingly popular due to the individualisation of society
8.3 The psychology of work and organisation
Industrial psychology at the beginning of the twentieth century
The Hawthorne studies and the human relations movement
Human resource management
8.4 Focus on: The lure of idealising classic studies
What actually happened at the Hawthorne plant
312 Chapter 8 How did psychology affect everyday life?

● When were the first psychological clinics established? What opposition existed?
● Why was research about shell-shock so important in the early years of applied psychology?
● When did client-centred therapy start? In what respect was the time ripe for such a
development?
● Which events increased the status of clinical psychology during and after World War II?
● When did psychoactive drugs become available? What impact did they have?
● When were the first achievement tests used?
● What triggered the start of the research on work and organisation at the beginning of the
twentieth century?
● How have the views on work motivation changed over the twentieth century?

● To what extent has psychological research changed the way people see each other?
● Is it possible to do research about the efficacy of psychotherapy?
● What has the welfare state to do with the development of clinical psychology?
● What are tests used for?
● Why should a test be reliable and valid?
● Why do psychologists need tests?
● What needs to be done to have a useful test?
● Why is Western society becoming increasingly individualised?
● Why have text writers a tendency to idealise classic experiments? What is the outcome of this
practice?
Introduction
What every educator, every jail-warden, every doctor, every clergyman, every
asylum-superintendent, asks of psychology is practical rules. Such men care little
or nothing about the ultimate philosophical grounds of mental phenomena, but
they do care immensely about improving the ideas, dispositions, and conduct of
the particular individuals in their charge.
(James, 1892: 148)
Another way of looking at the history of psychology is to see what impact it has
had on society. In his book Modernizing the Mind: Psychological Knowledge and the
Remaking of Society, the American sociologist Steven C. Ward (2002) argues that the
discipline of psychology, over the course of the twentieth century, grew from a mar-
ginal academic field to a discipline that has done more than any other to transform
the routines and experiences of everyday life. In his own words:
Today, psychological knowledge is present in such diverse places as the discourse
of TV talk shows, the organization and production in factories and the self-esteem
workshops in public schools. Its practitioners and representatives are found not only
at traditional centers of knowledge production, such as universities and research lab-
oratories, but also in courtrooms, at disaster scenes, in advertising agencies, in sports
training camps and corporate education centers. In fact, it can be argued that psycho-
logical knowledge is so pervasive that to think and feel in the early twenty-first century
inevitably means utilizing and activating its terminology, classifications and modes of
understanding.
(Ward, 2002: 1)
A similar conclusion was reached by the Dutch authors Jansz and Van Drunen (2004).
Both they and Ward talked about the psychologisation of society to refer to the grow-
ing impact of psychological theories and findings on everyday life in our society. We
will discuss the socio-political issues of this psychologisation in Chapter 14. Here we
deal with the knowledge itself. What did psychology have to offer?
A noteworthy observation is that most of psychology’s influences on society have to
do with applied aspects of psychological knowledge, the application of psychological
knowledge and research methods to solve problems in other areas. This is interesting
applied psychology because for a long time applied psychology hardly figured in the history books of
the application of psychology, as if it were a branch of secondary importance (see our discussion of the
psychological knowledge schools of psychology in Chapter 4). Applied psychology is rapidly expanding nowa-
and research methods to
solve practical problems days (e.g. in the areas of health, sport, law, business management and product design).
However, as in the other chapters, we must limit our coverage. Only three areas with
histories going back to the late nineteenth century will be discussed. First, we review
the developments in clinical psychology. Next, we discuss why psychological testing
became so popular, and we end by tracing the history of the psychology of work and
organisation.
8.1 Changes in the treatment of mental health problems

In Chapter 4 we looked at the history of mental health care up to the twentieth century.
We ended with the appearance of neurologists at the end of the nineteenth century sig-
nalling the beginning of a new era in the treatment of psychopathology. Neurologists
were physicians who treated milder forms of mental disorders in private settings using
methods such as communication, hypnosis and suggestion. They were the initiators of
psychotherapy and had a strong influence on their medical colleagues in the asylums,
the psychiatrists, who took over their ideas. The best-known neurologist was Freud,
partly inspired by developments in France (e.g. Charcot).
Evolutions before World War II

Mental health problems must be treated by practitioners with a medical degree
Although psychologists are keen to present Freud as the person who introduced the
psychological treatment of mental health problems, they usually fail to mention that
Freud saw himself in the first place as a medical doctor and psychoanalysis as a medi-
cal treatment. Likewise, psychiatrists in various countries lobbied to have psychoa-
nalysis acknowledged as a medical treatment and, therefore, confined to practitioners
with a medical degree (e.g. Ward, 2002: 48–51). Psychologists were not allowed to
provide unsupervised therapies in official settings and their private practices were not
covered by health insurance. As a result, psychologists involved in mental health care
had a subordinate function (reporting to the psychiatrist) and were mainly hired to
administer psychological tests (see below).
The first clinical psychology centres
Treatment centres run by psychologists started in the USA and were university-related.
The facility that is considered to be the first psychology health centre was opened by
Lightner Witmer in 1896 at the University of Pennsylvania. Tellingly, it was aimed
at helping behavioural and learning problems in school children, building upon the
growing impact of educational psychology (Chapter 14) and keeping away from what
happened in psychiatric clinics.
In subsequent years the growth of psychology clinics was slow (in 1914 there were
only 19 of them in the USA) and up to World War II were limited to dealing with
problems in school children (McReynolds, 1987). The founding of clinical psychology
centres was further impeded by the lack of support from the academic psychologists.
This was partly because the psychology departments at the universities were domi-
nated by experimental psychologists, who wanted to promote psychology as a science
(Chapters 5 and 10), and partly because the academics did not want to upset their
medical colleagues, whose help they needed for the expansion of their departments
(Chapter 14). Even in 1921, the American Psychological Association (APA) made it
publicly known that its objective was the advancement of psychology as a science, not
as a profession (Abma, 2004: 108). Although Witmer was a founding member of the
APA, he withdrew from it bitterly in the early 1900s (McReynolds, 1987).
In the meantime, mental health problems and psychoanalysis became popular
clinical psychology courses in psychology. In 1907, Witmer used the term clinical psychology to refer to
branch of psychology the branch of psychology applying psychological knowledge to the assessment and
applying psychological treatment of mental disorders. These were his words:
knowledge to the
assessment and treatment Although clinical psychology is clearly related to medicine, it is quite as closely related
of mental disorders to sociology and to pedagogy . . . An abundance of material for scientific study fails
to be utilized, because the interest of psychologists is elsewhere engaged, and those in
constant touch with the actual phenomena do not possess the training necessary to
make the experience and observation of scientific value . . . While the field of clinical
psychology is to some extent occupied by the physician, especially by the psychiatrist,
and while I expect to rely in a great measure upon the educator and social worker for
the more important contributions to this branch of psychology, it is nevertheless true
that none of these has quite the training necessary for this kind of work. For that matter,
neither has the psychologist, unless he has acquired this training from sources other than
the usual course of instruction in psychology . . . The phraseology of ‘clinical psychol-
ogy’ and ‘psychological clinic’ will doubtless strike many as an odd juxtaposition of
terms relating to quite disparate subjects . . . I have borrowed the word ‘clinical’ from
medicine, because it is the best term I can find to indicate the character of the method
which I deem necessary for this work.
(Witmer, 1907; as cited in McReynolds, 1987: 852)
The first clinical psychology centre in the UK was set up in 1920 in a private house in
Tavistock Square, London. It was named the Institute for Medical Psychology (later
renamed the Tavistock Clinic). This is how Wooldridge (1994: 140) described it:
The clinic, the first of its kind in the country, aimed at treating patients who suffered
from hysteria, abnormal fears and obsession, neurasthenia, and behaviour disorders. Its
general approach was eclectic, embracing all the known methods of psychotherapy, such
as various forms of suggestion, re-education and mental analysis, but it laid particular
emphasis on Freudian psychoanalysis.
As was the case for Witmer’s centre, the Tavistock Clinic had a particular interest in
child psychology. Its first patient was a child.
The impact of World War II

An urgent need for psychological advice and treatment
World War I had taught the military that the new fighting techniques (with more
devastating weapons and less physical contact) put heavy mental strain on the soldiers.
shell-shock A phenomenon that became documented was shell-shock, an anxiety response that
anxiety response on prevented soldiers and officers from functioning properly despite the usual disciplinary
battlefield that prevents actions. This finding gave rise to two developments. First, there was a need for
soldiers from functioning
properly; was one of the
increased psychological testing to predict who would be prone to shell-shock and hence
first topics addressed by should not be employed by the paid armed forces. Second, there was increased pressure
applied psychology to treat personnel who suffered from shell-shock. As a result, when the USA decided
to join World War II, they also decided to properly staff the military psychiatric ser-
vice. Because the demand vastly outstripped the number of available psychiatrists, a
crash course in the treatment of mental disorders was offered to all medical officers,
and clinical psychologists were taken on board, both for testing and treatment. Given
that after World War II the USA became involved in other wars (e.g. Korea 1950–1953,
Vietnam 1965–1975), the service remained.
The beginning of client-centred therapy

The rising demand for psychological help also provided a rich environment for new
developments in therapy. Psychoanalysis required a long series of treatment sessions
and was not experienced by all therapists as effective. In 1942, Carl Rogers published
Counseling and Psychotherapy, in which he proposed client-centred therapy as an
alternative. In this therapy, the clients searched for solutions to their current problems
by talking them through with a listening, understanding and supporting therapist.
This is how Rogers (1942: 3) introduced it:
There are a great many professional individuals who spend a large portion of their time
in interviewing, bringing about a constructive change of attitude on the part of their
clients through individual and face-to-face contacts. Whether such an individual calls
himself a psychologist, a college counselor, a marital advisor, a psychiatrist, a social
worker, a high-school guidance counselor, an industrial personnel worker, or by some
other name, his approach to the attitudes of his client is of concern to us in this book . . .
There are various names which may be attached to such interviewing processes. They
may be termed treatment interviews, which is a simple and descriptive term. Most fre-
quently they are termed counseling, a word in increasingly common use, particularly
in educational circles. Or such contacts, with their curative and remedial aim, may be
classed as psychotherapy, the term most frequently used by social workers, psycholo-
gists, and psychiatrists in clinics. These terms will be used more or less interchangeably
in these chapters, and will be so used because they all seem to refer to the same basic
method – a series of direct contacts with the individual which aims to offer him assis-
tance in changing his attitudes and behavior.
In the light of the power struggle between psychiatrists and psychologists about the right
to give psychotherapy, it is interesting to see how cleverly Rogers downplayed the require-
ment of a medical degree for his ‘treatment interviews’. What characterised a good coun-
sellor in Rogers’s eyes was not knowledge of physical diseases and their cures, but:
● unconditional positive regard: the counsellor supports the client unconditionally
and non-judgementally,
● empathic understanding: the counsellor ensures that he/she understands the client’s
thoughts, feelings and meaning from the client’s point of view,
● congruence: the counsellor is genuine in his/her support and understanding, it is
not a mere implementation of a therapeutic technique.
After World War II: antipsychiatry, scientific input

and psychoactive drugs
Three major developments after World War II further strengthened the status of clini-
cal psychologists. The first was unease with the way in which patients were treated by
psychiatrists in asylums. The second was the input from scientific research into psy-
chotherapy. The third was the fact that psychiatrists increasingly turned to medicines
for the treatment of mental disorders.
KEY FIGURE Carl Rogers

● Best known for his client-centred therapy in which people search for solutions to
their current problems by talking them through with a listening, understanding and
supporting therapist or counsellor.
● Rogers’s therapeutic approach was based on a personality theory, which stressed
that humans are driven by a positive force to move forward and to realise themselves,
a force Rogers called self-actualisation. This was a reaction to Freud’s negative
view of humans (who saw individuals as being in a never-ending struggle between Source: Everett Collection
unconscious factions). Inc/Alamy Stock Photo.
● Rogers was also one of the founders of humanistic psychology in the 1950s, a movement that emphasised
the fact that humans are individuals, unique beings who should be recognised and treated as such by
mental health practitioners. The humanistic approach was presented as the third way, a counterweight
for psychoanalysis (which reduced humans to unconscious drives and wishes), and behaviourism (which
reduced persons to behaviours controlled by environmental contingencies).
Antipsychiatry
As part of a wider cultural movement against the establishment in the 1960–1970s,
the treatment of patients in mental hospitals began to be questioned. It was seen not
only as ineffective, but also as dangerous and demeaning for the patients. In the previ-
ous decades, psychiatry had experimented with a number of controversial and inva-
sive biological treatments, such as lobotomy and electric shocks, which had adverse
consequences.
Lobotomy consisted of cutting the nerve tracts between the frontal lobes and the
thalamus. It had been proposed by the Portuguese neurologist Egas Monitz as an
efficient treatment of violent behaviour and it was applied on a massive scale in the
USA (in 1949, Monitz received the Nobel Prize for the procedure). However, gradu-
ally it became clear that the procedure resulted in massive side-effects, as described
by Hoffman (1949):
These patients are not only no longer distressed by their mental conflicts but also seem
to have little capacity for any emotional experiences – pleasurable or otherwise. They
are described by the nurses and the doctors, over and over, as dull, apathetic, listless,
without drive or initiative, flat, lethargic, placid and unconcerned, childlike, docile,
needing pushing, passive, lacking in spontaneity, without aim or purpose, preoccupied
and dependent.
Electric shocks consisted of applying electrical shocks to the brain, resulting in a mas-
sive discharge of neurons. Although this procedure has been shown to be effective for
the treatment of otherwise incurable depression (Cleare et al., 2015), its use in mental
hospitals for a long time was much wider and without empirical support.
The use of electric shocks and lobotomy to subdue unruly psychiatric patients
became known to the public after the publication of the cult novel One Flew Over
the Cuckoo’s Nest by Ken Kesey in 1962 (based on his experiences as an orderly at a
mental health institute). The novel was subsequently turned into an equally successful
play and film.
Lobotomy, electric shocks and other demeaning treatments (such as the use of
straitjackets and isolation cells to discipline patients) exposed psychiatry to anti-
antipsychiatry establishment protests in the 1960s–1970s. This resulted in the antipsychiatry
movement movement, a pressure group that called the usefulness of psychiatry into question.
a pressure group started in Psychiatry was not seen as a profession helping patients with mental health problems,
the 1960s that called into
question the usefulness of
but as a way of controlling patients and expelling them from society (see the discussion
the prevailing psychiatric of Foucault in Chapter 14). This criticism came not only from outside, but also from
treatments within universities, with publications by a number of psychiatrists who felt unhappy
with the prevailing treatments (Rissmiller & Rissmiller, 2006). For example, in 1960,
the American psychiatrist Thomas Szasz published The Myth of Mental Illness, in
which he argued that most psychiatric disorders were not incurable mental diseases,
but transient problems with life and difficulties fitting in with society. He argued that
this should be reflected in treatment. A similar case was made by the Scottish psychia-
trist Ronald Laing (e.g. Laing, 1960).
Another milestone in the realisation that the existing psychiatric institutions did not
help patients with mental problems came with the publication of the article ‘On being
sane in insane places’ in 1973 by the psychologist David Rosenhan. In this study, eight
healthy volunteers went to mental hospitals complaining that they heard voices saying
‘empty’, ‘hollow’ and ‘thud’. All ‘patients’ were admitted and essentially left to their
own devices. Even though the complaint about the voices was the only symptom ever
mentioned and the pseudopatients immediately ceased simulating any more symptoms
of abnormality once they were admitted, they were institutionalised for between 7
and 52 days and eventually discharged with the diagnosis ‘schizophrenia in remission’
(meaning that they were thought to be schizophrenic, but at that moment did not
display symptoms). None of the staff noticed that the patients behaved ‘normally’,
although the nurses did mention in their reports that the patients’ behaviour was
exemplary (i.e. not disruptive). However, serious doubts have recently been raised
about these findings; these doubts are discussed later in this chapter.
On the basis of incidents like the ones just described, the antipsychiatry movement
contended that the treatment of mental disorders had to change. For a start, there
had to be much more respect for the rights and the dignity of the patients. Second,
hospitalisation had to be as short as possible and geared towards reintegration in soci-
ety. And, finally, many more initiatives had to be taken to prevent hospitalisation and
to treat people with mental problems outside clinics. All of these recommendations
went in the direction of the positions defended by clinical psychologists (e.g. Rogers’s
client-centred approach) and, as a result, improved the standing of clinical psycholo-
gists within mental health organisations.
What do you think?

The idea put forward by the antipsychiatry movement (treating people with
mental problems in society, outside clinics) very much resembles the informal
care that existed before the state started to intervene with its asylums
(Chapter 4). In what respects does the new care differ from the old, informal
care? Does it make any difference to you whether you work as a psychologist in a
mental health centre or whether you take care of a relative with a mental health
problem? Why?
Input from science

Another evolution after World War II that improved the standing of clinical psycholo-
efficacy of therapies gists was the fact that researchers started to evaluate the efficacy of therapies. It was
measure to indicate how no longer enough to believe the founders’ claims about the usefulness of their thera-
much improvement a pies; value had to be shown empirically. In this respect, one of the first studies turned
therapy brings to patients
out to be a severe wake-up call. Hans Eysenck (1952/1992) reviewed the available
evidence about the effectiveness of talking cures for non-psychotic patients (i.e.
patients without hallucinations and delusions). He compared the improvement of
persons who were given psychotherapy with the improvement of persons who did not
see a therapist but were put on a waiting list (and remained in contact with their gen-
eral practitioner). Eysenck observed that in both groups about two-thirds of the
patients were significantly better two years later. The therapy group did not outper-
form the control group, indicating that the effect of the therapy had been minimal or
even absent. All progress could be explained by a general improvement in the condition
of the patients since the moment they sought therapeutic help. On the basis of this
finding Eysenck concluded that:
. . . certain conclusions are possible from these data. They fail to prove that psycho-
therapy, Freudian or otherwise, facilitates the recovery of neurotic patients. They show
that roughly two-thirds of a group of neurotic patients will recover or improve to a

marked extent within about two years of the onset of their illness, whether they are
treated by means of psychotherapy or not. This figure appears to be remarkably stable
from one investigation to another, regardless of type of patient treated, standard of
recovery employed, or method of therapy used. From the point of view of the neurotic,
these figures are encouraging; from the point of view of the psychotherapist, they can
hardly be called very favorable to his claims.
(Eysenck, 1952/1992: 661–2)
Although Eysenck (1952/1992) could have concluded from his findings that all forms of
psychotherapy were worthless, his message was more subtle. He argued that the thera-
pies in the 1950s were ineffective, because they were not based on scientific research.
If therapists wanted their therapies to be helpful, they had to systematically examine
which techniques worked and which did not, and adapt their approach as a function
of the feedback. Indeed, Eysenck would later become a strong supporter of therapies
grounded in psychological research, such as behaviour therapy (based on the principles
of operant and classical conditioning; see Eysenck, 1976) and cognitive therapy (based
on research in cognitive psychology about debilitating thoughts and convictions).
Eysenck’s (1952/1992) study also led to much more research on the effective-
ness of therapies, both existing ones and new ones. Thankfully for the mental
health sector, these new results were more reassuring: more clients who were given
psychotherapy recovered than clients who were denied psychotherapy; they also
improved more rapidly (see e.g. Wampold et al., 1997). As all this research was
done by psychologists, it once again raised the status of clinical psychologists in
the mental health services.
The availability of medicines for mental disorders

Another reason why clinical psychologists became more involved in psychotherapies
was that the psychiatrists lowered their resistance to treatment by non-medical prac-
titioners. This was partly because of the influence of psychology pressure groups,
but also because psychiatrists increasingly turned towards medicines as the preferred
treatment for mental health problems. Given that only medical practitioners were
allowed to prescribe medicines, this gave psychiatrists a new edge over psychologists.
psychoactive drugs The first psychoactive drugs, medicines that relieve the symptoms of mental disorders,
medicines prescribed for were discovered by chance, as side-effects of existing medicines. The emergence of these
mental disorders drugs can be traced back to antihistamines synthesised in the 1940s (i.e. medicines for
allergic reactions). From these, in 1950 chlorpromazine was developed, which turned out
to be a sedative (i.e. it made animals and people calm). It was tested in a French hospital
on patients with debilitating psychotic episodes and turned out to be unexpectedly effec-
tive for most of them, significantly diminishing their delusions and hallucinations. In a
few years, chlorpromazine swept across the mental hospitals, and pharmaceutical com-
panies tried to improve on it, which gave rise to new applications. One of the derivatives
of chlorpromazine, for instance, turned out to be an antidepressant.
Together with the altered views of society, the psychoactive drugs radically changed
the treatment of mental disorders. First, they contributed to non-residential therapies,
greatly reducing the number of patients who had to be hospitalised for long periods.
Second, they lowered the threshold for treatment of mental health problems. In most
developed countries psychoactive drugs nowadays account for 15% of all medicines
taken (a number that is still rising; Hodgkin et al. 2016), with antidepressants and
anti-anxiety medicines figuring among the top 10 of the medications taken.
Social management and individualisation

The growing impact of clinical psychology over the twentieth century was also linked
social management to the enhanced role of social management in society. As we saw in Chapter 4, from
management and control the sixteenth century onwards authorities increasingly replaced the family and relatives
of deviant individuals and for the control of individuals who did not adhere to the existing norms and for the
individuals in need by
official social services care of those who could not maintain themselves. This process continued in the twen-
tieth century, giving rise to the so-called welfare state, a situation in which individuals
welfare state insured themselves against setbacks via taxes, with the state providing welfare services.
socio-political system in The reliance on public services, including mental health organisations, grew not
which individuals insure
themselves against
only because people wanted to have professional help, but also because social struc-
setbacks via taxes, which tures became looser. Due to increased social mobility, social relationships were more
are used by the state to and more limited to work contacts as people moved away from their families, and peo-
provide welfare services ple often found themselves in situations in which they did not trust their acquaintances
enough to confide in them. At the same time, people developed a growing awareness of
their individuality and defined themselves increasingly in terms of their own qualities,
achievements and emotions rather than on the basis of the groups they belonged to.
The greater focus on the self further increased the likelihood that people would want
to talk to a professional counsellor about their functioning. As we saw in Chapter 3,
both evolutions (looser social relations and a greater focus on the self) are summarised
in the sociological literature under the name individualisation.
Increased knowledge about psychology in the population

A final reason why clinical psychology became increasingly pervasive in society towards
the beginning of the twenty-first century was that this type of knowledge had become
integrated into mainstream education and became part of everyday interactions. As
for the former, an increasing number of degree programmes involving communication
with clients started to pay attention to psychological ideas and findings. The majority
of teachers, nurses, social workers, clergy and secretaries nowadays take at least one
introductory psychology course as part of their education. As Jansz put it:
. . . as important was the gradual adoption of psychological methods and more gen-
erally, a psychologized perspective, by other professionals. Almost without exception,
psychology was introduced as part of the training in the ‘helping’ professions. In
particular, the basic technique of ‘counseling’, developed . . . by the psychologist Carl
Rogers, became a widely used tool among professionals of various disciplines. Focus-
ing on the articulation of clients’ needs and encouraging a supportive and advisory,
rather than directing, role of professionals, it fitted perfectly with the change from
an authoritarian, disciplinary style of intervention to more subtle ways of influenc-
ing behavior.
(Jansz & Van Drunen, 2004: 39)
At the same time, psychological research findings have become part of general knowl-
edge. People who today read newspapers and magazines have a weekly supply of the
newest psychological findings; psychology and psychological problems are discussed in
television talk shows; and psychology has become by far the most popular topic of self-
study. Even everyday conversations are full of words borrowed from psychology: people
are said to be nervous, unconscious, extrovert, intelligent, depressed, self-conscious,
neurotic, emotionally stable, dependent, etc. This does not mean that all the informa-
tion is correct and that everyone has a coherent picture of what is known in psychology.
It does mean, however, that knowledge of basic psychological findings and psychological
vocabulary slowly but surely has become public property, as indicated by Ward (2002) at
the beginning of this chapter.
Interim summary
Twentieth-century changes in the treatment of mental health
problems
● Before World War I psychologists were largely excluded from treatment; their main task
was administering psychological tests; there were a few university-related centres.
● Because of the increased need for advice and treatment during World War II,
psychologists became involved in treatment.
● After World War II, the position of psychologists in the treatment of mental disorders was
further strengthened by
– the antipsychiatry movement
– scientific research on the efficacy of psychotherapies
– the fact that psychiatrists became more involved with the prescription of psychoactive drugs
– the increase of social management and individualisation in society.
● Knowledge of psychology also became of public interest.
8.2 Psychological testing

The need for tests in society
Throughout recorded history, people have used tests in three types of situations: to
establish a person’s honesty, to select the best person and to diagnose illness.
Authenticity tests to expose dishonesty
Humans can deceive. They can present themselves differently from whom and what
they are. To counteract this tendency, social groups have devised a long tradition of
techniques to see through lies and to reveal the underlying truth. These techniques
authenticity test were called authenticity tests, tests to establish whether individuals were who they
test to determine whether claimed to be. An early example of such a test can be found in Homer’s epic poem,
a person is who he/ The Odyssey (written around 700 BCE). In this poem Queen Penelope set two
she pretends to be and
to ascertain guilt or authenticity tests to find out whether the person who turned up after 20 years’
innocence absence was indeed her husband Odysseus. One of the tests was to string a particu-
lar bow and shoot an arrow through 12 axe handles, a feat only Odysseus could
accomplish.
Authenticity tests were also used to ascertain guilt and innocence. One such test was
trial by ordeal. For instance, in Europe between 500 and 1200 CE the innocence of people
was sometimes determined by throwing them into a river with their hands and feet bound.
The assumption was that God would reveal his judgement by letting the innocent drown
and making the guilty float (the latter was believed to be particularly true for witches).
Qualifying tests to measure aptitude and competence

Authenticity tests were only useful when someone was suspected of wrongdoing.
Another situation asking for tests occurred when the best person for a task had to be
qualifying test designated. Then, a so-called qualifying test was required. This happened, for instance,
test to find the best in the legendary, medieval world of King Arthur. Only the person who was able to
person for a task draw the magic sword Excalibur from the rock would be the rightful king.
Tests to diagnose disease
A final use of tests was to determine which adverse condition people had. These are the
diagnostic tests so-called diagnostic tests. For instance, papyri from Ancient Egypt minutely described
tests to determine which the symptoms that pointed to various diseases. Similarly, Byzantine doctors (c. 300–
condition a person has c. 1450 CE) had an extensive system to assess illnesses on the basis of a visual analysis
of the patient’s urine (a technique known as uroscopy, not to be confused with the
current-day chemical analysis of urine, known as urinalysis). This technique was
passed on to the Arabs and people in medieval Western Europe.
What is a test?
Although most people have an implicit understanding of what a test is, the American
sociologist Alan Hanson claims that few are aware of the fact that tests actually involve
three basic conditions (Hanson, 1993):
1. A test contains the condition of intent: tests are planned, arranged and given by
someone with a purpose in mind; they are never random events.
2. A test is not administered to collect information about performance on the test
itself, but as an indication of some other condition: for instance, uroscopy was not
meant to collect information about the urine, but to make statements about possible
illnesses in the person.
3. A test involves a difference in status between the test giver and the test taker: the test
giver draws conclusions on the basis of the test which the test taker has to undergo.
Usually test givers represent organisations, whereas the test takers are individuals.
(The importance of this aspect will become clearer in Chapter 14.)
Psychologists and tests
From the outset psychologists were adamant that they could provide society with good
tests about mental functioning. They could make authenticity tests (e.g. for lie detec-
tion), qualifying tests (e.g. for personnel selection), and diagnostic tests (e.g. for the
assessment of learning difficulties) that went far beyond what was available. These
tests would be based on scientific research, inspired by the belief that human nature
depended on invariable laws, which science could discover and bring into use. (You may
have noticed that none of the pre-scientific, historical examples given above has stood
the test of time.) Psychology would do for mental functioning what medical science was
doing for physical functioning: provide practitioners with scientifically validated tests
they could rely on.
The need for reliable and valid assessment

A first major achievement of psychologists was that they were able to define what
good tests were and how this could be assessed in an objective way. Two issues were
of importance: reliability and validity.
Reliability
reliability By reliability, psychologists mean that the assessment will be the same if it is repeated
in test research, the under unchanged circumstances. For instance, reliable scales imply that you get the
degree to which the same weight if you step on them twice with a few seconds in between or if you weigh
outcome of a test is
the same if the test is yourself on two different scales. Similarly, a reliable psychological assessment means
repeated under unchanged that you will get the same outcome if the assessment is repeated without any interven-
circumstances or if an tion or if the assessment is repeated by another professional.
equivalent test is used The reliability of a test can be measured by calculating the correlation between two
different measurements. For instance, a group of people is given a test twice with a few
weeks in between. Then, a mathematical formula is used to express the relationship
between the measures. This results in a correlation coefficient, which can in theory vary
from –1.00 (when the measurements are each other’s opposite), to 0.00 (when the two
measurements are not related to each other), to +1.00 (when the measurements indicate
the same ordering of participants). In practice, the correlation coefficient in reliability
research will be between 0.00 (a useless test) and +1.00 (a perfect test). This is illustrated
in Figure 8.1. Over the years, test construction has become so professionalised that only
test–retest correlation coefficients higher than +0.80 are still acceptable.
The concept of test reliability was introduced in 1904 by the British psychologist
Charles Spearman, shortly after his colleague Karl Pearson developed the first useful
technique to calculate correlations. Spearman’s work was picked up by the American
psychologist Edward L. Thorndike, who at that time was writing his highly influential
book An Introduction to the Theory of Mental and Social Measurements. From there
it spread rapidly throughout the group of psychologists interested in test construction.
Validity
A valid assessment means that the assessment measures what it claims to measure.
validity Validity implies reliability but goes beyond that. For instance, you can imagine that
in test research, the Byzantine physicians were quite reliable in establishing the colour of urine, but that very
degree to which a test often there was no correlation between the colour of the urine diagnosed and a person’s
measures what it claims to
measure; determined by
ailment. A similar situation would be present if you tried to predict people’s intelligence
correlating the test results by measuring the strength of their hand grip. Although you can get reliable measure-
with an external criterion ments of grip strength (which remain stable on repeated tests), knowing this value for a
particular person would tell you nothing about that person’s intelligence. People with a
strong hand grip can have low, average or high intelligence. Similarly, people with a weak
grip can have all possible levels of intelligence. So, knowledge about the grip strength of
a person gives you no information about the person’s intelligence. It is not a valid meas-
ure of intelligence. Indeed, as we saw in Chapter 4, many of the first attempts to measure
intelligence turned out to be invalid (see the efforts of Galton and Van Biervliet, and the
first attempts of Binet; also see Nicolas et al. (2014) for the English translation of an
article by Binet & Simon (1896) on the measurement of individual differences).
Validity concerns were present from the very beginning of test construction. For
instance, Binet and Simon (Chapter 4) made sure that the items of their intelligence
test could be answered by all children up to a certain age (and not, for example, by
5-year-olds but no longer by 11-year-olds). This age-differentiation criterion was based
on the assumption that intelligence increases with age through childhood and that
this should be reflected in the performance on the items. In addition, the scores on
the intelligence tests were compared with the judgements of teachers (or the school
results) to see whether they showed the expected relationship with school performance.
(a) Scenario 1: A perfect test (b) Scenario 2: A good test
Score 1 Score 2 Score 1 Score 2

person 1 15 15 person 1 15 13
correlation coefficient = 1.00 correlation coefficient = 0.82
(c) Scenario 3: A bad test (d) Scenario 4: A weird test
Score 1 Score 2 Score 1 Score 2

correlation coefficient = 0.03 correlation coefficient = -0.83
Figure 8.1 The reliabilities of tests expressed as correlation coefficients.

Five people take the same test twice in 3 weeks. The first scenario depicts the ideal situation.
Each person gets exactly the same score on the second test-taking as on the first test-taking.
This is expressed by the correlation coefficient of +1.00. Scenario 2 depicts a more realistic
situation: there are some small differences in the scores, but participants who scored highly the
first time also score highly the second time, and people who scored low the first time score low
the second time. This is expressed in the correlation coefficient of +0.82. Scenario 3 points to a
very bad test: there is no relationship whatsoever between the scores obtained on the first test-
taking and the scores obtained on the second test-taking. This is captured by the correlation
coefficient of + 0.03. Finally, scenario 4 illustrates a situation that would be very alarming: the
participants who performed worst on the first test-taking score best on the second test-taking
and vice versa. This is represented by the correlation coefficient of -0.83. Such a situation never
occurs in reliability research, because it would imply that the first test-taking had a profound
impact on those who took it.
Most of the early validation attempts were done in an unorganised way, however,
with every test constructor using his or her own home-made method. This changed
at the end of the 1940s when the American Psychological Association supported a
task force to streamline the various attempts and to write a proper manual on how to
establish the validity of psychological tests (which was published in 1954).
Clinical impressions and unstructured interviews

do not score high on reliability and validity
A second important finding by psychologists was that the intuitively most appealing
way to obtain information about other people, a face-to-face interview, did not score
high on reliability and validity. We start with one of the first studies on this topic and
then continue with some more recent theorising.
Differences between raters
Hollingworth (1922) ran a study in which 12 experienced sales managers interviewed
57 applicants for ‘positions involving personal salesmanship of a well-known service’.
The managers were free to discuss anything they pleased with the applicants during the
interviews. After the interviews, the sales managers were asked to rank the candidates as
a function of their suitability for the job (1 = best candidate, 57 = worst candidate).
Table 8.1 shows the results Hollingworth obtained for the first 10 candidates. In this
figure you can clearly see the disagreement between the different managers with respect
to the suitability of the various candidates. (If you are interested, the correlations
between the various managers varied from +0.62 between managers 3 and 11 to -0.48
between managers 7 and 9! The mean correlation coefficient over all managers was a
meagre +0.15.)
This is what Hollingworth concluded on the basis of his findings:
The facts shown by the table are instructive enough. Almost any given applicant is
likely to receive ratings placing him at any point in the scale, from first position to last.
Applicant C, for example, is given position 1 by one judge, 57 by another, 2 by a third,
and 53 by a fourth judge; in general he occupies positions all along the scale of ‘suit-
ability.’ Much the same result is to be observed with all of the applicants. Occasionally
Table 8.1 Ranks assigned to applicants by interviewers

Lack of agreement of sales managers concerning the suitability of candidates for a sales position.
Managers were asked to rank the candidates on the basis of an unstructured interview with them
(1 = best candidate; 57 = worst candidate).
Applicant Sales managers
1 2 3 4 5 6 7 8 9 10 11 12
A 33 46 6 56 26 32 12 38 23 22 22 9
B 36 50 43 17 51 47 38 20 38 55 39 9
C 53 10 6 21 16 9 20 2 57 28 1 26
D 44 25 13 48 7 8 43 11 17 12 20 9
E 54 41 33 19 28 48 8 10 56 8 19 26
F 18 13 13 8 11 15 15 31 32 18 25 9
G 33 2 13 16 28 46 19 32 55 4 16 9
H 13 40 6 24 51 49 10 52 54 29 21 53
I 2 36 6 23 11 7 23 17 6 5 6 9
J 43 11 13 11 37 40 36 46 25 15 29 1
Source: Hollingworth (1922: p. 65).
an applicant is found whom all the judges tend to judge more or less favorably. Thus
applicant I may be said to be favorably rated, on the whole, although even here the posi-
tions assigned him range all the way from 2 to 36. . . .
When it is borne in mind that these judges were not casual people who were enlisted
in the investigation, but expert sales managers, experienced interviewers and direc-
tors of personnel, and that the position (salesmanship) for which they were rating the
applicants was precisely in the line of work in which they had developed expertness and
acquired positions of responsibility, the inference is clear. However much the interview
may be improved by better methods of inquiry and report, in its traditional form it is
highly unreliable. No better evidence is required than the spectacle of two different
expert interviewers, one rejecting an applicant as the most unsuitable of the group of
fifty-seven, another selecting him as the choice specimen of the lot.
(Hollingworth, 1922: 64–6)
Subsequent research confirmed Hollingworth’s finding about the low reliability
of unstructured interviews and extended it to validity issues. It has been shown over
and over again that on the basis of unstructured interviews there is little correlation
between scores given by personnel managers at job interviews and subsequent per-
formance levels (McDaniel et al., 1994); there is little correlation between how posi-
tively students are evaluated on university intake interviews and their subsequent exam
results (Hell et al., 2007); and there is little correlation between the impression inmates
make on probation panels and their subsequent risk of reoffending (Monahan, 1981).
Binet around 1900 already reported that teachers were not able to assess a pupil’s intel-
ligence on the basis of an interview (as mentioned in Hollingworth, 1922).
First impression and the implicit personality theory

It took psychologists quite some time to find out why decisions on the basis of inter-
views turned out to be so unreliable and invalid. A major breakthrough came when it
was shown that the decisions on the basis of interviews largely depended on the first
implicit personality impression candidates make. This impression is based on the so-called implicit per-
theory sonality theory of the assessors, a mixture of stereotypes and individuation informa-
mixture of stereotypes and tion every person has and uses to make predictions about how others will behave
individuating information
about the associations of
(Kunda & Thagard, 1996; Schneider, 1973). Stereotypes are simplistic views about
personal characteristics groups of people based on categories such as gender, race, age, place of birth, profes-
that people use to make sion and appearance. For instance, when you hear that your new roommate will be a
predictions about how Spanish exchange student called Manolo, this activates a number of expectations
others will behave in social
relations about what type of person he will be and how he will act. Stereotypes are mostly
acquired through observational learning, on the basis of how various groups are
treated and how they are represented on television and in the other media. For instance,
it has been shown over and over again that physically attractive people are considered
to be more interesting and competent than less attractive people (e.g. Eagly et al., 1991;
Hosoda et al., 2003). Along the same lines, it has been observed that overweight people
make a less positive first impression, which they must overcome in subsequent contacts
(Puhl & Brownell, 2001).
Individuation information refers to everything known about a person as an indi-
vidual. The more contact one has with a particular person, the more the individuating
information replaces the stereotypical views, which are particularly strong on first
encounters.
Dougherty et al. (1994) showed that if recruiters are not careful, job interviews are
to a large extent coloured by first impressions. Candidates who make a positive first
impression on the interviewer receive easier questions, with which they have more
chance of making a good impression, than candidates who make a less favourable first
impression. Other research has shown that candidates can improve the first impres-
sion they make by paying attention to their appearance and behaviour. One such
study is Rehman et al. (2005), in which patients in an accident and emergency unit
were shown a card with pictures of different physicians and asked who they wanted
to look after them. In fact, the same person was featured on each card, the only dif-
ference being in the clothes worn: for example, a formal suit, a white coat, surgical
scrubs or a nurse’s outfit. Eighty per cent of the patients questioned preferred to be
treated by the doctor in the white coat. This was particularly true when the pictures
were of female physicians. The phenomenon illustrated here is known as impression
management.
What do you think?

Sometimes people find it hard to believe that their first impression has such a
strong influence on their expectations and judgements of others. One situation
you may be familiar with, however, is when you first see a person for some time
and then hear them talk. Have you ever experienced surprise because the voice
was so different from what you expected? The reverse is also true. Often people
are astonished when they see a photograph of a radio presenter they know well.
They had imagined them completely differently. Can you find other examples
of how you automatically seem to activate expectations of people on the basis
of small bits of information? For instance, with whom would you prefer to
collaborate: Michael or Hubert? And why?
Psychological tests as the alternative

Having found ways to measure the quality of a test and having found that face-to-face
interactions with unknown people did not score well, psychologists set out to develop
and scrutinise better alternatives.
Structured vs. unstructured interviews

On the basis of their initial experiences, psychologists realised that they had to
take away the variability due to assessors and contexts if they wanted to improve
the reliability of their assessments. Reliability was adversely affected by factors
that varied randomly from observation to observation. For instance, given that the
type of questions asked in job interviews depended on the first impression the
candidate made, one way to increase the reliability of the procedure was to ask a
standard set of questions of each candidate, so that all applicants could be judged
structured interview on the same core of information. Such a procedure became known as a structured
interview in which all interview, as opposed to an unstructured interview, in which the questions
interviewees receive the depended on the answers the applicants gave. Research later indeed confirmed that
same set of questions
structured interviews were a more reliable and valid way of assessing job appli-
cants than unstructured interviews (McDaniel et al., 1994; Schmidt & Hunter,
1998; Thorsteinson, 2017).
Standardised tests
A still better way to limit the influence of biasing factors was to develop and use
standardised standardised psychological tests. These were tests that psychologists had examined for
psychological test reliability and validity, for which they had information about the expected perfor-
test that psychologists mance, and which were administered in a uniform way (so that the performance was
have examined for
reliability and validity,
not affected by the test giver). Many of these insights were present in a rudimentary
for which they have form when psychologists started to develop their first tests at the beginning of the
information about the twentieth century, but required decades of test development and test research before
expected performance, they were fully understood and implemented. As a consequence, the quality of the
and which is administered
in a uniform way
tests improved throughout the twentieth century and in all likelihood will continue to
do so for some time to come (as psychologists are still working on further improve-
ments of many tests currently used). Below, we discuss the main developments in three
of the most frequently used standardised tests: intelligence tests, achievement tests and
personality tests.
Intelligence and achievement tests

IQ tests
In Chapter 4 we saw how Binet and Simon designed the first valid intelligence test. It
was no coincidence that the test was proposed around the time when primary school
education became compulsory. Suddenly schools were confronted by the fact that
not all children were doing well, even though many of them did not show obvious
signs of mental limitations. It was not clear whether these children performed badly
because they were ‘feeble-minded’ or because they did not get enough support at
home, hence the need for an intelligence test and its enormous popularity once it
became available.
IQ test Although the IQ test was primarily meant for schools, its aim was not to duplicate
test which is supposed to school exams. It was not intended as an evaluation of what had been learned, but as
measure the intelligence an indication of the potential to learn, independent of the circumstances in which the
of a person; focuses
on learning potential;
test-taker had grown up. Although the latter seems quite obvious to us now, it took
results correlate with psychologists many years to realise that information-related questions very often
school performance showed cultural biases, which advantaged some groups of participants over others.
and suitability for These biases became painfully visible when IQ tests were administered on a very large
intellectually demanding
occupations scale to army recruits in World War I (which the USA entered in 1917) and to immi-
grants. There was a massive difference in test scores between white people with an
English-speaking background and those with another background. Although at first
this was used as an argument to limit the immigration of people with a non-English
background, it gradually became clear that part of the difference was due to the ques-
tions used. For instance, in one test participants were given a picture of a tennis court
without a net and asked what was missing. Needless to say, those who had never heard
of tennis (and there were many of them at the beginning of the twentieth century)
failed this particular question. Awareness of cultural biases resulted in increased
efforts to make the IQ tests culture-neutral.
Another development in the construction of IQ tests was the finding that intelli-
gence did not consist of a single ability, but of a group of abilities (see any textbook
on intelligence for this). This led to a greater diversity of tasks in the IQ tests (most
of Binet’s tasks had to do with verbal material). The researcher who arguably was
the most instrumental in this change was the American psychologist David Wechsler,
who developed the Wechsler Adult Intelligence Scale in 1939. In this test he measured
at the same time so-called verbal intelligence and performance intelligence, the lat-
ter being measured with tasks such as picture completion, block design and matrix
reasoning. By comparing the verbal IQ with the performance IQ, psychologists
could see whether the test-taker had a particular weakness in language functions or
in performance functions. The distinction between verbal and performance intel-
ligence was retained in the later tests Wechsler developed for children and preschool
children, and encouraged the use of a larger diversity of tasks in other intelligence
tests as well.
Achievement tests
Quite soon (American) test developers saw that the approach of IQ tests could be
achievement test combined with that of traditional exams to make so-called standardised achievement
standardised test which tests. Seven years after Lewis Terman finished the Stanford–Binet Intelligence Test (the
measures the knowledge first truly standardised intelligence test in the USA, published in 1916), he was co-
of a particular topic or set
author of the Stanford Achievement Test. Achievement tests probed the participants’
of topics
knowledge of a preset series of topics, to measure the intellectual progress of the
participants and their suitability for intellectually demanding positions. To increase
their reliability, the tests mostly made use of multiple-choice questions (i.e. for each
question a limited number of possible answers is given and the candidate has to indi-
cate which one is correct).
Achievement tests rapidly conquered the educational system. They became the
instrument of choice to compare the performance of pupils. In many countries they
also started to play a role in the entrance to universities and government positions.
For instance, in the USA the scholastic aptitude test was introduced in 1926 and is
still administered (under a different name) to almost two million students every year.
These students see their university options affected by the results they obtain. Simi-
larly, future employees of the European Union have to pass an entry exam that largely
consists of an achievement test.
Achievement tests also became part of the quality control set up by political admin-
istrations. For instance, in 1989 the British government not only introduced minimum
standards of what had to be taught in primary and secondary schools in England and
Wales, it also introduced a system of nationwide achievement tests to assess pupils’
performance regularly in the different schools (the so-called Standard Attainment Tests
or SATs).
What do you think?

Discuss the importance of reliability and validity for achievement tests. Can you
see why parents in England and Wales would be upset if it turned out that the
SATs were unreliable or invalid?
Sometimes, achievement tests are used to correct for biases in the educational sys-
tem. Kadmon and Kadmon (2016), for instance, describe how admission to under-
graduate medical training in Germany is partly based on top school-leaving grades
in secondary education and partly on an achievement test called the German Test for
Medical Studies. The latter was added because admission by school-leaving grades
tended to result in homogeneous student bodies and to discriminate against multi-
ple groups of applicants including graduates from public schools, applicants from
socioeconomic and educationally deprived backgrounds and male school leavers. In
addition, school-leaving grades do not necessarily reflect non-cognitive qualities that
are important for patient-centred medical practice. In an evaluation of the system,
Kadmon and Kadmon (2016) reported that scores on the German Test for Medical
Studies predicted academic performance and continuity of studies better than school-
leaving grade average.
Achievement tests are also used to compare whole nations. Table 8.2 shows the
results of one such evaluation, looking at science education in different countries. All
participants sat the same science achievement test and, on the basis of their results,
Table 8.2 Standardised achievement tests

Standardised achievement tests are used to compare the performance of schools across
countries. This table shows the results of the PISA science test given to 15-year-olds.
Participating countries are ranked from highest to lowest based on their average scores.
LOCATION Value LOCATION Value

Estonia 530 Austria 490
Japan 529 Norway 490
Finland 522 Latvia 487
Korea 519 Spain 483
Canada 518 Lithuania 482
Poland 511 Hungary 481
New Zealand 508 Russia 478
Slovenia 507 Luxembourg 477
United Kingdom 505 Iceland 475
Australia 503 Italy 468
Germany 503 Turkey 468
Netherlands 503 Slovak Republic 464
USA 502 Israel 462
Belgium 499 Greece 452
Sweden 499 Chile 444
Czech Republic 497 Mexico 419
Ireland 496 Costa Rica 416
Switzerland 495 Colombia 413
Denmark 493 Brazil 404
France 493 Indonesia 396
Portugal 492
Source: PISA 2018 data science; downloaded from https://data.oecd.org/pisa/science-performance-pisa.htm

(30 December 2019).
average scores per country were calculated. Each time the results of such a compari-
son are published, they are followed by lengthy discussions in governments and in
the media about the relative position of their own country and what can be done to
improve it (or retain it).
Achievement tests in China

It may be good to know that Western society is not the only society that uses
achievement tests for entry to highly esteemed positions. Nor, for that matter, was
it the first. Some 2,000 years ago the Chinese Han Dynasty (206 BCE–220 CE) used a
standardised test battery to select and promote civil servants in an objective way. The
administration of these tests became better and better organised (involving a hier-
archy of local, regional and national testing centres) to reach the maximum number
of candidates. Only those who passed the final (national) set of tests were eligible
for office.
There is good evidence that the Western world learned about achievement tests
through the Chinese (Kaplan & Saccuzzo, 2005: 12). Reports by British missionaries
and diplomats in the nineteenth century encouraged the English East India Company
to use the Chinese system for the selection of their personnel. From there the practice
spread to the British government, the governments of mainland Europe and the USA.
Standardised achievement tests still are a central element in Chinese education and
the civil service.
Personality tests
personality test Personality tests are another widely used type of test. They are meant to probe rela-
test to measure relatively tively stable and distinctive patterns of behaviour that characterise individuals and
stable and distinctive their reactions to the environment.
patterns of behaviour that
characterise individuals The Woodworth Personal Data Sheet
and their reactions to the
environment One of the first personality tests was the Woodworth Personal Data Sheet, published
by Robert S. Woodworth in 1920 to identify soldiers who would be susceptible to shell-
shock (remember that this became a problem in World War I). The test consisted of
116 questions, including:
● Does the sight of blood make you sick or dizzy?
● Are you happy most of the time?
● Do you sometimes wish you had never been born?
● Do you drink whisky every day?
● Do you wet the bed at night?
There were two features of Woodworth’s questionnaire that soon turned out to need
improvement. First, the questions were mainly based on Woodworth’s clinical judge-
ment without properly testing whether they did indeed make a distinction between sol-
diers who would develop shell-shock and those who would not (although Woodworth
did reject questions that in a pre-test had been endorsed by 25% or more of a normal
sample in the scored direction). The second feature was that the test started from the
assumption that participants would answer all questions honestly, even though the
available response alternatives often differed in social desirability.
Going beyond face validity

Woodworth’s approach of using his own judgement to decide which questions were
informative rapidly turned out to be insufficient. A study by Langner (1962) illustrates
this point. Langner also wanted to develop a test that would indicate who was likely to
develop psychiatric impairment. He started from a total of 120 questions that looked
interesting to him. However, unlike Woodworth, he tested the usefulness of the ques-
tions by administering them to a group of 72 participants without psychiatric symp-
toms and a group of 139 hospitalised psychiatric patients and outpatients. Only 21
questions made a clear difference between the two groups and were retained in the test.
Subsequently, these questions were administered to a community sample of 1,660 adult
residents to determine from which score onward there was an increased risk of psy-
chiatric problems. So, rather than deciding which questions looked all right, Langner
gathered empirical evidence about the usefulness of his questions. He not only took
face validity into account the face validity of the test (whether the questions looked valid to him and
estimating the validity his colleagues), but also empirically tested this validity. Such evidence-based validation
of a test by estimating rapidly became the norm for psychology tests.
to what extent the items
of the test agree with
The problem of social desirability
one’s own beliefs; is not
evidence-based Another problem that became clear with the publication of the Woodworth Personal
Data Sheet was that often the aim of the questions was clear and that participants
could adapt their answers as a function of what they thought was socially desirable.
One big difference between IQ tests and personality tests is that in the former case the
results depend on the test-taker’s abilities, whereas in the latter case candidates can
choose whatever answer they prefer, even when it does not (really) apply to them.
social desirability Social desirability refers to the bias people have to present themselves in a manner they
bias people have to think will be viewed favourably by others (in particular, the psychologist who gives the
present themselves in a test). This is especially the case in high-stakes situations, where the outcome of the
manner they think will
be viewed favourably by
test has implications for the candidate’s future (as in job applications; see Ones et al.
others (1996) and Morgeson et al. (2007) for the issue of social desirability in this
situation).
Psychologists have explored various ways to circumvent the problem of social desir-
ability. These include making the questions subtler, including a scale to measure the
bias in the test-taker, and using formats other than self-report questionnaires. The
first two measures were included in the Minnesota Multiphasic Personality Inventory
(MMPI), published in 1943 and arguably the first high-profile personality question-
naire used in clinical settings. This test consisted of 566 items selected from an original
pool of 1,000. They had to be marked ‘true’ or ‘false’ by the test-taker. In the validation
process, the test was administered to eight different groups of 50 psychiatric patients
each (including ‘hypochondriacs’, ‘depressives’ and ‘schizophrenics’) and a group of
700 control participants. On the basis of the answers of the various groups, items were
selected that made a distinction between them and were included in a scale for the
different clinical profiles (e.g. hypochondria, depression, schizophrenia). In addition,
three so-called validity scales were compiled. Two of these validity scales addressed
whether the participants were presenting themselves too favourably, for instance by
not wanting to acknowledge minor flaws that are present in virtually everybody (e.g.
‘I sometimes lose control of myself’). The third validity scale included items that were
virtually never endorsed (e.g. ‘I am aware of a special presence that others cannot per-
ceive’) and, therefore, could indicate whether someone wanted to make a particularly
negative impression.
The validation efforts and the measures to come to grips with the social desirability
problem illustrate why psychological tests are more than simply ‘collecting a few ques-
tions’ and why they are capable of returning more information than can be obtained
on the basis of a simple interview.
Measuring personality differences in the non-pathological range

Personality tests were used not only to distinguish between the normal and the patho-
logical range, but also became used to distinguish between people in the normal range.
Particularly influential in this respect was the trait theory of personality. According to
this theory, people differ from one another on the basis of a limited number of per-
personality trait sonality traits, or relatively enduring ways in which they interact with their
basic dimension used environment.
to describe differences The search for personality traits started in the 1930s when the American psycholo-
in personality between
people; is often bipolar gist Gordon Allport tried to discover the structure that underlies the adjectives people
with opposites at the use to describe each other (e.g. ‘my left-hand neighbour is polite, helpful and modest,
extremes (e.g. introvert whereas my right-hand neighbour is rude, obstructive and boastful of his wealth’).
vs. extrovert) Allport started from a total of 4,504 adjectives in the English language and set out to
see how this number could be reduced. Some adjectives were close synonyms or had
largely overlapping meanings (e.g. friendly, cordial, welcoming, amiable, warm). These
could be grouped. Other adjectives were opposites (e.g. friendly vs. unfriendly, warm
vs. cold). These could be placed at opposite ends of bipolar traits. Allport’s main
problem, however, was how to do this grouping in an objective way, so that it went
beyond his own personal judgement.
Although Allport made some headway (Allport & Odbert, 1936), the real break-
through came when the British psychologist Raymond Cattell joined him for some
time at Harvard University. Cattell was a specialist in a new statistical technique to
find relationships between stimuli, called factor analysis (see Chapter 12), and he
managed to achieve what had eluded Allport. Using a series of studies, he claimed
that each person could be described adequately on the basis of 16 bipolar traits, such
as reserved–warm, serious–lively, expedient–conscientious, shy–bold and trusting–
vigilant. Cattell developed a questionnaire to measure these traits, called the Sixteen
Personality Factors Questionnaire (Cattell, 1956, see Figure 8.2).
Cattell’s conclusions were opposed by Hans J. Eysenck, who argued that Cattell’s
16 traits were not independent dimensions and that people only differed on three
traits: introversion–extroversion, neuroticism–emotional stability and psychoticism
(without antipole). These were measured with the Eysenck Personality Question-
naire (Eysenck & Eysenck, 1975; Eysenck et al., 1985). Further analyses of the data
obtained with the different personality questionnaires suggested that Cattell had
indeed overestimated the number of personality traits needed to accurately describe
people, but that Eysenck had underestimated them. In the early 1980s researchers
more or less settled on a total of five fundamental traits, called the Big Five (e.g.
Goldberg, 1990). They are:
● openness to experience
● conscientiousness
● extroversion
● agreeableness
● neuroticism.
A simplified version of the Sixteen Personality Factors Questionnaire

Indicate your position on each scale by placing a mark on each line indicating your position
between the extremes.
Reserved Warm
Reasoning: Concrete Abstract
Emotionally reactive Emotionally stable
Deferential Dominant
Serious Lively
Expedient Rule-conscious
Shy Socially bold
Utilitarian Sensitive
Trusting Vigilant
Grounded Abstracted
Forthright Private
Self-assured Apprehensive
Traditional Open to change
Group-oriented Self-reliant
Tolerate disorder Perfectionistic
Relaxed Tense
Figure 8.2 An example of a personality test

Score yourself and a friend by placing marks on each line to indicate your positions on each
bipolar trait (e.g. where do you see yourself and your friend on the continuum going from reserved
to warm?). Ask your friend to do the same, and compare your answers.
Source: Simplified version of Cattell’s Sixteen Personality Factors Questionnaire based on the bipolar traits identified by
Cattell (the personality test itself is protected by copyright).
Since 1980, a large number of personality questionnaires have been developed based on
this categorisation (which can easily be remembered by using the acronym OCEAN). For
instance, in personnel selection it has repeatedly been found that employees who score
low on conscientiousness (‘I rarely plan my work’, ‘I tend not to be very organised’, ‘I
rarely check the quality of my work’) do not get the best appraisals from their supervisors.
What do you think?

Make a list of the occasions on which you were given psychological tests (IQ,
achievement, personality, other). Did you perceive these tests as informative?
How would you as a psychologist make use of these tests?
KEY FIGURES Development of personality tests

● Robert S. Woodworth (1869–1962)
– American psychologist and author of very influential textbooks of psychology in the
first half of the twentieth century.
– Author of one of the first personality tests, the Woodworth Personal Data Sheet
(measured vulnerability to shell-shock).
● Gordon W. Allport (1897–1967)
– American psychologist who initiated the trait approach in personality research.
– Sought to find the minimum number of dimensions (traits) needed to describe the Hans J. Eysenck
Source: Popperfoto/Getty
personalities of people by analysing the relevant adjectives in the English language. Images.
● Raymond B. Cattell (1905–1998)

– British-born psychologist working in the USA.
– Used factor analysis to find the minimum number of dimensions needed to describe the personality of
people on the basis of adjectives.
– Settled on 16 dimensions that were measured with the Sixteen Personality Factors Questionnaire.
– Also used factor analysis to look at the structure of intelligence as measured with IQ tests (leading to a
distinction between fluid intelligence and crystallised intelligence).
● Hans J. Eysenck (1916–1997)
– German-born psychologist working in the UK.
– Argued that personalities were adequately described on the basis of three dimensions: introversion–
extroversion, neuroticism–emotional stability and psychoticism.
– Also known for his strong support of behaviour therapy after having shown that the psychotherapies of
the 1950s were ineffective.
– Doubts about the quality of his research in the last years, with many papers retracted by his university in
2019 (Guardian, 11 October 2019).
● Various test researchers at the beginning of the 1980s
– Came to the conclusion that five dimensions are needed to describe personality: openness,
conscientiousness, extroversion, agreeableness and neuroticism.
Tests have become increasingly popular due

to the individualisation of society
Since their inception the number of psychological tests administered has steadily
increased (Hanson, 1993). There are several reasons for this. One is that psychologi-
cal tests are the best way we have to make assessments and predictions about human
functioning, even if they are not infallible. Another is that society increasingly turned
to science-based evidence to make decisions (Chapters 9 and 14), if only so as not to be
found legally liable in case the decision was called into question. Finally, the growing
individualisation of society also enhanced the need for information about individuals.
Growing individualisation
As we saw in Chapter 3, individualisation involves looser social relations and a greater
focus on the self. This process started several centuries ago (arguably when more and
more people left their villages and moved to the emerging cities), but further intensified
in the twentieth century. At the beginning of that century, more people agreed with
statements like ‘Children must stay with their parents until they are married’ and ‘I
respect the decisions taken by my family’ than at the end of the century. Conversely,
more people at the end of the twentieth century agreed with statements like ‘If a social
group hinders my development, it is better to leave the group’ and ‘I want to be judged
on the basis of my own achievements’.
Within an individualised society, members are more interested in what distinguishes
them from others than in what they have in common. Applied to achievement and
personality, they are more interested in what is unique to them than in what they share
with others. Personality research has followed this shift. Whereas at the beginning of
the twentieth century personality theories were about what defined humans in general
(e.g. Freud’s and Rogers’s theories), towards the end of the century research became
dominated by individual differences, as measured by ability and personality tests.
An intriguing question is why Western society has become increasingly individual-
ised and whether such a shift is true for other cultures as well. In addition to the views
presented in Chapter 3, another possibility was raised by Kagitcibasi (2002). Accord-
ing to her, researchers in the 1970s thought collectivism depended on the fear parents
had that their children would not take care of them in their old age. As a result, chil-
dren were not encouraged to show initiative and independence. They were expected to
obey their parents and stay in close contact with them. However, after the welfare state
became established, the elderly were able to rely less on their children, for example
because they received a retirement pension. Consequently, the younger generation was
given more freedom and was able to become more autonomous and to optimise their
individual potential. This tendency may have been reinforced by the dominance of the
countries where the individualisation happened first (the UK, the USA).
What do you think?

Does Kagitcibasi’s account agree with your feelings? Also have a look at the other
factors mentioned in Chapter 3.
Interim summary
Psychological testing
● Psychologists needed reliable and valid assessments. These were not provided by
unstructured interviews, due to problems with first impressions and the implicit
personality theories people have.
● Standardised tests were proposed as an alternative. These tests were administered to a
test group in a uniform way, so that the users knew how new test-takers scored relative
to the test group. In addition, the reliability and validity became empirically verified.
● IQ tests allowed psychologists to assess an individual’s intellectual potential.
Achievement tests allowed them to test the acquired knowledge about a particular topic
in a reliable and valid way.
● Good personality tests required empirical validation (i.e. they had to go beyond face
validity) and measures to tackle the problem of social desirability.
● In the non-pathological range, most personality tests are self-report questionnaires
that measure traits. At the moment most researchers believe that the personality can be
described accurately on the basis of five traits (the Big Five). Previously, Cattell defended
a minimum of 16 and Eysenck a minimum of 3.
● Tests have become popular partly because of the increased individualisation of society.
8.3 The psychology of work and organisation

An aspect of life that changed beyond recognition in the twentieth century was the type
of work people did and the ways in which they interacted at work. Again psychology
had a strong involvement in this evolution, not only because an increasing number of
psychologists were part of it (e.g. as human resource managers), but also because the
different players, from the lowest to the highest level, were inspired by psychological
findings. In the previous section we talked about the increased use of standardised
tests in personnel selection. In this section we will see how ideas of work motivation
changed and how psychology contributed.
Industrial psychology at the beginning of the twentieth century

The industrial revolution in the eighteenth and nineteenth centuries (see Chapters 2
and 3) introduced a separation between work and family. Whereas before, family
life and work responsibilities had been closely intertwined on the small farms and
in the housebound craftsmen’s businesses, the new factories broke up that bond. In
addition, the growing size and complexity of companies meant that many workers
no longer turned out finished products, but were a link in a much longer produc-
tion chain.
For most of the nineteenth century and the first half of the twentieth century,
employees were considered as ‘the hands of the factory’. They were thought to be
motivated by physiological needs (to eat, drink, have shelter) and money was seen
as their only incentive. Industrial psychology, as it became known at the begin-
ning of the twentieth century, was geared towards improving the efficiency of
the work processes and selecting the best applicant for the job. Typical research
topics were the minimum number of breaks needed by workers, the most efficient
lighting level, or the best organisation of the workplace. In this endeavour, indus-
trial psychology was inspired by the American engineer and inventor Frederick
W. Taylor (1856–1915), who improved the productivity of companies by divid-
ing production into a sequence of stages and searching for ways to speed up the
stages (this was done, among other things, by measuring the time needed to finish
various operations). Taylor (1911) called this approach scientific management.
Complex tasks (such as building a machine) were split into a sequence of simple
actions that could be performed rapidly and easily. This led to the well-known
assembly line.
In Taylor’s view, there was a distinction between thought and action: the manage-
ment thought and the employee carried out the orders. The management’s aim was to
simplify the various actions, so that there was no problem finding suitable candidates
for the jobs. Wages were set in such a way that the individual worker was motivated
to work as hard as possible (e.g. by using a bonus system). One of Taylor’s convictions
was that a lack of individual monitoring and rewarding encouraged the forming of
‘gangs’, which tended to oppose productivity, because they feared higher productivity
would lead to higher performance standards and eventually loss of jobs. Taylor’s basic
philosophy was that employees would have no problems performing simple, routine
industrial psychology jobs in isolation, if they were paid enough. This formed the foundation for the first
first theory about how views of work and organisation, usually indicated with the name industrial
work should be organised;
psychology.
strongly influenced
by Taylor’s scientific
management: employees
were the hands of the
The Hawthorne studies and the human relations movement
company that would Between 1924 and 1932 a number of studies were run at the Hawthorne plant
accept any work if
remunerated enough;
of the Western Electric Company near Chicago, which would have a profound
tasks had to be made influence on the psychology of work and organisation. They started off as techni-
simple so that everyone cal optimisation studies, fully in line with the prevailing scientific management
could do them without approach. One of the factors the researchers examined was the lighting level for
much practice
the assemblage of telephone relays. Another study looked at the effect of changes
in working hours.
Although the studies were not particularly well designed or well performed
(Adair, 1984; Kompier, 2006; also see below), they led one of the researchers, Elton
Mayo, to draw a very far-reaching conclusion. On the basis of the studies, Mayo
(1945) decided that it was not so much the physical circumstances or the pay that
determined productivity, but the extent to which the workers found themselves val-
ued and esteemed. The various changes the authors introduced had a limited impact,
while at the same time the employees involved in the studies outperformed their
colleagues. On the basis of these findings, Mayo concluded that performance was
higher because the participants knew they were part of a study and because they
had a say in the course of the study.
Mayo used the findings in the Hawthorne plant to argue that industrial psychology
was wrong in its emphasis on the physical environment and pay. What counted in the
workplace were an employee’s social relations and the fact he/she belonged to a group.
Informal groups in a company had a strong influence on the workers’ well-being and
productivity, and good companies looked after these groups. This was the start of the
human relations human relations movement. Companies were encouraged to acknowledge the human-
movement ity of their employees (rather than seeing them as disposable equipment) and make
second main theory of how them feel part of a social organisation (e.g. by supporting informal group
stressed the humanity
activities).
of the employees and The human relations movement also pointed to the importance of the ways in
the importance of social which supervisors interacted with their subordinates. They took inspiration from Kurt
relations Lewin’s research on attitude changes in youth groups (e.g. Lewin et al., 1939). In par-
ticular, Lewin had looked at the consequences of three types of leadership: autocratic
(imposing commands), democratic (leading through negotiations), and laissez-faire
(giving no leadership). Lewin and his colleagues concluded that there was more origi-
nality, group-mindedness and friendliness in the democratic groups, whereas there
was more aggression, hostility, scapegoating and discontent in the laissez-faire and
autocratic groups. This message agreed with the wider change that was taking place
in Western culture from a ‘command society’ to a ‘negotiating society’ (Van Drunen
et al., 2004: 157).
What do you think?

The citation below suggests that virtual informal groups are becoming
increasingly important in companies. Do you agree? How do they complement
face-to-face gatherings? What are their advantages? And can something that is
written and visible to everyone be informal?
This year London became the biggest city on Facebook, and more than 1.8 million
people now identify it as their primary geographic network – about a quarter of
London’s official real world population.
Businesses, too, are increasingly finding that their workers are gathering in
ad hoc groups on the site.
‘It’s a bit like an electronic smoking room, but one that’s spread across the
whole company,’ says Giles Deards, a spokesman for BT, where about 8,000 work-
ers are registered on the company’s Facebook network. The group was set up
by employees rather than corporate bosses, but workers are not blocked from
logging on to social networking sites while in the office.
‘It’s not an official network; it was set up by staff to discuss issues. We’ve had
some surprisingly liberal conversations on there, but that’s because people have
taken an adult and responsible approach to it.’
(B. Johnson, The Guardian, 15 December 2007.
Copyright Guardian News & Media Ltd 2007)
Human resource management

human resource In the 1980s a new approach replaced the human relations movement: human resource
management management. It stressed more than before that a company’s main assets were its employ-
third main theory of how ees, who had to be retained and nurtured. The emergence of the human resource man-
stressed the desire for
agement approach was embedded within other major societal changes, such as a change
self-actualisation in in the type of work that had to be done, and an overall increase in the level of affluence
employees; employees among employees. Most of the monotonous jobs that had made up the bulk of factory
will perform best if given work at the beginning of the twentieth century were taken over by robots and computers
autonomy and authority
and were replaced by more intellectually demanding jobs in the service sector. In addi-
tion, for many of the new jobs, the relationship between productivity and salary became
less straightforward than it had been for manufacturing goods.
Influenced by Rogers and humanistic psychology, psychologists started to consider
employees as individuals who sought self-actualisation in their work. It became accept-
able to give autonomy and authority to workers and to trust them in terms of disci-
pline. Employees became seen as people who would respond positively to challenges
if these contributed to their needs for self-actualisation and autonomy. Management
did not have to impose control but give the employees enough trust and responsibility
so that they controlled themselves.
Table 8.3 Evolution of the psychology of work and organisation

A comparison of industrial psychology and human resource management shows how much
ideas about the relations between organisations and their employees changed over the
twentieth century.
Industrial psychology Human resource management

Technology must come first. Social and technical systems are optimised
together.
People are extensions of machines. People complement machines.
People are disposable spare parts. People are valued assets to be developed.
Tasks are narrow and individual: skills are Related tasks make an optimum grouping;
simple. skills are multiple and broad.
Controls are external – e.g. by staff, Employees have autonomy; departments and
administrators, books, rules and procedures. groups are self-controlled.
Organisation chart has multiple levels – Organisation chart is flat; management
management style is dictatorial. participates.
Atmosphere is competitive and characterised Atmosphere is one of collaboration and
by gamesmanship. cooperation.
On the purposes of the organisation are taken Both individual and social purposes are
into account. accounted for, as well as the organisation’s’.
Employees feel disconnected: “It’s just a job.” Employees feel engaged and committed: ‘It’s
my job!’
Organisation is characterised by low Organisation is inventive: new ideas are
risk-taking. welcome.
Source: Adapted from Trist, E. (1981) ‘The evolution of socio-technical systems – A conceptual framework and an action
research program’, Toronto, Canada: Ontario Ministry of Labour, Ontario Quality of Working Life Centre, Occ. paper 2.
Copyright © Queen’s Printer for Ontario, 1981.
Weisbord (1985) published a table that nicely summarises the changes between
industrial psychology and human resource management (Table 8.3). With some exag-
geration, this table can be considered as the legacy of what the psychology of work
and organisation achieved in the twentieth century.
Interim summary
The psychology of work and organisation
● At the beginning of the twentieth century, industrial psychology was under the influence
of scientific management which considered workers as dispensable ‘hands of the
factory’, motivated solely by money to address physiological needs.
● Based on the Hawthorne studies, Mayo pointed to the importance of social and
psychological factors for the well-being and motivation of employees. This was the start
of the human relations movement (e.g. the importance of democratic leadership).
● In the 1980s, human resource management stressed that the employees were the
central asset of a company. Workers should not be controlled but given autonomy and
responsibility so that they come to self-discipline. Work is no longer a chore, but an
opportunity that can help self-actualisation.
8.4 Focus on: The lure of idealising classic studies

Without doubt, the Hawthorne studies have played a major role in the history of the
psychology of work and organisation. As such, this study is part of all introductory
books covering this area of research. It even figures in many general introductions to
psychology and educational science, because it shows how knowledge of taking part
in a study can have a profound effect on the participants’ behaviour (this is known as
the ‘Hawthorne effect’). However, it is becoming increasingly clear that the Hawthorne
studies were of a much lower quality than most people believe. There are even questions
as to whether anything relevant was found in the Hawthorne studies at all!
What actually happened at the Hawthorne plant

The discussion below is based on Kompier (2006). A very similar message can be found
in Adair (1984) and other critical reviews. Kompier first described what actually hap-
pened in the Hawthorne research (references are omitted):
The Western Electric Factory was the supplier of telephone equipment to the last
American Bell System. The Hawthorne plant was its main factory. At the start of
the studies, it offered employment to some 29 000 men and women, many of them
immigrants. The Hawthorne research consisted of the following six, partly overlapping,
studies: (i) three illumination experiments (November 1924–April 1927), (ii) the first
relay assembly test room (April 1927–February 1933), (iii) the second relay assembly
group (August 1928–March 1929), (iv) the mica splitting test room (October 1928–
September 1930), (v) the interview program (September 1928–early 1931), and (vi) the
bank wiring observation room study (November 1931–May 1932).
(Kompier, 2006: 403)
Next, Kompier described how the Harvard business professor, Elton Mayo, became
known as the main interpreter of the Hawthorne studies (in many later accounts
referred to as ‘the director of the studies’), even though for the first years he was not
involved at all (his first visit to the factory was in 1928) and the bulk of his publica-
tions were based on five reports by the real researchers. By the time he published his
book The Social Problems of an Industrial Civilization (1933; see Mayo, 1945), the
study was not only suspended because of the economic recession but most of the
participants involved in the study had been laid off as well.
More importantly, Mayo gave a much embellished version of what actually hap-
pened. Kompier (2006: 403–4) listed the following flaws in the first relay assembly
study from 1927 to 1933:
● The group consisted of five young women operators and a sixth lay-out operator
who distributed the materials among the operators; her income was dependent on
the output of the five operators.
● Two operators had initially been selected because they were ‘thoroughly experi-
enced’ and ‘willing and cooperative’ and not soon to be married; next, these two
operators invited the three other operators.
● The two independent variables (rest pauses and duration of work) were manipu-
lated in a very complicated order, depending on unmotivated decisions by the exper-
imenters and influenced by economic circumstances (e.g. breaks were introduced in
period 4, removed in period 12, and then reinstated); in addition, at a certain point
in time an additional variable was introduced, consisting of a piecework system
based on the average output of the experimental group and not, as before, on the
output of the entire department.
● No control group was established.
● At the beginning of period 8 (January 1928) operators 1a and 2a were removed from
the experimental group because they were too busy ‘talking and fooling’.
The last event in particular illustrates how differently the study was reported by Mayo
than it was perceived by those participating in it. Whereas the researcher involved
wrote that an obstructive minority had been rejected, Mayo noted that operators 1a
and 2a ‘dropped out’ and were ‘permitted to withdraw’. There is good evidence that
the former was the correct interpretation, because Mayo himself had previously writ-
ten of operator 2a in a letter: ‘One girl, formerly in the test group, was reported to have
“gone Bolshevik” and had been dropped.’ Although the two girls had been warned
repeatedly and threatened with disciplinary action, they ‘did not display that whole-
hearted cooperation desired by the investigators’ (as cited in Kompier, 2006: 404).
The above problems are only part of those identified by Kompier. His list made up
several pages, making him conclude that the scientific worth of the studies was next to
nil and that their impact was solely due to the myth Mayo managed to spread. If the
studies were submitted to a journal nowadays, they would be rejected outright because
of the many methodological flaws.
Why did the low quality of the Hawthorne studies not prevent
them from being taught to students?
Another issue Kompier pondered is why these studies keep being cited and praised in
introductory books, despite the fact that the devastating methodological problems
have been described many times before. He suggested five reasons:
1. The story is too good not to be true. The story that employees worked harder
because they received human attention is too seductive not to include in an intro-
ductory psychology book. In this respect, the Hawthorne effect resembles an urban
legend. Once you have heard the story, you never forget it.
2. The original researchers published biased and selective reports; later generations
simply referred to them without checking the evidence. A lot of scientific writing is
based on secondary sources. Once a ‘good story’ gets into the literature, it is likely
to be quoted without consultation of the original sources (which sometimes are
difficult to get hold of, especially if they are old studies).
3. The underlying message is correct. The Hawthorne studies also keep being cited
because the basic message of the human relations movement – that social and psy-
chological factors are important in the workspace – was correct. The Hawthorne
studies should not have been used to promote the human relations movement (and
certainly no longer can be, now that we know what really happened!), but this
does not detract from the message of the human relations movement that scientific
management was flawed in its conceptions of workers’ motivation. As such, the
Hawthorne message seems to have been ‘confirmed’ by the subsequent findings and
developments.
4. The story is good for psychologists. The Hawthorne message (attention and social
influences are important on the work floor; supervisors should learn social skills)
suits the psychologists’ interests. Therefore, they love to teach the story to students.
5. The story is also good for management. Finally, Mayo’s message that social factors
prevail over the physical environment was also good news for the management
level. The roles of management are to ensure worker productivity and to control
the social processes in the factory, and Mayo reassured the managers that these
are indeed important responsibilities. As a result, the Hawthorne studies became
included in management books as well.
Because of the above features, a second take-home message of the Hawthorne studies
is that you must remain sceptical when you read a glowing text about a ‘classic’ study
that without a shred of doubt seemed to prove a particular point or theory. Writers of
scientific textbooks have a tendency to idealise ‘old’ studies that became turning points
in history. They want to present a straightforward and convincing story and as a result
are not sufficiently critical when it comes to describing the classics.
Other examples of idealised reporting of ‘classic’ studies
We wish we could tell you that the Hawthorne studies are a one-off as far as idealised
reporting is concerned, but it is becoming clear that such reporting is widespread (e.g.,
Jarrett, 2008; Ferguson et al., 2018). Further examples in psychology are the ways in
which introductory books write about Rayner and Watson’s classic study on the con-
ditioning of fear in Little Albert (Albert was not so easy to condition and was also
less afraid of other furry things than often reported; Harris, 1979; Griggs, 2015a), the
case study of the murder of Kitty Genovese (there were not 38 witnesses who saw the
murder happen and who could have intervened; Manning et al., 2007), the first study
‘showing’ a positive effect of psychotherapy on the survival rates of cancer patients
(the effect could not be replicated; Coyne & Palmer, 2007), the influence of the number
of words for ‘snow’ on the perception of the colour white in Eskimos (no such study
took place; Martin, 1986), the apparatus used by Pavlov in his salivation experiments
with dogs (Pavlov rarely used a bell [it scared the dogs] and the picture usually given
to illustrate Pavlov’s dog shows apparatus used by someone else; Goodwin, 1991),
the remarkable case study of what happened to Phineas Gage after his frontal lobes
were pierced by a rod (there is actually very little known of what happened to him;
Kotowicz, 2007), and the baffling rate of conformity in Asch’s social pressure experi-
ments (the majority of participants did not conform to the group pressure; Griggs,
2015b). Allchin (2003) reported similar biases in the reporting of studies in biology
and medicine (see also Dufour & Carroll, 2013; Martins, 2018; Sapir, 2019 for more
recent examples).
There is even evidence that authors of some classic studies have embellished the
evidence to make their case stronger (very much like Mayo did with the Hawthorne
data). When Cahalan (2019) searched for the volunteers who took part in the
Rosenhan (1973) undercover study of mental institutions, she could only find two par-
ticipants, who it turned out had a rather good time at their institution (Abbott, 2019).
It also appears that Rosenhan’s extensive archive did not back up the claims that he
made in the classic article very well. Similar questions have been raised about the
Stanford Prison Experiment. This is how the impact of the experiment is usually
described:
To show that normal people could behave in pathological ways even without the exter-
nal pressure of an experimenter authority, my colleagues and I put college students in a
simulated prison setting and observed the power of roles, rules, and expectations. Young
men selected because they were normal on all the psychological dimensions we meas-
ured (many of them were avowed pacifists) became hostile and sadistic, verbally and
physically abusing others – if they enacted the randomly assigned role of all-powerful
mock guards. Those randomly assigned to be mock prisoners suffered emotional break-
downs, irrational thinking, and behaved self-destructively— despite their constitutional
stability and normalcy. This planned 2-week simulation had to be ended after 6 days
because the inhumanity of the ‘evil situation’ had totally dominated the humanity of
the ‘good’ participants.
(Zimbardo, 1983, as cited in Le Texier, 2019)
Le Texier (2019) reported the outcome of an audit he did on the archives of the
experiment and interviews he had with 15 of the participants. His findings raised
many criticisms, including the presence of demand characteristics, biased and incom-
plete collection of data, the extent to which the real Stanford Prison Experiment
drew on a prison exercise devised and conducted by students in one of Zimbardo’s
classes three months earlier, the fact that the guards received precise instructions
regarding the treatment of the prisoners, the fact that the guards were not told they
were subjects, and the fact that participants were almost never completely immersed
by the situation.
Given the above examples, it is important to keep in mind that scientific issues have
rarely been settled by a single study and that the so-called ‘classics’ are often idealised
pseudohistory of crystallisations and hindsight reinterpretations on the basis of much additional research
science (see also our discussion of Mendel’s findings in Chapter 1). Sometimes it is better not to
text that looks like a see textbook descriptions of classic studies as reports of what actually happened but as
history of science, but portrayals of ‘what ought to have happened’ given what we know (believe) now.
that contains systematic
errors because of a desire The danger of establishing a pseudohistory of science
to present the research
as more impressive and Allchin (2004) is less lenient in his appraisal of idealised classic studies in introductory
important than it was and books. He calls them examples of a pseudohistory of science. Although the heroic
to depict the scientist stories of the discoveries are meant to convey enthusiasm for science and are based
as a genius who has to
battle against the lack
on historical events, they are flawed and promote false ideas about how science works
of understanding and (such as: science is faultless, science is entirely fact-driven, discoveries come out of the
appreciation by the peers blue and are met with disbelief, big discoveries are simple findings).
What do you think?

Have you ever read a historical text about a scientific subject? Was this one that
presented the materials matter-of-factly, or one that tried to engage you by
making the findings more surprising, sensational, important or unbelievable
than they probably were? What is better: that people read a popularised history,
even though it includes elements of pseudoscience, or that they read no history
at all?
Warning Signs of Pseudohistory

romanticism
flawless personalities
monumental, single-handed discoveries
‘Eureka’-type insight
‘crucial’ experiments only
sense of the inevitable (plot trajectory)
rhetoric of truth-versus-ignorance
absence of any error
unproblematic interpretation of evidence
general oversimplification or idealization
ideology-laden conclusions
author with a narrow agenda
Context is missing:
● no cultural or social setting
● no human contingency
● no antecedent ideas
● no alternative ideas
● uncritical acceptance of new concept
Figure 8.3 Warning signs identified by Allchin (2004) that may help you to identify
andavoid pseudohistory.
Source: Adapted from Allchin (2004).
Figure 8.3 summaries the features Allchin discerns in the pseudohistory of science.

They may help you to spot them in the literature. In the next chapter we will have more
to say about how science works and what status it has.
Interim summary
The weak methodology of the Hawthorne studies
● The Hawthorne studies were not well done, because many aspects were changed
simultaneously, so that the authors could not conclude for sure which factor was the
origin of the effects they observed.
● Still, strong conclusions were drawn on the basis of the findings.
● These conclusions have been perpetuated in textbooks, because:
– writers do not read the original sources (certainly if these are difficult to obtain)
– the story is too good not to be true
– the basic message of the human relations movement was correct
– the story strengthened the positions of psychologists and managers.
● The idealised depiction of the Hawthorne studies is an example of the pseudohistory of
science, an attempt to excite enthusiasm for science by narrating simplified and heroic
stories that promote false ideas of how science works.
The present chapter was inspired by three books: Jansz, J. your country. For the UK this can be Rogers, A. & Pilgrim, D.
& Van Drunen, P. (Eds.), (2004) A Social History of Psy- (2001) Mental Health Policy in Britain: A Critical Introduction
chology (Oxford: Blackwell Publishing); Ward, S.C. (2002) (2nd Edition) (Basingstoke: Palgrave Macmillan). If you are
Modernizing the Mind: Psychological Knowledge and the interested in test research, two good books are Gregory, R.J.
Remaking of Society (Westport, CT: Praeger Publishers); (2014) Psychological Testing: History, Principles, and Appli-
and Hanson, F.A. (1993) Testing Testing: Social Conse- cations (7th Edition) (Boston: Pearson Education); and
quences of the Examined Life (Berkeley: University of Kaplan, R.M. & Saccuzzo, D.P. (2017) Psychological Testing:
California Press). Principles, Applications, and Issues (9th Edition) (Belmont,
If you are interested in the history of clinical psychology, a CA: Thomson Wadsworth). A good book on the history
good book is Reisman, J.M. (1991) A History of Clinical Psy- of work and organisational psychology is Koppes, L.L.
chology (2nd Edition) (London: Taylor & Francis). Also try (Ed.). (2007) Historical Perspectives in Industrial and Organ-
to find a text on the history of the mental health services in izational Psychology (Lawrence Erlbaum Associates).
References
Abbott, A. (2019) ‘On the troubling trail of psychiatry’s psychotherapy promotes the survival of cancer patients’.
pseudopatients stunt’. Nature, 574: 622–23. The European Health Psychologist, 9: 46–9.
Abma, R. (2004) ‘Madness and mental health.’ In J. Jansz Dougherty, T.W., Turban, D.B. & Callender, J.C. (1994)
& P. van Drunen (Eds.), A Social History of Psychology, ‘Confirming first impression in the employment inter-
pp. 93–128. Oxford: Blackwell. view: A field study of interviewer behavior’. Journal of
Adair, J.G. (1984) ‘The Hawthorne effect: A reconsidera- Applied Psychology, 79: 659–65.
tion of the methodological artifact’, Journal of Applied Dufour, H.D. & Carroll, S.B. (2013) ‘History: Great myths
Psychology, 69: 334–45. die hard’. Nature News, 502: 32–3.
Allchin, D. (2003) ‘Scientific myth-conceptions’. Science Eagly, A.H., Ashmore, R.D., Makhijani, M.G. & Longo, L.C.
Education, 87: 329–51. (1991) ‘What is beautiful is good, but . . . : A meta-ana-
Allchin, D. (2004) ‘Pseudohistory and pseudoscience’. Sci- lytic review of research on the physical attractiveness
ence & Education, 13: 179–95. stereotype’. Psychological Bulletin, 110: 109–28.
Allport, G.W. & Odbert, H.S. (1936) ‘Trait-names, a Eysenck, H.J. (1952/1992) ‘The effects of psychotherapy:
psycho-lexical study’. Psychological Monographs, 47(1). An evaluation’. Journal of Consulting Psychology, 16:
Barrick, M.R., Shaffer, J.A. & DeGrassi, S.W. (2009) ‘What 319–24. Reprinted in Journal of Consulting and Clinical
you see may not be what you get: Relationships among Psychology, 60: 659–63.
self-presentation tactics and ratings of interview and Eysenck, H.J. (1976) ‘Learning theory model of neurosis:
job performance’. Journal of Applied Psychology, 94: New approach’. Behaviour Research and Therapy, 14:
1394–411. 251–67.
Cahalan, S. (2019) The Great Pretender: The Undercover Eysenck, H.J. & Eysenck, M.W. (1975) Manual of the
Mission That Changed Our Understanding of Madness. Eysenck Personality Questionnaire. San Diego: Educa-
New York: Grand Central Publishing. tional and Industrial Testing Service.
Cattell, R.B. (1956) ‘Validation and intensification of the Eysenck, H.J., Eysenck, S.B.G. & Barrett, P. (1985) ‘A
Sixteen Personality Factor Questionnaire’. Journal of revised version of the psychoticism scale’. Personality
Clinical Psychology, 12: 205–14. and Individual Differences, 6: 21–9.
Cleare, A., Pariante, C.M. & Young, A.H., . . . (2015) Ferguson, C.J., Brown, J.M. & Torres, A.V. (2018) ‘Edu-
‘Evidence-based guidelines for treating depressive disor- cation or indoctrination? The accuracy of introductory
ders with antidepressants: A revision of the 2008 British psychology textbooks in covering controversial topics
Association for Psychopharmacology guidelines’. Jour- and urban legends about psychology’. Current Psychol-
nal of Psychopharmacology, 29: 459–525. ogy, 37: 574–82.
Coyne, J.C. & Palmer, S.C. (2007) ‘Does anyone read Foucault, M. (1976) Surveiller et Punir: Naissance de la Prison.
the classic studies they cite? Reflections on claims that Paris: Gallimard. [English translation: Foucault, M.
References 347
(1979) Discipline and Punish: The Birth of the Prison. Kagitcibasi, C. (2002). ‘A model of family change in cul-
New York: Vintage.] tural context’. In Online Readings in Psychology and
Goldberg, L.R. (1990) ‘An alternative “description of per- Culture. At www.wwu.edu/culture/kagitcibasi.htm.
sonality”: The big-five factor structure’. Journal of Per- Kaplan, R.M. & Saccuzzo, D.P. (2005) Psychological Test-
sonality and Social Psychology, 59: 1216–29. ing: Principles, Applications, and Issues (6th Edition).
Goodwin, C.J. (1991) ‘Misportraying Pavlov’s apparatus’. Belmont, CA: Thomson Wadsworth.
The American Journal of Psychology, 104: 135–41. Kompier, M.A.J. (2006) ‘The “Hawthorne effect” is a
Griggs, R.A. (2015a) ‘Psychology’s Lost Boy: Will the Real myth, but what keeps the story going?’. Scandinavian
Little Albert Please Stand Up?’ Teaching of Psychology, Journal of Work Environment & Health, 32: 402–12.
42: 14–18. Kotowicz, Z. (2007) ‘The strange case of Phineas Gage’,
Griggs, R. A. (2015b) ‘The disappearance of independence History of the Human Sciences, 20: 115–31.
in textbook coverage of Asch’s social pressure experi- Kunda, Z. & Thagard, P. (1996) ‘Forming impressions from
ments’. Teaching of Psychology, 42: 137–42. stereotypes, traits, and behaviors: A parallel-constraint-
Guardian (2019) ‘Work of renowned UK psychologist satisfaction theory’. Psychological Review, 103: 284–308.
Hans Eysenck ruled “unsafe’’ ’ (11 October). Available at Laing, R.D. (1960) The Divided Self: An Existential Study
https://www.theguardian.com/science/2019/oct/11/work- in Sanity and Madness. Harmondsworth: Penguin.
of-renowned-uk-psychologist-hans-eysenck-ruled-unsafe. Langner, T.S. (1962) ‘A twenty-two item screening score of
Hanson, F.A. (1993) Testing Testing: Social Consequences psychiatric symptoms indicating impairment’. Journal
of the Examined Life. Berkeley: University of California of Health and Human Behavior, 3: 269–76.
Press. Le Texier, T. (2019) ‘Debunking the Stanford Prison Exper-
Harris, B. (1979) ‘Whatever happened to Little Albert?’. iment’, American Psychologist, 74: 823–39.
American Psychologist, 34: 151–60. Lewin, K., Lippitt, R. & White, R. (1939) ‘Patterns of
Hell, B., Trapmann, S., Weigand, S. & Schuler, H. (2007) aggressive behaviour in experimentally created “social
‘The validity of admission interviews – a meta-analysis’. climates” ’. Journal of Social Psychology, 10: 271–99.
Psychologische Rundschau, 58: 93–102. Manning, R., Levine, M. & Collins, A. (2007) ‘The Kitty
Hodgkin, D., Thomas, C.P., O’Brien, P.L., Levit, K., Genovese murder and the social psychology of helping:
Richardson, J., Mark, T.L. & Malone, K. (2016) ‘Pro- The parable of the 38 witnesses’. American Psychologist,
jected spending on psychotropic medications 2013–2020. 62: 555–62.
Administration and Policy in Mental Health and Mental Martin, L. (1986) ‘“Eskimo words for snow”: A case study
Health Services Research’, 43: 497–505. in the genesis and decay of an anthropological example’.
Hoffman, J.L. (1949) ‘Clinical observations concerning American Anthropologist, 88: 418–23.
schizophrenic patients treated by prefrontal leukotomy’. Martins, R. (2018) ‘An educational blend of pseudohistory
New England Journal of Medicine, 241: 233–6. and history of science and its application in the study of
Hollingworth, H.L. (1922) Judging Human Character. the discovery of electromagnetism’. In M.E.B. Prestes &
New York: Appleton & Company. C.C. Silva (Eds.), Teaching Science with Context:
Hosoda, M., Stone-Romero, E.F. & Coats, G. (2003) ‘The Historical, Philosophical, and Sociological Approaches,
effects of physical attractiveness on job-related out- pp. 277–92. Springer.
comes: A meta-analysis of experimental studies’. Per- Mayo, E. (1945) The Social Problems of an Industrial Civi-
sonnel Psychology, 56: 431–62. lization. Cambridge, MA: Harvard University Press.
James, W. (1892) ‘A plea for psychology as a “natural sci- McDaniel, M.A., Whetzel, D.L., Schmidt, F.L. & Maurer, S.D.
ence”’. The Philosophical Review, 1: 146–53. (1994) ‘The validity of employment interviews: A
Jansz, J. & Van Drunen, P. (Eds.) (2004) A Social History comprehensive review and meta-analysis’. Journal of
of Psychology. Oxford: Blackwell Publishing. Applied Psychology, 79: 599–616.
Jarrett, C. (2008) ‘Foundations of sand?’ The Psychologist, McReynolds, P. (1987) ‘Lightner Witmer: Little-known
21: 756–59. founder of clinical psychology’. American Psychologist,
Johnson, B. (2007). ‘Twenty-eight people ask Hugh 42: 849–58.
MacLeod to be their friend each day. What’s so special Monahan, J. (1981) The Clinical Prediction of Violent
about him? Answer: he may be Britain’s most successful Behavior. Washington, DC: Government Printing Office.
Facebooker’. The Guardian, 15 December, p. 3. Morgeson, F.P., Campion, A., Dipboye, R.L., Hollenbeck, J.R.
Kadmon, G. & Kadmon, M. (2016) ‘Academic perfor- et al. (2007) ‘Reconsidering the use of personality tests
mance of students with the highest and mediocre school- in personnel selection contexts’. Personnel Psychology,
leaving grades: does the aptitude test for medical studies 60: 683–729.
(TMS) balance their prognoses?’ GMS Journal for Medi- Nicolas, S., Coubart, A., & Lubart, T. (2014) ‘The pro-
cal Education, 33: 1–29. gram of individual psychology (1895–1896) by Alfred
Binet and Victor Henri’. L’Année Psychologique, 114: Schneider, D.J. (1973) ‘Implicit personality theory: Review’.
5–60. Available at https://www.cairn.info/revue-l-annee- Psychological Bulletin, 79: 294–309.
psychologique1-2014-1-page-5.htm. Szasz, T.S. (1960) ‘The myth of mental illness’. American
Ones, D.S., Viswesvaran, C. & Reiss, A.D. (1996) ‘Role of Psychologist, 15: 113–18.
social desirability in personality testing for personnel Taylor, F.W. (1911) Scientific Management. New York:
selection: The red herring’. Journal of Applied Psychol- Harper & Brothers.
ogy, 81: 660–79. Thorsteinson, T.J. (2017) ‘A meta-analysis of interview
Puhl, R. & Brownell, K.D. (2001) ‘Bias, discrimination, and length on reliability and validity’. Journal of Occupa-
obesity’. Obesity Research, 9: 788–805. tional and Organizational Psychology, 91: 1–32.
Rehman, S.U., Nietert, P.J., Cope, D.W. & Kilpatrick, A.O. Van Drunen, P., Van Strien, P.J. & Haas, E. (2004) ‘Work
(2005) ‘What to wear today? Effects of doctor’s attire and organization.’ In J. Jansz and P. Van Drunen (Eds.),
on the trust and confidence of patients’. The American A Social History of Psychology. Oxford: Blackwell
Journal of Medicine, 118: 1279–86. Publishing.
Rissmiller, D.J. & Rissmiller, J.H. (2006) ‘Evolution of the Wampold, B.E., Mondin, G. W., Moody, M., Stich, F. et al.
antipsychiatry movement into mental health consumer- (1997) ‘A meta-analysis of outcome studies comparing
ism’. Psychiatric Services, 57: 863–6. bona fide psychotherapies: Empirically, “all must have
Rogers, C.R. (1942) Counseling and Psychotherapy. prizes”’. Psychological Bulletin, 122: 203–15.
Boston, MA: Houghton Mifflin. Ward, S.C. (2002) Modernizing the Mind: Psychological
Rosenhan, D.L. (1973) ‘On being sane in insane places’. Knowledge and the Remaking of Society. Westport, CT:
Science, 179: 250–8. Praeger.
Sapir, A. (2019) ‘Mythologizing the Story of a Sci- Weisbord, M.R. (1985) ‘Participative work design: A per-
entific Invention: Constructing the legitimacy of sonal odyssey’. Organizational Dynamics, 13: 4–20.
research commercialization’. Organization Stud- (Table adapted from Trist, E. (1981). The evolution of
ies. Advance publication available at https://doi. socio-technical systems – A conceptual framework and
org/10.1177/0170840618814575. an action research program. Toronto: Ontario Ministry
Schmidt, F.L. & Hunter, J.E. (1998) ‘The validity and util- of Labour.)
ity of selection methods in personnel psychology: Practi- Wooldridge, A. (1994) Measuring the Mind: Education
cal and theoretical implications of 85 years of research and Psychology in England, C. 1860 – C. 1990. Cam-
findings’. Psychological Bulletin, 124: 262–74. bridge: Cambridge University Press.
9 What is science?
9.1 Thoughts about information acquisition from Ancient Greece to the end of the
nineteenth century
Thoughts before the scientific revolution
Interaction between theory and experiment: the scientific revolution
Probabilistic reasoning and the ascent of hypotheses
Theories influence observations
Idealisation of scientific knowledge
9.2 The first twentieth-century attempt at demarcation: observation, induction and
verification
Philosophy of science and the demarcation of science
Logical positivism
Problems with the verification criterion
Positivism as naive idolatry of science?
9.3 The second twentieth-century attempt at demarcation: falsification
Preliminary: perception is more than sensing stimuli
Popper: falsification instead of verification
Implications of Popper’s proposals for science’s status
Sophisticated falsificationism
9.4 Science is a succession of paradigms
The general layout of Kuhn’s theory
On the relativity of paradigms and the science wars
9.5 The pragmatic alternative
Peirce and pragmatism
Why pragmatism was overlooked for a long time in the philosophy of science
Renewed interest in pragmatism
9.6 Focus on: How to respond to scientific findings?
Two extreme views of the status of science
In search of middle ground
350 Chapter 9 What is science?

● When did the shift from an emphasis on deductive reasoning to an emphasis on inductive
reasoning take place? Who were the big names in this transition?
● What impact did World War II have on the philosophy of science?

● How certain is scientific information?
● Is science a cumulative process, in which knowledge constantly increases?
● Is passive observation the only way of gaining knowledge, according to the empiricists?
● What did the logical positivists claim was the essence of science?
● Is it possible to define a set of criteria that demarcate science (i.e. set scientific knowledge
apart from other types of knowledge)?
● What are the shortcomings of the verification principle?
● What was the new insight of Popper about the nature of science?
● What does this mean for the status of scientific theories?
● Why did Popper at a certain moment talk about sophisticated falsificationism?
● What new insight did Kuhn propose? What did his theory look like?
● Why did Lakatos make a distinction between a degenerative research programme and a
progressive research programme?
● How did Kuhn’s theory inspire the postmodernists?
● In what ways does pragmatism offer an interesting new approach? Why has it been ignored
most of the time by the philosophers of science?
Introduction
. . . scientists are human beings, and are subject to very human flaws. Most nota-
bly, they’re subject to bias, and a strong aversion to having their cherished theo-
ries proved wrong. . . . Even the strongest critics of science need themselves to
be criticised; those who raise the biggest questions about the way we do research
need themselves to be questioned. Healthy science needs a whole community of
sceptics, all constantly arguing with one another – and it helps if they’re willing
to admit their own mistakes. Who watches the watchmen in science? The answer
is, or at least should be: all of us.
(Stuart Ritchie, (June 29, 2020) ‘There should never be
heroes in science’ UnHerd.
Introduction 351
In previous chapters we described the growth of the scientific approach. The time has
come to analyse what science stands for. Does science always have the final word or is
it fallible? Do we have to slavishly follow the white coats?
As we saw in Chapter 2, the idea of infallible scientific knowledge was promoted by
scientists and positivists at the end of the nineteenth century in their competition with
the humanities (cf. the two cultures). Science had proven its worth by producing ‘such
a wonderful revolution in human affairs’ (Draper, 1847) and had to be the driver of all
future progress. Because science was based on observation and experiment, rather than
opinion and dogma, its conclusions were safe and trustworthy. This contrasted with
‘the little advance in knowledge produced for two thousand years by the mathemati-
cians and metaphysicians of the humanities’ (Draper, 1847).
Upon further scrutiny, science’s claim of superiority was based on four principles
(Gauch, 2003):
1. Realism. There is a physical world with independent objects, which can be under-
stood by human intellect.
2. Objectivity. Knowledge of the physical reality does not depend on the observer.
Consequently, ‘objective’ agreement among people is possible, irrespective of their
worldviews. Science aims to uncover this knowledge so that it becomes public,
verifiable and useable.
3. Truth. Scientific statements are true when they correspond to the physical reality.
4. Rationality. Truth is guaranteed because scientific statements are based on sound
method. Scientific statements are not arbitrary guesses, but justified conclusions
grounded on convincing evidence and good reasoning, and expressed with the right
level of confidence.
Given the importance of the scientific method for the guarantee of truth, it is perhaps
surprising that few researchers seem to know the specifics of the method. Indeed, the
Nobel laureate and biologist Peter Medawar (1969) described how many successful sci-
entists tend to show an expression of both solemnity and shifty-eyedness when asked
to describe what their scientific method is: solemn, because they feel they ought to give
a weighty answer, shifty-eyed because they have no clue about what to say. According
to Medawar this may be because working scientists are too preoccupied with doing
research to have time to contemplate how they do it. Apprentices simply take over the
methods of their masters, without giving them much thought. As we will see in this
chapter, another reason why scientists are not overly knowledgeable of their research
method may be that the advanced writings on this topic tend to be much less reassuring
than the message conveyed to the public.
We start this chapter with a recapitulation of the main developments before the
twentieth century (see also Chapters 1 to 3). Then we discuss the attempts of the
logical positivists at the beginning of the twentieth century to define the specificity of
science (as opposed to philosophy and pseudo-science). In the third section we describe
how these views were criticised in the middle of the twentieth century and how it was
accepted that scientific research proceeds more by venturing possibly wrong ideas,
which are subsequently tested. Next, we review evidence showing that research is
influenced by the social norms of the research community and how these norms may
change. We end with the pragmatic proposal that currently is gaining currency, and
with the implications this has for our attitude towards science.
You will notice that in this chapter we include very few psychology examples.
This is deliberate, because we want to discuss the ideas about the so-called hard
sciences (e.g. physics, astronomy, chemistry) before we apply them to psychology (see
Chapters 10–11). Also, remember that in Chapter 2 we asked you to write down your
ideas about science and the scientific method. This is the right time to dig up that sheet
of paper and see how far your intuitions got you!
9.1 Thoughts about information acquisition from Ancient

Greece to the end of the nineteenth century
Thoughts before the scientific revolution
Plato, Aristotle and the sceptics
Plato was one of the first philosophers to have an explicit opinion of how knowledge
is acquired. In Chapter 1 we saw that he defended a strong rationalist view of knowl-
edge acquisition: to understand the Universe, it was more important to rely on reason
than on the senses. Human perception was fallible and the observable world was only
a shadow of the Real World. In contrast, the human Soul had innate knowledge of the
Universe, which could be harnessed.
Aristotle saw more scope for observation and made a distinction between deductive
reasoning and inductive reasoning. However, he too was clear that true, theoretical
knowledge started from axioms or first principles, from which new knowledge was
deduced via so-called demonstrations. Perception was a source of information, but
not knowledge itself. The real ideal was knowledge as exemplified by mathematics and
correspondence theory geometry. Aristotle was the first to formulate the correspondence theory of truth: truth
of truth
is a property of a statement and is achieved when the statement corresponds with the
a statement is true when
it corresponds with
physical reality. There is an outside reality which governs human existence and which
reality. Assumes that the human mind tries to understand.
there is a physical reality A third view originating from Ancient Greece has not been mentioned so far,
which has priority and namely the possibility that humans might not be able to understand the physical
which the human mind
tries to understand. First
reality. This view is known as scepticism and was first proposed by Pyrrho of Ellis
formulated by Aristotle (c. 360–275 BCE). Scepticism does not deny the existence of a physical reality, but
denies that we can have reliable knowledge of it. Therefore, humans must suspend
scepticism
judgement on all matters of reality. Scepticism influenced Western thought through
philosophical view
that does not deny the the book Outlines of Pyrrhonism written by the Greek philosopher and physician
existence of a physical Sextus Empiricus around 200 CE. This was one of the books translated towards the
reality, but denies that end of the sixteenth century. It was known to many actors involved in the scientific
humans can have reliable
knowledge of it; first
revolution, who tried to refute it or, in the case of Berkeley, used it to go one step
formulated by Pyrrho of further and claim that there might be no physical reality at all, just human thoughts
Ellis (see Chapter 3 on idealism).
Augustine
As the Catholic Church took over education in the Middle Ages, its views became
dominant. These came mostly from Augustine (354–430 CE), who adopted Aristotle’s
logic and sought to reconcile it with Christian theology. This is how Gauch (2003: 50)
summarised Augustine’s influence:
9.1 Thoughts about information acquisition from Ancient Greece to the end of the nineteenth century 353
For Augustine, the foremost standard of rationality and truth was not Euclid’s
geometry. Rather, it was Christian theology, revealed by God in the Holy Scripture.
Theology had the benefit of revelation from God, the All-Knowing Knower. Accord-
ingly, theology replaced geometry as queen of the sciences and the standard of truth.
But Augustine’s view of how humans acquire even ordinary scientific knowledge relied
heavily on divine illumination . . . His theory of divine illumination claimed that what-
ever one held to be true . . . one knew as such because God’s light, the light of Truth,
shone upon the mind.
According to Augustine true knowledge was knowledge based on God’s revela-
tions. Augustine’s writings would remain dominant until well into the seventeenth
century. They were first questioned by a group of scholars at the Universities of Paris
and Oxford in the twelfth and thirteenth centuries, but this group had little influ-
ence outside the academic world of their universities (see the ‘Focus on’ section of
Chapter 2).
Interaction between theory and experiment: the scientific

revolution
Galilei’s thought experiments
Galilei is usually credited as the person who convinced the world of the importance
of observation and experimentation for the acquisition of knowledge. After all, was
he not the one who showed the truth of Copernicus’s heliocentric theory with his tel-
escope and who ran the first experiments to decide between theories? As for the latter,
a nice illustration can be found in Galilei’s final book Two New Sciences (published
in 1638 in the Netherlands because Galilei had been put under house arrest by the
Roman Catholic Church; see Chapter 2). In this book Galilei described how he set out
to test whether the velocity of a rolling ball was constant, as claimed by Aristotle, or
accelerating, as Galilei thought. He took a board 12 cubits long and half a cubit wide
(about 5.5 m by 23 cm) and cut a groove, as straight and smooth as possible, down the
centre. He inclined the plane and rolled brass balls down it, timing their descent with
a water clock – a large vessel that emptied through a thin tube into a glass. After each
run he weighed the water that had run out – his measurement of elapsed time – and
compared it with the distance the ball had travelled. On some trials the ball would roll
for 3 cubits, on others it would roll for the full length of 12 cubits. Galilei observed that
the time required for 12 cubits was not four times longer than the time required for
3 cubits, as predicted by Aristotle, but only about twice as long, in line with his own
predictions. On the basis of many measurements with the board, Galilei formulated
the law of falling bodies, which stated that the distance travelled was proportional to
the square of the time travelled (d ∼ t2).
Questioning the picture of Galilei as the first experimentalist, Gower (1997) docu-
mented how Galilei in reality was a transition figure steeped in the Aristotelian tradi-
tion. His 1638 book was not a work in which Galilei presented a new law on the basis
of empirical evidence, but a treatise in which Galilei derived a new law from Euclidian
geometry on the basis of demonstration, which he subsequently illustrated with a few
empirical observations. Galilei also referred more often to thought experiments than
real experiments in his writings. Thought experiments were experiments his readers
could easily relate to, because they depended on reason and imagination rather than
on the use of unknown equipment.
Thought experiments were experiments his readers could easily relate to, because
they depended on reason and imagination rather than on the use of unknown equip-
ment. By using these experiments convincingly and cleverly, Galilei was able to widen
the concept and scope of experience without having to compromise on validity. This
brought to light important and universal facts about motion which had been previ-
ously unknown, which could be discovered by using common experience and simple
reasoning. It is a well-known fact, for example, that even heavy objects travel slowly
when they first begin falling. And we know this from our everyday experience: think,
for example, about driving a tent peg into the ground using a heavy mallet. It would
take rather a long time to secure your peg if you lifted the mallet just a few inches
into the air. And this is because, despite its weight, it is travelling only slowly when it
comes to hit the peg. By simply lifting the mallet higher in the air, you achieve much
more power. This thought experiment shows us that all heavy objects must therefore
travel slowly when they first begin falling – a conclusion we can draw without needing
to perform an actual experiment.
Galilei may have derived his law of motion from real experiments, but he did not
use them to convince his readers, because he did not consider them as decisive and he
knew that his audience would not buy them either. True knowledge was knowledge
resonating with human understanding (i.e. demonstrated knowledge).
What do you think?

Many people believe psychological findings only when these resonate with their
own intuitions. Could this be the current version of ‘demonstrated knowledge’?
Or do you disagree with the claim that people only accept findings from
psychological research if they agree with their own feelings? Give arguments for
your position.
Bacon: induction
In Chapter 2 we saw how Francis Bacon promoted the use of systematic observation
and inductive reasoning as the road to new knowledge (Bacon, 1620). Instead of
demonstrated knowledge or divinely revealed knowledge, an inductionist approach
had to be followed. Particularly relevant for the present discussion is how Bacon
thought research should start off. When investigating a new topic, Bacon recom-
mended beginning with the collection of a large number of facts in a mechani-
cal way, without theoretical prejudice, and to put them into tables for a better
understanding.
. . . after having collected and prepared an abundance and store of natural history, . . . still
the understanding is as incapable of acting on such materials of itself, with the aid of
memory alone, . . . [W]e put its forces in due order and array, by means of proper and
well arranged, and, as it were, living tables of discovery of these matters, which are
the subject of investigation, and the mind then apply itself to the ready prepared and
digested aid which such tables afford.
(Bacon, 1620: Aphorisms, CI–CII)
When deriving conclusions from the tables, Bacon warned readers not to jump to
conclusions:
Nor can we suffer the understanding to jump and fly from particulars to remote and
most general axioms . . . , and thus prove and make out their intermediate axioms
according to the supposed unshaken truth of the former. This, however, has always been
done to the present time from the natural bent of the understanding, educated too, and
accustomed to this very method, by the syllogistic mode of demonstration. But we can
then only augur well for the sciences, when the assent shall proceed by a true scale and
successive steps, without interruption or breach, from particulars to the lesser axioms,
thence to the intermediate . . . , and lastly, to the most general.
(Aphorism, CIV)
Bacon also warned readers not to search exclusively for positive evidence, but to make
use of three types of tables. The first comprised of ‘Essence and Presence’, all instances
in which the phenomenon under investigation was present. The second table contained
‘Deviation or Absence in Proximity’. It provided a list of instances matched to the first
table in which the phenomenon was absent, even though the circumstances were very
similar. By putting the second table next to the first, one could see which instances
were critical for the phenomenon. For instance, Bacon noticed that whereas the rays
of the sun contain heat, the same was not true for the rays of the moon. On the basis
of these matched instances, he concluded that light was not critical for heat. Finally,
Bacon advised to make a third table of ‘Degrees or Comparison’, including instances
in which the phenomenon was present in different degrees. This again allowed search-
ing for critical characteristics.
In forming axioms, we must invent a different form of induction from that hitherto in
use . . . The induction which proceeds by simple enumeration is puerile, leads to uncer-
tain conclusions, and is exposed to danger from one contradictory instance, deciding
generally from too small a number of facts, and those only the most obvious. But a
really useful induction for the discovery and demonstration of the arts and sciences,
should separate nature by proper rejections and exclusions, and then conclude for the
affirmative, after collecting a sufficient number of negatives.
(Aphorism, CV)
When an examination was done this way (a large-scale, exploratory collection of
facts, followed by careful tabulation and by inductive reasoning on the basis of posi-
tive, negative and degree instances), Bacon was adamant that it would lead to true,
scientific information about the world.
Bacon’s recommendations were later ridiculed by von Liebig (1863), who claimed he
knew of no successful researcher working in such an imagination-less way. What was
the point of fact collection if there was no question or goal behind it? In von Liebig’s
view there was as much similarity between Bacon’s proposals and true scientific
research as between the noise produced by a child striking on a drum and real music.
Science started from the researcher’s imagination, not from blind data collection. In
Bacon’s defence, it should be recalled that Bacon’s full views of the scientific method
were much richer and closer to von Liebig’s (as we saw in Chapter 2). The first phase of
exploratory data collection and tabulation only led to what Bacon called the rudiments
of interpretation or the first vintage. Once this vintage was collected, researchers were
urged to verify their interpretations by means of further, targeted experimental histo-
ries. Indeed, in some of his writings Bacon noted that truth could not be obtained by
simply observing Nature; it had to be extracted from her.
What do you think?

Gilles (1996) argued that Bacon’s purely inductive approach is gaining new
momentum in the current age of massive digital data storage together with
the availability of automatic search algorithms. This makes it possible to scan
vast databases of stored information for hidden patterns. Do you agree? Which
information could be discovered in this way? Do you know of an example?
Newton
Arguably the greatest scientist of the scientific revolution (certainly in Anglo-Saxon
writings) is Isaac Newton. As Newton devoted some paragraphs to the scientific
method, it is interesting to have a look at them. What did the master recommend? As
it happens, his advice was deeply ambivalent about the roles of theory and observa-
tion (Gower, 1997), to such an extent that it can be used as an illustration of both
Aristotle’s deductive approach and Bacon’s inductive approach. This can be seen in
the following two excerpts:
. . . for by the propositions mathematically demonstrated in the former Books, in the
third I derive from the celestial phenomena the forces of gravity with which bodies tend
to the sun and the several planets. Then from these forces, by other propositions which
are also mathematical, I deduce the motions of the planets, the comets, the moon, and
the sea. I wish we could derive the rest of the phenomena of Nature by the same kind
of reasoning . . .
In experimental philosophy we are to look upon propositions inferred by general induc-
tion from phenomena as accurately or very nearly true, notwithstanding any contrary
hypotheses that may be imagined, till such time as other phenomena occur, by which
they may either be made more accurate, or liable to exceptions.
These are two excerpts from the Principia Mathematica, in which Newton proposed
his laws of physics. The first excerpt was part of the original 1687 edition; the second
excerpt was added in the third, 1726 edition of the book (Gower, 1997). In the 40 years
in between, Newton seems to have shifted his preference from deduction (mainly
emphasised when he formulated the laws of physics) to induction (particularly impor-
tant in his works on the diffraction of light and the nature of colour, as published in
his 1704 book Opticks).
A further puzzling paragraph in the Principia is the following:
But hitherto I have not been able to discover the cause of those properties of gravity
from phenomena, and I frame no hypothesis; for whatever is not deduced from the
phenomena is to be called an hypothesis; and hypotheses, whether metaphysical or
physical, whether of occult qualities or mechanical, have no place in experimental phi-
losophy. In this philosophy particular propositions are inferred from the phenomena,
and afterwards rendered general by induction.
This paragraph deals with the thorniest issue of Newton’s laws of physics. Newton
had proposed mathematical equations describing and predicting the movements in the
Universe, but in doing so, he had accepted phenomena he could not explain (gravity,
forces having an impact on distant object such as planets). Newton was heavily
criticised for this, among others by Leibniz (1646–1716), who objected that the conclu-
sion of every body being attracted to every other body by gravitational force was not
‘deduced from the phenomena’, as Newton claimed, but postulated. Indeed, Newton
(and Galilei before him) had significantly redefined the nature of science. Whereas
for Aristotle and his followers science was about finding (final) causes, Newton was
satisfied with a mere mathematical description of observations even if the equations
included ill-defined variables.
Another reason why Newton wrote the passage about hypotheses may have been
in response to the many remarks made by other men of science about possible alter-
native ‘hypotheses’ for the phenomena he described (Cajori, 1934). Indeed, Newton
was extremely sensitive to criticism and resented having to enter into discussion about
matters he considered beyond doubt. This is how (Cajori, 1934: 671) summarised his
interpretation of Newton’s passage:
‘I frame no hypotheses’ . . . is . . . an expression frequently quoted to indicate [New-
ton’s] contempt for reckless speculation and his absolute reliance upon observation and
experiment. No doubt readers of Newton’s Principia, of his early published papers on
light, and of his Opticks, will be puzzled by this absolute declaration, . . . for surely
Newton himself framed many hypotheses – as many, perhaps, as any other scientist of
note. How is this statement of his position to be reconciled with his actual practice?
. . . An examination of the various passages in Newton’s writings, relating to the use
of hypotheses, discloses the rule that experimental facts must invariably take precedence
over any hypothesis in conflict with them. Secondly, hypotheses which seem incapable
of verification by experiment are to be viewed with suspicion. In any event, one should
observe the distinction between exact experimental results and mere suggestions derived
from hypotheses.
Gower (1997: 79) came to a similar conclusion about the essence of Newton’s scientific
method. He saw Newton’s main achievement regarding the scientific method as having
identified a method that allowed for emphasis on the use of mathematical results and
experimental evidence. He called his method ‘deduction from the phenomena’ in the
Principia and ‘experimental philosophy’ in the Optiks, but the fundamental features
amounted to the same thing. The method used deductive reasoning from basic prin-
ciples, and these principles were established by induction.
So, in Newton’s eyes the scientific method was not so different from Aristotle’s
demonstrations based on deduction, except for the fact that the first principles had to
be based on observation, experimentation and inductive reasoning (i.e. Phenomena),
rather than on self-evident axioms. Indeed, reading the preface to the Principia from
this point of view shows how much Newton saw science as the application of deduc-
tion (mathematics) to matters of practical certainty as revealed through observation
and experiment:
The ancients considered mechanics in a twofold respect; as rational, which proceeds
accurately by demonstration, and practical. To practical mechanics all the manual arts
belong, from which mechanics took its name. But as artificers do not work with perfect
accuracy, it comes to pass that mechanics is so distinguished from geometry that what
is perfectly accurate is called geometrical; what is less so, is called mechanical. However,
the errors are not in the art, but in the artificers. He that works with less accuracy is
an imperfect mechanic; and if any could work with perfect accuracy, he would be the
most perfect mechanic of all, for the description of right lines and circles, upon which
geometry is founded, belongs to mechanics. Geometry does not teach us to draw these
lines, but requires them to be drawn, for it requires that the learner should first be taught
to describe these accurately before he enters upon geometry, then it shows how by these
operations problems may be solved. To describe right lines and circles are problems,
but not geometrical problems. The solution of these problems is required by mechan-
ics, and by geometry the use of them, when so solved, is shown; and it is the glory of
geometry that from those few principles, brought from without, it is able to produce
so many things. Therefore geometry is founded in mechanical practice, and is nothing
but that part of universal mechanics which accurately proposes and demonstrates the
art of measuring.
(Newton, 1687, Principia)
KEY CONCEPTS Deductive vs. inductive reasoning

Deductive reasoning
● Is a form of reasoning in which one starts from known statements and deduces new conclusions.
● The conclusions are guaranteed to be true if the known statements are true and if the correct logical rules
are followed.
● Usually presented in the form of a syllogism, a logical argument consisting of two premises and a
conclusion. For instance,
– all children younger than 6 months do not yet talk
– Hattie is a child younger than 6 months
– therefore Hattie does not yet talk.
● This is the type of reasoning stressed in rationalism, according to which reality can be known by reasoning
from innate knowledge (e.g. Plato and Descartes).
● Is used in science to formulate hypotheses on the basis of existing theories, so that the theories can be tested.
● Is the type of reasoning used in daily life to make predictions about specific instances on the basis of
general information:
– if I want to get full marks for coursework essays, I have to submit them before the deadline
– I want to get full marks for my next essay
– therefore, I have to submit my next essay before the deadline.
Inductive reasoning
● Is a form of reasoning in which likely conclusions are drawn on the basis of a series of convergent
observations.
● The conclusion is not necessarily true. As a matter of fact, certainly in the beginning conclusions are often
guesses that turn out to be wrong and have to be replaced.
● Is mostly used:
– to generalise from a limited number of observations to a general conclusion (e.g. concluding that
sparrows are brown on the basis of the sparrows we have seen thus far)
– to detect correlations between events (e.g. noticing that there are more sparrows in the garden after we
put food in the feeder)
– to make causal inferences (e.g. concluding that there are more sparrows in the garden after we put food
in the feeder, because the sparrows are hungry and want to get some of the food).
● Is used in daily life to bring order to our many experiences by noticing the similarities and correlations
between events, so that general principles can be formulated and mechanisms hypothesised about how
these principles operate (see the sparrow example above).
● Is the type of reasoning stressed in empiricism, according to which knowledge is achieved on the basis of
experiences and observations.
● Is used in science to work out explanations for observed phenomena (reasoning from effects to causes).
Probabilistic reasoning and the ascent of hypotheses

Inductive reasoning and probable truths
As we saw above and in Chapter 2, inductive reasoning was disapproved of up to
(and including) the scientific revolution because it did not guarantee true conclu-
sions. Only deduction was legitimate, as proven by the success of mathematics and
geometry. Indeed, we saw how the first natural philosophers, like Galilei and Newton,
struggled to convince their readership that the conclusions they drew were not ‘mere’
products of observation and induction. Even John Locke, the empiricist philosopher,
made a distinction between scientific knowledge (which required absolute certainty)
and ‘judgement’ (probable opinion, on which most of natural philosophy was built).
Bacon’s endorsement of induction was bolder, but he was seen foremost as a philoso-
pher/politician by his peers rather than as a man of science. Also, the research he did
often diverged considerably from the recommendations he offered to others, as pointed
out by von Liebig (1863).
However, there was little denying that inductive reasoning was exactly what the new
scientists were doing: backwards reasoning from observed effects to probable causes.
One of the first to explicitly defend the virtues of inductive logic was the Dutch math-
ematician, astronomer and physicist Christiaan Huygens (1629–1695).1 In the preface
to his 1690 book Treatise on Light he wrote:
There will be seen in [this book] demonstrations of those kinds which do not produce
as great a certitude as those of Geometry, and which even differ much therefrom, since
whereas the Geometers prove their Propositions by fixed and incontestable Principles,
here the Principles are verified by the conclusions to be drawn from them; the nature of
these things not allowing of this being done otherwise.
It is always possible to attain thereby to a degree of probability which very often is
scarcely less than complete proof. To wit, when things which have been demonstrated
by the Principles that have been assumed correspond perfectly to the phenomena which
experiment has brought under observation; especially when there are a great number
of them, and further, principally, when one can imagine and foresee new phenomena
which ought to follow from the hypotheses which one employs, and when one finds that
therein the fact corresponds to our prevision.
Two critical assertions in Huygens’s text were that:
● It was possible to verify principles from their effects with a degree of probability
that was scarcely less than complete proof, when a great number of (observable)
phenomena in line with the principles were collected.
● Truth was particularly guaranteed when the principles in addition allowed research-
ers to make new predictions and to verify them.
A similar positive message about scientific probabilistic reasoning was defended by
Leibniz, who compared it to legal practice (as Bacon had done before him). In science,
just as in legal affairs, the aim was not absolute truth but truth beyond reasonable
doubt, and scientific evidence could be more or less reliable depending on the skills of
the experimenters examining and testing the testimony of nature (just as evidence in
court depended on the skills of the Lawyers examining the witnesses).
Definition of probability
Induction did not lead to necessary truths but to ‘highly probable conclusions’. This,
of course, required a definition of probability. Two definitions were proposed. The
first involved mathematics and derived from an analysis of betting games. When a
game has several possible outcomes, it is possible to calculate the probability of

each outcome. For instance, if you throw an unbiased die, you can expect each side
to have a 1 in 6 chance of being on top. If you throw two dice, you have 1 chance in
9 of throwing a 4.
Probabilities of outcomes are rather easy to calculate when the underlying mecha-
nism is known (e.g. dice being thrown). However, researchers were confronted with
the so-called ‘inverse probability’ problem: determining how probable a theory was,
given a series of observations. An important figure in this tradition was the British
Presbyterian minister and mathematician Thomas Bayes (1702–1761). In the final years
of his life he developed a theorem that showed how the inverse probability could be
calculated on the basis of the a priori probability of the theory, the probability of
observing the effect given the theory, and the probability of observing the effect in
general. The treatise almost got lost because it was only published after Bayes’s death.
The French marquis Pierre-Simon de Laplace (1749–1827) was another major figure
in probabilistic reasoning. He provided a simple equation to calculate the probability
of a scientific law given that it had been replicated n times in succession. This equalled:
(n + 1)/(n + 2). So, the probability of the statement ‘every morning the sun rises’
being true grows as follows with each successive observation of a sunrise:
1st morning: (0 + 1)/(0 + 2) = 0.50
2nd morning: (1 + 1)/(1 + 2) = 0.67
3rd morning: (2 + 1)/(2 + 2) = 0.75
4th morning: (3 + 1)/(3 + 2) = 0.80
5th morning: (4 + 1)/(4 + 2) = 0.83
c
100th morning: (99 + 1)/(99 + 2) = 0.99
What do you think?

Calculations of the inverse probability depend critically on the assumption
that the world remains the same. Taleb (2007) illustrated this dramatically by
picturing a Christmas turkey one week before Christmas contemplating its life
and trying to predict the future on the basis of its experiences so far. Can you
think of other instances in which circumstances altered so dramatically that
existing regularities were overthrown?
It soon became clear that the mathematical treatment of probability did not solve
all problems, because it required researchers to enter subjective estimates into the
equations. For instance, Bayes’ theorem required researchers to have information
about the a priori probability of the theory and the observed phenomenon in gen-
eral. This information was not provided by the theorem but had to be ‘estimated’ by
the researcher. Because of this prerequisite, a second definition of probability gained
prominence. It said that in practice the probability of a scientific theory depended on
the researcher’s degree of belief in the theory. At the end of the day, the main criterion
defining the probability of a scientific theory was how certain scientists felt about it.
According to Gower (1997) this definition was first raised by the French polymath Jean
d’Alembert (1717–1783). Shapin (1996: 94) observed that because of this definition
science was infused by social class. Certainly for the early men of science in Britain,
only gentlemen were trustworthy enough to do research.
What do you think?

Do you trust scientific findings from your own country more than from other countries?
If so, why? Do you think scientists from non-Western countries have a harder time
getting their data published? Is this because they are less ‘trustworthy’?
An increased appreciation of hypotheses

As the appreciation of inductive reasoning for the advancement of knowledge grew,
hypotheses also received a more positive evaluation than had been the case with New-
ton. A nice illustration of this change is given in the book Preliminary Discourse on the
Study of Natural Philosophy by the British astronomer and physicist John Herschel
(1792–1871). In this book Herschel wrote that although scientific reasoning started
from observation, it became increasingly more abstract:
As particular inductions and laws of the first degree of generality are obtained from
the consideration of individual facts, so Theories result from a consideration of these
laws, and of the proximate causes brought into view in the previous process, regarded
all together as constituting a new set of phenomena, the creatures of reason rather than
of sense, and each representing under general language innumerable particular facts.
In raising these higher inductions, therefore, more scope is given to the exercise of pure
reason than in slowly groping out our first results. The mind is more disencumbered of
matter, and moves as it were in its own element. What is now before it, it perceives more
intimately, and less through the medium of sense, or at least not in the same manner as
when actually at work on the immediate objects of sense.
(Herschel, 1831: 190)
Tellingly, at this point Herschel did not continue by saying that such reasoning was
deductive, as Galilei and Newton would have done, but by arguing that observation-
independent scientific reasoning led to truth if done carefully:
But it must not be therefore supposed that, in the formation of theories, we are aban-
doned to the unrestrained exercise of imagination, or at liberty to lay down arbitrary
principles, or assume the existence of mere fanciful causes. The liberty of speculation
which we possess in the domains of theory is not like the wild licence of the slave broke
loose from his fetters, but rather like that of the freeman who has learned the lessons
of self-restraint in the school of just subordination.
(Herschel, 1831: 190–1)
Because scientific theories were to some extent speculative, Herschel acknowledged
that it was possible to have different views of the same phenomenon.
Now, nothing is more common in physics than to find two, or even many, theories maintained
as to the origin of a natural phenomenon. For instance, in the case of heat itself, one considers
it as a really existing material fluid, of such exceeding subtlety as to penetrate all bodies, and
even to be capable of combining with them chemically; while another regards it as nothing
but a rapid vibratory or rotatory motion in the ultimate particles of the bodies heated.
(Herschel, 1831: 195)
The temporary co-existence of rivalling theories was not bad, because a choice could
be made between them by formulating hypotheses and seeing which hypotheses
accounted best for the findings:
Now, are we to be deterred from framing hypotheses and constructing theories,
because we meet with such dilemmas, and find ourselves frequently beyond our depth?
Undoubtedly not. . . . Hypotheses, with respect to theories, are what presumed proxi-

mate causes are with respect to particular inductions: they afford us motives for search-
ing into analogies; grounds of citation to bring before us all the cases which seem to
bear upon them, for examination. A well imagined hypothesis, if it have been suggested
by a fair inductive consideration of general laws, can hardly fail at least of enabling us
to generalize a step farther, and group together several such laws under a more univer-
sal expression. But this is taking a very limited view of the value and importance of
hypotheses: it may happen (and it has happened in the case of the undulatory doctrine
of light) that such a weight of analogy and probability may become accumulated on the
side of an hypothesis, that we are compelled to admit one of two things; either that it
is an actual statement of what really passes in nature, or that the reality, whatever it be,
must run so close a parallel with it, as to admit of some mode of expression common to
both, at least in so far as the phenomena actually known are concerned. Now, this is a
very great step, not only for its own sake, as leading us to a high point in philosophical
speculation, but for its applications; because whatever conclusions we deduce from an
hypothesis so supported must have at least a strong presumption in their favour: and
we may be thus led to the trial of many curious experiments, and to the imagining of
many useful and important contrivances, which we should never otherwise have thought
of, and which, at all events, if verified in practice, are real additions to our stock of
knowledge and to the arts of life.
(Herschel, 1831: 196–7)
The idea that hypotheses were worthwhile conjectures, even if wrong, can also be
found in the writings of the British Anglican priest and polymath William Whewell
(1794–1866). In the book Novum Organum Renovatum (1858),2 he wrote (Section II):
To discover a Conception of the mind which will justly represent a train of observed
facts is, in some measure, a process of conjecture . . . [T]he business of conjecture is
commonly conducted by calling up before our minds several suppositions, and selecting
that one which most agrees with what we know of observed facts. Hence he who has to
discover the laws of nature may have to invent many suppositions before he hits upon the
right one . . . A facility in devising hypotheses, therefore, is so far from being a fault in
the intellectual character of a discoverer, that it is, in truth, a faculty indispensable to his
task. . . . To try wrong answers is, with most persons, the only way to hit upon right ones.
The character of the true philosopher is, not that he never conjectures hazardously, but
that his conjectures are clearly conceived, and brought into rigid contact with the facts.
Theories influence observations

A final insight formulated before the twentieth century was that the distinction
between observations and ideas (including first principles, deductive demonstrations
and scientific hypotheses) was not as clear as traditionally assumed by philosophers.
Fact and theory depended on each other.
Whewell
The person credited with the insight that observation and theory influence each other
is Whewell, who we just met. His text On the Fundamental Antithesis of Philosophy
(1844) began by summarising the classical distinction between deductive reasoning
leading to necessary truths and inductive reasoning resulting in truths from experience.
Necessary truths are established, as has already been said, by demonstration, proceed-
ing from definitions and axioms, according to exact and rigorous inferences of reason.
Truths of experience are collected from what we see, also according to inferences of
reason, but proceeding in a less exact and rigorous mode of proof. The former depend
upon the relations of the ideas which we have in our minds: the latter depend upon the
appearances or phenomena, which present themselves to our senses. Necessary truths
are formed from our thoughts, the elements of the world within us; experiential truths
are collected from things, the elements of the world without us. The truths of experi-
ence, as they appear to us in the external world, we call Facts; and when we are able to
find among our ideas a train which will conform themselves to the apparent facts, we
call this a Theory.
(paragraph 6)
Whewell called the distinction between thoughts and things, theory and fact ‘the
fundamental antithesis of philosophy’:
This distinction and opposition, thus expressed in various forms; as Necessary and
Experiential Truth, Ideas and Senses, Thoughts and Things, Theory and Fact, may be
termed the Fundamental Antithesis of Philosophy; for almost all the discussions of
philosophers have been employed in asserting or denying, explaining or obscuring this
antithesis.
(paragraph 7)
Then Whewell gave his reasons for why he thought the fundamental antithesis of
philosophy was wrong:
We can have no knowledge without the union, no philosophy without the separation,
of the two elements. We can have no knowledge, except we have both impressions on
our senses from the world without, and thoughts from our minds within . . . The two
elements, sensations and ideas, are both requisite to the existence of our knowledge, as
both matter and form are requisite to the existence of a body. . . .
But though philosophy considers these elements of knowledge separately, they can-
not really be separated, any more than can matter and form. We cannot exhibit mat-
ter without form, or form without matter; and just as little can we exhibit sensations
without ideas, or ideas without sensations; . . .
(paragraphs 8 & 9)
Because fact and theory could not be separated, Whewell argued that it was an illusion
to think they referred to neatly distinguished entities:
Not only cannot these elements be separately exhibited, but they cannot be separately
conceived and described. The description of them must always imply their relation; and the
names by which they are denoted will consequently always bear a relative significance. And
thus the terms which denote the fundamental antithesis of philosophy cannot be applied
absolutely and exclusively in any case. We may illustrate this by a consideration of some
of the common modes of expressing the antithesis of which we speak. The terms Theory
and Fact are often emphatically used as opposed to each other: and they are rightly so used.
But yet it is impossible to say absolutely in any case, this is a Fact and not a Theory; this
is a Theory and not a Fact, meaning by Theory, true Theory. Is it a fact or a theory that
the stars appear to revolve round the pole? Is it a fact or a theory that the earth is a globe
revolving round its axis? Is it a fact or a theory that the earth revolves round the sun? Is it
a fact or a theory that the sun attracts the earth? Is it a fact or a theory that a loadstone
attracts a needle? In all these cases, some persons would answer one way and some persons
another. . . . We see then, that in these cases we cannot apply absolutely and exclusively
either of the terms, Fact or Theory. Theory and Fact are the elements which correspond
to our Ideas and our Senses. The Facts are facts so far as the Ideas have been combined
with the sensations and absorbed in them: the Theories are Theories so far as the Ideas are
kept distinct from the sensations, and so far as it is considered as still a question whether
they can be made to agree with them. A true Theory is a fact, a Fact is a familiar theory.
(paragraph 10)
Comte
Much less known is that the founder of positivism August Comte also acknowledged
the influence of theory on observation. This is what he wrote in his Cours de Philoso-
phie Positive:
All good intellects have repeated, since Bacon’s time, that there can be no real knowledge
but that which is based on observed facts. This is incontestable, in our present advanced
stage . . . If it is true that every theory must be based upon observed facts, it is equally
true that facts can not be observed without the guidance of some theory. Without such
guidance, our facts would be desultory and fruitless; we could not retain them: for the
most part we could not even perceive them.
(Comte, 1830: 8–9; as translated by Martineau, 1858)
Idealisation of scientific knowledge

Much of the doubts about the status of scientific knowledge, which figured so promi-
nently in the scientific revolution and the centuries after, were forgotten towards the
end of the nineteenth century, when the writings of positivists dominated. After all,
wasn’t it clear that Galilei and Newton had been right all along? And wasn’t it clear
that scientific knowledge considerably improved the lives and powers of those who
possessed it? Wasn’t the advancement of science proof that the initial uncertainties
had been part of science’s struggle to detach itself from the humanistic tradition of
deduction from authority, religion and dogma? Science’s victory march was used as
an argument to sweep the more critical passages on the scientific method under the
carpet. The doubts were rarely read, let alone taught to future scientists or communi-
cated to the wider public. As a result, they became obsolete, gathering dust in libraries.
Interim summary
Thoughts before the twentieth century
● To a great extent, the rise of the scientific approach can be summarised as a shift in
balance from deductive reasoning to inductive reasoning. Before the scientific revolution
it was generally accepted that only deductive reasoning led to necessary truth (Plato,
Aristotle).
● The men of science at first tried to convince their audience that the new way of thinking
was very close to traditional deductive reasoning and demonstration (Galilei, early
Newton).
● Gradually natural philosophers started to argue that inductive reasoning could lead to
conclusions as probable as truth, when facts were collected in large numbers and without
prejudice, when effects could be replicated, and when theories led to new verifiable
predictions (Bacon, Huygens, Newton in his later years, Bayes, Laplace, Herschel).
● Whewell and Comte further pointed out that there is no clear distinction between
observation and idea, between fact and theory. They are closely interconnected and
influenced by the other.
● As a result of the successes of science, most of the initial doubts about whether inductive
reasoning could lead to true conclusions were swept under the carpet towards the end of
the nineteenth century.
9.2 The first twentieth-century attempt at demarcation: observation, induction and verification 365
9.2 The first twentieth-century attempt at demarcation:

observation, induction and verification
Philosophy of science and the demarcation of science
In the early twentieth century a group of philosophers and scientists decided to revisit
the specificity of the scientific method. By that time, science’s power within Western
culture was beyond doubt, magnifying the contrast between the achievements of sci-
ence and the philosophical doubts about whether inductive reasoning could lead to
truth. What was unique to science, making it so influential? Where had philosophy
gone wrong? What was the difference between scientific reasoning and non-scientific
thinking? Could the scientific method be identified and applied to other domains of
knowledge?
The demonstration of science’s power was not the only reason why scholars re-
addressed the issue of the scientific method. There also was the astonishing finding
in the nineteenth century that Euclidean geometry was not the only possible geom-
etry. Ever since the Ancient Greeks, geometry had been the ideal of scientific knowl-
edge, together with mathematics. Here was a field of true knowledge, derived from a
very limited set of self-evident axioms by means of pure deductive reasoning. In the
nineteenth century, however, it became apparent that Euclid’s axioms were not the
only ones. Several alternative geometries were proposed, such as hyperbolic geometry,
elliptic geometry and Riemannian geometry. Needless to say, this development further
diminished the status of deduction.
A final reason why philosophers thought the issue of the scientific method could
be settled in the twentieth century consisted of the major advances in knowledge about
demarcation logical reasoning made in the preceding decades. Maybe now the time had come to
setting and marking the decide what science was and to find its demarcation criteria, the lines that would define
boundaries of a concept; science and its borders.
used, for instance, in the
philosophy of science to The new branch of philosophy dealing with questions related to the status and the
denote attempts to define uniqueness of science became known as the philosophy of science.
the specificity of science
philosophy of science Logical positivism

branch of philosophy that
studies the foundations The Vienna Circle
of scientific research, to The new movement came to prominence in the 1920s when the physicist Moritz
better understand the
position of scientific
Schlick (1882–1936) arranged regular meetings of a group of scholars in Vienna. They
research relative to other were called the Wiener Kreis (Vienna Circle). Well-known members, in addition to
forms of information Schlick, were Otto Neurath (1882–1945), Hans Hahn (1879–1934) and Rudolf Carnap
acquisition and generation (1891–1970). Other attendants (who were not officially members but took part in some
logical positivism of the meetings) were Ludwig Wittgenstein (1889–1951) and Karl Popper (1902–1994).
philosophical movement In the years leading up to World War II the group became dispersed and many mem-
in the first half of the bers moved to the USA and the UK, where they continued and extended their work.
twentieth century,
In addition, they already had close contacts with like-minded philosophers in these
claiming that philosophy
should stop thinking countries (e.g. Alfred Ayer and Bertrand Russell in the UK).
about metaphysics, The movement became known by the name logical positivism (although the British
and instead try to philosophers and Schlick preferred the name ‘logical empiricism’). The ‘positivism’
understand the essence
of the scientific approach;
part referred to the high esteem of the scientific approach shared with Comte’s
central tenet was the nineteenth-century movement, in particular related to the assumption that scientific
verification principle knowledge was true knowledge. ‘Logical’ referred to the preoccupation with language
and meaning. The first meetings of the group were largely devoted to a discussion of
Wittgenstein’s book Tractatus Logico-Philosophicus (first published under a different
title in German in 1921; English translation 1922). In this book Wittgenstein argued
that language had a logical structure, which limited what could be said and thought
about the world. He further claimed that language was a faithful depiction of physical
reality and, therefore, that the physical reality could be known by analysing the logical
structure of language. Given that the Vienna Circle wanted to demarcate the meaning
of the concept ‘science’, this seemed to be an interesting starting point. What set
science apart from other ways of knowledge acquisition and generation? Which set of
criteria could distinguish science from non-science (such as religion, voodoo,
astrology), so that the scientific standing of new disciplines could be appraised and
advice be given to those disciplines about how to become more ‘scientific’? Could the
definition of science be made universal (i.e. hold for all sciences) and ahistorical (i.e.
applicable to all times)?
The 1929 manifesto
The outcome of the discussions was a manifesto published in 1929: Wissenschaftliche
Weltauffassung. Der Wiener Kreis [The Scientific Conception of the World. The Vienna
Circle]. The following conclusions could be distilled from the text (and were further
refined in later publications by various members):
1. Truth divides into two types: empirical truths and logical truths.
2. Empirical truths make claims about the world and are established through empirical
verification (observation and experiment).
3. Logical truths are based on deductive logic and are influenced by linguistic
conventions.
4. Statements not belonging to one of the categories above are meaningless.
It is easy to see how the manifesto built on existing ideas (the distinction between
induction and deduction, the need for empirical verification) and entered new ones
(the influence of language). The most partisan part arguably was the last declaration,
that propositions not based on empirical verification or deductive reasoning were
meaningless (i.e. could not be decided as true or false). These included large parts of
the humanities (religion, metaphysics, arts, . . . ).
According to the logical positivists, science proceeded by means of a cycle consist-
ing of observation, induction and verification. The first step was careful observation
of what happened. The next step of the scientific cycle was the translation of indi-
vidual observations into general conclusions on the basis of inductive reasoning. The
ideal here was the formulation of a mathematical law, as had been done by Newton
for physics. Such a mathematical law made it possible to have a detailed understanding
of what was going on. Finally, the general conclusion (or scientific law) based on
observation and induction had to be verified. In particular, the last step, empirical
verification, was seen as the demarcation criterion of science: a statement was scien-
verificationism tific if and only if it could be verified as true or false through objective, value-free
adherence to the principle observation. This criterion became known as the verification principle and its require-
that a proposition is
meaningful only if it can ment for valid knowledge as verificationism.
be verified as true or false; Next to induction, the logical positivists also accepted deductive reasoning as a
with respect to science way of making meaningful statements. However, this type of reasoning could only be
states that a proposition is
scientific only if it can be
used to deduce conclusions from what was already known; it did not generate new
verified through objective, knowledge. If the reasoning resulted in new knowledge, the ensuing statement had to
value-free observation be verified anew.
Problems with the verification criterion

The impact of logical positivism was not in the first place due to the new insights it
produced (as we have seen, most ideas had already been proposed), but to the ques-
tions and criticisms it raised. Below we summarise the most important.
Verification is logically impossible

A first problem the verification criterion encountered had been well-known since Aris-
totle. Indeed, it was the reason why inductive reasoning had been mistrusted for cen-
turies. It was the fact that it is logically impossible to prove the truth of a conclusion
on the basis of repeated observations. In order to move from observation to a general
conclusion, one needs inductive reasoning, and inductive reasoning does not lead to
conclusions that are guaranteed to be true according to the rules of logic.
A beautiful illustration of the danger associated with inductive reasoning is pro-
vided by the saying ‘all swans are white’. For centuries Europeans were 100% sure
of the truth of this saying, because all the swans they encountered were white. As a
result, many languages had the expression ‘black swan’ to refer to something impos-
sible. Imagine then the surprise when the Dutch explorer, Willem de Vlamingh, in 1697
came across black swans on his discovery voyage to Australia! Here we had a cherished
‘truth’ based on observation, which in the end turned out to be wrong.
In 1620, Bacon wrote, ‘The induction which proceeds by simple enumeration is
puerile, leads to uncertain conclusions, and is exposed to danger from one contradic-
tory instance, deciding generally from too small a number of facts, and those only
the most obvious’ (see above). In what respect was the verification criterion immune
to this criticism?
Scientific theories are full of non-observable variables

A further problem the verification criterion encountered was that many scientific theories
include non-observable variables. This can easily be illustrated with one of Newton’s
laws. His second law of motion reads F = ma (force equals mass times acceleration).
None of these variables is observable in the sense that they can be directly perceived
with the human senses. So, does this mean that Newton’s second law is meaningless?
To solve this problem, logical positivists had to accept that not all variables in
scientific theories needed to be directly observable, as long as they involved dimensions
that could be measured in relatively simple ways: mass could be measured as weight
(e.g. in grams), or acceleration as the rate of change of velocity over time (which
ultimately boiled down to measuring distances and times). As long as it was possible
to calculate the values of non-observable variables, logical positivists argued, it was
acceptable to include such variables in scientific theories. Bridgman (1927) proposed
the term operational definition to denote this requirement (as you may recall from
Chapter 5). If you could express variables in numbers by referring to the ways in
which you measured them, the resulting law was fine. Otherwise, it was unverifiable
and, hence, meaningless. An example of the latter was Hutcheson’s ‘law’ of moral
importance discussed in Chapter 5. This ‘law’ stated that moral importance equalled
benevolence times abilities (M = B * A), but did not indicate how variables could
be expressed in quantities.
How should we define ‘observable’?
Although the criterion that non-observable variables in scientific theories should have
an operational definition solved some of the problems, it was not watertight. Some
variables require complex, indirect methods to be revealed. Does this still count as
an operational definition? Any dividing line between observable and non-observable

ultimately turned out to be an arbitrary distinction, as was eventually also recognised
by Carnap, one of the founders of logical positivism:
There is no question here of who is using the term ‘observable’ in a right or proper
way. There is a continuum which starts with direct sensory observations and proceeds
to enormously complex, indirect methods of observation. Obviously no sharp line can
be drawn across this continuum; it is a matter of degree. A philosopher is sure that the
sound of his wife’s voice, coming from across the room, is an observable. But suppose he
listens to her on the telephone. Is her voice an observable or isn’t it? A physicist would
certainly say that when he looks at something through an ordinary microscope, he is
observing it directly. Is this also the case when he looks into an electron microscope?
Does he observe the path of a particle when he sees the track it makes in a bubble cham-
ber? In general, the physicist speaks of observables in a very wide sense compared with
the narrow sense of the philosopher, but, in both cases, the line separating observable
from nonobservable is highly arbitrary.
(Carnap, 1966, Chapter 23)
The uncertain nature of ‘observable’ had already played tricks with Galilei, as can
be seen in the following excerpt from a letter written by Horky to Kepler, describing
one of Galilei’s demonstrations with his telescope. In 1610, Galilei had taken his tel-
escope to the house of one of his opponents, Magini, to demonstrate its potential to
24 professors of all faculties. This is how Horky described the event (as mentioned in
Feyerabend, 1975/1993: 88):
I never slept on the 24th or 25th April, day or night, but I tested the instrument of
Galileo’s in a thousand ways, both on things here below and on those above. Below it
works wonderfully; in the heavens it deceives one, as some fixed stars [ . . .] are seen
double. I have as witnesses most excellent men and noble doctors . . . and all have admit-
ted the instrument to deceive. . . . This silenced Galileo and on the 26th he sadly left
quite early in the morning . . . not even thanking Magini for his splendid meal.
Because we now ‘know’ that Galilei was right, it is easy to forget how shaky much of
his empirical evidence looked to his audience.
Non-observables may become observable
The fuzzy border between observable and non-observable was further evidenced by
the finding that, over time, many initially hypothesised, non-observable phenomena
became observable, because of technical improvements and because the theory allowed
the scientists to know what they were looking for (so that they could focus their efforts
much more). Probably the most notorious example in this respect is that of the atom.
Towards the end of the nineteenth century, leading scientists such as Ernst Mach and
Wilhelm Ostwald refused to see atomic theory as a true description of reality, because
atoms were unobservable. Therefore, they claimed, atoms had no place in science and
should at best be treated as fictions that were helpful to generate new ideas. Although
atoms are still invisible in a literal sense (they are too small to be seen with visible
light), in the twentieth century it became possible to observe them indirectly with an
electron microscope by scanning atoms with an electrons laser.
So, what is unobservable at one point in time may become observable at another
point. However, this raises the question of how to make a distinction between hypoth-
esised non-observables that turn out to be empirically verifiable and hypothesised
non-observables that turn out not to exist. An illustration of the latter is provided by
the ‘discovery’ of phosphohistidine. In 1963, highly respected American biochemist
Paul Boyer published an article in the top journal Science, in which he claimed that
at last he had found the missing, non-observable substance required according to

the prevailing theory for the final stage of the chemical reactions that provide cells
with energy (see Allchin, 2002 for more details). Chemists had been searching for this
substance for more than a decade. Boyer called the substance phosphohistidine and
described not only how he had observed it using the latest techniques, but also how
he had made sure that it indeed fulfilled some of the roles that were ascribed by the
theory to the substance. Phosphohistidine had a huge influence on chemistry for the
next 20 years, but in the end turned out to be a red herring. In 1981, Boyer admitted
he had been wrong. By that time he had already started to work on a new theory of
energy provision in cells that no longer required the intractable intermediate (and for
which he was awarded the Nobel Prize for Chemistry in 1997).
Boyer’s experiences clearly illustrate the limits of the verification principle in scien-
tific practice. At some point in time, researchers assumed the existence of a substance
that could not (yet) be verified. After the substance was empirically ‘verified’, it turned
out not to exist or at least not to have the properties researchers thought it had.
Verifiable observations are no guarantee of correct understanding

The limits of observation, inductive reasoning and verification as the only sources
of scientific understanding were further illustrated by the many occasions on which
erroneous scientific conclusions had been drawn from empirically verified ‘facts’. A
well-known example comes from Galilei (which also illustrates that not every scientific
claim Galilei made turned out to be true). In one of his writings, Galilei proposed a
method to determine the magnitude of the stars (as cited in Chalmers, 1999: 25). His
method was simple and straightforward. He positioned himself relative to a cord so
that the cord just blocked a particular star out of sight. On the basis of the thickness
of the cord and the distance of his eye from the cord, Galilei calculated the visual angle
subtended by the cord and therefore, so he thought, the visual angle of the star. Based
on these observations Galilei calculated the magnitudes of the various stars. What he
did not realise, however, was that the apparent size of a star in the sky is largely due
to atmospheric scatter (so that stars seem much bigger than they actually are) and
that the distances from stars to the Earth vary widely. As a result, Galilei’s estimates
of the diameters of the stars turned out to be worthless once they were compared to
the measurements corrected for these errors. Still, they were based on observable facts
that could easily be verified by others.
Positivism as naive idolatry of science?

All in all, rather than solving the demarcation problem of science, the logical positiv-
ists testified to the difficulty or maybe the impossibility of doing so. As a result, the
term positivism in the twentieth century gained a negative connotation (which suited
the humanities). Positivism became associated with the naive (and wrong) conviction
that science always resulted in true knowledge and could solve all problems. If it was
impossible to define what science was and to prove that its method guaranteed true
knowledge, how then could one claim that scientific knowledge was superior to other
types of knowledge and that it should have priority in decision making?
Another descendant of logical positivism’s failure: a new look at the

meaning of words
The demarcation problem not only called positivism into question, it also led to a
completely different understanding of language. No-one illustrated this better than
Wittgenstein. Above we saw how his book Tractatus Logico-Philosophicus was a
source of inspiration for the Vienna Circle. In this book Wittgenstein argued that
language was a faithful depiction of the state of affairs in the world and so the world
could be known by analysing the logical structure of language. By analysing the mean-
ing of the words and their interrelations, one could get insights into the physical reality.
However, the impossibility of conclusively defining science made Wittgenstein real-
ise that the same was true for many other words in the language. Try to find a set of
criteria that fully define the words ‘games’ (including mind games), ‘sports’, and their
distinction. Wittgenstein understood that, except for artificial categories made by man
or society (e.g. ‘king’ or ‘bachelor’), words only loosely referred to the entities they
represented. They did not fully define them (as also exemplified by the fuzzy boundary
between ‘observable’ and ‘non-observable’ we saw above). The meaning of words was
determined by their use in a social context, which Wittgenstein called language games.
As a result, the meaning of words depended on the circumstances in which they were
used. They did not have fixed meanings, objectively depicting the physical reality, as
Wittgenstein originally thought.These insights were posthumously published in Witt-
genstein’s book Philosophical Investigations (1953). The transition from the Tractatus
to the Investigations is testimony of the deep changes epistemology went through in
the first half of the twentieth century.
What do you think?

Did the verification criterion of logical positivism strike you as reasonable when
you first read about it? If so, were you surprised by the criticisms? If not, why did
the logical positivists make this mistake? What do you think will happen in future
in this area?
Interim summary
Logical positivism
● Logical positivism tried to reconcile the practical success of sciences with the
methodological concerns formulated by philosophers.
● It tried to define demarcation criteria for science that would be universal and
ahistorical, and that could be applied to other knowledge areas.
● The movement found prominence with the publication of the 1929 manifesto of the
Vienna Circle.
● The most important demarcation criterion put forward for empirical truths was empirical
verification.
● Almost immediately, however, the criterion met with a series of objections:
– verification does not solve the induction problem
– scientific theories are full of variables that cannot be observed directly
– there are no demarcation criteria that unambiguously define ‘observable’
– sometimes things are not observable until one knows how to search for them
– verifiable observations do not guarantee a correct understanding.
● Because of the many criticisms, logical positivism failed, which gave positivism a negative
connotation of naive belief in the power and the truthfulness of scientific research.
9.3 The second twentieth-century attempt at demarcation:

falsification
The more the logical positivists tried to defend observation, induction and verification
as the basis of scientific knowledge, the more it became clear that these criteria did not
capture the essence of scientific progress. An alternative view was in the making. This
came from Karl Popper (1902–1994), an Austrian-born scholar who was educated in
the heyday of the Vienna Circle (and attended several of their meetings as a student).
Popper published his first important work Logik der Forschung (The Logic of Scientific
Discovery) in 1934. Because of the political situation, he moved to New Zealand in
1937 and to the UK in 1946, where he remained.
Preliminary: perception is more than sensing stimuli

Before we introduce Popper’s proposals, we will make a short detour and go back
to Comte’s and Whewell’s understanding that human observation is not theory-
independent. This insight made a deep impression on Popper and it is important for
you to have a good grasp of it before we embark on Popper’s alternative.
Perception requires interpretation
When the logical positivists claimed that science was special because it was based on
facts, they assumed that facts could be perceived prior to and independently of any
theoretical framework, and that the perception of facts was the same for all careful
observers. Unfortunately, there is considerable evidence that this is not the case. As
every introductory psychology textbook will tell you, perception involves the interpre-
tation of sensations. To illustrate this, look at Figure 9.1.
Figure 9.1 very much resembles the fragmented reality researchers are con-
fronted with when they try to understand a phenomenon on the basis of the facts
they observe. Each black blob represents an isolated observation. Different groups
of researchers try to understand the different blobs. For instance, a group of a few
hundred (thousand?) scientists is working on the second blob of the first line in
Figure 9.1, trying to understand its functioning by carefully observing what happens
and using experiments to verify whether their understanding is correct. Another group
of scientists is trying to understand the blob below. Both groups may inform each
Figure 9.1 An illustration of the fragmented reality researchers are confronted with when
they observe facts.
Source: Edith Brysbaert.
Figure 9.2 An illustration of how a general theory of a phenomenon may alter the way in
which scientists are able to examine the ‘facts’ (blobs).
Source: Edith Brysbaert.
other of their findings, although there is no real need to do so, as both phenomena
are thought to be independent.
Now suppose someone comes along with a theory of what the overall framework
might be, how the different components fit within a larger organisation, as shown
in Figure 9.2. At that moment, the situation alters dramatically for the scientists.
Although the facts are still the same, they suddenly have a completely different mean-
ing, because they are part of a much wider organisation.
A theory changes the perception of the facts
What Figure 9.2 illustrates is that the understanding of a scientific phenomenon
involves more than simply sensing the isolated facts. It involves an element of interpre-
tation to understand what the different facts mean and how they relate to each other.
Once such an interpretation has been found, the meaning of the originally observed
facts changes spectacularly. Look back at Figure 9.1: is it possible for you now not to
see the girl any more, and to see the figure as you saw it at first?
If you think the situation depicted in the Figures 9.1 and 9.2 is exaggerated, just
think of the efforts astronomers had to make in order to come up with a model of
the universe that would explain the observable movements of the Sun, the Moon, the
planets and the stars! Also think of how the perception of the world changed, once
it was realised that the Earth was not flat but round. Or how the field of chemistry
changed, once the periodic table was discovered.
A theory enables scientists to focus on the important facts
Theories change the perception of the facts and also allow scientists to search in more
directed ways. They help to sort through the avalanche of facts, deciding which facts
are important and which are not. Figure 9.2, for instance, shows that not all blobs are
equally important for the overall interpretation and, therefore, a better understanding
of some blobs is more crucial than the understanding of others.
Without a theory, scientists do not know which observations are important and
which are not. For instance, in the nineteenth century much energy was invested
in determining the exact weights of the chemical elements. This was done because
researchers believed that the relative weights of the elements would provide them with
information about the structure of the elements. In particular, scientists had observed
that the weights of the chemical elements tended to be multiples of the weight of
hydrogen, the lightest element. Therefore, they hypothesised that all matter consisted
of combinations of hydrogen atoms (for example, oxygen was about eight times heav-
ier than hydrogen, suggesting that oxygen consisted of eight hydrogen atoms). Once
it was realised that the different chemical elements have their own composition, it
became clear that their relative weights were not at all important and researchers could
drop this particular line of investigation.
The above examples illustrate just how difficult it is to maintain that facts are per-
ceived prior to and independently of background knowledge (theory). What humans
observe depends on what they know (or think they know). The more observers know
about a particular phenomenon, the richer their perceptions. Botanists see more in
meadows and marshlands than people without knowledge of plants; radiologists see
more in X-rays than people without such training. The same is true for scientists, as
became known in the nineteenth century. The impact of theory on observation was
downplayed by the positivists, but taken up again by Popper.
Popper: falsification instead of verification

Science constantly questions its explanations
Popper fully accepted the importance of theories in scientific thinking. What distin-
guishes science from non-science, he argued, is not that the former is based on facts
(observations, verifications) and the latter on ideas (dogma, prejudices). Both proceed
by constant interactions between observation and interpretation. However, what sets
science apart is that it constantly questions its explanations, whereas non-scientific
movements have no such inclination.
Popper was particularly intrigued by the difference between physics and Freud-
ian psychoanalysis. Both claimed to be a science. However, studies in physics were
primarily aimed at suspected weaknesses of the theories (remember that physics at
the turn of the twentieth century went from Newton’s physics to Einstein’s relativity
and subsequently to quantum physics). In contrast, studies in psychoanalysis mainly
consisted of trying to find corroborating evidence for the theory.
Although physics arguably had a sounder basis (given that Newton’s ideas had been
successful for over 200 years, whereas Freud’s were still very much in the making), its
researchers predominantly tried to achieve progress by making sure that no errors
had been overlooked. Psychoanalysts, on the other hand, tried to make progress by
gathering observations in favour of their view. Popper noticed a similarity between this
approach and the approach advocated by religions and sects. As Chalmers (1999: 59)
wrote:
Popper himself tells the story of how he became disenchanted with the idea that science
is special because it can be derived from the facts, the more facts the better. He became
suspicious of the way in which he saw Freudians and Marxists supporting their theories
by interpreting a wide range of instances . . . in terms of their theory and claiming them
to be supported on this account. It seemed to Popper that these theories could never go
wrong because they were sufficiently flexible to accommodate any instances of human
behaviour or historical change as compatible with their theory. Consequently, although
giving the appearance of being powerful theories confirmed by a wide range of facts,
they could in fact explain nothing because they could rule out nothing.
Falsification instead of verification

Because of the problems related to verification, Popper argued that what distinguishes
scientific from non-scientific theories is that scientific theories are falsifiable. Accord-
falsificationism ing to falsificationism, statements that cannot be falsified because they make no clear
view within the philosophy predictions are not scientific. This is, for example, the case for statements like: ‘You
of science that statements may feel better tomorrow’ and ‘God shows his love in multiple ways’. These are not
are scientific only if they
can be falsified empirically falsifiable, because all possible outcomes are in line with them.
A theory is falsifiable if it rules out a range of outcomes, or if there is agreement
about observations that would be inconsistent with the theory and, therefore, refute
the theory. A statement like ‘It rains more on Wednesdays than on Thursdays’ is
falsifiable, because failing to observe a difference in rainfall between Wednesdays and
Thursdays invalidates the statement.
Popper pointed to the logical superiority of falsification over verification.
Whereas it is impossible to prove the truth of an inductive conclusion, it is easy to
prove the falseness of an inductive conclusion. All you need is one counterexample.
Whereas the truth of the saying ‘all swans are white’ was not proved by the observa-
tion of thousands of white swans in the Western world, the observation of a single
black swan in Australia sufficed to demonstrate the falseness of the statement.
Therefore, Popper stressed, hypothesis testing should not be directed at trying to
confirm a theory (which is futile, or puerile, in Bacon’s words), but at seeing whether
the theory could be falsified. If researchers repeatedly tried to reject a theory and
failed to do so, they had strong evidence about the correctness of the theory. On
the other hand, as soon as a test falsified the theory, they knew the interpretation
was a false trail.
What do you think?

If you’ve taken a course on statistics, you know that a statistical test consists
of trying to reject the null hypothesis. Can you see how this fits in with
falsificationism?
In later writings Popper pointed to the need not only for falsifiability, but also for a
commitment by the proponents to put their ideas to the test effectively. Many state-
ments in psychoanalysis and astrology could in principle be put to the falsification test
but Popper saw little enthusiasm in their advocates to do so. All they tried to do was
find evidence in favour of their statements.
What do you think?

Is the horoscope below falsifiable? And is it ever likely to be falsified?
‘You will be feeling more like your old self today, as the influence of the earth
element increases, making things a lot more settled.’
Observation Figure 9.3 The different steps of the hypothetico-deductive

method.
Interpretation The step from observation to interpretation is based on inductive
reasoning, the step from interpretation to hypothesis on deductive
reasoning. The observation and test stages make sure that the sci-
Hypothesis
entific explanations are empirically grounded. According to Popper,
the hypothesis must be directed at a possible falsification of the
Test interpretation/theory.
The hypothetico-deductive method

To further illuminate the role of falsification in scientific reasoning, Popper introduced
hypothetico-deductive the hypothetico-deductive method (which, he argued, went back to Whewell and can
method also be found in some preliminary form in many other authors). According to this
model introduced by method, scientific progress involves a combination of inductive and deductive reason-
Popper to understand
the scientific method; on
ing (Figure 9.3). On the basis of observation, induction and educated guesswork, an
the basis of observation, interpretation (theory) of a phenomenon is formulated. To check the correctness of
induction and educated the interpretation, the researcher uses deductive reasoning to generate a testable pre-
guesswork, a theory diction. This prediction (hypothesis) is next put to the test by means of an experiment.
of a phenomenon
is formulated; the
The result of such a test provides new observational data for further theorising and
correctness of the theory new predictions, and so on. The novel element Popper introduced was that hypothesis
is evaluated by the testing must be based on falsification instead of verification.
formulation of a testable An example of the use of the hypothetico-deductive method is the way in which the
prediction (hypothesis)
on the basis of deductive French chemist Louis Pasteur (1822–1895) in the nineteenth century discovered why wine,
reasoning; the prediction beer and milk turn sour. Through inductive reasoning he came to the tentative conclu-
is subsequently put sion that this might be due to organisms introduced in the liquids from the environment,
to a falsification test, contrary to the prevailing explanation that the souring was a result of spontaneous changes
which provides new
observational data for in the liquid. Pasteur hypothesised that if his interpretation was correct he should be able to
further theorising prevent the souring by putting a filter between the liquid and the air, which blocked organ-
isms from entering the liquid. Finding such a filter would falsify the spontaneous account
and would add evidence to Pasteur’s alternative interpretation. Pasteur was able to show
that an air filter did indeed prevent the souring of wine and beer, but not (quite) the sour-
ing of milk (which in addition needed to be boiled to kill the germs already present in it).
Degrees of falsifiability
A further distinction Popper made was that not all falsification tests had the same
status. There were different degrees of falsifiability, and the degree to which a state-
ment or theory exposed itself to falsifiability was informative. The more falsifiable
a theory was, the higher its scientific status. Consider the following two statements:
1. Wine sours because of organisms.
2. Wine sours because of bacteria coming from the air.
Because of its higher specificity, the second statement is more prone to falsification
than the first and, therefore, according to Popper has a higher scientific standing.
The clearer and the more precise a theory, the higher its status if it stands repeated
falsification tests. Another important variable is the scope of a theory: the more facts
a theory explains, the better it is.
Popper was particularly impressed by Eddington’s test of Einstein’s theory of

general relativity. Einstein had predicted that rays of light would bend as they passed
close to a massive object. Eddington decided to make use of a solar eclipse in 1919
to test this prediction (see Figures 9.4a and b). Expeditions were sent to two different
places where the observation conditions were best. One was led by Eddington himself
to the island of Principe off the West African coast, and one was to northern Brazil.
Each expedition was to take pictures of the sky during the eclipse and also on a night
when the stars were at exactly the same position relative to the Earth without the
interfering presence of the Sun (Eddington had to wait for several months before
these conditions were met at his site). Although the results were less clear-cut than
Figure 9.4a How a solar eclipse looks.

The white part around the occluded sun is called the corona.
Source: Benjamin M. Weilert/Shutterstock.
Figure 9.4b Changes in star positions during the eclipse in 1922 in Australia.
How the position of the stars, as viewed from Earth, differs on the day of a solar eclipse and on a
comparison night. The eclipsed Sun is represented by the circle in the middle of the diagram. Stars
too close to the Sun cannot be seen because of the corona. The recorded displacements of the other
stars are represented by lines. The differences observed were only predicted by Einstein’s relativity
theory. Therefore it was a strong test of the theory, as the chances of the theory being falsified
were much higher than its chances of being confirmed.
Eddington had hoped for (Coles, 2001), they still convinced nearly all researchers
involved that the data were in agreement with Einstein’s predictions and significantly
different from what was predicted by Newtonian physics. There was a significant dif-
ference between the perceived location of the stars during the eclipse and the perceived
location without the interfering sun. In addition, the magnitude of the deviation was
within measurement error of the deviation predicted by Einstein.
This, Popper argued, was science at its best: an extremely falsifiable theory was put
to the test. There were hundreds of reasons to expect no difference in the perceived
location of the stars at the time of the eclipse and at the time of the reference meas-
urement; there was only one reason to expect the predicted difference, namely that
Einstein’s theory and his calculations were right. Without Einstein’s theory the odds
of finding the expected deviation were next to nil.
Implications of Popper’s proposals for science’s status

Science proceeds by trial and error
Because theories in Popper’s view were generated with no guarantee of correctness, Popper
was the first philosopher of science to wholeheartedly accept that scientific explanations
could be wrong, even when they initially seemed to be in line with the collected evidence
(i.e. have passed the first few falsification tests). As a matter of fact, he argued that scientists
were never fully sure of the correctness of their scientific explanations, given that these were
based on inductive reasoning. All the scientists could say was that a particular theory thus
far had passed the various falsification tests and, therefore, was likely to be correct. They
also had a lot of information about explanations that were wrong, because these did not
pass the falsification test. Theories can be proven false, but cannot be proven true; they are
just the best available, the ones that (thus far) have passed the tests.
Because there is no guarantee that scientific explanations are correct, Popper argued
that progress in science is best seen as a process of trial and error, in which many pos-
sible explanations are ventured and only the fittest survive. On the positive side, the
ruthless falsification ensures that scientists are less likely to stick to wrong opinions
than people who do not critically evaluate their opinions. At some point in time, a
wrong scientific theory will hit on a falsification test it cannot pass and will have to be
replaced by a (hopefully) better theory. In this respect, science learns from its mistakes.
On the negative side, however, falsificationism implies that scientists can give wrong
advice if they base their advice on wrong theories that have not yet been falsified.
What do you think?

Popper’s view of science as a trial and error enterprise puts scientific advice in
another light. Apply this to the scientific advice below, given by the behaviourist
John Watson about how to educate children. He gave this advice in the full conviction
that it was right, because it was in line with the latest findings of behaviourism.
Try to evaluate the advice within a Popperian framework and within the framework
of the logical positivists. In what respects will your evaluations differ?
Never hug and kiss [children], never let them sit in your lap. If you must, kiss
them once on the forehead when they say goodnight. Shake hands with them in
the morning.
(Watson, 1928; as cited in Birnbaum, 1955)
Falsification goes against human intuition: the confirmation bias

The fact that it took philosophers so long to discover the power of the falsification
test may be related to the finding that falsification is a very counterintuitive way of
thinking. When confronted with a statement, humans have a tendency to assess the
validity of the statement by searching for corroborating evidence rather than trying
to make sure there is no possibility to refute the statement.
MYTH Can psychological research be the origin of popular myths

BUSTING about psychology?
Lilienfeld et al. (2010) published a book about 50 great myths of popular

psychology. In this book, they picture the most common misconceptions about
human behaviour. When reading the book, it is striking to see how many of
these misconceptions (arguably more than half) have their origins in psycho-
logical research. The sequence of events is as follows. A researcher proposes a
counterintuitive hypothesis for which there is some evidence. Falsification tests
subsequently show that the hypothesis was wrong after all. However, in the
meantime the hypothesis managed to find its way to the larger public, where it
is exaggerated and continues to be presented as truth.
These are some of the myths listed by Lilienfeld et al. with a scientific origin:
1. Most people use only 10% of their brain power.
2. Subliminal messages can persuade people to purchase products.
3. Playing Mozart’s music to infants boosts their intelligence.
4. Adolescence is inevitably a time of psychological turmoil.
5. Most people experience a midlife crisis in their 40s or early 50s.
6. When dying, people pass through a universal series of psychological stages.
7. Hypnosis is useful for retrieving memories of forgotten events.
8. Individuals commonly repress the memories of traumatic events.
9. Intelligence tests are biased against certain groups of people.
10. The defining feature of dyslexia is reversing letters.
11. Individuals can learn information, like new languages, while asleep.
The fact that research can be the origin of popular myths is a further reminder
that not all hypotheses proposed in scientific research turn out to be true. Only
after repeated falsification attempts can researchers have some certainty about
the validity of their conjectures. In this respect, it is ironic that Lilienfeld et
al. (2010) end their book with new ‘psychological findings that are difficult to
believe but true’ (because they are based on scientific findings). Among the find-
ings reported by Lilienfeld and colleagues, quite a few still seem to have the status
of interesting hypotheses that require a fair bit of falsification testing, such as:
1. People asked to hold a pencil with their teeth find cartoons funnier than do
people asked to hold a pencil with their lips.
2. An unusually large number of people live in places with names similar to
their first name (e.g. George living in Georgia).
3. People’s handshakes reveal their personality traits.

4. Dogs resemble their owners.
Before long these new ‘truths’ may enter popular discourse in some
exaggerated form, while further research indicates that the evidence for them is
not quite as strong as originally thought (as discussed further in Chapter 11; see
also Coles et al., 2019).
The tendency to use verification instead of falsification, and the power of

falsification over verification, are beautifully illustrated by an experiment published
in 1960 by the British psychologist Peter Wason. He presented participants with cards
on which a series of three numbers was printed, for instance ‘2, 4, 6’. Wason told the
participants that they could ask as many questions as they thought necessary to find
out the rule according to which the numbers had been generated. The rule Wason had
in mind was ‘each number is larger than the previous one’. This rule could easily be
found by generating theories and trying to falsify them. For instance, a participant’s
initial theory could be that the experimenter added 2 to each number. This theory
could be falsified by asking the experimenter whether the sequence ‘1, 2, 3’ was a valid
sequence. If this sequence was valid, then the participant knew for sure that his or her
initial theory was false and had to be replaced by another theory. On the other hand,
if the sequence ‘1, 2, 3’ turned out not to be valid, then the participant had further
evidence for the initial theory and could try out another falsification (e.g. by asking
‘is 6, 4, 2 a valid sequence?’; see the illustration box).
ILLUSTRATION How falsification can be used to find out which

rule generated the sequence 2, 4, 6
Trying to find the rule that generated the sequence 2, 4, 6
Initial theory: ‘Each number is generated by adding 2 to the previous number’.
Try to falsify the theory. One way of reasoning could be: ‘If the theory is correct, then the sequence 1, 2, 3
should be invalid (as each number is generated by adding 1 to the previous number)’. Test this.
Two possible outcomes:
● 1, 2, 3 turns out to be valid. Then the initial theory is wrong and a new theory must be generated (e.g. that
each number is generated by adding the same amount to the previous number; this new theory can be
falsified by asking whether 1, 2, 5 is a valid sequence).
● 1, 2, 3 turns out to be invalid. This is in line with the initial theory that 2 has to be added to each number
and a new attempt to falsify the theory must be made (e.g. by asking whether 6, 4, 2 is valid; this allows
the participant to test whether subtracting 2 from the previous number is permitted).
As you can imagine, Wason did not observe many participants using falsification
(only 21% found the correct rule). The majority of participants started from the
theory ‘add 2 to each number’ and asked questions to verify this theory, such as ‘is 1,
3, 5 a valid sequence?’ and ‘is 14, 16, 18 a valid sequence?’. In other words, the partici-
pants asked questions to which they expected a yes answer. They did not ask questions
that would have required the experimenter to say no. The tendency people have to
search for evidence that confirms their opinions is known in psychology as the
confirmation bias confirmation bias. Notice how this bias prevented the participants from finding the
tendency people have correct rule. After a few trials they said they knew the answer and that it was ‘add 2
to search for evidence to the previous number’ (because all the evidence they had gathered was in line with
that confirms their
opinion; goes against
this rule).
falsificationism
What do you think?

Try to find evidence in favour of the opinion ‘smoking is good for your health’.
Can you see how such selective evidence-gathering may strengthen health-
hazardous opinions in people who use the confirmation bias? How could you use
falsification to test the correctness of this opinion?
In one go, Wason’s experiment illustrated the weakness of verification (which

resulted in the confirmation bias) and the strength of falsification to unearth the
truth. If participants thoroughly tried to falsify each rule they came up with and if
at some point they generated the correct rule, they were bound to find the solution
Wason had in mind at the outset of the experiment. This was in line with Popper’s
recommendation of how scientists should work: they should generate bold theories as
speculative and tentative conjectures, and then ruthlessly put them to the test on the
basis of experiment and observation.
At the same time, because falsification was so important for scientific progress
and so counterintuitive, for the first time philosophy of science made an important
contribution to the education of science. Here was a novel insight to teach to new
scientists and to use in the evaluation of new branches of knowledge claiming to be
scientific. Unfortunately, as is true for many discoveries, the application of the falsifica-
tion criterion turned out to be more complicated than at first thought.
Sophisticated falsificationism
Do not give in too easily
Popper’s approach was soon perceived by the philosophers of science as more fruitful
to the understanding of scientific progress than logical positivism. However, it had
its problems too. In particular the idea that theories should be rejected as soon as
they were falsified did not seem to be in line with the way in which scientists worked.
Scientists did not throw away a theory as soon as some data contradicted it. First,
they investigated whether the data were sound, so that they did not reject a theory
on flawed grounds. Second, if they were convinced of the soundness of the evidence,
they examined whether the theory could be amended so that it incorporated the new
finding. Most of the time theories contain several variables that can be adapted to
accommodate a deviating finding.
A particularly compelling example of how a deviating observation may lead to
a modification of the existing theory concerns the problems the motion of Uranus
caused for Newton’s laws of physics. In the nineteenth century it became undeniable
that Uranus’s path deviated too much from Newton’s laws to be acceptable. Accord-
ing to falsificationism, this should have been the signal to give up the theory and look
for something new. An alternative, however, was proposed by Leverrier in France and
Adams in the UK. They put forward the suggestion that Newton’s laws could be saved
if there was another planet in the neighbourhood of Uranus that influenced its orbit.
The astronomers started to calculate where the new planet should be and how big it
should be. On the basis of these calculations it was possible to inspect the designated
part of the sky more thoroughly. This eventually led to the discovery of Neptune.
Episodes like the one above illustrate that science is more than simply rejecting fal-
sified bold conjectures and replacing them with equally bold alternative conjectures.
Often it is better to adapt an existing, good theory so that it is no longer contradicted
by the available empirical evidence. If scientists had always given up their theories
as soon as they were confronted with some negative evidence, they arguably would
have none left! Even Popper eventually agreed that scientists should not give up their
theories too easily:
I have always stressed the need for some dogmatism: the dogmatic scientist has an
important role to play. If we give into criticism too easily, we shall never find out where
the real power of our theories lies.
(Popper, 1970: 55)
Modifications of theories in the light of counterevidence

If modifications of existing theories are allowed, the next question, of course, is which
modifications are acceptable and which are not. Popper himself pointed out that a
modification must under no condition make the theory less falsifiable. As a matter of
fact, the theory should become more falsifiable as a result of the modification. The
postulation of a new planet to save Newtonian physics in the light of the disturbing
evidence from Uranus’s motion was an acceptable modification, because it led to a new
falsifiable prediction, namely that a certain planet should be observed in a certain region
of the universe. In contrast, modifications that were not testable or that made a theory
ad hoc modifications less falsifiable were unacceptable to Popper. He called them ad hoc modifications.
modifications to a theory A clear example of an ad hoc modification was the response of the adherents of
that according to Popper the phlogiston theory when it was discovered that some materials weighed more after
make the theory less
falsifiable; decrease the
being burnt than before. Remember from Chapter 7 that the phlogiston theory for
scientific value of the some time ‘explained’ why certain materials were highly flammable and others not.
theory The idea was that highly flammable materials contained a lot of an invisible substance,
phlogiston, which was released during the fire. This theory predicted that materials
should weigh less after being burnt than before, which was contradicted for some
materials by a series of careful observations. In order to save the phlogiston theory,
some adherents ventured the possibility that phlogiston could have a negative weight
for some materials, so that these materials became heavier when the phlogiston was
released. According to this view, phlogiston was not only invisible but also could not be
weighed! This increased lack of falsifiability is a tell-tale sign of unscientific thinking.
Unfortunately, the situation about allowable and unallowable modifications was not
as simple as suggested by Popper. Researchers could go a long way to modifying their
theories with falsifiable amendments without making any scientific progress. This was
illustrated by the following hypothetical scenario from Lakatos, obviously inspired by
the events surrounding the discovery of Neptune:
The story is about an imaginary case of planetary misbehaviour. A physicist of the pre-
Einsteinian era takes Newton’s mechanics and his law of gravitation (N), the accepted
initial conditions, I, and calculates, with their help, the path of a newly discovered
small planet, p. But the planet deviates from the calculated path. Does our Newtonian
physicist consider that the deviation was forbidden by Newton’s theory and therefore
that, once established, it refutes the theory N? No. He suggests that there must be a
hitherto unknown planet p´ which perturbs the path of p. He calculates the mass,
orbit, etc., of this hypothetical planet and then asks an experimental astronomer to
test his hypothesis. The planet p´ is so small that even the biggest available telescopes
cannot possibly observe it: the experimental astronomer applies for a research grant
to build yet a bigger one. In three years’ time the new telescope is ready. Were the
unknown planet p´; to be discovered, it would be hailed as a new victory of Newtonian
science. But it is not. Does our scientist abandon Newton’s theory and his idea of the
perturbing planet? No. He suggests that a cloud of cosmic dust hides the planet from us.
He calculates the location and properties of this cloud and asks for a research grant . . .
(Lakatos, 1970: 100–1)
Measuring skulls
If the above hypothetical example looks far-fetched to you, see what happened when
the great nineteenth-century French scholar Paul Broca (see Chapter 6) encountered
data that did not agree with his ideas. Broca was heavily involved in attempts to inves-
tigate whether the major differences observed in the brains of people were associated
with individual differences in functioning. (The brains of individuals differ as much in
their appearance as, for instance, faces. Brain imagers who work with a limited num-
ber of patients know after some time who a particular brain image is from by simply
looking at it, just as we can identify people by looking at their faces.)
One rather straightforward and generally accepted hypothesis was that there would
be a positive correlation between the size of a brain and the intelligence of the person:
the larger the brain, the more intelligent the person. And indeed the pattern of care-
fully measured specimens initially seemed to bear out the prediction. For instance,
an analysis of brains of high-performing individuals showed that famous people like
Cromwell, Byron and Cuvier had brains weighing more than 1,800 g, well above the
male average. Other measurements showed that males had larger brains than females,
that adult people had larger brains than the elderly, and that Europeans had larger
brains than natives from Africa and America (you can find a review of these findings
in the first volume of the Journal de Médecine Mentale (1861), in an article entitled
‘Du volume et de la forme du cerveau’).
However, in 1862 Broca was given a collection of 60 skulls excavated from a cem-
etery in a poor Basque village in Spain. As can be seen in Figure 9.5, the highly
Figure 9.5 Original table from Broca (1863).

This shows the larger brain capacities in 60 Basque skulls than in 384 Parisian skulls (there were five
different sources for the latter). The mean size of the Basque people was 1,487 cm3; that of the Parisians
1,437 cm3. Only one small Parisian sample (coming from the Morgue) outperformed the Basques.
unexpected finding was that these people had consistently larger brains than the
Parisians! Here is how Broca responded to this finding (translated from Broca,
1863: 11–13):
The average skull capacity of the Basque people is . . . larger than that of the total group
of the Parisians. Only inferior to the skulls from the Morgue, it surpasses . . . the capac-
ity of the skulls of the aristocrats from the Middle Ages . . . and even that of the skulls
of the bourgeoisie from the nineteenth century.
What could be the reasons for this unexpected result? The skulls in all samples have
been collected without selection, so that the relative proportion of skulls of the two
sexes should be more or less the same in all samples. A comparison of the Parisian
samples has shown the influence of the social class on the volume of the head. The skull
of a modern bourgeois is more voluminous than that of a proletarian; it is also more
voluminous than that of an aristocrat from the Middle Ages; this would establish that
in the same race, the progress in civilization, comfort and education coincides with a
growth of the brain. But this evidently cannot be the reason of the great capacity of
the skulls in the Basque people. Those skulls come from a poor village cemetery, from
a backward and ignorant populace that vegetated in the darkness . . .
The substantial capacity of the skulls is, therefore, a natural characteristic of this
race. However, M. Broca is far from concluding on the basis of this that the Basque
people would be more intelligent than the people from Paris. As a matter of fact, the
intelligence does not depend solely on the volume of the encephalon; it also depends on
the relative development of the different regions of the brain. The brains of the Basque
people are, on average, larger than ours; but this would only be an indication of superi-
ority if they had the same shape, if, for instance, the frontal region were in absolute or
in relative terms as developed as ours. So, M. Broca has measured separately the main
parts of the head, and he has discovered that the anterior skull is, in absolute terms,
smaller in Basque people than in Parisian people. It is the considerable development of
the occipital region that gives the Basque skulls their big capacity. (italics in original)
So, rather than giving up his theory in the face of falsifying evidence, Broca introduced
a modification to salvage the theory: the Basque people had larger skulls, not because
they were more intelligent (or because intelligence was not correlated with brain size),
but because the brain parts unrelated to intelligence were larger. Notice that this modi-
fication would have been acceptable for Popper as it was based on empirical evidence
and increased the falsifiability of the theory. All that was needed was to set up a study
to test the new claim (which, as far as we know, never happened).
It is important to realise that Broca is by no means an exception. Everyone reading
primary scientific literature (i.e. original research reports) will be familiar with this
type of wriggling by authors who are confronted with evidence that does not fit their
theory, and who propose all types of modifications without testing them.
Why researchers do not like to give up theories
The reason why scientists in general do not like to give up their theories is not so much
that they have to admit they were wrong (although this is sometimes a problem for the
researcher who initially proposed the theory), but that rejecting a theory means the
scientists have to start all over again. They have to search for a new, plausible theory
that explains everything the previous theory explained plus the novel, contradictory
finding. This, arguably, is one of the hardest challenges in science.
Remember the Wason task we discussed above. There we said that: ‘If partici-
pants thoroughly tried to falsify each rule they came up with and if at some point
they generated the correct rule, they were bound to find the solution.’ The condition
in italics is the bottleneck: someone has to come up with the correct idea, before
falsificationism leads to progress. Falsificationism by itself does not lead to the
correct explanation; it only eliminates wrong ideas. As long as no-one ventures
the right interpretation, falsificationism is a dead end. This is what Einstein meant
when he wrote: ‘A theory can be proved by an experiment; but no path leads from
experiment to the birth of a theory’ (as cited in Andrews, 1987: 264). For that
reason, scientists need convincing evidence before they are willing to give up their
favourite theories.
Although Popper’s insights of falsificationism and the unacceptability of ad hoc
modifications were important steps forward, they did not explain why most of the
time researchers tend to cling on to their theories in the light of counter-evidence and
why at other times they are willing to give up a theory in search for a new conjecture.
A model that does a better job in this respect was proposed in the 1960s by Thomas
Kuhn.
Interim summary
Popper’s falsification alternative to logical positivism
● Science is better considered as the formulation of theories (on the basis of inductive
reasoning and educated guessing) that scientists subsequently try to falsify by deriving
hypotheses which are put to the falsification test; this is the hypothetico-deductive
method.
● There is no guarantee that an initially proposed theory is correct; therefore, science
proceeds by trial and error.
● Science differs from non-science because (1) the theories can be falsified and (2) there
is a willingness to do so.
● Falsification is a better criterion than verification. It is not possible to use observation
to prove a theory, but it is possible to use observation to falsify one.
● The more falsifiable a theory is (depending on its level of detail and scope), the better
the theory is.
● Falsification is counterintuitive because people have a bias towards trying to confirm
their opinions rather than trying to reject them.
● Limitations of falsificationism:
– Popper’s insistence on replacing falsified theories by bold alternatives as soon as they
are contradicted by empirical observations does not agree with scientific practice and
would also seem to be too radical.
– When researchers are confronted with conflicting evidence, they first try to modify the
existing theory so that it can account for the contradictory finding.
– According to Popper, modifications are acceptable as long as they do not make the
theory less falsifiable; otherwise, they are unacceptable ad hoc modifications.
– Problem: researchers regularly propose modifications they do not test and that are
not taken up by other researchers. Is this still science?
9.4 Science is a succession of paradigms

Thomas Kuhn (1922–1996) was an American physicist who, after taking his PhD, first
turned to the history of science and then to the philosophy of science. His best-known
publication is The Structure of Scientific Revolutions (first published in 1962; second,
revised edition in 1970). Kuhn agreed with Popper about the priority of theory over
observation. In his view too, science did not in the first place proceed from fact to
theory, but on the basis of conjectures that were mercilessly tested. Even more than
Popper, he stressed that all observations and theoretical concepts were dependent on
the language of the adopted theory/conjecture. He also emphasised the pressures that
are present in the science community to keep individual scientists within the confines
of the prevailing research tradition. Only certain research questions are considered
to be of interest by the majority of researchers; in addition, these questions must be
examined in well-specified ways. Researchers that do not adhere to these conventions
are seen as mavericks and are ostracised, as we will see below.
The general layout of Kuhn’s theory

Pre-science
Figure 9.6 shows the general layout of Kuhn’s theory. In his view, each research discipline
starts with an unorganised amalgam of facts, observations and models to explain
small-scale phenomena (i.e. the situation illustrated in Figure 9.1). Figure 9.7 shows
another example of this situation. Researchers try to understand isolated facts (the
black lines) without having an idea of the wider framework. As a consequence, their
explanations often contradict each other (e.g. the explanation of one fact is incompat-
ible with that of another fact). They also do not agree about the methods to use.
The creation of a paradigm

At some point in time, a general framework (theory) is proposed (Figure 9.8). This not
only informs the researchers about the interrelations of the various blobs, but they also
gain an idea of the methods that must be used to properly investigate the different
paradigm facts. In Kuhn’s terms, at that moment the researchers share a paradigm, a set of com-
notion introduced by Kuhn mon views of what the discipline is about and how the problems must be approached.
to refer to the fact that This is the start of science. The paradigm will determine:
scientists share a set of
common views of what 1. what is to be observed and scrutinised,
the discipline is about and
how problems must be 2. which questions should be asked,
investigated 3. how the questions are to be structured, and
4. how the results of scientific investigations should be interpreted.
Kuhn’s theory of scientific progress

pre-science S normal science S crisis S revolution S new normal science
S new crisis S . . .
Figure 9.6 Different stages in Kuhn’s theory of scientific progress.
Figure 9.7 Pre-science stage of Kuhn’s theory.

Researchers have a collection of facts, observations and models to explain these facts. There is not
yet a general theory that integrates the different findings within an overall framework. There is
also no agreement yet about the precise research methods to be used.
Source: Adapted from Fisher (1968).
Figure 9.8 Normal science stages of Kuhn’s theory.

When researchers start to use a common theoretical framework to investigate the different facts
(i.e. that the lines represent a swan), according to Kuhn they have a paradigm. This paradigm
determines which facts should be examined, how this should be done, and what types of explana-
tions are allowed.
Normal science
Once the researchers share a paradigm, the discipline finds itself doing normal science.
This involves attempts to falsify the theory, to see how strong the theory is. If there
is a consistent deviation between the theory and a line of findings, a modification
or extension is introduced to capture the intractable fact without changing the core
of the paradigm (as indicated above). Although there is no explicit ban, researchers
are not expected by their colleagues to question the paradigm and to come up with
incommensurable, bold conjectures. If they do so, they will find themselves ostracised,
which will result in difficulties in obtaining money for their research and having their
papers published.
Kuhn also called the stage of normal science ‘puzzle-solving’, because researchers
work on familiar topics using well-known techniques and practices. They have con-
fidence that they will be able to solve the puzzle using the available tools. They are
guided (governed) by the rules of the paradigm.
Crisis and revolution
Inevitably, according to Kuhn, the phase of normal science will yield results that
cannot be accounted for by the paradigm. At first, these findings are seen as anomalies,
unexplained observations, rather than falsifications, and researchers will question the
quality of the findings or look for ways in which they can be explained with the use of
modifications to the existing theory. Again, inevitably (in Kuhn’s view) the anomalies
will multiply and become more severe. They will require an increased use of ad hoc
modifications and changes to the theory that other researchers do not find interesting
enough to test (like Broca’s proposal about the magnitude of the different brain regions).
Because of the proliferation of ill-substantiated modifications, the original framework
will become increasingly incoherent and cluttered, resulting in a state of affairs very
similar to the pre-science situation. Scientific progress stalls and confidence in the para-
digm is undermined. In Kuhn’s term, the discipline finds itself in a state of crisis.
At the time of a crisis, a scientific discipline is more open to bold, alternative con-
jectures that question the core of the paradigm. These alternatives must provide the
same level of detail and falsifiability as the existing paradigm and, in addition, provide
a better interpretation for the deviating findings. In particular, scientists are looking
for a conjecture that allows the discipline to make progress again, to yield new predic-
tions that can be falsified and stand the test.
A particularly interesting distinction in this respect was introduced by the Hungarian
born mathematician, Imre Lakatos (1970). He called a paradigm that does not allow
its adherents to make new predictions and that requires a growing number of post hoc
degenerative research modifications to explain conflicting findings, a degenerative research programme. In
programme contrast, a paradigm that allows the formulation of novel, hitherto unexpected facts
notion introduced by he labelled a progressive research programme. Dienes (2008: 48) used the following
Lakatos to indicate a
paradigm that does not
colourful description to illustrate the difference between the two types of programmes:
allow researchers to make ‘In a progressive programme, theory keeps ahead of the data; in a degenerating pro-
new predictions and that gramme, theory lags behind the data, desperately trying to adjust itself to keep up.’
requires an increasing Kuhn called the replacement of a paradigm in crisis by an incompatible, new para-
number of ad hoc
modifications to account digm that makes new predictions and that repeatedly stands the falsification test, a
for the empirical findings scientific revolution. During a scientific revolution, a paradigm shift takes place, in
which the old paradigm (the degenerative research programme) is replaced by a new
progressive research
paradigm (the progressive research programme). This is a time of intense scientific
programme
progress. Suddenly, a lot of facts which were previously not understood start to make
notion introduced by
Lakatos to indicate a sense. It is a time of enormous scientific excitement (because of the major break-
paradigm that allows throughs that are made in rapid succession), unlike the everyday ebb and flow that
researchers to make new, characterises normal science.
hitherto unexpected
predictions that can be
To give you an idea of what happens during a scientific revolution, have a look at
tested empirically Figure 9.9. It contains the same facts as Figures 9.7 and 9.8. However, because of the
shift in paradigm, the meaning of the facts has changed emphatically. What researchers
Figure 9.9 Crisis stage in Kuhn’s theory.

During the crisis phase in Kuhn’s theory, a paradigm in crisis is replaced by an incompatible, new
paradigm that enables the prediction of new, hitherto unexpected facts, which subsequently stand
the falsification test (i.e. the lines do not come from a swan but a squirrel). Kuhn called this a
paradigm shift.
previously believed to be a head (metaphorically speaking) suddenly turns out to be a

tail! No wonder the scientists did not understand the facts within the previous para-
digm and had to revert to increasingly degenerative modifications of their theory.
Examples of scientific revolutions

Astronomy provides several examples of degenerative theories that were replaced by
incompatible new ones. The most famous, of course, is that of the Copernican revolu-
tion, when geocentrism was replaced by heliocentrism (see Chapter 2). Another example
around the same time was the replacement of circular orbits by ellipsoid orbits. Coperni-
cus had started his model of the universe by assuming that all movements of the celestial
bodies were circular. This required him to work with epicycles, to explain the observed
movements of the sun and the known planets (the ‘wandering stars’; Figure 9.10). Each
time a significant deviation was noticed between the predicted movements and the
observed movements, a new epicycle had to be added post hoc (i.e. after the deviation
had been observed). In the end, Copernicus needed more than 30 of them (which he
claimed was still less than the geocentric model of Ptolemy and Aristotle).
At the beginning of the seventeenth century the German astronomer Johannes Kepler
proposed a theory according to which the orbit of a planet around the Sun was ellipsoid
rather than circular, with the sun in one of the foci of the ellipse (Figure 9.11). This model
was not only simpler; it also allowed for new predictions about the speed of the planets.
Incidentally, both examples of Copernicus and Kepler illustrate that scientific
revolutions do not always happen overnight, as the name may suggest. As we saw in
Chapter 2, Copernicus first wrote about his model in 1514, more than a century before
Galilei started to defend it! Similarly, Kepler published his ideas about the orbits of
the planets in 1619, but they were largely ignored for the first 50 years (by, among
others, Galilei and Descartes). To some extent this is understandable. Only when the
discipline is in crisis do scientists start to look for alternative explanations. Either these
Epicycle
Centre of orbit
Sun
Actual path of
planet (dotted line)
Figure 9.10 The use of epicycles to explain the movement of a planet around the Sun in
Copernicus’s model of the universe.
To approach the observed path of the planet, Copernicus had to assume (1) that the Sun was not at
the centre of the orbit of the planet, and (2) that the planet not only moved in a circle around the
Sun, but in addition in a circle around the first circle, a so-called epicycle. Because in some cases
the predictions still did not fully match the observations, a further epicycle on the first epicycle
was required.
have to be newly found as a result of the crisis, or they are based on a search through
the archives for ideas that for a long time have been overlooked (because they were not
in line with the then prevailing paradigm).
Still related to scientific revolutions, it is important to keep in mind that they consist
of a paradigm shift, a shift of the theoretical backbone of a discipline. A scientific
revolution means that many existing research topics lose their appeal (either because
their mystery has been solved or because it becomes clear that the research on them
was misguided). They are replaced by new topics that follow from the novel paradigm
and that often require different research methods. When only a minor part of the para-
digm needs to be replaced by an alternative explanation, Kuhn did not consider this
to be a revolution. Others, however, have been less restrictive in their use of the word
paradigm (see, for instance, Chapter 12, where the opening quote talks of a ‘paradigm
war’ in psychology). In particular psychology seems to have been quite generous with
the term, using it for nearly every major change in theory and approach, making the
anthropologist Geertz (2000) jest that in psychology paradigm shifts come along not
by the century but by the decade or even by the month (Driver-Linn 2003).
Planet
Sun
x x
Foci
Figure 9.11 Kepler’s alternative model.

Based on the idea that the orbit around the Sun is an ellipse with the sun in one of the foci. This
model not only was much simpler, it also gave a better account of the speed of the planet.
What do you think?

In Chapter 5 we saw the emergence of behaviourism and cognitive psychology.
Were these scientific revolutions involving a paradigm shift? Can you think
of arguments in favour of this belief? And what are the counter-arguments?
(Remember that you always must try to falsify statements, rather than give in to
the confirmation bias.)
Return to normal science

Once the paradigm shift has taken place, the new paradigm takes over and forms the
new background against which research occurs. After the rapid changes and excite-
ment of the revolution, the situation returns to normal and the scientists go back to
their usual activity of puzzle-solving. They will defend the new paradigm and the
associated research methods with the same vigour as they defended the previous
paradigm.
The pressure exerted by a research community in a period of normal science on
its members to stay within the limits of the shared paradigm can be illustrated by the
ways in which novices (students) are introduced into the field. They are taught a set of
‘objective’ and ‘generally accepted’ (i.e. unquestionable) research techniques and facts,
which they study from textbooks hiding the paradigm shifts of the past. The latter is
achieved either by reinterpreting the past so that it fits within the current paradigm
or by placing the start of the discipline at the moment of the most recent revolution.
Everything that happened before is then conveniently summarised as well-meant but
ultimately naive precursors of the current, ‘real’ science. In this way, the illusion of sci-
ence as a cumulative enterprise of ever increasing knowledge is maintained. As Gould
(1996: 25) noted, ‘Most scientists don’t care a fig about history; . . . they do regard the
past as a mere repository of error – at best a source of moral instruction in pitfalls
along paths to progress.’ Normal science continues until the anomalies once more
become too numerous and too severe to remain acceptable, propelling the discipline
into its next crisis . . .
Vazire (2020) pointed to the fact that science is often less self-correcting than it
pretends to be and that researchers who dare to criticise others are rarely rewarded for
doing so. In Vazire’s (2020, p. 9) own words:
Scientists are very quick to say that science is self-correcting, but those who do the
work behind this correction often get accused of damaging their field, or worse. My
impression is that many error detectors are early-career researchers who stumble on
mistakes made by eminent scientists, and naively think that they are helping by pointing
out those problems – but, after doing so, are treated badly by the community.
What do you think?

Go back to the Preface, where we defined conceptual issues. Can you see now how
the conceptual issues are closely intertwined with the paradigm in a research
discipline (the implicit set of rules about what is worthwhile to investigate and
how this has to be done)?
On the relativity of paradigms and the science wars

Paradigms are ever changing
A disturbing aspect of Kuhn’s theory was that each paradigm is considered to be a
temporary set of ideas, bound to turn into a crisis and to be replaced by an alterna-
tive paradigm. This means that current scientific knowledge cannot be considered as
absolute truth but must be seen as a transition phase from the previous paradigm to
the next. The squirrel in Figure 9.9 is not the final interpretation. At some point in the
future it will be replaced by yet another organisation, which itself will only last for
some time, and so it will go on.
The unbearable lightness of science
A second disturbing factor about Kuhn’s theory was that Kuhn was rather unclear about
whether a revolution meant progress or simply a change of paradigm. Whereas scientists
felt affinity with the former view (bad theories are replaced by better ones), philosophers
of science were more intrigued by the second possibility. What if science was nothing
but an endless parade of paradigms, each throwing a different, limited light on what
is essentially a multifaceted reality? This would completely rob science of its aura of
objectivity and remove it from its supposed superiority over other forms of knowledge!
Kuhn’s demonstrations that scientific disciplines depend on paradigms and that all
disciplines have known major paradigm shifts were in stark contrast with the positiv-
ists’ claims that science was always right and, therefore, should be the motor of all
progress. Science had been wrong in the past and there was no guarantee that it was
right this time. This eye-opener released the floods of resentment that had built up
against science’s position in several segments of society. After all, science had no other
security to offer than the arrogance and self-confidence of the scientists. The claim
that science, and only science, offered true knowledge of the world was difficult to
uphold given that there was no warranty of the current paradigm being the right one.
Kuhn’s analysis rekindled the controversy between realism and idealism. As you
realism may remember from Chapter 3, realism says that:
view within philosophy
that human knowledge ● concepts used in human knowledge refer to a physical reality which has priority
tries to reveal real things (e.g. is more important for survival),
in the world; the truth of
knowledge is determined
● knowledge is discovered rather than created, and
by the correspondence of ● truth is determined by the correspondence between knowledge and the physical world.
the knowledge with the
real world In contrast, idealism holds that:
idealism ● the world as we know it is a construction of the mind,
view within philosophy ● human knowledge is a subjective or social construction that does not necessarily
that human knowledge is
a construction of the mind
correspond to an outside world,
and does not necessarily ● all knowledge is affected by language and culture, and
correspond to an outside
world; the truth of ● the truth of statements depends on their coherence with the rest of the knowledge.
knowledge depends on
coherence with the rest
The discussion of idealism vs. realism was first raised explicitly by the Irish philoso-
of the knowledge in the pher George Berkeley (1685–1753). He reasoned that if one assumes that all knowledge
social group is based on observation (as empiricists do), then there is no guarantee of an outside
physical reality corresponding to the knowledge. The only thing that is real for people
is perception itself. As we saw in Chapter 3, philosophers (including Kant and the
Scottish common-sense philosophers) tried to refute the argument, but were not fully
successful.
Kuhn’s analysis of research paradigms reinvigorated the debate in the second half
of the twentieth century. Whereas scientists claimed they were discovering the physical
reality (realism), Kuhn’s scrutiny suggested that all they were doing was creating a set
of stories about their perceptions (idealism), shrouded in a secretive language (jargon)
and adorned with an unjustified air of objectivity, which in a hundred years’ time would
be looked upon as another outmoded paradigm based on wrong assumptions. After all,
there were plenty of examples of superseded scientific ‘facts’ that in the past had been
defended with the same zeal as contemporary scientists push their new ‘data’. Nothing
guaranteed that the prevailing paradigms in the different sciences were the right ones.
Kuhn’s theory predicted they are not (and never will be). Or as Feyerabend (1975) put it
in his anarchistic theory of knowledge: scientific claims may be no different from other
kinds of opinions, such as those provided by ancient myths or religions. Science has no
inherent authority and the respect for science in current Western society is nothing more
than the reverence people in the Middle Ages felt for the Catholic Church.
The science wars
Events culminated in a frontal attack against science by a number of philosophers and
postmodernist sociologists, who are referred to as postmodernists (although several names are used
in the philosophy of in the literature, referring to different positions taken). Postmodernism refers to a
science, someone who general cultural movement adopting a sceptical attitude to many of the principles and
questions the special
status of science and sees assumptions that underpinned modernity, such as uncritical belief in the benefits of
scientific explanations as capitalism, science and technology, which replaced the traditional ways of life (Sim,
stories told by a particular 1998). Important names of postmodernists in the philosophy of science are the
group of scientists Austrian-British philosopher Paul Feyerabend (1924–1994) and the French philoso-
phers Jean-François Lyotard (1924–1998), Michel Foucault (1926–1984) and Bruno
Latour (born in 1947). They particularly called into question the claim of realism on
which science was based.
According to the postmodernists, the analyses of Popper and in particular Kuhn
showed that scientific knowledge had less to do with realism than with the opinions
shared by the group of scientists. According to them, so-called scientific knowledge
social construction was a social construction by the scientific community, affected by their language and
notion used by culture. The truth of scientific statements did not depend on how well the statements
postmodernists to indicate represented reality, but on how coherent they were with the rest of the paradigm shared
that scientific knowledge
is not objective knowledge by the group. Scientific knowledge was not superior to other types of knowledge;
discovering the workings scientists had simply managed to acquire a lot of power in Western society by forming
of an external reality, but alliances with other strong groups, and they had been able to impose their views on
a story told by a particular other segments of society (see also Chapter 14).
scientific community on
the basis of its language The ensuing debate between scientists and postmodernists is sometimes referred to
and culture in the philosophy of science as the science wars (which is a good term to use to search
for further information on the internet), although very few scientists seem to be aware
science wars
of these wars (in line with their general indifference towards the efforts to define the
notion used by the
postmodernists to refer to essence of the scientific method, as we saw at the beginning of this chapter). For them,
their attacks against the the scientific achievements of the past 400 years are so overwhelming that it is incon-
special status of science ceivable that anyone would doubt them. As Sokal (1996) wrote, paraphrasing the
and their unmasking of eighteenth-century philosopher David Hume: ‘anyone who believes the laws of physics
scientific knowledge as a
social construction are mere social conventions is invited to try transgressing those conventions from the
windows of my apartment. (I live on the twenty-first floor.)’
What do you think?

What do you think of the postmodernist ideas about science? Is it possible that all
scientific knowledge is nothing but a social construction? If so, is there any point
in ‘harassing’ students with compulsory science courses? Also, could the fall of
scientific truth have contributed to the rise of fake news? If there is no general
truth, can everyone be entitled to their own truth?
Interim summary
Kuhn’s theory
● A discipline needs a general theory to become scientific (otherwise it is a pre-science).
This theory forms a paradigm against which observations are made, questions posed and
answers interpreted.
● During periods of normal science, scientists solve puzzles within the existing paradigm.
They defend the paradigm and ostracise colleagues who question it. Modifications of the
theory in the light of contradictory findings must stay within the paradigm. Otherwise
the finding is an unexplained anomaly.
● During a period of normal science, anomalies accumulate and modifications become
increasingly ad hoc. This triggers a crisis.
● During a crisis, scientists are more open to an alternative, incommensurable theory, if
the latter provides the same level of explanation and in addition allows the formulation
of new predictions that stand the falsification test. If such an alternative is found, a
paradigm shift takes place, which Kuhn calls a scientific revolution.
● Because of these scientific revolutions, scientific progress is not steady and cumulative.
During the revolution progress is very fast; at the end of a period of normal science,
progress is very slow or non-existent.
● The cycle of periods of normal science followed by scientific revolutions is
never-ending.
● Paradigm shifts in Kuhn’s theory do not imply that the old paradigm is replaced by a
better one; it is just replaced by another one.
● This means that all scientific knowledge is relative and time-dependent, because it is
based on a paradigm that is bound to be replaced in the future.
● The awareness that scientific knowledge is relative has elicited strong criticism
from the postmodernists. In their view science is in no way superior to other types
of knowledge, because it consists of social constructions made up by the scientists.
Scientists have more power because they have formed strong alliances with other
powerful groups.
9.5 The pragmatic alternative

In Chapter 3 we saw how Kant and Reid struggled to refute idealism. The science
wars of the twentieth century illustrate just how difficult this is. Both realism and
idealism have strong arguments in their favour, making it impossible to convince die-
hard proponents. Looking at the various arguments made by Kant and Reid, the one
that seems to have had the most impact is that of the constraints the physical world
imposes on human actions (an argument already found in the Ancient Greek responses
to scepticism). This is what Reid called ‘common sense’.
Peirce and pragmatism

The American philosopher Charles Peirce (1839–1914) took the idea of common
sense one step further and argued that success in coping with the physical reality
could be taken as the criterion to decide how worthwhile knowledge was. If you asked
scientists which scientific insights were valuable and likely to be carried on in subse-
quent research, they may be more likely to refer to ideas that allowed them to make a
practical difference than to ‘true’ ideas (whatever ‘true’ may mean).
pragmatism Peirce’s position is known as pragmatism. Its basic tenet is that knowledge arises
view within philosophy from the interactions of the individual with the world. Knowledge is not a passive
that human knowledge is mirror of reality (as defended by realism), nor a subjective construction (as claimed
information about how
to cope with the world;
by idealism). It is information about how to cope with the world. Truth within this
the truth of knowledge view depends on the success one has in engaging with the world, on what works.
depends on the success The truth of a theory (as opposed to its rival) is only of interest if it makes a practical
one has in engaging with difference. Because the world constantly changes, the truth is not fixed either.
the world, on what works
Why pragmatism was overlooked for a long time in the

philosophy of science
Despite the fact that the pragmatic approach was formulated at the end of the nine-
teenth century, well before the advent of logical positivism, it did not have much impact
on the latter or on subsequent developments within the philosophy of science (e.g.
Chalmers (1999) does not mention it in his bestselling book on the philosophy of
science). One reason why the logical positivists were not impressed by the pragmatic
alternative was that it did not seek to draw a distinction between scientific knowledge
and non-scientific knowledge (recall the demarcation criteria). Peirce (1877) made a
distinction between four ways of gathering knowledge, of which the scientific method
was only one. The other three were:
1. The method of tenacity. People hold assumptions and beliefs because they have
been around for a long time. Peirce (1877) considered this to be the most primi-
tive form of knowledge. It is the origin of culture-specific customs passed on from
generation to generation through observational learning.
2. The method of authority. People form opinions by consulting ‘experts’. This is
usually associated with the influence various religions have on human thinking. How-
ever, it also applies to the automatic adoption of scientific advice, or to situations in
which scientists rely on the conclusions of other scientists without checking them.
9.5 The pragmatic alternative 395
3. The a priori method. People use their own reason and logic to reach conclusions.
This includes deductive reasoning, but also the type of knowledge that is important
in disciplines such as art history, literary criticism, philosophy and theology, where
people express opinions and theories without feeling a need to verify them empiri-
cally. This type of knowledge also includes intuitive knowledge (defined as hunches
people have about what may work in a particular situation without knowing the
reasoning that resulted in the hunch).
According to Peirce, there was no clear difference between the scientific method
and the three other methods of knowledge acquisition. All knowledge that helped to
cope with the world was useful, wherever it came from (science, tradition, religion,
philosophy).
Another reason it took a long time for Peirce’s views to have a real impact on the
philosophy of science was that they seemed less coherent and watertight than the
usual writings on logic and epistemology. For instance, pragmatism’s definition of
truth (‘what works’) seemed to be much weaker than the traditional definitions based
on logic. Indeed, in response to the criticism he received, in 1905 Peirce to some extent
distanced himself from his earlier views. Peirce’s impact was further compromised
because for most of his life he was not connected to a university (he actually had a
rather tragic life, which can easily be researched on the internet). His influence was
mainly due to a friend of his, William James (yes, him!), and a PhD student he had
during a short stint at Johns Hopkins University, John Dewey. Both men were more
effective in the launch of functionalist psychology in the USA than in the launch of
pragmatism in the philosophy of science, even though towards the ends of their lives
they identified themselves predominantly with the latter. In addition, the three pro-
ponents did not have exactly the same ideas of what pragmatism was, making the
message less straightforward and convincing than it could have been.
Renewed interest in pragmatism

The science wars with their revitalised debate of idealism vs. realism created new
momentum for the pragmatic alternative, because it does not require a stance for or
against the existence of an independent physical reality (Rochberg-Halton, 1987; Bem
& Looren de Jong, 2006), even though it remains true that for many philosophers
pragmatism is not as securely established as the other approaches. Indeed, Talisse and
Aikin (2011: 1) started their book The Pragmatism Reader: From Peirce to the Present
with the observation that:
Although the term pragmatism is frequently used to characterize some or other highly
specific thesis or program, pragmatism is not and never was a school of thought unified
around a distinctive doctrine. In fact, the first pragmatists – Charles Peirce, William
James, and John Dewey – were divided over what, precisely, pragmatism is.
As we will see in the coming chapters, the most interesting aspect of pragmatism
for psychologists is the proposal that practical utility is an important aspect to judge
the worth of new knowledge, even when there is no guarantee that the insight is true
according to the correspondence theory (i.e. matches an entity in a physical reality
with priority over human action). Indeed, the existence of a physical reality corre-
sponding to human thought is a thornier issue in psychology (studying the workings
of the human mind) than in sciences studying the workings of the world.
KEY FIGURES in the philosophy of science

● Francis Bacon (1561–1626)
– British scholar and politician.
– Among the first to promote the use of observation and experimental histories as the basis of knowledge
acquisition, rather than reliance on tradition and authority.
● William Whewell (1794–1866)
– British priest and polymath.
– Argued that theories affect observations.
– Also acknowledged that hypotheses were possibly wrong conjectures.
● Charles Peirce (1839–1914)
– American philosopher.
– Founder of pragmatism (together with James and Dewey).
– Maintained that only knowledge of practical value to cope with the world was true.
– Neglected for most of the twentieth century because pragmatism did not make a distinction between
scientific and non-scientific knowledge; currently there is increasing interest in his views.
● Wiener Kreis (Vienna Circle; 1924–1936)
– Group of philosophers and scientists in Vienna (Austria) who tried to define the essence of the scientific
method.
– Known as the proponents of ‘logical positivism’, which saw the scientific method as based on verification
through observation (verificationism); also requirement of operational definition of variables.
● Karl Popper (1902–1994)
– Born in Vienna; attended meetings of the Wiener Kreis.
– Left Austria because of the growth of Nazism, first to New Zealand, and then to
England, where he became professor at the University of London.
– Argued that science is theory-driven: scientists conjecture explanations which
they subsequently try to falsify. This is the so-called hypothetico-deductive
method. As a result, science proceeds by trial and error.
– Stressed the importance of falsification over verification.
Karl Popper
– Modifications to theories are only allowed if they make the theory more falsifiable. Source: History collection
2016/Alamy Stock Photo.
● Thomas Kuhn (1922–1996)
– American physicist who first became interested in the history of science and then
in the philosophy of science.
– Stressed that science is a social activity, because researchers in a scientific
discipline share a paradigm they impose on newcomers.
– An established science continuously goes through a cycle of normal science S
crisis S revolution S normal science . . .
– During a revolution, a paradigm shift takes place.
– Because scientific research depends on a paradigm that will change in the future, Thomas Kuhn
Source: Bill Pierce/The LIFE
scientific findings are relative. Images Collection/Getty
Images.
● Postmodernists (end of the twentieth century)
– Group of philosophers (first in Austria and France, then also in other countries)
who, following Kuhn, argued that scientific theories were social constructions, no different from other
types of knowledge.
Interim summary
● A strong component of the discussion within the philosophy of science is the extent
to which human perception and understanding correspond to a physical reality. This is
known as the realism vs. idealism debate.
● Another view is that knowledge of reality is derived from successfully coping with the
world. Ideas that work are retained; ideas that do not make a practical difference get
lost. This is the pragmatic view.
● The pragmatic view has been ignored for a long time, because it does not give a special
status to scientific knowledge, but currently seems to be gaining momentum.
9.6 Focus on: How to respond to scientific findings?

In our experience, students at the end of a lecture/course on the philosophy of science
usually feel bewildered (as we have been as well). What to make now of scientific
findings? Can they be trusted or not? Which side to take: that of scientists or that
of postmodernists? For what it is worth, here is the conclusion we distilled from our
readings and experience, even though it is likely to be contested by both sides.
Two extreme views of the status of science

In the preceding sections we have seen two extreme views of the status of science.
On the one hand, there is the claim that science is objective, because it is based on
observable facts and on theories that have been verified and that survived falsifica-
tion tests. On the other hand, critics argue that science consists of time-dependent
personal views, because the perception of facts is biased by the scientists’ theoretical
background (paradigm), which will change in the future.
The first message is still largely promoted in scientific education (science textbooks
and classroom discussions). According to McComas (1998), the idealisation of science
initiated by the positivists remains widespread in our times. He extracted 15 ‘myths of
science’ that continue to be propagated. They are:
1. Scientific hypotheses become theories that in turn become laws (which have the
highest status of scientific truth).
2. Scientific laws are absolute (i.e. they are always true).
3. A hypothesis is an educated guess (rather than a bold conjecture).
4. A general and universal scientific method exists (in line with the universal and
ahistorical demarcation criteria sought by the logical positivists).
5. Evidence accumulated carefully results in sure knowledge.
6. Science and its method provide absolute proof.
7. Science is procedural more than creative (see also Chapter 10).
8. Science and its methods can answer all questions.
9. Scientists are particularly objective.
10. Experiments are the principal route to scientific knowledge.

11. Scientific conclusions are reviewed for accuracy (before they are published).
12. Acceptance of new scientific knowledge is straightforward.
13. Scientific models represent reality.
14. Science and technology are the same.
15. Science is a solitary pursuit (again see Chapter 10).
The postmodernist view of science is popular among those who want to curtail
science’s influence in society. It is used, for instance, to argue against the need of
compulsory science education in primary and secondary schools.
In search of middle ground

The first step
A first step towards middle ground is to accept that facts have an objective basis even
if there is a subjective component in their perception. As argued over and over again,
human actions are constrained in a number of ways by a physical reality. Also, it
cannot be denied that science has been quite successful in its interactions with the
environment (cf. the pragmatic criterion). Therefore, it seems wise to accept that the
perception of facts has both an objective and a subjective component. Just as it can-
not be denied that the observations of facts are coloured by the theoretical framework
within which they are studied, it seems better to accept that these observations corre-
spond to ‘something’ in the world. It is not true that scientists have consistently found
what they expected to find. Throughout history, empirical observations have imposed
themselves on scientists and forced them to revise their ideas. More than once, their
perceptions have baffled scientists because they were so much at odds with the exist-
ing expectations.
When Galilei first observed moons around Jupiter with his telescope (Chapter 2),
this was not because he expected to find them there. Neither did his critics, when
they were invited to have a look through the telescope. Similarly, the Danish scholar
Ørsted had no biasing prejudices when in 1820 he suddenly observed that the needle
of his compass deflected each time he switched on an electric battery (this was the
origin of the research showing a close relationship between electricity and magnetism).
Researchers have a name for this type of accidental discovery while they are looking
for something entirely different; they call it serendipity.
Accidental discoveries illustrate that perceptions have an origin outside the perceiver
and at times can enforce themselves. They are more than theory-laden projections by
the scientists. Observations may be misinterpreted, but they will never be completely
at odds with the events that are at their origin. As such, the constant coupling of scien-
tific statements to observations is an assurance that statements will not be completely
unsubstantiated (as may be the case with unchecked, principle-driven claims), even if
there is no guarantee of their full correctness.
The second step
A second step towards middle ground is the acceptance that scientific claims must be
treated with caution, certainly when they are new. They are not unquestionable. We
have seen a multitude of reasons why a particular claim may be wrong, why scientific
progress should be considered as a process of trial and error rather than a steady
accumulation of sure facts. Therefore, it is crucial to remain critical about claims

made by scientists. It is not true that once science has spoken there is no more room
for debate (as suggested in the excerpt that opened this chapter).
The danger of erroneous scientific claims is particularly high for newly proposed
ideas that have not been through repeated falsification tests. As is true for other prod-
ucts of human creativity, only a small percentage of all scientific ideas put forward
survive the first few years of their existence, either because they are shown to be
wrong or because they do not seem to have any practical relevance. Ioannidis (2005),
for instance, studied the fate of high-impact clinical intervention studies claiming
to have found significant effects, published between 1990 and 2003. Of the 45 such
studies, only 20 (44%) were replicated. Seven (16%) were contradicted by subsequent
research and 7 more (16%) were found to have much smaller effects than originally
reported. The remaining 11 studies had not (yet) been replicated. A similar conclu-
sion was reached by Gonon et al. (2012), who looked at the 10 most hyped scientific
discoveries about attention deficit hyperactivity disorder in the 1990s and noticed that
only two had more or less survived in 2010. Arguably, the fate of less cited scientific
findings is even worse.
Replication by other, independent researchers is critical (though not enough) to
establish the usefulness of a scientific finding. As Feyerabend (1993: 19) observed, indi-
vidual researchers go to great lengths to promote their cherished positions, including
the use of rhetoric and power. Scientists are more eager to use the falsification test for
others’ theories than for their own (when the confirmation bias seems to be stronger).
The advice for critical thinking is reasonably well known to people who take sci-
entific courses. After all, they are urged to look for possible falsifications. However,
in general this advice is limited to questioning the validity of the empirical findings
within the existing paradigm (how sound are the data and how justified is the scientist
to draw his or her conclusions on the basis of the data that were obtained?). What
the present chapter adds is that we should always keep in mind that a finding may be
wrong because the existing paradigm misconceives the perception of the issue.
Conclusion
There is no fail-safe advice to be given about how to avoid misleading scientific claims.
One helpful rule of thumb is to look at the time period since the claim has been
introduced and the amount of research that has gone into it thus far. Most people are
particularly impressed by the latest research, but in general this is the most risky part
of science. The more falsification tests a statement has passed, the surer we can be of
its validity (always keeping in mind that it is impossible to achieve 100% certainty). In
this respect, researchers talk about the importance of converging evidence, evidence
from a long series of different falsification attempts, each aimed at a potential weak-
ness of the statement.
Of all the research that is done and the theoretical modifications that are intro-
duced, only a fraction survives the first 10 years. Although some of the forgotten
ideas may later turn out to be missed critical insights (like Kepler’s), the vast majority
are overlooked because they were false starts or simply not important enough. The
short life span of many newly proposed scientific ideas is also the reason why scien-
tific textbooks and lectures should not be limited to the research of the last few years
(Sternberg, 1999). They should first of all pay attention to the well-established, ‘classic’
findings and interpretations.
Interim summary
● The strong relative view of scientific knowledge is based on the assumption that the
perception of facts is fully dependent on the perceiver’s background knowledge.
● If one accepts that the perception of facts has an objective component, grounded in
reality, then the constant coupling of ideas to observations by means of verification and
falsification is a guarantee that the ideas will not be completely in contradiction with the
reality as it can be observed.
● The observation that science proceeds by trial and error and happens within a paradigm
that may turn out to be wrong should warn people always to remain critical about
scientific claims. A helpful rule of thumb in this respect is to always look at how many
falsification tests the claim has stood.
An interesting introduction to the philosophy of science Gower, B. (1997) Scientific Method: An Historical and
is Chalmers, A.F. (2013) What is This Thing called Philosophical Introduction (London: Routledge) gives par-
Science? (4th Edition) (McGraw-Hill Education). Gauch, ticularly useful information about developments before the
H.G. (2003) Scientific Method in Practice (Cambridge: twentieth century.
Cambridge University Press) is another remarkable book,
Dienes, Z. (2008) Understanding Psychology as a Science:
because it has been written by a scientist taking the
An Introduction to Scientific and Statistical Inference
postmodernists’ criticisms seriously and examining the
(Basingstoke: Palgrave Macmillan) provides information
consequences for science education.
particularly related to psychology.
References
Allchin, D. (2002) ‘To err and win a Nobel Prize: Paul Carnap, R. (1966) Philosophical Foundations of Physics:
Boyer, ATP synthase and the emergence of bioenerget- An Introduction to the Philosophy of Science. New
ics’. Journal of the History of Biology, 35: 149–72. York: Basic Books.
Andrews, R. (1987) The Routledge Dictionary of Quota- Chalmers, A.F. (1999) What is This Thing called Science?
tions. London: Routledge. (3rd Edition). Maidenhead, UK: Open University
Bacon, F. (1620) Novum Organum Scientiarum. Available Press.
on books.google.co.uk. Coles, N.A., Larsen, J.T. & Lench, H.C. (2019) ‘A meta-
Bem, S. & Looren de Jong, H. (2006) Theoretical Issues in analysis of the facial feedback literature: Effects of facial
Psychology: An Introduction. London: Sage Publications. feedback on emotional experience are small and vari-
Birnbaum, L.C. (1955) ‘Behaviorism in the 1920s’. able’. Psychological Bulletin, 145: 610–51.
American Quarterly, 7: 15–30. Coles, P. (2001) ‘Einstein, Eddington and the 1919 eclipse’.
Bridgman, P.W. (1927) The Logic of Modern Physics. Historical Development of Modern Cosmology, ASP
Chicago: University of Chicago Press. Conference Series, 252.
Broca, P. (1863) ‘Sur les caractères des cranes basques’. Dienes, Z. (2008) Understanding Psychology as a Science:
Extrait des Bulletins de la Société d’anthropologie de An Introduction to Scientific and Statistical Inference.
Paris. At books.google.com. Basingstoke: Palgrave Macmillan.
Cajori, F. (ed.) (1934) Sir Isaac Newton’s Mathematical Draper, J.W. (1847) A Textbook on Natural Philosophy for
Principles of Natural Philosophy and his System of the the use of Schools and Colleges. New York: Harper &
World. Berkeley: University of California Press. Brothers.
Notes 401
Driver-Linn, E. (2003) ‘Where is psychology going? Struc- McComas, W.F. (Ed.) (1998) The Nature of Science
tural fault lines revealed by psychologists’ use of Kuhn’. in Science Education. Dortrecht: Kluwer Academic
American Psychologist, 58: 269–78. Publishers.
Feyerabend, P.K. (1975/1993) Against Method: Outline of Medawar, P.B. (1969) Induction and Intuition in Scientific
an Anarchistic Theory of Knowledge. London: New Left Thought. London: Methuen. As cited in R. Rosenthal &
Books. R.L. Rosnow (2008). Essentials of Behavioral Research:
Fisher, G.H. (1968) ‘Ambiguity of form – old and new’. Methods and Data Analysis (3rd Edition). Boston:
Perception & Psychophysics, 4: 189–92. McGraw-Hill.
Gauch, H.G. (2003) Scientific Method in Practice. Cam- Peirce, C.S. (1877) ‘The fixation of belief’. Popular Science
bridge: Cambridge University Press. Monthly, 12 (November): 1–15.
Geertz, C. (2000) Available Light: Anthropological Reflec- Popper, K.R. (1970) ‘Normal science and its dangers.’
tions on Philosophical Topics. Princeton, NJ: Princeton In I. Lakatos & A. Musgrave (Eds.), Criticism and
University Press. Growth of Knowledge. New York: Cambridge Uni-
Gilles, D. (1996) Artificial Intelligence and Scientific versity Press.
Method. Oxford: Oxford University Press. Rochberg-Halton, E. (1987) ‘Why pragmatism now?’ Soci-
Gonon, F., Konsman, J. P., Cohen, D. & Boraud, T. (2012) ological Theory, 5: 194–200.
‘Why most biomedical findings echoed by newspapers Shapin, S. (1996) The Scientific Revolution. Chicago: Uni-
turn out to be false: The case of attention deficit hyper- versity of Chicago Press.
activity disorder’. PloS One, 7: e44275. Sim, S. (Ed.) (1998) The Routledge Companion to Post-
Gould, S.J. (1996) The Mismeasure of Man (2nd Edition). modernism (2nd Edition). London: Routledge.
New York: Norton & Company. Sokal, A.D. (1996) ‘A physicist experiments with cultural
Gower, B. (1997) Scientific Method: An Historical and studies’. Lingua Franca, May/June, 62–4. (Also available
Philosophical Introduction. London: Routledge. at www.physics.nyu.edu/sokal.)
Herschel, J.F.W. (1831) A Preliminary Discourse on the Sternberg, R.J. (1999) ‘Twenty tips for teaching intro-
Study of Natural Philosophy. London. ductory psychology.’ In B. Perlman, L.I. McCann
Ioannidis, J.P.A. (2005) ‘Contradicted and initially stronger & S.H. McFadden (Eds.), Lessons Learned: Practi-
effects in highly cited clinical research’. Journal of the cal Advice for the Teaching of Psychology (vol. 1),
American Medical Association, 294: 218–28. pp 99–104. Washington, DC: American Psychological
Kuhn, T.S. (1962/1970) The Structure of Scientific Revolu- Society.
tions. Chicago: University of Chicago Press. Taleb, N.N. (2007) The Black Swan: The Impact of the
Lakatos, I. (1970) ‘Falsification and the methodology of sci- Highly Improbable. New York: Random House.
entific research programs.’ In I. Lakatos & A. Musgrave Talisse, R.B. & Aikin, S.F. (Eds.) (2011) The Pragmatism
(Eds.), Criticism and the Growth of Knowledge. New Reader: From Peirce to the Present. Princeton, NJ: Princeton
York: Cambridge University Press. University Press.
Liebig, J. von (1863) Ueber Francis Bacon von Verulam und Vazire, S. (2020) ‘A toast to the error detectors: Let 2020 be
die Methode der Naturforschung. Munich. the year in which we value those who ensure that science
Lilienfeld, S.O., Lynn, S.J., Ruscio, J. & Beyerstein, is self-correcting’. Nature, 577, 9.
B.L. (2010) 50 Great Myths of Popular Psychology: Wason, P.C. (1960) ‘On the failure to eliminate hypotheses
Shattering Widespread Misconceptions about Human in a conceptual task’. Quarterly Journal of Experimen-
Behaviour. Chichester: Wiley-Blackwell. tal Psychology, 12: 129–40.
Martineau, H. (1858) The Positive Philosophy of Auguste Wittgenstein, L. (1953) Philosophical Investigations (trans.
Compte. New York: Calvin Blanchard. G.E.M. Anscombe). Oxford: Basil Blackwell.
Notes
1. In 1659 Christiaan Huygens formulated a law of 2. Notice the references to Aristotle’s Organum and
centripetal force, which formed the basis of Newton’s Bacon’s Novum Organum.
second law of motion. In 1657 he also published what
is considered the first mathematical textbook on
probabilistic reasoning in games of chance.
10 Is psychology a science?
10.1 Reasons why psychology is claimed to be a science

The foundation of psychology as an academic discipline was legitimised on two pillars
Science is defined by its method rather than by its subject matter
The scientific method has not let psychologists down
Relationships to other sciences
10.2 Reasons why psychology is not seen as a science
There is little overlap between the stereotypical view of a scientist and the stereotypical
view of a psychologist
Psychology researchers vs. psychology practitioners
Unlike scientific results, psychological findings are easy to understand
Not all psychologists are convinced of the added value of the scientific method
10.3 The critique of scientific psychology
Dilthey: Naturwissenschaften vs. Geisteswissenschaften
Psychoanalysis and related schools
Rogers and humanistic psychology
Neglect of individual differences
Research methods govern research questions
Psychology has been confined too long to white Western males
The scientific claims of objectivity and universal validity are exaggerated
Critical psychology
Conclusion
10.4 Focus on: Can the history of psychology be taught by psychologists?
Traditional vs. new history of psychology
Introduction 403

● When did the hermeneutic approach in psychology start?
● Who were the main contributors to this approach?

● Why did psychologists claim their endeavour was a continuation of previous philosophical
efforts to understand human functioning?
● Why did psychologists stress the use of the scientific method? What consequences did this have
for their education programmes?
● Why do people have difficulty in seeing psychology as a science?
● What is the difference between scientific psychology and hermeneutic psychology?
● Does psychology have an unbiased image of men and women?
● What makes a good history of psychology?
Introduction
On various internet sites you can find the story ‘How to identify professors’.
Below we give an abbreviated version.
Chemistry professor: Wears a white lab coat. This may actually be clean but
does not have to be. Physical chemistry professors have a brand new coat that
has never been in the lab; polymer chemists have strange glop on their coat, and
freshman chemistry professors have acid holes.
Physics professor: Wears blue jeans and a flannel shirt. May sometimes forget
to wear shirt altogether. If a professor is wearing blue jeans and suspenders, ten
to one he is a physicist. Physics profs often have German accents, but this is not
a distinguishing characteristic.
Biology professor: Sometimes wears a lab coat, though usually this is the sign
of a biochemist. Marine biologists walk around in hip boots for no explainable
reason, even in the middle of winter. They are apt to wear grey slacks and smell
like fish, as opposed to most biologists, who smell strongly of formalin. Micro-
biology instructors go around in spotless white coats, refuse to drink beer on
tap, and wipe all their silverware before using it.
Psychology Professor: Psychologists are not real scientists, and can be eas-
ily identified by their screams of protest whenever anyone questions whether
psychology is a science. Psychologists have beady little eyes and don’t laugh at
jokes about psychology. If you are not sure whether a person is a scientist or a
comparative religion instructor, he is probably a psychologist.
404 Chapter 10 Is psychology a science?
Funny stories like the one above reflect (and reinforce) stereotypes but often include
a true core. In Chapter 5 we saw how behaviourists and cognitive psychologists strug-
gled to have their investigations acknowledged as scientific research. And presently
many introductory classes to psychology still start by stressing that psychology is
a true science (as if, otherwise, students might finish their course without properly
realising this). So, why do academic psychologists feel the need to emphasise that
psychology is a science and why does the public at large have a problem believing
this? In what respects does psychology resemble and differ from physics, chemistry
and biology?
Now that we have seen what science is (Chapter 9), we can address the question to
what extent psychology is a science. We start by reviewing the reasons why psychology
is claimed to be science. Then, we discuss the reasons why people do not perceive it as
such. We end with a discussion of the movements in psychology that have criticised
the exclusive reliance on scientific research methods, and ask whether this implies that
the history of psychology ought to be given by neutral historians.
10.1 Reasons why psychology is claimed to be a science

The foundation of psychology as an academic discipline was
legitimised on two pillars
Psychology has a long, respectful past and uses the scientific method
In his book Modernizing the Mind, the American sociologist Steven Ward (2002; see
also Chapters 8 and 14) made the case that a new branch of knowledge can establish
itself and survive only if it succeeds in convincing the ruling powers of the need for
such knowledge as well as reassuring them that it is no threat to their prosperity.
This requires rhetoric and alliance formation with powerful groups, as much as (and
in Ward’s view, even more than) intellectual substance. The founders of psychology
promoted it as a new academic discipline by stressing two messages:
1. Psychology was the continuation of the old and respectful tradition of mental and
moral philosophy, going back at least to Aristotle.
2. The new element was that the scientific method, so successful in other disciplines,
would be applied to the study of the human mind. Because of the use of this
method, psychology made a bridge to the natural sciences and derived status from
them.
There are many examples of the rhetoric with respect to the first claim. For instance,
the German psychologist Hermann Ebbinghaus wrote in 1908 that ‘Psychology has
a long past but only a short history’. Similarly, James McKeen Cattell asserted in his
1895 presidential address to the American Psychological Association that (cited in
Ward, 2002: 36):
While the recent progress of our science has been great, we do not admit that psychol-
ogy is a new science . . . If science is to date from the year of ‘the master of those who
know’, then we may take pride in the beginnings of psychology whose foundations were
more securely laid by Aristotle than those of any other science.
A nice example of how the new, scientific method was promoted can be found in
the book Psychology, published by John Dewey in 1887. In this book, Dewey stated
that psychological investigation had languished for too long under the metaphysical
philosophy associated with the American mental philosophers and that it was time
psychology had a treatment of its own. In his own words, ‘how shall we make our
psychology scientific and up to the times, free from metaphysics – which, however
good in its place, is out of place in a psychology? (Dewey, 1887: iv).
The adherence to the scientific method was further communicated by putting the
start of the discipline at 1879, the year when the first scientific laboratory of psychol-
ogy was established by Wundt in Leipzig. As we saw in Chapter 4, the teaching of
psychology was considerably older.
Consequences for the psychology curriculum
Because psychology was promoted on the basis of its long past and its sound method,
both ‘history of psychology’ and ‘research methods’ were major components of the
curriculum. Students were taught how to run proper studies in laboratories and had to
buy syllabuses or books on research methods. Similarly, students had to study the his-
tory of psychology. Shortly after 1910, the first textbooks on the history of psychology
appeared, the best known of which is that of Baldwin, published in 1913 (which you
can find on the internet). Remember this was only some 20 years after the foundation
of the very first psychology laboratory in the USA! Little surprise, then, that these his-
tory books hardly dealt with the new discipline. They were reviews of person-related
ideas and insights from philosophy and religion, which were rephrased as precursors
of psychological thought. These books were self-legitimisation as much as essential
stepping stones for a good psychology education.
What do you think?

An intriguing observation is that the importance of history courses in psychology
seems to be questioned more now than a century ago. Could this be because
psychology as an independent branch of learning has become more self-
confident? Or is it because nowadays much more is known about psychology
than 100 years ago, so that more topics are competing for a limited number of
time slots? What’s your view about the role of history courses in a psychology
education: essential or self-glorification?
Science is defined by its method rather than by its subject matter

Every topic studied with the scientific method is a science
To be accepted as a science, psychologists – together with sociologists – had to make
the case that what differentiated sciences from non-sciences was the way in which
problems were investigated, and not the type of problems addressed. Chemistry at
the end of the nineteenth century was a highly successful science not because of its
topics, but because it had embraced the scientific method. Indeed, before it did so, it
was an obscure and secretive subject practised by a group of alchemists who failed to
make any noticeable progress. Only when people like Robert Boyle in the seventeenth
century began to experiment and publish their findings did chemistry start to flourish.
The founders of psychology claimed that a similar feat would be achieved by psy-
chologists if they were given the means to start the scientific study of the human mind
(Chapters 3–5). Although few people spontaneously associated the study of mental life
with scientific research (certainly not in the nineteenth century!), the first academic
psychologists maintained that there was nothing inherent in the subject matter that
prevented it from being studied using the scientific method.
Methodolatry
Because of its emphasis on method in the definition of science, academic psychology
invested heavily in developing appropriate research designs and analysis techniques.
It is not a coincidence that since the beginning of the twentieth century psychologists
have been at the forefront of investigations into increasingly powerful research designs
and statistical analyses of complicated datasets. Psychologists had to be the top of
the class as far as research methods and statistics were concerned! Even recently, this
was apparent when psychological researchers in the 1990s started to collaborate with
their medical colleagues in cognitive neuroscience. A recurrent complaint among the
psychologists (although rarely recorded on paper) was the low level of methodological
sophistication in their medical collaborators, making the findings vulnerable to a long
line of validity threats.
It has long been argued that psychology has overplayed the role of research meth-
ods at the expense of theory building (see Chapter 9 for the importance of theories
in science). This was the conclusion the eminent American psychologist Sigmund
Koch (he would later become its president) drew after he was asked by the American
Psychological Association to analyse the status of psychology in the mid-twentieth
century:
Ever since its stipulation into existence as an independent science, psychology has been
far more concerned with being a science than with courageous and self-determining
confrontation with its historically constituted subject matter. Its history has been largely
a matter of emulating the methods, forms, symbols of the established sciences, espe-
cially physics.
(Koch, 1961: 629–30)
A similar criticism can be heard from Noam Chomsky, the linguist who in the 1960s
formulated a theory of language processing that would form the inspiration for thou-
sands of scientific studies in cognitive psychology (see Chapter 5):
Take the phrase ‘behavioral sciences.’ It’s a very curious phrase. I mean it’s a bit like call-
ing the natural sciences ‘meter-reading sciences.’ In fact a physicist’s data often consists
of things like meter readings, but nobody calls physics ‘meter-reading science.’ Similarly,
the data of a psychologist is behavior in a broad sense. But to call a field ‘behavioral
science’ is to say it’s a science of behavior in the sense in which physics is a science of
meter reading.
(Chomsky, in Baars, 1986: 346–7)
This was also the conclusion Baars himself reached:
Almost every mature science shows a tension between experimentalists and theoreti-
cians. Experimental scientists often complain that the theoreticians ignore inconvenient
evidence, whereas theoreticians tend to believe that experimentalists cannot see the
larger picture. This tension can be healthy and creative, providing that there is also
good communication . . .
But in psychology, only one-half of this dialectic existed. There simply was no cred-
ible theory. In the absence of accepted theory, it was never clear which experiments had
important implications.
(Baars, 1986: 161–2)
What do you think?

The last sentence of the excerpt from Baars may be quite detrimental for
psychology, because ‘in the absence of accepted theory’ may be interpreted as
meaning that psychology still is in the pre-science phase of Kuhn’s framework.
Remember from Chapter 9 that this is the stage in which isolated phenomena are
investigated without being integrated within a coherent, larger framework (a
paradigm). It is the phase in which a discipline is not yet a science, according to
Kuhn. What do you think? Does psychology have a paradigm? Or is it still a loose
amalgam of isolated observations?
Would your answer be any different if you knew that Kuhn (1962/1970) in his
book on paradigms mentioned psychology as an example of a discipline in pre-
science phase?
The problem has not been solved in recent years, as can be concluded from the fol-
lowing excerpt (Borsboom, 2013):
Scientific theories are perhaps the most bizarre entities that the scientific imagination
has produced. They have incredible properties that, if we weren’t so familiar with them,
would do pretty well in a Harry Potter novel. For instance, scientific theories allow you
to work out, on a piece of paper, what would happen to stuff in conditions that aren’t
actually realized. So you can figure out whether an imaginary bridge will stand or col-
lapse in imaginary conditions. You can do this by simply just feeding some imaginary
quantities that your imaginary bridge would have (like its mass and dimensions) to a
scientific theory (say, Newton’s) and out comes a prediction on what will happen. In
the more impressive cases, the predictions are so good that you can actually design the
entire bridge on paper, then build it according to specifications (by systematically map-
ping empirical objects to theoretical terms), and then the bridge will do precisely what
the theory says it should do. No surprises.
That’s how they put a man on the moon and that’s how they make the computer
screen you’re now looking at. It’s all done in theory before it’s done for real, and
that’s what makes it possible to construct complicated but functional pieces of
equipment. . . .
A good scientific theory allows you to [sic] infer what would happen to things in cer-
tain situations without creating the situations. Thus, scientific theories are crystal balls
that actually work. For this reason, some philosophers of science have suggested that
scientific theories should be interpreted as inference tickets. Once you’ve got the ticket,
you get to sidestep all the tedious empirical work. Which is great, because empirical
work is, well, tedious. Scientific theories are thus exquisitely suited to the needs of
lazy people.
My field – psychology – unfortunately does not afford much of a lazy life. We don’t
have theories that can offer predictions sufficiently precise to intervene in the world
with appreciable certainty. That’s why there exists no such thing as a psychological
engineer. And that’s why there are fields of theoretical physics, theoretical biology, and
even theoretical economics, while there is no parallel field of theoretical psychology.

It is a sad but, in my view, inescapable conclusion: we don’t have much in the way of
scientific theory in psychology. For this reason, we have very few inference tickets – let
alone inference tickets that work.
And that’s why psychology is so hyper-ultra-mega empirical. We never know how
our interventions will pan out, because we have no theory that says how they will pan
out . . .
Not all authors agree that there is a shortage of theories in psychology. Rather,
there is a shortage of shared, generally accepted theories upon which to build. Mischel
(2008) called this the toothbrush problem: ‘Psychologists treat other peoples’ theories
like toothbrushes – no self-respecting person wants to use anyone else’s.’ Another
description of the issue, paraphrasing Anderson (1992, p. viii),1 could be: ‘Psychology
will become a science when psychologists begin standing on one another’s shoulders
instead of on one another’s toes.’
Mischel (2008) attributed the toothbrush problem to the pressures of getting tenure
and getting published in psychology: evaluators want to see novel, ground-breaking
potential, not a slow accumulation of knowledge. A grant awarding research council
in the United Kingdom for a long time had a box in which applicants were required to
write how much the new research deviated from their previous work and from existing
knowledge. Only especially innovative research had a chance of being rewarded. In
such a context, researchers are forced to come up with new theories, even if the new
theory is nothing but a new name for an existing theory.
The bias towards methodological rigour rather than theory formation has been
methodolatry or called methodolatry or methodologism (e.g. Teo, 2005). Instead of searching for a
methodologism theoretical framework that united them, the founders of psychology assumed that
tendency to see as long as they followed the rules of scientific methodology they would contribute to
methodological rigour
as the only requirement
progress in the discipline.
for scientific research,
at the expense of theory
The shadow of positivism
formation One reason why psychologists tended to stress valid testing rather than theory forma-
tion was that they tried too hard to be good scientists. Remember that the first decades
of psychology were the heyday of positivism. There probably were no keener or more
obedient students of this movement than the experimental psychologists (in particular
the behaviourists). Just have a look at how well they followed the core advice on how
to do proper science:
1. science proceeds from facts to knowledge on the basis of observation, inductive
reasoning and verification,
2. non-observables must be excluded, unless they have an operational definition,
3. theories are limited to descriptions of the observed facts, preferentially in the form
of a mathematical law; by no means must they include speculation.
What do you think?

Do you agree with the criticism that a psychology degree is more about learning
the right research methods rather than useful theories? Or has the situation
changed in the last 30–50 years?
The scientific method has not let psychologists down

In the preceding chapters and sections, we saw how psychology started as the out-
come of the growing impact of scientific thinking in Western society. In the nineteenth
century, this led to an increasing number of scholars becoming convinced that there
was a future in the application of the scientific method to the human mind. At that
time, this was a matter of faith, rather than a guaranteed success. The fact that after
a century and a half, the majority of academic psychologists still subscribe to this
choice is a sign that they have not regretted it. Looking through a variety of sources
suggests that the factors below are the main reasons why psychologists keep on using
the scientific method.
Systematicity and cumulativeness of knowledge
Science, more than any other method of knowledge acquisition, stresses the requirement
that knowledge builds on existing knowledge. New findings and explanations must be
coherent with existing information. Therefore, previous knowledge should be available
and new knowledge must be made public. Remember from Chapter 1 how in preliterate
society knowledge was local and diffuse, so that contradictions were abundant and went
unnoticed. In contrast, science is meant to be cumulative. That is, researchers consult
what has been found before with respect to a particular topic, so that they can build on
it and avoid previous pitfalls. An analogy often used in this respect (among others, by
Newton) is that of a scientist ‘standing as a dwarf on the shoulders of giants’.
As we saw in Chapter 9, there are limits to the cumulative nature of science,
because the accumulation of knowledge depends on the prevailing paradigm, which
may change. However, the records of previous attempts should remain available and
a proper literature search is seen as a prerequisite of good science. In particular, the
historians of a discipline should be able to go beyond the current paradigm and see
the continuities and discontinuities in thinking.
What do you think?

Breeuwsma (2008) argues that textbooks have a tendency to exaggerate the
extent of knowledge continuity and cumulativeness. He gives an example from
psychology. In the fourth edition of a much used textbook of psychology (2002),
the following introductory sentences can be found: ‘You and I stand at a moment
in time preceded by Aristotle, Descartes, Darwin, and millions less known.
Psychology today is the accumulated and sifted ideas of all people before us who
have attempted to fathom the mysteries of the human mind.’ Quite acceptable, you
may think, except for the fact that in the previous edition of the same book (1999),
the first sentence read: ‘You and I stand at a moment in time preceded by Aristotle,
Descartes, Freud, and millions less known.’ What happened here? Why was Freud
replaced by Darwin? And more importantly, what does this tell us about textbooks?
The use of well-defined methods

Information must be gathered in line with agreed methods that are clearly outlined. There
is systematicity in the collection of observations. The methods used must be accepted by
the existing research community and be described in such detail that the observation can
be replicated by others. As we saw in Chapter 9, this does not preclude research methods
comprising an element of relativity (due to the paradigm on which they are based), but it
must be possible for others to repeat them if they follow the instructions.
Clarity
The findings are stated in such a way that they are interpreted in the same way by dif-
ferent readers. As you may have noticed from some of the quotations in the present
book, this requirement was not always met in philosophical writings (cf. the interpre-
tation problems related to Plato, Aristotle and even Wundt).
Prediction
Science, again much more than any other method of information generation, stresses
the importance of prediction. It is not enough to explain phenomena post hoc (after
they have happened); a scientist must be able to predict what will happen in the future
(under well-controlled circumstances). Such prediction enables control of the event.
Knowledge is revisable
Scientific knowledge is open, and can be revised at all times. As we saw in Chapter 9,
trying to falsify existing convictions is central to science, to make sure that no wrong
beliefs are perpetuated. Knowledge is not person-bound. Opinions are not held on to
because of the person who formulated them. They are adhered to because they are
not contradicted by the available evidence. This does not mean that all revisions hap-
pen instantaneously (remember the fate of anomalies in periods of normal science;
Chapter 9), but knowledge that consistently fails to pass the falsification test will
eventually lead to a revision of the theory, even if that includes a paradigm shift.
Comparison with pseudoscience
Another way to illustrate the importance of the scientific method for psychology
pseudoscience researchers is to compare it with the methods prevalent in pseudoscience, a branch of
branch of knowledge that knowledge that pretends to be scientific but violates the scientific method on essential
pretends to be scientific aspects, such as:
but that violates the
scientific method on 1. the use of vague, exaggerated or untestable claims,
essential aspects, such as
lack of openness to testing 2. a tendency to invoke ad hoc hypotheses as a means to immunise claims from
by others and reliance on falsification,
confirmation rather than
falsification 3. personalisation of issues (intuitions of leaders rather than data),
4. over-reliance on confirmation rather than falsification,
5. excessive reliance on anecdotal and testimonial evidence to substantiate claims,
6. lack of openness to testing by other experts and scrutiny by peer review,
7. a tendency to place the burden of proof on sceptics, not proponents, of claims,
8. failure to connect with the existing scientific knowledge (sometimes replaced by an
accusation of being excluded),
9. use of misleading language (e.g. maintaining ideas that are known to be false).
What do you think?

Can you think of examples of pseudoscience? If you need inspiration, see
Lilienfeld et al. (2012) on how to expose pseudoscience in school psychology.
Acceptable progress thus far

Another reason why psychological research remains largely scientific is that psycholo-
gists themselves are not unhappy with the progress they have made in the past 150
years. They have evidence that standardised tests are better predictors of future per-
formance than unstructured interviews (Chapter 8); they know that people in many
situations do not behave in the way that they think they do (Chapters 7 and 12); and
experimental research allows psychologists to investigate phenomena that otherwise
would be inaccessible. As we saw in Chapter 7, many phenomena occur outside a per-
son’s conscious awareness (for instance, the processes involved in text reading). These
cannot be examined by introspection but require careful performance monitoring in
controlled situations (e.g. by measuring the speed of word recognition). The ‘experi-
mental histories’, as Francis Bacon called them (Chapter 2), have enabled psychologists
to gain a much better understanding of how people achieve good performance in a
wide variety of tasks and why performance sometimes goes awry (see the section on
cognitive neuropsychology in Chapter 6).
What do you think?

A straightforward objection to the last criterion (acceptable progress) is that
psychologists may very well be biased in their perception of the progress they
have made (e.g. on the basis of the confirmation bias; Chapter 9). How does this
agree with your impression? On the basis of what you have learned thus far, do
you think psychology has made genuine progress in understanding the human
mind in the past century? Or do you agree with the philosopher Wittgenstein who
said more than 50 years ago that in psychology there are experimental methods
and conceptual confusion?
Relationships to other sciences

By looking at cross-references, it is possible to position psychological research rela-
tive to the other research disciplines. Is psychology an isolated discipline that does
not feed insights into other disciplines and that does not take into account informa-
tion from other sciences? How often do researchers from other disciplines refer to
findings in psychology and how often do psychologists refer to findings from other
disciplines?
Boyack et al. (2005) analysed citation data from more than one million journal
articles appearing in over 7,000 scientific journals in the year 2000, to see how often
researchers in the different disciplines mention each other’s findings. Disciplines influ-
encing one another have cross-citations. So, which disciplines do psychology journals
refer to and, maybe more importantly, which disciplines refer to psychological find-
ings? Boyack et al. found that there are seven big clusters in science: mathematics,
physics, chemistry, Earth sciences, medicine, psychology, and social sciences. Psychol-
ogy is not an isolated island only referring to itself but a central discipline, forming
a hub for the other disciplines related to human functioning, with strong links to
medicine and social sciences. This agrees with the claim that psychological research is
a central research area in science.
A particularly interesting feature that comes out of Boyack et al.’s (2005) analysis
is that psychology does not form an isolated island only referring to itself. As a matter
of fact, it is one of the seven major areas of research (next to maths, physics, chemis-
try, earth sciences, medicine and social sciences), forming a hub for a series of other
disciplines related to human functioning, with strong links to two other major areas
(medicine and social sciences). This agrees with the claim that psychological research
is well-embedded within the sciences.
Interim summary
Reasons why psychology is seen as a science
● The founders have defined psychology as the study of the human mind with the scientific
method.
● They further argued that whether or not a discipline is a science depends on the research
methods used and not on the topic investigated: psychology used the scientific method
and, therefore, was a science.
● The scientific method has proven to be a fruitful approach and is fully integrated within
mainstream psychological research.
● Psychological research is fully integrated within other scientific research. It is one of the
seven major areas with strong links to two other major areas. It forms a hub for a series
of less central sciences related to human functioning.
10.2 Reasons why psychology is not seen as a science

In the previous section, we explored the arguments behind the scientific status of
psychology. We now address the arguments questioning this status (see also Lilienfeld,
2012, Gallagher et al. 2015).
What do you think?

The internet search engine Google has a massive database of the ways in which
people generally finish search strings. To tap into this information source,
Green (2013) entered the phrase ‘psychology is’ into Google and looked at
what suggestions Google made to autocomplete the search string. The first
completions he got were: ‘not a science’, ‘bullshit’, ‘the study of’, ‘empirical’, and
‘useless’. Further investigation revealed that the Google autocomplete algorithm
also takes into account the user’s past searches. So, the autocomplete says as
much about general search patterns as it says about you. Try it out. What does
Google tell you that ‘psychology is’?
There is little overlap between the stereotypical view of a scientist

and the stereotypical view of a psychologist
Research in social psychology has shown repeatedly that the perception of unfamil-
iar groups is driven largely by social stereotypes. These are automatically activated,
unsophisticated opinions of other groups (Devine, 1989) that strongly affect the first
impression people have when they encounter members of these groups. Social stereo-
types can be overruled by controlled thinking or when one has sufficient individuation
information about a group or an individual due to regular contact, but for most people
they will be the basis upon which their judgements are made.
So, the first aspect to look at is how much overlap there is between the stereotypical
views of a psychologist and a scientist. If the overlap is small, then the first impression
about a psychologist will not be that of a scientist, no matter how often psychologists
repeat their message that psychology is a science.
Stereotypes about science and scientists

What are the stereotypical views about science? A look at the literature (e.g. Sandoval,
2005; Kessels et al., 2006; Vilchez-Gonzalez & Parales Palacios, 2006; Rutjens et al.,
2018) suggests the following:
1. Science is for males.
2. Science is difficult.
3. Science affords fewer opportunities to be creative than arts and languages, because
only one answer is correct; this answer is found by collecting facts.
4. Scientific discoveries are made by chance.
5. Knowledge accumulation in science is linear (i.e. there no crises, deadlocks, or
paradigm shifts in science).
6. Science does not offer much variation in work; the only research methods are obser-
vation and experimentation.
In addition, there are stereotypes related to scientists (e.g. Finston et al., 1995;
McDuffie, 2001; Yasar et al., 2006; Rutjens & Heine, 2016). These are that
scientists:
1. are middle-aged,
2. are male (often with glasses and unconventional hairstyles),
3. are serious or crazed,
4. work alone,
5. are obsessed with their work,
6. do not have good writing, verbal or people skills, and
When people hear or read about a scientist, the attributes just listed are the ones most
likely to be activated. A test sometimes used to study the stereotypical views about
scientists is to ask people to draw ‘a scientist’ (for a review, see Miller et al. 2018;
for an alternative task with picture selection, see Christidou et al. 2016). Figure 10.1
shows some of the drawings McDuffie (2001) obtained from teachers (including sci-
ence teachers!).
Figure 10.1 Examples of teachers’ sketches of scientists, revealing the stereotypical views
people have about these individuals.
Source: McDuffie (2001)
Depictions of scientists in books and films

The stereotypical views listed above are the outcome of how scientists are depicted in
the wider culture (i.e. the associations that are there to be picked up by the individu-
als). After a review of the Western literature, Haynes (2003) distilled seven archetypes
of scientists that are used as convenient shorthand to include such characters in books
and films:
1. the scientist as an evil and dangerous man (this is by far the most frequent picture),
2. the noble scientist as hero or saviour of society,
3. the foolish scientist (absentminded and nutty),
4. the inhuman researcher,
5. the scientist as adventurer who travels in space and time,
6. the mad, bad, dangerous scientist, and
7. the helpless scientist, unable to control the outcome of his work.
What do you think?

Stereotypes figure prominently in cartoons (which in turn are important
perpetrators of stereotypes). Go to images.google.com and type in ‘cartoon
scientist’. Analyse the first 100 images you get. How well do they agree with the
stereotypical views outlined above?
Stereotypes about psychology and psychologists

In the same way, we can look at the stereotypical views that the words ‘psychology’ and
‘psychologist’ evoke. These are the opinions automatically associated with psychology:
1. psychology involves an interaction between a therapist and a client (notice the con-
founding with psychiatry),
2. psychology is interested in abnormal behaviour,
3. psychology aims at helping others,
4. also sometimes reference to the other applications of psychology, in particular
school psychology and work psychology, and
5. psychology is easier than the natural sciences.
When asked about psychologists, the following features are most likely to be activated
(Barrow, 2000; Hartwi, 2002; von Sydow, 2007):
1. The image of a psychologist is dominated by the ‘shrink’ stereotype (male, psycho-
analytically oriented, looking like Freud, with a client – often female – on his couch).
2. Ambivalence between idealisation (warm, intelligent, understanding, almost mysti-
cal powers) and very negative images (neurotic, dangerous, manipulative, lack of
common sense).
3. Balding, wearing a suit, glasses, sitting with his legs crossed, middle-aged and older.
What do you think?

Again, go to images.google.com and type in ‘cartoon psychologist’. Analyse the
first 100 images you get. How well do they agree with the stereotypical views
outlined above?
Depiction of psychologists in books and films

The stereotypes people have of psychologists are strongly influenced by the roles psy-
chologists are given in the media. If we zoom in on the image of psychotherapists (the
image most frequently associated with psychologists), the following four types seem
to be used, with the negative depictions outnumbering the positive ones (Gabbard &
Gabbard, 1999; Orchowski et al., 2006; Wahl et al., 2018):
1. The oracle. When portrayed positively, the psychologist has brilliant insight into
the psyche (e.g. to solve crimes); when portrayed negatively, the psychologist is a
pretentious know-it-all who provides misinformation.
2. The social agent. When portrayed positively, helps patients with social problems;
when portrayed negatively, coerces patients into unwanted action (e.g. adherence
to dull society norms for creative, non-conforming individuals).
3. The eccentric and the romantic therapist. When depicted positively, seen as a sign
of humanity; when depicted negatively, the result is a dishevelled, clownish and
unorganised professional who conducts largely ineffective psychotherapy.
4. The wounded healer. When depicted positively, again sign of humanity; when
depicted negatively, indication of someone who is unfit for the job.
Lack of overlap between the stereotypical image of a scientist

and a psychologist
The fact that a psychologist is spontaneously associated with the image of a practis-
ing clinical psychologist means that there is virtually no overlap in the stereotypical
images of scientists and psychologists. Whereas the former are essentially depicted as
loners obsessed with their investigations, the latter are nearly always seen in interac-
tion with other people. There is some overlap in the negative traits (mad, dangerous,
lack of social skills and common sense), but these are more part of the effort to keep
the image of one’s own group high by attributing negative features to other groups
rather than essential characteristics of scientists and psychologists. Finally, there is
the – ironic – overlap in the fact that both groups are spontaneously associated with
older men (whereas the majority of psychologists are women).
Given the small overlap in the stereotypical views of scientists and psychologists, it
should come as no surprise that the general public does not spontaneously associate
psychologists with scientists. People find it hard to think of psychologists as loners
obsessed with their instruments and investigations.
Psychology researchers vs. psychology practitioners

Professional psychologists largely outnumber psychology researchers
In the previous section, we saw that the general population spontaneously associates
psychologists with psychology practitioners, in particular clinical psychologists. The
fact that the practitioners strongly outnumber the researchers is another feature that
distinguishes psychology from sciences such as physics, chemistry and biology. The
only real comparison here is with medical practitioners.
Practitioners, both psychological and medical, rarely see themselves as (stereotypi-
cal) scientists (Safran et al., 2011). They are users of scientific information, but do not
consider it as part of their job to generate new knowledge on the basis of the scientific
method. Their scientific training helps them to look critically at the evidence presented
in favour of an intervention, and to appreciate whether the claims made have sufficient
empirical support or are unsubstantiated conjectures. However, practitioners typi-
cally have no ambition to be involved in scientific research themselves. Returning to
the types of knowledge acquisition differentiated in Chapter 9, they make much more
use of the method of tenacity (‘this intervention has always been used for this type of
problem’), the method of authority (‘this intervention is advised by experts’) and the a
priori method (‘this looks like a good intervention to me’), than the scientific method
(‘this intervention works because I have tested it empirically and shown its effective-
ness with a falsification test’).
The fact that psychological (and medical) practitioners are users of science rather
than scientists means that there is quite some variety in the scientific standards to
which they adhere, as has been observed by the sociologist Ward (2002: 223):
Although groups such as the APA and most experimentalists sought to control strictly the
type of people who could be called ‘psychologists’ and the type of knowledge the disci-
pline was to produce, they were never able to establish a monopoly on what would count
as legitimate psychological knowledge. As a result, practitioners peddled all types of intel-
lectual wares under the label of ‘psychology’ throughout most of the twentieth century.
Interestingly enough, Ward (2002) argues that the differentiation between researchers
and practitioners has been a strength of psychology rather than a weakness, because
each approach meets different needs in the population, an idea we will return to in
Chapter 14.
Psychology practitioners often forget their scientific education

Dawes (1994) has been more critical about the use of scientific information and the
adherence to a scientific attitude among clinical psychologists (see also Baker et al.,
2009; Lilienfeld et al., 2013). In Dawes’ view, after graduation clinical psychologists
have a tendency to forget all they have learned and to return to ‘clinical intuition’,
which, he warned, is not much better than that of untrained people:
. . . the rapid growth and professionalization of my field, psychology, has led it to
abandon a commitment it made at the inception of that growth. That commitment
was to establish a mental health profession that would be based on research findings,
employing insofar as possible well-validated techniques and principles. . . . What was
never envisioned was that a body of research and established principles would be
available to inform practice, but that the practice would ignore that research and
those principles. . . . Instead of relying on research-based knowledge in their practice,
too many mental health professionals rely on ‘trained clinical intuition.’ But there is
ample evidence that such intuition does not work well in the mental health profession.
(In fact, it is often no different from the intuitions of people who have no training
whatsoever.)
(Dawes, 1994: vii–viii)
Similarly, Cummings and O’Donohue (2008) noted that scientific talks rarely dominate
at conferences of clinical practitioners. Much more attention is devoted to charismatic
leaders who are treated like gurus, in line with the personalisation of issues seen in
pseudoscience.
Amazing as it seems, few psychotherapists are willing to acknowledge that most of the
successes of our gurus result from their charisma, a personal and scintillating behavior
that cannot be replicated by the rank-and-file practitioner. It is not the technique as
much as it is the delivery. However, no one wants to admit that our psycho-religions are
products of the charisma of the founder and have less, and sometimes nothing, to do
with the efficacy of the method. . . .
Although there was utility in elevating our leaders to omniscience to give us valida-
tion when otherwise there was none, the tragedy of guru-based practice is that it fosters
orthodoxy and stymies progress toward a therapeutically sound foundation. It created
a culture that resisted science and isolated itself from an appropriate scientific base
(2008: 46–47)
The schism between practice and science has also been reported for organisational
psychology (Briner & Rousseau, 2011; Gill, 2018). Rynes, Colbert and Brown (2002)
analysed responses from nearly 1,000 American human resource (HR) managers about
which techniques work, and found that there were large discrepancies between research
findings and practitioners’ beliefs, in particular with respect to personnel selection
and recruitment. HR managers place far less faith in intelligence and personality tests
as predictors of employee performance than is indicated on the basis of HR research
(about which they learned during their education). Instead, they return to the intui-
tively more appealing (unstructured) interviews and to reliance on their subjective
judgment. Similar results were reported by Sanders et al. (2008) for the Netherlands,
and Carless et al. (2009) for Australia. Complete the questionnaire below to see how
good your HR knowledge is.
What do you think?

How good are your human resource skills?
Circle for each statement whether it is true or false according to research findings.
1. The most important requirement for an effective leader is an outgoing,
enthusiastic personality. T / F
2. In order to be evaluated favourably by line managers, the most important
competency for HR managers is the ability to manage change. T / F
3. On average, encouraging employees to participate in decision-making
is more effective for improving organisational performance than setting
performance goals. T / F
4. Most errors in performance appraisals can be eliminated by providing
training that describes the kinds of errors managers tend to make and
suggesting ways to avoid them. T / F
5. The most valid employment interviews are designed around each candidate’s
unique background. T / F
6. On average, applicants who answer job advertisements are likely to stay in a
job for a shorter time than those referred by other employees. T / F
7. There is very little difference among personality inventories in terms of how
well they predict an applicant’s likely job performance. T / F
8. On average, conscientiousness is a better predictor of job performance than
is intelligence. T / F
9. Companies that screen job applicants for values have higher performance
than those that screen for intelligence. T / F
10. Surveys that directly ask employees how important pay is to them are likely
to overestimate the true importance of pay in actual decisions. T / F
The research-based answers are: 1-F, 2-T, 3-F, 4-F, 5-F, 6-T, 7-F, 8-F, 9-F, 10-F. If
your score is rather low, that is not a problem as the above statements concern
counterintuitive research findings. More worrying is that many HR managers,
despite their education, still make these mistakes, because in practice they rely more
on their intuition (which they claim is experience-based) than on actual findings.
Source: Rynes et al. 2002; Sanders et al. 2008
Ways in which psychology researchers have tried to distinguish themselves

Because psychology researchers saw the natural-scientific status of psychological
research constantly being misunderstood, they repeatedly tried to distinguish their
own work from the mainstream image of psychology. One way of doing this was to
adopt a different name. Three names have been used: ‘the new psychology’ (which
was apt up to the middle of the twentieth century but now has become obsolete),
‘experimental psychology’ (to stress the use of experiments as the basis of infor-
mation acquisition) and ‘scientific psychology’ (to stress the more general scientific
method).
Another way in which researchers distanced themselves from professionals was by

the creation of their own societies. Indeed, in many countries you find psychology
societies that are predominantly meant for (university) researchers and societies that
are predominantly meant for practitioners. These are not always in unison, although
they have the shared goal of promoting psychologists’ standing in the wider society.
In the USA, for instance, the APA (American Psychological Association) began
largely as a gathering of psychology researchers and had little interest in practitioners’
needs (see Witmer’s experiences in Chapter 8). The disenchantment of the practition-
ers (in particular the clinical psychologists) with the way in which they were treated
reached its height in 1937, when a number of them walked out and founded the Asso-
ciation for Applied Psychology. Only after the APA promised to do more for profes-
sionals were they willing to become part of the APA again (this happened in 1945).
One of the initiatives set up by the APA to make amends was a task force on how to
establish the reliability and validity of psychological tests (see Chapter 8). The APA
was keen to demonstrate that it had something to offer to professionals.
The efforts of the APA to serve practitioners were not appreciated by all research-
ers, who questioned the usefulness of such a society for them. As a result, twice there
was a revolt of researchers, leading to the foundation of the Psychonomic Society in
1959 and the American Psychological Society2 in 1988 (for reviews, see respectively
Dewsbury & Bolles, 1995 and Cautin, 2009).
A similar tension between professionals and researchers is evident in the UK, where
there is a distinction between the British Psychological Society (established in 1901
mainly by researchers, but increasingly taking on the interests of professional psy-
chologists; see Chapter 4) and the Experimental Psychology Society (founded in 1946
to meet researchers’ needs). At the European level there are also societies primarily
aimed at practitioners (e.g. the EFPA [European Federation of Psychologists’ Associa-
tions]) and societies primarily meant for researchers (e.g. the ESCoP [European Society
for Cognitive Psychology]).
Unlike scientific results, psychological findings are easy to

understand
Everybody understands worthwhile psychological findings
As we have seen above, science is perceived as difficult, a challenge many people try to
avoid. In contrast, psychology is seen as accessible (e.g. Keil et al., 2010). The reason
for this is more or less as follows: because we are all humans interacting with others,
we all have experience with what works and what does not work in our daily life.
Psychological research can give us new insights (ideas which we had not thought of
before), but if these insights are worthwhile we will have no difficulty relating to them.
There will be a resonance between our own intuition and the new knowledge. This
line of thinking has both positive and negative consequences.
A positive consequence is that most people are much more interested in psychologi-
cal findings than in findings from other sciences. They are not put off by the perceived
difficulty. As a result, psychological thinking has had a larger impact on society than
many other sciences (see the psychologisation of society in Chapters 8 and 14). People
are convinced that every sane and sufficiently intelligent person can understand the
really important psychological findings.
Degree of expertise relative to average person

(1 = no difference; 7 = very great difference)
6.5
5.5
4.5
Chemistry
Physics
Biology
Psychology
Sociology
Economics
Figure 10.2 Difference in expertise between expert and average person. Medicine
When people are asked how much more expertise a college professor or licensed professional
has relative to an average person, they make a distinction between the so-called ‘hard sciences’
(chemistry, medicine, physics, biology) and the ‘soft’ social sciences (psychology, sociology,
economics).
Source: Janda et al. (1998), ‘Attitudes towards psychology relative to other disciplines’, Professional Psychology: Research
and Practice, 29, 140–43.
A negative consequence is that the public in general does not believe psycholo-
gists have much specialised knowledge. Psychological findings that are too difficult to
understand are not ‘real’ psychology, and findings that do not agree with the general
opinion are likely to be wrong. For instance, Janda et al. (1998) asked a representative
sample of 100 residents of Virginia (USA) how large the difference was between what
an expert (i.e. a college professor or a licensed professional) knows about his or her
field and how much an average person knows about the field. Seven disciplines were
examined: biology, chemistry, economics, medicine, psychology, physics and sociology.
Figure 10.2 shows the findings. From these, it is clear that the natural sciences (chemis-
try, medicine, physics, biology) are perceived as having much more expert knowledge
than the social sciences (psychology, sociology, economics).
What do you think?

Philosophers of science from time to time claim that psychology is overly
complicated, because it lacks a paradigm (see the citations of Kuhn and
Wittgenstein in Chapter 9). Could this be because they spontaneously assume
that psychology ought to be simple? Is the knowledge in psychology really more
complex, specialised and contradictory than the knowledge in, say, physics,
medicine or computer sciences?
Not all psychologists are convinced of the added value of the

scientific method
A final reason why psychology has difficulties being seen as a science is that not all
psychologists, academics included, are convinced that the turn towards the scientific
approach has been the right choice to study the human mind. Remember from Chap-
ters 3 and 4 that before Wundt started his psychology laboratory, there was already a
flourishing literature on the human mind. This literature grew out of three sources:
1. an increased philosophical interest in the human mind,
2. interest from teacher education programmes, and
3. interest from religious studies.
The hermeneutic alternative
Not everyone agreed with the positivists that psychology ought to jump on the band-
wagon of the natural sciences. According to them, psychology should stay within the
humanities and in particular adopt the investigation approach of history (e.g., Teo
2017). A common name for this approach is hermeneutics (although other names have
hermeneutics been used as well). Hermeneutics is a word from Ancient Greek referring to the inter-
approach in psychology pretation and translation of messages sent by the gods (these messages were usually
according to which the conveyed by the god Hermes, hence the word). In psychology, hermeneutics refers to
task of the psychologist
is to interpret and
the interpretation and understanding of individuals on the basis of their personal and
understand persons on the socio-cultural histories. Hermeneutics will, for instance, pay close attention to the
basis of their personal and motives people give for their actions and the purposes they want to achieve in life.
socio-cultural history Throughout the history of psychology, the hermeneutic approach has coexisted
with the mainstream natural-scientific approach, often on not very friendly terms
(e.g. Park & Auchincloss, 2006). Experimental psychologists objected to the fact that
the hermeneutic approach kept on questioning the status of psychology as a natural
science and, thereby, hindered attempts to have psychology departments accepted as
scientific departments at universities. Hermeneutically oriented academics in turn
maintained that the experimental approach overlooked essential skills practitioners
needed for their profession (see, for instance, Zeldow, 2009).
Unravelling how the human mind functions v. understanding
what the human mind comprises
The main criticism of the proponents of hermeneutics against the experimental study
of the human mind has been that it is too much geared towards unravelling the pro-
cesses of the mind (answering the question ‘how does it work?’), in the same way as
natural scientists try to understand the workings of the heart, the behaviour of elec-
trons in an atom, or the operation of a computer. What the experimental psychologists
overlooked, according to the hermeneutists, was that understanding a person involves
not so much knowing how the person functions, but what the person thinks, believes,
feels and wants.
Gottlieb and Lombrozo (2018) probed the intuitive beliefs people have about the
limits of science in explaining the human mind. They found that participants were
more likely to judge scientific explanations for psychological phenomena to be impos-
sible and uncomfortable when they supported first-person, introspective access (e.g.,
feeling empathetic as opposed to reaching for objects), contributed to making humans
exceptional (e.g., appreciating music as opposed to forgetfulness), and involved con-
scious will (e.g., acting immorally as opposed to having headaches). Gottlieb and
Lombrozo (2018) argued that the judgements about the scope of science have implica-
tions for science education, policy, and the public reception of psychological science.
According to hermeneutic psychologists, they also pose limits to what scientific psy-
chology can contribute to the understanding of the human mind.
Because the tension between the experimental and the hermeneutic approach has
been a central issue throughout the history of psychology, we will devote the rest of
this chapter and the next chapter to it. First, in this chapter we give a short review
of the hermeneutic approach. Then, in Chapter 11, we have a look at the methods
proposed by both traditions.
Interim summary
Reasons why psychology is not seen as a science
● The stereotypical view people have of a psychologist is that of a clinical psychologist
treating patients. This view does not overlap with the stereotypical view people have of a
scientist as a loner who is obsessed with his work and which he studies in an uncreative
way, making use of instruments.
● Professional psychologists largely outnumber psychology researchers, and they are users
of scientific knowledge rather than creators of such knowledge. There is even evidence
that many practitioners return to their intuition once they have finished their studies.
● People are convinced that they have as much knowledge about psychological issues as
psychologists, or at least that they can keep up with psychologists as long as they pay
attention to the psychological research that is described in the media.
● Next to the mainstream scientific tradition in academic psychology, there is a hermeneutic
approach that is more in agreement with the public’s view of psychology as non-scientific.
10.3 The critique of scientific psychology

In the previous section, we saw how scientifically-oriented psychologists have coex-
isted with psychologists who questioned the usefulness of the scientific method for the
study of mental life. In this section, we explore the evolutions within the hermeneutic
movement.
Dilthey: Naturwissenschaften vs. Geisteswissenschaften

One of the first authors to criticise psychology’s turn to the natural sciences was
the German historian and philosopher Wilhelm Dilthey (1833–1911). In a series of
publications in the 1880s and 1890s, he drew a distinction between what he called the
Naturwissenschaften (natural sciences) and the Geisteswissenschaften (mental sci-
ences or human sciences). He noted that the natural sciences sought to distil universal
laws from a limited set of observations; their main method was the experiment. In
contrast, the mental sciences aimed at understanding and interpreting the individual
person by an analysis of his or her personal and socio-cultural history. The main
research method here was understanding, in the same way as a historian tries to under-
stand what happened in the past. According to Dilthey, the human mind should be
understood, not explained.
The four elements of Dilthey’s approach
There were four main elements in Dilthey’s approach. First, psychology should be
content-based. It should not focus on how the brain functions (the form), but on what
the mind comprises (the meaning structure of the person). Because psychology was
based on understanding the content of the mind, Dilthey argued, it belonged to the
Geisteswissenschaften, together with history, political science, law, theory, literature
and art.
Second, Dilthey argued that the subject matter of psychology was the human expe-
rience in its totality, including cognition (thoughts), emotion, and volition (motivation
to act). Psychology should not aim at dissecting the human mind but at describing the
complete mind with its constant interplay of cognition, emotion and volition.
The third element was that a person’s life was embedded in a context. A person
could not be studied in isolation, but had to be seen in his/her socio-cultural and
historical context. A similar remark was made by Karl Marx (1818–1883), who urged
philosophers and psychologists to study the mind of the individual as part of a society,
instead of focusing on abstract individuals apart from history and society.
Finally, the natural-scientific research method with its experimentation and bias
towards measurement could never grasp the totality of the mental life within its con-
text. Therefore, the appropriate method for psychology was understanding. Dilthey
distinguished three different levels of understanding:
1. elementary forms of understanding used to solve the simple problems of life,
2. empathy through which an observer can re-experience someone else’s experiences,
3. the hermeneutic level of understanding, by which an observed person can be better
understood than the person understands him/herself.
Psychoanalysis and related schools

Freud
Another major source of inspiration for the hermeneutic approach came from Freud’s
psychoanalysis and the subsequent evolutions. Although Freud saw his efforts as part of
the natural-scientific tradition, the approach he recommended was much closer to that
of Dilthey than to that of Wundt and his American students (although Stanley Hall, the
founder of the first psychological laboratory in the USA, would invite Freud to the USA
in 1909 and award him an honorary degree from Clark University). Freud’s method was
in line with the hermeneutic approach because it aimed at understanding the contents of
a person’s mind and was based on the interpretation of visible human products (dreams,
memories, slips of the tongue, symptoms, art) with the use of psychoanalytic theory.
What do you think?

How does Freud’s theory relate to the four elements of Dilthey’s approach? Which
level of understanding is the most important for Freud?
Related schools
In the twentieth century, Freud’s ideas inspired a series of other theorists to come up
with alternative theories of what constitutes the core of the human mind and how it
develops over time. The best known are:
● Carl Jung (1875–1961) He made a distinction between the personal unconscious
(forgotten and repressed contents of the individual’s mental life) and the collective
unconscious (acts and images shared by all human beings or by a particular culture;
manifest themselves in archetypes – e.g. the archetype of an old, wise man with a
white beard). Jung also distinguished several personality types and introduced the
characteristic of extroversion versus introversion.
● Alfred Adler (1870–1937) He argued that the most important motive for a human
being was a feeling of inferiority, originating from the sense of dependence and
helplessness felt by infants. The feeling of inferiority resulted in a striving for supe-
riority and perfection.
● Erik Erikson (1902–1994) Erikson is best known for his theory of developmental
stages. According to this theory the human life comprised eight stages (infant, tod-
dler, preschooler, school-age child, adolescent, young adult, middle adult, old adult)
in each of which a new psychosocial crisis had to be solved (e.g. gaining trust in
infancy). If the crisis was solved well, it resulted in a psychosocial virtue (e.g. hope
and faith in infancy). If the crisis was not solved well, it resulted in maladaptation
and malignancy (e.g. withdrawal of the infant).
● John Bowlby (1907–1990) He is known for his attachment theory, which states that
infants seek proximity to a limited number of familiar people (in particular his/her
mother) and use these people for comfort in stressful times and as a secure basis for
exploration of the environment. Secure attachment is only possible if the adults are
sensitive and responsive to the child’s communications; it is also adversely affected
by an abrupt and long-lasting separation. The quality of the emotional attachment
formed in infancy has a lasting influence on the person’s later emotional and social
development. Bowlby supported falsification tests of his theory, in particular via
a long-term collaboration with Mary Ainsworth, who devised the ‘strange situa-
tion’ test (in which the caregiver temporarily had to leave the child in an unfamiliar
environment) to measure the attachment style of the child.
In the second half of the twentieth century, psychoanalysis placed increasing emphasis
on the functioning of the ego (dealing with the unconscious drives from the id) and
the relations with others, past and present. The former is known as ego psychology
and was inspired by Erikson’s work. The latter is called object relations and developed
partly out of Bowlby’s findings.
Rogers and humanistic psychology

Rogers
The psychoanalysts were not the only ones who on the basis of their treatments for-
mulated theories of human functioning that deviated from the natural-scientific tenets
defended by the experimental psychologists. Shortly before World War II, Carl Rogers
(see Chapter 8) started to question the tenets of the Freudian therapy and promoted
an alternative form of therapy. In his client-centred approach, a therapist still tried to
understand the client, but this was done without interpretation on the basis of psycho-
analytic theory. Viewed within Dilthey’s scheme of understanding, Rogers emphasised
the empathic form of understanding, whereas Freud chose the hermeneutic level. The
therapist in Rogers’s view had to share the client’s experiences but not interpret them;
his/her role was supportive rather than enlightening.
Just like Bowlby, Rogers combined the hermeneutic approach with the natural-
science approach when he insisted that the efficacy of his therapy be tested (see also
Eysenck’s research in Chapter 8). In 1954, he co-edited a book (Rogers & Dymond,
1954) in which the results of a four-year programme on the efficacy of the client-
centred therapy were examined. In the words of a reviewer:
Changes in the clients during therapy were measured not against some abstractly defined
global criterion or index of success of failure; instead, objective measures were used that
would detect changes in certain specific personality variables that could be predicted from
the theories of Rogers and operationally defined. These were: changes in self-perception,
changes in the total personality make-up as determined by the TAT test, changes in the
client’s attitude toward others, and changes in scores on an emotional maturity scale.
(Hulett, 1955: 369)
The APA thanked Rogers for this initiative by bestowing on him one of its first
Distinguished Scientific Contribution Awards in 1956.
What do you think?

In what respects does Rogers’s research qualify as science according to the
(logical) positivists? And in what respects does it qualify according to Popper?
Maslow
Rogers was, together with Abraham Maslow (1908–1970), one of the founders of
humanistic psychology humanistic psychology in the 1950s. This movement was promoted as the ‘third force’,
psychological movement because it offered an alternative to psychoanalysis and behaviourism. In 1966, Maslow
promoted by Rogers and published a book, Psychology of Science, in which he detailed what he thought was
Maslow as a reaction
against psychoanalysis wrong with a psychology exclusively built on the ‘classic’ scientific method.
and behaviourism; Maslow began as a laboratory experimentalist, comfortably embedded in the ‘sci-
stressed that people entific orthodoxy’. Like many of his contemporaries, he was brought into the field
are human, inherently of psychology having been influenced by John B. Watson’s ‘optimistic’ Psychologies
positive, endowed with
free will and living within (1925), feeling that the programmatic nature of the writings showed a clear path
a socio-cultural context ahead. But, as a psychotherapist or father, dealing with ‘whole persons’, he found
that this scientific psychology proved of little use.
On the basis of his experiences, Maslow stressed the need for a new type of sci-
ence, which was not based exclusively on Descartes’ mechanistic world view (in which
everything is interpreted as a machine). This does not mean that Maslow rejected the
scientific approach of psychology (as is sometimes assumed). He wanted the approach
to be more inclusive. This is expressed most clearly in the preface to one of his main
publications (Maslow, 1966). Here, Maslow not only wrote of the dangers of the
‘denial of human values’ and ‘amoral technologizing’ in science. He also warned of the
dangers of the ‘anti-science’ criticisms expressed in certain groups of psychotherapists,

clinical psychologists, artists, followers of religions and existentialist groups. He called
their alternative to science cultish, uncritical, ‘navel-watching’, because of its exclusive
reliance on personal experience.
Maslow’s (1966) attempts to keep the study of the human mind scientific but to
extend its remit is a good reminder that the humanities-based, hermeneutic approach
was not an anti-intellectual stance in which all systematicity was dropped. It was a
call for systematic approaches other than the purely mechanistic approach advocated
by the behaviourists at the time. In Chapter 12, we will see how qualitative research
methods currently try to address the need for systematicity without reducing human
mind to the functioning of a machine (computer).
Neglect of individual differences

Another criticism raised against experimental psychology was that it ignored indi-
vidual differences and tried to understand the functioning of the ‘average’ person. All
participants of an experimental condition were considered to be equal. The Ameri-
can psychologist Gordon Allport (1947) argued that this was a direct consequence of
psychology’s infatuation with physics and technology: humans were made to fit in a
machine model.
As it happened, Allport’s criticism struck a chord with the natural-scientific
approach as well as with the hermeneutics approach, partly because around that time
statistical techniques became available that allowed researchers to measure individual
differences. Shortly after Allport’s seminal work, quantitative research on individual
personality differences was booming, even to such a degree that it nearly oppressed
the existing research into what people had in common. In line with the tenets of the
natural-scientific approach, however, this research did not treat the participants as
individuals with their own thoughts, emotions and motivations. They were considered
as types that differed on a limited number of features (traits), and tests were devised
to measure these differences (see Chapter 8).
Research methods govern research questions

A further criticism of natural-scientific psychology was that the method determined
the research questions to be addressed. Research questions that did not fall within the
realm of the natural-scientific approach were not examined and, by consequence, were
not thought to be of interest. According to Giorgi (1970), this included all knowledge
that could not be characterised as empirical, positivistic, reductionistic, quantitative,
deterministic or predictive. The requirement of operationally defined variables meant
that a large number of phenomena could not be investigated and, therefore, were
excluded from psychology’s discourse. As Maslow (1966) observed in the excerpts
above, the topics of experimental psychology worked well as long you did not have to
respond in a role as psychotherapist, father or teacher.
Books on research methods often make a distinction between facts and values (e.g.
Stangor, 2006: 8–9). Facts are defined as ‘objective statements determined to be accu-
rate through empirical study’ (e.g. smoking increases the incidence of cancer and
heart disease). In contrast, values are defined as ‘personal statements that cannot be
considered to be true or false’ (e.g. it is important for me to quit smoking; or, I’d better
not start drinking alcohol). Values cannot be proved or disproved by science; all science
can do is provide facts that help people select their values. Within this perspective it
could be argued that the direct impact of experimental psychology on everyday life
is limited because many human choices and interactions are centred on values rather
than facts.
Psychology has been confined too long to white Western males

Scientific psychology has also been criticised for being interested only in topics and
research approaches that were of concern to Western males. The history of psychology
indeed for a large part reads as a history of middle-class males in Western Europe and
Northern America. This is the result not only of the group’s dominance in academic
life over the past centuries, but also the fact that white men have largely ignored the
contributions of other groups and sometimes even actively suppressed them (Vaid &
Geraci, 2016). For instance, Titchener excluded women from the ‘experimental club’
he founded to discuss psychological research. This impeded the careers of women
researchers such as Mary Whiton Calkins, Margaret Floy Washburn and Christine
Ladd-Franklin. The bias against female and non-Western values has been studied in
feminist psychology feminist psychology and postcolonial psychology, respectively.
movement in psychology We will say more about racism in psychology in Chapter 14. The objections feminist
aimed at understanding psychologists raised to traditional scientific psychology can be summarised as follows
women; is particularly
concerned with the way in (Gross, 2003):
which women are treated
● Men are taken as the standard/norm from which women deviate.
in mainstream psychology
● Men decide what is worth investigating and how it should be investigated.
postcolonial psychology
movement in psychology
● There is a bias to publish the results of studies that show a difference between the
addressing the issues of genders.
racism and the ways in ● Results regarding gender differences are regularly interpreted in line with stereo-
which dominant groups
treat other groups typed expectations.
● Results regarding gender differences are interpreted as due to the individual and not
to the social context.
Although not all feminist critiques question the value of the natural-scientific
method, they do take issue with the fact that it is seen as the only acceptable research
method, and they point out that such an approach is a typical Western white male
approach. According to feminist psychologists, the way in which gender differences
have been examined and interpreted clearly shows that science is not an objective and
value-free enterprise, as claimed by the positivists, but a value-laden approach related
to the socio-cultural context in which it occurs. Psychological researchers would do
better acknowledging these influences, so that they do not continue the ongoing preju-
dice and discrimination against women under the guise of impartial scientific inquiry.
A summary of this critique can be found in the following excerpt:
feminist researchers have joined with other voices within philosophy and science . . . to
challenge some of the traditional tenets of ‘objectivity’ in science. There appear to be two
major thrusts to the feminist challenge. The first is the recognition that values are an inte-
gral part of science, that they influence all phases of the process, and that they should be
acknowledged and made explicit in the same way that we recognize that scientific truths
are not independent of time and place . . . The second challenge to traditional scientific
thinking goes further and argues more explicitly that the language, objectives, and meth-
ods of individual disciplines, and of science itself, particularly as defined by the experi-
mental method, have been shaped by ‘masculine’ concerns, interests, and personality.
(Lott, 1985: 158–9)
What do you think?

Currently there are many more female psychology students than male psychology
students. Is this translated into the teaching you get and the type of research you
are allowed to do, or are the criticisms raised by feminist psychology still valid
today?
The scientific claims of objectivity and universal validity are

exaggerated
A final criticism of the natural-scientific approach in psychology has been that it
promises more than it can deliver. One promise, for instance, is that evidence-based
opinions are guaranteed to be objective and true. In Chapter 9 we saw that this is not
so (a finding we will return to in the next chapter). All scientific research is embedded
within a paradigm, which determines the questions asked and the type of answers
that are allowed. In addition, the postmodernists have pointed out that scientists are
influenced by the society in which they work.
Ward (2002: 87–92) gives some eye-opening examples of the relativity of scientific
opinions (see also Chapter 14). These examples are related to the late-nineteenth-
century teenage-sex panic that took over the USA after it became an issue that teenagers
engage quite regularly in masturbation. Psychologists were more than willing to offer
scientific advice to the worrying parents and educators. G. Stanley Hall – student of
Wundt, founder of the first psychological laboratory in the USA, first president of the
APA, and leading child psychologist of the day – wrote in his influential 1904 two-
volume book Adolescence that:
Sex asserts its mastery in field after field, and works its havoc in the form of secret vice,
debauch, disease, and enfeebled heredity . . . dangerous malady . . . most liable to occur
in individuals who lack stamina . . . the very saddest of all the aspects of human weak-
ness . . . bought at the cost of the higher life.
(as cited in Ward, 2002: 88)
Hall was by no means the only psychologist giving scientific advice. Another well-
known PhD in psychology, trained with Wundt in Germany, was Elwood Worcestor.
He was involved in a Boston-based religious and psychotherapy group known as the
Emmanuel Movement. His appreciation in 1908 was:
no one can deny that serious moral and nervous affections follow the habitual practice
of masturbation, and these are more serious in early life, and when, as is often the case,
the victim is temporarily nervous and delicate. The physical symptoms are weakness,
pallor, and backache and general debility. The effects on the brain and nervous system
are more serious.
(as cited in Ward, 2002: 89–90)
Although it is tempting to explain these unsubstantiated pieces of advice as the out-
come of a lack of empirical data at the beginning of the twentieth century, the post-
modernists warn us that they are much more a testimony of the fact that opinions
ventured by scientists are influenced by the socio-historical context in which they live.
Psychologists who nowadays are asked to give advice about masturbation are as much
influenced by the prevailing morals about sexuality as their colleagues were in the
early 1900s. According to the postmodernists, the same is true for advice on autism,
ADHD, OCD, global warming, smacking children, testing children from an early age,
and so on.
Critical psychology
The latest development within the hermeneutic approach has been the emergence of
critical psychology a number of positions that became known as critical psychology (or rather critical
movement in psychology psychologies, as the different positions do not see themselves as fully compatible; Teo,
that criticises mainstream 2005). Critical psychology is based on the following tenets (e.g. Fox et al., 2009;
psychology for failing
to understand that
Newness & Golding, 2017).
knowledge does not
refer to an outside Idealism instead of realism
reality (idealism), that
scientific knowledge is not As we saw in Chapters 3 and 9, there are two opposing views in philosophy about the
cumulative but consists nature of human knowledge. On the one hand, there is realism, saying that knowledge
of social constructions, corresponds to reality, which must be discovered; its truth depends on the correspond-
and that psychological
ence with the real world. On the other hand, there is idealism, saying that knowledge is
theories and claims have
an impact on the world in a social construction, which does not necessarily correspond to an outside world; the
which people live truth of statements depends on their coherence with the rest of knowledge. Critical
psychologists argue that scientific psychology (which they usually call ‘mainstream
psychology’) wrongly believes in realism. According to them, human language does
not represent things in the world but is meant to facilitate social interaction. For the
same reason, mainstream psychology is wrong in the emphasis it puts on the individual
in isolation; what matters is the person as a social being.
Science is a social construction

The idealistic world view of critical psychologists also has implications for their per-
ception of science. They agree with the postmodernists (Chapter 9) that science is
not a progressive uncovering of reality, but a social construction in which scientific
statements are primarily determined by the language and the culture of the scientists.
As a result, scientific statements are not fixed ‘truths’, but ever-changing stories that
reflect the socio-political and cultural world of the scientists. Scientific writings must
be read like history texts: as one of the possible accounts of what is/was going on.
Indeed, one of the first writings in critical psychology was entitled ‘Social psychology
as history’ (Gergen, 1973). This implies that, to understand psychology, it is impor-
tant not to see it in isolation but to examine the context in which it takes part as an
academic discipline.
For example, Fox et al. (2009) point out that mainstream psychology currently has
a strong individualistic approach. The emphasis is on the functioning of the indi-
vidual, his or her biological and psychological features, and the maintenance of his/
her self-esteem in social interactions. By focusing on the individual rather than the
group or society, mainstream psychology currently accentuates individualist values
at the expense of mutuality and community. This is not because science ‘proves’ that
these values are better, but because these values nowadays dominate Western society.
Most powerful institutions encourage people to seek identity and meaning through
individual and competitive pursuits instead of through collaborative or community

endeavours. Mainstream psychology forms an allegiance with these institutions and
simply imposes their values on members of marginalised and less powerful groups:
Watching television and surfing the Internet, advancing in careers, keeping the lawn
green, and shopping for fun are only some of the things many people do that divert
attention and energy from constructing more meaningful friendships, participating in
community life, or recognizing and working to end injustice. It is no coincidence that a
self-focused mindset offers more benefits to those who control corporate capitalism and
other members of relatively privileged groups than to the vast numbers who congregate
in shopping malls and football stadiums or search for anonymous on-line community.
(Fox et al., 2009: 6)
Psychologists have a moral responsibility

Because the (social) reality is constantly changing as a function of what happens,
critical psychology urges psychologists to be aware of the fact that their research
affects reality. Psychological theories change the perception of people and, as a result,
the world in which they live. Psychology research can condone a social injustice and
promote its continuation by giving it a ‘scientific’ justification. Because of concerns
about the implications of research, there is usually a larger degree of social and politi-
cal engagement among critical psychologists than among mainstream psychologists.
This, for instance, is seen in the close ties that exist between the critical psychology
movement, feminist psychology and postcolonial psychology (e.g., Morrissey, 2018).
According to critical psychology, psychologists cannot pretend they are studying their
subject matter in a detached way from the outside; they are part of the subject matter
and have to act accordingly, as shown in the citation below:
One bottom-line lesson which I feel to be important is really a moral one: the psychologist
is not outside the things that he or she studies, not an external ‘objective’ observer of the
human psyche, but an active participant in the collective psychological life of their com-
munity, culture and, ultimately, species. This means that what psychologists say and do,
the theories, images and models of the psychological that they devise and promote, have
real consequences for everybody else. They are in an even weaker position than the physi-
cal scientists to disclaim responsibility for what society does with what they produce, for
even in producing it they are participating in this collective social psychological process.
(Richards, 2002: 5)
We will return to the ways in which psychological research changes society in
Chapter 14.
What do you think?

Above we saw that, according to feminist psychology, the ways in which
psychology researches gender differences colour the perceptions people have
of such differences. Can you find a specific example? And can you think of other
examples in which psychological research has had an impact on the way in which
people perceive a particular phenomenon?
Conclusion
Ever since psychology carved itself a niche in the world of science, there has been the
feeling that the scientific method does not provide all the information psychologists
need. This has been felt in applied contexts, but also in academic psychology. Remem-
ber from Chapter 4 that Wundt had already made a distinction between three research
methods: experimental methods, introspection and the historical method. Only the
first one qualified as scientific according to the behaviourists.
A similar ambiguity towards experimental psychology can be found in James
and his successor at Harvard University, Hugo Münsterberg, who published a
textbook in 1915 under the title Psychology: General and Applied. In this book,
Münsterberg drew a distinction between causal psychology (the natural-scientific
approach) and purposive psychology (the hermeneutic approach), which he saw
as complementary:
[In the causal psychology] we shall resolve the personality into the elementary bits of
psychical atoms and shall bring every will act into a closed system of causes and effects.
But in the purposive part we shall show with the same consistency the true inner unity
of the self and the ultimate freedom of the responsible personality. Those two accounts
do not exclude each other; they supplement each other, they support each other, they
demand each other.
(as cited in Cahan & White, 1992)
Also, nowadays introductory textbooks of psychology include a discussion of ideas
from the hermeneutic tradition, even though in the introduction they define psychol-
ogy as a scientific discipline.
Although it is fair to say that the natural-scientific and the hermeneutic approaches
in general have not been comfortable with each other, there have been many
attempts to find common ground and to see how each could strengthen the other.
Unfortunately, those attempts have not been very fruitful, possibly because the two
traditions represent the two opposing cultures: science vs. humanities (Chapter 2).
For the science-oriented psychologist, the fact that not everything can be addressed
with the scientific method is an indication that the available scientific tools are not
yet powerful enough or that it is not yet known how to measure certain phenomena
properly. For the humanities-oriented psychologist, the fact that not everything can
be addressed with the scientific method is a sign that the scientific rationalisation of
life and the depiction of the world as a soulless machine miss the most fundamental
aspect of (human) life.
On the other hand, there is evidence that the two approaches inspire each other
indirectly, through their respective influences on society and because psychologists
unconscious plagiarism study both traditions in their education. The psychoanalyst Bornstein (2005) calls
term used by Bornstein to this type of implicit influence unconscious plagiarism. Table 10.1 lists some of the
indicate how the scientific terms used in cognitive psychology that according to Bornstein have such an over-
and the hermeneutic lap with Freudian ideas that they have to be inspired by them. An influence the
approach in psychology
other way round is the growing discussion within psychoanalysis about the desir-
have influenced each other
without the proponents ability of empirical research on the psychoanalytic tenets (e.g. Luyten et al., 2006;
being aware of it Chiesa, 2010).
Table 10.1 Revisions and reinventions of psychoanalytic concepts

Cognitive terms that have a strong resemblance to ideas put forward by Freud more than half
a century earlier.
Psychoanalytic concept Revision or reinvention

Unconscious memory Implicit memory
Primary process thought Spreading activation
Object representation Person schema
Repression Cognitive avoidance
Preconscious processing Preattentive processing
Parapraxis Retrieval error
Abreaction Redintegration
Repetition compulsion Nuclear script
Ego Central executive
Ego defence Defensive attribution
Source: Bornstein (2005), ‘Reconnecting psychoanalysis to mainstream psychology: challenges and opportunities’,
Psychoanalytic Psychology, 22, 323–40.
Interim summary
The critique of experimental psychology
● Dilthey: psychology belongs to the Geisteswissenschaften (mental sciences) because:
– it deals with the content of the human mind,
– it describes the human experience in its totality (including cognition, emotion and
volition),
– it sees a person’s life within its context,
– only the method of understanding can study the full human experience (different
levels of understanding).
● Psychoanalysis used the hermeneutic approach because it tried to understand the
content of the human mind through interpretation on the basis of the psychoanalytic
theories.
● The client-centred approach also stressed the importance of understanding the other in
psychotherapeutic relations; in this tradition, however, understanding was defined as
empathy and not as an interpretation within a theoretical framework.
● Allport criticised experimental psychology because it ignored individual differences.
● In the natural-scientific approach the interesting research questions are too much
defined as a function of what can be examined with the scientific method.
● Experimental psychology is partly the result of the dominance of white Western males in
psychological research. Gave rise to feminist and postcolonial psychology.
● The natural-scientific approach ignores the fact that all knowledge is relative, depending
on the prevailing research paradigm and influences from society.
● The strongest criticism of experimental psychology currently comes from critical

psychology. This movement points to the facts that (1) knowledge is not a mirror
of reality, (2) science is a social construction, and (3) psychologists have a moral
responsibility because their research changes the social reality.
● Criticism of experimental psychology has had an influence on mainstream research, but
mostly indirectly (through unconscious plagiarism).
10.4 Focus on: Can the history of psychology be taught by

psychologists?
Traditional vs. new history of psychology
In this chapter, we saw how history became part of the curriculum of psychologists,
not only because it was essential for their education but also because it legitimised
psychology as a young science. This history had a number of characteristics:
● It stemmed from psychologists themselves, who did it ‘on the side’.
● It was undertaken out of curiosity, for celebratory reasons, or for didactic purposes.
● It took the contemporary state of psychology as the starting point and saw his-
tory as the anticipation of that state (often with hindsight bias of what had been
important in the history and what had been false starts).
● It saw psychology as a progressive, cumulative process that over time came closer
to the truth.
● It was basically a review of the achievements of the ‘great men’ of psychology.
In 1989, the American historian Laurel Furumoto called for a different (new) approach
to the history of psychology. According to her, the new history:
● investigates the assumptions that gave rise to contemporary psychology,
● tries to understand the historical events within the knowledge that existed at the
time of the event,
● has an eye for the influences of the wider society and the relativity of knowledge,
● is done by independent and specialised historians, and
● takes a detached and often critical stance towards psychology.
Vested interests
The advantage of independent history teachers is that they are not associated with
one particular approach. A danger associated with psychology teachers is that they
may be biased (implicitly or explicitly) towards their own stance. For instance, the
fact that this book has been written by two cognitive psychologists could make read-
ers expect that:
● mainstream psychology will be described in a positive way,
● the scientific approach will be presented positively,
● psychological knowledge will be seen as cumulative (we know more now than we
ever did before),
● there will be more detailed information about the natural-scientific approach than
about the other approaches, and
● there will be a bias towards academic research at the expense of applied
psychology.
What do you think?

How is the book doing with respect to the criticisms above? How would the book
differ if it was written by authors from the hermeneutic approach?
Because of the vested interests of psychologists, some psychology departments have

decided to outsource the teaching of the history of psychology to the history depart-
ment. Unfortunately, this raises other issues. Just to cite a few:
● The attitude towards psychology is influenced by the attitude a lecturer has towards
science in general, and this is true for historians as much as for psychologists.
● Although the wider social influences are important, there remains a sequence of
events that have shaped psychology and that must be included in any course. So,
historians teaching the history of psychology need to have a good grasp of what
happened in the field if they want to teach a relevant course.
● There is no ‘true’ history of psychology. Many different histories can be written
(and have been written). The history of psychology consists of everything that
has ever been recorded in relation to psychology (or the study of the human mind
in general), including a myriad of ambiguities, inconsistencies and contradictions
between different actors and, quite often, within the same actors on different occa-
sions. Every history is a simplified summary of the raw material on the basis of the
materials that are easily available and the opinions held within the social groups to
which the authors belong. The only distinction one can make is between blatantly
biased histories and histories that are perceived by the different actors at a particu-
lar time as ‘reasonably (un)biased’. Whether or not the narrator is a psychologist is
of secondary importance.
What do you think?

How would you tell the story of your life? And how would someone else tell it?
Someone you get on with and someone you do not get on with? Your parents?
What would be the true story of your life? And how long should it be before it is
‘complete’? And would that then still be interesting to anyone?
Lovett (2006) argued that many historians exaggerate the differences between the old
and new history of psychology and uncritically accept that the old history was bad
and the new good. He presented five questions to the new historians.
1. Is the new history not an example of claiming that we now know more than before
(i.e., one of the main criticisms against old history)? Do new historians not assume
that older histories and historians were, at best, necessary stepping stones toward
the current, better way to do history of psychology?
2. If historians assume that the history of psychology is capable of progressing, how
can they maintain that no progress is made in science? This requires an extreme
interpretation of Kuhn’s theory as an endless succession of interchangeable para-
digms without headway.
3. If the only purpose of a history course is to question the achievements of scien-
tists (including psychologists), what place does the new history have in the field
of psychology? Isn’t the function of a history course to help students make con-
nections between different psychologists, contradictory theories, and disparate
areas by showing how these differences are related to each other in historical
perspective?
4. Is it possible (and desirable) to teach the history of psychology without reference
to the contemporary state? Isn’t it so that the students’ cultural environments (e.g.,
where they live, how they were raised) place significant constraints on their under-
standing of the world?
5. Out of thousands of psychologists, who should we decide to emphasize in the his-
tory? Can we exclude the names generally considered (for wrong or right reasons)
as impactful in the history of science and psychology? If we teach an alternative
course (excluding the usual Great White Men), to what extent does this risk to
turn our course into a hagiography of Great Overlooked Individuals motivated by
a contemporary political agenda?
Because the old and new histories of psychology have positive and negative features,
Lovett (2006) argued that there was a place for both in a history course. If you are
interested in subsequent responses to Lovett’s article, you may want to have a look at
Brock (2017) and Lovett (2017).
Psychology: a failed bridge?

In Chapter 2 we described how in 1959 Charles Snow regretted the separation that had
grown between people interested in science and people interested in the humanities,
which he called ‘the two cultures’. In a postscript written four years later, he was more
optimistic (see the reprint: Snow, 1998). In particular, he referred to the growing social
and behavioural sciences (including psychology), which could form a bridge between
the two cultures, because the education would have a grounding both in the humani-
ties and in the natural sciences. He was convinced this was imminent and that when
it came, some of the communication issues would be resolved.
Our analysis in the present chapter illustrates that the divide between the two cul-
tures may be harder to overcome. Rather than being bridged, it seems to create a split
within psychology itself (and the other social/behavioural sciences).
Kagan (2009) also concluded that the social sciences have failed to become a
bridge between the natural sciences and humanities, but he argued that they have
become a separate, third culture, with their own language and assumptions, further
fractioning the cultural landscape and hindering communication between the vari-
ous groups.
What do you think?

Do you agree with Kagan (2009) that psychology has become a separate
culture with very few connections to either humanities or natural sciences? If
so, is this because of an insurmountable disparity between the two cultures or
because the total amount of knowledge exceeds human capacities to such an
extent that fractioning is unavoidable? What do you think of Sarton’s (1937)
assertion that only a discipline ‘history of science’ can bridge the divide, because
such a discipline is steeped both in the humanities (history) and in the sciences?
Other possible points of view

Whether or not the history of psychology can be taught by psychologists, it is impor-
tant for you to realise the relativity of each approach taken in a particular course. To
illustrate this, we list a number of ideas about history books we have encountered in
our research for this book but that in the end did not (quite) make it. Maybe you want
to pursue one of them?
● Psychology has generated no useful knowledge thus far, but has managed to
impose itself on society by making clever alliances and by creating problems for
which it subsequently pretended to offer solutions. (This is an approach often
found in postmodernistically inspired sociological writings; e.g. Achterhuis, 1979;
Ward, 2002.)
● Psychology has had no ideas by itself, but has always borrowed ideas from other
disciplines and from developments within society.
● History is a constant recycling of ideas that thrive for some time, become forgotten
and are then returned to.
● A history of psychology should focus on the scientists who made the discipline.
● A history should be organised in terms of the main problems and ideas that have
been addressed.
● A history should divide the past into periods.
● A history must give due attention to the biographies of the main actors; how their
ideas were shaped by their life experiences.
● A history should focus on the distribution of powers in the society and show how
dominating groups oppressed the ideas of others.
● A history of psychology should not be limited to the history of Western
psychology.
● The history of psychology cannot be understood without a detailed analysis of the
changing attitudes towards religion in Western society.
References 437
Interim summary
● Each history is relative and conveys only part of the rich raw material that is available.
● In the history of psychology a distinction is often made between the traditional
approach (largely seen as a legitimisation of the current state of affairs) and the new
approach (more critical, has an eye for the relativity of knowledge, tries to expose the
assumptions that gave rise to current opinions).
● An extra problem is that book authors and lecturers may have vested interests, which
bias the coverage of the history.
● The history described in the present book is not the history of psychology. It is only one
of the possible stories, which we hope will not be perceived as being too biased.
The scientific tradition in psychology is well described in For the material on hermeneutic and critical psychol-
the first chapters of most research books in psychology. We ogy, we found valuable information in Teo, T. (2005)
in particular used Christensen, L.B. (2004) Experimental The Critique of Psychology: From Kant to PostColo-
Methodology (9th Edition) (Boston: Pearson Education) nial Theory (New York: Springer Science); in Gross, R.
and Rosenthal, R. & Rosnow, R.L. (2008) Essentials of (2003) Themes, Issues and Debates in Psychology (2nd
Behavioral Research: Methods and Data Analysis (3rd Edi- Edition) (Abingdon: Hodder Arnold); and in Fox, D.,
tion) (Boston: McGraw-Hill). Prilleltensky, I. & Austin, S. (Eds.) (2009) Critical Psy-
A good article on the public’s views of psychology is chology: An Introduction (2nd Edition) (Los Angeles:
Lilienfeld (2012) listed in the References. Sage Publications).
References
Achterhuis, H. (1979) De Markt van Welzijn en Geluk [The Borsboom, D. (2013) ‘Theoretical amnesia’ (20 Novem-
Market of Well-Being and Happiness]. The Netherlands: ber). Blog available at: http://osc.centerforopenscience.
Uitgeverij Ambo. org/2013/11/20/theoretical-amnesia/.
Allport, G.W. (1947) ‘Scientific models and human morals’. Boyack, K.W., Klavans, R. & Börner, K. (2005) ‘Mapping
Psychological Review, 54: 182–92. the backbone of science’. Scientometrics, 64: 351–74.
Anderson, S. (1992) A-Morphous Morphology. Cam- Breeuwsma, G. (2008) ‘Het vergeten weten: De teloorgang
bridge, UK: Cambridge University Press Baars, B.J. van klassiekers in the psychologie’ [Forgotten knowl-
(1986) The Cognitive Revolution in Psychology. New edge: The decline of classics in psychology]. De Psy-
York: Guilford Press. choloog, 43: 202–9.
Baker, T.B., McFall, R.M. & Shoham, V. (2009) ‘Cur- Briner, R.B. & Rousseau, D.M. (2011) ‘Evidence-based
rent status and future prospects of clinical psychology: I–O psychology: Not there yet’. Industrial and Organi-
Toward a scientifically principled approach to mental zational Psychology, 4: 3–22.
and behavioral health care’. Psychological Science in the Brock, A.C. (2017) ‘The new history of psychology: Some
Public Interest, 9: 67–103. (different) answers to Lovett’s five questions’. History of
Barrow, R. (2000) ‘Determining stereotypical images of Psychology, 20: 195–217.
psychologists: the Draw A Psychologist Checklist’. Col- Cacioppo, J.T. & Freberg, L.A. (2013) Discovering
lege Student Journal, 34: 123–33. Psychology: The Science of the Mind. Boston, MA:
Bornstein, R.F. (2005) ‘Reconnecting psychoanalysis to Cengage.
mainstream psychology: Challenges and opportunities’. Cahan, E.D. & White, S.H. (1992) ‘Proposals for a second
Psychoanalytic Psychology, 22: 323–40. psychology’. American Psychologist, 47: 224–35.
Carless, S.A., Rasiah, J. & Irmer B.E. (2009) ‘Discrepancy Gill, C. (2018) ‘Don’t know, don’t care: An exploration
between human resource research and practice: Com- of evidence based knowledge and practice in human
parison of industrial/organisational psychologists and resource management’. Human Resource Management
human re-source practitioners’ beliefs’. Australian Psy- Review, 28: 103–15.
chologist, 44: 105–11. Gottlieb, S. & Lombrozo, T. (2018) ‘Can science explain
Cautin, R. L. (2009) ‘The founding of the association for the human mind? Intuitive judgments about the limits of
psychological science: Part 2. The tipping point and science’. Psychological Science, 29: 121–30.
early years’. Perspectives on Psychological Science, 4: Green, C. (2013) ‘Psychology is . . . A Google Auto-
224–35. complete Adventure’ (5 December). Blog avail-
Chiesa, M. (2010) ‘Research and psychoanalysis: Still time able at https://ahp.apps01.yorku.ca/2013/12/
to bridge the great divide?’. Psychoanalytic Psychology, psychology-is-a-google-autocomplete-adventure/
27: 99–114. Gross, R. (2003) Themes, Issues and Debates in Psychology
Christidou, V., Bonoti, F. & Kontopoulou, A. (2016) ‘Amer- (2nd Edition). Abingdon, UK: Hodder Arnold.
ican and Greek children’s visual images of scientists’. Hartwig, S.G. (2002) ‘Surveying psychologists’ public
Science & Education, 25: 497–522. image with drawings of a “typical” psychologist’. South
Cummings, N.A. & O’Donohue, W.T. (2008) Eleven Blun- Pacific Journal of Psychology, 14: 69–75.
ders that Crippled Psychotherapy in America. New York: Haynes, R. (2003) ‘From alchemy to artificial intelligence:
Routledge. Stereotypes of the scientist in Western literature’. Public
Dawes, R.B. (1994) House of Cards: Psychology and Psy- Understanding of Science, 12: 243–53.
chotherapy Built on Myth. New York: The Free Press. Hulett, J.E. (1955) ‘Book review of Psychotherapy and
Devine, P. G. (1989) ‘Stereotypes and prejudice: Their auto- Personality Change: Coordinated Research Studies in
matic and controlled components’. Journal of Personal- the Client-Centered Approach, by Carl R. Rogers and
ity and Social Psychology, 56: 5–18. Rosalind F. Dymond’. American Sociological Review,
Dewey, J. (1887) Psychology. New York: Harper & 20: 369–70.
Brothers. Janda, L.H., England, K., Lovejoy, D. & Drury, K. (1998)
Dewsbury, D. A. & Bolles, R. C. (1995) ‘The founding ‘Attitudes toward psychology relative to other disci-
of the Psychonomic Society’. Psychonomic Bulletin & plines’. Professional Psychology: Research and Practice,
Review, 2: 216–33. 29: 140–3.
Ebbinghaus, H. (1908/1973) Psychology: An Elementary Kagan, J. (2009) The Three Cultures: Natural Sciences,
Textbook. New York: Arno Press. Social Sciences, and the Humanities in the 21st century.
Finston, K.D., Beaver, J.B. & Cramond, B.L. (1995) ‘Devel- Cambridge: Cambridge University Press.
opment and field test of a checklist for the Draw-a-Scien- Keil, F.C., Lockhart, K.L. & Schlegel, E. (2010) ‘A bump
tist test’. School Science and Mathematics, 95: 195–205. on a bump? Emerging intuitions concerning the relative
Fox, D., Prilleltensky, I. & Austin, S. (Eds.) (2009) Critical difficulties of the sciences’. Journal of Experimental
Psychology: An Introduction (2nd Edition). Los Angeles: Psychology: General, 139: 1–15.
Sage Publications. Kessels, U., Rau, M. & Hannover, B. (2006) ‘What goes
Furumoto, L. (1989) ‘The new history of psychology.’ In well with physics? Measuring and altering the image of
I. Cohen (Ed.), The G. Stanley Hall Lecture Series (vol. 9). science’. British Journal of Educational Psychology, 76:
Washington, DC: APA. 761–80.
Gabbard, G.O. & Gabbard, K. (1999) Psychiatry and the Koch, S. (1961) ‘Psychological science versus the science–
Cinema (2nd Edition). Washington, DC: American Psy- humanism antinomy: Intimations of a significant science
chiatric Press. of man’. American Psychologist, 16: 629–39.
Gallagher, S., Wallace, S., Nathan, Y. & McGrath, D. Kuhn, T.S. (1962/1970) The Structure of Scientific Revolu-
(2015) ‘“Soft and fluffy”: Medical students’ attitudes tions. Chicago: Chicago University Press.
towards psychology in medical education’. Journal of Lilienfeld, S.O. (2012) ‘Public skepticism of psychology:
Health Psychology, 20: 91–101. why many people perceive the study of human behavior
Gergen, K.J. (1973) ‘Social psychology as history’. Journal as unscientific’. American Psychologist, 67: 111–29.
of Personality and Social Psychology, 26: 309–20. Lilienfeld, S.O., Ammirati, R. & David, M. (2012) ‘Dis-
Giorgi, A. (1970) Psychology as a Human Science. New tinguishing science from pseudoscience in school psy-
York: Harper & Row. chology: Science and scientific thinking as safeguards
References 439
against human error’. Journal of School Psychology, Richards, G. (2002) Putting Psychology in its Place: A Criti-
50: 7–36. cal Historical Overview. London: Routledge.
Lilienfeld, S.O., Ritschel, L. A., Lynn, S. J., Cautin, R. L. & Rogers, C.R. & Dymond, R.F. (Eds.) (1954) Psychotherapy
Latzman, R. D. (2013) ‘Why many clinical psychologists and Personality Change: Coordinated Research Studies
are resistant to evidence-based practice: Root causes and in the Client-Centered Approach. Chicago: The Univer-
constructive remedies’. Clinical Psychology Review, 33: sity of Chicago Press.
883–900. Rutjens, B. & Heine, S. (2016) ‘The immoral landscape?
Lott, B. (1985) ‘The potential enrichment of social per- Scientists are associated with violations of morality’.
sonality psychology through feminist research and vice PLOS ONE, 11: DOI: 10.1371/journal.pone.0152798
versa’. American Psychologist, 40: 155–64. Rutjens, B. T., Heine, S. J., Sutton, R. M. & van Harreveld,
Lovett, B.J. (2006) ‘The new history of psychology: A F. (2018) ‘Attitudes towards science’. Advances in Experi-
review and critique’. History of Psychology, 9: 17–37. mental Social Psychology, 57: 125–65.
Lovett, B.J. (2017) ‘For balance in the historiography of Rynes, S.L., Colbert, A.E. & Brown, K.G. (2002). ‘HR pro-
psychology: Reply to Brock (2017)’ History of Psychol- fessionals’ beliefs about effective human resource prac-
ogy, 20: 218–224. tices: Correspondence between research and practice’.
Luyten, P., Blatt, S.J. & Corveleyn, J. (2006) ‘Minding the Human Resource Management, 41: 149–74.
gap between positivism and hermeneutics in psychoana- Safran, J. D., Abreu, I., Ogilvie, J. & DeMaria, A. (2011)
lytic research’. Journal of the American Psychoanalytic ‘Does psychotherapy research influence the clinical prac-
Association, 54: 571–610. tice of researcher–clinicians?’. Clinical Psychology: Sci-
Maslow, A.H. (1966) Psychology of Science. New York: ence and Practice, 18: 357–71.
Harper & Row. Sanders, K., van Riemsdijk, M. & Groen, B. (2008) ‘The
McDuffie, T.E. (2001) ‘Scientists – geeks & nerds? Dis- gap between research and practice: A replication study
pelling teachers’ stereotypes of scientists’. Science and on the HR professionals’ beliefs about effective human
Children, 38: 16–19. resource practices’. International Journal of Human
Miller, D.I., Nolla, K.M., Eagly, A.H. & Uttal, D.H. (2018) Research Management, 19: 1976–88.
‘The development of children’s gender-science stereo- Sandoval, W.A. (2005) ‘Understanding students’ practical
types: a meta-analysis of 5 decades of US draw-a-scien- epistemologies and their influence on learning through
tist studies’. Child Development, 89: 1943–55. inquiry’. Science Education, 89: 634–56.
Mischel, W. (2008) ‘The toothbrush problem’ Sarton, G. (1937) The History of Science and the New
(1 December). APS Observer, 21. Available at Humanism. Cambridge, MA: Harvard University Press
https://www.psychologicalscience.org/observer/ (1988 reprint from Brunswick: Transaction Books).
the-toothbrush-problem Snow, C.P. (1959/1998) The Two Cultures (with introduction
Morrissey, M.B.Q. (2018) ‘Challenging power structures by Stefan Collini). Cambridge: Cambridge University Press.
of the academy that marginalize and silence women: Stangor, C. (2006) Research Methods for the Behavioral
A call to resistance and social action—Psychology’s Sciences. Boston, MA: Houghton Mifflin.
ethical mandate’. The Humanistic Psychologist, 46: Teo, T. (2005) The Critique of Psychology: From Kant to
344–60. Postcolonial Theory. New York: Springer Science + Busi-
Münsterberg, H. (1915) Psychology: General and Applied. ness Media, Inc.
New York: D. Appleton & Co. Teo, T. (2017) ‘From psychological science to the psycho-
Newnes, C. & Golding, L. (Eds.) (2017) Teaching Criti- logical humanities: Building a general theory of subjec-
cal Psychology: International Perspectives. London: tivity’. Review of General Psychology, 21: 281–91.
Routledge. Vaid, J. & Geraci, L. (2016) ‘An examination of women’s
Orchowski, L.M., Spickard, B.A. & McNamara, J.R. professional visibility in cognitive psychology’. Femi-
(2006) ‘Cinema and the valuing of psychotherapy: Impli- nism & Psychology, 26: 292–319.
cations for clinical practice’. Professional Psychology: Vilchez-Gonzalez, J.M. & Parales Palacios, F.J. (2006)
Research and Practice, 37: 506–14. ‘Image of science in cartoons and its relationship with
Park, S.W. & Auchincloss, E.L. (2006) ‘Psychoanalysis in the image in comics’. Physics Education, 41: 240–9.
textbooks of introductory psychology: A review’. Jour- von Sydow, K. (2007) ‘The public image of psychologists,
nal of the American Psychoanalytic Association, 54: psychotherapists, and psychiatrists’. Psychotherapeut,
1361–80. 52: 322–33.
Wahl, O., Reiss, M. & Thompson, C. A. (2018) ‘Film psy- K-12 teachers’ perceptions of engineers and familiar-
chotherapy in the 21st century’. Health Communication, ity with teaching design, engineering, and technology’.
33: 238–45. Journal of Education, 95: 205–16.
Ward, S.C. (2002) Modernizing the Mind: Psychological Knowl- Zeldow, P.B. (2009) ‘In defense of clinical judgment,
edge and the Remaking of Society. Westport, CT: Praeger. credentialed clinicians, and reflective practice’. Psy-
Yasar, S., Baker, D., Robinson-Kurpius, S., Krause, S. & chotherapy Theory, Research, Practice, Training, 46:
Roberts, C. (2006) ‘Development of a survey to assess 1–10.
Notes
1. Anderson’s (1992) appreciation was about linguistics and to extend its membership internationally and foster the
not psychology. goals of academic psychologists and researchers across
2. In 2006, APS was rebranded as the Association for Psy- the globe.
chological Science to reflect the organization’s ambition
11 Psychology and open science
Twenty-first-century developments
11.1 Replication crisis

Voodoo correlations, unbelievable findings and fraud
Large-scale replication attempts
Many researchers misunderstand statistics
Misusing statistics
What to do about the replication crisis?
11.2 Call for open science
Creating repositories
A manifesto
Encouraging secondary data analysis
Big data
11.3 An evolving publication culture
Publish or perish
Journal impact factors
Open access publications
11.4 Focus on: Is scientific progress slowing down?
442 Chapter 11 Psychology and open science

● When was scientific psychology most successful?
● When did researchers start to doubt findings in scientific psychology?
● Is the replication crisis over?
● How has scientific publishing changed in the 20th and 21st century?

● Why did researchers start to doubt the empirical evidence they were shown? What were the
strongest triggers?
● Why did psychologists suddenly decide to replicate published studies? Why was this not done before?
● Which misunderstandings did researchers have about the use of statistics?
● What are questionable research practices and why do they undermine the fundamentals of science?
● Why did scientists decide to campaign for open science? What does it involve?
● Why are there more scientific publications now than ever before?
● What mechanisms do scientists use to decide on the quality of research? What problems does
that create?
● Does open science have hidden costs?
● Is scientific progress slowing down?
Introduction
In 2010 or thereabouts, we stopped believing that many published findings were

true. We discussed recently published articles in our weekly journal clubs (we
were all at different universities then), and those discussions frequently devolved
into statements of disbelief. We did not think the findings were fraudulent, but it
was just impossible to believe that, with only 14 participants per cell, researchers
had found that people will pay more for a chocolate bar when it is presented at
a 45° angle, but only if they are below the median on the self-monitoring scale.
When results in the scientific literature disagree with our intuition, we should be
able to trust the literature enough to question our beliefs rather than to question
the findings. We were questioning the findings. Something was broken.
(Simmons et al. 2018: 255)
Arguably, scientific psychology had its best time at the end of the twentieth century and
in the first decade of the twenty-first century. The number of publications expanded
radically, and they gained an increasing presence in the most prestigious journals. There
was the flourishing new field of cognitive neuroscience. In the USA, 1990–1999 was des-
ignated ‘the decade of the brain’ as part of a larger effort to enhance public awareness
Introduction 443
of the benefits to be derived from brain research. In other countries too, psychology
was becoming a respected science, prominently featuring in newspapers and magazines.
Psychology researchers were particularly interested in results showing that people
do not know the true origins of their behaviour, as this demonstrated that psychologi-
cal research goes beyond merely confirming human intuitions. One example was the
development of the implicit association test (Greenwald, McGhee & Schwartz, 1998),
showing that people have an unconscious attraction to members of their own group,
whereas they tend to avoid members of other groups unconsciously. The latter finding
was particularly important, because it suggested that people have an automatic racial
bias. Similar conclusions were reached on the basis of brain imaging research, with
numerous studies suggesting that people have an unconscious preference for their own
group, which must be overcome by deliberate reasoning (Eberhardt, 2005).
During this period, the field of social psychology became particularly interested in the
extent to which social attitudes are activated automatically and influence behaviour. In
an influential set of studies reported by Bargh, Chen and Burrows (1996), participants
were asked to solve scrambled sentences and were subsequently timed covertly as they
walked from the experiment room to the elevator at the end of the corridor. Some of the
participants were asked to solve sentences referring to elderly people (lived, lady, Florida,
old, in, the), whereas others were asked to unscramble control sentences not referring to
old people (lived, mechanic, New York, thirsty, in, the). Bargh et al. (1996) reported that
participants who had been exposed to words referring to old people walked more slowly
to the elevator than participants exposed to the neutral, control words. They interpreted
this as evidence that the sentence words had automatically primed the social stereotype
of ‘old people’, which subsequently influenced the participants’ behaviour. The use of
rigorous statistical tests made the argument of automatic, unconscious social priming
credible, even if it contradicted the longstanding belief that humans consciously control
their behaviour (see discussion of free will in Chapter 7).
Reliance on experiments and statistics freed psychologists from the limits of intro-
spection, so that they could expose the true origins of human behaviour. Table 11.1
lists a number of other, counterintuitive findings reported between 1990 and 2009.
Because of the wide-ranging implications, the findings rapidly found their way into
psychology textbooks and the public at large.
The time of grace was not to last, however. Towards 2010, dark clouds were gather-
ing on the horizon, both for psychology and for science in general.
Table 11.1 Counterintuitive findings revealed by the use of scientific experiments in

psychological research
Finding Source
Verbalising previously seen visual stimuli impairs subsequent Schooler & Engstler-
visual recognition of the stimuli. Schooler (1990)
Priming participants with the stereotype of professors or Dijksterhuis & van
the trait ‘intelligent’ enhances their performance on a scale Knippenberg (1998)
measuring general knowledge.
Suppressing forbidden thoughts leads to a tendency to give up Muraven et al. (1998)
quickly on unsolvable anagrams.
People understand time by relying on spatial relationships. Boroditsky (2000)
(continued)
Finding Source
When people are confronted with betrayal in close relationships, Finkel et al. (2002)
commitment promotes forgiveness.
Men are more distressed by a partner’s sexual infidelity, whereas Shackelford et al. (2004)
women are more distressed by a partner’s emotional infidelity.
Participants primed with money prefer to play alone, work Vohs et al. (2006)
alone, and put more physical distance between themselves and
a new acquaintance. They are less likely to help others.
After physically cleansing themselves after experiencing Schnall et al. (2008)
disgust, participants find certain moral actions to be less
wrong than do participants who have not been exposed to a
cleanliness manipulation.
Posing in high-power nonverbal displays leads to elevations in Carney et al. (2010)
testosterone, decreases in cortisol, and increased feelings of
power and tolerance for risk.
Imagining intergroup contact can improve attitudes held toward Husnu & Crisp (2010)
a range of social groups.
11.1 Replication crisis

Voodoo correlations, unbelievable findings and fraud
As more and more counterintuitive results were published, credibility became stretched
to such an extent that researchers started to question the research findings rather than
the contradicted beliefs, as indicated by the quote at the beginning of the chapter.
Voodoo correlations
In 2009, Vul, Harris, Winkelman and Pashler reported their unease about data pub-
lished in cognitive neuroscience. Several widely cited papers in that field reported
incredibly high correlations between measures of individual differences relating to
personality, emotion and social cognition, and measures of brain activity obtained
with brain imaging (usually fMRI). An example was Eisenberger, Lieberman and
Williams (2003), who described a game they created to expose individuals to social
rejection in the laboratory. The authors measured the brain activity of 13 individuals
while the rejection took place, and they later obtained a self-report measure of how
much distress the subject had experienced. Distress was correlated at r = .88 with
activity in parts of the frontal lobes (more specifically in the anterior cingulate cortex).
Vul et al. (2009) noted that a correlation of r = .88 is next to impossible, as it
implies that the scores on the self-report measure can be predicted almost exactly on
the basis of activity in the brain. This requires not only a strong relationship between
brain activity and questionnaire responding, but also that the brain activity and ques-
tionnaire responding can be measured with very high precision and reliability. That
is, the scores of individuals are not expected to change if the participants are tested
again; or if the scores change (because of momentary fluctuations), the change in ques-
tionnaire responding will be accompanied by a perfectly predictable change in brain
response. Such degree of precision is very rare in psychology and not documented for
the questionnaire and the fMRI protocol used by Eisenberger et al (2003). Vul et al.
(2009) wondered how it was possible that such correlations were regularly obtained
and published in the neuroscience literature.
Scientific proof for precognition?

In 2011, Daryl Bem published a remarkable article in a flagship journal of experimen-
tal social psychology. In this article, he presented empirical evidence that some people
are capable of seeing into the future, a characteristic usually relegated to the realms of
parapsychology and science fiction. Had scientific psychology broken a new frontier?
Was there hard, scientific evidence for knowledge of events yet to come?
Because of the potential importance of Bem’s (2011) finding, it is worth citing the
abstract in full, as it summarises the core findings and implications.
The term psi denotes anomalous processes of information or energy transfer that are
currently unexplained in terms of known physical or biological mechanisms. Two
variants of psi are precognition (conscious cognitive awareness) and premonition (affec-
tive apprehension) of a future event that could not otherwise be anticipated through any
known inferential process. Precognition and premonition are themselves special cases of
a more general phenomenon: the anomalous retroactive influence of some future event
on an individual’s current responses, whether those responses are conscious or noncon-
scious, cognitive or affective. This article reports 9 experiments, involving more than
1,000 participants, that test for retroactive influence by ‘time-reversing’ well-established
psychological effects so that the individual’s responses are obtained before the putatively
causal stimulus events occur. Data are presented for 4 time-reversed effects: precognitive
approach to erotic stimuli and precognitive avoidance of negative stimuli; retroactive
priming; retroactive habituation; and retroactive facilitation of recall. The mean effect
size (d) in psi performance across all 9 experiments was 0.22, and all but one of the
experiments yielded statistically significant results. The individual-difference variable
of stimulus seeking, a component of extraversion, was significantly correlated with psi
performance in 5 of the experiments, with participants who scored above the midpoint
on a scale of stimulus seeking achieving a mean effect size of 0.43. Skepticism about psi,
issues of replication, and theories of psi are also discussed.
The first experiment reported by Bem (2011) illustrates the message. In this exper-
iment, 100 university graduates took part and were informed that the experiment
tested for extrasensory perception. It was run entirely on computer and took about
20 minutes. On each trial, pictures of two curtains were shown side by side. One of
them had a photograph behind it, the other a blank wall. The task was to click on the
curtain that the participant felt had the photo behind it. The curtain then opened,
permitting the participant to see if they selected the correct curtain. There were 36
trials. Participants were informed that several of the pictures would contain explicit
erotic images (e.g., couples engaged in explicit consensual sexual acts) and asked not
to participate if they objected to seeing such images. Forty participants saw 12 trials
with erotic pictures, 12 trials with negative pictures, and 12 trials with neutral pictures.
Sixty participants saw 18 trials with erotic pictures and 18 trials with non-erotic posi-
tive pictures. The sequencing of pictures and their left/right positions were randomly
determined by the computer after the participants indicated their choice. Bem (2011)
reported that the erotic pictures were selected in 53.1% of the trials, which was signifi-
cantly different from the expected 50% [If you are interested: t(99) = 2.51, p = .01].
No statistically significant differences were found for the other types of pictures.
In total, nine similar experiments were run. All but one provided ‘statistically
significant’ evidence for precognition. As is usual in scientific journals, Bem’s manuscript
was evaluated by reviewers and the journal editor, to see whether the findings were
convincing and interesting enough to communicate to the scientific community. Having
passed that hurdle, the manuscript was published, so that other researchers could sink
their teeth into it. Was there really evidence for extrasensory perception?
What do you think?

Are Bem’s findings convincing to you? If yes, could this be because you already
believed in paranormal phenomena? If no, could this be because you do not
believe in paranormal phenomena? To what extent do our responses to scientific
findings betray our existing beliefs?
Fraud
Concerns about the veracity of some published findings got extra ammunition when it
became clear that a number of results were not obtained by adhering to the scientific
method but by fabricating data that sounded plausible given the existing literature.
The watershed moment was when a renowned social psychologist in the Nether-
lands, Diederik Stapel, was accused of fraud. In August 2011, after months of hand-
wringing, three young researchers decided they could no longer keep silent about the
research practices in their lab and went to the Head of Department. Some suspicious
elements of the research environment were that an unknown research assistant would
enter the data collected by the students in a spreadsheet for statistical analysis or that
they would get data already collected by their supervisor. When this happened, the
data were invariably in line with the hypotheses set out beforehand.
The concerns and evidence were convincing enough to install committees at the
various universities Stapel had worked at (Levelt, Noort & Drenth, 2012). These came
to the conclusion that he had engaged in fraudulent research practices. Ultimately,
Stapel confessed and 58 papers were retracted.
The effect of the fraud on scientific psychologists was raw. It became clear that some
of the published literature was motivated not by researchers wanting to know the truth
but by people motivated to advance their university careers. This shock was felt most
acutely by scientists who built on the findings of social psychology to spell out the
consequences for everyday decision making. One of them was Daniel Kahneman, who
had been awarded the Nobel Prize for Economics in 2002 and had written a hugely
popular book on decision making, strongly featuring the impact of unconscious social
influences (Kahneman, 2011).
In 2012, Kahneman published an open email, directly challenging (social) psycholo-
gists to weed out the bad apples from the literature of surprising, counterintuitive find-
ings, so that readers could regain trust in the ‘facts’ produced by scientific psychology.
In Kahneman’s (2012) own words:
. . . your field is now the poster child for doubts about the integrity of psychological
research. Your problem is not with the few people who have actively challenged the valid-
ity of some priming results. It is with the much larger population of colleagues who in
the past accepted your surprising results as facts when they were published. These people
have now attached a question mark to the field, and it is your responsibility to remove it.
What do you think?

Given the recurrent indications of fraud in science, a website was started about
papers retracted from journals: https://retractionwatch.com/. Go to the website
and have a look whether the situation now is better than in the 2010s.
Large-scale replication attempts

What had started as a success story – psychology’s knack to amaze people about how
ignorant we are of our own functioning – was turning into a disaster. The problems
were not limited to psychology, as around the same time it became clear that many
claims in medical science were unsafe. In an explosive article, Ioannidis (2005) argued
that the majority of published medical research findings were likely to be false (see also
Tajika et al., 2015). The reason was ‘the convenient, yet ill-founded strategy of claim-
ing conclusive research findings solely on the basis of a single study assessed by formal
statistical significance, typically for a p-value less than 0.05’. By using elementary math-
ematics and simulation data, Ioannidis (2005) demonstrated that such a procedure was
bound to result in an avalanche of false findings under conditions common in medical
research at the time. As the same conditions applied to psychological research (more
about this later), the conclusion was likely to be true for findings in psychology as well.
The open science reproducibility project
replicability Because of the uncertainty surrounding the replicability of psychological findings, at
the probability of the end of 2011, a group of psychologists from various countries decided to run a
obtaining the same large-scale replication study of significant findings published in major psychological
finding when a scientific
study is rerun (in the same journals (Open Science Collaboration, 2012). If the findings were safe, there should
way) be no problem in reproducing them. Indeed, a critical feature of good science is that
the findings are described in such a way that others can replicate them. Even more,
good research practice dictates that researchers repeat the phenomenon they are inter-
ested in before starting to investigate it in more depth.
Articles were sampled from the articles published in 2008 in three main journals of
scientific psychology: Psychological Science, Journal of Personality and Social Psychol-
ogy, and Journal of Experimental Psychology: Learning, Memory, and Cognition. The
first journal was a premier outlet for all psychological research; the second and third
were selected because they were leading disciplinary-specific journals for social psy-
chology and cognitive psychology (the criticism had been particularly strong against
social psychology and the researchers wanted to know to what extent it applied to
cognitive psychology as well).
The researchers adhered to a strict protocol that articulated the process of selecting
the study and key effect from the available articles; gaining access to study materials
from the original authors; preparing a study protocol and analysis plan; obtaining
review of the protocol by the original authors and other members within the project;
registering the protocol publicly; conducting the replication; writing the final report;
and auditing the process and analysis for quality control.
The outcome was published in 2015, containing 100 replications by 270 authors
(Open Science Collaboration, 2015). Before we discuss the findings, it is important to
understand that the authors did not expect to replicate all 100 findings. For this to be
the case, the original studies and the replication studies would have needed 100% power
to detect a genuine effect. This level of power is unrealistic and not a good allocation of
resources. Most of the time, researchers aim for 80% power. To increase the value of
the reproducibility project, the numbers of participants were augmented, so that 90%
power could be expected if the original effect size was reliable. Thus, any replication
success between 72% and 90% could be defended (.72 being equal to .8 * .9). Unfor-
tunately, this was not what the researchers found: only 36 of the 100 effects were repli-
cated and the reproducibility rate was lower for social psychology topics (25%) than for
cognitive psychology topics (50%). Thus, the study largely confirmed the doubts about
replication crisis replicability in psychological research, contributing to the so-called replication crisis.
a crisis of confidence
in scientific research, Other large-scale replication attempts
because many published The findings of the Open Science Collaboration (2015) were not the only ones. Nosek
findings cannot be
repeated if studies are and Lakens (2014) edited a special journal issue with replications of 14 surprising find-
rerun, questioning the ings in social psychology. A re-analysis by Marsman et al. (2017) indicated that only
reliability of scientific seven of 60 effects tested provided non-anecdotal support against the null-hypothesis
findings
(i.e., in favour of the effect originally claimed). Claims that failed to replicate, were:
● When people meet someone new, the first impression of warmth is more impor-
tant than the first impression of competence.
● Couples who experience interference in their romantic relationship by their par-
ents, show an increase in love over a six-month period.
● Students prefer a pen that is shown together with liked music over a pen that is
shown with unliked music.
● Recalling unethical behaviour leads participants to see a room as darker and to
desire more light-emitting products (e.g., a flashlight) compared to recalling ethical
behaviour.
● Telling participants they have a lucky golf ball improves their performance on a
10-shot golf task relative to controls who were not told the story.
● Physical exposure to physically warm objects induces greater prosocial responding
than exposure to cold objects.
Camerer et al. (2018) replicated 21 psychology studies published between 2010 and
2015 in the journals Nature and Science and reported more encouraging results. The
replications followed analysis plans reviewed by the original authors and that were pre-
registered prior to the replications. The replications were high powered, with sample
sizes about five times higher than in the original studies. The authors reproduced the
effect of the original study in 13 of the 21 studies (62%). Effects that were replicated
included:
● People can reliably discriminate bodies in winning and losing positions even if the
face is not shown.
● The likelihood of choosing a charity is higher when potential donors know that
the overhead is already paid for than when the donors pay for overhead themselves.
● Retrieval practice leads to participants recalling more information in a memory
test one week later than in a control condition of concept-mapping.
● Participants automatically project beliefs to agents and store them according to
their own understanding of the environment.
● Repeatedly imagining eating a food subsequently reduces the actual consumption
of that food.
● An external activity from a list (e.g. watching television or reading a book) for 12
minutes is rated as more enjoyable than a 12 minute ‘thinking period’ giving the
participants the opportunity to think of whatever they want.
Interestingly, the effects obtained in the successful replications of Camerer et al. (2018)
were only half as large as the effects reported in the original studies. This is in line with
the other replication studies (e.g. Klein et al., 2018a): most successful replications have
a smaller difference between conditions than initially reported. We will return to this
observation later in the chapter and discuss its cause.
Reproducibility in other sciences
Psychology was not the only research area in which researchers sought to determine
the replication rate of published findings. For example, Prinz et al. (2011) pointed to
the low success rate of translating laboratory cancer findings to clinical applications.
They argued that part of the problem was that many findings published in scientific
journals could not be reproduced. The authors collected data on 67 projects trying to
reproduce laboratory findings that looked sufficiently promising to invest money in.
Even when a lenient criterion was used, only 25% of the findings could be reproduced.
A similar message was conveyed by Begley and Ellis (2012) from another biotechnol-
ogy firm, which tried to confirm 53 interest-raising landmark studies. To the firm’s
disappointment, only in 6 cases (11%) could the finding be reproduced.
To get a view of the reproducibility problem in other research areas, the journal
Nature sent out a survey (Baker, 2016) asking researchers whether they ever failed to
reproduce a finding. After analysis of the 1,576 responses, it became clear that failure
to reproduce previous findings is quite a common experience, as shown in Figure 11.1.
More than 70% of researchers said they tried and failed to reproduce at least one
experiment published by someone else. They also regularly failed to replicate their
own experiments.
Have you failed to reproduce an experiment?

Most scientists have had experience of failure to reproduce results
100%
Other people’s results
90
My own results
80
70
60
50
40
30
20
10
0
Chemistry Biology Physics and Medicine Earth and Other
engineering environment
Figure 11.1 Percentage of researchers in a survey indicating that they tried to reproduce
previous results and failed.
Source: Adapted from Baker (2016).
How much work published in your field can be reproduced?

Most confident in the literature: physicists and chemists
Physics and Earth and
Chemistry engineering environment
100%
% of published literature that is reproducible (predicted)

50%
0%
Biology Medicine Other

100%
50%
0%
Figure 11.2 Estimates given by researchers in different fields about how many of the
experiments in the literature they think would reproduce if repeated.
Source: Adapted from Baker (2016).
Of course, failing to reproduce one or two findings in a research career is to be

expected, if we assume that published findings have 80% power to replicate. Therefore,
Baker (2016) also asked researchers for an estimate of how much work in their research
field they thought was reproducible. The overall estimate (60%) was lower than the
expected 80%, with higher expectations in chemistry and physics than in other sci-
ences (Figure 11.2). For chemistry and to some extent physics, this was surprising
given that in these fields researchers were more likely to fail to replicate an effect (as
shown in Figure 11.1).
Failed replications of Bargh et al. (1996) and Bem (2011)
and the authors’ responses
Returning to psychology, you may be interested to know that all findings in Table 11.1
failed to reproduce in a replication attempt that gave them a good chance to be
confirmed (reviewed in https://curatescience.org/app/replications) and, hence, are
suspect at present. The findings of Bargh et al. (1996) and Bem (2011) also failed
to replicate.
Doyen et al. (2012) redid the Bargh et al. study in which participants were primed
with the stereotype of old people. To be sure that they would not miss anything inter-
esting, the authors increased the number of participants from 30 to 120. Other than
that difference, they followed the procedure of Bargh et al. (1996) as closely as pos-
sible. Still, they failed to observe an effect of old-age priming on walking speed. Their
conclusion was supported by Pashler et al. (2011) who had also failed to replicate
the original result (but had not published it). Subsequently, several other researchers
reported failures to reproduce similar social priming findings published by Bargh and
colleagues (e.g. Pashler et al., 2012; Shanks et al., 2013; see https://curatescience.org/
app/replications for a list of replication attempts and their outcomes).
Robinson (2011) was the first to report that he could not replicate one of Bem’s
(2011) nine experiments. Subsequently, Wagenmakers et al. (2012) failed to replicate
the 53.1% precognition effect for erotic photos reported above. In their replication
attempt, both erotic and neutral photographs were selected on half of the trials. Galak
et al. (2012) also failed to replicate two experiments described by Bem (2011), even
though they ran seven studies with more than 3,000 participants. Ritchie et al. (2012)
reported three more failures to replicate.
Bem responded to the critics by publishing an analysis of 90 experiments (involv-
ing more than 12,000 participants), which resulted in an effect half the size of the one
reported by Bem (2011) but which was still reliable when analysed statistically (Bem
et al., 2016). On the basis of this evidence, Bem asserted that there was scientific evi-
dence for precognition (see also Cardeña, 2018), whereas others were adamant that
the evidence was nothing but researcher bias (Reber & Alcock, 2019; Lakens, 2015).
The disagreement about the findings of Bargh et al. (1996) and Bem (2011) raised
much bigger questions about psychological science in general. Why was it so difficult to
replicate a large proportion of published findings; and what should be done about it?
Many researchers misunderstand statistics

Remember that Ioannidis (2005) identified overreliance on statistical significance in a
single study as the origin of replication problems. Researchers from all research areas
started to interpret p 6 .05 values as irrefutable evidence for their findings and attrib-
uted far-reaching societal implications to them. They felt authorised to do so because
the practice was wrongly recommended in many introductory textbooks (Cassidy et
al., 2019). However, it is bad practice for several reasons.
P * .05 is not proof
When researchers run a statistical test, they are primarily interested in the so-called
p-value associated with the test (p refers to probability). The smaller p, the more likely it
is that the difference found between the conditions of the study exists in the real world.
P-values smaller than .05 (5%) are considered statistically significant; p-values smaller
than .01 are even better. P-values above .05 are called non-significant and interpreted
as ‘not enough evidence for an effect at the population level’. So, Bargh et al. (1996)
interpreted t(28) = 2.86, p 6 .01 as evidence that people primed with elderly stereotype
words needed more time to walk down the corridor (M = 8.28 seconds) than people
not primed by such words (M = 7.30 seconds). From this finding they concluded that
the social context affects human behaviour. Because the participants were not aware of
the manipulation, the influence was said to be unconscious, automatic.
Bargh et al.’s (1996) line of reasoning makes several assumptions. The first is that
a statistically significant test proves that the null-hypothesis (of no priming) is false.
The second assumption is that a falsification of the null-hypothesis proves that the
alternative hypothesis (of a priming effect) is true. The third assumption is that noth-
ing in the experiment other than the priming words could have caused the results.
There was no problem with the internal validity of the experiment (there were no
confounding variables overlooked). A fourth assumption is that a one-second longer
walking time in the corridor translates to other behaviours in social contexts (i.e., the
finding can be generalised).
The problem with the first two assumptions is that a statistical test does not
‘prove’ anything. It does not prove that the null-hypothesis is false and, therefore,
that the alternative hypothesis must be true. All a statistical test says is how sur-
prised the researcher can be about the findings. The smaller p, the more surprising
the data are if the effect does not exist in reality. At the same time, the researcher
must keep in mind that a single small p-value may be a fluke effect due to the fact
that a small number of random observations can produce results far away from the
overall average.
To illustrate the value of p, let us look at a better known analogy: lottery. Lotter-
ies have low chances of winning, so that on average there are only a few winners per
week, even though millions play the game. Now suppose a new lottery shop opens
(equivalent to an experiment being run). It is perfectly possible that in the first week
after opening a customer wins the jackpot. Does this mean that the shop is an unex-
pectedly interesting place to buy lottery tickets? Not necessarily. The chances of win-
ning depend largely on luck. If the winning were due to luck, chances that the shop
will have a second winner in the following weeks are as low as the chances of every
other shop (i.e., almost nil). Only when the shop starts turning out a winner week
after week (or even month after month) is there a reason to suspect something peculiar
may be going on.
The same is true for scientists who find p 6 .05. It could be that they have found
something interesting, but it could also be that they were ‘lucky’. The only difference is
that the scientists’ chances of ‘winning’ based on luck are not one per several million,
but one out of 20 (5% or even more as we will see below). This is the first reason why
many effects observed in a single experiment fail to replicate. They were fluke find-
ings due to randomness, not something that exists at the population level, hence the
need for replication. If a finding is genuine, it will replicate. Not always, but regularly
enough to convince even the hardest sceptic that there is something there. In contrast,
a fluke effect at p 6 .05 is not expected to replicate more than 5% of the time.
Thus, researchers (and society) should be very careful interpreting p 6 .05 as evi-
dence for a true effect. To be fair to Bargh et al. (1996), they did run a replication
study with another group of 15 participants who were primed with words referring to
the elderly stereotype, and 15 participants who saw control words. In this study too,
the statistical analysis revealed that the participants in the elderly priming condition
had a slower walking pace compared to the participants in the neutral priming condi-
tion (8.20 seconds vs. 7.23 seconds; t(28) = 2.16, p 6 .05). Chances of twice in a row
observing a significant effect at p 6 .05 if the effect does not exist, are .05 * .05 or a
quarter of 1%.
Replications by the same researchers are good (even needed to have faith in a find-
ing), but are limited because the researchers may unintentionally do something specific,
so that the effect can only be observed under the circumstances created by the research
group. For instance, Doyen et al. (2012) did not like the fact that the participants in the
study of Bargh et al. (1996) were timed by a confederate of the experimenter. Doyen
and colleagues preferred the timing to happen automatically on the basis of a system
with invisible infrared beams at the beginning and the end of the corridor, so that
the expectations of the person timing could not affect the results. Indeed, in a second
experiment, Doyen et al. (2012) showed that expectations could lead to the results
reported by Bargh et al. when the participants were timed by a human observer who
knew about the priming hypothesis. This example illustrates why replications by other
research groups are important.
The underestimated value of replications

In the previous section, we saw why replications are important to establish the value of
new scientific findings. This is nothing new. It is an essential element of the scientific
method. Indeed, nearly all introductory textbooks of psychology stress the importance
of converging evidence from many studies to create scientific insight. Isolated findings
have little value if they are not supported by corroborating evidence.
Ironically, a careful analysis of the scientific literature revealed that in everyday
practice established researchers do not adhere to the standards they teach to new
students, certainly not when it comes to the importance of replication. The reason
for this is that replication attempts have been unlikely to advance a researcher’s career.
Because most researchers interpret significant findings as proof of the alternative
hypothesis, they do not feel a need to see the effect confirmed by other researchers.
They expect this to be the default value: good to know, but nothing out of the ordinary.
As a result, successful replications are considered dull, only worth a footnote in an
article with exciting new findings. This is particularly true in an environment where
many more manuscripts are written than can be published. Prestigious journals have
rejection rates of 90% and more, meaning that only the most exciting, novel, statisti-
cally significant findings have a chance of being published.
Replications are potentially more informative when they fail to reproduce the origi-
nal finding, as indicated above. However, authors of unsuccessful replications face a
hard time convincing peers of their findings. If the original, significant finding is seen
as proof of the alternative hypothesis, then a failure to replicate means that the new
researchers did something wrong. There is some truth in this response. If research-
ers do not measure meticulously, are not careful in the manipulation, or do not test
enough participants, they have a good chance of not reproducing a finding. Therefore,
the initial response of peers to a replication failure is bound to be critical, certainly
when one of the authors of the original finding is a reviewer of the replication attempt
submitted for publication (which is quite likely). Thus, unsuccessful replications are
unlikely to be accepted for publication.
Because successful replications were not seen as interesting and failed replications
had a very hard time convincing critical peers, there were few incentives for researchers
to run direct replications. This outcome was that the self-correcting nature of science
became blocked and the literature biased. Indeed, imagine a world in which none of
the theories investigated by researchers are true. All researchers are studying is noise.
Most of the time they would find null effects. Occasionally, however, a ‘statistically
significant’ effect would pop up (remember that a p 6 .05 criterion yields a 5% chance
of ‘discovering’ something that does not exist). Because of the exciting nature of the
new finding, it would get published and referred to by other researchers as an interest-
ing finding to build upon. Few people would be interested in trying out a replication
and failed replications would not manage to get published anyway. As a result, the
literature would be full of exciting but wrong ‘facts’.
Could something like the scenario above have happened in the scientific literature
of the early twenty-first century? As Chambers (2017) remarked, we would rightly be
upset if we heard that a researcher dropped 50% of the participants from an analysis
because they did not show the expected effect. Similarly, we would be upset if we heard
that a researcher ran five experiments on a particular topic and only published the
one experiment with a significant (p 6 .05) effect. However, apparently it was normal
practice for journals to accept manuscripts describing significant new findings but
reject subsequent failures to replicate.
If failed replications do not get published, the only resource left for researchers
to know about them are informal contacts, for instance chats at conferences where
‘unsuccessful attempts by students’ are mentioned. This is suboptimal for two rea-
sons. First, it leaves the official scientific literature tainted. Second, it gives advantage
to well-connected researchers who have information about the red herrings and false
trails. The public at large and researchers with fewer connections are kept in the dark.
What do you think?

Because direct replications are unlikely to advance the career of an established
researcher, they are usually left as projects for beginning students. Ask around
whether this also happens at your university. Does this have consequences
for the interpretation of the findings? Is a failed replication by a beginning
student different from a failed replication by an experienced researcher? Why?
Or why not?
The observation that failed replications have a hard time getting published is called
file drawer problem the file drawer problem. This is a term coined by Rosenthal (1979) and refers to the
issue that the scientific fact that the published scientific literature may be a biased reflection of what is found
literature badly represents in the lab, because only statistical significant findings get published. The annoying
the research done because
experiments that do null-effects that do not fit the narrative are left in the drawers of the researchers.
not find significant
differences are less likely The danger of conceptual replications
to get published Because direct replications did not advance a researcher’s career, researchers in the
conceptual replication beginning of the twenty-first century had a preference for so-called conceptual
replication in which an replications. These are studies in which a previously established effect is re-examined
effect is investigated but in a different way. Conceptual replications of the Bargh et al. (1996) study could
differently from the
original study; is good to be studies using another manipulation (e.g., priming students with words related to
examine the generality of money or success) and/or another dependent variable (another behaviour expected
a finding, but can magnify to be influenced by the social priming). Such conceptual replications are important,
biases in the scientific
because they establish the generality of the finding.
literature if combined with
the file drawer problem However, conceptual replications are dangerous in an environment with a file
drawer problem. Failed conceptual replications do not really question the original
finding; they only add some limiting conditions to that finding. In contrast, successful
replications get published and add further weight to the original finding. This need not
be a problem, as long as the successful conceptual replications outnumber the failed
replications, but it does lead to a skewed literature when failures are more common
than successes, as may have happened with the unconscious social priming literature
(Chambers, 2017; Kahneman, 2012; Shanks, 2017).
Misusing statistics
In the previous section we saw how misunderstanding statistics can lead to a biased
literature in a research environment with selective publication and a file drawer prob-
lem. We also discussed how a criterion of p 6 .05 results in 5% chance of a statisti-
cally significant effect being observed in a study that does not exist in reality. If all
published effects were false positives in psychology, we would expect to find 19 failed
(unpublished) studies for every successful (published) study. Given that most research-
ers are conscientious people trying to discover the truth, you would expect them to
notice such a worrying pattern of abundant failures. The vast majority of researchers
will happily tell you that their success rate is much higher, probably more than 70%.
So, either these researchers are examining real effects, or they are (unintentionally)
misusing statistics.
In-depth studies have revealed that many researchers are misusing statistics by
questionable research resorting to so-called questionable research practices. In hindsight, the danger of such
practices misuses should have been obvious from the start. Imagine you are a researcher and
research practices you predict a clear difference between two conditions. You run an experiment, analyse
undermining the
statistical conclusions
the data, and observe that the prediction is confirmed. In that situation, you will
that can be drawn from savour the moment of glory and start writing a manuscript. Now suppose that your
a study; usually increase prediction is not confirmed. Either you find no difference between the conditions or
the chances of finding a you find a difference in the opposite direction. Chances are high that after your initial
predicted effect
surprise and disappointment you will have a second look at your data, to make sure
that everything was done correctly. Unfortunately, because a second check only hap-
pens after failure, all you are doing is increasing your chances of finding the significant
effect you expected. If you only ‘correct’ non-significant findings, chances of obtaining
a false significant effect become larger than 5% (assuming an initial criterion of
p 6 .05 was used). The practice of manipulating data in order to produce a desired
p-hacking p-value is called p-hacking (Simonsohn et al. 2014). Let’s have a look at some p-hacking
manipulating data in practices.
order to obtain a desired
(significant) p-value
Dropping data of bad participants
Everyone who ever ran a study with people will tell you stories about individual dif-
ferences in motivation, certainly when the study is run with students who have to
take part because of course requirements or who want to earn a little extra money.
Some participants enter the lab in the morning after a night of partying and drinking.
Others do not listen to instructions and randomly or wrongly press buttons. Nearly
all participants tend to keep a close eye on their smartphone and are annoyed if they
are asked to switch it off.
Inattentive participants add noise to the data and it is generally accepted to exclude
such participants from the analyses. However, to do so properly requires that the
participants are dropped before any analysis starts and are immediately replaced by
better participants, so that the exclusion of participants does not contaminate the
findings. Unfortunately, this is not what happens in most labs. Often, the data of all
participants are included in the initial analysis and bad data are excluded only when
they turn out to be ‘weird’ in the analysis (a term often used here is that of ‘statistical
outlier’, referring to an observation that is not expected given the other observations).
Weird data are usually detected in a critical analysis and as a result are more likely
to be noticed when the data are not in line with the initial hypothesis. This in effect
increases the false detection rate to more than 5%.
Running extra participants

Everyone who takes a course of statistics or research methods learns that more par-
ticipants are better, because the estimates of population values become more precise.
Figure 11.3 illustrates this principle. It shows how well a typical population effect
in a within-participants design is approximated by the study results. For instance,
participants get cards and are asked whether they want to bet that their card is higher
than a random card produced by a computer. On some trials, the decision will be
easy. When the participant has an ace, it is advantageous to bet. In contrast, when
the participant has a two, it is better not to bet. In-between, it is trickier: what to do
with the cards 6, 7, 8, 9, and 10? Play or not? On half of the trials, the participants
see a laughing face on the computer screen, and on half they see a grumpy face. Even
though the face has no predictive value for the outcome, you predict that participants
will be more likely to bet in ambiguous situations if they see a happy face than if
they see a grumpy face. For the sake of the argument, let’s assume that such an effect
exists in reality and has a standardised magnitude of d = .4. This is the typical effect
size observed in psychology (Richard et al., 2003; Brysbaert, 2019) and is equivalent
to a correlation of r = .2. All participants take part in both conditions (hence, a
within-participants design).
Looking at Figure 11.3 you would probably conclude that it is good practice to
always include 150 participants in a study with two within-participants conditions,
because it guarantees a significant effect in the right direction for all studies run.
In contrast, studies with 5–20 participants have a high chance of not returning a
significant effect. Furthermore, the effect differs substantially between studies; it
150
100
Sample size
50
0
–0.5 0.0 0.5 1.0
Effect size
Figure 11.3 This picture describes the outcome of 2,000 experiments trying to estimate
a typical standardised effect size in psychology (d = .4) in a within-participants design
with participants taking part in both conditions. Each symbol describes the outcome of
a single study. It shows how large the effect was in the study and how many participants
took part in the study (ranging from 5 to 150). + signs indicate experiments with a
statistically significant finding (p 6 .05); o signs indicate experiments that failed to
reach significance.
ranges from -0.5 to +1.1, so that the value obtained in a single experiment is rather
uninformative about the effect size at the population level.
Unfortunately, the vast majority of psychology studies testing the effect shown in
Figure 11.3 include only 30 and fewer participants (certainly before 2010), because
many authors do not understand the importance of testing enough participants
(Dumas-Mallet et al., 2017). Even worse, some authors interpreted the pattern in
Figure 11.3 as a licence for the following questionable research practice: Start with a
small number of participants, say five. After testing the first cohort, have a peek at the
data to see whether continuation is worthwhile. If the data do not look promising,
abort. If the effect is significant already, stop and publish. If the effect is going in the
right direction but not yet significant, continue adding participants until the effect
becomes significant (or is unlikely to become significant in the near future).
This research practice spread very rapidly among labs, because it seemed to opti-
mise the use of limited resources. What authors did not realise (or did not care about),
was that such an asymmetric approach (only continue when p is still larger than .05)
actually increases the chances of obtaining fluke findings. Strube (2006) showed that
if a researcher is willing to go up to 100 participants, but starts to peek at the data
after 5 participants and subsequently tracks the p-value after each new participant, the
study does not have a 5% chance of producing an erroneous effect but 33% chance!
That is, researchers using this strategy obtain a ‘significant’ p 6 .05 effect in one out
of three experiments, even though the effect does not exist. No wonder psychologists
had the impression that they could easily replicate their own previous findings, even
for effects that do not exist in reality.
Testing several dependent variables and reporting the one
that turns out significant
Another way of increasing the chances to find a ‘statistically significant’ effect is to
use more than one dependent variable. The more dependent variables you have, the
higher the chance one of them has p 6 .05 (even if no effects exist at the population
level). So, you can use percentage of correct responses, reaction time, reaction time
divided by percentage correct, log transformation of reaction times, log transforma-
tion of reaction times divided by percentage correct, inverse transformation of reac-
tion times, inverse transformation of reaction times divided by percentage correct
responses, arcsin transformation of percentage correct, and so on. Because the extra
dependent variables are tried out only when the first fails, this practice again increases
the chances of getting a ‘statistically significant’ result.
Vul et al. (2009) discovered another practice of trying out many dependent vari-
ables to find ‘strong’ effects. Remember these were the authors who were concerned
about the many unbelievably high correlations reported between brain activity and
behaviour in cognitive neuroscience. They contacted the authors of such publications
and asked them how they had obtained the correlations. Very often the following
strategy was mentioned. In brain imaging studies the brain is divided in so-called data
analysis voxels. These are small virtual cubes filling the entire volume of the brain.
Depending on the quality of the MRI scanner, the number of voxels can be anything
between 20,000 and a million. Usually, not all possible voxels are taken into account
in a brain analysis, but only those in a certain region of interest based on previous
research (e.g., the frontal lobes or the anterior cingulate cortex). Even then, the num-
ber of voxels amounts to several thousand. Now, it turned out that many researchers
simply reported the voxel with the highest correlation to the behaviour that had to be
predicted. So, from several thousand possible dependent variables they selected the one
with the highest correlation. This would be more or less the same as running 1,000s
of experiments with 5 participants like in Figure 11.3 and only reporting the one with
the highest effect size (d = +1.1).
The strategy Vul et al. discovered can only be defended if the researchers can guar-
antee that exactly the same voxel will return the same high value in a new study, either
with the same participants or with different participants. This is clearly something the
authors cannot guarantee (and most certainly did not investigate). Let’s consider this
strategy with an analogy. Suppose you are asked to throw darts at a board and are not
very good at it. However, you are given 1,000 trials to hit the bull’s eye and only the
best trial is used as a measure of your darts skills. Unless you are a really bad darts
player, your best throw is likely to be very close to the bull’s eye (or even in it) on one
of those 1,000 trials. However, this does not mean that your best trial was the one in
which you performed at your peak level (you were just lucky), nor does it guarantee
that your next throw will be equally good (quite on the contrary!). Proper assessment
of a good player consists of showing that the player consistently hits the bull’s eye (or
very close to it), not that they had one random good throw out of a thousand.
The same is true for activity in brain imaging voxels. There is a lot of noise in the
activity. Most of the time the noise dampens the correlation between the activity level
and the behaviour you want to predict, but now and then by pure chance the noise is
aligned with the behavioural responses and you obtain a high correlation. If you were
to repeat the same study with the same participants, chances of finding a similarly high
correlation in exactly the same voxel are next to zero. However, in all likelihood you
would find another, random voxel with a high correlation. This type of cherry picking
resembles a situation in which someone is asked to throw a dart and then the board is
hung such that the dart is exactly in the bull’s eye (Figure 11.4). Vul et al. (2009) called
such correlations voodoo correlations, because they only exist in an imaginary world.
Figure 11.4 Misuse of statistics can give you (and your audience) the illusion that you
found something important, whereas in truth your finding was a fluke. Chances of data
that cannot be replicated increase if you first collect many observations and then limit the
analysis to the few that look ‘promising’.
Source: Wagenmakers et al. (2015)
Adding covariates
If the effect goes in the right direction, but is not significant, something else that can
be tried is to add one or two covariates to the study. Covariates are characteristics of
the participants that were not controlled, but that could have an effect on the depend-
ent variable and, hence, that could ‘mask’ the effect in your study. For instance, you
could add gender as a covariate, not because you expect a difference between males
and females but because it may catch some noise in your data, so that the critical
effect becomes significant. If this does not work or is not sufficient, you can try to
find another covariate and add it to the analysis. Drop covariates that do not bring the
p-value closer to .05 and retain the ones that do. Again this asymmetric strategy of
getting p below the .05 threshold, will increase the chances of something ‘significant’
being published that is a fluke finding.
Adding variables to the design

Another strategy that some researchers tried out, was not to use covariates but to
add new variables to the design. In the previous section, we saw how gender could
be added as a covariate. However, if the design includes roughly the same number
of males and females, it is also possible to include gender as a between-groups
variable to the design. So, instead of using a design of one within-subjects variable
with two levels as in Figure 11.3, we use a 2 * 2 design with one within-subjects
variable (the type of face shown) and one between-groups variable (males vs.
females). With a bit of luck, we may see a significant effect of prime for the males
or the females only, resulting in a prime by gender interaction. Anyway, because
we are now testing three effects (main effect of prime, main effect of gender, and
the interaction effect) we already increase the chances of one of them having a
p-value lower than .05. If the three effects are independent, chances of finding
significance for at least one effect that does not exist at the population increase to
14% (Cramer et al., 2016).
Authors can even go one step further and pretend in their article that all along they
expected the interaction found between the variable tested and the new variable added
HARKing to the design. Such behaviour is called HARKing (hypothesising after the results are
an example of a known; Kerr, 1998). HARKing is wrong, because a finding found as part of an explora-
questionable research tory analysis has the same status as when several dependent variables are tried. Noth-
practice in which an
unexpected significant
ing was predicted beforehand; the dart was thrown first and only then was the board
finding in a statistical painted (as in Figure 11.4).
analysis is presented as
an effect that was the How often did questionable practices happen in early twenty-first-century
focus of the research and, research?
therefore, addresses an
important theoretical To get an idea of how common questionable research practices were in psychologi-
question (hypothesising cal research in the early twenty-first century, John et al. (2012) collected survey data
after the results are from 2,000 researchers who were promised anonymity and asked to respond truth-
known).
fully. The results are shown in Table 11.2. More than half of the researchers admitted
to failing to report a dependent variable that did not fit in the story or adding extra
participants after the results turned out not to be significant. More than one quarter
of the researchers admitted to not reporting conditions that would ‘complicate’ the
message. Clearly, researchers writing a scientific paper were not incentivised to give a
full and impartial account of what was done and found, but were encouraged to sell
their findings as clear and impressive as possible in order to secure publication in a
scientific journal!
Table 11.2 Percentage of psychology researchers admitting they used one of the
questionable research practices
Item Self-admission rate (%)
1. In a paper, failing to report all of a study’s dependent 63.4

measures
2. Deciding whether to collect more data after looking to see 55.9
whether the results were significant
3. In a paper, failing to report all of a study’s conditions 27.7
4. Stopping collecting data earlier than planned because one 15.6
found the result that one had been looking for
5. In a paper, ‘rounding off’ a p value (e.g., reporting that 22.0
a p value of .054 is less than .05)
6. In a paper, selectively reporting studies that ‘worked’ 45.8
7. Deciding whether to exclude data after looking at the impact of 38.2
doing so on the results
8. In a paper, reporting an unexpected finding as having been 27.0
predicted from the start
9. In a paper, claiming that results are unaffected by demographic 3.0
variables (e.g. gender) when one is actually unsure (or knows
that they do)
10. Falsifying data 0.6
Source: John et al. (2012)
How big is the impact of questionable research practices?

How big is the impact of questionable research practices? Is this just changing a 5%
false finding rate into a 6% rate, or what? A watershed publication was Simmons et
al. (2011). They showed how the use of four questionable research practices increased
the chances of ‘scientific evidence’ for a silly (and impossible) theory from 5% to 61%!
The four practices were: including two dependent variables of which one was dropped,
adding participants if the initial findings were not significant, adding the gender of
the participants as a variable if the effect was not significant, and including a third
condition that could be dropped if the results turned out non-significant. Remember
that Strube (2006) had already shown that a 5% false finding rate could be turned
into a 33% false positive rate by peeking at the data and adding participants until
‘significance’ is reached. However, Strube’s observation had little impact. Researchers
had to be stunned by reports of the replication crisis, before they realised what was at
stake (Simmons et al. were also more persuasive writers).
To be clear, if a creative scientist can produce a false discovery rate of 61%, they
are more or less able to produce ‘statistical evidence’ for whatever idea they can come
up with, as long as they are able to convince the readers (reviewers) with an appealing
story. Statistical tests have lost their potential to decide between useful and useless
ideas. They have turned into a rhetoric device to convince others of the researcher’s
views. This is a far cry from science as the positivists portrayed it and more in line with
the social construction postmodernists warn against (Chapter 9).
What to do about the replication crisis?

Having documented the many ways in which research is going wrong (in psychology
but also in science more generally), researchers can be divided into two groups about
the way forward. On the one hand, there are the optimists believing everything will
become better now that we have pinpointed the problems. On the other hand, there
are the pessimists pointing to the fact that all these problems were known for many
years and that psychologists simply failed to investigate them properly.
According to the optimists, the main reason why psychologists were doing bad
research is that they completely underestimated the seriousness of their behaviour.
Having been made aware of the seriousness of questionable research practices,
they will change their behaviours. This is the assessment of Simmons, Nelson and
Simonsohn, as can be seen from the quotes below:
P-hacking is a pervasive problem precisely because researchers usually do not realize
that they are doing it or appreciate that what they are doing is consequential . . . It is
not something that malevolent researchers engage in while laughing maniacally; it is
something that benevolent researchers engage in while trying to understand their oth-
erwise imperfect results.
(Nelson et al., 2018, p. 518)
Everyone knew it was wrong, but they thought it was wrong the way it is wrong to jay-
walk. We decided to write [the Simmons et al. (2011) paper] when simulations revealed
that it was wrong the way it is wrong to rob a bank.
(Simmons et al., 2018, p. 255)
There are reasons for optimism. Psychologists were not only criticised most harshly in
the replication crisis, they were also at the forefront to rectify the problem. Table 11.3
shows the editorial Vazire (2016) wrote when she became editor-in-chief of Social
Psychological and Personality Science (SPPS), one of the main journals in social
psychology. As you can see, it includes various initiatives to reduce the impact of
questionable research practices.
Psychology researchers were also strongly represented in the open science movement
(see next section), meant to dramatically increase the transparency of studies by giving
Table 11.3 New editorial policies introduced by Vazire (2016) to improve the quality of
research in social psychology
Aims Implementation
Inspired by long-term aim Inspired by short-term aims (in order to

measure progress)
Actively pursues breakthroughs and Proceeds by enhancing existing systems
progressive new perspectives
Tries to find solutions to problems in their Seeks out solutions for specified problems
general form (general-purpose system)
Makes use of introspection about human Designs and adapts systems to function on
abilities and what seems most likely and average; centres on the desired input-output
intuitive behaviour and creates algorithms to realise this
Source: Adapted from Vazire (2016).
free access to stimulus materials, data, and computer programs written to analyse the
data. If researchers disclose the various steps they take (also about data exclusion),
peers can evaluate the solidity of the findings. If adherence to full disclosure is part
of the regular submission process, researchers know they are crossing a red line when
they use questionable research practices.
Registration of a study before it is actually run is another way to curb use of ques-
tionable research practices. Chambers (2013) argued that many problems are due to
the fact that editors and reviewers do not like to publish studies that fail to find a pre-
dicted effect, because such findings lack the excitement of novel, ‘significant’ findings.
Consequently, editors and reviewers search for reasons to reject the submission. One
way to counter this tendency is not to ask editors and reviewers to judge the research
when the data are known but before the data are collected. Editors and reviewers
receive a manuscript, detailing the issue and why it is important, how it will be exam-
ined, how the data will be analysed, and which conclusions will be drawn in the case
of a positive or negative result. At this stage the paper is evaluated on its potential to
answer the question (and if needed suggestions for further improvement are made).
If the proposed plan is thought to be sufficiently interesting and rigorous, the manu-
script is accepted under the condition that the authors stick to the proposed research
plan. Whether or not the data show a significant difference between the conditions is
irrelevant for publication. The only things that are important are whether the research
question is interesting and whether the research was done properly. Needless to say, the
authors give full access to their data and analysis programs.
registered report Chambers (2013) called this new type of study a registered report and convinced
a type of research article many journals to accept them as a submission type. In a first analysis, Schäfer and
that is evaluated by Schwarz (2019) reported that registered reports indeed lead to more publications with
scientific journals before
the data are collected;
failures to find the predicted effect and to more publications with smaller effect sizes
goal is to make the than a reference sample without preregistration.
evaluation independent Better teaching of research methods and statistics is another way in which the errors
of the obtained results of the past can be corrected. For instance, methodologists have suggested that we get
and solely dependent on
the research question, the rid of traditional significance tests because they lead to misunderstanding and misuse.
research design, and the A better approach would be to use Bayesian statistics, which are intuitively easier to
proposed analyses understand because they give information about the relative likelihood of the alterna-
tive hypothesis and the null hypothesis (e.g., Rouder et al., 2009; Etz & Vandekerckhove,
Bayesian statistics
data analysis that deviates
2018; Kruschke & Liddell, 2018). To help researchers, software packages have been
from the traditional developed to make Bayesian analyses as easy as traditional hypothesis testing (Rouder
hypothesis testing with et al., 2017; Wagenmakers et al., 2018).
p-values; estimates the A final way in which psychology researchers can improve their record now that
relative probabilities
of the null hypothesis
they are aware of bad research practices is to embrace replication of critical findings,
and the alternative preferentially by means of registered reports. Indeed, a call has been launched to retest
hypothesis; is hoped all classic textbook findings and to decide whether they are large enough to have real-
to correct existing life implications. Although it may be difficult to conclude that an effect does not exist
misunderstandings of
statistics at all (remember the discussion about whether Bem’s finding of an EPS effect can be
replicated), powerful replications by several labs are able to indicate whether an effect
is consistent and large enough to receive attention (e.g., be included in a textbook).
Zwaan et al. (2018), for instance, reported that they successfully replicated nine basic
effects in cognitive psychology: the Simon task on spatial compatibility, the flanker
task on response inhibition, a motor priming task, the spacing effect in learning, the
making of false memories, the serial position effect in short-term memory, associa-
tive priming in word recognition, the frequency effect in word recognition, and shape
simulation while reading sentences. Brederoo et al. (2019) replicated six basic findings
in laterality research (right visual field advantage for the recognition of words and
local information, left visual field advantage for the recognition of faces, emotions,
global information and the distribution of attention), but failed to replicate five other
predicted effects (processing of high and low spatial frequencies, categorical percep-
tion of colour and shape oddballs, judgements of categorical and coordinate spatial
relations). In personality psychology, Soto (2019) ran a preregistered, high-powered
study on 78 predicted correlations between personality traits and life outcomes. He
obtained statistically significant correlations in the expected direction for 87% of the
replication attempts.
Despite the positive developments, many researchers are pessimistic about psychol-
ogy’s potential to improve its record. For one, although the replication crisis has
received considerable attention, only a few hundred researchers are genuinely promot-
ing positive change. The vast majority of editors and reviewers continue processing
articles as they did before. One reason is that editors and reviewers, confronted with
tens of thousands of submissions per year, do not have the time, the resources or the
expertise to scrutinise and coach each and every manuscript as required for a true
policy change. At best, they introduce some cosmetic changes, such as requesting a
minimal number of participants, making the data available in a publicly accessible
repository, and adding the new Bayesian tests to the manuscript. In general (though
not always) editors also feel more obliged to publish replication failures in order to
pottery barn rule preserve the self-correcting nature of science. Srivastava (2012) proposed the pottery
in science is the moral barn rule, according to which a journal that has published a study becomes responsible
obligation of a scientific for publishing direct replications of the study, particularly when such replications are
journal to publish a failure
to replicate a finding problematic: ‘you break it, you fix it’. Although these are all good steps, it is to be
previously published in feared that they are only scratching the surface.
the journal
What do you think?

A new element in the replication crisis was that much discussion happened on
blogs and social media. This made it possible to avoid the established structures
and still make the information available to a wide audience. Are such informal
groups strong and enduring enough to create permanent change? Why? Or why
not?
Another concern is that many authors hesitate to share their data and analysis pro-
grams and, if they do so, store them in such a sloppy way that it becomes next to
impossible for others to scrutinise or use them (Houtkoop et al., 2018). Vanpaemel et
al. (2015) reported that psychology researchers in the middle of the replication crisis
were not more likely than before to give access to their data (see also Stodden et al.,
2018). Raw data were requested from 394 papers published in journals of the American
Psychological Association. The authors found that only 38% of the researchers sent
their data (mostly after reminders), a number in line with estimates of the willingness
to share data in psychology before the replication crisis.
It is also important to recognise that registered reports rapidly become suboptimal
if they are not closely scrutinised by reviewers. Claesen et al. (2019) analysed all articles
published in Psychological Science from 2015 to 2017 with a badge of preregistration.
They assessed the adherence to the corresponding preregistration plans, and observed
deviations from the plan in each study. In all but one study, at least one of the devia-
tions was not fully disclosed.
Finally, researchers are wary that a focus on transparency and preregistration
solves one problem at the expense of the other shortcomings of psychology research,
because it entrenches psychological research in its current exclusive focus on empirical,
Popperian falsification. Many researchers are focused on statistical testing of bold
new hypotheses in binary yes/no terms. However, scientific inference is the process
of developing better theories, and statistical inference is but one small element in
that endeavour (Borsboom, 2013; Szollosi et al., 2019). Findings are more likely to be
unreliable when they are not connected to a coherent theory. Indeed, Oberauer and
Lewandowsky (2019, p. 1596) argued: ‘A worrying number of psychological findings
are not replicable. Diagnoses of the causes of this “replication crisis’’, and recommen-
dations to address it, have nearly exclusively focused on methods of data collection,
analysis, and reporting. We argue that a further cause of poor replicability is the often
weak logical link between theories and their empirical tests.’
The phenomenon of unconscious social priming (Chapter 7) provides a good example
of this problem. In addition to the methodological problems we have identified, it can
be argued that researchers never explained how a small priming effect of a few milli-
seconds in stimulus perception could have substantial social consequences. The effect
was hypothesised, demonstrated in bold experiments, and left for others to explain.
The same is true with Bem’s findings on precognition: statistical significance was all
that mattered. Understanding the phenomenon within a coherent theoretical framework
incorporating the laws of physics was of minor importance (Reber & Alcock, 2019).
Interim summary
● Psychologists published ever bolder claims about human functioning, such as the existence
of social priming and extrasensory perception, based on experimental evidence.
● This, together with similar strong claims in medical research, triggered an examination
of the replicability of the findings, which turned out to be wanting. Shortly after 2010,
this resulted in the replication crisis.
● The following factors were unearthed as contributing to the replication crisis:
– Misinterpreting statistical significance as proof that the alternative hypothesis is true.
– Publication bias making it difficult for unsuccessful replications to be published (file
drawer problem and issue with conceptual replications that are only published when
they reinforce the original finding).
– The use of questionable research practices, giving the illusion of statistical
significance even though no difference exists between the conditions. Such research
practices, collectively known as p-hacking, consist of (1) dropping data from bad
participants, (2) running extra participants to increase the chances of statistical
significance, (3) trying out several dependent variables, and (4) post hoc adding
variables to a design.
● Some authors think we have overcome the replication crisis, because (1) we have identified
the problems, (2) we can improve transparency and disclosure of data and analysis
techniques, (3) we can require researchers to preregister their studies as registered reports,
(4) we now have better Bayesian statistics, and (5) we know the value of replications.
● Other authors are more pessimistic about whether psychology can improve its scientific
record, because (1) the problems are known already for a long time, (2) editors and
reviewers only introduce some cosmetic changes, (3) even with data storage and
preregistration psychologists continue to make the same research mistakes, and (4)
everything is focused on transparent statistical testing, not on the fact that science
involves more than statistical tests.
11.2 Call for open science

The replication crisis confronted researchers with the fact that they had little access
to each other’s findings, apart from the conclusions published in journal articles and
books. Stimulus materials, datasets and analysis programmes were rarely made avail-
able, except to trusted peers asking for them. This made it impossible to verify each
other’s findings and created needless work to redevelop existing resources. When
asked, most researchers agreed that transparency, openness, and reproducibility were
open science vital features of science (Nosek et al, 2015), but did not show these features of open
science practice where all science in their actual behaviour.
relevant information is One of the reasons for the lack of transparency was that there were no straightfor-
made easily available, so
that other researchers can ward ways for researchers to make their resources available. The main channel research-
check the findings and ers had was to set up their own websites. Some researchers and research groups were
integrate them in their indeed running very popular websites (and still are). However, given that researchers
own research
often have short-term contracts and regularly change universities, individual websites
are likely to age rapidly. In addition, it requires a lot of work to maintain them for
already overworked individuals. Ideally, infrastructure would be created in such a way
that data could be stored and made available without extra effort. Such infrastructure
was already available for scientific areas examining large, common datasets (e.g., cli-
mate research) and communities with substantial information exchange (such as statis-
ticians and computer programmers), but needed to be extended to other, less technical
research areas such as social psychology and medicine.
Creating repositories
Shortly after the start of the replication crisis a group of psychologists gathered, not
only to initiate the first large-scale replication attempt, but also to establish a centre
that would make transparent science easy. In 2013, the Center for Open Science was
founded in the US with the explicit aim to increase openness, integrity, and reproduc-
ibility in scientific research. One of its most impactful activities was the creation of a
stable environment to develop research projects that afterwards could be made public
with a simple click. The infrastructure was called the Open Science Framework
repository (https://osf.io/). It was an example of a repository, a digital centre on which data could
in science is a location be stored and managed.
where data and analysis The idea behind the Open Science Framework was that collaborators need shared
programs are stored, so
that others can retrieve
infrastructure anyway. Usually, this is some university server or the hard disk of one
them (typically on the group member (e.g., a PhD student). By giving free storage space to groups, projects
internet) could be developed as usual. An advantage was that all members of the group had
access to the space, so that everyone could survey the information and contribute to
it. The repository made it possible to include everything related to a study, such as the
stimulus materials used, the protocols given to the participants, the raw data gathered
(in anonymised form), the computer programs used for analysis, and the final report
that was written. Once the project was finished (e.g., published or abandoned because
people had moved on), all information could be made available to the wide world by
a simple mouse click. If the research group had made an effort to document their files
well, other users could pick up where the group left off.
An additional feature that was incorporated was the possibility to preregister stud-
ies and have the registrations time-stamped. In that way, researchers could document
of the evolution of their thinking and make clear that they had done everything to
avoid questionable research practices.
The Open Science Framework was not the only initiative. Many universities set up
repositories for their researchers, as it became clear that they had responsibilities for
the research published under their name. The same was true for journals, which made
it easier for articles to include files with supplementary materials, including stimuli,
raw data, and analysis programs (although the maximal size of these files usually was
limited). Finally, there were existing repositories that became used for open science,
such as github (https://github.com/).
A manifesto
In order to increase awareness of the new insights, a group of researchers (connected to
Transparency and the Center for Open Science) published the Transparency and Openness Promotion
Openness Promotion (TOP) guidelines (Nosek et al., 2015; Table 11.4), describing the extent to which journals
(TOP) guidelines
adhered to the standards of open and reproducible science. There were eight standards,
list of criteria written by
advocates of open science
each with four levels of adherence. The lowest level, Level 0, was considered to be unac-
describing the extent to ceptable for scientific journals. The highest level was the ideal of fully open research,
which journals adhere to with strict imposition and policing of the guidelines, which the authors acknowledged
the standards of open and could be too demanding for researchers. Journals were asked to publicly state their stance
reproducible science
with respect to each of the eight standards, so that they could be evaluated on them.
Table 11.4 The Transparency and Openness Promotion (TOP) guidelines published by Nosek et al. (2015) to induce
journals to be clear about the level of transparency and openness they adhered to with respect to eight standards.
Summary of the eight standards and three levels of the TOP guidelines
Levels 1 to 3 are increasingly stringent for each standard. Level 0 offers a comparison that does not meet the standard.
LEVEL 0 LEVEL 1 LEVEL 2 LEVEL 3
Citation standards Journal encourages Journal describes Article provides Article is not published
citation of data, code citation of data in appropriate citation until appropriate
and materials – or says guidelines to authors for data and materials citation for data and
nothing. with clear rules and used, consistent materials is provided
examples. with journal’s author that follows journal’s
guidelines. author guidelines.
Data transparency Journal encourages Article states whether Data must be Data must be posted to
data sharing – or says data are available and, posted to a trusted a trusted repository,
nothing. if so, where to access repository. Exceptions and reported analyses
them. must be identified at will be reproduced
article submission. independently before
publication.
LEVEL 0 LEVEL 1 LEVEL 2 LEVEL 3
Analytic methods Journal encourages Article states whether Code must be Code must be
(code) transparency code sharing – or says code is available and, posted to a trusted posted to a trusted
nothing. if so, where to access repository. Exceptions repository, and
them. must be identified at reported analyses
article submission. will be reproduced
independently before
publication.
Research materials Journal encourages Article states whether Materials must be Materials must be
transparency materials sharing – or materials are available posted to a trusted posted to a trusted
says nothing and, if so, where to repository. Exceptions repository, and
access them. must be identified at reported analyses
article submission. will be reproduced
independently before
publication.
Design and analysis Journal encourages Journal articulates Journal requires Journal requires
transparency design and analysis design transparency adherence to and enforces
transparency or says standards. design transparency adherence to
nothing. standards for review design transparency
and publication. standards for review
and publication.
Preregistration of Journal says nothing. Journal encourages Journal encourages Journal requires
studies preregistration of preregistration of preregistration of
studies and provides studies and provides studies and provides
link in article to link in article link and badge in
preregistration if it and certification article to meeting
exists. of meeting requirements.
preregistration
badge requirements.
Preregistration of Journal says nothing. Journal encourages Journal encourages Journal requires
analysis plans preanalysis plans preanalysis plans preregistration of
and provides link in and provides studies with analysis
article to registered link in article plans and provides
analysis plan if it and certification link and badge in
exists. of meeting and article to meeting
registered analysis requirements.
plan badge
requirements.
Replication Journal discourages Journal encourages Journal encourages Journal uses
submission of submission of submission of Registered Reports as
replication studies – replication studies. replication studies a submission option
or says nothing. and conducts blind for replication studies
review of results. with peer review
before observing the
study outcomes.
The eight standards were:

1. Citation of datasets and materials in addition to citations of articles used as inspira-
tion for the research. This standard was meant to reward researchers making data
and materials available and to encourage others to do so.
2. Data transparency: The degree to which the data are available and analyses have
been checked independently.
3. Code transparency: The degree to which the code used to analyse the data is made
available and checked independently.
4. Research materials transparency: The degree of access to the stimulus materials and
whether or not the materials have been checked independently.
5. Design and analysis transparency: Clarity about how the study was designed and
analysed, so that questionable research practices can be prevented.
6. Preregistration: The degree to which preregistration of studies is required.
7. Preregistration of analysis: The degree to which the analysis of the data must be
specified before the study is run.
8. Replication: The degree to which the journal solicits replications of studies pub-
lished in the journal.
Abele-Brehm et al. (2019) sent out a survey to members of the German Psychological
Society (N = 337), to gauge reactions of researchers to the open science movement.
Responses fell on two independent factors. The first factor referred to positive expec-
tations regarding open science and public data sharing (hopes). It included the degree
of agreement with statements such as: ‘It should be taken for granted that research
data are published’, ‘I have more trust in researchers who publish their data than in
those who don’t’ and ‘In selection decisions people who share their data should be
preferred (given the same qualification)’. There was also a second, independent factor,
which comprised items assessing negative expectations regarding the consequences of
public data sharing (fears). It included the degree of agreement with statements such
as: ‘I am afraid that I could have a competitive disadvantage when I share my data
for usage by others’, ‘I would gladly share my data, but only when other researchers
share them as well’, and ‘I am afraid that after publishing my data others will find
errors in my analyses’.
What do you think?

How do you feel about the fears of open science? Are they justified? Is it
possible that groups of people misuse access to raw data in order to harass
researchers and advance their own agenda? You may find an article published by
Lewandowsky and Bishop (2016) helpful in your discussion.
Encouraging secondary data analysis

A reason why transparency is needed in research is that errors in data analysis are
probable, certainly now that analyses have become complicated. Such errors are
more likely to be overlooked when the results agree with the expectations, because
researchers feel less need to cross-check them. Nuijten et al. (2016) analysed over
250,000 p-values reported in eight major psychology journals between 1985 and 2013.
They found that half of all published papers contained at least one p-value that was
inconsistent with its test statistic and degrees of freedom reported. One in eight
papers contained a grossly inconsistent p-value that could affect the statistical con-
clusion. Most of these errors resulted in statistics mistakenly reported as significant
rather than statistics mistakenly reported as non-significant, in line with the bias to
report significant results in the scientific literature. A limitation of Nuijten et al.’s
(2016) analysis was that they did not pick up errors due to inappropriate analyses
with correctly reported p-values.
Even when no errors are made, reanalysis of existing datasets is interesting,
because the conclusions may depend on the type of analysis used. This is because
many differences between conditions in psychology are small and ambiguous to
interpret, certainly when they are part of interactions. Silberzahn et al. (2018) gave
a dataset to 29 teams involving 61 data analysts to address the question whether soc-
cer referees are more likely to give red cards to dark-skin players than to light-skin
players. The data were obtained from a company for sports statistics and contained
demographic information on all soccer players (N = 2,053) who played in the first
male divisions of England, Germany, France, and Spain in the 2012–2013 season. In
addition, the dataset contained information about the interactions of those players
with all referees (N = 3,147) whom they encountered (with a total of 146,028 data
lines). The dependent variable was the number of red cards given to each player by
each referee.
Analytic approaches varied widely across the teams. In the end, 20 of the teams
(69%) concluded that there was a statistically significant effect (dark skinned players
were more likely to receive a red card), whereas 9 teams (31%) concluded that there
was no evidence for such effect. Neither analysts’ prior beliefs about the effect nor
their level of expertise explained the variation in outcomes. Peer ratings of the quality
of the analyses did not account for the variability either.
The findings of Silberzahn et al. (2018) show the extent to which conclusions can
be analysis-dependent and how defensible, yet subjective, analytic choices may
influence research conclusions. The only way to find out the solidity of published
results is to have access to the raw data, so that researchers can try out various
analysis techniques. Along the same lines, Steegen et al. (2016) recommended that
researchers perform a multiverse analysis instead of a single analysis. A multiverse
analysis involves performing and reporting analyses across a large set of reasonable
scenarios, so that the solidity of a conclusion can be established. Having access to
raw data also allows researchers to address new questions and to try out newly
secondary data analysis developed analysis techniques with the existing data. This is called secondary data
reanalysis of existing data analysis.
to address new research An example of a dataset that has been made available for secondary data analysis
questions
is the English Lexicon Project. Balota et al. (2007) noticed that researchers interested
in visual word recognition often ran experiments with 100 or so words, to see whether
one or the other word feature speeded up or slowed down recognition. This made
them decide that it would be interesting to collect processing times for 40,000 English
words, so that individual researcher no longer had to run their own small study, but
could test out their ideas on the big dataset. Ten years later, the English Lexicon Pro-
ject has been used in hundreds of studies, many on topics that were not foreseen by
the original authors.
Big data
Building datasets and performing secondary analyses on them is part of the big
Big data data movement that characterised early twenty-first-century science. Big data refers
collection and use of large to the collection and mining of large-volume, complex, growing datasets, coming
datasets for secondary from multiple, independent sources (Wu et al., 2014). This became possible with
data analysis
the rapid development of computer networking and data storage in a common
format.
Bello-Orgaz et al. (2016) discerned the following five characteristics of big data (all
starting with the letter V):
● Volume: refers to the large amount of data, usually gathered from many sources.
● Velocity: refers to the speed of data changes. The contents are constantly updated
and extended through the absorption of new datasets. This creates a need for
algorithms and methods to adequately process, track, and analyse the evolving
database.
● Variety: refers to the different types of data collected from various autonomous
sources that are brought together.
● Value: refers to the fact that the information is often valuable and sensitive, which
creates challenges, for instance related to privacy and ownership.
● Veracity: refers to the correctness and accuracy of the information. This requires
policies guaranteeing data quality, data governance, and metadata management.
Although good technical and mathematical skills help dealing with big data, Chen
and Wojcik (2016) pointed out that such skills are often not needed because providers
developed tools that make big data research accessible to researchers in a broad range
of fields.
Interim summary
● The replication crisis led to a call for more transparency, openness and resource sharing
in science, summarised under the name ‘open science’.
● A first achievement was the creation of repositories that made transparency, openness
and resource sharing easy and part of everyday lab life, not something researchers had
to do extra when the research project was finished.
● A second achievement was the publication of the TOP guidelines, to raise awareness of
the open science ideals with journal editors and reviewers.
● Open science is needed, because errors in data analysis are likely and because
conclusions sometimes critically depend on the type of analysis used.
● Open science also makes it easy to run novel analyses on existing datasets and address
new questions. This is called secondary data analysis.
● Open science makes the accumulation of information from various sources possible,
resulting in big datasets that can be mined. This type of research is called big data
research.
11.3 An evolving publication culture

The rapid growth of scientific research in the twentieth century led to an explosion of
publications, in particular journal articles. Figure 11.5 shows the number of articles
published yearly between 1960 and 2018 according to an institute that keeps track of
‘worthwhile’ publications. Notice that in 2018 more than 2.5 million scientific articles
were published and tracked.
Publish or perish
The increase in publications from 1960 to 2018 was due partly to the growing number of
researchers (in particular outside the English-speaking parts of the world). However,
another contributing factor was that individual researchers became evaluated on their out-
put. At each moment of hiring or promotion, candidates have to compete with each other,
and the number of publications became an increasingly important criterion. Whereas in
1960 a person could be appointed as assistant professor with one or two publications, by
2018 the number required was on average ten (Graber et al., 2007; Warren, 2019). In cogni-
tive psychology it was even closer to 20 (Pennycook & Thompson, 2018). Promotion to
associate professor required another ten publications. The fact that researchers had to
publish or perish publish in order to succeed in academic life became known as publish or perish.
refers to the practice in
academia that a person
will not be appointed or Journal impact factors
promoted unless they
have a strong portfolio of
One problem with number of publications as the sole indicator of merit is that not all
scientific publications publications have the same weight. Some journals are more widely distributed than
others and are more prestigious (e.g., publish articles from better known scientists).
Indeed, the focus on publication numbers had the unintended consequence that many
new journals were created in the twentieth century often with small numbers of read-
ers and with little impact. Björk et al. (2009) estimated that the number of scientific
3000000
2500000
2000000
1500000
1000000
500000
0
1960 1970 1980 1990 2000 2010
Figure 11.5 Number of entries included in one of biggest the databases of journal articles (Web of Science)
from 1960 to 2018. It is important to take into account that years of rapid increase are due partly to the
inclusion of new databases (e.g. of non-English publications).
journals with quality control (peer review) had increased between 2001 and 2006 from
16,000 to almost 24,000. In 2019, the institute referred to in Figure 11.5 (Web of Sci-
ence) covered 21,000 journals and book series in its core collection, and another 13,000
in its extended collection.
Because of the many journals with unequal impact, researchers (and university
administrators) tried to differentiate them on quality grounds. One criterion was
whether the journal evaluated the quality of submissions by means of peer review
peer review before publication. Peer review refers to the fact that a manuscript is evaluated on its
in science is the quality by other expert researchers to make sure that it fulfils the criteria of good
evaluation of scientific science (for reviews, see Spier, 2002; Jana, 2019). Only journals with peer review
work by research
colleagues (peers) to
qualified. Another criterion was whether the journal was included in databases such
decide whether the work as the Web of Science. This led to consensus lists of ‘good’ journals. For instance, the
is good enough to be Australian Research Council in 2019 collected the ERA 2018 Journal List, which was
published (or financed in used to evaluate research in Australia.
case of grant applications)
Even after application of the above criteria, journals differed in prestige. Therefore,
the research community was open to more refined measures.
The science citation index

Garfield (1964) introduced a new measure to estimate the standing of a scientific
journal: the science citation index. Garfield was head of the Institute for Scientific
Information, a company that tracked references to scientific articles and sold the out-
come to university libraries. This was interesting information because citations allow
researchers to go forward in time, starting from an original finding and charting the
subsequent developments. As a result, universities were willing to pay for such infor-
mation. Garfield’s company was the originator of the Web of Science.
It was a small step for the company to sum the citation scores of individual articles
and calculate average citation rates for journals. The science citation index Garfield
created counted the number of citations in a particular year to articles published in
the two preceding years. So, the 1963 science citation index counted the number of
citations in 1963 to journal articles published in 1961 and 1962. If a particular journal
published 49 articles in 1961 and 51 in 1961, which were cited in total 229 times in
1963, the 1963 science citation index of that journal would be 229 / (49 + 51) = 2.29.
In 1975 the Institute of Scientific Information added Journal Citation Reports to
its portfolio. Each year in summer time the average citation rates of the journals in
the preceding year were released (the institute needed time to collect and analyse the
information). Rapidly journals became ranked within research areas. For instance, in
1978 the American Psychologist, a journal of the American Psychological Associa-
tion, published a list of 80 psychology journals ranked from high to low (Rushton &
Roediger, 1978), as shown in Table 11.5.
Journal impact factors and journal rankings

Within a few years the journal science citation index was seen as a more objective indi-
journal impact factor cator of journal importance than subjective assessment. Indeed, a journal that received
number that estimates next to no citations to its articles could not be considered impactful. Either the articles
the impact a journal has were not read or were not deemed interesting enough to refer to in subsequent years.
on a research area; based Gradually the journal science citation index became known as the journal impact
on the average number
of citations to articles in
factor. In addition, the practice of ranking journals on the basis of their impact factor
the journal in subsequent became standard. To make the ranking fairer, a distinction was made between research
years categories, as some research areas had higher impact factors. For instance, the Journal
Table 11.5 Top five and bottom five journals in one of the first rankings of psychology journals based on the
journal science citation index
Rank among Impact factor (mean Total citations in Relative ranking

Journal name the 80 journals citations per article) 1974 to all years of 2,630 journals
Psychological Review 1 4.156 2921 88

Cognitive Psychology 2 3.016 388 152
Psychological Bulletin 3 2.349 2782 236
Journal of Verbal Learning 4 2.297 1795 243
and Verbal Behavior
Annual Review of Psychology 5 2.086 247 283
• • • • •
• • • • •
• • • • •
Journal of Marriage & the Family 76 .076 108 2235
Journal of Individual Psychology 77 .049 53 2283
Educational & Psychological 78 .048 153 2286
Measurement
Annual of Animal Psychology 79 .000 1 2434
Monographs of the Society for 79 .000 26 2434
Research in Child Development
Source: Rushton & Roediger (1978)
of Experimental Medicine had a much higher impact factor (11.874) than the best
psychology journal, Psychological Review (4.156; as shown in Table 11.5).
Researchers became evaluated not only on the number of papers they published,
but also on the impact factor and the ranking of the journal in which the articles were
published. In some systems, the quality of research was even more important than the
quantity. For instance, the United Kingdom regularly evaluates research at its universi-
ties. This is done by asking researchers to submit their four or five best articles in the
preceding years. Needless to say, such articles make not such a good impression when
they come from journals with a low impact factor.
Unwanted consequences of the journal impact factor
Journal impact factors offered an objective (quantitative) criterion to judge research
quality. As a result, they rapidly gained currency in all types of research evaluation.
However, it gradually became clear that they had negative consequences as well.
A first consequence was that it considerably increased the power of Garfield’s com-
pany. For journals it became vital to be included in the list. Otherwise, they were
considered second rank and failed to attract good papers. In addition, it became para-
mount that all articles were included in the list. So, rather than Garfield’s company
having to chase journal contents, publishers felt compelled to submit the information
themselves to the company, to avoid being dropped from the list or losing precious
citations to the articles in the first two years after publication. Because of the power the
journal impact factors gave and the monopoly developed by Garfield, other companies
became interested in publishing their own measures. The two best known are Scopus
CiteScore, compiled by Elsevier (one of the big publishers of scientific journals), and
Google Scholar Metrics, developed by the internet company Google.
A second consequence of the journal impact factor was that it further cemented
the dominance of research published in English. Because the Institute for Scientific
Information was an American company, it had a bias to publications in English and to
journals published in English-speaking countries. This, for instance, was a problem for
researchers investigating other languages than English or topics specific to non-English
countries. Gradually, their research seemed to lose ‘impact’.
What do you think?

At some point there was disquiet among researchers in America and Europe,
because of rumours that the company publishing the Web of Science would be
bought by Chinese investors. What does this tell us about the way science is
organised?
A third consequence was that books became less important than journal articles,
because there was no objective way to assess the impact of books. This was particu-
larly problematic for the humanities, where book publications traditionally had a
larger weight than journal articles. This put them at a disadvantage to the natural
sciences with their well-established networks of journals.
A fourth consequence was that the impact factor became a serious issue for sci-
entific journals. Editors and editorial boards were judged on how much the impact
factor had increased or decreased during their term. As a result, editors were incen-
tivised to try to increase the impact factor of their journal. One way of doing so
was by encouraging authors of new papers to cite recent papers from the journal.
Another was to write editorials in which the achievements of the preceding year(s)
were reviewed (in that way increasing the impact factor by a full unit). Such practices
were curtailed when the Web of Science started to exclude journals with too many
self-citations. Another incentive was to publish and promote articles with sensational
findings, thereby initiating and aggravating the replication crisis. It arguably also led
to rejection of less sensational papers, such as replications of previous research.
The problems were further exacerbated because the calculation of journal impact
factors was not transparent (and still is not). The commercial company calculat-
ing them could decide at its own discretion to include or exclude certain types of
journal publications (editorials, comments, letters to the editor, corrections, book
reviews, . . . ), which could have a big influence on the impact factor and which could
be gamed (e.g. by eliciting comments to target articles if they were not counted in the
impact factor, or by dropping book reviews).
Misinterpreting journal impact factors
Journal impact factors were also misinterpreted. For a start, an impact factor up to
three digits precision was meaningless, as most journals did not publish a thousand
articles per year. One digit precision or even integer numbers would have been better,
but then of course it was no longer possible to finely rank order all journals in a cat-
egory. Most categories (including psychology) would have but a few levels: 0, 1, 2, and 3.
Taking the mean number of citations per journal was also wrong because the dis-
tribution of citations is not symmetric. Many articles get 0 or 1 citations in the two
subsequent years and one article with 100 citations can lift the impact factor by 1 or 2
depending on how many articles are published in the journal. A median impact factor
would have been more justifiable, but then most journals in psychology would have
had an impact factor of 1 to 3.
Arguably the worst misunderstanding was that a journal’s impact factor was an
indication of an individual article’s worth. Many articles published in high impact
journals get 0 or 1 citations in the next two years (certainly if self-citations by the
authors are excluded), just like most articles published in low impact journals. Con-
versely, papers published in specialised, low-impact journals sometimes changed
research fundamentally. So, a journal’s impact factor said little about the impact of a
single paper. The only thing the impact factor said was that a researcher managed to
publish in a journal with a high impact factor (and arguably high prestige).
A movement to get rid of journal impact factors
Because journal impact factors were being considered inappropriately in academic
decisions such as promotion, many researchers started to object to them. In 2012, this
Declaration on Research led to the San Francisco Declaration on Research Assessment (DORA) by the Ameri-
Assessment (DORA) can Society for Cell Biology.
declaration that asks The declaration argued that the outputs from scientific research are varied, and
science funders and
evaluators to look at the
that they need to be evaluated wisely. It then discussed the problems with journal
quality of the research impact factors and offered a number of recommendations aimed at funding agencies,
itself (proposed and academic institutions, journals, organisations that supplied metrics, and individual
completed) rather than at researchers. The following themes ran through the recommendations:
the prestige of the outlets
in which the research is ● Outputs other than journal articles are important in assessing research effective-
published
ness and will grow in importance in the future, given the opportunities provided
by online publication and data use.
● The use of journal-based metrics, such as journal impact factors, must be elimi-
nated in funding, appointment, and promotion considerations.
● Research output must be evaluated on its own merits rather than on the basis of
the journal in which the research is published.
● Institutions and funding agencies must be explicit about the criteria used to reach
decisions, clearly highlighting, especially for early-stage investigators, that the sci-
entific content of a paper is much more important than publication metrics or the
identity of the journal in which it was published.
The declaration was subsequently signed by over 1,500 organisations and 15,000 indi-
vidual researchers.
What do you think?

The counting of high impact papers has started a rat race in which quick, short-
term gains (articles) are rewarded over sustained research with uncertain long-
term gains. This made a Nobel-prize winner of physics, the British researcher
Peter Higgs, remark that no university would employ him in today’s academic
system because he would not be considered productive enough (The Guardian,
6 December 2013). What do you think? Can one discriminate between stubborn
high-quality research without output from low-quality work or even pure laziness?
Open access publications

Commercial publishers relieve scientists from boring work
The first scientific journals were published by learned societies or by research groups.
For instance, according to the British Royal Society their journal Philosophical Trans-
actions was the world’s first science journal, starting in 1665. We also saw that Wundt,
Binet and Sarton created journals to communicate their research to colleagues.
There often was an element of amateurism in the scientific journals published by
learned societies and research groups. The issues did not appear in time, manuscripts
went astray, there were severe limits on the number of manuscripts that could be han-
dled, and often there were considerable financial losses. This was because the publica-
tion was a side project of individuals primarily interested in research.
As the demand rose, commercial publishers saw an opportunity for business. They
proposed learned societies to relieve them from the menial work related to the exist-
ing publications or to start new journals for them. They also initiated new journals
themselves when they found a group of researchers willing to form the first editorial
board. This was possible because university libraries wanted to keep a full record of
scientific output and had money to do so.
At the same time, the publishers noticed that they could ask academics to do a
lot of the work (editing and reviewing papers) for free, as most academics were ide-
alistic about their research and paid by universities. In addition, sales did not suffer
much if prices were increased above inflation. Year-on-year increases of 10% or more
in subscription fees were no exception. Around the same time, the production costs
decreased because manuscripts were no longer submitted on paper, but digitally. This
disposed of the postage costs and the costs of having to retype manuscripts for pub-
lication. The speed of the internet further made it possible to relocate much of the
production and handling of manuscripts to countries with low wages.
By the beginning of the twenty-first century, scientific publishing was a vast industry
with the highest profit margins within publishing. For instance, in 2018 one of the larg-
est publishers of scholarly journals, Elsevier, was estimated to have revenue of nearly
4 billion US dollars from 2,600 scientific journals, of which more than 1 billion was profit.
Taking back control: open access journals
As the prices of scientific journals increased and the costs for production decreased,
a number of researchers (and universities) started to rebel. They reasoned that many
of the impediments plaguing scholarly publishing in the past were no longer present.
Manuscripts no longer had to be typed, libraries no longer had to be visited to sell
subscriptions, and journals no longer had to be printed and shipped. Because of the
internet, everyone could publish a text file and make it available to the entire world,
certainly after the World Wide Web standard was released in 1991.
The first campaigners were idealistic individuals and research groups with IT skills.
They resented the slow, effortful and expensive communication channels provided by
journals, and set up their own communication channels, sometimes related to regular
meetings and conferences.
Crawford (2002) made a study of the open access pioneers. He studied 86 journals
listed in a librarians’ directory of 1995. He was particularly interested in whether these
journals survived in the subsequent six years. Indeed, a concern about informal jour-
nals is that they flourish for a few years but then languish as the initial enthusiasm and
idealism of the creators declines, a problem all too familiar with the non-commercial
scholarly publications of learned societies.
Of the 86 electronic journals, Crawford found that 49 survived six years (57%),
half of them with a small but steady flow of manuscripts, and half with substantial
numbers of refereed articles. When we rechecked Crawford’s list in December 2019,
34 of the 49 journals were still running, although one had changed to a subscription
journal with a commercial publisher.
open access journal Freely available journals on the internet became known as open access journals.
journal that can be The challenges for open access journals were (and still are):
consulted without paying
a subscription or fees for ● Having a server on which the journal is hosted.
reading articles (usually
● Having a submission portal to which authors can submit manuscripts and which
via internet)
can be used by reviewers for their evaluations.
● Checking accepted manuscripts for editorial errors (the reference list is notorious
in this respect).
● Standardising the lay-out of accepted manuscripts.
● Making sure that the journal contents are covered by various archives and search
databases, so that the contents can be found.
● Trying to get an impact factor for the journal.
● Securing the continuation of the journal when the founders leave.
Because of the costs involved in managing open access journals, many of these jour-
article processing nals were compelled to ask an article processing charge (APC) from their authors. That
charge (APC) is, the authors had to pay a charge to make their article available. In return, the journal
price asked by open access promised that the article would remain freely available for the foreseeable future.
scientific journals to
process a manuscript and
A feature of subscription journals is that readers have to pay to get access to the con-
publish it in the journal tents. The articles are behind a paywall, which in practice means that only researchers
at (rich) universities can read them. Open access journals wanted to change this prac-
tice and stressed the importance of free and universal access to knowledge. Rather
than making money out of readers, researchers were asked to pay for the costs of
making the information available and maintaining it. Ideally, researchers could pay
with money saved because journal subscriptions would no longer be needed. Instead
of paying subscription fees to commercial publishing companies, the money would be
used to make information freely available to everyone.
Laakso et al. (2011) documented the open access publishing till 2009. In that period
of time, the number of open access journals increased at a faster rate than the number
of journals in total. Laakso et al. estimated that in 2009 the share of articles in open
access journals was 7.7%. At the end of 2019, the Directory of Open Access Jour-
nals (https://doaj.org/) tracked 14,000 open access journals with 4.5 million articles
in total.
The open access movement got a strong impetus when the European Union decided
in 2016 that all research funded by the Union should be open access by 2020 (Schiltz,
2018). It was concluded that science, as an institution of organised criticism, could
only function properly if research results were made openly available to the commu-
nity so that they could be submitted to the scrutiny of other researchers. Publication
paywalls were withholding a substantial amount of research from a large proportion
of the scientific community and from society as a whole. This hindered the scientific
enterprise in its very foundations and hampered uptake by society. Therefore, the
European Union decided that its grants would include money for researchers to pay
for article processing charges and grantees were expected to publish their findings
open-access.
What do you think?

It is probably no coincidence that the open access movement was strongest
outside the Anglo-Saxon world. The English-speaking world profited most from
the existing situation, as it had the largest scientific publishers and its learned
societies received the largest income from their journals. Do you agree that the
open access movement is more an attempt by the European Union and China to
break the Anglo-Saxon stronghold in science than an idealistic wish to make
information freely available? Similarly, do you agree that opposition against open
access is entirely due to defending vested financial interests?
Mega-journals
The open-access movement stated that scientific information should be free for
everyone and that this could be achieved by redirecting money from journal subscrip-
tion fees to production costs for individual articles, which could then be made avail-
able at no extra cost. This posed a threat for the existing publishers with their income
from journal fees, but also created new opportunities. If researchers were encouraged
to pay for open access, a new business model offered itself: one in which publishers
made money by producing open-access articles.
Two big initiatives were started almost simultaneously. One was the creation of the
journal Plos One in the US (first articles published in 2006), the other was the establish-
ment of the Frontiers journals series in Switzerland (starting in 2007). Plos One was a
general journal covering all subjects; Frontiers initiated journals in all fields that had
potential (e.g., a specific journal Frontiers in Psychology was set up). Both initiatives
had the same aim: make all reliable scientific findings available to everyone. Two aspects
were of importance. First, authors would pay for the articles rather than readers. Sec-
ond, the journals would publish much more than was done before. Every well-run study
would be published, independent of its theoretical impact. Editors and reviewers were
instructed that methodological soundness was the only criterion to be used. As we have
seen above, rejection rates of 70–95% were normal in established scientific journals.
Only some of these were due to bad data. Many more were rejected because the findings
were considered not to be sufficiently interesting to spend journal space (money) on.
Such an approach made sense in a world of expensive hardcopy journals, but not in a
digital world with cheap and near infinite memory space. In such a world, it was more
important to make all good information available and let readers decide what was valu-
able instead of editors and reviewers. The approach was reinforced when the replication
crisis burst onto the scene and exposed the poor practices of some of the traditional
journals. Indeed, many of the papers triggering doubts about the soundness of the
existing scientific literature were published in Plos One and in the Frontiers journals.
Plos One and the Frontiers journals addressed a pressing need, because the number
of articles they published rose rapidly. Plos One went from a few hundred in 2006 to a
maximum of over 30,000 in 2013. The Frontiers series together published over 29,000
articles in 2018. To compare, few traditional journals in psychology publish over 200
articles per year; many publish less than 50. Part of the success of Plos One and the
Frontiers series was that their journal impact factors could compete with those of the
traditional journals, arguably because free access meant that more researchers could
read and cite the articles.
The success of Plos One and Frontiers encouraged other publishers to follow suit
(Martín-Martín et al. 2018; Piwowar et al. 2018). Arguably the most spectacular new
mega-journal mega-journal was Scientific Reports, published by one of the big commercial publish-
large-volume, peer- ers (Springer). It started in 2011 and in 2016 overtook Plos One as the largest scientific
reviewed academic journal in the world. In 2018 it had already published 18,000 articles (Plos One still
open access journal
designed to make more had over 17,000). In addition to the mega-journals, a series of new publication com-
scientific findings panies took off, specialising in open access journals, which made their services avail-
available by focusing on able to societies and research groups wanting to start their own open-access journal.
methodological rigour
rather than theoretical
contribution; has a large
remit, so that articles What do you think?
on many topics can be
included. According to some proponents of the open access movement, scientists have made
a mistake by supporting non-academic companies, because they invested in the
creation of companies that are more interested in increasing their costs and profits
than in making scientific findings available. This became clear in the rapid rise of
article processing charges. Whereas $1,000 was a typical charge in the early years,
by 2020 $2,000 was more typical. Companies said the rise was unavoidable because
the model was not sustainable otherwise. For instance, the company behind Plos
One reported a substantial operational loss in 2019. At first sight, this looks like a
genuine problem, because the company is a not-for-profit organisation that is not
trying to make money for shareholders. However, the company seems to have many
costs that do not agree with the open science movements. Its headquarters are
in one of the most expensive parts of the world (San Francisco) and it has a large
management board that is paid very handsomely (much more than researchers).
Is there a way to couple the efficiency of commercial companies with the idealism
of scientists without prices spiralling out of control?
Double dipping and predatory journals

Confronted with the demand for open access (and indeed sometimes the obligation), the
traditional publishers created their own solutions. One was to start their own open access
journals. Above we saw the example of Scientific Reports, published by the company that
also owns the prestigious journal Nature. Another was Science Advances, published by
the American Association for the Advancement of Science, which publishes the high-end
journal Science. This open access journal had an APC of $4,500 in 2019.
The second solution was to sell open access for articles published in the existing
subscription journals. By paying an additional charge (often larger than the one
asked by fully open access journals), authors could buy free access to their articles.
This was called the hybrid model. The extra payment was needed according to the
publishers because the open access articles risked lowering the subscription fees
that could be asked. In 2013, British publishers managed to convince the British
authorities that the hybrid model was the best way to combine the ideals of open
science with the realities of British publishing. Researchers at British universities and
double dipping research institutes were required to publish their papers open access but were given
practice in science in extra money to buy such access in existing journals. Many observers thought this
which journals make
money both by journal
was very well negotiated by the British publishing industry and called the practice
subscriptions and by double dipping, because it gave the publishers an extra income stream (APCs) and
article fees for open access increased their overall income. As a matter of fact, British research lost because the
total budget did not increase and the APC costs were subtracted from the money
available for research grants (Pinfield et al., 2016).
In this environment, new publishers began to see an opportunity to turn open sci-
ence into a profit. Many of these new publishers shared the ideals of open science (and
indeed were founded by researchers who had left university), but some simply saw an
easy way to make money. All they had to do was to convince gullible researchers to
pay larger APCs than needed for the production of articles. Websites were created,
volunteer researchers invited to form editorial boards, and emails sent to researchers
for manuscripts. As the goal was profit maximisation, submissions were rarely rejected
and quality control was minimal or absent.
predatory journal The situation got so bad that this type of publishing received its own name, preda-
scientific journal that tory journals. The name was coined by a librarian from the University of Colorado,
gives the impression Beall, who was inundated with questions from academics about which new, open-
of being genuine
(peer-reviewed, with
access journals were good to publish in. Beall started a list of journals using exploita-
mechanisms of error tive business models that involved charging APCs to authors without checking articles
control, promise of for quality and legitimacy. He called the journals predatory because they tried to trick
longevity) without academics into publishing with them by disguising themselves as legitimate journals
adhering to the standards;
tries to lure scientists to idealistic about the open science movement and offering the services expected from
pay APCs for very limited scientific journals. Beall’s list was often consulted until he was forced to take it offline
service in 2017 after legal threats by some of the companies involved.
As we will see in Chapter 14, a way to test the quality of a scientific journal is to
submit a manuscript with unacceptable contents. If such a manuscript is accepted for
publication, quality control cannot be strict. Several scientists sent dodgy papers to
suspected journals (e.g., Martin & Martin, 2016) and, as feared, were able to get their
articles accepted for publication after payment of an APC. Less expected was that
some of these journals were run by well-established publishers, who apparently saw
their new open-access mega-journal as a profitable garbage caterer.
Particularly interesting for psychologists is a study of McKay and Coltheart (2017).
They started with the observation that it had become very common for academics to
receive invitations from unfamiliar sources to attend conferences, submit papers, and
join editorial boards. To push the test to the limit, they ‘wrote’ a one-page manuscript
with an algorithm that generated syntactically correct but surreal sentences. The first
few sentences of the manuscript seemed relevant to the title but the paper then quickly
deteriorated into a sequence of sentences that no one could possibly believe was seri-
ous. The title of the paper was ‘Addictive impairment in Pratiques de publication: A
surrealist analysis’. The first paragraph started with the sentences: ‘One of the aims
of cognitive neuropsychiatry is to develop a model of the processes underlying normal
belief generation and decision-making, and to explain addictive disorders in terms of
impairments to processes implicated in this model of normal functioning. Cognitive
neuropsychiatry can be viewed, in this sense, as a branch of cognitive neuropsychol-
ogy, a field that investigates disordered cognition as a means of learning more about
normal cognition.’ However, then it continued as follows: ‘Of course, neither cogni-
tive neuropsychiatry nor cognitive neuropsychology is remotely informative when it
comes to breaking the ice with buxom grapefruits. When pondering three-in-a-bed
romps with broken mules, therefore, one must refrain, at all costs, from driving a
manic-depressive lemon-squeezer through ham.’ The gibberish continued up to the
end, including an acknowledgement that read as follows: ‘This research was supported
by the Flattened Hedgehog Foundation (FHF) grant no. 62247. Thanks to Raven Black
for helpful suggestions.’
11.4 Focus on: Is scientific progress slowing down? 481
McKay and Coltheart (2017) submitted the ‘paper’ to the 10 journals that had
contacted either of them on the days between 21 June and 1 July 2017 inviting them to
submit a paper. After receiving the manuscript, all 10 journals responded and informed
the authors that their manuscript was sent out for review (even though it was rub-
bish and should have been rejected by the editor). McKay and Coltheart did not hear
anything further from four publishers, arguably because they saw the problem. Of
the others, two tentatively accepted the paper pending minor revision and four fully
accepted it for publication pending APC payment. This indeed was taking science to
a new low level, which we will return to in Chapter 14.
Interim summary
● There has been an explosive growth of scientific papers in the past 100 years, because
more researchers were hired and because researchers were increasingly motivated to
publish more (publish or perish).
● In addition to the number of publications, the quality of journals that scientists
published became important. The quality has been estimated on the basis of the average
number of citations in a specified period (journal impact factor).
● Reliance on journal impact factors had growing negative side-effects and led to the San
Francisco Declaration on Research Assessment, calling for an assessment of an article’s
individual merit rather than looking at the average impact of the journal.
● Commercial publishers took over scientific journals from learned societies and research
groups and asked increasingly higher subscription fees, even though the production costs
went down. This led to a call for open access journals, first by individuals and small research
groups, then by main funders such as the European Union and the British research councils.
● Because open access journals do not have an income from subscriptions, researchers
have to pay an article processing charge (APC) to get their article published, creating a
new business model.
● The business model of APCs led to the rise of mega-journals covering the entire spectrum
of scientific research and publishing thousands of articles per year. It also led to predatory
journals, which try to make researchers pay for publications without offering the usual
services and guarantees. The established publishers also tried to profit from the new
situation by starting their own open-access mega-journals and offering open access in
their subscription journals (hybrid model). The latter created a situation of double dipping.
11.4 Focus on: Is scientific progress slowing down?

Going through the many papers related to the replication crisis, one cannot help but
wonder whether psychological research has made as much progress in the first 20 years
of the twenty-first century as before. Could it be that scientific progress is slowing
down because the easy effects have been discovered (the low-hanging fruit) and all that
is left are the difficult parts? Also researchers have to master more information now
than 100 years ago before they can get to the cutting edge, making it more difficult for
them to reach the required level.
The hypothesis that scientific ideas are getting increasingly hard to find is the sub-
ject of a working paper by four economists (Bloom, Jones, Van Reenen & Webb, 2019).
They argue that the long-run growth rate is the product of two terms: the effective
number of researchers and their research productivity. Bloom et al. present a wide
range of evidence from various sources showing that the research efforts in the past
decades have risen substantially but that research productivity has decreased steadily.
The growth still observed results from increases in research effort that offset the declin-
ing productivity. A similar observation was made by Kander et al. (2019), who focused
on Sweden and Finland. Although, the number of innovations between 1970 and 2012
was relatively stable in Sweden and increased in Finland, the ratio of innovations to
the money spent decreased over time. This can be seen, for instance, in the fact that
author lists of scientific papers become increasingly long.
Others present a more nuanced image. First, there are country differences. Evidence
for a slow-down is strongest in the USA. Other countries, like China and India, are
experiencing a big increase. Second, the evidence also seems to differ between research
topics. Evidence for stagnation is stronger in physics than in biology or technology.
Indeed, growth in a particular sector depends much on completely new breakthrough
discoveries and technologies (Betz, 2018). Examples of such past breakthrough discov-
eries are: the development of the steam engine, emergence of railways, steel and heavy
engineering, electricity, the automobile, the emergence of telecommunication and IT.
Betz (2018) mentioned the following areas for possible breakthroughs in the com-
ing decades:
● Artificial intelligence with the possibility of new knowledge generation
● Synthetic biology, allowing manipulation and engineering of all organisms
(including humans)
● Nanotechnology (e.g., the use of nano-robotics in medicine)
● Nuclear and quantum physics with new ground-breaking insights on matter and
the universe.
Surprisingly (and disappointingly), Betz (2018) only mentioned one possible breakthrough
in psychology: the discovery of parapsychology, referring to the findings of Bem (!),
in line with the difficulty psychology has to be seen as a science (Chapters 10 and 14).
What do you think?

Is the best of psychological science behind us? Or are we on the cusp of
completely new, massive breakthroughs? If so, what could they be? Will they be
positive or negative for humans?
Replication crisis Munafo et al. (2017), who published a manifesto for reproduc-
Chambers’ (2017) book The Seven Deadly Sins of Psychology ible science. Much is also to be found on the internet. Engber
is a good start. Two journal articles to start with are Shrout (2017) gives an inside story of how Bem’s findings were a trig-
and Rodgers (2018) and Nelson et al. (2018), both published ger of the replication crisis. Fidler and Wilcox (2018) discuss
in the Annual Review of Psychology. Another useful read is the issues related to the reproducibility of scientific results.
References 483
Open science who is most likely to publish in predatory journals. Weisshaar

McKiernan et al. (2016) discuss the advantages of open (2017) asks to what extent the ‘publish or perish’ culture
science for researchers. Klein et al. (2018a) provide a prac- disadvantages female researchers. Green (2017) reviews the
tical guide for data sharing. Recent reviews of open access most prolific psychology authors during the half-century
journals are Piwowar et al. (2018) and Martín-Martín from 1890 to 1939 and notes that they are not always the
et al. (2018). ones we still remember. He also expresses his surprise with
the great increase in articles published over the course of that
Publication culture half-century–approximately doubling each decade.
Spezi et al. (2017) give a review of open-access mega-journals. Details for all the resources cited here are included in
Xia et al. (2015), Demir (2018) and Kurt (2018) investigate the References.
References
Abele-Brehm, A.E., Gollwitzer, M., Steinberg, U. & Borsboom, D. (2013). ‘Theoretical amnesia’ (20 Novem-
Schönbrodt, F. D. (2019) ‘Attitudes toward Open Science ber). Blog available at: http://osc.centerforopenscience.
and public data sharing: A survey among members of org/2013/11/20/theoretical-amnesia/.
the German Psychological Society’. Social Psychology, Brederoo, S.G., Nieuwenstein, M.R., Cornelissen, F.W.
50: 252–60. & Lorist, M.M. (2019) ‘Reproducibility of visual-field
Baker, M. (2016) ‘Reproducibility crisis?’ Nature, 533: asymmetries: Nine replication studies investigating lat-
353–66. eralization of visual information processing’. Cortex,
Balota, D.A., Yap, M.J., Hutchison, K.A., Cortese, M.J., 111: 100–26.
Kessler, B., Loftis, B., . . . & Treiman, R. (2007) ‘The English Brysbaert, M. (2019) ‘How many participants do we have
lexicon project’. Behavior Research Methods, 39: 445–59. to include in properly powered experiments? A tutorial
Bargh, J.A., Chen, M. & Burrows, L. (1996) ‘Automaticity of power analysis with reference tables’. Journal of Cog-
of social behavior: Direct effects of trait construct and nition, 2: 16. DOI: http://doi.org/10.5334/joc.72
stereotype activation on action’. Journal of Personality Camerer, C.F., Dreber, A., Holzmeister, F., Ho, T.H., Huber, J.,
and Social Psychology, 71: 230–44. Johannesson, M., Wu, H., et al. (2018) ‘Evaluating the rep-
Begley, C.G. & Ellis, L.M. (2012) ‘Drug development: licability of social science experiments in Nature and Sci-
Raise standards for preclinical cancer research’. Nature, ence between 2010 and 2015’. Nature Human Behaviour,
483: 531. 2: 637–44. DOI: https://doi.org/10.1038/s41562-018-0399-z
Bello-Orgaz, G., Jung, J.J. & Camacho, D. (2016) ‘Social Cardeña, E. (2018) ‘The experimental evidence for para-
big data: Recent achievements and new challenges’. psychological phenomena: A review’. American Psy-
Information Fusion, 28: 45–59. chologist, 73: 663–77.
Bem, D.J. (2011) ‘Feeling the future: Experimental evidence Carney, D.R., Cuddy, A.J. & Yap, A.J. (2010) ‘Power pos-
for anomalous retroactive influences on cognition and ing: Brief nonverbal displays affect neuroendocrine levels
affect’. Journal of Personality and Social Psychology, and risk tolerance’. Psychological Science, 21: 1363–68.
100: 407–25. Cassidy, S.A., Dimova, R., Giguère, B., Spence, J.R. &
Bem, D., Tressoldi, P., Rabeyron, T. & Duggan, M. (2016) Stanley, D.J. (2019) ‘Failing grade: 89% of introduction-
‘Feeling the future: A meta-analysis of 90 experiments to-psychology textbooks that define or explain statistical
on the anomalous anticipation of random future events’. significance do so incorrectly’. Advances in Methods and
F1000Research, 4: 1188. Practices in Psychological Science, 2: 233–39.
Betz, U.A. (2018) ‘Is the force awakening?. Technological Chambers, C.D. (2013) ‘Registered reports: a new publish-
Forecasting and Social Change, 128: 296–303. ing initiative at Cortex’. Cortex, 49: 609–10.
Björk, B.C., Roos, A & Lauri, M. (2009) ‘Scientific journal Chambers, C. (2017) The Seven Deadly Sins of Psychol-
publishing: yearly volume and open access availability’. ogy: A Manifesto for Reforming the Culture of Scientific
Information Research, 14: 391 Available at: http://www. Practice. Princeton University Press.
informationr.net/ir/14-1/paper391.html. Chen, E.E. & Wojcik, S.P. (2016) ‘A practical guide to big
Bloom, N., Jones, C.I., Van Reenen, J. & Webb, M. (2019) data research in psychology’. Psychological Methods, 21:
‘Are ideas getting harder to find? (Version 4.0)’. Available 458–74.
at https://web.stanford.edu/~chadj/IdeaPF.pdf. Claesen, A., Gomes, S.L.B.T., Tuerlinckx, F. & vanpaemel,
Boroditsky, L. (2000) ‘Metaphoric structuring: Understand- W. (2019) ‘Preregistration: Comparing dream to reality’
ing time through spatial metaphors’. Cognition, 75: 1–28. (9 May). DOI: https://doi.org/10.31234/osf.io/d8wex
Cramer, A.O., van Ravenzwaaij, D., Matzke, D., the implicit association test’. Journal of Personality and
Steingroever, H., Wetzels, R., Grasman, R.P., . . . & Social Psychology, 74: 1464–80.
Wagenmakers, E. J. (2016) ‘Hidden multiplicity Houtkoop, B.L., Chambers, C., Macleod, M., Bishop, D.V.,
in exploratory multiway ANOVA: Prevalence and Nichols, T.E. & Wagenmakers, E.J. (2018) ‘Data sharing
remedies’. Psychonomic Bulletin & Review, 23: 640–47. in psychology: A survey on barriers and preconditions’.
Crawford, W. (2002) ‘Free electronic refereed journals: get- Advances in Methods and Practices in Psychological Sci-
ting past the arc of enthusiasm’. Learned Publishing, 15: ence, 1: 70–85.
117–23. Husnu, S. & Crisp, R.J. (2010) ‘Elaboration enhances the
Demir, S.B. (2018) ‘Predatory journals: Who publishes in imagined contact effect’. Journal of Experimental Social
them and why?’ Journal of Informetrics, 12: 1296–1311. Psychology, 46: 943–50.
Dijksterhuis, A. & Van Knippenberg, A. (1998) ‘The rela- Ioannidis, J. P. (2005) ‘Why most published research find-
tion between perception and behavior, or how to win ings are false’. PLoS Medicine, 2: e124.
a game of trivial pursuit’. Journal of Personality and Jana, S. (2019) ‘A history and development of peer-review
Social Psychology, 74: 865–77. process’. Annals of Library and Information Studies, 66:
Doyen, S., Klein, O., Pichon, C.L. & Cleeremans, A. (2012) 152–62.
‘Behavioral priming: it’s all in the mind, but whose John, L.K., Loewenstein, G. & Prelec, D. (2012) ‘Meas-
mind?’. PloS One, 7: e29081. uring the prevalence of questionable research practices
Dumas-Mallet, E., Button, K.S., Boraud, T., Gonon, F. & with incentives for truth telling’. Psychological Science,
Munafò, M.R. (2017) ‘Low statistical power in biomedi- 23: 524–32.
cal science: A review of three human research domains’. Kahneman, D. (2011) Thinking, Fast and Slow. New York:
Royal Society Open Science, 4: 160254. DOI: https://doi. Allen Lane.
org/10.1098/rsos.160254 Kahneman, D. (2012) ‘A proposal to deal with ques-
Eberhardt, J. L. (2005) ‘Imaging race’. American Psycholo- tions about priming effects’ (26 September). Open
gist, 60: 181–90. email. Available at http://www.decisionsciencenews.
Eisenberger, N.I., Lieberman, M.D. & Williams, K.D. com/2012/10/05/kahneman-on-the-storm-of-doubts-
(2003) ‘Does rejection hurt? An FMRI study of social surrounding-social-priming-research/.
exclusion’. Science, 302: 290–92. Kander, A., Taalbi, J., Oksanen, J., Sjöö, K. & Rilla, N.
Etz, A. & Vandekerckhove, J. (2018) ‘Introduction to (2019) ‘Innovation trends and industrial renewal in Fin-
Bayesian inference for psychology’. Psychonomic Bul- land and Sweden 1970–2013’. Scandinavian Economic
letin & Review, 25: 5–34. History Review, 67: 47–70.
Fidler, F. & Wilcox, J. (2018) ‘Reproducibility of scientific Kerr, N. L. (1998) HARKing: Hypothesizing after the
results’. In E.N. Zalta (Ed.) The Stanford Encyclope- results are known. Personality and Social Psychology
dia of Philosophy (Winter 2018 Edition). Available at Review, 2: 196–217.
https://plato.stanford.edu/archives/win2018/entries/ Klein, O., Hardwicke, T.E., Aust, F., Breuer, J., Danielsson, H.,
scientific-reproducibility/. Mohr, A.H. . . . & Frank, M.C. (2018a) ‘A practical
Finkel, E.J., Rusbult, C.E., Kumashiro, M. & Hannon, P.A. guide for transparency in psychological science’. Col-
(2002) ‘Dealing with betrayal in close relationships: Does labra: Psychology, 4(1).
commitment promote forgiveness?’. Journal of Personal- Klein, R.A., Vianello, M., Hasselman, F., Adams, B.G.,
ity and Social Psychology, 82: 956–74. Adams Jr, R.B., Alper, S. . . . & Batra, R. (2018b) ‘Many
Galak, J., LeBoeuf, R.A., Nelson, L.D. & Simmons, J.P. Labs 2: Investigating variation in replicability across
(2012) ‘Correcting the past: Failures to replicate psi’. samples and settings’. Advances in Methods and Prac-
Journal of Personality and Social Psychology, 103: tices in Psychological Science, 1: 443–90.
933–48. Kruschke, J. K. & Liddell, T. M. (2018) ‘The Bayesian New
Garfield, E. (1964). ‘“Science Citation Index”: A New Statistics: Hypothesis testing, estimation, meta-analysis,
Dimension in Indexing’. Science, 144: 649–54. and power analysis from a Bayesian perspective’. Psycho-
Graber, M., Launov, A. & Wälde, K. (2007) ‘How to get nomic Bulletin & Review, 25: 178–206.
tenured (in Germany, in Economics)’. Manuscript avail- Kurt, S. (2018) ‘Why do authors publish in predatory jour-
able at https://www.gla.ac.uk/media/Media_45749_ nals?’. Learned Publishing, 31: 141–7.
smxx.pdf. Laakso, M., Welling, P., Bukvova, H., Nyman, L., Björk, B.C.
Green, C.D. (2017) ‘Publish and perish: Psychology’s most & Hedlund, T. (2011) ‘The development of open access
prolific authors are not always the ones we remember’. journal publishing from 1993 to 2009’. PloS One, 6:
American Journal of Psychology, 130: 105–19. e20961.
Greenwald, A.G., McGhee, D.E. & Schwartz, J. L. (1998) Lakens, D. (2015, April 4). ‘Why a meta-analysis of 90 pre-
‘Measuring individual differences in implicit cognition: cognition studies does not provide convincing evidence
References 485
of a true effect’. Available at http://daniellakens.blogspot. Oberauer, K. & Lewandowsky, S. (2019) ‘Addressing the
com/2015/04/why-meta-analysis-of-90-precognition.html. theory crisis in psychology’. Psychonomic Bulletin &
Levelt, W.J.M., Noort, E. & Drenth, P.J.D. (2012) ‘Falende Review, 26: 1596–1618.
wetenschap: De frauduleuze onderzoekspraktijken van Open Science Collaboration (2012) ‘An open, large-scale,
sociaal-psycholoog Diederik Stapel [Failing science: collaborative effort to estimate the reproducibility of
The fraudulent research practices of social psychologist psychological science’. Perspectives on Psychological
Diederik Stapel]’. Evaluation report available at: https:// Science, 7: 657–60.
pure.mpg.de/rest/items/item_1569964_8/component/ Open Science Collaboration (2015) ‘Estimating the
file_1569967/content. reproducibility of psychological science’. Science, 349:
Lewandowsky, S. & Bishop, D. (2016) ‘Research integrity: aac4716.
Don’t let transparency damage science’. Nature News, Pashler, H., Coburn, N. & Harris, C.R. (2012) ‘Priming of
529: 459. social distance? Failure to replicate effects on social and
Marsman, M., Schönbrodt, F.D., Morey, R.D., Yao, Y., food judgments’. PloS One, 7: e42510.
Gelman, A. & Wagenmakers, E. J. (2017) ‘A Bayesian bird’s Pashler, H., Harris, C. & Coburn, N. (2011) ‘Elderly-
eye view of ‘Replications of important results in social related words prime slow walking’ (15 September).
psychology”’. Royal Society Open Science, 4: 160426. Retrieved 30 October 2019 from: http://www.PsychFile-
Martin, A. & Martin, T. (2016) ‘A not-so-harmless experi- Drawer.org/replication.php?attempt=MTU%3D
ment in predatory open access publishing’. Learned Pub- Pennycook, G. & Thompson, V.A. (2018) ‘An analysis of
lishing, 29: 301–5. DOI: 10.1002/leap.1060 the Canadian cognitive psychology job market (2006–
Martín-Martín, A., Costas, R., van Leeuwen, T. & 2016)’. Canadian Journal of Experimental Psychology/
López-Cózar, E.D. (2018) ‘Evidence of open access of Revue Canadienne de Psychologie Expérimentale, 72 :
scientific publications in Google Scholar: A large-scale 71–80.
analysis’. Journal of Informetrics, 12: 819–41. Pinfield, S., Salter, J. & Bath, P.A. (2016) ‘The “total cost
McKay, R., & Coltheart, M. (2017) ‘Breaking the ice with of publication” in a hybrid open-access environment:
buxom grapefruits: Pratiques de publication and preda- Institutional approaches to funding journal article-
tory publishing’ (25 July). Available online at: http:// processing charges in combination with subscriptions’.
deevybee.blogspot.com/2017/07/breaking-ice-with- Journal of the Association for Information Science and
buxom-grapefruits.html. Technology, 67: 1751–66.
McKiernan, E.C., Bourne, P.E., Brown, C.T., Buck, S., Piwowar, H., Priem, J., Larivière, V., Alperin, J.P.,
Kenall, A., Lin, J., . . . & Yarkoni, T. (2016) ‘Point of Matthias, L., Norlander, B., . . . & Haustein, S. (2018)
view: How open science helps researchers succeed’. Elife, ‘The state of OA: a large-scale analysis of the prevalence
5: e16800. and impact of Open Access articles’. PeerJ, 6: e4375.
Munafò, M.R., Nosek, B.A., Bishop, D.V., Button, K.S., Prinz, F., Schlange, T. & Asadullah, K. (2011) ‘Believe it or
Chambers, C.D., Du Sert, N.P., . . . & Ioannidis, J.P. not: how much can we rely on published data on poten-
(2017) ‘A manifesto for reproducible science’. Nature tial drug targets?’. Nature Reviews Drug Discovery, 10:
Human Behaviour, 1: 0021. 712.
Muraven, M., Tice, D. M. & Baumeister, R. F. (1998) ‘Self- Reber, A.S. & Alcock, J.E. (2019) ‘Searching for the impos-
control as a limited resource: regulatory depletion pat- sible: Parapsychology’s elusive quest’. American Psy-
terns’. Journal of Personality and Social Psychology, 74: chologist. Advance online publication at http://dx.doi.
774–89. org/10.1037/amp0000486.
Nelson, L.D., Simmons, J. & Simonsohn, U. (2018) ‘Psy- Richard, F.D., Bond Jr, C.F. & Stokes-Zoota, J.J. (2003)
chology’s renaissance’. Annual Review of Psychology, ‘One hundred years of social psychology quantita-
69: 511–34. tively described’. Review of General Psychology, 7:
Nosek, B.A., Alter, G., Banks, G.C., Borsboom, D., Bowman, 331–63.
S.D., Breckler, S.J., . . . & Yarkoni, T. (2015) ‘Promoting Ritchie, S.J., Wiseman, R. & French, C.C. (2012) ‘Fail-
an open research culture’. Science, 348: 1422–25. ing the future: Three unsuccessful attempts to replicate
Nosek, B.A. & Lakens, D. (2014) ‘A method to increase Bem’s “Retroactive Facilitation of Recall” effect’. PloS
the credibility of published results’. Social Psychology, One, 7: e33423.
45: 137–41. Robinson, E. (2011) ‘Not feeling the future: A failed repli-
Nuijten, M.B., Hartgerink, C.H., van Assen, M.A., cation of retroactive facilitation of memory recall’. Jour-
Epskamp, S. & Wicherts, J.M. (2016) ‘The prevalence of nal of the Society for Psychical Research, 75: 142–47.
statistical reporting errors in psychology (1985–2013)’. Rosenthal, R. (1979) ‘The file drawer problem and toler-
Behavior Research Methods, 48: 1205–26. ance for null results’. Psychological Bulletin, 86: 638.
Rouder, J.N., Morey, R.D., Verhagen, J., Swagman, A.R. & Soto, C.J. (2019) ‘How replicable are links between per-
Wagenmakers, E.J. (2017) ‘Bayesian analysis of factorial sonality traits and consequential life outcomes? The Life
designs’. Psychological Methods, 22: 304–21. Outcomes of Personality Replication Project’. Psycho-
Rouder, J.N., Speckman, P.L., Sun, D., Morey, R.D. & logical Science, 30: 711–27.
Iverson, G. (2009) ‘Bayesian t tests for accepting and Spezi, V., Wakeling, S., Pinfield, S., Creaser, C., Fry, J.
rejecting the null hypothesis’. Psychonomic Bulletin & & Willett, P. (2017) ‘Open-access mega-journals: the
Review, 16: 225–37. future of scholarly communication or academic dump-
Rushton, J.P. & Roediger, H.L. (1978) ‘An evaluation of ing ground? A review’. Journal of Documentation, 73:
80 psychology journals based on the Science Citation 263–83.
Index’. American Psychologist, 33: 520–23. Spier, R. (2002) ‘The history of the peer-review process’.
Schäfer, T. & Schwarz, M. (2019) ‘The meaningfulness TRENDS in Biotechnology, 20: 357–58.
of effect sizes in psychological research: Differences Srivastava, S. (2012) ‘A Pottery Barn rule for scientific
between sub-disciplines and the impact of potential journals’ (27 September). Available at https://
biases’. Frontiers in Psychology, 10: 813. thehardestscience.com/2012/09/27/a-pottery-barn-rule-
Schiltz, M. (2018) ‘Science without publication paywalls: for-scientific-journals/
cOAlition S for the realisation of full and immediate Steegen, S., Tuerlinckx, F., Gelman, A. & Vanpaemel, W.
Open Access’. PLoS Medicine, 15: e1002663. (2016) ‘Increasing transparency through a multiverse
Schnall, S., Benton, J. & Harvey, S. (2008) ‘With a clean analysis’. Perspectives on Psychological Science, 11:
conscience: Cleanliness reduces the severity of moral 702–12.
judgments’. Psychological Science, 19: 1219–22. Stodden, V., Seiler, J. & Ma, Z. (2018) ‘An empirical anal-
Schooler, J.W. & Engstler-Schooler, T.Y. (1990) ‘Verbal ysis of journal policy effectiveness for computational
overshadowing of visual memories: Some things are bet- reproducibility’. Proceedings of the National Academy
ter left unsaid’. Cognitive Psychology, 22: 36–71. of Sciences, 115: 2584–89.
Shackelford, T.K., Voracek, M., Schmitt, D.P., Buss, D.M., Strube, M.J. (2006) ‘SNOOP: A program for demonstrat-
Weekes-Shackelford, V.A. & Michalski, R.L. (2004) ing the consequences of premature and repeated null
‘Romantic jealousy in early adulthood and in later life’. hypothesis testing’. Behavior Research Methods, 38:
Human Nature, 15: 283–300. 24–27.
Shanks, D.R. (2017) ‘Misunderstanding the behavior prim- Szollosi, A., Kellen, D., Navarro, D., Shiffrin, R., van
ing controversy: Comment on Payne, Brown-Iannuzzi, Rooij, I., Van Zandt, T. & Donkin, C. (2019). ‘Is prereg-
and Loersch (2016)’. Journal of Experimental Psychol- istration worthwhile?’ (31 October). DOI: https://doi.
ogy: General, 146: 1216–22. org/10.31234/osf.io/x36pz
Shanks, D.R., Newell, B.R., Lee, E.H., Balakrishnan, D., Tajika, A., Ogawa, Y., Takeshima, N., Hayasaka, Y. &
Ekelund, L., Cenac, Z., . . . & Moore, C. (2013) ‘Prim- Furukawa, T.A. (2015) ‘Replication and contradiction
ing intelligent behavior: An elusive phenomenon’. PloS of highly cited research papers in psychiatry: 10-year
One, 8: e56515. follow-up’. British Journal of Psychiatry, 207: 357–62.
Shrout, P.E. & Rodgers, J.L. (2018) ‘Psychology, science, Vanpaemel, W., Vermorgen, M., Deriemaecker, L. &
and knowledge construction: Broadening perspectives Storms, G. (2015) ‘Are we wasting a good crisis? The
from the replication crisis’. Annual Review of Psychol- availability of psychological research data after the
ogy, 69: 487–510. storm’. Collabra, 1: Art. 3. DOI: http://doi.org/10.1525/
Silberzahn, R., Uhlmann, E.L., Martin, D.P., Anselmi, P., collabra.13
Aust, F., Awtrey, E., . . . Nosek, B.A. (2018) ‘Many ana- Vazire, S. (2016) Editorial. Social Psychological and Person-
lysts, one data set: Making transparent how variations in ality Science, 7: 3–7.
analytic choices affect results’. Advances in Methods and Vohs, K.D., Mead, N.L. & Goode, M.R. (2006) ‘The
Practices in Psychological Science, 1: 337–56. psychological consequences of money’. Science, 314:
Simmons, J.P., Nelson, L.D. & Simonsohn, U. (2011) ‘False- 1154–56.
positive psychology: Undisclosed flexibility in data Vul, E., Harris, C., Winkielman, P. & Pashler, H. (2009)
collection and analysis allows presenting anything as ‘Voodoo correlations in social neuroscience’. Perspec-
significant’. Psychological Science, 22 : 1359–66. tives on Psychological Science, 4 : 274–90.
Simmons, J.P., Nelson, L.D. & Simonsohn, U. (2018) ‘False- Wagenmakers, E.J., Love, J., Marsman, M., Jamil, T., Ly, A.,
positive citations’. Perspectives on Psychological Science, Morey, R.D., et al. (2018) ‘Bayesian inference for
13 : 255–59. psychology, Part II: Example applications with JASP’.
Simonsohn, U., Nelson, L.D. & Simmons, J.P. (2014) Psychonomic Bulletin & Review, 25: 58–76.
‘P-curve: a key to the file-drawer’. Journal of Experi- Wagenmakers, E.J., Wetzels, R., Borsboom, D., Kievit, R.
mental Psychology: General, 143: 534. & van der Maas, H.L. (2015) ‘A skeptical eye on psi’.
References 487
In E.C. May & S.B. Marwaha (Eds.), Extrasensory Per- Wu, X., Zhu, X., Wu, G. Q. & Ding, W. (2014) ‘Data min-
ception: Support, Skepticism, and Science, (pp. 153–76). ing with big data’. IEEE Transactions on Knowledge and
Westport, CT: Praeger. Data Engineering, 26: 97–107.
Wagenmakers, E.J., Wetzels, R., Borsboom, D., van der Xia, J., Harmon, J.L., Connolly, K.G., Donnelly, R.M.,
Maas, H.L.J. & Kievit, R.A. (2012) ‘An agenda for Anderson, M.R. & Howard, H.A. (2015) ‘Who publishes
purely confirmatory research’. Perspectives on Psycho- in “predatory” journals?’. Journal of the Association for
logical Science, 7: 627–33. Information Science and Technology, 66: 1406–17.
Warren, J.R. (2019) ‘How much do you have to publish Zwaan, R.A., Pecher, D., Paolacci, G., Bouwmeester, S.,
to get a job in a top sociology department? Or to get Verkoeijen, P., Dijkstra, K. & Zeelenberg, R. (2018) ‘Par-
tenure? Trends over a generation’. Sociological Science, ticipant nonnaiveté and the reproducibility of cognitive
6: 172–96. psychology’. Psychonomic Bulletin & Review, 25: 1968–72.
488 Chapter 00 Chapter title goes here
12 The contribution of quantitative and

qualitative research methods
12.1 The essence of quantitative research

Assumptions underlying quantitative research methods
Descriptive research
Relational research
Experimental research
Analogy with the hierarchy of evidence in medical science
Strengths of quantitative research methods
Limits of quantitative methods
12.2 The essence of qualitative research
Assumptions underlying qualitative research methods
Data collection and analysis
Grounded theory
Phenomenological analysis
Discourse analysis
Strengths of qualitative research
Limits of qualitative research
12.3 How do quantitative and qualitative research methods relate to each other?
The two types of research are incompatible
The two types of research complement each other
12.4 Focus on: Is too much respect for the philosophy of science bad for morale?
Psychology’s rough treatment by philosophy of science
Introduction 489

● What are the assumptions upon which quantitative research methods in psychology are based?
● Why do quantitative researchers see a hierarchy of evidence going from descriptive research, via
relational research, to experimental research?
● What are the assumptions upon which qualitative research methods in psychology are based?
● Why is discourse analysis more in line with social constructionism than grounded theory?
● What are the arguments psychologists use to defend the idea that qualitative and quantitative
research methods cannot coexist?
● What are the arguments psychologists use to defend the idea that qualitative and quantitative
research methods complement each other and that progress in psychology is best guaranteed
by a combination of both types of methods?
● What implications does the coexistence of quantitative and qualitative methods in psychology
have for philosophy of science?
Introduction
Collecting and editing the manuscripts have reminded me of the rapidity of

change in our world and our scholarly work. Ten years ago, after I completed one
of the first qualitative dissertations done in my college, I was a participant in the
great paradigm war between positivists and constructivists – the Quantoids and
the Smooshes . . . There were few qualitative sessions at the American Education
Research Association (AERA) meetings, and the Educational Researcher was full
of salvos fired across the paradigm lines.
It feels to some of us like we won the war. Has qualitative research taken over
the high ground and become what Kuhn (1962/1970: 10) called ‘normal science’?
(Hatch, 1995: xvi)
In Chapter 10 we saw that psychology can be divided into two research lines. On
the one hand, there is the mainstream, natural-science oriented approach, on which
psychology as an academic discipline was founded. On the other hand, there is the
hermeneutic alternative, which argues that the scientific method is unsuitable to study
mental life, because the method of the natural sciences makes it impossible to access
the richness of the human experience. As the quote above shows, this discussion is
not limited to psychology, but can be found in all human and social sciences (e.g.
education, social work, management, sport, health, . . .).
In recent years, the discussion has crystallised into the question to what extent the
traditional quantitative methods should be supplemented (or replaced) by qualitative
research methods. In the quote at the opening of this chapter this is referred to as the
‘paradigm war’. Below we will have a look at the various positions and see whether the
situation is indeed as grave as suggested in the citation. First, we discuss the essence
of the quantitative and the qualitative methods.
490 Chapter 12 The contribution of quantitative and qualitative research methods
12.1 The essence of quantitative research

quantitative research Quantitative research methods are research methods based on quantifiable data,
methods findings which can be represented as numbers either because their magnitude can be
research methods based measured or because their frequency of occurrence can be counted. They usually
on quantifiable data;
are associated with the
involve statistical analysis and are the methods preferred by the traditional, natural-
natural-science approach science oriented psychology researchers. Their application depends on a number of
based on the hypothetico- assumptions, which we first outline.
deductive model
Assumptions underlying quantitative research methods

There is an outside reality that can be discovered
Quantitative psychologists start from the assumption that phenomena in the world
have an existence outside people’s minds. That is, they believe in realism (Chapter 9).
In addition, they defend the idea that humans can discover reality by using the sci-
entific method. This does not mean they subscribe to the positivist view that reality
can be known simply by means of observation, induction and verification, and that
scientific knowledge is always true. They are well aware of the fact that science is not
a linear accumulation of facts but proceeds through trial and error (with theories and
paradigms that do not stand the falsification test and that after some time have to be
abandoned). However, they are convinced that in the long term the scientific method
based on the hypothetico-deductive model (Chapter 9) leads to an understanding of
reality; scientific knowledge is cumulative.
The main aim of scientific research is to find universal causal relationships
Researchers who subscribe to quantitative research methods are primarily interested
in discovering relationships between causes and effects. They want to know how
humans function: how various variables interact and how particular functions are
accomplished. In addition, they want to know how general the principles are. Ideally
they hope the mechanisms they discover will apply to all humans. If this turns out not
to be the case, they search for the causes underlying individual differences and try to
integrate them into a wider pattern that covers the entire spectrum.
Trying to avoid confounds and sources of noise
Users of quantitative research methods are extremely vigilant about the possible intru-
sion of undesired factors into their designs. Because they are looking for ‘true’ cause–
effect relations, they try to avoid the presence of so-called confounding variables,
variables that were overlooked but that could be the true causes of the effects observed
(see below for an example). As a result, quantitative researchers try to maximally con-
trol the circumstances under which they run their studies, even if this leads to artificial
situations (i.e. so-called laboratory situations).
Quantitative researchers also try to eliminate the impact of random variables. These
are elements that vary randomly from one study to the next and that may lead to find-
ings which are not replicable (because the effect was due to a random variable that
only in one particular study had the value causing the effect). These random variables
are called noise.
Suspicion about the researcher’s input
A source of confounding and noise that is of particular interest to quantitative
psychology researchers is the researcher him- or herself. Humans are known to have
fallible perceptions and opinions, meaning that they can be a source of bias (confound)
or randomness (noise). A biased researcher is a researcher who consistently obtains
‘evidence’ other people cannot find. This usually consists of evidence in line with the
researcher’s convictions (see Chapter 11 on the replication crisis). A random researcher
is a researcher who in a study obtains evidence no-one else (including the researcher
him/herself) can replicate, because it was a fluke.
To protect themselves against biases and noise, quantitative researchers make
use of standardised measurements and instruments. For instance, they will make
use of generally accepted questionnaires to measure aspects of people and they
will analyse the data with generally accepted statistical tests. In this way, they have
more certainty that the findings they obtain can be replicated by others using the
same methods.
Progress through falsification
One final feature of the quantitative research approach is that researchers continuously
evaluate the truth of their conclusions, theories, hypotheses and instruments. This is
part of the falsification element in scientific research. Researchers constantly try to
prove each other wrong, which often bewilders non-scientific spectators who cannot
understand why scientists rarely seem to agree with one another. As a rule of thumb,
an effect will only be accepted as ‘probably true’ when there is a great deal of converg-
ing evidence for it, coming from different measurements and falsification attempts
(also see the need for replication in Chapter 11 and the social forces preventing these
efforts from being published).
Now that we have seen the assumptions underlying quantitative research methods,
we can have a closer look at the various techniques that are available. These are usu-
ally divided into three broad orientations (e.g. Rosenthal & Rosnow, 2008): descriptive
research, relational research and experimental research.
Descriptive research
Observation of numerical data
In descriptive research, the focus is on observation, a careful charting of the situation.
As we have seen several times in this book, detailed observation is the start of scientific
research. Certainly with respect to psychology, this is not a platitude. Just think of
how long philosophers thought they could study human functioning without looking
at what people were actually doing. The same is true for many everyday conversa-
tions, in which people vent opinions based on their hunches. How often do you hear
someone say they cannot discuss a particular psychological topic (e.g. the influence of
divorce on the well-being of children) because they would first need to have a look at
the empirical evidence?
What do you think?

Why do you think many people have little problem discussing psychological topics
without first seeing empirical evidence?
Would there be a difference between different types of topics?
Can you answer the above two questions without having data on how many
people are willing to discuss various topics without empirical evidence?
Typical for quantitative research is that the data are gathered in a numerical form,
either by collecting measurements or by counting frequencies of occurrence. Quan-
titative researchers will not observe ‘violence’, but will measure aspects of violence
(e.g. the number of incidents reported to the police, the number of incidents reported
in diaries or interviews, the amount of violence as rated by participants on a Likert
scale, etc.). In Chapter 5, we called this the requirement of operational definitions. In
addition, before researchers collect data, they have a good idea of how they will ana-
lyse them: what types of measurements they will obtain and what types of statistics
they can apply to summarise and evaluate the data (a feature given extra emphasis in
registered reports discussed in Chapter 11).
Large samples and a few data points per participant
Although this is not an absolute rule, the vast majority of descriptive quantitative stud-
ies involve the collection of a limited amount of data from a reasonably large group
of participants. There are two main reasons why researchers want to include large
groups in their studies. The first is that the larger the sample examined, the more rep-
resentative it becomes of the population (i.e. the more it resembles the population). As
indicated above, quantitative researchers usually want to generalise their findings from
the sample studied to the population, so that universal conclusions can be reached.
Although quantity is only one aspect of representativeness, it is an important one and
one that is taught to all psychology students.
The second reason why descriptive quantitative studies usually involve many par-
ticipants is that large numbers of observations yield more precise statistics. In all
likelihood, the mean of a sample is closer to the population mean when it is based
on a large sample than when it is based on a small sample. When social services want
to know how many teenagers are unhappy, they will feel more confident about an
estimate if it is based on a sample of 1,000 respondents than if it is based on a sample
of 20 respondents, even when every precaution has been taken to make both samples
equally representative. The reason why the mean of 1,000 observations is more reliable
than the mean of 20 observations is that the former is likely to be very much the same
if the study were repeated with another sample of the same size, whereas there can be
a serious difference in estimates based on two different samples of 20 participants only.
Descriptive research usually is only the first step of a quantitative research pro-
gramme, because researchers want to know what caused the data they observe. How
did the figures come about? To discover cause–effect relations, a first move is to find
out which events (variables) are related. If a survey indicates that 15% of the teenag-
ers call themselves unhappy, the logical next question is which variables are related to
being (un)happy. Do teenagers who call themselves unhappy have less money to spend
than teenagers who call themselves happy? Are they less supported by their parents?
Do they have fewer friends? This is addressed in relational research.
Relational research
Correlations
The way to find out whether two variables are related according to quantitative
psychologists is to collect measures of both variables and to correlate them. There are
various statistical techniques to calculate a coefficient that indicates how closely two
variables co-vary. These techniques not only provide information about whether or
not two variables are correlated, but also provide information about how strong the
correlation is (see Chapter 8).
Quantitative researchers point to the importance of calculating and using statisti-

cal correlation coefficients to decide which variables are correlated and which are
not, because people do not seem to be good at detecting them. For instance, since
the seminal publication of Paul Meehl (1954) there has been a continuous stream
of studies showing that decisions based on standardised interviews/questionnaires
and statistical correlations outperform clinical judgments by psychologists. This is
true, for example, for the prediction of academic performance, psychotherapy out-
come, success in military training, probation success, business failure and detection
of malingering (for reviews, see Grove et al., 2000; Aegisdottir et al., 2006; Hanson &
Morton-Bourgon, 2009). More recently, correlations are being replaced by artificial
intelligence algorithms (e.g., Cuccaro-Alamin et al., 2017) but their functioning is
basically the same: extracting associations between variables in databases that exceed
human capacity (Jiang et al., 2017).
There are two problems involved in the intuitive detection of correlations by
humans. The first is the failure to detect genuine correlations. In particular, negative
correlations (where the variables vary in opposite directions) seem to be difficult to
perceive. The most notorious example in this respect is the time it took before people
realised that there was a negative correlation between smoking and longevity (the more
you smoke, the younger on average you will die; Figure 12.1).
In this study, a cohort of male British medical doctors was followed from the age
of 35 years on. The graph shows the survival rate for smokers and non-smokers. Of
the smokers, 58% were still alive at the age of 70, against 76% of the non-smokers.
The second problem with the detection of correlations by humans is that in some
cases people tend to perceive correlations that do not exist. These are called
illusory correlation illusory correlations. For instance, in Chapter 10 we mentioned that for many people
perception of a correlation there is a positive correlation between being a scientist and being a middle-aged man
between events for which with untidy hair. Similarly, King and Koehler (2000) showed that graphologists tend
no independent evidence
can be found
to conclude that people who write fast have an impulsive personality, whereas people
who write slowly have a cautious personality. There are no such correlations to be
Doctors born 1900–1909

100
Percentage survival from age 35
89
9497 Cigarette smokers
81
80 76 Non-smokers
60 58
50
40
26
20 18
4
0
40 50 60 70 80 90 100
Age (years)
Figure 12.1 The negative correlation between smoking and age at death.
In this study, a cohort of male British medical doctors was followed from the age of 35 years on. The
graph shows the survival rate for smokers and non-smokers. Of the smokers, 58% were still alive at
the age of 70, against 76% of the non-smokers. (dashed vertical line)
Source: Adapted from British Medical Journal, ‘Mortality in relation to smoking: 50 years observations on male British
doctors’, Doll, R., Peter, R., Boreham, J. and Sutherland, I., Vol. 328, pp. 1519–28, BMJ Publishing Group.
detected in quantitative data, but people are prone to believing in them because the
meanings of the variables are associated: slowness seems to go along with caution and
speed with impulsivity. In general, people are prone to illusory correlations when two
variables overlap in meaning (e.g. red hair and hot temper) or when the correlation is
good for the self-esteem (e.g. members of one’s own group are perceived as more
interesting than members of other groups).
Factor analysis
Statistical correlations are interesting not only because they allow researchers to assess
the relationship between two variables, but also because they make it possible to inves-
tigate the pattern of correlations between any number of variables. A statistical tech-
nique often used in this respect is factor analysis. We will illustrate the technique with
a small example. Suppose you want to know what the correlations are between the
marks psychology students obtain in their exams in statistics, research methods, social
psychology, and historical and conceptual issues. Are students who are good at stats
also good at the three other courses? Or is it the case that someone who gets a high
mark on stats obtains a relatively low mark on historical and conceptual issues? Or
could it be that the courses are not related to each other, and that knowing the stats
score of a student does not help you to make a better prediction about their score on
historical and conceptual issues?
To find out, you collect the exam marks of all students at a particular university
and you calculate the correlations between the various scores. Suppose Table 12.1
summarises your findings.
In this figure you see an interesting pattern of findings. There is a high positive
correlation (0.80) between the exam marks of statistics and research methods, and
between social psychology and historical and conceptual issues. In contrast, there are
no correlations between statistics and research methods on the one hand and social
psychology and historical and conceptual issues on the other hand. This means, for
instance, that a student who scores high on the stats exam in all likelihood will also
have a high mark on the research methods exam, and can have a high, medium or
low score on social psychology and historical and conceptual issues. Such a pattern
Table 12.1 Fictitious example of correlations between exam marks of four courses in a
psychology degree
In this table you see that there is a high correlation (0.80) between the exam marks of
statistics and research methods, and between social psychology and historical and conceptual
issues. In contrast, there are no correlations between statistics and research methods on the
one hand and social psychology and historical and conceptual issues on the other hand. This
suggests that the exam scores are determined by two independent factors: one for statistics
and research methods and one for social psychology and historical and conceptual issues.
Stats ResMeth SocPsy HisConcep
Stats 1.00 0.80 0.00 0.00

ResMeth 0.80 1.00 0.00 0.00
SocPsy 0.00 0.00 1.00 0.80
HisConcep 0.00 0.00 0.80 1.00
suggests that the exam scores are determined by two independent factors: one for
statistics and research methods and one for social psychology and historical and con-
ceptual issues.
Now suppose that your correlations looked as shown in Table 12.2. Here you see
that there are high positive correlations between all courses. A student who scores
highly in the statistics exam also on average scores highly in the three other exams,
and a student who scores low in one exam scores low in the other exams as well. This
is not in line with the idea that there are two factors underlying the scores. Rather, all
scores seem to be due to a single factor, which we could call an intelligence/motivation
factor: students who score high on this factor get good marks in all exams, students
who score low on this factor score low in all exams.
Factor analysis is a statistical technique calculating how many factors are needed
to account for the correlations between the variables measured and how these vari-
ables relate to the factors. For instance, for the data of Table 12.1 it would extract two
factors, one with statistics and research methods loading on it, and one with social
psychology and historical and conceptual issues loading it. For Table 12.2 it would
return one factor on which all courses load.
Experimental research
Correlations do not allow researchers to be sure about causes
Relational research makes it possible for quantitative researchers to assess which variables
are related and which are not, but does not allow them to be certain about the origin of
the correlation (i.e. the underlying cause–effect relation). For instance, several studies
have shown that there is a negative correlation between the presence of children and
marital satisfaction: couples with children show less marital satisfaction than couples
without children (e.g., van Scheppingen et al., 2018). Although it is tempting to conclude
from this correlation that the presence of children does decrease the degree of marital
satisfaction experienced by parents (i.e. the children are the cause of the decrease in
satisfaction), there is nothing in the correlation itself that allows the researchers to draw
this conclusion. There could be tens of other reasons why couples with children rate their
marital satisfaction lower than couples without children. Maybe couples without children
split up sooner, so that the remaining ones score high on satisfaction? Or it might be that
couples who score high on satisfaction do not feel a need for children? Or that people
who enjoy their job score high on marital satisfaction and do not feel a need for children?
Table 12.2 Another fictitious example of correlations between the exam marks of four
courses in a psychology degree
In this table you see that there are high correlations (0.80) between all four exams. This
suggests that the exam scores are determined by a single factor.
Stats ResMeth SocPsy HisConcep
Stats 1.00 0.80 0.80 0.80

ResMeth 0.80 1.00 0.80 0.80
SocPsy 0.80 0.80 1.00 0.80
HisConcep 0.80 0.80 0.80 1.00
What do you think?

To help you appreciate that correlations often have a more complicated
explanation than simply one variable being the cause of the other, try to explain
the following correlations.
1. There is a positive correlation between the number of ice-creams sold at the
seaside and the number of people who need to be saved from drowning: the
more ice-creams sold, the more people need to be saved.
2. There is a positive correlation between the number of churches in a town and
the number of murders in that town: the more churches, the more murders.
3. There is a positive correlation between the weight of a person and their net
income: the more a person weighs, the higher their income.
town, (3) age
Variables responsible for the correlation: (1) temperature, (2) size of the
Experiments to determine cause–effect relations

To be able to draw firm conclusions about cause and effect, quantitative psycholo-
gists will set up an experiment in which they manipulate the suspected cause and
see whether this has an effect on the phenomenon they are examining. For instance,
if psychologists suspect that tea helps students to remember texts, they will design
an experiment in which half of the participants get a cup of tea and the other half
get nothing or something else (e.g. a glass of water) while they are studying. If the
experiment is run properly and if the predicted difference between both conditions is
observed, the psychologist can be pretty sure that the tea indeed caused the difference
in performance.
Controlling for confounding variables
An important aspect of experiments is that only the suspected causes are manipulated
and the resulting changes in the phenomenon registered. Everything else must be held
constant. The latter stipulation is critical. If researchers want to be sure that the
manipulated variable really is the cause of the effect, then they must make sure that
no other variables can be the origin of the change detected. As indicated above, this
confounding variable requirement is known as the problem of the confounding variable.
variable that was not To illustrate the problem of confounding variables we again take the example of a
taken into account in the psychologist wanting to know whether a cup of tea helps students to memorise a text.
study and that may be
the origin of the effect Suppose two groups of participants took part in the experiment. One group (in the
observed morning) studied a text with a cup of tea and after an hour took part in a multiple
choice quiz. The second group (in the afternoon) studied the same text and completed
the same quiz, but was not given tea. Suppose the group with tea answered 20% more
questions correctly than the group without tea. Can the psychologist then conclude
that tea is helpful for studying?
As you may have noticed, the problem with the study, as it has been described, is
that one group was seen in the morning and the other in the afternoon. Maybe people
study better in the morning than in the afternoon: could that be the reason for the dif-
ference in performance? The time of test is a confounding variable of the availability
of tea and prevents the psychologist from being able to conclude for certain that tea
is good for studying. In addition, when you come to think of it, there are other pos-
sible confounding variables in the design. Maybe the first group consisted of more
motivated participants than the second. Could there be a difference between people
who take part in a morning experiment and people who take part in an afternoon
experiment?
To address the criticism of possible confounds, experimental psychologists
introduce an increasing number of controls (e.g. by testing both groups at the same
time, by testing four groups on two different days with the availability of tea counter-
balanced over the days, and by randomly allocating the participants over conditions).
Unfortunately, each control adds an extra constraint to the situation and puts the
testing into an increasingly artificial setting. To counter this problem, quantitative
researchers usually run several experiments on the same topic (involving different
manipulations, measurements and controls) and look for converging evidence across
studies (but see Chapter 11 for social factors interfering with the self-correcting
nature of science).
Experiments are not always possible

Needless to say, not all issues in psychology can be addressed experimentally. For
instance, although it is easy to think of a hypothetical experiment addressing the ques-
tion of whether the presence of children is the cause of the drop in marital satisfaction,
such an experiment could never be run in practice. It would involve the selection of
two matched samples of couples, one of which would be forced to have children and
the other prevented from having children. Both groups of couples would then be fol-
lowed for several years to see how their marital satisfaction evolves. If the presence of
children is indeed the cause of the drop in marital satisfaction, such a drop should be
observed in the sample with children only.
The fact that many psychological experiments are impossible may be one of the
reasons why progress in psychology is harder to achieve than in sciences such as phys-
ics, chemistry or botany, where researchers are less often confronted with practical
and ethical limits.
Analogy with the hierarchy of evidence in medical science

The status of the different approaches in quantitative research can be illustrated by
relating them to the so-called hierarchy of evidence in medical science (cf. Greenhalgh,
1997). This hierarchy indicates how strong the evidence is for a particular therapy or
pathogen (Figure 12.2).
At the bottom of the hierarchy we find case reports, consisting of anecdotal evi-
dence related to individual patients. They have the same status as descriptive research:
they may point to interesting phenomena but do not provide much information about
the underlying causes.
At the second level we find cross-sectional surveys. They form the first step in rela-
tional research. A group of participants is asked to complete a questionnaire about
health-related topics. Afterwards the researchers look for correlations between the
answers to the various questions (e.g. is the consumption of a certain food related to
a higher/lower risk of cancer?). This type of research enables epidemiologists to find
potential relationships. However, there is little control of confounding variables (e.g.
the relationship between the food and cancer could be due to other lifestyle differences
between the people eating the food and those who do not).
Meta-
analysis
Randomised
controlled
studies
Follow-up studies
Case-control studies
Cross-sectional surveys
Case reports
Figure 12.2 The hierarchy of evidence in medical science.
In case-control studies (level 3) patients with a particular disease are matched on

a series of possible confounding variables (age, gender, socioeconomic status, etc.)
with participants who do not have the disease. The medical histories of both groups
are compared to search for differences that may be the origin of the ailment observed.
In follow-up studies (level 4) two matched groups, one with the disease/treatment
and one without, are followed for a certain period of time, to see how they evolve.
Any difference between the groups is likely to be due to the disease/treatment, as the
groups were originally matched on possible confounding variables.
At level 5 we find the randomised controlled trials. These are the equivalent of
experimental studies and are often used to assess the efficacy of therapies. Patients
are randomly distributed over two conditions, so that both conditions are equivalent
in terms of possible confounding variables. Then, one group (determined at random)
receives the experimental treatment, whereas the other group receives a placebo treat-
ment that looks exactly like the experimental treatment but without the critical agent
(e.g. a pill of the same size and colour as the experimental pill but only consisting of
the binding and colouring agents used for the experimental pill). Further controls are
introduced to make sure that any effect observed cannot be due to other variables. For
instance, the patients and the practitioners do not know which type of pill has been
administered, so that the results are not biased by the expectations people have when
they know they only received a placebo pill rather than the ‘real’ pill (such studies are
called double-blind studies, because neither the patients nor the treating practitioners
know which group the patient is in).
Finally, at the top of the hierarchy we find the meta-analysis. This is a review of
all the available evidence concerning a particular treatment or pathogen coming from
many different sources. For each study the relevant features and the accompanying
effects are collected. On the basis of these figures, an overall estimate of the effect
size is calculated. Because the analysis is based on many different studies, coming
from different labs and using different procedures, this type of evidence exceeds
the limitations of each individual study. In addition, because it is based on a large
sample of participants, the conclusions are stable. As part of the research inspired
by the replication crisis, it has become clear, however, that meta-analysis tends to
give overestimates of effect sizes because of publication bias against null findings
(Kvarven et al., 2019).
What do you think?

Suppose you want to answer the question ‘does playing violent video games
increase aggression in players?’ Which studies could you run at each level of the
hierarchy? Can you see how the evidence becomes stronger as you go higher up in
the hierarchy?
Strengths of quantitative research methods

Because quantitative research makes use of the scientific method applied to psychologi-
cal topics, it inherits all the strengths of the method we have discussed in the preceding
chapters. The application of powerful statistical analyses enables researchers to detect
nearly every pattern of association in large datasets, and the merciless application of
the falsification test prevents wrong ideas and weak theories from thriving for too long.
Because the strengths of quantitative research have been extensively discussed
before, we will not dwell on them any longer. Instead, we will have a look at the
weaknesses of this approach.
Limits of quantitative methods

Assumes that psychological characteristics can be measured
The most basic assumption of quantitative research is that psychological attributes
can be expressed as numbers to be added and averaged. But not even all psychologists
agree with this assumption! Mitchell (1999) argued that quantitative psychologists have
made two unsubstantiated postulates: (1) that psychological attributes are quantitative
(and therefore can be measured), and (2) that measurement is nothing but the assign-
ment of numerals. Mitchell argued that these postulates were made deliberately to give
psychology scientific credentials, and are maintained for the same reason, even though
there are doubts about whether they apply to psychological characteristics. In a related
article he even called quantitative psychology a pathological science because it is based
on unverified foundations (Michell, 2000), provoking a response from Borsboom and
Mellenbergh (2004), who agreed with Michell’s assessment of measurement problems,
but pointed out that the criticism only applies to certain types of measurement and is
not limited to psychology (see also Markus & Borsboom, 2013).
No interest in the person behind the participant
With some exaggeration, participants in quantitative research can be described as
number providers. The research is designed in such a way that each participant returns
one or a few numbers, which can be used in statistical analyses. As a consequence,
quantitative studies are usually brief. In addition, participants are confronted with
researchers who shun close interactions during the data gathering because they fear
such interactions might invalidate the study (e.g. by betraying the research question
or by biasing the participants in their responses). To make sure that no situation
factors could turn into confounding variables, good researchers are taught to act as
uninvolved, dispassionate observers.
This is how one critic summarised the way in which participants are treated in
quantitative research:
In the first half of the twentieth century the investigative practice of American
psychology came to rely increasingly on the construction of ‘collective subjects’
for the generation of its knowledge products . . . Three types of these artificial
collectivities were distinguished: those that were the result of averaging the perfor-
mance of individuals subjected to similar experimental conditions, those that were
constituted from scores obtained by means of some psychometric testing instru-
ment, and those that were produced by subjecting groups of individuals to different
treatment conditions.
(Danziger, 1990: 113)
The lack of interest in the person behind the participant is of particular concern when
the research concerns real-life situations (e.g. the psychology of health), because in
these situations psychologists can learn a lot by listening to the experiences and opin-
ions of the people involved (practitioners, patients, support staff, relatives).
Research is too much driven by what can be measured numerically and
tested experimentally
Because quantitative analyses require the data to be represented as numbers, quantita-
tive psychologists have a bias to limit their research to topics that can easily be measured.
quantitative imperative According to the hermeneutic critique, this has resulted in the quantitative imperative,
a bias only to find the conviction that you cannot know what you cannot measure.
measurable topics Furthermore, because experiments provide the strongest information within the
interesting because
quantitative research quantitative paradigm, much research has been geared towards questions that can
methods require be addressed experimentally. The aspects of mental life that cannot be captured by
numerical data numbers and that cannot be manipulated in an experiment have been considered of
secondary importance.
The falsification test lends itself better to destroying ideas than to finding
practical solutions to specific problems
Another limitation of quantitative research is that the falsification test, on which the
method rests, is primarily geared towards erasing wrong theories rather than gener-
ating new ones. It is much easier to set up an experiment showing that someone is
wrong than to come up with a new theory that is worthwhile. As a result, it is not
unusual to see theories that have been discredited for some time still being ‘rejected’
on a regular basis in scientific journals, just because it is so easy to set up an experi-
ment to disprove them.
The negative tone underlying falsification tests can easily be illustrated by com-
paring the ways in which automatic speech recognition (speech recognition by com-
puters) has been approached by quantitative psychologists and engineers. Table 12.3
summarises the differences as perceived by one of the players (Ward, 1998). While the
psychologists tried to solve the problem by generating and testing general theories of
how humans (and by extension machines) function and spent a lot of time showing
each other that their respective theories and ideas were wrong (as indicated by falsi-
fication tests), the engineers concentrated on the problem at hand and searched for
concrete steps that would bring the solution closer. The psychologists were looking for
the truth, the engineers searched for algorithms that would improve the performance
Table 12.3 Differences between the quantitative and the pragmatic approaches
Some differences between the quantitative psychological approach and the pragmatic
engineering approach.
Artificial intelligence/psychology Engineering
Motivated by long-term goal Motivated by short-term goals

(exhaustive understanding) (so that progress can be measured)
Seeks breakthroughs and radically Tends to proceed by improving
new perspectives existing systems
Tries to solve problems in their most Looks for solutions for specific
general form (general-purpose system) problems
Makes recourse to introspection about Designs and tunes systems to work
human capabilities and about what on average; focuses on the desired
seems intuitively likely input–output behaviour and designs
algorithms to achieve this
Source: Ward (1998).
of the machine. Ward noticed that over a period of 40 years the latter, pragmatic
approach resulted in significantly more progress.
The above example is not meant to question the value of the falsification test for
scientific progress (Chapter 9). However, it does remind us that falsification only leads
to progress when there are worthwhile proposals to be tested. An exclusive reliance
on the falsification test involves the danger that more knowledge is gathered about
what is not ‘true’ than about what works. Falsification tests without equally strong
efforts to try to understand what is going on, risk ending up in a situation where rival
views are more interested in showing each other they are wrong than in contemplating
whether the resulting discussion brings the solution any closer. An illustrative book in
this respect is Eysenck and Keane (2020), because for each topic it nicely summarises
the different points of view and the evidence against them.
Interim summary
The essence of quantitative research
● Quantitative research methods refer to research methods based on quantifiable data and
the following assumptions:
– there is an objective reality to be discovered
– the main aim of scientific research is to find universal cause–effect relations
– to do this, one has to rely on the hypothetico-deductive method and avoid confounds
and sources of noise.
● A distinction can be made between descriptive, relational and experimental research:
– descriptive research: trying to express variables in numbers, usually involves a few
measures from a large group of participants
– relational research: searching for statistical correlations in order to understand
relationships between variables; use of factor analysis to find the structure in
datasets with many variables
– experimental research: searching for cause–effect relationships by excluding

confounding variables; experiments often not possible
– status of the different types of research can be understood by analogy with the
hierarchy of evidence in medical science.
● Strengths:
– inherits the strengths of the natural sciences (in particular of the falsification
criterion)
– application of powerful statistical techniques enables researchers to detect every
pattern of association in large datasets.
● Weaknesses:
– no interest in the person behind the participant
– research too much driven by what can be measured numerically and tested
experimentally
– the falsification test is not primarily geared towards the generation of new ideas and
finding practical solutions to specific problems.
12.2 The essence of qualitative research

qualitative research Qualitative research methods are directed at understanding phenomena (including
methods people) in their historical and socio-cultural context. They describe a set of approaches
research methods based that analyse data in the form of natural language and other expressions of experience.
on understanding
phenomena in their
They are favoured by the hermeneutic approach in psychology, because they allow
historical and socio- researchers to understand the complete situation they find themselves in.
cultural context; are Although hermeneutic research has been used throughout the history of psychol-
associated with the ogy (and philosophy) as discussed in Chapter 10, the development and teaching of
hermeneutic approach
based on understanding
qualitative research methods in psychology gained impetus in the 1980s. Textbooks
the meaning of a situation were written and courses added to curricula. In 2004, qualitative methods were
included in the subject benchmarks of the British Psychological Society, meaning
that a psychology degree without coverage of qualitative research methods was no
longer acknowledged by the society (Riley et al., 2019). Another sign of the ascent of
qualitative research methods was the publication of the first APA report on standards
for reporting qualitative research methods in psychology, bringing qualitative research
methods on par with quantitative research methods for the submission of manuscripts
to APA journals (Levitt et al., 2018).
Qualitative research methods originated largely outside psychology. In particu-
lar, sociology was a big source of inspiration (participant observation, conversation
analysis). Other ideas came from philosophy (phenomenology, philosophy of science),
ethnography, anthropology, and sociolinguistics.
In line with our discussion of quantitative research methods, we start with the
general assumptions underlying qualitative research, before we describe specific tech-
niques and their strengths and weaknesses.
Assumptions underlying qualitative research methods

In psychology there is little or no evidence for a reality outside people’s minds
Unlike quantitative psychologists, most qualitative psychologists are not convinced that
in psychology there is an objective reality, which can be discovered with the scientific
approach. For them the only reality that matters is the reality as perceived and con-
structed by people. There are differences in the degree to which the various methods
question the existence/importance of an objective reality, as we will see below, but they all
agree that it is more important to understand people’s views rather than their behavioural
responses to aspects of the environment. As Sullivan and Forrester (2018: 4) formulated it:
A second driving force that has led many . . . psychologists . . . towards qualitative meth-
ods is an increased dissatisfaction with the social-cognitive way of approaching psychol-
ogy. A classic example of this was the seminal work of Potter and Wetherell . . . that
presented an alternative way of understanding behaviour, particularly that relating to
discrimination and prejudice, which relied not on the notion of attitudes but on lan-
guage and discourse.
Attempts to control the situation make the setting artificial and impoverished
According to qualitative psychologists, quantitative researchers are misguided in their
attempts to try to measure ‘reality’ in unbiased ways. The attempts to control for con-
founding variables and noise do not help to make the ‘real world’ visible, but turn the
environment into an artificial setting that robs the participants of their usual ways of
interacting and coping in meaningful situations. For instance, when Milgram (1963;
Chapter 7) saw participants punish other humans with increasingly harmful electrical
shocks in his experiments, he did not observe ‘true’ obedience, but participants press-
ing buttons in one particular social environment that was perceived and interpreted
by the participants in ways unknown to Milgram.
Similarly, the attempts to restrict and streamline the interactions between the
researcher and the participants do not in the first place increase the chances of mak-
ing the ‘true’ world visible, but seriously limit the information the researcher can get
from the study. Rather than being an uninvolved, distant observer, the investigator
should become an active participant and listen to what the participant has to say. He
or she should not be guided by fear of drawing wrong conclusions but by a construc-
tive desire to understand the meaning of what is going on.
Qualitative researchers acknowledge that the approach they promote entails the
danger of the conclusions being influenced by the researcher, but argue that:
1. This danger is offset by the expected gains due to an understanding of the situation.
2. All conclusions, even those reached on the basis of quantitative research and falsi-
fication tests, are relative (because they depend on the prevailing paradigm).
3. The most obvious biases can be avoided by being aware of them and by doing the
analysis in such a way that it can be repeated and checked by others.
Immersion and understanding

The point of departure of qualitative psychology is the immersion of the researcher
in the situation that is being studied, so that the meaning of the situation can be
understood. The researcher will not approach the situation with a preconceived list of
variables that need to be scored and that constrain the outcome of the study. Instead,
the researcher approaches the situation open-mindedly and sees what comes out. This
is how Willig described the essence of the qualitative methodology:
Qualitative researchers tend to be concerned with meaning. That is, they are interested
in how people make sense of the world and how they experience events. They aim to
understand ‘what it is like’ to experience particular conditions (e.g. what it means and
how it feels to live with chronic illness or to be unemployed) and how people manage
certain situations (e.g. how people negotiate family life or relations with work col-
leagues). Qualitative researchers tend, therefore, to be concerned with the quality and
texture of experience, rather than with the identification of cause–effect relationships.
They do not tend to work with ‘variables’ that are defined by the researcher before the
research process begins. This is because qualitative researchers tend to be interested in
the meanings attributed to events by the research participants themselves. Using pre-
conceived ‘variables’ would lead to the imposition of the researcher’s meanings and it
would preclude the identification of respondents’ own ways of making sense of the
phenomenon under investigation.
(Willig, 2008: 8–9)
Ideographic vs. nomothetic

The emphasis on immersion in and understanding of a particular situation implies
that qualitative research methods are not in the first place interested in generalisable
knowledge. In principle their analysis is limited to the situation, the participant(s),
ideographic approach and the researcher(s) at hand. This is called an ideographic approach, a study of what
the conclusions of a is relevant to the subject under study, as opposed to a nomothetic approach, a search
study stay limited to the for universal principles that exceed the confines of the study (i.e. the approach that is
phenomenon under study
prominent in quantitative research).
nomothetic approach This is what Howitt (2016: 384) writes about how qualitative research should be
a study is run in search of evaluated:
universal principles that
exceed the confines of the Qualitative research largely originated in intellectual traditions which assume that the
study only knowledge that can be obtained is influenced by our personal perspectives, culture
and language. Mainstream scientific psychology seeks knowledge ‘unsullied’ by these
things – an impossibility from a qualitative perspective [. . . ]. This means that quantita-
tive criteria of quality such as reliability and validity are, at best, of dubious relevance.
Induction rather than deduction

Quantitative researchers often make use of predetermined variables because they have
specific hypotheses to test as part of the hypothetico-deductive model they follow. In
their research, theories are tested over and over again by deriving hypotheses from
them and putting them to a falsification test. Each hypothesis deals with a particular
detail of the theory. As a result, most research within the quantitative approach con-
sists of testing details that have been produced on the basis of deductive reasoning (i.e.
reasoning from theory to fact, in which one starts from known – or at least assumed –
statements and deduces new conclusions).
Qualitative researchers object to this approach because it entails a serious risk of
the scientist missing the essentials of the situation. By constantly focusing on details,
researchers can easily lose sight of the wider picture. According to the qualitative
psychologists, it is much more important to look with an open mind at the complete
situation, rather than always homing in on a single detail. Instead of constantly using
deductive reasoning, psychologists should pay more attention to inductive reasoning
(i.e. reasoning from fact to theory, in which one tries to draw adequate conclusions on
the basis of a series of convergent observations). The advice of qualitative psycholo-
gists to start an investigation by looking at the complete situation with an open mind
bracketing and freeing themselves from their preconceptions is called bracketing (cf. Lemon &
requirement in qualitative Taylor, 1997).
research to look at a
phenomenon with an open Qualitative research is evidence-based
mind and to free oneself
from preconceptions The above characteristics do not mean that data are less important for qualitative than
for quantitative researchers. In qualitative research, too, a study depends on collecting
and analysing empirical findings. In addition, these data must be gathered and made
available in such a way that the conclusions can be verified by others. It is not the case
that qualitative research is based on the researcher’s intuitions and opinions. The main
difference in data with quantitative research is that the findings typically are not coded
in a numerical format. They comprise an organised set of verbal statements that in the
researcher’s eyes summarises the examined situation. Below we will see three examples
of such analysis.
Data collection and analysis

Qualitative researchers stress the importance of ‘rich information’. By this they mean
information that in the participants’ eyes adequately describes the situation. Rather
than the researcher defining beforehand what aspects are of importance, the partici-
pants determine what will be found.
Data collection
A first consideration is deciding upon the participant sample. Robinson (2014) recom-
mends a four-point approach: (1) defining the sample criteria by way of inclusion and
exclusion criteria, (2) deciding upon the sample size, (3) selecting a sampling strategy,
such as random sampling, convenience sampling or single-case selection, and (4) sam-
ple sourcing, which includes matters of advertising, incentivising, avoidance of bias,
and ethical concerns pertaining to informed consent.
semi-structured The most frequently used technique of data collection is the semi-structured
interview interview. In such an interview, the interviewer uses a limited set of core questions, so
interview in which each that the answers of the participants can be compared, but for the rest of the time
interviewee gets a small
set of core questions, but
encourages participants to speak freely. This is done by using open-ended and non-
for the rest of the time directive questions. Open-ended questions are questions that invite the interviewees
is encouraged to speak to give a considered reply rather than a yes/no answer (e.g. one would ask ‘What do
freely; achieved by making you think of qualitative research methods?’ rather than ‘Do you think qualitative
use of open-ended, non-
directive questions research methods are good?’). Non-directive questions are questions that do not give
the participant an indication of the desired answer (e.g. a qualitative researcher would
never ask ‘Do you agree that qualitative research methods are useful?’).
focus group Another technique increasingly used in qualitative research is that of focus groups.
technique in which a In this technique the questions of the semi-structured interview are given as the basis
group of participants of a discussion by a group of participants rather than by individual participants. This
freely discuss a limited set
of questions
creates a different dynamic to face-to-face interviews and is more likely, for instance,
to bring out differences in point of view between the participants.
Transcription
The raw materials of semi-structured interviews usually consist of auditory or visual
recordings. These have to be transcribed in written form, so that they can easily be
referred to. By making use of standardised codes, the transcription not only contains
what was said, but also the non-verbal signals, such as hesitations, gestures and into-
nations. This part of the research is usually very time-intensive, but ensures the easy
availability of the raw materials.
After the transcription, the written records are numbered. The text is torn apart
into its constituent parts, which are numbered. Usually, the numbering is very detailed,
going down to the level of individual sentences and even single phrases. Before research-
ers start doing this, it is recommended that they go through the texts/interviews a few
times, so that they have a good feel of the topics that are covered.
Data analysis
In a qualitative analysis the investigator rewrites the raw materials as a flow chart of
core ideas, based on multiple close readings and guided by the questions emphasised
by the different approaches (see below). The analysis requires an adequate classifica-
tion of the various statements into a number of (recurring) themes and clear ideas of
how the components are interconnected. The researcher tries to encompass the data
as comprehensively and systematically as possible. The analysis keeps cycling through
the materials, until saturation is reached. All the time the researcher remains careful
not to overlook elements or to bias the interpretation towards a preconceived theory.
Software programs are available to number and rephrase the various statements and
integrate them within the coding scheme. Afterwards, the outcome can be discussed
with the participants, to make sure that it is a good representation of what was covered
(Thomas, 2017).
In the remainder of this section, we discuss the three main approaches used in
qualitative research (see Willig & Rogers (2017) and Flick (2018) for further details
and more techniques). They include grounded theory, interpretative phenomenological
analysis (IPA) and discourse analysis.
Grounded theory
grounded theory Grounded theory is the oldest of the techniques described here. It is based on the book
qualitative research Discovery of Grounded Theory (1967) by the Chicago sociologists Glaser and Strauss.
method that tries to Its name derives from the explicit goal of coming to theoretical insights that are
understand what is going
on in a particular situation grounded in the data. Glaser and Strauss wrote their book as a reaction to the then
and which, on the basis of dominant sociological approach of formulating large, abstract theories without much
a qualitative analysis and empirical input.
induction, tries to come In a grounded theory analysis, the investigator rewrites the raw materials on the
to a theoretical insight
grounded in the data basis of questions such as ‘What is going on here?’, ‘What are the main problems of the
participants?’, ‘How do they try to solve them?’ On the basis of these questions, the
participants’ answers are recoded into a sequence of themes, which are then grouped
into higher-order categories. According to Glaser and Strauss (1967) this makes it pos-
sible for a theory to emerge from the data through inductive reasoning.
The best way to get a feeling for what is going on in a grounded theory analysis is
to look at a case study. The example we describe uses a grounded theory analysis to
find out why students procrastinate.
CASE STUDY: An example of grounded theory

Why do students procrastinate?
Schraw et al. (2007) examined academic procrastination with the grounded theory. Their goal was to get a
complete picture of the phenomenon, starting from the conflicting observations that many people view it
as a negative personality trait but at the same time that the majority of students seem to do it. The available
quantitative data were largely in line with the negative view, as questionnaire data pointed to negative
correlations with health, long-term learning and self-esteem, and positive correlations with anxiety and
fear of failure. As a consequence, most researchers conceptualised procrastination as a combination of three
components: fear of failure, task aversiveness and laziness.
Schraw et al. described the reasons for starting their study as follows:
The purpose of the present research was to construct a grounded theory of procrastination on the basis of
college students’ reports about their own procrastination. We did so for several reasons. One is that there
is relatively little research on procrastination, even though it is a commonly occurring phenomenon among
college students. Second, most of the existing research has reported correlations between self-reported
procrastinatory behavior and academic outcomes, such as grades and study time. We hoped to expand on
this research by providing a more in-depth descriptive account of academic procrastination. Third, and most
important to us, there is no existing theory or process model of procrastination. We conducted the present
research to examine the process by which procrastination occurs and to propose a preliminary paradigm
model . . . that can be tested in future research.
(Schraw, 2007:12–13)
The study involved 67 students over a total of four phases (Table 12.4). In the first phase a combination of
focus groups and semi-structured interviews was used to identify the themes students found important with
respect to procrastination. The general instructions were:
I’m going to ask you about academic procrastination. I’m interested in how you define it, factors that affect
whether you procrastinate, and whether there are positive or negative consequences. I have a structured
interview with some follow-up probes after each question. Please take your time when responding and focus
on your own procrastination behavior rather than other students. If you would like to return to a point that
you discussed earlier, feel free to do so.
(2007:15)
Answers were sought for the following open-ended questions:
1. How would you describe academic procrastination?
2. What do you do when you procrastinate?
3. Are there situations where you are most likely to procrastinate?
4. How do you cope when you do procrastinate?
5. What are some of the positive and negative consequences of procrastination?
Table 12.5 lists the 33 codes that were extracted from phase 1, together with the five categories in which
they were classified. In phase 2 structured in-depth interviews were held with students to get a better
understanding of each of the five categories. On the basis of these interviews, the structure was refined by
inserting macrothemes between the categories and the initial codes (now reduced to 29 themes). Phase 3
was used to further check and polish the structure distilled from phase 2 by means of a new set of structured
interviews. Table 12.6 shows the structure resulting from phases 2 and 3.
CASE STUDY: (continued)

Table 12.4 Phases involved in the Schraw et al. (2007) study
Phase Coding Semester Purpose Participants (n)
1 Open 1 Identify codes within 26 (20 in focus groups;

categories for further analysis. 6 individual interviews)
2 Axial 2–6 Explore codes in detail; relate 18 individual interviews
codes to one another to construct
themes.
3 Selective 6 and 7 Construct paradigm model and 12 individual interviews
discuss themes in relation to
model; establish story line that
integrates paradigm model.
4 Selective 8 Test, validate and explicate 11 individual interviews
paradigm model until saturated;
identify emergent principles
consistent with paradigm model;
conduct member checks.
Source: Schraw et al. (2007), ‘Doing the things we do: A grounded theory of academic procrastination‘, Journal of Educational Psychology,
99, 12–25, Table 1, p. 15. Copyright American Psychological Association.
In phase 4, 11 new students were interviewed individually and asked to respond to the model as displayed
in Table 12.6. This step helped to ensure, according to the authors, that the final model was fully saturated,
dependable and credible.
On the basis of the model in Table 12.6, Schraw et al. (2007) distilled six emergent principles that affected
students’ procrastination:
1. Minimum time: students have busy lives with the following sequence of priorities: personal relationships,
work and study. The amount of study time is minimised to maximise the time available for friends and work.
Procrastination enables students to delay as much study as possible until the last weeks of the semester. This
is done more to safeguard personal time than to avoid failure or indulge laziness.
2. Optimum efficiency: a concentrated effort late in the semester increases productivity, creativity and quality
of work, and reduces wasted time due to boredom and false starts.
3. Peak affective experience: working hard towards a deadline creates a state of ‘flow’ by increasing motivation
and eliminating distractions.
4. Early assessment of work requirements: procrastination is often the result of planning. Students at the begin-
ning of term gauge the efforts that will be needed for a particular course and adapt to them. As a result,
procrastination tends to increase as students become senior, because they can better assess the demands of
the courses.
5. Open escape routes: students protect themselves against the negative psychological consequences of procras-
tination by engaging in three self-handicapping thoughts: (1) it is a necessary evil, (2) I am satisfied with a
B rather than an A, and (3) I learn the big ideas and forget the rest.
6. Rewards: there are rewards associated with procrastination, such as more rapid feedback, and the sudden and
intense release of stress once the deadline is met.
Table 12.5 Codes extracted from phase 1 in the Schraw et al. (2007) study
Category Code
Antecedents of procrastination 1. Lack of personal interest

2. Lack of task-relevant knowledge
3. Aversive task
4. Better use of resources to delay work
5. Competing interests
6. Lack of focus
7. Laziness
8. Low motivation
9. Poor instruction
Definitions of procrastination 10. Putting things off that need to be done
11. Deferring necessary work
12. Postponing important tasks
Contexts and conditions that affect procrastination 13. Busy with other activities
14. Grades
15. Belief that effort doesn’t help
16. Help from others
17. Low study self-efficacy
18. Poor study strategies
19. Teacher doesn’t hold students accountable
20. Poor teaching
21. Stress
Coping strategies 22. Make a schedule
23. Manage time
24. Plan and prioritise
25. Work with other students
26. Monitor negative self-talk
27. Use a variety of study strategies
Consequences 28. Guilt
29. Less effort put into schoolwork
30. Greater productivity
31. Increased stress
32. Procrastination does not affect quality of work
33. Increased confidence
CASE STUDY: (continued)

Table 12.6 Refined structure resulting from the interviews of phases 2 and 3 in the Schraw et al. (2007) study
Category Macrotheme Theme
Antecedents of procrastination 1. Task 1. Low background knowledge

2. Self 2. Task difficulty
3. Teacher 3. Interest
4. Organisational skills
5. Clear expectations for course
6. Well-organised course materials
7. Tests and graded assignments
Definitions of procrastination 4. Adaptive aspects of 8. Cognitive efficiency
phenomenon procrastination 9. Peak work experience
5. Maladaptive aspects of 10. Laziness
procrastination 11. Fear of failure
12. Postponement of work
Contexts and conditions that 6. Unclear directions 13. Ill-defined course content
affect procrastination 7. Deadlines 14. Unclear criteria for grading
8. Lack of incentives 15. Lack of due dates for assignments
16. Low intrinsic motivation: high self-efficacy
17. Low impact of procrastination on grades
Coping strategies 9. Cognitive 18. Identifying clear learning goals
10. Affective 19. Planning and organising future work
20. Budgeting resources (time and effort)
21. Reframing
22. Protective self-talk
23. Stress reduction (physical and psychological)
Consequences of 11. Quality of life 24. Cognitive efficiency
procrastination 12. Quality of work 25. Improved quality of work
26. Peak work experience
27. Increased efficiency
28. Cognitive incubation
29. Less revision of work
Schraw et al. (2007) stressed that their conclusions, which deviated substantially from the available
conclusions on the basis of quantitative, correlational research, were interpretative in nature and required
further investigation.
Phenomenological analysis
Unease with grounded theory
Although grounded theory was warmly received by the hermeneutically oriented psy-
chologists, it soon turned out to have limitations. The first was that grounded theory
largely assumed the existence of an objective reality that was there to be discovered.
In this respect, grounded theory stayed close to mainstream psychology based on
quantitative research. The findings that emerged from a grounded theory analysis
were meant to describe ‘reality’.
A second problem was that grounded theory stressed the importance of induc-
tive reasoning (from data to theory) and verification (up to the saturation point).
As you may remember from Chapter 9, these were exactly the criteria identified by
the logical positivists for good scientific research. Scientists had to begin with care-
ful observations, from which theories would emerge, and the truth of theories could
be established by means of empirical verification. Given that these tenets of logical
positivism were completely overthrown by the twentieth-century philosophy of sci-
ence, they are shaky foundations for good research. Even Glaser and Strauss in later
writings disagreed as to what extent a grounded theory analysis could be completely
theory-neutral, with Strauss being less convinced that data could be gathered and
analysed adequately without making use of some pre-existing theoretical framework.
One way in which grounded theory has responded to this criticism was by accepting
that the outcome of an analysis is not a description of reality, but a social construc-
tion by the researcher (see Willig, 2008). Other researchers, however, sought a more
radical alternative.
A final problem with grounded theory for psychological research was that it did not
take into account the fact that the data provided by the participants actually comprised
their perceptions and interpretations of what was happening. In this respect, it became
clear that grounded theory had found its origin in sociology where the research topics
may be less dependent on the participants’ views than in psychology.
Inspiration from Husserl
To address the problems with grounded theory, hermeneutically inspired psycholo-
gists stressed that the primary aim of qualitative research was to examine what reality
looked like for the participants, leaving open the question whether in psychology there
is something of an objective, person-independent reality.
A main source of inspiration came from the phenomenology of the Austrian-
German philosopher Edmund Husserl (1859–1938). Husserl’s phenomenology stressed
that psychology should be a reflective study of consciousness as experienced from the
first-person point of view. With respect to mainstream psychological research, Hus-
serl warned that it had turned away from the concrete human experience too rapidly.
Psychology had been too eager to study the ‘objective reality’, rather than the world as
perceived by people. By developing abstract and unexamined concepts to describe this
‘reality’, psychological research risked addressing spurious issues because the concepts
they used were not properly grounded in experience. In Husserl’s eyes it was much bet-
ter for psychology to return to the experience itself. The human experience was not in
the first place a matter of lawful responses to events in the environment, but a system
of interrelated meanings, which Husserl called a Gestalt or Lebenswelt (‘lifeworld’;
see also Ashworth 2003).
Husserl’s views gave rise to the so-called phenomenological analysis in qualitative
interpretative research. A widely used variant of such analysis in psychology is the interpretative
phenomenological phenomenological analysis (IPA) (Smith, 1996; Smith, 2008), which we will use in the
analysis rest of our discussion.
qualitative research
method in psychology How does IPA work?
that tries to understand
how a phenomenon is IPA resembles very much the analysis in grounded theory (cf. Willig, 2008: 72–3).
experienced by the people Both proceed by systematically going through the transcriptions identifying themes
involved that can be clustered into higher-order categories, which capture the essence of the
phenomenon under investigation. They are both based on a limited number of single-
case studies which are combined to get a more complete picture.
The main difference between IPA and grounded theory is that IPA is centred on how
participants make sense of their personal and social world. It attempts to explore the
personal experience and is concerned with the participant’s personal account, not with
an understanding of the phenomenon itself. Therefore, guiding questions are ‘How is
this perceived by the participant?’, ‘What meaning does the participant attach to this
event?’ and ‘How does the participant make sense of this situation?’
In addition, IPA acknowledges the input from the researcher, who tries to make
sense of the participants trying to make sense of their world. Possible guiding ques-
tions in this respect are ‘What is the person trying to achieve here?’ and ‘Is something
leaking out here that was not intended?’ The researcher’s involvement does not mean
that the researcher is allowed to introduce obvious biases. As a matter of fact, as in
all other qualitative methods, investigators are advised to bracket as much as pos-
sible and to approach the new situation open-mindedly. However, because this is not
totally possible, IPA accepts that some form of meta-interpretation on the part of the
researcher is inevitable.
Reid et al. (2005: 20) identified the following key elements of IPA:
● It is an inductive approach going from data to understanding (i.e. it is ‘bottom-up’
rather than ‘top-down’). It does not test hypotheses, and prior assumptions are avoided.
● IPA aims to capture and explore the meanings that participants assign to their expe-
riences. Participants are experts on their own experiences and can offer researchers
an understanding of their thoughts and feelings.
● Researchers reduce the complexity of the raw data through rigorous and systematic
analysis.
● The analysis is primarily focused on what is specific for the phenomenon studied (cf.
the ideographic approach), although it usually also attempts to take into account
what is shared by the various participants in the study (i.e. it includes an element
of the nomothetic approach).
● The resulting analysis is interpretative (i.e. it does not have the status of fact).
● A successful analysis is transparent (grounded in the data of the study) and plausi-
ble (to the participants, co-analysts and readers).
● Researchers should reflect upon their role in the process.
To give you a clearer picture of what IPA involves, we again include a case study, this
time on how the chronic fatigue syndrome is experienced by patients. Chronic fatigue
syndrome refers to a condition in which people feel constantly tired without a physical
cause that can be treated.
CASE STUDY: An example of IPA

How is the chronic fatigue syndrome experienced?
Dickson, Knussen and Flowers (2008) examined the experiences of people living with the chronic fatigue
syndrome (CFS). They did semi-structured, in-depth interviews with 14 patients. Each participant was
interviewed individually. The researchers had prepared a number of non-directive, open-ended questions which
were used in a flexible way. Typical questions included ‘Tell me about your experience with CFS’, ‘What aspects
of your life has CFS impacted on most?’, ‘In what ways?’ and ‘How have other people reacted to your condition?’
Transcripts were analysed manually for recurrent themes using IPA. When the same themes appeared in at
least half of the transcripts, they were categorised as being recurrent (i.e. offered some scope for nomothetic
conclusions). Analysis was centred on capturing the meaning of the phenomenon to the participant, taking
into account the inevitability of the researchers’ interpretative engagement with the transcripts.
Three recurrent, interrelated themes were identified:
1. Identity crisis, agency and embodiment. This theme comprised a feeling of personal loss characterised by pro-
found diminishing personal control and agency, as exemplified by the following statement: ‘CFS is a dictator.
It dictates my everyday life. It determines what I can and cannot do. It controls my body and my mind and
every part of my being.’
2. Scepticism and the self. This theme referred to difficulties in social interactions because of scepticism in the
wider society. It is exemplified in the following excerpt: ‘Well, people thought you were a malingerer . . .
That you were “at it” and there was this idea that you were just lazy’. This led to a sense of crisis of the self:
‘I started to think to myself “Am I just making this up? Is it all in my head?”.’
3. Acceptance, adjustment and coping. This theme referred to the attempts made by the patients towards
acceptance, adjustment and coping with their situation, as shown in the following statement: ‘It’s all about
accepting the illness and learning to deal with it. Accepting it stops you from feeling down in the dumps and
it helps you just to take each day as it comes. That helps a lot. You know that you’re going to have good days
and bad days and that people don’t understand what you have, you’ve just got to get through it.’
Discourse analysis
The linguistic turn in the philosophy of science and in critical psychology
discourse analysis The final qualitative analysis we discuss is discourse analysis. This analysis investigates
qualitative research the ways in which language constructs social reality. It is a direct consequence of the
method that aims to linguistic turn in the philosophy of science and in critical psychology, which claims
discover how social
relations between people that reality is nothing but a social construction based on language and culture (Chap-
are determined by the ters 9 and 10). In this view, language is the only topic worth investigating because it
language they use makes the world in which humans live.
According to Alvesson (2000) the linguistic turn in postmodernist writings influ-
enced the development of qualitative research in three ways:
1. Researchers turned their attention from reality to language and examined the pos-
sibilities and impossibilities language brought with it.
2. Researchers became particularly interested in language use in real-world or natu-
rally occurring settings (as opposed to artificial, research-related settings).
3. Finally, there was an enhanced reflexivity on the part of the researchers regarding
their own language use. Research reports were no longer seen as dispassionate,
transparent accounts of social reality, but as stylised, rhetorical and constructed
accounts intended to have an impact.
How are relations between people determined by the language they use, and
how do people try to achieve goals by means of their language?
As was the case for grounded analysis and phenomenological analysis, there are several
variants of discourse analysis (see e.g. Willig & Rogers, 2017; Flick, 2018). They all try to
determine how participants use discursive resources and what effects this has. How do par-
ticipants use language to manage social interactions? How do they use language to achieve
objectives? In which roles are participants pushed by the language they use and how does
this relate to the power balance between them? What can be said by whom, where and when?
A comparison of discourse analysis with grounded theory and

phenomenological analysis
To illustrate the specific character of discourse analysis, we make use of a study by
Starks and Trinidad (2007), who not only applied discourse analysis but also grounded
theory and phenomenological analysis to the same set of raw materials. The materi-
als consisted of interviews with 25 general practitioners (GPs) about prostate cancer
screening (PCS). In this situation a difficult choice exists between, on the one hand,
recommending a screening (which involves a rather distressing examination in addi-
tion to the likelihood of a false alarm and even the unnecessary treatment of a benign
ailment) and, on the other hand, not recommending such a screening (involving the
risk of the patient developing a lethal cancer).
The GPs were asked a number of open-ended, non-directive questions meant to elicit rich
discussions of the problems involved in raising the issue of prostate cancer screening with
patients. Starks and Trinidad analysed the transcripts of the interviews along the dimen-
sions advocated by grounded theory, phenomenological analysis and discourse analysis.
Grounded theory was used to build a theory of what was going in discussions
between GPs and patients on the desirability of a PCS test and how these visits could
be improved. It concerned an analysis of the circumstances leading to such a discus-
sion and how GPs and patients engaged in the discussion. Starks and Trinidad used
the ‘six Cs’ of social processes as guiding principles in the analysis of the transcripts
(what are the causes, contexts, contingencies, consequences, covariances and condi-
tions of a discussion about a PCS test?). As part of this analysis, they discovered that
an important factor deciding whether a discussion would take place consisted of the
limitations imposed by the appointment schedule on the GP (mostly 10 to 15 minutes
per patient). Another important variable was the patients’ expectations about such
screening. GPs were most likely to give full information when patients had not yet
made up their mind and showed an interest in the pros and cons of the options. On
the basis of the grounded theory analysis, Starks and Trinidad were able to formulate
a theory about the logistical, professional and personal constraints that limited the
GP’s likelihood of giving enough information so that patients could make an informed
decision about which action to take in their particular case.
The purpose of phenomenological analysis was to understand how GPs experienced
an uncertain clinical decision-making process within the larger context of the doc-
tor–patient relationship. For instance, many interviewees expressed their discomfort
with the fact that they could not meet their patients’ expectations because there are
no clear recommendations for prostate cancer screening. A typical comment was: ‘It’s
hard [to have these discussions with patients] because the data stinks, and there’s so
much misinformation and so much promotion of prostate cancer screening that it
puts the primary care physician who wants to be evidence-based in a very difficult
position . . . And so, you leave the patient with, this “Well, I have no clue what to do,”
kind of a handout’ (Starks & Trinidad, 2007: 1378).
Finally, discourse analysis was concerned with the question how the discourse in
medicine and public health constructed the roles, identities and interactions between
patients and GPs in PCS discussions. For instance, the discourse of medicine strongly
pushes GPs into the roles of expert diagnostician, scientist practising evidence-based
medicine, and advisor to the patients. This gives GPs a high status and helps them, for
instance, when they want to have a PCS test done on a particular patient. However,
it also puts them in a difficult position when they want to explain to patients that
prostate cancer screening is not always indicated, certainly if at the same time they
want to convey the message that regular cancer screenings in general are a good idea.
Under these circumstances the GPs often found themselves confronted with the fact
that their knowledge was more limited than expected from their role, as can be seen in
the following comment: ‘What I would really like to have – and I know these exist, so I
guess it’s mainly my own fault that I don’t have it, honestly – is the accepted age-based
normal range for PSA [prostate specific antigen testing], and secondly, the likelihood
of prostate cancer based on PSA reading and age’ (Starks & Trinidad, 2007: 1378).
[Notice how the GP in this statement tried to affirm his/her role as expert diagnostician,
evidence-based scientist and advisor, even in the light of faltering knowledge.]
By analysing the communication between doctors and patients, the discourse analysis
aimed to discover what these individuals did while they were communicating, how they cre-
ated a common reality by means of language, and how their communication coordinated
their activities. According to Starks and Trinidad, such an analysis can be used to shed light
on why GPs fail to give enough information for patients to make an informed decision.
Table 12.7 summarises the specificities of the three different approaches for the
study of Starks and Trinidad.
What do you think?

If you had to choose one qualitative approach for a study, which one would you
take? Why?
Strengths of qualitative research

Directly focused on understanding situations and solving problems
Qualitative research is directly aimed at understanding a problem and working towards
a solution. This is different from the detour quantitative research makes by trying to
reach the truth via rejecting false explanations. In this respect, it is no coincidence
that the major drive behind qualitative research has come from applied psychology,
where psychologists are confronted with specific cases that need to be solved (see the
engineers’ approach in Table 12.3). In such situations, the search for generalisable,
universal principles is often secondary to a focused intervention. A client interacting
with a counsellor is not interested in the counsellor compulsively trying to falsify
wrong accounts, but is helped by a counsellor who tries to understand what is going
Table 12.7 Informed Decision Making (IDM) as seen through the different approaches
A comparison of three qualitative research approaches to the question of how general
practitioners (GPs) discuss prostate cancer screening with their average-risk patients.
Grounded theory Phenomenology Discourse analysis
Question How does IDM about What is the experience of What are the conversations
posed prostate cancer GPs discussing prostate used in IDM, and how
screening occur cancer screening with do they shape the roles
between GPs and their their patients? in the doctor–patient
patients at average risk? relationship?
Purpose of To develop GP training To understand the To understand the reasons
question and education about experience of GPs during for incomplete or limited
how to discuss prostate decision making with uptake of IDM by GPs
cancer screening patients at times of
clinical uncertainty
Source: Adapted from Starks and Trinidad (2007).
on and helps find ways to cope with the situation. Similarly, a company consulting a
psychologist about a publicity campaign is more interested in what would work than
in hearing what would be ineffective.
Stratton (1997) described how his group became involved in research, paid for by
British Airways, into the needs of long-haul air passengers. The research was one of the
studies the company repeatedly ran to discover what its customers wanted, so that they
could not only improve their service, but also knew how best to advertise and whether
there was scope for ‘new product development’, finding a market for something that did
not yet exist. Stratton argued that the last two goals in particular could not easily be stud-
ied using quantitative research and would profit from an in-depth qualitative approach.
Generation of new ideas and elaboration of theories
Because qualitative studies involve intensive investigations, they are particularly well
suited for finding new ideas. Quantitative studies, in which a specific hypothesis is
tested, constrain the situation to such an extent that only a yes/no answer is expected.
This type of study is perfect for the deductive part of the hypothetico-deductive
method, but does not provide much inspiration for the theory-building part. A quali-
tative study like Schraw et al.’s (2007) on procrastination in students can result in a
series of new ideas to be tested. In the same vein, a qualitative study can lead to an
extensive elaboration of a theory if it shows that the existing quantitative research has
measured only a small part of a much wider phenomenon.
An interesting analogy in this respect was reported by Vandenbroucke (2008). He
noticed that the hierarchy of evidence in medical science (Figure 12.2) was a hierarchy
to decide whether a treatment or pathogen had the expected effect (i.e. to evaluate a
hypothesis). When it came to discovery of new facts or explanations, the hierarchy
actually had to be inverted. A new discovery was least likely on the basis of a meta-
analysis and most probable as part of a case report.
More perceptive to the needs of the participants
Because qualitative researchers want to understand events as they are perceived by
the participants, they will have a much better feeling for the participants’ needs. This
decreases the risk of advice that is perceived as unhelpful by the participants. Given that
science proceeds by trial and error (see Chapters 9–11), a potentially erroneous inter-
vention is extra painful if it has not been experienced as helpful by the persons involved.
Limits of qualitative research

Limits of inductive reasoning and verification
Qualitative research stresses the importance of inductive reasoning (from data to
theory) and verification (up to the saturation point). As we saw above, these problems
were raised in particular with respect to grounded theory. However, they apply to all
the methods we discussed. Although qualitative researchers took their inspiration from
postmodernist critiques of the scientific method, it cannot be denied that they in fact
returned to the very first scientific method recommended by philosophers of science
and since successfully criticised by Popper and Kuhn.
Less well suited to decide between theories

Because qualitative methods stress the inductive part of research, they are extremely
well suited for charting new grounds and infusing new ideas in a discipline (i.e.
theory generation and elaboration). However, they fare less well when it comes to
deciding between ideas and theories. Suppose that other researchers find the topic of
experiences in the chronic fatigue syndrome interesting and decide to repeat Dickson
et al. (2008). Should they then start from the findings of Dickson et al. or should they
bracket themselves and start from scratch? Furthermore, if they find deviating results,
what conclusions are they to draw? That their study differed from the original one
and that both conclusions have equal value, given that they were never meant to be
nomothetic? Suppose 50 groups of researchers ran a study equal to Dickson et al.’s.
Who would be able to make sense of the various differences reported by the different
groups? Or would that be a pointless question, given that each study was ideographic
and not meant to be compared with the others?
Qualitative methods are based on introspection
The reason why qualitative methods create difficulties in deciding between competing
conclusions is that in the end they go back to introspective opinions, formulated by
participants (in face-to-face interviews or in focus groups) and interpreted by research-
ers. In the absence of an external criterion, it is impossible to decide between conflict-
ing opinions of people.
When evaluating the conclusions of introspective research (both qualitative and
quantitative), it may be good to keep in mind that introspection still has the same pre-
carious status it had in the early days of psychology (Chapters 4 and 5). People have
no knowledge of many things they do and factors that influence them (Chapter 7).
In addition, a century of psychological research has shown that even if people have
strong opinions, they do not always agree with their actions. This is not the place
to go into this literature, but the quotes below may be a good reminder of what is
at issue (they also contain pointers for those who want to explore this literature in
more depth).
Recent developments in the behavioral-, cognitive- and neurosciences indicate that,
more often than not, we act in an automatic and unaware fashion, making up reasons
only as we go along . . . We are not directly aware of what drives our actions but infer
reasons on the basis of a priori causal theories, confabulating them if we cannot find
reasonable explanations . . . So many causal factors escape consciousness that confabu-
lation seems to be the rule rather than the exception . . . Even our moral judgments seem
to be based on intuitions that are not, or are only partially, accessible to introspection.
The reasons we come up with to justify these judgments are post hoc rationalizations
that had no role in their generation . . .
(Sie & Wouters, 2008: 3)
. . . contrary to lay perceptions and many researchers’ beliefs, the self is not always
more accurate than others are, and others often provide valuable information that is
not captured by self-ratings. The fact that there were . . . behaviors that others predicted
better than the self and that other-ratings added incremental validity to self-ratings for
many of the behaviors should cause researchers to carefully consider the limitations
of self-reports and the usefulness of obtaining multiple perspectives on what a person
is like.
(Vazire & Mehl, 2008: 1212)
The researcher’s involvement may be a disadvantage in high-stakes situations

Finally, qualitative researchers acknowledge that the outcome of a study to some
extent depends on the person who does the study. The researcher has an impact
on the interview and colours the analysis. Although such a state of affairs may be
acceptable in fundamental research and in some areas of applied psychology (e.g.
when the intervention can be tailor-made to the individual client), there are other
situations in which psychologists may find themselves vulnerable to criticism. In

general, society is not too happy when high-stakes decisions like personnel selection,
university admissions or probation judgements differ too much from one psycholo-
gist to another. In those situations psychologists have to show that they adhere to
standardised instruments that have a high inter-rater reliability and that have proven
their validity (Chapters 8 and 14).
Interim summary
The essence of qualitative research
● Qualitative research methods are directed at understanding phenomena in their
historical and socio-cultural context. They are based on the following assumptions:
– in psychology there is little or no evidence for a reality outside people’s perception and
experience
– attempts to control the situation make the setting artificial and no longer meaningful
– researchers must immerse themselves in the situation so that they can understand the
meaning of the situation
– qualitative research is in the first place meant to understand specific situations
(ideographic), not to come to general rules (nomothetic)
– induction is more important than deduction; the researcher must approach the
situation open-mindedly and accept input from the participants
– qualitative research must remain evidence-based, starting from a careful and
verifiable collection of data.
● Data collection usually occurs by means of semi-structured interviews with a limited
number of participants; increasingly also focus groups are used.
● The data need to be transcribed and analysed up to saturation along the lines proposed
by the qualitative method that is used.
● Three methods were described:
– grounded theory: introduced by sociologists, tries to understand the phenomenon
– interpretative phenomenological analysis (IPA): inspired by phenomenology
(Husserl), tries to understand the ways in which the phenomenon is perceived and
experienced by the participants
– discourse analysis: inspired by postmodernism, tries to understand how language
constructs human interactions.
● Strengths:
– directly focused on understanding situations and solving problems
– generation of new ideas and elaboration of theories
– more attention to the participants’ needs.
● Weaknesses:
– based on induction and verification
– no external criterion to decide between theories
– based on introspection (with the risk of participants confabulating)
– input from the researcher may be a problem in high-stake situations.
12.3 How do quantitative and qualitative research methods

relate to each other?
Now that we have discussed the two types of research methods, we can ask ourselves
how they relate to each other. As you can imagine, the existence of two types of
methods related to two different views about the nature of psychology (natural-science
oriented vs. humanities oriented) has given rise to a great deal of controversy. The
various positions can be divided into two groups. On the one hand, there are psycholo-
gists who strongly feel that the two types of research cannot coexist and, therefore,
psychology must make a choice. On the other hand, there are psychologists who see
the methods as complementary, each with their own weaknesses and strengths, and
that psychology gains by combining them. Below we discuss the two stances.
What do you think?

Before you start reading about the different sides of the controversy it may be
interesting for you to establish for yourself where you stand at this moment.
After having read the essentials of the quantitative and the qualitative research
methods, to what extent do you see them as incompatible or complementary?
The two types of research are incompatible

Incompatibility of the underlying paradigms
Psychologists who stress the incompatibility of quantitative and qualitative research
methods emphasise the different world views underlying them: objective reality vs. social
construction, natural sciences vs. humanities, hypothetico-deductive research vs. her-
meneutics, mainstream psychology vs. critical psychology, and above all positivism vs.
postmodernism. According to these authors, the approaches are so contradictory that
trying to integrate them results either in an oxymoron or a stealthy attempt to win back
lost ground. This is the ‘paradigm war’ referred to in the opening of this chapter. Below
we discuss some examples.
Quantitative psychology’s arguments against the need for qualitative
psychology
A first argument fervent quantitative psychologists use against qualitative methods
is that the hermeneutic and postmodernist movements throw away all the progress
that has been made in the past 150 years and catapult psychology back to the
early 1800s, before psychology became seen as the scientific study of mental life
(Chapters 3–4).
Psychology would become, as it is in some parts of Europe, an arts-based discipline; its
funding would decline; and scientific psychologists would leave to take up appointments
in departments of cognitive science or neuroscience . . .
There are some issues which can be solved by finding a middle way, and others
where one has to make a choice. My opinion is that we have to reject postmodernism
from scientific psychology, if only to have a coherent teaching programme. We cannot
have one set of lecturers explaining to students how to study psychology scientifically,
and another set of lecturers telling the same students that when studying people, the
methods of science are no use. It won’t work, and psychology departments won’t
work.
(Morgan, 1998: 481–2)
Another argument against qualitative research methods is that they reject the existence
of an objective reality, which is the raison d’être of science.
I began this debate by suggesting that qualitative psychologists pose a threat to tradi-
tional notions of psychology as a science. The problem is not that they use single case
studies; it is not that they may find no use for statistics; it is not even that they reject the
goal of quantitative laws. The real problem is that they reject the notion of something
‘out there’ which can be studied objectively.
(Morgan, 1998: 488)
A final criticism heard from proponents of the quantitative research methods is that
qualitative research methods do not provide researchers with new information and
devalue psychological research to pop psychology. Again, Morgan (1998) phrased this
most cogently:
[They seem] to be making the claim that the aim of psychology should be to
understand people, and that one can only understand people by forming social rela-
tionships with them, to which scientific objectivity is a barrier. To this one could
reply that we have been forming social relationships with one another for some half
a million years, and have indeed got to understand one another quite well at a certain
level as a result.
But it is unlikely that qualitative psychology will improve this intuitive understanding
unless it brings some new technique to the job, and I have yet to be convinced that the
techniques go beyond those of good investigative journalism. ‘Forming relationships’
with people is the job of everyone; I see no reason to pay researchers to do it. Something
a bit different is expected from scientists.
(Morgan, 1998: 482)
After reading a sample of 89 sources trying to define the distinctive feature of quali-
tative research, Aspers and Corte (2019) admitted that the outcome was vague and
contradictory, even though every source agreed that qualitative research went beyond
journalism. This encouraged the authors to formulate their own definition (p. 139):
‘We define qualitative research as an iterative process in which improved understanding
to the scientific community is achieved by making new significant distinctions resulting
from getting closer to the phenomenon studied.’
What do you think?

Does the definition of Aspers and Corte (2019) convince you? Does it agree with
the view that qualitative research is ideographic and limited to an understanding
of the specific combination of situation, participant(s) and researcher(s) under
study?
Qualitative psychology’s arguments against the need for quantitative

psychology
For each of the arguments put forward by quantitative researchers, a similar argument
can be found among ardent qualitative supporters. They too see quantitative and
qualitative research as incompatible, but argue that quantitative psychology should
be dropped. They question the superiority of scientific knowledge and hold that
mainstream psychologists clutch at the scientific method not because it has brought
understanding of human functioning, but because it has brought status and money
to psychology departments. This has been formulated most eloquently by Stevenson
and Cooper (1997) in an otherwise more moderate paper.
The adoption of a positivist position allows psychology to maintain ‘scientific’ respect-
ability. Psychology as a discipline and profession therefore has a vested interest in main-
taining the dominance of objectivity in relation to the production of psychological
knowledge.
The emergence of constructivist approaches creates a particular form of knowledge
that appears to challenge the nature of psychology itself by suggesting that knowledge
(and therefore psychology) is socially constructed, and that knowledge is associated
with power. Perhaps because of the potentially far-reaching consequences for the disci-
pline of adopting a qualitative inquiry position, the legitimacy of qualitative research
is frequently questioned.
(Stevenson & Cooper, 1997: 159)
Qualitative psychologists further argue that quantitative research is misguided in its
search for the ‘objective reality’: If something like an objective reality existed in psy-
chology, one would have expected quantitative psychology to be more successful after
150 years.
What about the claimed solidity of traditional psychological knowledge? It has
become characteristic of our discipline that different theories, each equally empirically
confirmed according to prevailing standards, exist side by side. We are pointing here
to more than a mere multiplicity of theories. Rather, they make universal claims
about identical objects on the basis of incompatible (or at least mutually problem-
atic) concepts, and we are in no position to be able to decide which of the theories
is tenable and which ought to be rejected. (A comparable situation would exist in
physics if there were half a dozen permanently competing theories about the free
fall of objects.)
(Maiers, 1991: 33)
Finally, some qualitative psychologists argue that if there is no objective reality, quan-
titative research methods have nothing to tell us about human functioning. All they
can do is give us replicable, useless information.
I am far less sanguine about the predictions of artificial and culturally isolated behaviors
often used in testing abstract hypotheses about mental function. The question is not
whether such hypotheses are true or false in any ultimate sense but whether the particu-
lar predictions have any utility outside the local game of truth. As I see it, a postmodern
empiricism would replace the ‘truth game’ with a search for culturally useful theories
and findings with significant cultural meaning.
(Gergen, 2001: 808)
Trying to reconcile quantitative and qualitative research methods are attempts

to regain lost ground
Psychologists who consider qualitative and quantitative research to be incompatible
often mistrust efforts to unite them, because they see these efforts as disguised attempts
to regain lost ground. The quantitative researchers consider those efforts as the latest
attempt of hermeneutics to grab a slice of the cake after the status of psychoanaly-
sis declined in the second half of the twentieth century. The qualitative researchers
fear that the integration attempts by quantitative psychology are meant to seize the
qualitative research methods under the umbrella of positivist psychology, oppressing
everything that is typical for the qualitative methods, such as the convictions that par-
ticipants should be studied in rich contexts of history, society and culture, that people
should be studied in meaningful situations which form part of their life worlds, and
that mental life consists of social constructions on the basis of language and culture.
An example of this position can be found in Marecek (2003), who listed four misunder-
standings about qualitative methods that are prevalent among quantitative researchers
who treat qualitative research methods as just another type of scientific research:
1. Qualitative and quantitative psychology are complementary methods and lead to
the same type of understanding.
2. Qualitative research is an adjunct to quantitative research; its findings are an inter-
esting first step but they require further quantitative exploration.
3. Qualitative research only consists of inductive reasoning.
4. Qualitative research is nothing but psychology without numbers.
According to Marecek, if one opts for qualitative research, one should also opt for the
values that underlie this approach and not try to tweak the research methods so that
they fit in a quantitative framework.
The two types of research complement each other

The other view is that qualitative and quantitative research methods can be used in
tandem depending on the question one wants to answer. Such a view is found, for
instance, in Howitt (2016: xiv), who wrote:
By concentrating on the problem, rather than the method, a researcher makes choices
which are more to do with getting the best possible answer to the question than getting
a particular sort of answer to the question. For that reason, qualitative approaches are
just part of my research.
Similar statements can be found in an increasing number of texts (e.g. Todd et al.,
2004; Willig & Rogers, 2017; Flick, 2018; Levitt et al., 2018), so that quantitative and
qualitative research methods are more and more used in combination. Psychologists
who defend this position are less concerned with the contradictions in the underlying
philosophies but focus on what the methods themselves deliver in terms of informa-
tion. They point out that those who argue for incompatibility exaggerate the differ-
ences between the approaches at the expense of the commonalities, and that each
method to some extent compensates for weaknesses in the other.
Quantitative research is more than a positivist search for physical laws

Quantitative psychologists are depicted by many qualitative psychologists as posi-
tivists in search of scientific laws of behaviour. This description contains three
strong statements: (1) quantitative psychology defends a positivist view of the world,
(2) quantitative psychology is looking for laws similar to Newton’s laws of physics,

and (3) quantitative psychology is only interested in behaviour.
The first claim suggests that quantitative psychologists subscribe to positivism.
Certainly in the last decades such a claim has a negative connotation, because positiv-
ism is taken to mean that only scientific knowledge is worthwhile and that scientific
knowledge is never wrong (because it is a constant accumulation of knowledge). As
explained in Chapters 9–11, this view was rejected in the second half of the twentieth
century, and claiming that quantitative psychologists still subscribe to it assumes they
are unaware of these developments. A more realistic view of the attitude of quantitative
psychology towards the merits of the natural science approach is given by Smith (1994):
What I see as most unfortunate, however, is the tendency, abetted by Gergen, to give
up the conception of science—natural or human, historical or ahistorical—as an evi-
dential, public, self-critical social enterprise, an enterprise that has successfully sought
progressively more adequate and comprehensive understanding of the phenomena in its
domain—an enterprise committed to an ideal of truth, the approach to which can be
evaluated pragmatically. I find little justification in the postmodernist literature for the
claim that scientific constructions, fallible as they are and always subject to disconfir-
mation and revision, are simply optional myths on all fours with religious or political
dogmas and ideologies.
(Smith, 1994: 408)
The second claim, that quantitative psychology is only interested in laws similar to
those of physics, is outdated as well. It is true that in its early days, scientific psychol-
ogy was infatuated with physics, like all sciences at that time. However, this is no
longer the case. Scientists nowadays make a distinction between deterministic and
stochastic processes. A deterministic process is a process in which the variability is so
small that you can predict the outcome with high accuracy when you know the pre-
cursors. In contrast, a stochastic process is a process where the variability in the pos-
sible determinants and the contribution of the random noise is so big that it becomes
impossible to exactly predict the next outcome. All you can do is to estimate the prob-
ability with which various outcomes may occur and search for variables that (slightly)
change this probability. A typical example is trying to predict which clubs of a sports
league will win the next round of matches. Although some clubs may be better than
others, and therefore more likely to win their match, there is never certainty, only
differences in probability. Psychology deals with stochastic processes, as opposed to
Newtonian physics.
The changed nature of quantitative psychological research has been documented
nicely by Teigen (2002). He made an analysis of the use of the notion ‘law’ in the psy-
chological literature of the twentieth century and observed a steady decline. The term
was used almost exclusively to refer to ideas of the nineteenth and the early twentieth
centuries (such as Weber’s law, the law of effect or the Gestalt laws). In the course of
the twentieth century psychologists increasingly described regularities as principles,
effects, trends or functions. In particular, the word ‘model’ came into vogue.
More complex regularities in the second half of the century are often called models,
a term practically unknown in psychology until the publication of Rosenblueth and
Wiener’s (1945) seminal article. Subsequently, the popularity of this term has increased
sharply from decade to decade; today it can be found in about 10% of all PsycLit journal
abstracts . . . The term has the advantage of flexibility, it does not claim universality
or definitiveness, and can be embraced by scientists regardless of their position on the
realism vs. relativism issue.
(Teigen, 2002: 113)
Finally, the claim that quantitative psychology is only interested in behaviour is over-
stated. Some qualitative psychologists have the tendency to equate quantitative research
with the collection of numbers in artificial, impoverished and restrained situations that
no longer have a meaning for the participants. Usually this is connected to problems
with external validity (the degree to which the findings of a study can be generalised
to other participants, measurements and contexts) and ecological validity (the degree
to which findings in laboratory studies can be generalised to the real world). Most of
the time, however, this criticism is not substantiated. It is presented as a truism, some-
thing that can be taken for granted. However, a search through the literature does not
reveal a string of publications showing that quantitative psychology findings deviate
consistently from the way people live in real life. As a matter of fact, there is a rather
substantial literature indicating that findings in laboratories are similar to those from
field studies (Anderson et al., 1999; Mitchell, 2012) and that quantitative data based on
standardised tests for some topics predict performance better than clinical judgement
based on interviews (Meehl, 1954; Grove et al., 2000: Chapter 8).
A particularly instructive case in this respect was published by Van Strien and Dane
(2001). They described a personnel recruitment and selection agency in the mid-twentieth
century that operated on the basis of the then dominant phenomenological psychology in
the Netherlands (van Hezewijk & Stam, 2008). This phenomenological psychology was
promoted by the physiologist and psychologist Frederik Buytendijk and maintained that
humans could not be understood by means of standardised tests and techniques. Such
understanding required a ‘meeting of minds’, a personal relationship between a ‘you’ and
‘me’. Observations could only result in information after they had been contemplated and
understood by the interviewer. Consequently, the bureau recruited personnel on the basis
of a day’s meeting of minds including the contemplation and understanding of in-depth
interviews and observed behaviours on home-made tasks. The agency was one of the
leading consultants in the Netherlands, until a collaborator started to analyse the recom-
mendations and correlated them with outcome measures obtained from the companies
that had taken on the personnel. The result was a disappointing correlation of +0.15
(Modderaar, 1966), hardly better than if the agency had tossed a coin to decide which
candidates could be employed (in which case one would expect a correlation of 0.00).
This example illustrates that having the intention to talk about meaningful situ-
ations by itself is no guarantee that the outcome will be more useful than numbers
obtained under more constrained circumstances (see also Kausel et al., 2016). An inter-
esting development in this respect will be to see whether findings based on current-day
qualitative methods (such as grounded theory, IPA or discourse analysis) do better than
the hermeneutic attempts of the past.
Qualitative research is more than a chat with participants
Qualitative research is also often misrepresented in texts that question its usefulness. The
most common misunderstanding is probably that qualitative methods involve nothing but a
few interviews with people, after which the interviewer writes down his or her impressions.
As we have indicated above, data collection in qualitative research methods is as rigorous
as in quantitative research. The transcripts must be made available to everyone who wants
to verify the outcome of the analysis. In addition, researchers are taught to be careful not
to let their views bias the interview or the interpretation, and to incorporate controls to
increase the validity of the findings. These include the following checks (cf. Silverman, 2005):
1. Representativeness. Researchers must provide the criteria they used for their data
analysis, so that the representativeness of the reported instances can be gauged.
2. Confirmability. Would someone else come to the same conclusions on the basis of
an equivalent data analysis?
3. Credibility. Do the conclusions sound credible to the participants involved in the study?
4. Comparison of situations that differ on one critical aspect. Another way to check
the validity of conclusions is to compare the data with those of similar cases that
deviate in a critical aspect. Silverman (2005: 212–14), for instance, described a quali-
tative study that investigated what happened to Down’s syndrome children in a
heart hospital. In order to make sure that the study really addressed the concerns
of those children, a comparison was made with consultations at the same clinic
involving children without the syndrome.
5. Alternative explanations. Could the data be explained differently?
6. Refutability. Is there evidence that refutes the conclusions? This principle very much
resembles the falsification test in quantitative psychology.
Personally, when preparing this chapter, we were struck by the many similarities
between what qualitative researchers do and what quantitative researchers do in a
literature review. In both cases researchers:
● Try to leave their preconceptions behind and look with an open mind at the docu-
ments available.
● Start by reading through the various documents to get a feeling for the main themes
and their connections.
● On the basis of several close re-readings, build up and refine a coding scheme that
adequately summarises the various statements, always making reference to the
original materials so that colleagues can check the conclusions.
● Look up extra sources in case of doubt, ambiguity or possible new leads.
● Make sure that no issues have been overlooked.
● Try to reach conclusions that go beyond the obvious but increase the understanding
of the phenomenon and/or provide ideas for further exploration.
● Have the credibility of the synopsis checked by getting reviews from experienced people.
● Accept that the end product is to some extent influenced by the creator and limited
in the degree to which the conclusions can be generalised.
The only difference is that in a literature review the raw materials are journal arti-
cles and book chapters, whereas in qualitative research one is dealing with transcripts
of human interactions. So, if quantitative researchers question the value of qualitative
methods, they also question the value of their own literature reviews that try to bring
order to the many scattered findings and conjectures about a particular topic.
Weaknesses in quantitative research that can be addressed by the qualitative
approach
If one accepts that there is no inherent incompatibility between quantitative and quali-
tative research (remember that not everybody does so!), it becomes worthwhile to
search for ways in which one method can compensate for weaknesses in the other. As
we have seen above, three weaknesses of quantitative psychology are (1) not enough
interest in the participants, (2) research is too much driven by what can be measured
and tested experimentally, and (3) too much focus on falsification at the expense of a
pragmatic solution to the problem at hand. It is not so difficult to see how a qualita-
tive approach can be fruitful here: (1) participants are the centre of focus in qualita-
tive research, (2) qualitative research deals primarily with variables that are hard to
quantify and that cannot be manipulated, and (3) given the correspondence between
a qualitative analysis and the traditional literature review, one can see how the former
can be used successfully for theory building and the solution of practical problems.
Weaknesses in qualitative research that can be addressed by the quantitative

approach
Again, the three weaknesses we discussed with respect to qualitative research coincide with
strengths of the quantitative approach. The quantitative approach is focused on falsifica-
tion, which may form a welcome addition to the induction and verification of qualitative
research, at least if the conclusion can be tested. Similarly, the quantitative approach is well
suited to decide between theories (if they can be tested), and the quantitative approach has
a wide arsenal of techniques to test whether the introspections of participants agree with
their actions in relevant situations. Finally, statistical methods are much more powerful than
the human mind to detect differences and correlations in large-scale datasets. This is inter-
esting for qualitative researchers because quite often the data from a qualitative analysis
exceed the human reasoning capacity. For instance, Lee et al. (1999) argued that qualitative
research can be compared to an informal exploratory factor analysis. In their own words:
Through a variety of qualitative techniques, for example, large amounts of qualitative
data are subjectively evaluated (cf. intuitively correlated), simplified (cf. judgmentally
combined into factors), and reconstituted (cf. subjectively rotated). If this is successful,
the net result is greater understanding of the empirical evidence (cf. latent and causal
traits are identified and defined).
(Lee et al., 1999: 164)
If this is true (and we see little reason to doubt their assessment), then whenever the
data can be analysed statistically, there is overwhelming evidence that such an analysis
will produce a more stable and detailed picture than human assessment. This is also
the case when the data come from a qualitative study.
For the above reasons, an increasing number of psychologists have become convinced
that progress in psychological research is better served by combining quantitative and
qualitative methods rather than by trying to force research in one or the other direction.
An interesting development in this respect will be what consequences this has for the
underlying philosophies (the ‘paradigms’ of the opening citation).
What do you think?

Did the review of the different positions about the relationship of qualitative and
quantitative research methods make you change your mind? In what ways? Or
why not? What is your position now?
Interim summary
How do quantitative and qualitative research methods relate to each
other?
● Some psychologists (both quantitative and qualitative) see them as incompatible and
argue that psychology must make a choice:
– the underlying philosophies (positivism vs. postmodernism) are mutually exclusive
– attempts to combine both approaches are disguised attempts to improve the standing
of the natural-science oriented research line or the hermeneutics oriented research
line at the expense of the other.
● Other psychologists see both types of research methods as complementary; they

focus more on the type of information provided by each method rather than on the
philosophies that underlie them:
– fervent supporters of each approach tend to depict an exaggerated view of the other
approach
– the weaknesses of one approach are the strengths of the other.
12.4 Focus on: Is too much respect for the philosophy of

science bad for morale?
Psychology’s rough treatment by philosophy of science
In Chapter 10, we saw how psychologists in the first half of the twentieth century
turned to philosophers of science for inspiration on how to increase the scientific
standing of their research. More than any other research discipline, they slavishly
implemented the recommendations of the then prevailing positivists and logical posi-
tivists (observation, induction, verification), only to find themselves criticised 50 years
later for a lack of theory. Repentantly, they listened to Popper and started to build
cognitive theories that would enable them to test hypotheses, again to find them-
selves criticised 50 years later for not having an open mind. Both radical behaviourists
(Chapter 5) and qualitative psychologists (this chapter) reproached cognitive psycholo-
gists for doing nothing but deductive theory testing, instead of looking properly at
the raw data and using inductive reasoning to come to a better understanding. By the
same time, mainstream psychology started to receive the ‘gleeful’ message from post-
modernist philosophers that science after all was nothing special and that psychology
had deluded itself into thinking that adherence to the scientific method made any dif-
ference. This reignited the discussion between the natural-sciences oriented and the
hermeneutics oriented movements in psychology.
One would forgive those psychologists who begin to doubt whether listening to
philosophers of science and following their advice has done any good for them! They
might find themselves in agreement with the economist Paul Samuelson (1915–2009)
who wrote:
I rather shy away from discussions of Methodology with a capital M. To paraphrase
Shaw, those who can, do science, those who can’t, prattle about its methodology.
(Samuelson, 1992: 240)
Can we predict what governs scientific progress?

One of the reasons why it may be difficult to set up guidelines about how to achieve
scientific progress is that doing good research is not a deterministic process that can
be summarised in a few rules. As we saw above, a deterministic process is a process
where the variability is so small that you can predict the outcome with high accuracy
when you know the precursors. Its alternative is a stochastic process, a process where
the variability in the possible determinants and the contribution of random noise is
so big that it becomes impossible to exactly predict the next outcome. All you can do
is estimate the probability with which various outcomes may occur.
Scientific creativity can hardly be considered a deterministic process, meaning that

it is impossible to isolate a few factors that govern it. All you can do is point to a series
of factors that (slightly) increase or decrease the probability of a new worthwhile find-
ing. In addition, many of these factors are simply correlations, not causal influences.
For instance, most scientists are hard-working people. However, this by itself does not
mean that forcing people to work long hours will result in extra scientific progress.
Only if the number of working hours is a causal factor of scientific progress will such
a policy make a difference.
The evolutionary model of scientific change
Interestingly, there is an account of scientific change that fits within the view that there
are very few ways in which progress can be stimulated. According to the evolution-
ary account, scientific change follows Darwin’s evolutionary principles of random
variation (based on whatever method) followed by natural selection (Campbell, 1960;
Simonton, 2011). In this view, scientific discoveries are nothing but blind (i.e. random)
variations, similar to gene mutations. The subsequent selection determines whether a
discovery will have an increasing number of descendants or whether it will be one of
the many mutations that rapidly die out without leaving offspring.
According to the evolutionary account, the most important factor in scientific
change is the extent to which the environment favours reproduction. In an environment
that stimulates reproduction, a lot of new variants will appear and start their struggle
for life; an environment that stifles reproduction will only see a few variants come out,
with low chances of success. A secondary variable that affects scientific change is the
fit between the offspring and the environment. A mutant that fits well in the environ-
ment will have a better chance of reproduction than a mutant that does not fit in the
environment. Within this view, the only contribution philosophy of science can make
is to help create an environment that favours the reproduction of ideas.
Notice that the evolutionary account does not assume that scientific change is pro-
gress. Just like there is no end-goal or improvement in biological evolution (Chapter 3),
there is no need for direction in scientific change. All that matters are the environment
and the degree to which random mutations in scientific ideas fit into the (changing)
environment. In this respect, the evolutionary account of scientific change agrees with
the postmodernist view that scientific change is a purposeless journey through inter-
changeable paradigms.
Worthwhile ideas in a pragmatic world
A factor that is likely to affect the fit of a new finding in the existing environment
is the degree to which the finding is perceived as helpful to cope with the world. A
randomly generated discovery that is seen to yield practical benefits is more likely to
be reproduced than a discovery that does not seem to make a difference. As you may
remember, this is the pragmatic criterion of knowledge growth discussed in Chapter 9.
A worthwhile (true) finding is a finding that benefits human actions. Thus, there seems
to be a remarkable match between the evolutionary theory of scientific progress and
pragmatism. Only ideas that are seen as interesting by a sufficiently large group are
supported and will survive.
A look at psychological research suggests that perceived usefulness indeed is an
important criterion to decide which proposals are retained for further research (and
textbooks) and which not. In both the quantitative and qualitative literature we regu-
larly see reference being made to the practical impact of a finding as an index of its
quality rather than a strict adherence to methodology. So, in the editorial of a main-
stream, quantitative journal we read that:
A former editor of the journal, Endel Tulving, recently recounted a rule he set for
reviewing: Ask yourself, ‘What did I learn from reading this paper? Was it worth learn-
ing?’ If you get a positive response, accept; if not, reject. Tulving thought his admonition
had little impact. I’m happy to contradict him. Most reviewers, most of the time, take
the message to heart.
(Bock, 2008: 2)
Similarly, in a text describing the worth of qualitative research we read that:
The decisive criterion by which any piece of research must be judged is, arguably, its
impact and utility. It is not sufficient to develop a sensitive, thorough and plausible
analysis, if the ideas propounded by the researcher have no influence on the beliefs or
actions of anyone else.
(Yardley, 2000: 223)
The fact that the impact of a new insight depends more on the degree to which it is
judged interesting by the readers than on the degree to which it followed the recommen-
dations of philosophy of science can also be seen in the list of psychologists with the
highest impact. In a review of the most eminent psychologists of the twentieth century
(Haggbloom et al., 2002), the top positions were taken by respectively Skinner, Piaget,
Freud, Bandura, Festinger and Rogers. Of these, at least three (Piaget, Freud and Rogers)
would be classified as qualitative researchers in present-day terms. They did not come
to their theories on the basis of rigid adherence to the hypothetico-deductive method,
but on the basis of trying to understand their own functioning and that of a few others.
Their ideas survived not because they were ‘scientifically sound’ or ‘obviously true’, but
because a lot of people found them interesting and inspiring. So, the ultimate criterion
of scientific development may not be whether scientists did ‘proper science’ (according
to philosophy of science) but whether their findings were perceived as relevant for the
research community and society at large (i.e. fitted within the prevailing environment).
Needless to say, such a conclusion is nauseatingly ironic for psychologists. You
may remember that this was exactly the advice given by Peirce and the first American
psychologists, William James and John Dewey, when they founded American function-
alism. In particular, James urged psychologists to aim for research that had practical
relevance. The pragmatic criterion has been ignored by the philosophers of science
(and the psychologists who listened to them) for most of the twentieth century, because
it did not allow them to demarcate science from other ways of knowledge acquisition,
but it may come to the foreground now as a result of the deadlock between realism
and idealism (Chapter 9).
Interim summary
Is philosophy of science useful for psychology?
● Psychology has tried to follow the directives from philosophers of science on how to do
‘proper’ science, but has been confronted with changing and at times conflicting advice.
● The problem may be that philosophy of science in vain tries to distil a limited set of rules
that would govern a process which is not deterministic.
● An alternative view that may be more in line with the stochastic nature of scientific
discovery is the evolutionary account. According to this model, the rise and fall of
scientific ideas follow Darwinian principles of random variation and natural selection.
● Because natural selection depends on the fit of an idea in the environment and because
science depends on the wider culture to be financed, the ultimate criterion determining
whether an idea will survive may be whether society at large finds the idea interesting
and useful.
● This may entail a return to the pragmatic criterion put forward by James and Dewey at
the beginning of psychology.
Information about both quantitative and qualitative The SAGE Handbook of Qualitative Research in Psychology
research methods can be found in Howitt, D. and Cramer, D. (Sage Publications) and Flick, U. (2018) An Introduction to
(2016) Research Methods in Psychology (5th Edition) Pear- Qualitative Research (6th Edition) (Sage Publications).
son Education.
Further information about qualitative research methods
can be found in Willig, C. & Rogers, W. S. (eds.) (2017)
References
Aegisdottir, S., White, M., Spengler, P.M., Mangherman, A.S. Campbell, D.T. (1960) ‘Blind variation and selective reten-
et al. (2006) ‘The meta-analysis of clinical judgment pro- tion in creative thought as in other knowledge processes’.
ject: Fifty-six years of accumulated research on clinical Psychological Review, 67: 380–400.
versus statistical prediction’. Counseling Psychologist, Cuccaro-Alamin, S., Foust, R., Vaithianathan, R. &
34: 341–82. Putnam-Hornstein, E. (2017) ‘Risk assessment and
Alvesson, M. (2000) ‘Taking the linguistic turn in organiza- decision making in child protective services: Predictive
tional research’. Journal of Applied Behavioral Science, risk modeling in context’. Children and Youth Services
36: 136–58. Review, 79: 291–98.
Anderson, C.A., Lindsay, J.J. & Bushman, B.J. (1999) Danziger, K. (1990) Constructing the Subject: Historical
‘Research in the psychological laboratory: Truth or Origins of Psychological Research. Cambridge: Cam-
triviality?’ Current Directions in Psychological Science, bridge University Press.
8: 3–9. Dickson, A., Knussen, C. & Flowers, P. (2008) ‘“That was
Ashworth, P. (2003) ‘The origins of qualitative psychology’. my old life; it’s almost like a past-life now”: Identity crisis,
In J.A. Smith (Ed.), Qualitative Psychology: A Practical loss and adjustment amongst people living with Chronic
Guide to Research Methods, pp. 4–24. London: Sage. Fatigue Syndrome’. Psychology & Health, 23: 459–76.
Aspers, P. & Corte, U. (2019) ‘What is qualitative in quali- Doll, R., Peto, R., Boreham, J. & Sutherland, I. (2004)
tative research?’ Qualitative Sociology, 42: 139–60. ‘Mortality in relation to smoking: 50 years’ observations
Bock, K. (2008) Editorial. Journal of Memory and on male British doctors’. British Medical Journal, 328:
Language, 58: 1–2. 1519–28.
Borsboom, D. & Mellenbergh, G.J. (2004) ‘Why psycho- Eysenck, M.W. & Keane, M.T. (2020) Cognitive
metrics is not pathological: A comment on Michell’. Psychology: A Student’s Handbook (8th Edition). Hove:
Theory & Psychology, 14: 105–20. Psychology Press.
References 531
Flick, U. (2018) An Introduction to Qualitative Research Lemon, N. & Taylor, H. (1997) ‘Caring in casualty: The
(6th Edition). Sage Publications. phenomenology of nursing care.’ In N. Hayes (ed.)
Forrester, M.A. & Sullivan, C. (Eds.). (2018) Doing Quali- Doing Qualitative Analysis in Psychology, pp. 227–43.
tative Research in Psychology: A Practical Guide. Sage Hove: Psychology Press.
Publications. Levitt, H.M., Bamberg, M., Creswell, J.W., Frost, D.M.,
Gergen, K.J. (2001) ‘Psychological science in a postmodern Josselson, R. & Suárez-Orozco, C. (2018) ‘Journal
context’. American Psychologist, 56: 803–13. article reporting standards for qualitative primary,
Glaser, B.G. & Strauss, A.L. (1967) Discovery of Grounded qualitative meta-analytic, and mixed methods research
Theory: Strategies for Qualitative Research. New York: in psychology: The APA Publications and Communica-
Aldine de Gruyter. tions Board task force report’. American Psychologist,
Greenhalgh, T. (1997) ‘How to read a paper: Getting your 73: 26–46.
bearings (deciding what the paper is about)’. British Maiers, W. (1991) ‘Critical psychology: Historical back-
Medical Journal, 315: 243–46. ground and task’. In C.W. Tolman and W. Maiers (Eds.),
Grove, W.M., Zald, D.H., Lebow, B.S., Snitz, E. et al. (2000) Critical Psychology: Contributions to an Historical
‘Clinical versus mechanical prediction: A meta-analysis’. Science of the Subject. Cambridge: Cambridge Univer-
Psychological Assessment, 12: 19–30. sity Press.
Haggbloom, S.J., Warnick, R., Warnick, J.E., Jones, V.K. Marecek, J. (2003) ‘Dancing through minefields: Toward
et al. (2002) ‘The 100 most eminent psychologists of a qualitative stance in psychology’. In P.M. Camic,
the 20th century’. Review of General Psychology, 6: J.E. Rhodes & L. Yardley (eds.), Qualitative Research
139–52. in Psychology: Expanding Perspectives in Methodology
Hanson, R.K & Morton-Bourgon, K.E. (2009) ‘The accu- and Design, pp. 49–69. Washington DC: American Psy-
racy of recidivism risk assessments for sexual offenders: chological Association.
A meta-analysis of 118 prediction studies’. Psychological Markus, K.A. & Borsboom, D. (2013) Frontiers of Test
Assessment, 21: 1–21. Validity Theory: Measurement, Causation, and Mean-
Hatch, J.A. (ed.) (1995) Qualitative Research in Early ing. Routledge.
Childhood Settings. Westport, CT: Greenwood Publish- Meehl, P.E. (1954) Clinical vs. Statistical Prediction: A
ing Group. Theoretical Analysis and a Review of the Evidence.
Howitt, D. (2016) Introduction to Qualitative Methods in Minneapolis: University of Minnesota Press.
Psychology: Putting Theory into Practice (4th Edition). Michell, J. (2000) ‘Normal science, pathological science
Pearson Education. and psychometrics’. Theory & Psychology, 10: 639–67.
Jiang, F., Jiang, Y., Zhi, H., Dong, Y., Li, H., Ma, S., . . . & Milgram, S. (1963) ‘Behavioral study of obedience’. Jour-
Wang, Y. (2017) ‘Artificial intelligence in healthcare: nal of Abnormal and Social Psychology, 67: 371–8.
past, present and future’. Stroke and Vascular Neurol- Mitchell, G. (2012) ‘Revisiting truth or triviality: The exter-
ogy, 2: 230–43. nal validity of research in the psychological laboratory’.
Kausel, E.E., Culbertson, S.S. & Madrid, H.P. (2016) Perspectives on Psychological Science, 7: 109–17.
‘Overconfidence in personnel selection: When and why Modderaar, J. (1966) ‘Over de validiteit van de selectie
unstructured interview information can hurt hiring deci- voor bedrijven [On the validity of selection for com-
sions’. Organizational Behavior and Human Decision panies]’. Nederlands Tijdschrift voor de Psychologie,
Processes, 137: 27–44. 21: 573–89.
King, R.N. & Koehler, D.J. (2000) ‘Illusory correlations in Morgan, M. (1998) ‘Qualitative research: Science or
graphological inference’. Journal of Experimental Psy- pseudo-science?’ The Psychologist, 11: 481–3 (and Post-
chology: Applied, 6: 336–48. script: 485).
Kuhn, T.S. (1962/1970) The Structure of Scientific Revolu- Reid, K., Flowers, P. & Larkin, M. (2005) ‘Exploring lived
tions. Chicago: University of Chicago Press. experience’. The Psychologist, 18: 20–23.
Kvarven, A., Strømland, E. & Johannesson, M. (2019) Riley, S., Brooks, J., Goodman, S., Cahill, S., Branney, P.,
‘Comparing meta-analyses and preregistered multiple- Treharne, G. J. & Sullivan, C. (2019) ‘Celebrations
laboratory replication projects’. Nature Human Behav- amongst challenges: Considering the past, present and
iour. Advance publication available at https://www. future of the qualitative methods in psychology section
nature.com/articles/s41562-019-0787-z. of the British Psychology Society’. Qualitative Research
Lee, T.W., Mitchell, T.R. & Sablynski, C.J. (1999) ‘Qualita- in Psychology, 16: 464–82.
tive research in organizational and vocational psychol- Robinson, O. C. (2014) ‘Sampling in interview-based
ogy 1979–1999’. Journal of Vocational Behavior, 55: qualitative research: A theoretical and practical guide’.
161–87. Qualitative Research in Psychology, 11: 25–41.
Rosenblueth, A. & Wiener, N. (1945) ‘The role of models Teigen, K.H. (2002) ‘One hundred years of laws in
in science’. Philosophy of Science, 12: 316–21. psychology’. The American Journal of Psychology, 115:
Rosenthal, R. & Rosnow, R.L. (2008) Essentials of Behav- 103–18.
ioral Research: Methods and Data Analysis (3rd Edi- Thomas, D. R. (2017) ‘Feedback from research participants:
tion). Boston, MA: McGraw-Hill. Are member checks useful in qualitative research?’.
Samuelson, P.A. (1992) ‘My life philosophy: Policy credos Qualitative Research in Psychology, 14: 23–41.
and working days’. In M. Szenberg (Ed.), Eminent Econ- Todd, Z., Nerlich, B., McKeown, S. & Clarke, D.D. (2004)
omists: Their Life Philosophies. Cambridge: Cambridge Mixing Methods in Psychology: The Integration of
University Press. Qualitative and Quantitative Methods in Theory and
Schraw, G., Wadkins, T. & Olafson, L. (2007) ‘Doing the Practice. Hove: Psychology Press.
things we do: A grounded theory of academic procrasti- Vandenbroucke, J.P. (2008) ‘Observational research, ran-
nation’. Journal of Educational Psychology, 99: 12–25. domised trials, and two views of medical science’. PLoS
Sie, M. & Wouters, A. (2008) ‘The real challenge to free will Medicine, 5: e67, DOI: 10.1371/ journal.pmed.0050067.
and responsibility’. Trends in Cognitive Sciences, 12: 3–4. Van Hezewijk, R. & Stam, H.J. (2008) ‘Idols of the psy-
Silverman, D. (2005) Doing Qualitative Research: A Practi- chologist: Johannes Linschoten and the demise of phe-
cal Handbook (2nd Edition). London: Sage Publications. nomenological psychology in the Netherlands’. History
Simonton, D.K. (2011) ‘Creativity and discovery as blind of Psychology, 11: 185–207.
variation: Campbell’s (1960) BVSR model after the van Scheppingen, M.A., Denissen, J., Chung, J.M.,
half-century mark’. Review of General Psychology, 15: Tambs, K. & Bleidorn, W. (2018) ‘Self-esteem and rela-
158–74. tionship satisfaction during the transition to mother-
Smith, J.A. (1996) ‘Beyond the divide between cognition hood’. Journal of Personality and Social Psychology,
and discourse: Using interpretative phenomenological 114: 973–91.
analysis in health psychology’. Psychology and Health, Van Strien, P.J. & Dane, J. (2001) Driekwart eeuw Psy-
11: 261–71. chotechniek in Nederland: De Magie van het Testen
Smith, J.A. (Ed.) (2008) Qualitative Psychology: A Practi- [Three-Quarters of a Century of Psychotechnics in the
cal Guide to Research Methods (2nd Edition). London: Netherlands: The Magic of Testing]. Assen: Koninklijke
Sage Publications. Van Gorcum.
Smith, M.B. (1994) ‘Selfhood at risk: Postmodern perils Vazire, S. & Mehl, M.R. (2008) ‘Knowing me, knowing
and the perils of postmodernism’. American Psycholo- you: the accuracy and unique predictive validity of self-
gist, 49: 405–11. ratings and other-ratings of daily behavior’. Journal of
Starks, H. & Trinidad, S.B. (2007) ‘Choose your method: Personality and Social Psychology, 95: 1202–16.
A comparison of phenomenology, discourse analysis, Ward, N. (1998) ‘Artificial intelligence and other
and grounded theory’. Qualitative Health Research, 17: approaches to speech understanding: Reflections on
1372–80. methodology’. Journal of Experimental and Theoreti-
Stevenson, C. & Cooper, N. (1997) ‘Qualitative and quan- cal Artificial Intelligence, 10: 487–93.
titative research’. The Psychologist, 4: 159–60. Willig, C. (2008) Introducing Qualitative Research in Psy-
Stratton, P. (1997) ‘Attributional coding of interview data: chology. Maidenhead, UK: McGraw-Hill/Open Univer-
Meeting the needs of long-haul passengers’. In N. Hayes sity Press.
(ed.), Doing Qualitative Analysis in Psychology, pp. 115–42. Willig, C. & Rogers, W.S. (Eds.) (2017) The SAGE Hand-
Hove: Psychology Press. book of Qualitative Research in Psychology. Sage
Sullivan, C. & Forrester, M.A. (eds.) (2018) Doing Quali- Publications.
tative Research in Psychology: A Practical Guide (2nd Yardley, L. (2000) ‘Dilemmas in qualitative health research’,
Edition). Sage Publications Limited. Psychology and Health, 15: 215–28.
13
The precarious balance between
biological, psychological and social
influences
13.1 What drives people? McDougall and his critics

McDougall’s instincts and sentiments
Reactions to McDougall
13.2 The biological perspective
The impact of psychoactive medication
The importance of heredity in psychology
The importance of variation and selection: evolutionary psychology
13.3 The psychological perspective
Olfaction
Cognitive modulation of pain
Cognitive processes in depression
Social cognition
13.4 The socio-cultural perspective
The first studies of social influences
Social learning of cultural differences
Nature vs. nurture
Research as a social enterprise?
13.5 Focus on: Why are people aggressive?
Biological factors
Psychological factors
Social factors
534 Chapter 13 The precarious balance between biological, psychological and social influences
Historical issue addressed in this chapter

● When did researchers start to include the impact of social relations in their theories?

● What does the biopsychosocial model of medicine imply? Does this have a psychological
counterpart?
● Can human behaviour be explained on the basis of instincts?
● What evidence supports the view that mental life depends on biological factors?
● What has contributed to the current popularity of evolutionary psychology?
● What evidence supports the view that mental life depends on psychological factors?
● What evidence supports the view that mental life depends on socio-cultural factors?
● In what way does the diathesis–stress model relate to the biopsychosocial model?
● In what ways do people of various cultures differ?
● What causes aggression?
Introduction
For far too long, behavioral genetics and socialization theory have been viewed
as necessarily in opposition to one another. Researchers in both ‘camps’ have
very rarely referred to studies from the other ‘camp’, other than to attack their
concepts and findings. The result has been much fruitless dispute and serious
misunderstandings of what each body of research has to contribute.
(Rutter, 2006: vi)
In many introductory psychology books it is stressed that human functioning is affected

by biological, psychological and socio-cultural factors. A person’s actions, thoughts and
feelings are influenced by his or her biological constitution, the way he or she perceives,
interprets and remembers events, and the interactions he/she has with other people.
biopsychosocial model In this discussion, reference is often made to Engel’s (1977) biopsychosocial model of
model according to which medicine. According to this model, medicine must take into account the psychological
the understanding of and social contributions to disease, as well as the biological involvement, in order to
medical and psychological
phenomena requires treat an illness properly. Similarly, according to the biopsychosocial model in psychol-
attention to biological and ogy, mental functioning cannot be understood without taking into account these three
psychological as well as types of influences (e.g. Peterson, 1997).
socio-cultural factors However, a look at the literature beyond introductory books shows that although
authors theoretically subscribe to the three sources of input, in practice they assign
widely divergent weights to them. Most authors seem to pick out one influence (or at
most two, as in the extract that opened this chapter), which they claim has not been
given the full weight it deserves. So, throughout the history of psychology there have
been psychologists stressing that the biological component of mental functioning is
underestimated. Similarly, there have been psychologists emphasising that cognitive pro-
cesses are the main forces behind human behaviour, both normal and abnormal, and
that these processes overrule the biological and social constraints. Finally, there have
been psychologists arguing that the social situation is a much stronger determinant of
human behaviour than the opinions an individual has or the traits an individual inherits.
Because of the enduring quarrel between the three groups of researchers, the balance
between biological, psychological and social forces is continuously shifting (hence the title
of the chapter: ‘the precarious balance’). At different times and within different branches
of psychology, each group of variables has been given primacy. Sometimes the biological
variables are on the winning side; then the psychological factors are in the spotlight; and
finally there are epochs in which the social influences are centre stage. Some of the shifts
follow cyclic movements with one group of variables getting most attention at one time,
followed by a countermovement pointing to one of the other groups, again followed by
a counter-movement returning to the initial bias, and so on.
In this chapter we will review the arguments of the three groups, so that you have
greater context to draw from when you read books or articles by individual authors.
We start with a historical example, before we have a look at the current situation. In
that way, we hope to make clear that the discussion is not new, but has existed from
the beginning of psychology.
What do you think?

On the basis of what we have already covered in this book (and lectures you have
attended), you can probably indicate some of the biases that are present. Which
line of approach has dominated, for instance, in functionalism, behaviourism,
neuropsychology, feminist psychology, cognitive psychology or critical psychology?
13.1 What drives people? McDougall and his critics

McDougall’s instincts and sentiments
You may remember William McDougall from Chapter 4. He was the British psycholo-
gist who was not allowed to start a laboratory in Oxford and eventually moved to the
USA. One of his main contributions was that he brought research on motivation and
emotion to the foreground. Before him, experimental psychologists examined intel-
lectual processes such as sensation, perception, learning, memory and thinking, but
eschewed issues like motivation and emotion, which according to McDougall were
essential aspects of mental life. Why did people do the things they did? Why did they
live in groups? Why did they follow leaders? The answers to such questions were left
to anthropologists, sociologists, economists and historians.
McDougall is best known for his book An Introduction to Social Psychology, first
published in 1908. Despite its title, its main message was that humans were motivated
by a limited set of innate motives from which all other motives were derived as a result
of an individual’s experience. (Like nearly all English psychologists of his time,

McDougall was deeply influenced by Darwin’s writings.) At first, McDougall called
instinct the primary motives instincts. He later regretted this, because most students inter-
innate and fixed response preted them as automatic reflexes, whereas McDougall saw them as strivings to
that is automatically achieve particular goals. Therefore, he later called them propensities. In 1908, he
elicited by an appropriate
stimulus; used around
listed 12 primary instincts (which in the subsequent revisions of the book he extended
the turn of the twentieth to 17). These were the instincts:
century to explain
motivation 1. to desire food periodically (hunger)
2. to reject certain substances (disgust)
3. to explore new places and things (curiosity)
4. to escape from danger (fear)
5. to fight when frustrated (anger)
6. to have sex (mating propensity)
7. to care for the young (mothering propensity)
8. to seek company (gregarious propensity)
9. to seek dominance (self-assertive propensity)
10. to accept inferiority (submissive propensity)
11. to make things (constructive propensity)
12. to collect things (acquisitive tendency).
McDougall further theorised that as a result of experience the primary instincts
became modified. They could become activated upon thinking of a relevant object
rather than seeing it, and they could be co-activated with other instincts as part of
a blend, which McDougall called a sentiment. For instance, a husband’s love for his
wife was a sentiment including the mating propensity, the mothering propensity, and
possibly others as well. Similarly, McDougall saw patriotism as a sentiment in which
a man’s native land had become the object of several instincts. McDougall argued that
adult behaviours were primarily motivated by sentiments, rather than by instincts.
Nevertheless, because the sentiments were derived from the instincts, they still pos-
sessed the emotional striving of the instincts. Social behaviour, for instance, was based
on loyalties and interests resulting from the instincts combined into sentiments.
McDougall was not the first to use instincts – James had done so extensively in
his Principles – but McDougall’s system was the first in which instincts were seen as
the basis of a coherent and structured set of motives that drove human actions. As
McDougall himself wrote:
Take away these instinctive dispositions with their powerful impulses, and the organism
would become incapable of activity of any kind; it would lie inert and motionless like
a wonderful clockwork whose mainspring had been removed.
(McDougall, 1948; as cited in Jahoda, 2007: 159)
Reactions to McDougall
Woodworth (1948) describes the responses to McDougall’s book. At first, they were
largely positive. The book was a source of inspiration for the creation of social psychol-
ogy as a separate branch of psychological research, rather than as part of sociology.
The social sciences also took inspiration from the book, trying to show how a society
emerged as a means to meet the instinctive demands of individuals, and how the instinc-
tive cravings of individuals could be adapted to fit into an industrialised society.
Soon, however, McDougall’s doctrine of instincts ran into what Woodworth called
the ‘professional bias of sociologists’. This is how he described the evolution:
With their eyes fixed on the social group as the important object of study, [the sociolo-
gists] were less impressed with the natural demands of the individual than with another
line of facts suggesting that the individual was molded by society. The individual derives
his language, his manners and customs, and to a large extent his beliefs from the social
environment . . . While to the psychologist it may be self-evident that society is com-
posed of individuals and must meet their demands, to the sociologist the main fact is
that society is there before any given individual and imposes on him its demands and
standards. We behave alike and ‘behave like human beings,’ not in the main because of
our instincts, but because of the culture we all receive.
(Woodworth, 1948: 223)
The sociological critique to McDougall reached its height in 1924 when Luther
L. Bernard published a book entitled Instinct, a Study of Social Psychology, in which
he rejected instincts as the basis of human behaviour. He pointed out that no two psy-
chologists agreed on the list of instincts and that instincts referred to complex activities
that differed from culture to culture. Bernard argued, for instance, that a mother’s care
of her baby was not instinctive mothering behaviour but a complex activity taught by
people in the environment. In his view, the highly artificial environment humankind
had developed in the twentieth century was not primarily motivated by a desire to
meet an individual’s biological needs. Rather, the opposite was true: society expected
individuals to adapt themselves to existing customs and institutions.
Behaviourists also attacked McDougall’s theory because they saw the instincts as
too broad, unlikely to be a driving force throughout a person’s life, and improbable
as an explanation of complex patterns of human behaviour. How could complex
behaviours be the result of inheritance? This, for instance, is what John Watson had
to say about instincts:
The behaviorist has found by his study that most of the things we see the adult doing are
really learned. We used to think that a lot of them were instinctive, that is ‘unlearned.’
But we are now almost at the point of throwing away the word ‘instinct.’ Still there are
a lot of things we do that we do not have to learn – to perspire, to breathe, to have our
heart beat, to have digestion take place, to have our eyes turn toward a source of light,
to have our pupils contract, to show a fear response when a loud sound is given. Let us
keep as our second classification then ‘learned responses,’ and make it include all of the
our complicated habits and all of our conditioned responses; and ‘unlearned’ responses,
and mean by that all of the things that we do in earliest infancy before the processes of
conditioning and habit formation get the upper hand.
(Watson, 1925: 15)
In Watson’s eyes instincts were limited to the biological functions that were present
at birth; all other behaviour was acquired through conditioning and habit formation.
The significance of McDougall’s example: what are the weights of biological,

psychological and social factors?
We discussed McDougall’s views at some length, not because they are unavoidable in
the history of psychology, but because they nicely illustrate the shifting balance of bio-
logical, psychological and socio-cultural contributions. McDougall started out with a
predominantly biological view: motivations were based on innate instincts. This was
questioned by the behaviourists, who emphasised that psychological processes (learn-
ing) should carry more weight. They also included socio-cultural influences (e.g. other
people as the source of reinforcement and punishment), but these influences did not
figure strongly in their thinking (as most of their theories were about the performance
of individuals). Finally, the sociologists pointed to the importance of socio-cultural
norms and expectations in human behaviour, at the expense of biological and psy-
chological factors. As we will see in the following sections, the discussion about the
relative weights of the different types of influence is still very much alive today.
Interim summary
● According to the biopsychosocial model, psychology has to take into account biological,
psychological and socio-cultural factors if it wants to understand a topic fully.
● McDougall argued at the beginning of the twentieth century that humans are motivated
by innate drives (instincts or propensities), which become modified and grouped into
sentiments as a result of experience.
● At first, the reactions to McDougall’s book were positive, but soon sociologists criticised
it because it overlooked the social factors in human behaviour. At the same time,
behaviourists criticised it because in their view behaviour was learned, not innate.
● McDougall’s book and the reactions it provoked are typical of the constant discussion in
psychology about the relative importance of biological, psychological and socio-cultural
influences on human behaviour.
What do you think?

Now that you have read about McDougall, how do you feel about the relative
importance of biological, psychological and social factors? Are they equally
important, or do you see a ranking of them? Discuss this with others. Do you all
agree?
13.2 The biological perspective

According to the biological perspective, mental life is primarily determined by the bio-
logical processes in the brain. This perspective goes back at least as far as Hippocrates
in Ancient Greece (Chapter 6). However, for most of recorded history its role was very
limited, under the influence of the dualistic view defended by Plato and the Catholic
Church. As you may remember from Chapter 7, dualism draws a sharp divide between
the mind and the body. As a result, biological influences on mental functioning were
seen as very minor. There was some surge in their perceived contribution in the nine-
teenth century and at the beginning of the twentieth century, when the relationship
between aphasia and brain lesions was discovered (Chapter 6) and when Darwin’s
evolutionary theory started to have an impact (Chapter 3; see also McDougall above).
However, within psychology the ascent of the biological perspective was blocked by
the advent of behaviourism, which stressed the importance of learning.
Currently the biological perspective is gaining rapidly in power. Arguably its impact
has never been as strong as now. Four main developments have led to this state of
affairs: the discovery of psychoactive medication, the finding of a hereditary compo-
nent in many psychological functions, the observation that certain types of human
behaviour can be understood from an evolutionary point of view, and recent advances
in neuroscience. Given that the last development has been dealt with extensively in
Chapter 6, we discuss only the first three here.
The impact of psychoactive medication

Antipsychotics
An important argument for the influence of biological factors on mental life is the
finding that chemical substances can affect psychological functions. Such influence
was already known for many centuries in a negative way, particularly with respect to
alcohol. However, in the middle of the twentieth century, as a result of the advances
in medical science, medication became available that actively alleviated mental
problems. One of the first drugs available was chlorpromazine for the treatment of
hallucinations and delusions in schizophrenia (Chapter 8). Currently the contribution
of antipsychotics in the treatment of schizophrenia is no longer questioned, despite
their risk of side-effects such as drowsiness, involuntary movements and weight gain
(e.g. Dixon et al., 2018; Hui et al., 2019).
Epilepsy
The biological approach had even more success in the treatment of some other mental
disorders. A typical example is epilepsy. Epilepsy is a group of syndromes that have in
common that part of the brain becomes active in an uncontrolled way. It affects up to
2% of the population at some point in their life (e.g. sometimes in old age). Symptoms
during a seizure differ depending on the location of the source and the extent of the
discharge. In the worst case patients faint and have convulsions (uncontrolled limb
movements because of discharges in the motor cortex).
Because of the sudden onset of seizures, for a long time epilepsy was associated
with demonic possession. As a result, the disorder carried a strong stigma (i.e. was
socially discrediting for the patient). With the emergence of neurology in the nine-
teenth century, epilepsy increasingly became seen as a brain disorder and bromide was
introduced in 1857 as the first effective anti-epileptic drug. Research received a further
boost when scientists were able to measure the brain’s electric activity with the use
of EEG recordings (Chapter 6). This confirmed the presence of electrical discharges
during a seizure and allowed researchers to better localise the site of the discharges.
Bromide as the main drug for treatment was replaced by phenobarbitone (first used
in 1912) and phenytoin (first used in 1938).
The increased understanding of the workings of the brain accelerated the develop-
ment of still better drugs, which currently control seizures effectively in 70–80% of
newly diagnosed patients. The remaining cases increasingly profit from high-precision
surgery, helped by brain imaging, to remove or control the affected part of the brain.
As a result of these evolutions, the treatment of epilepsy nowadays fully falls under
the realm of biological treatments.
Ulcers
Another condition that was thought to have a strong psychological component but
over time shifted to a biological treatment is that of stomach and intestinal ulcers.
For a long time, it was thought that lifestyle factors, in particular psychological stress,
caused ulcers. As part of his research on the biological reactions to stress, the endo-
crinologist Hans Selye (1907–1982) noticed that rats he put under duress developed
ulcers. For him, this seemed to agree with the correlation physicians observed between
stress and stomach ulcers in humans. Consequently, the proposed treatment of ulcers
primarily included attempts to diminish the patient’s stress.
In 1982, however, two Australian scientists, Robin Warren and Barry Marshall,
discovered the presence of a new type of bacterium, Helicobacter pylori, as the cause
of stomach and intestinal ulcers in the majority of patients. Warren and Marshall
subsequently demonstrated that ulcers could be induced by injection of the bacteria
into the stomach and could be cured with a treatment of antibiotics. In 2005, they were
awarded the Nobel Prize for Medicine for their discoveries.
The importance of heredity in psychology

Heredity
Another finding that points to the impact of biological processes on mental function-
ing is the demonstration that differences between people are inherited to a large extent.
There are two main ways to estimate the impact of heredity. The first is to compare
identical twins with fraternal twins. Identical twins share the same genes, whereas
fraternal twins do not share more genes with each other than brothers and sisters. So,
if a trait is inherited, identical twins ought to resemble each other more than fraternal
twins. The second method is to look at adopted children. If a trait is inherited, an
adopted child should be more similar to the biological parents than to the adoptive
parents. As you may remember from Chapters 8 and 12, similarity is expressed as a
correlation coefficient. By comparing the correlations in different groups of individu-
als (e.g. identical twins vs. fraternal twins), it is possible to estimate how much of the
variance is due to heredity and how much to the environment.
Needless to say, researchers have to make sure that there are no confounding vari-
ables biasing their figures. This has given rise to quite some discussion in the literature
about how best to do this, although one cannot escape the impression that the controls
nowadays tend to be much less strict than they were in the 1980–1990s, in line with the
increased status of the biological perspective. Researchers seem to have accepted a strong
genetic component in psychological variables and no longer question to what extent, for
instance, the environment of identical twins can be compared to that of fraternal twins
(e.g. it is likely that the environment is more similar for identical twins than for fraternal
twins, given their similarity in appearance; in a good study, this should be controlled for).
Table 13.1 lists some of the heredity estimates that have been reported. In this fig-
ure, 0% variance explained means that all differences between individuals are due to
differences in their environments (including biological factors such as the hormones
to which the foetuses are exposed in the womb); 100% variance explained means that
all individual differences are due to genetic variation.
Although there are interesting differences in estimated heritability between the char-
acteristics (with a stronger genetic component in disorders such as ADHD (Attention
Table 13.1 Heredity estimates reported (percentage of variance explained by the

genetic constitution)
Although there are some differences between the characteristics (ADHD and schizophrenia
have a stronger genetic component than alcohol dependence and life satisfaction), there
is a clear contribution of heredity for all characteristics. This is in line with the biological
perspective. Interestingly, some of the genetic influence may be indirect due to genetic
influences on the environment (Plomin et al., 2016; van Bergen et al. 2017).
Characteristic Percentage of variance Source
ADHD ≈ 80 Pettersson et al. (2019)

Aggression ≈ 40 Wesseldijk et al. (2018)
Alcohol dependence ≈ 40 Pettersson et al. (2019)
Autism spectrum disorder ≈ 60 Pettersson et al. (2019)
Depression (major) ≈ 30 Pettersson et al. (2019)
Dyslexia ≈ 60 Swagerman et al. (2017)
Feeling of loneliness ≈ 20 Schermer & Martin (2019)
Intelligence ≈ 50 Hill et al. (2018)
Life satisfaction ≈ 30 Røysamb et al. (2018)
Obesity ≈ 70 Silventoinen et al. (2017)
Personality disorders ≈ 30 Czajkowski et al. (2018)
Personality traits ≈ 40 Schermer & Martin (2019)
Schizophrenia ≈ 60 Pettersson et al. (2019)
Sexual orientation men ≈ 35 Långström et al. (2010)
Sexual orientation women ≈ 20 Långström et al. (2010)
Deficit Hyperactivity Disorder) and schizophrenia than in disorders such as alcohol

dependence and major depression), the most conspicuous finding is that for all char-
acteristics genetic factors have a clear impact. There are even data on a strong genetic
component in feeling lonely and being satisfied with one’s life! Such findings are in
line with the predictions of the biological perspective.
The importance of variation and selection: evolutionary

psychology
There is a growing body of evidence indicating that many human behaviours are in
line with what would be predicted on the basis of natural selection: behaviours that
increase the chances of survival have a higher chance of being passed on to the next
generation than behaviours that are less helpful. This message was first conveyed by
the Harvard biologist Edward O. Wilson (1975) in a book called Sociobiology: The
New Synthesis. In this book, Wilson claimed that most social behaviours would even-
tually be understood on the basis of the reproductive advantage they give.
The message was picked up by a group of psychologists and translated into a new
evolutionary psychology research area, evolutionary psychology, which attempts to explain mental and psycho-
approach in psychology logical traits as a result of the ‘struggle for life’. This was not a new perspective (see
that aims to understand the functionalists in Chapter 4 and McDougall above), but the advances in evolution-
human behaviour on the
basis of natural selection ary theory and the degree of knowledge available at the end of the twentieth century
and the evolutionary allowed the supporters to go well beyond what was achieved before. We summarise
theory here some of the most important claims and findings.
Long-term partner selection
In order to pass on one’s genes, it is important to choose a mate who not only produces
viable offspring but also is willing to invest in the offspring until they can reproduce
themselves. Humans in the past who were discerning in this respect have multiplied
their genes; the others not. Buss (2004: 109) mentions the following features, which
help to increase the chances of viable offspring:
● choose a mate who is able to invest,
● choose a mate who is willing to invest,
● choose a mate who is able to protect the children,
● choose a mate who will help raise the children,
● select a mate who is compatible with yourself,
● select a mate who is healthy.
Because humans for the most part of their history were hunter-gatherers with a clear
division of labour between the sexes (men = hunting and achieving wealth and power
in the group, women = bearing and raising children, gathering fruit and vegetables),
the selection criteria for successful reproduction differed for men and women. For men
the most important selection criteria were:
● identify a woman with high fertility and reproductive value (young, healthy,
attractive),
● identify a woman who will stay loyal to you, so that you are not raising another
man’s children.
For women the following have been the most important criteria:
● make sure the man has the resources to raise the children or is likely to acquire them,
● make sure the man will commit himself to you and your children,
● make sure the man can protect you and your children (i.e. is healthy and has
sufficient status in the group).
Buss (1989) noticed that these indeed were the main criteria men and women used to
find a long-term partner in all 37 cultures he investigated. Men were particularly look-
ing for youth, attractiveness (as an indicator of health) and signs of loyalty. Women
were more interested in wealth, status, power and commitment. Buss further noted
that any uncertainty a man has about the paternity of the children he is raising will
lead to sexual jealousy in men, because husbands who in the past guarded their wives
had more chances of passing on their genes than husbands who did not care. Other
authors, however, have found less convincing evidence for these claims (Buller, 2005;
Richardson, 2007).
In 1972, after comparing mate selection in different species, Robert Trivers noticed
another regularity. He observed that in general the gender investing more in the
upbringing of children is more discriminating about mating than the gender investing
parental investment less. He called this the parental investment theory. For instance, among the Mormon
theory crickets, where the males produce large, nutritious spermatophores at a considerable
hypothesis in evolutionary cost, the females compete with each other for access to the males, who then select
psychology holding that
which females they want.
the gender investing the
most in the upbringing In most other species, where the females bear the larger brunt of gestation and
of offspring is more feeding, the roles are reversed: females are more selective and prudent with whom
discriminating about they will mate than males. According to Trivers, the parental investment theory also
mating
applies to humans. He further noticed that species in which the offspring requires a lot
of care are likely to be monogamous (with the male and the female staying together),
whereas species in which the offspring requires little effort are usually characterised
by polygyny (in which a relatively small number of males impregnate the females).
Polygyny is present among nearly all mammal species. Monogamy is widespread
among birds and humans.
Short-term partner selection

DNA research in bird colonies has shown that monogamy should be understood as
‘male and female raise the offspring together’, rather than as ‘males and females are
sexually loyal to each other’. In particular, partners of males with a low status tend
to have intercourse with higher ranked males, presumably because this improves the
quality (and hence the reproduction chances) of their offspring. Geary et al. (2004)
suggested a similar pattern in humans. They pointed to studies showing 1% extra-
marital children in a rich quarter of a Swiss city against 30% in a disadvantaged Brit-
ish estate. Apparently, women who have ended up with a partner who does not rank
high in the hierarchy are more likely to have an extramarital child than women with a
highly desirable man. In related research, Ma-Kellams et al. (2017) reported that those
rated as more attractive in high school yearbooks were married for shorter durations
and more likely to divorce.
What do you think?

For some years, paternity tests have allowed fathers to be sure about their
relationship to the children they are raising. Do you think this makes any
difference to short-term partner strategies? Is having better offspring the only
reason for short-term partnerships?
Inclusive fitness
William D. Hamilton (1964) launched a second idea that would be of importance to
inclusive fitness evolutionary psychology. He argued that individuals are not only motivated to promote
hypothesis in evolutionary
their own genes, but also to help individuals with shared genes. The higher the genetic
psychology that behaviour
is motivated not only overlap, the more likely the support. Trivers called this inclusive fitness. It refers to the
by the organism’s own likelihood of passing on genes not only by direct reproduction but also by helping rela-
survival but also by the tives to produce offspring. So, it is the sum of an individual’s own reproductive success
survival of organisms that
are genetically related;
(the classical fitness in Darwin’s theory) plus the effects of the individual’s actions on
the motivation depends on the reproductive success of his or her next of kin (Buss, 2004). Inclusive fitness enables
the degree of relatedness evolutionary psychologists to understand altruistic behaviour. A parent who dies to
save their child increases their inclusive fitness, especially if the parent is unlikely to
have more children.
Inclusive fitness makes a number of interesting predictions, which have been borne
out by the data (Buss, 2004; but also see Buller, 2005). One of them is that the prob-
ability of a human helping someone else depends on their genetic similarity. Another
is that step-parents will be more likely to abuse and kill children than biological par-
ents. The reason for this is the conflict that exists between the child, who is motivated
to profit as much as possible from the parent, and the parent who is motivated to
reproduce their own genes. In the case of biological children, inclusive fitness forms a
counterweight which is absent in step-parents. Similarly, inclusive fitness predicts that
parents will be more likely to kill their children when they themselves still have good
chances of reproduction than when such chances are absent.
Inclusive fitness also explains why individuals will protect their next of kin (their
own group) in case of danger. This is not only true in war and conflict. Van Vugt et al.
(2007) showed that it is also true in a virtual world. Male students were more likely to
cooperate with their own group in an internet game, when there was perceived competi-
tion from a rival group at another university than when there was no such competition.
Cooperative alliances
Another question evolutionists have considered is what implications the struggle for
life has for alliances between individuals who do not share many genes. At first sight,
one would expect the struggle to result in selfishness. After all, individuals who con-
stantly help others at the expense of their own reproduction fail to pass on their
genes. In contrast, those who make sure they always get as much as possible out of
the others are able to have many offspring and to multiply their genes. However, such
a view overlooks the fact that most of the time individuals obtain more when they
cooperate. Trivers (1971) called this reciprocal altruism, cooperation between two or
more individuals for mutual benefit. As long as the individuals cooperate, the gains
accrue. When one of them cheats and takes advantage of the others’ cooperation, the
gains for that person increase rapidly at the expense of the others. How to make sure,
then, that the cheaters do not get the upper hand in a group?
With the use of computer simulations Axelrod and Hamilton (1981; see also Bear &
tit-for-tat strategy Rand 2016)) showed that a simple but very efficient strategy is the so-called tit-for-tat
strategy proposed in strategy. It consists of two simple rules:
evolutionary psychology
to explain how 1. start by cooperating,
evolutionarily motivated
individuals cooperate
2. thereafter, do the same as the other does (i.e. if they cooperate, continue cooperat-
in situations of mutual ing; if they refuse to cooperate, refuse as well).
dependency and benefit
The strategy basically means that individuals will tend to cooperate when they
encounter someone else for the first time, but will refuse to cooperate as soon as the
other does not reciprocate. This refusal will continue until the other breaks the spell
and offers collaboration. As long as individuals act according to the tit-for-tat strat-
egy, they maximise their long-term profit (although there always will be the tempta-
tion of big short-term gains, offset by the prospect of possible ostracism). According
to evolutionary psychologists, individuals who followed the tit-for-tat strategy had a
higher overall reproduction rate and, therefore, became more and more frequent in
subsequent generations. Hence, many social interactions in current society can be
understood on the basis of this strategy.
KEY FIGURES in twentieth-century evolutionary theory

● Edward O. Wilson: American biologist who started sociobiology with the
publication of his book Sociobiology: The New Synthesis (1975), in which he claimed
that many social behaviours can be understood on the basis of the reproduction
advantage they have had for humans.
● David Buss: American psychologist who applied the evolutionary theory to mating
strategies and was one of the founders of evolutionary psychology.
● Robert Trivers: American biologist who introduced the theories of parental
investment and reciprocal altruism (which forms the basis of cooperative alliances). David Buss
Source: © David M. Buss, all
● William D. Hamilton: British biologist who proposed the importance of inclusive rights reserved.
fitness to understand altruism in the evolution theory. He also proposed the tit-for-
tat strategy in collaboration with Robert Axelrod.
Innate knowledge
Evolutionary theory also provides an answer to a question that has vexed philosophy
since the invention of empiricism, namely how the mind can absorb and structure
empirical facts when it starts off as a blank slate. To translate this into a contemporary
problem: why do human babies after a few years fluently understand human speech,
whereas thus far it has proven impossible to implement such a feat on a computer?
The computational power of computers easily outperforms that of the human brain.
Still this is not enough to turn the blank slate of the computer into a talking machine.
The cause probably is that the human brain processes speech information in a way we
have not worked out yet. As a result, we don’t yet know how to program a computer so
that it learns like a human. However, this begs the question: how is the brain capable
of doing so?
The German philosopher Immanuel Kant (1724–1804; see also Chapter 3) was the
first to realise this. He argued that the only way in which the soul could absorb and
structure empirical information was not by being a blank slate but by being an entity
that from the onset imposed some organisation on the incoming information. Kant
postulated ‘innate categories’ (e.g. of time, space and causality) as the foundation of
such organisation. In his view, humans were able to perceive cause–effect relations
because they had an innate category for them.
A frustrating aspect of Kant’s theory was that he referred to divine or metaphysical
input to explain the origin of the innate information. Evolutionary theory provides
a scientifically more appealing answer. Just as the eye evolved to respond to certain
electromagnetic rays emitted by the environment, so did the brain evolve to respond
to certain stimuli emanating from the surroundings. Genes that caused a defence reac-
tion upon seeing a snake or upon hearing a sudden loud noise increased the chances
of survival and hence of reproduction. So, after they emerged, they were likely to stay
and to pervade the species. Similarly, genes that increased the amount of information
the brain could pick up from the environment resulted in a survival advantage and
were likely to be passed on, once they had appeared on the basis of random variation.
Eventually, this process of random variation and natural selection led to the brains we
currently have, made in such a way that they are able to rapidly tune in to important
signals in the surroundings and to learn from them. The learning component will be
discussed in the next section.
Interim summary
The biological perspective
● According to the biological perspective, mental life is primarily determined by the
biological processes in the brain.
● Four developments have increased the impact of the biological perspective in recent
years:
– the discovery of psychoactive medication
– the finding of a hereditary component in many psychological functions
– the observation that certain types of human behaviours can be understood from an
evolutionary point of view (partner selection, inclusive fitness, cooperation, innate
knowledge)
– advances in neuroscience.
13.3 The psychological perspective

Adherents of the psychological perspective agree with the proponents of the biologi-
cal perspective that some innate knowledge and behaviours may be the starting point
of mental life. However, they disagree about the possibility of understanding human
behaviour primarily on the basis of biological factors. In their view, to appreciate
an individual’s current functioning, it is much more important to know his or her
ways of thinking. After all, a fundamental characteristic of people is that they gather
knowledge all their life, which they use to carry on and improve their fate. Very few
behaviours are purely instinctive, in the sense that they are elicited reflexively by the
presence of a stimulus and need no learning. Organisms capable of learning have an
enormous survival advantage, because they can take profit from their past experi-
ences. They can avoid stimuli that previously caused negative sensations and approach
stimuli that in the past led to positive experiences.
In addition, supporters of the psychological perspective point to the many aspects
of human life that cannot be understood without assuming sophisticated psycho-
logical processes. This is true for the information processing emphasised by cogni-
tive psychologists (Chapter 5), for emotions beyond reflexive fear and happiness (e.g.
regret, shame, disappointment), and for the understanding of meaningful situations,
as stressed in the hermeneutic approach.
Although we could have opted for examples in which psychological processing is
pivotal, in the sections below we focus on functions close to biological and social
functioning. In this way, we stay closer to the true message of the biopsychosocial
model that biological, psychological and socio-cultural variables are involved in each
and every aspect of human functioning.
Olfaction
Innate odours and survival
It is not difficult to find evidence for biological influences on olfaction. In line with
evolutionary theory, researchers have found that some responses to odours are innate
(e.g. Kobayakawa et al., 2007). From their first contact rodents are repulsed by the
odours of spoiled food and by odorants associated with predators (e.g. the scent
secreted by the anal gland of a fox). In contrast, they show instinctive attraction
towards food smells and odours associated with their own species (e.g. the urine of
females). Similarly, there is some evidence that people can detect happiness and fear
in a person’s body odour (de Groot & Smeets, 2017).
At the same time, research on olfaction has provided some of the strongest evi-
dence concerning the influences of learning and cognition on human behaviour. People
respond differently to odours as a consequence of their learning histories and as a
function of what they think the origin of the smell is.
Odours and associative learning
Odours that have been associated with negative events become conditioned stimuli
that evoke an avoidance response; odours associated with positive events elicit an
approach response. This is nicely illustrated by a study of Li et al. (2008). Partici-
pants smelled sets of three bottles (two containing the same odorant, one containing a
barely distinguishable different odorant). At first, participants could not discriminate
between the odours. However, after one of the odorants had repeatedly been paired
with electrical shocks, participants’ ability to discriminate the smells improved dra-
matically. Also their neural processing of the smells, as assessed with fMRI, changed.
Associations between odours and feelings or cognitions are capitalised upon by the
fragrance industry, which aims to influence people’s moods and buying behaviour with
odours (cf. Chebat & Michon, 2003). For instance, Spangenberg et al. (2006) observed
that customers had a more favourable impression of a shop and bought more when the
scent in the shop was congruent with the clothing sold (vanilla for women and rose
maroc for men) than when it was not (see also Roschk et al., 2017 for a meta-analysis
of the atmospheric effects of music, scent, and colour).
Odours and labelling
Interestingly, people’s responses to odours do not require a lengthy learning process.
Simply labelling an odour already has a strong impact (Piqueras-Fiszman & Spence,
2015). Djordjevic et al. (2008) asked participants to rate the pleasantness of an odour.
Participants were presented with a total of 15 odours under three conditions: same
odours were presented at different times with a positive, negative or neutral name. For
example, in the positive name condition, participants were told for one of the odours
that it came from parmesan cheese, in the negative name condition they were told that
the same odour came from dry vomit, and in the neutral name position that it came
from odour thirty-two. Figure 13.1 shows the dramatic differences in experience these
labels induced. In another study, De Araujo et al. (2005) reported that a label (ched-
dar cheese vs. body odour) not only had an impact on the subjective ratings of the
participants but also on their brain responses as measured with fMRI.
The fact that simple sensory responses to odours so strongly depend on the way in
which they are interpreted shows the impact of psychological factors on human func-
tioning. In addition, responses to odours are not the only emotional responses subject
to cognitive control. There is a considerable literature on how emotional responses to
a wide variety of stimuli are influenced by cognitive processes (e.g. Dixon et al., 2017).
Dry vomit
Odour thirty-two
Parmesan cheese
0 10 20 30 40 50 60 70 80
Pleasantness
Figure 13.1 The influence of cognition on odour perception.

When participants are given an odour and asked to rate its pleasantness (0 = extremely unpleas-
ant, 100 = extremely pleasant), they give much higher ratings when they are told the odour comes
from parmesan cheese than when they are told it comes from ‘odour thirty-two’. Similarly, they give
much lower ratings when they are told it comes from dry vomit. Simply labelling the odours induces
huge changes in perception.
Source: Adapted from Djordjevic et al. (2008), with permission.
Cognitive modulation of pain

The gate control theory of pain
Another biological response that is modulated to a considerable extent by cognition
is pain perception. Quite rapidly researchers noticed that there was very little correla-
tion between the amount of tissue damage and the degree of pain experienced. Some
people complain of unbearable, chronic pain with non-noticeable damage, whereas
others continue to function at a high level despite obvious pain-inducing wounds. To
gate control theory account for these findings, Melzack and Wall (1965) proposed the gate control theory
of pain of pain. According to this theory, the nerve signals carrying the pain message have to
theory of pain perception pass through a gate before they reach the brain. At this gate they can be modulated.
which assumes that the
nerve signals carrying the
One source of inhibition consists of the endorphins released in the brain in emergency
pain message have to pass situations to help with the fight or flight response. The other attenuation occurs
through a gate before they through cognitive modulation, in particular the attention paid to the pain signal and
reach the brain; at this the interpretation of the pain signal. Sportspeople, for instance, endure a considerable
gate the signals can be
made stronger or weaker
amount of pain to improve their performance level.
Psychological factors in pain modulation
Three psychological factors have been reported to increase the level of physical dis-
ability and psychological distress provoked by pain (Keefe et al., 2004):
1. pain catastrophising, defined as the tendency to focus on pain and negatively evalu-
ate one’s ability to deal with pain,
2. pain-related anxiety and fear of pain, resulting in a high degree of fear avoidance
behaviour, which further weakens the person,
3. helplessness, defined as the tendency to view all attempts to try to manage pain as
ineffective.
In contrast, four psychological factors have been described that decrease the impact
of pain on a person’s functioning:
1. self-efficacy, defined as the person’s confidence in his/her ability to find a way to
deal with the pain,
2. pain coping strategies, defined as the variety of strategies used to deal with the pain,
3. readiness to change, defined as the willingness to take an active role in learning to
manage the pain,
4. acceptance, defined as an active willingness to engage in meaningful activities in
life regardless of the experience of pain; this is particularly needed in situations of
persistent pain that cannot be controlled.
As a result of these findings, it is becoming clear that the treatment of chronic pain
requires as much psychological help as biological interventions to decrease the impact
of the pain signal. This is another argument in favour of the importance of psychologi-
cal factors in human functioning. Even a biological process such as pain perception is
more than a mere physiological registration of a biological change.
Cognitive processes in depression

Thoughts are an important factor in the origin and maintenance of mental health
problems as well.
Irrational thoughts and maladaptive schemas
There is strong evidence that pathogenic thoughts are a major factor in depression.
Two American cognitive therapists working independently were central to this realisa-
tion: Albert Ellis (1913–2007) and Aaron Beck (born in 1921). Ellis stressed that many
patients with depression and generalised anxiety have irrational thoughts, such as ‘eve-
ryone should love me and approve of me’ and ‘I should always be able, successful, and
on top of things’. Beck pointed to the existence of maladaptive schemas in patients
dealing with themselves, their future and the world. In Beck’s view, the schemas (mostly
the result of experiences in childhood and adolescence) become activated under the
influence of situational stress and interfere with the person’s coping strategies. Both
Ellis and Beck showed that cognitive psychotherapies directed at correcting the irra-
tional and maladaptive thoughts were highly effective in the treatment of the disorder.
Rumination
Another researcher stressing the importance of cognitive processes in depression is the
American psychologist Susan Nolen-Hoeksema (2000). Her research focused on the
relationship between mood regulation strategies and vulnerability to depression and
other mental health problems. She focused in particular on the effects of rumination,
the tendency to respond to distress by focusing on the causes and consequences of
the problems, without trying actively to solve the problems. Rumination exacerbates
negative thinking and interferes with good problem solving.
Treatment of depression
The relative contribution of biological and psychological factors in depression can be
gauged by looking at the outcome of the therapies proposed by the two approaches.
The biological perspective holds that depression is due to a biological imbalance in
the brain and should be treated with medication. The psychological perspective main-
tains that medication is only indicated in the most severe cases (when the patients are
too depressed to work on their problems) and that nothing much will change as long
as patients do not alter their irrational and maladaptive thoughts. The latter is the
explicit goal of the cognitive therapies of Ellis and Beck, but is also implicitly present
in all other forms of psychotherapy.
An interesting study comparing the biological and the psychological approach was
run at the outpatient psychiatric clinics of the University of Pennsylvania and Vander-
bilt University (DeRubeis et al., 2005; Hollon et al., 2005). Patients were divided into
three matched groups: the first group received medication; the second, cognitive psy-
chotherapy. The third group was a placebo group that was treated in exactly the same
way as the medication group, except for the fact that there was no active substance in
the pills. For all patients, the severity of their depression was assessed bi-weekly by
independent assessors (who were blind to the treatment condition). Figure 13.2a shows
the improvement of the three groups over the first eight weeks. As in the other studies
published on this topic, the improvement was three-quarters due to a placebo effect
and one-quarter due to the treatment used (see also Wampold et al., 2005; Kirsch et al.,
2008; Cuijpers et al., 2014). As for the treatment, no difference was observed between
psychotherapy and medication.
The patients in the medication group and the psychotherapy group received treat-
ment for 16 weeks and were subsequently followed for a year to see what happened to
them. The patients in the medication condition were divided into two groups: one half
was gradually placed on a placebo treatment, and the other half continued with the
active substance. The patients in the cognitive therapy condition stopped their therapy
and were allowed a maximum of three booster sessions when they felt a need for them.
Each patient was seen once a month by an independent assessor who decided whether
the treatment was still working or whether the patient had relapsed and needed more
intensive therapy. Figure 13.2b shows the percentage of patients who stayed healthy
for 12 months in the different conditions. Of the group that received medication fol-
lowed by a placebo, 76% relapsed, against 24% of the patients who had been given
psychotherapy. The group of patients who continued their medication fell between both
groups, partly because a number of patients stopped taking their pills.
The above study is representative of the other studies on the treatment of depression:
more than half of the improvement is due to a placebo effect and when patients on pills
stop taking their medication, there is a high percentage of relapse. Both findings point
to the importance of the psychological perspective in explaining and treating depres-
sion. The placebo effect is understandable in terms of cognitions (patients have renewed
hope and force to tackle their problems) and the risk of relapse upon termination of
medication is in line with the claim that persons remain vulnerable as long as they do
not improve their irrational and maladaptive thoughts (Brouwer et al., 2019).
What do you think?

What is your way of coping when you feel down? Do you look for pills
(biological perspective), do you try to change your thoughts (psychological
perspective) or do you seek support from friends and family (socio-cultural
perspective)? Why?
25
20
Depression score
15
10
Intake Placebo Psychotherapy Medication

(a) after 8 weeks after 8 weeks after 8 weeks
100
80
% Participants staying well
60
40
20
Psychotherapy Medication Medication Placebo

(b) but stopped
Figure 13.2 (a) Decrease of depression scores as a function of time in therapy and
treatment group.
All three conditions show an improvement, including the placebo condition, but the improvement was
bigger in the two treatment conditions. The differences started to become visible after four weeks.
(b) Percentage of patients who stay well in the year after the treatment.
Patients in the medication condition put on a placebo pill relapsed in 76% of cases (i.e. only 24%
stayed well). Of the patients in the cognitive therapy condition 76% stayed well; of the patients
who continued to receive medication less than 60% stayed well. Part of this figure was due to
participants who stopped taking their medication.
Social cognition
The importance of the implicit personality theory
The power of psychological processes is also exemplified by the way in which our
perceptions of others influence our interactions with them. We have seen how the implicit
personality theory governs our first impressions (Chapter 8). The implicit personality
theory refers to the network of associations each person has about the correlations between
various personal characteristics. They include characteristics related to the appearance of
people (e.g. the presence of glasses, the clothes worn), information related to them (e.g.
their name), the way they talk and behave, and the groups they belong to. All these factors
determine the impression people will make on us and the way we will interact with them.
For instance, we are more likely to initiate contact with people who resemble us than
with people who are different from us, a phenomenon called the similarity-attraction
hypothesis. Nass and colleagues (1995) showed that this bias even works in interac-
tions with computers. On the basis of a questionnaire they distinguished between a
group of dominant college students and a group of submissive students. The students
had to interact with a computer to solve problems. Half the students worked with
a ‘dominant’ computer, called Max, who used strong language consisting of asser-
tions and commands (e.g. ‘You should definitely rate the flashlight higher. It is your
only reliable night-signalling device.’). The other half interacted with a ‘submissive’
computer, Linus, who used weaker language consisting of questions and suggestions
(e.g. ‘Perhaps the flashlight should be rated higher? It may be your only reliable night-
signalling device.’). After the task the participants were asked to indicate how much
they appreciated the help from the computer. The computer received higher ratings
when its personality matched that of the participant; it was also judged to be more
competent. Along the same lines, Carolus et al. (2019) reported that people evaluate
politely responding smartphones better than impolite smartphones.
Interim summary
The psychological perspective
● According to the psychological perspective, mental life (both normal and abnormal) is
primarily determined by psychological processes. We have seen three examples of this:
– the importance of learning and cognition in perception (olfaction)
– the importance of cognitive modulation in pain perception
– the role of irrational and maladaptive thoughts in depression.
● Psychological processes are also important in social interactions (social cognition).
13.4 The socio-cultural perspective

In the previous sections we saw evidence that human experiences and behaviour are
influenced by biological factors and the way in which individuals perceive and process
information. In addition to these two influences, people are also affected by the groups
to which they belong and in which they move. Just think of it: how much of your time do
you spend interacting with others? And how much of the time you spend alone is actually
devoted to thoughts of others, or to trying to meet their expectations (e.g. with respect
to your academic performance)? Social factors were first emphasised within sociology,
but over the last century have become important in psychology as well (see the part on
McDougall above). Below we discuss a few examples of social influences.
The first studies of social influences

The birth of sociology
Given that humans so often interact with others, it is surprising to see how long it took
philosophers and scientists to pay attention to the influences people have on each other.
Although there were a few isolated forerunners, the incorporation of social factors in
thinking had to wait until the beginning of the nineteenth century when French scholars
tried to understand what had happened during the French revolution. The best-known
among them was Auguste Comte (1798–1857; Chapter 2), who coined the term ‘sociol-
ogy’. According to Comte, sociologists had to study existing (Western) society by means
of the scientific method and try to steer it towards improvement. (Just as in psychology,
Comte’s scientific, positivist dogma would later be questioned by a hermeneutic line
of thought.) The early French sociologists were joined by similarly minded scholars in
Germany, Italy, Great Britain and – towards the end of the nineteenth century – the USA.
Although sociologists were interested in social structures, for most of them the
people inhabiting society were of secondary importance. Society was their primary
unit of analysis. It produced the individual through the process of socialisation and it
provided individuals with roles, positions, relationships and structures within which
they had to function.
Impact of the evolutionary theory on sociological thinking
At the turn of the twentieth century sociological thinking found itself confronted with
Darwin’s evolutionary theory. On the one hand, the theory offered interesting points
of view for the organisation of society (cf. McDougall’s ideas, discussed above). On
the other hand, some conclusions went so diametrically against the sociological tenets
that they were bound to elicit a negative response. Two lines of reasoning in particular
provoked criticism.
social Darwinism The first development was social Darwinism, first propagated by Darwin’s contem-
belief in Victorian England porary, Herbert Spencer (1820–1903).1 Spencer defended the idea that a society evolved
and the USA that progress in the same way as living creatures did, on the basis of natural selection. However, in
in a society could be made
by allowing the strong
his view natural selection improved the rough material with which it set out (you may
members to flourish and remember from Chapter 3 that the idea of cumulative progress is a common misun-
the weak members to die derstanding of the evolution theory). So, according to Spencer, societies were con-
stantly improving under the influence of natural selection. They should not be
tampered with. In particular, Spencer claimed that a society should not help individu-
als who were struggling, because these were the ones on the verge of being eliminated
by the ‘survival of the fittest’ (a phrase coined by him). In the same vein, individuals
who were doing well should not be hindered because they were the ones scoring high
on the fitness scale. Although Spencer later softened some of his writings, the follow-
ing quote illustrates what social Darwinism in its raw form implied:
Fostering the good-for-nothing at the expense of the good, is an extreme cruelty. It is
a deliberate stirring-up of miseries for future generations. There is no greater curse to
posterity than that of bequeathing to them an increasing population of imbeciles and
idlers and criminals . . . The whole effort of nature is to get rid of such, to clear the
eugenics world of them, and make room for better.
social philosophy claiming (Spencer, as cited in Ritzer & Goodman, 2004: 43)
that the fate of a nation
can be improved by
Social Darwinism was swiftly joined by an even stronger version of how evolutionary
selective breeding of the theory could (or should) be applied to social issues: eugenics. According to this view,
inhabitants society should not be left free to do the natural selection, but it should be actively
helped to produce more desirable individuals and get rid of the unwelcome elements.
Originating in Britain with Francis Galton, eugenics would quickly capture the USA
(Chapter 4) and be put into practice. It is estimated that tens of thousands of people
in the USA and Germany were sterilised against their will in the 1930s on the basis of
the eugenic principle (Rutter, 2006: 8).
Appalled by these excesses and influenced by the behaviourist manifesto that all
behaviour is learned behaviour, psychologists would start to examine how human
functioning was influenced by the presence of others. They became known as social
psychologists. Below we list some of their main findings and tenets.
Social learning of cultural differences

Observational learning
A first important finding to help understand the influences people have on each other
is the observation that automatic learning is not limited to classical conditioning and
operant conditioning (see Chapter 5). For humans and animals, it is often enough to
observational learning observe others in order to learn. This form of learning is called observational learning
learning as a result or social learning and was introduced by the Canadian-American psychologist, Albert
of observing others Bandura (born in 1925).
performing actions
and being rewarded or
Observational learning means that individuals in a society learn the society’s cus-
punished toms not by being rewarded for good behaviour and punished for bad behaviour, or
by associating some activities with positive feelings and others with negative feelings,
but simply by watching what others do and what consequences their behaviour has.
As you may remember from Chapter 5, on the basis of his experiments Thorndike
thought observational learning was impossible in cats. Since Thorndike’s writings it
has become clear, however, that this type of learning is quite prevalent and happens in
all types of species (Heyes, 2012).
A typical example of contemporary research on observational learning is Saggerson
et al. (2005). In this study, naive pigeons observed other pigeons that had been trained
to peck or step on a panel to obtain food. Two lights indicated when food would be
delivered. If the red light went up, the ‘expert’ pigeon stepped on the panel to obtain
food; if the green light went on, the ‘expert’ pigeon pecked on the panel to get food.
The observers were in an adjacent cage and could see the demonstrator through walls
of transparent plastic. They did not have a response panel in their cage (and they were
hungry). The observers received repeated cycles of observational training and testing.
For the latter, they were placed in the chamber of the ‘expert’ pigeon in the absence
of the demonstrator and received presentations of the two lights. Saggerson et al.
reasoned that if the naive pigeons had learned by observing the demonstrators, they
should show the appropriate behaviour. This was indeed what happened.
Cultural differences
Observational learning explains many social phenomena, such as why people in dif-
ferent cultures prefer different types of food and why they eat more in some cultures
than in others (Geier et al., 2006; Paroche et al., 2017). It is also an important factor
in perpetuating gender differences in accepted behaviour (Kanka et al., 2017). Zim-
merman (2017), for instance, reported that the traditional division of roles between
men and women is strongly promoted in television commercials targeted at children.
At a more general level, one of the most widely used schemes to understand cultural
differences was proposed by the Dutch organisational psychologist Geert Hofstede (e.g.
2001). He distinguished four main dimensions along which cultures differ. They are:
1. Power distance: the extent to which the less powerful members (also in the family)
accept and expect that power is distributed unequally; how much they are willing
to honour the more powerful and show respect to them.
2. Individualism vs. collectivism: the degree to which individuals are integrated in
groups. On the individualist side we have societies in which individuals primarily
look after their own development. On the collectivist side, we have societies in which
individuals primarily look at the interests of the group(s) to which they belong.
3. Masculinity vs. femininity: whether the values of the culture (in particular those for
men) are biased towards assertive and competitive or towards modest and caring.
On the masculine side of the dimension, there usually is a large gap between men’s
and women’s values.
4. Uncertainty avoidance: the degree to which the society tolerates uncertainty. It
indicates the extent to which individuals feel comfortable in unstructured, novel
situations. Uncertainty avoiding cultures highly value traditions with strict laws
and rules; they also prefer superiors from within their own cultures. Uncertainty
accepting cultures are more tolerant of opinions different from those they are used
to; they have fewer rules and more easily accept superiors from abroad.
Table 13.2 lists the values of the four dimensions for some countries. Go to https://
geerthofstede.com/ to find them for other countries. According to the social perspec-
tive, these values will have strong effects on how the individuals in different societies
function.
Table 13.2 Degree to which different countries display differences in power, stress
individualism, stress masculinity and uncertainty avoidance
Country Power Individualism Masculinity Uncertainty avoidance

Arab world 80 38 52 68
Australia 36 90 61 51
Brazil 69 38 49 76
Canada 39 80 52 48
China 80 20 66 30
France 68 71 43 86
Germany 35 67 66 65
India 77 48 56 40
Japan 54 46 95 92
Mexico 81 30 69 82
Netherlands 38 80 14 53
Poland 68 60 64 93
Russia 93 39 36 95
Sweden 31 71 5 29
United Kingdom 35 89 66 35
United States 40 91 62 46
Source: Adapted from Hofstede, G. (2005) Cultures and Organizations: Software of the Mind, 2nd Edition, McGraw Hill USA;
Cultures and Organizations, Software of the Mind, 3rd Edition, McGraw Hill.
Nature vs. nurture

The social perspective is adamant that many individual differences are not due to inher-
ited, genetic traits, but to people’s social experiences. The resulting discussion between
nature–nurture debate the social and the biological perspective is known as the nature–nurture debate. At a
discussion about the general level (see below for provisos), the variance not accounted for by heredity in
respective contributions Table 13.1 can be ascribed to differences in the environment. In addition, proponents
of genes and environment
in the development of of the social perspective will question to what extent the heredity figures have been
(human) qualities overestimated because of environmental confounds (e.g. because the environments of
identical twins are more similar than those of fraternal twins).
Adoption and intelligence
One way to gauge the importance of the environment is to look at the conse-
quences of adoption into a different environment. A particularly informative study
in this respect was published by Capron and Duyme (1989). They looked at the
intelligence of 14-year-old French children who had been adopted before the age
of 6 months. On the basis of archives, the authors were able to locate four groups
of individuals. The first group had biological parents with low intelligence and
went to adoption families with low intelligence. The second group of children had
biological parents with low intelligence and were adopted by families with high
intelligence. The third group of children had intelligent biological parents, and
were adopted by less intelligent families. Finally, the fourth group had intelligent
biological parents and were adopted by intelligent families. Table 13.3 shows the
IQ scores of the four groups.
Table 13.3 clearly illustrates that both nature and nurture have a considerable
impact on the intelligence of adoptive children. The children of biological parents
with low intelligence scored on average 16 IQ points lower than the children of bio-
logical parents with high intelligence. At the same time, children who came into an
adoptive family with high intelligence scored 12 IQ points higher than children who
were adopted by a family with low intelligence.
A paradox in the nature–nurture debate
Within the nature–nurture debate, it is important to know that the relative importance
of heredity and environment, as shown in Table 13.1, is not fixed, but depends on the
way in which the society is organised. This can easily be illustrated with intelligence.
Imagine a society where 10% of the population is extremely rich and can afford the best
education for their children; the other 90% is extremely poor, is not nourished properly,
Table 13.3 The combined effects of nature and nurture on the IQ scores of adopted children
This table shows that both heredity and environment have a substantial effect on the IQ scores
of children who are adopted before the age of 6 months.
Adoption family
Biological parents Low intelligence High intelligence
Low intelligence 92 104

High intelligence 108 120
Source: Capron & Duyme (1989). Assessment of effects of socioeconomic status on IQ in full cross-fostering design.
Nature, 340: Macmillan Publishers Ltd p. 552–3.
and cannot afford schooling for their children. In such a society, the environment (i.e.
the socioeconomic status of the parents) will have much more impact than the genes of
the parents. That is, there will be a high correlation between the intelligence of the chil-
dren and the socioeconomic status of their parents, and a low correlation between the
intelligence of the children and environment-free intelligence measures of the parents.
Now imagine a society in which each child has access to exactly the same type of good
education, and where each child is supported to attain his or her full potential. In such
a society, the intelligence differences between the children will have a low correlation
with the socioeconomic status of their parents (the environment) but will have a high
correlation with the genetic intelligence of the parents.
The above situation leads to a counterintuitive paradox in the nature–nurture
debate. It is the following: The more a society tries to give each child proper educa-
tion, the higher the variance explained by heredity will be and the more it will look
as if the environment has little impact on intelligence. A corollary of the paradox is
that heredity estimates for intelligence may be higher in high socioeconomic groups
(that all try to secure good education for their children) than in low socioeconomic
groups (where means and motivation to secure good education differ more). Evidence
for the corollary seems stronger in the USA than in Europe and Australia, suggesting
that education differs more as a function of socioeconomic status in the USA (Tucker-
Drob & Bates, 2016).
It is good to keep the above paradox in mind if in the future you read articles
about the relative impact of genes and environment. A low correlation between
intelligence and environment does not necessarily mean that the environment has
no influence on intelligence; it may also mean that society has managed to wipe out
the impact of the parents’ socioeconomic status by providing first-class education
to all the children. A similar paradox applies to all topics that form the subject of
a nature–nurture debate.
Interactions in the nature–nurture debate

Although the contributions of nature and nurture are often presented in a simplified,
either/or way, recent insights have depicted a much richer picture, full of interactions
between genes and environment (Rutter, 2006; Dick et al., 2015; Halldorsdottir &
Binder, 2017). For a start, very few genes have a deterministic outcome (i.e. invariably
lead to a certain characteristic when they are present in one form, and to another
characteristic when they are present in another form). Instead, most of the time genetic
influences operate probabilistically. That is, they slightly increase or decrease the
chances of having a certain condition or they slightly increase or decrease the severity
of the condition (see the difference between stochastic and deterministic processes in
Chapter 12 for an analogy).
Second, the influences of the environment are also probabilistic. They too slightly
increase or decrease the likelihood and/or severity of a certain characteristic.
Third, the influences of nature and nurture do not simply add on, but can reinforce
each other. For instance, in each cell only a small percentage of the genes are active.
The genes involved in forming a nose, for example, are only active in one part of the
body. Otherwise the whole body would consist of nose-like structures. So, every cell
not only contains the DNA needed for the formation of all the different body parts,
but also contains a complicated system of keys that determine which genes in a cell
will become active and which not. In recent years, it is becoming clear that the activa-
tion of genes in cells may also depend on the environment in which a person grows up.
Some gene-related personality features only become active in certain environments. In

this way, genes and environment interact.
Finally, a person’s genes to some extent determine the environment in which the
person will dwell. People shape and select their environment partially as a function of
their genetic constitution (e.g. people with high energy levels are more likely to find
themselves in risky and demanding environments).
Notice that the interactions currently being investigated between nature and nurture
are unlikely to be the only ones. If psychological processes are equally important for
human functioning, as proposed by the biopsychosocial model, then we can expect
interactions between all three types of influences.
Research as a social enterprise?

If social factors play an important role in human functioning, we not only expect to
see their influence on people scrutinised in psychological studies, but also on research-
ers setting up and running the studies.
Competition and rewards
The research world is a very competitive world. Many more individuals start a research
career than those who manage to retire after a lifelong research career. Ioannidis et al.
(2019) analysed the records of almost 7 million researchers in a database (Scopus) and
found that less than 2% had an active career of more than 20 years (operationalised as
being co-author of at least one publication in the database per year).
In a highly competitive world humans are extremely sensitive to rewards as they
more or less determine whether they will survive to the next stage (undergraduate
student, PhD student, postdoc, assistant professor, associate professor, full profes-
sor, competing for research projects, . . . ). In Chapter 11, we saw how competition
on the basis of publications created a ‘publish or perish’ culture. When the criterion
is number of publications, researchers start to publish many short articles, often
trying a technique called ‘salami slicing’, by which the data of a research project
are divided into as many papers as possible. When the criterion is publications in
journals with a high impact factor, researchers will target topics that are popular in
these journals. When the criterion is maximal impact in times of citations, articles
will be written that are likely to attract many citations (e.g., multi-author methodo-
logical papers). Smaldino and McElreath (2016) argued that the replication crisis
(Chapter 11) was unavoidable in an environment that values high and sensational
output. According to them, the low quality of research will persist unless rewards
change at the institutional level.
A highly competitive world is also a stressful world. When Levecque et al. (2017)
probed the mental health of PhD students, to their dismay they observed that one in
two PhD students experienced psychological distress. One in three was at risk of a
mood, anxiety or eating disorder. This was substantially higher than in comparison
groups of highly educated employees and higher education students.
Research as a social construction?
As discussed in Chapter 10, social factors in research are particularly emphasised
in critical psychology. According to postmodernists, scientists do not study reality
but construct reality. Scientific knowledge is not objective but a social construction
(see also Chapters 11 and 14). This is how the American scholar Stephen Jay Gould
formulated it:
. . . science must be understood as a social phenomenon, a gutsy, human enterprise, not
the work of robots programmed to collect pure information . . . Science, since people
must do it, is a socially embedded activity.
(Gould, 1996: 53)
According to Gould, social embeddedness is particularly true for a discipline like
psychology, because:
. . . some topics are invested with enormous social importance but blessed with very
little reliable information. When the ratio of data to social impact is so low, a history of
scientific attitudes may be little more than an oblique record of social change.
(Gould, 1996: 54)
An argument in favour of this view is that psychological research knows a good deal
of faddism: research issues come, are popular for some time, and go without leaving
a trace. As noticed by Hunt (2005):
mainstream experimental research in psychology can appear curiously faddish. Research
central to one decade is all but gone from leading journals in the next, replaced by topics
often entirely independent and noncumulative . . . Further, and in marked contrast to the
usual energization of research in the physical sciences resulting from consensual resolu-
tion of major debates, in psychology research topics often seem to disappear precisely
after research consensus has been reached.
(Hunt, 2005: 360)
According to critical psychologists, social factors will (co-)determine which view
psychologists promote. There is some evidence for this. For instance, Gould (1996)
noticed that biological factors in intelligence research tend to come to the fore each
time there is a political turn to the right with promises of fewer taxes and fewer social
services. Such a political shift is usually justified by a rhetoric stressing that people
are born into their social classes because of their genetic endowment. Consequently,
there is little point in helping those in the lower classes. In contrast, social factors in
psychological theories are dominant when there is a massive economic expansion and
upward social mobility (as in the USA at the beginning of the twentieth century, and
Europe and the USA after World War II).
According to critical psychologists, social factors are also involved in the popularity
of evolutionary psychology. The argument is that evolutionary psychology has many
followers, not because the evidence for it is stronger or scientifically more convincing,
but because social factors make psychologists more inclined to adopt this view. The fol-
lowing social reasons have been mentioned (Gould & Lewontin, 1979; Fausto-Sterling
et al., 1997; Buller, 2005; Jackson & Rees, 2007):
● evolutionary psychology is popular because it focuses on the origin and history
of humankind, which easily catches people’s interest (e.g. it is the theme of most
popular science books),
● the focus on sex and reproduction has a strong appeal, certainly when the individual
organism is seen as unconsciously engaged in strategies to maximise its opportunity
to mate and to ensure survival of its offspring,
● the main principles of evolutionary psychology are simple ‘just-so stories’ that can
be understood without much effort,
● evolutionary psychology has benefited from attracting a highly talented group of
popular-science writers,
● evolutionary psychology affirms existing gender inequalities and stereotypes

(females are more sexually reserved than males, women are only interested in sex
until they have children, women have less of men’s innate ambition and willingness
to take the risks needed for professional success),
● evolutionary psychology suggests an ‘explanation’ for why many people are
unhappy (their body and mind are not adapted to modern society). In Chapter 14
we will see more examples of how society and research interact.
What do you think?

How do you now feel about the relative importance of biological, psychological
and socio-cultural factors? Has our discussion made you change your mind? In
what way? Or why not?
Interim summary
The socio-cultural perspective
● First accentuated by sociologists (nineteenth century, Comte).
● Ambivalent relationship with evolutionary theory:
– on the one hand, evolutionary theory provides interesting ideas
– on the other hand, evolutionary theory gives rise to claims sociologists do not believe
in (social Darwinism, eugenics).
● The influence of socio-cultural factors is due to the learning of cultural differences:
– observational learning (form of associative learning)
– according to Hofstede, cultures differ on four dimensions (power distance,
individualism vs. collectivism, masculinity vs. femininity, uncertainty avoidance).
● Nature–nurture debate: to what extent are individual differences in processing due to
genes and to environment?
– intelligence: adoption study showing impact of both
– genes and environment are not each other’s opposite; both influences are probabilistic
(i.e. increase or decrease likelihoods) and interact with each other.
● Socio-cultural factors also play a role in research and are emphasised in critical
psychology, in particular with respect to the ways in which socio-cultural factors
influence the hypotheses researchers are interested in.
13.5 Focus on: Why are people aggressive?

In the sections above we reviewed the ways psychologists have used to argue that
mental life is the result of biological, psychological and social forces, and, therefore,
requires a biopsychosocial model of explanation. We also mentioned that the balance
between the three types of variables is a precarious one, constantly shifting as a func-
tion of the latest findings. For instance, in the past 10 years the biological perspective
has gained considerably in strength, under the influence of brain imaging techniques,
evolutionary psychology, and the biological treatment of mental disorders. A look
at the past suggests that this surge in biological interest is likely to be followed by a
rebound of the psychological and/or the social perspective at some point in the future.
So far we have illustrated the three perspectives with different topics. However, it
is also possible (and instructive) to illustrate them with respect to the same topic. For
instance, why are people aggressive? Why do they enforce harm on others who try
to escape this? (For reviews, see Geen, 2001; Dishion et al., 2011; Allen et al., 2018.)
Biological factors
The death drive in Freud’s theory
One of the first explicit theories about aggression was presented by Freud. In some
of his later writings he saw humans as motivated by two innate drives: eros and a
death drive (Todestrieb, later called thanatos). Eros was geared towards pleasure and
the preservation of life; the death drive was directed towards destruction. The latter
resulted in aggression and the refusal of pleasure. Both drives accumulated over time
and needed to be discharged periodically, giving rise to a catharsis. As a result, both
pleasure-seeking and aggression were inherent features of humans.
Lorenz’s evolutionary theory
The idea of aggression as an innate feature, a drive, was also put forward by the Aus-
trian animal researcher, Konrad Lorenz (1903–1989), and integrated within an evolu-
tionary perspective. According to him, aggression was essential for the survival of the
fittest because fighting for mates ensured that the offspring came from the strongest
exemplars. Another advantage was that chased-off animals increased the dispersion
of the species. Aggression built up over time and fired off whenever an appropriate
stimulus was encountered. The resulting violence freed the energy, which was followed
by a new accumulation.
Evidence for a biological component
Evidence for a biological contribution can be found in the fact that humans show indi-
vidual differences in their degree of aggressiveness and that these differences are to a
considerable extent inherited. As shown in Table 13.1, heredity is estimated to account
for ≈ 40 of the variance in aggression encountered in humans. Other evidence for a
biological contribution comes from the critical role of the limbic system in the regula-
tion of aggression. This is an evolutionarily old part of the brain that is also involved
in the regulation of emotions. An imbalance in the chemical substances that regulate
the communication in this part of the brain results in an increased degree of aggres-
sion. A final biological factor is the availability of the male hormone testosterone.
Males commit more violent crimes than females (Archer, 2019). At first, the impact of
testosterone seemed to be confirmed in studies with transsexuals. In Van Goozen et al.
(1995) female-to-male transsexuals reported a surge of aggressive feelings when they
were injected with testosterone as part of their gender-changing treatment. However,
this finding was not replicated in a later, much larger group (Defreyne et al., 2019).
Implications for treatment
Knowing about biological risk factors increases the possibility of medical treatment.
At the same time, an exclusive reliance on the biological component drastically reduces
the range of treatments, because the biological perspective does not offer much more
than medicines to influence the communication in the limbic system and to lower the
availability of testosterone in individuals with a high genetic risk. It also supplies tests
to assess who has an enhanced risk, so that they can be watched. For the others, Freud
and Lorenz recommended hard work and competitive sports to channel the aggressive
energy towards more acceptable outlets.
Psychological factors
Learning aggressive behaviour
The psychological perspective stresses the importance of learning, perception and
interpretation in aggression. Individuals who are reinforced for aggressive behaviour
will increase it; individuals who are not reinforced (or punished) will decrease it. Pat-
terson (1982), for instance, described circumstances in which children learn to behave
aggressively, either because this leads to positive results or because it stops negative
situations (which may happen, for instance, when a child notices that he is no longer
bullied when he responds aggressively). According to the psychological perspective,
much aggression (theft, fraud, extortion) is not elicited by aggression-provoking stim-
uli, as Freud and Lorenz claimed, but is due to the profit the perpetrator expects to
extract from it (see Dishion et al., 2011 for a review).
Aggression is learned not only on the basis of one’s own experiences, but also on
the basis of what is observed in others. This may be one of the reasons why individu-
als who as children suffered from domestic violence are more likely to continue this
behaviour in their new families (Copp et al., 2019), thus continuing a familial cycle of
violence. Keil et al. (2019) mentioned a second route through which maltreated chil-
dren may be particularly vulnerable to show aggressive behaviour later. They observed
that participants aged 9–16 years with histories of maltreatment actually contributed
more resources to a public good during peer interaction than their non-maltreated
counterparts. The authors hypothesised that maltreatment may engender a hyper-
cooperative strategy to minimise the odds of hostility and preserve positive interaction
during initial encounters. This, however, comes at the cost of potential exploitation
by others and may lead to subsequent aggression.
Evidence suggests that prosocial behaviour is also learned. Van Hoorn et al. (2016)
examined the influence of peers on prosocial behaviour in 12- to 16-year-old adoles-
cents. They utilised a public goods game in which participants made decisions about
the allocation of coins between themselves and the group. Participants received manip-
ulated peer feedback on a subset of decisions. Results indicated a significant interac-
tion between feedback condition (prosocial, antisocial, or no feedback) and allocation
choices. Prosocial behaviour increased after prosocial feedback and decreased after
antisocial feedback. The authors argued that their findings supported the idea that
peer influence creates not only vulnerabilities, but also opportunities for healthy
prosocial development and social adjustment learning.
The importance of a person’s perceptions and interpretations
There is also good evidence that aggressive people have different perceptions and inter-
pretations than less aggressive individuals. They perceive more events as threatening,
insulting or provocative. Dodge and Coie (1987) gave a review of the attributions that
are likely to provoke aggression. An aggressive response is more likely:
● when a social situation is perceived as intentional rather than accidental,
● when a social situation is perceived as foreseeable rather than unforeseeable,
● when a social situation is perceived as freely chosen by the other rather than constrained.
A person who is biased to perceiving actions of others as intentional, foreseeable and

of their own choice is more likely to respond aggressively than a person who is inclined
to see actions as accidental, unforeseeable and due to circumstances.
Allen et al. (2018) reported the following knowledge structures as likely to increase
human aggression:
● believing aggression is normal,
● evaluating aggression positively,
● perceiving ambiguous events as hostile,
● expecting aggression from others,
● believing that conflicts should be resolved with aggression.
The role of social skills

Finally, there is evidence that people with a high degree of aggression have more lim-
ited social skills. They have learned to solve their problems by resorting to violent
behaviour and do not seem to have the normal range of responses. Nangle et al. (2002)
reported that aggression is less likely in persons with skills:
● to negotiate conflict and influence peers,
● to participate and cooperate,
● to communicate (e.g. knowing that a listener ought to remain silent as long as a
speaker is making a statement),
● to generate alternative solutions,
● to think of the consequences of actions,
● to pair solutions and consequences (both short term and long term),
● to appreciate that others have thoughts, feelings and motives in problem situations
(i.e. perspective taking),
● to contain their anger and make use of self-instruction, relaxation and self-regulation.

The more individuals learn about possible causes of aggression and how to deal
with them in a non-violent way, the more likely they are to resort to ways of set-
tling their disagreements other than violence. Most children learn this from their
natural environment (family, peers, school), but psychologists maintain that those
skills can be learned throughout life and, therefore, should be part of rehabilitation
programmes. Violent individuals often come from families where their parents were
bad examples.
Social factors
Evidence for a social contribution
Because of the learning mentioned above, children who grow up in a social group with
a high level of violence will be exposed to more aggression-related learning than chil-
dren who grow up in more serene circumstances. An interesting study in this respect
was published by Bohman (1996), who examined adopted children in Sweden. For each
child, Bohman had information about the antisocial behaviour in the biological and
the adoptive parents, and records about whether or not the children as adults got into
trouble with the police. Table 13.4 lists the results.
Table 13.4 Aggression in adopted children as a function of antisocial behaviour in the

biological and adoptive parents
These data show the combined effects of nature and nurture on aggression. When both
influences were peaceful, only 3% of the children got in trouble with the police. The percentage
rose both when either nature or nurture was a risk factor, and spiralled to 40% when both
were negative.
Antisocial behaviour in biological parents
Antisocial behaviour in adoptive parents Yes No

Yes 40% 7%
No 12% 3%
Source: Bohman (1996).
When both the genes and the environment were aggression-free, only 3% of the
adopted children got into trouble with the police by the time they were adults. Violence
in the biological parents increased the percentage to 12%; violence in the adoption
family to 7%. However, the strongest effect was seen when both the biological and the
adoption parents were prone to antisocial behaviour. Then, 40% of the children were
known to the police for troublesome behaviour (which, incidentally, is an example of
the interactions between genes and environment discussed above; they can reinforce
each other).
The diathesis–stress model

A model that has been proposed to explain the interaction between biological and
diathesis–stress model social factors, as found by Bohman, is the diathesis–stress model (Zubin & Spring,
model claiming that the 1977). According to this model, the likelihood of a person having a disorder depends
likelihood of a person on the vulnerability of that person (the diathesis) and the amount of stress in the
having a disorder depends
on the vulnerability of environment. The vulnerability is the outcome of genetic risk factors and previous
the person (diathesis) experiences (e.g. child abuse). A highly vulnerable person will show the disorder
and the amount of stress even under low levels of stress. An individual with low vulnerability may still suc-
experienced by the person cumb to the disorder when his or her life circumstances are excessively stressful.
Pluess and Belsky (2013) argued that people not only differ in their vulnerability to
adversity but also in their response to positive events, a variable they called vantage
sensitivity.
Other environmental factors that increase the probability

of violence
Apart from the social environment, there are other factors that can increase the occur-
rence of violence. These include frustration (being hindered in the achievement of a
goal), provocation, threat, heat, noise, pain, unemployment, the availability of weap-
ons, alcohol and drugs. Social groups that are more exposed to these factors have a
higher chance of acting violently. Finally, aggressive individuals will shape their envi-
ronment so that it better fits their behaviour. A common phenomenon is that aggres-
sive adolescents become isolated within their normal social groups (family, school,
usual nightlife) and seek the company of gangs that highly value aggressive behaviour.
Within these groups, the use of violence is further reinforced by the increase in status
and power it brings.

Knowledge about the importance of social factors helps to organise communities in
order to prevent violence, and is extremely useful in rehabilitation programmes to
avoid relapse.
In summary, uncovering the various factors that contribute to aggression helps
communities to deal with this problem. As the above review shows, progress is best
made not by focusing on a single perspective at the exclusion of the others, but by
taking into account all three types of factors: the biological, the psychological and
the social.
Interim summary
Why are people aggressive?
● Biological contributions:
– evolutionary advantage of aggressiveness
– individual differences that to a large extent are inherited
– chemical imbalances in the limbic system
– impact of testosterone
– points to a medical treatment (also preventive).
● Psychological contributions:
– learning aggressive behaviour on the basis of observational learning and operant
conditioning (positive results or the termination of a negative situation)
– biases in the perception, so that more social situations are seen as provocative
– limited social skills, so that there is no other response than a violent one
– points to the importance of teaching new perceptions and responses in the treatment
of aggression.
● Social contributions:
– degree to which the environment exposes children to aggression-related learning
– interacts with the person’s vulnerability (diathesis–stress model)
– series of other violence-provoking features in the environment
– aggressive individuals seek the company of gang members who reinforce their
behaviour
– points to the need to change social influences in the treatment of aggression.
What do you think?

Given the many sources of evidence for the biopsychosocial model, it is surprising
how little impact this model has in practice (both in research and in the
treatment of diseases and disorders). Can you think of reasons for this? Why do
more people seem to focus on the impact of a single factor than on the combined
impacts of the different factors?
A good book about evolutionary psychology is Buss, D.M. A good book about learning and conditioning is Bouton,
(2019) Evolutionary Psychology: The New Science of the M.E. (2016) Learning and Behavior: A Contemporary Synthe-
Mind (6th Edition) (Boston: Pearson Education). At the sis (2nd Edition) (Sunderland, MA: Sinauer Associates Inc.).
same time, it may be interesting to read a more critical eval- An interesting book about the social and cultural influ-
uation, such as Buller, D.J. (2005) Adapting Minds: Evo- ences on human behaviour is Matsumoto, D. and Juang, L.
lutionary Psychology and the Persistent Quest for Human (2016) Culture and Psychology (6th Edition) (London:
Nature (Cambridge, MA: MIT Press). Wadsworth Publishing).
References
Allen, J.J., Anderson, C.A. & Bushman, B.J. (2018) ‘The Chebat, J.C. & Michon, R. (2003) ‘Impact of ambient
general aggression model’. Current Opinion in Psychol- odors on mall shoppers’ emotions, cognition, and spend-
ogy, 19: 75–80. ing: A test of competitive causal theories’. Journal of
Archer, J. (2019) ‘The reality and evolutionary significance Business Research, 56: 529–39.
of human psychological sex differences’. Biological Copp, J.E., Giordano, P.C., Longmore, M.A. & Manning,
Reviews, 94: 1381–1415. W.D. (2019) ‘The development of attitudes toward inti-
Axelrod, R. & Hamilton, W.D. (1981) ‘The evolution of mate partner violence: An examination of key correlates
cooperation’. Science, 211: 1390–6. among a sample of young adults’. Journal of Interper-
Bear, A. & Rand, D.G. (2016) ‘Intuition, deliberation, sonal Violence, 34: 1357–87.
and the evolution of cooperation’. Proceedings of the Cuijpers, P., Turner, E.H., Mohr, D.C., Hofmann, S.G.,
National Academy of Sciences, 113: 936–41. Andersson, G., Berking, M. & Coyne, J. (2014) ‘Com-
Bernard, L.L. (1924) Instinct: A Study of Social Psychol- parison of psychotherapies for adult depression to pill
ogy. New York: Henry Holt & Co. placebo control groups: a meta-analysis’. Psychological
Bohman, M. (1996) ‘Predisposition to criminality: Swed- Medicine, 44: 685–95.
ish adoption studies in retrospect.’ In G.R. Bock & Czajkowski, N., Aggen, S.H., Krueger, R.F., Kendler, K.S.,
J.A. Goode (Eds.), Genetics of Criminal and Antisocial Neale, M.C., Knudsen, G.P., . . . & Reichborn-
Behaviour, pp. 99–114. Chichester: Wiley. Kjennerud, T. (2018) ‘A twin study of normative person-
Brouwer, M.E., Williams, A.D., Kennis, M., Fu, Z., ality and DSM-IV personality disorder criterion counts:
Klein, N.S., Cuijpers, P. & Bockting, C.L. (2019) ‘Psy- evidence for separate genetic influences’. American Jour-
chological theories of depressive relapse and recurrence: nal of Psychiatry, 175: 649–56.
A systematic review and meta-analysis of prospective De Araujo, I.E., Rolls, E.T., Velazco, M.I., Margot, C. et al.
studies’. Clinical Psychology Review, 74: 101773. (2005) ‘Cognitive modulation of olfactory processing’.
Buller, D.J. (2005) Adapting Minds: Evolutionary Psychol- Neuron, 46: 671–9.
ogy and the Persistent Quest for Human Nature. Cam- Defreyne, J., Kreukels, B., t’Sjoen, G., Stahporsius, A.,
bridge, MA: MIT Press. Den Heijer, M., Heylens, G. & Elaut, E. (2019) ‘No
Buss, D.M. (1989) ‘Sex differences in human mate prefer- correlation between serum testosterone levels and state-
ence: Evolutionary hypotheses testing in 37 cultures’. level anger intensity in transgender people: Results from
Behavioral and Brain Sciences, 12: 1–49. the European Network for the Investigation of Gender
Buss, D.M. (2004) Evolutionary Psychology: The New Sci- Incongruence’. Hormones and Behavior, 110: 29–39.
ence of the Mind (2nd Edition). Boston, MA: Pearson de Groot, J.H. & Smeets, M.A. (2017) ‘Human fear che-
Education. mosignaling: evidence from a meta-analysis’. Chemical
Capron, C. & Duyme, M. (1989) ‘Assessment of effects Senses, 42: 663–73.
of socioeconomic status on IQ in a full cross-fostering DeRubeis, R.J., Hollon, S.D., Amsterdam, J.D., Shelton,
design’. Nature, 340: 552–3. R.C., et al. (2005) ‘Cognitive therapy vs. medications
Carolus, A., Muench, R., Schmidt, C. & Schneider, F. in the treatment of moderate to severe depression’.
(2019) ‘Impertinent mobiles. Effects of politeness and Archives of General Psychiatry, 62: 409–16.
impoliteness in human-smartphone interaction’. Com- Dick, D.M., Agrawal, A., Keller, M.C., Adkins, A., Aliev,
puters in Human Behavior, 93: 290–300. F., Monroe, S., . . . & Sher, K.J. (2015) ‘Candidate
References 567
gene–environment interaction research: Reflections and Hofstede, G. (2005) Cultures and Organizations: Soft-
recommendations’. Perspectives on Psychological Sci- ware of the Mind (2nd Edition). London: McGraw-Hill
ence, 10: 37–59. Professional.
Dishion, T.J. & Tipsord, J.M. (2011) ‘Peer contagion in Hollon, S.D., DeRubeis, R.J., Shelton, R.C., Amsterdam,
child and adolescent social and emotional development’. J.D. et al. (2005) ‘Prevention of relapse following cogni-
Annual Review of Psychology, 62: 189–214. tive therapy vs medications in moderate to severe depres-
Dixon, L.B., Goldman, H.H., Srihari, V.H. & Kane, J.M. sion’. Archives of General Psychiatry, 62: 417–22.
(2018) ‘Transforming the treatment of schizophrenia in Hui, C.L., Lam, B.S., Lee, E.H., Chan, S.K., Chang, W.C.,
the United States: The RAISE initiative’. Annual Review Suen, Y.N. & Chen, E.Y. (2019) ‘A systematic review
of Clinical Psychology, 14: 237–58. of clinical guidelines on choice, dose, and duration
Dixon, M.L., Thiruchselvam, R., Todd, R. & Christoff, K. of antipsychotics treatment in first-and multi-episode
(2017) ‘Emotion and the prefrontal cortex: An integra- schizophrenia’. International Review of Psychiatry, 31:
tive review’. Psychological Bulletin, 143: 1033–81. 441–59.
Djordjevic, J., Lundstrom, J.N., Clément, F., Boyle, J.A., Hunt, H.T. (2005) ‘Why psychology is/is not traditional sci-
et al. (2008) ‘A rose by any other name: Would it smell as ence: The self-referential bases of psychological research
sweet?’ Journal of Neurophysiology, 99: 386–93. and theory’. Review of General Psychology, 9: 358–74.
Dodge, K.A. & Coie, J.D. (1987) ‘Social-information-pro- Ioannidis, J.P., Baas, J., Klavans, R. & Boyack, K.W. (2019)
cessing factors in reactive and proactive aggression in ‘A standardized citation metrics author database anno-
children’s peer groups’. Journal of Personality and Social tated for scientific field’. PLoS Biology, 17: e3000384.
Psychology, 53: 1146–58. Jackson, S. & Rees, A. (2007) ‘The appalling appeal of
Engel, G.L. (1977) ‘The need for a new medical model: A nature: The popular influence of evolutionary psychol-
challenge for biomedicine’. Science, 196: 129–36. ogy as a problem for sociology’. Sociology, 41: 917–30.
Fausto-Sterling, A., Gowaty, P.A. & Zuk, M. (1997) ‘Evolu- Jahoda, G. (2007) A History of Social Psychology. Cam-
tionary psychology and Darwinian feminism’. Feminist bridge: Cambridge University Press.
Studies, 23: 403–18. Kanka, M.H., Wagner, P., Buchmann, M. & Spiel, C.
Geary, D.C., Vigil, J. & Byrd-Craven, J. (2004) ‘Evolution (2019) ‘Gender-stereotyped preferences in childhood and
of human mate choice’. The Journal of Sex Research, early adolescence: A comparison of cross-sectional and
41: 27–42. longitudinal data’. European Journal of Developmental
Geen, R.G. (2001) Human Aggression (2nd Edition). Buck- Psychology, 16: 198–214.
ingham, UK: Open University Press. Keefe, F.J., Rumble, M.E., Scipio, C.D., Giordano, L.A.
Geier, A.B., Rozin, P. & Doros, G. (2006) ‘Unit bias: A new et al. (2004) ‘Psychological aspects of persistent pain:
heuristic that helps explain the effect of portion size on Current state of the science’. The Journal of Pain, 5:
food intake’. Psychological Science, 17: 521–5. 195–211.
Gould, S.J. (1996) The Mismeasure of Man (2nd Edition). Keil, J., Perren, S., Schlesier-Michel, A., Sticca, F., Sierau, S.,
New York: W.W. Norton & Co. Klein, A.M., . . . & White, L.O. (2019) ‘Getting less than
Gould, S.J. & Lewontin, R.C. (1979). ‘The spandrels of their fair share: Maltreated youth are hyper-cooperative
San Marco and the panglossian paradigm: A critique of yet vulnerable to exploitation in a public goods game’.
the adaptationist programme’. Proceedings of the Royal Developmental Science, 22: e12765.
Society of London, B205: 581–98. Kirsch, I., Deacon, B.J., Huedo-Medina, T.B., Scoboria, A.
Halldorsdottir, T. & Binder, E.B. (2017) Gene × envi- et al. (2008) ‘Initial severity and antidepressant benefits:
ronment interactions: from molecular mechanisms to A meta-analysis of data submitted to the Food and Drug
behavior’. Annual Review of Psychology, 68: 215–41. Administration’. PLoS Med, 5(2): e45. doi:10.1371/jour-
Hamilton, W.D. (1964) ‘The genetical evolution of social nal.pmed.0050045.
behavior I and II’. Journal of Theoretical Biology, 7: 1–52. Kobayakawa, K., Kobayakawa, R., Matsumoto, H., Oka,
Heyes, C. (2012) ‘What’s social about social learning?’ Y. et al. (2007) ‘Innate versus learned odour processing in
Journal of Comparative Psychology, 126: 193–202. the mouse olfactory bulb’. Nature, 450: 503–8.
Hill, W.D., Arslan, R.C., Xia, C., Luciano, M., Amador, C., Långström, N., Rahman, Q., Carlström, E., & Lichten-
Navarro, P., . . . & Deary, I.J. (2018) ‘Genomic analy- stein, P. (2010) ‘Genetic and environmental effects on
sis of family data reveals additional genetic effects on same-sex sexual behavior: A population study of twins
intelligence and personality’. Molecular Psychiatry, 23: in Sweden’. Archives of Sexual Behavior, 39: 75–80.
2347–62. Levecque, K., Anseel, F., De Beuckelaer, A., Van der Hey-
Hofstede, G. (2001) Culture’s Consequences: Comparing den, J. & Gisle, L. (2017) ‘Work organization and mental
Values, Behaviors, Institutions, and Organizations across health problems in PhD students’. Research Policy, 46:
Nations. Thousand Oaks, CA: Sage Publications. 868–79.
Li, W., Howard, J.D., Parrish, T.B. & Gottfried, J.A. (2008) Røysamb, E., Nes, R.B., Czajkowski, N.O. & Vassend, O.
‘Aversive learning enhances perceptual and cortical dis- (2018) ‘Genetics, personality and wellbeing. A twin
crimination of indiscriminable odor cues’. Science, 319: study of traits, facets and life satisfaction’. Scientific
1842–5. Reports, 8: 12298.
Ma-Kellams, C., Wang, M.C. & Cardiel, H. (2017) ‘Attrac- Rutter, M. (2006) Genes and Behavior: Nature–Nurture
tiveness and relationship longevity: Beauty is not what it Interplay Explained. Oxford: Blackwell Publishing.
is cracked up to be’. Personal Relationships, 24: 146–61. Saggerson, A.L., George, D.N. & Honey, R.C. (2005)
Melzack, R. & Wall, P.D. (1965) ‘Pain mechanisms: A new ‘Imitative learning of stimulus–response and response–
theory’. Science, 150: 971–9. outcome associations in pigeons’. Journal of Experimen-
Nangle, D.W., Erdley, C.A., Carpenter, E.M. & New- tal Psychology: Animal Behavior Processes, 31: 289–300.
man, J.E. (2002) ‘Social skills training as a treatment for Schermer, J.A. & Martin, N.G. (2019) ‘A behavior genetic
aggressive children and adolescents: A developmental– analysis of personality and loneliness’. Journal of
clinical integration’. Aggression and Violent Behavior, Research in Personality, 78: 133–37.
7: 169–99. Silventoinen, K., Jelenkovic, A., Sund, R., Yokoyama, Y.,
Nass, C., Moon, Y., Fogg, B.J., Reeves, B. et al. (1995) Hur, Y.M., Cozen, W., . . . & Iwatani, Y. (2017) ‘Dif-
‘Can computer personalities be human personalities?’ ferences in genetic and environmental variation in adult
International Journal of Human–Computer Studies, 43: BMI by sex, age, time period, and region: an individual-
223–39. based pooled analysis of 40 twin cohorts’. The American
Nolen-Hoeksema, S. (2000) ‘The role of rumination in Journal of Clinical Nutrition, 106: 457–66.
depressive disorders and mixed anxiety/depressive symp- Smaldino, P.E. & McElreath, R. (2016) ‘The natural selec-
toms’. Journal of Abnormal Psychology, 109: 504–11. tion of bad science’. Royal Society Open Science, 3:
Paroche, M., Caton, S.J., Vereijken, C.M., Weenen, H. & 160384.
Houston-Price, C. (2017) ‘How infants and young chil- Spangenberg, E.R., Sprott, D.E., Grohmann, B. & Tracy,
dren learn about food: A systematic review’. Frontiers in D.L. (2006) ‘Gender-congruent ambient scent influences
Psychology, 8: 1046. on approach and avoidance behaviors in a retail store’.
Patterson, G.R. (1982) Coercive Family Process. Eugene, Journal of Business Research, 59: 1281–7.
OR: Castalia. Swagerman, S.C., Van Bergen, E., Dolan, C., de Geus, E.J.,
Peterson, C. (1997) Psychology: A Biopsychosocial Koenis, M.M., Pol, H.E.H. & Boomsma, D.I. (2017)
Approach (2nd Edition). New York: Addison Wesley ‘Genetic transmission of reading ability’. Brain and
Longman. Language, 172: 3–8.
Pettersson E. et al. (2019) ‘Genetic influences on eight psy- Trivers, R.L. (1971) ‘The evolution of reciprocal altruism’.
chiatric disorders based on family data of 4 408 646 full Quarterly Review of Biology, 46: 35–57.
and half-siblings, and genetic data of 333 748 cases and Trivers, R.L. (1972) ‘Parental investment and sexual selec-
controls’. Psychological Medicine, 49: 1166–73. tion’. In B. Campbell (Ed.), Sexual Selection and the
Piqueras-Fiszman, B. & Spence, C. (2015) ‘Sensory Descent of Man: 1871–1971, pp. 136–79. Chicago:
expectations based on product-extrinsic food cues: An Aldine.
interdisciplinary review of the empirical evidence and Tucker-Drob, E.M., & Bates, T.C. (2016) ‘Large cross-
theoretical accounts’. Food Quality and Preference, 40: national differences in gene × socioeconomic status
165–79. interaction on intelligence’. Psychological Science, 27:
Plomin, R., DeFries, J.C., Knopik, V.S., & Neiderhiser, J.M. 138–49.
(2016) ‘Top 10 replicated findings from behavioral van Bergen, E., van Zuijen, T., Bishop, D. & de Jong, P.F.
genetics’. Perspectives on Psychological Science, 11(1), (2017) ‘Why are home literacy environment and chil-
3–23. dren’s reading skills associated? What parental skills
Pluess, M. & Belsky, J. (2013) ‘Vantage sensitivity: Indi- reveal’. Reading Research Quarterly, 52(2), 147–60.
vidual differences in response to positive experiences’. Van Goozen, S.H.M., Cohen-Kettenis, P.T., Gooren, L.J.G.,
Psychological Bulletin, 139: 901–16. Frijda, N.H. et al. (1995) ‘Gender differences in behav-
Richardson, R.C. (2007) Evolutionary Psychology as Mala- iour: Activating effects of cross-sex hormones’. Psycho-
dapted Psychology. Cambridge, MA: MIT Press. neuroendocrinology, 20: 343–63.
Ritzer, G. & Goodman, D.J. (2004) Modern Sociological van Hoorn, J., van Dijk, E., Meuwese, R., Rieffe, C. &
Theory (6th Edition). Boston: McGraw-Hill. Crone, E.A. (2016) ‘Peer influence on prosocial behavior
Roschk, H., Loureiro, S.M.C. & Breitsohl, J. (2017) in adolescence’. Journal of Research on Adolescence,
‘Calibrating 30 years of experimental research: a meta- 26: 90–100.
analysis of the atmospheric effects of music, scent, and Van Vugt, M., De Cremer, D. & Janssen, D.P. (2007) ‘Gen-
color’. Journal of Retailing, 93: 228–40. der differences in cooperation and competition: The
Note 569
male-warrior hypothesis’. Psychological Science, 18: and antisocial personality problems in childhood, ado-
19–23. lescence, and adulthood’. European Child & Adolescent
Wampold, B.E., Minami, T., Tierney, S.C., Baskin, T.W. Psychiatry, 27: 1123–32.
et al. (2005) ‘The placebo is powerful: Estimating pla- Wilson, E.O. (1975) Sociobiology: The New Synthesis.
cebo effects in medicine and psychotherapy for rand- Cambridge, MA: Harvard University Press.
omized clinical trials’. Journal of Clinical Psychology, Woodworth, R.S. (1948) Contemporary Schools of Psy-
61: 835–54. chology (Revised Edition). New York: The Ronald Press.
Watson, J.B. (1925) Behaviorism. New York: People’s Insti- Zimmermann, L.K. (2017) ‘Preschoolers’ perceptions of
tute Publishing Company. (Reprinted in 1997 by Transac- gendered toy commercials in the US’. Journal of Chil-
tion Publishers.) dren and Media, 11: 119–31.
Wesseldijk, L.W., Bartels, M., Vink, J.M., van Beijsterveldt, Zubin, J. & Spring, B. (1977) ‘Vulnerability: A new view
C.E., Ligthart, L., Boomsma, D.I. & Middeldorp, C.M. of schizophrenia’. Journal of Abnormal Psychology, 86:
(2018) ‘Genetic and environmental influences on conduct 103–26.
Note
1. For the sake of historical accuracy, it must be noted that time; it is a name that was given later to refer to this line
the term ‘social Darwinism’ was rarely used in Spencer s of thought.
14 Psychology and society
The socio-political side
14.1 Ways in which society has influenced psychology

Science overtakes religion in Western society
Changes in society impinge on psychological practice
Society as a metaphor provider
Socio-political biases in psychological theories
Socio-political influences on psychological practice
Psychologists as pawns in power games
14.2 Ways in which psychology has influenced society
The psychologisation of society
Psychology has changed how people perceive each other
Psychologists make friends
Psychologists create needs
Psychologists promote values
14.3 Focus on: To what extent have psychologists been able to change the negative
image of mental disorders?
Psychologisation is not steered by psychologists alone
Introduction 571

● Is the rise of psychology related to changes in religious convictions?
● Why does psychology today attach more interest to ethics in research and practice than in the
first half of the twentieth century?

● Why are metaphors important in psychological research? Where do they come from?
● How has research on intelligence testing been influenced by social values?
● Are psychologists involved in power struggles between socio-political groups?
● In what way may postmodernism have contributed to the rise of pseudoscience?
● In what ways can psychological knowledge be misused?
● Does psychological research have an influence on the way in which people view themselves and
interact with others?
● Do psychologists create needs rather than solve problems?
● Are psychologists politically neutral?
● Why does mental illness carry a stigma?
Introduction
Many of the fundamental categories of twentieth-century psychology are, to

all intents and purposes, twentieth-century inventions. Such concepts as ‘intel-
ligence’, ‘behaviour’ and ‘learning’ were given such radically changed meanings
by modern psychology that there simply are no earlier equivalents.
(Danziger, 1997: 36)
In the previous chapters we saw how psychology has developed and how it has been
affected by a number of basic questions (conceptual issues). In this final chapter we
look at the ways in which psychology and society have influenced each other. Psychol-
ogy would not be around if society had not felt a need for this type of knowledge,
and the Western world would look different without psychology. In the first part of
the chapter we review a number of ways in which psychology has been influenced by
socio-political tendencies in society. In the second part we see how psychology has
changed society and has influenced the ways in which people perceive each other and
interact with one another. This chapter focuses on the criticisms levied against psychol-
ogy, which may not always be the nicest reading if you are an aspiring psychologist,
572 Chapter 14 Psychology and society
but which is essential to fully understand psychology’s perceived role in society. The
‘focus on’ section examines to what extent psychology has been able to remove the
stigma of mental disorders.
14.1 Ways in which society has influenced psychology

Science overtakes religion in Western society
Initial strong links between psychological thinking and religion
As sketched in the first chapters, psychology as a separate branch of knowledge grew out
of the rising role of scientific thinking in Western society. Without the scientific revolu-
tion and the increasing status of the natural sciences in the eighteenth and nineteenth
centuries, there would never have been sufficient critical mass to start the scientific
study of mental life. In all likelihood, psychology would have remained a subdiscipline
of philosophy, secondary to religious writings. Education for a long time was controlled
by the churches, which did not look favourably upon those who tried to examine the
soul. This was the case in Europe, but also in the USA. As Fuchs (2000: 6) wrote:
Seminaries provided the only graduate education available in the pre-Civil War period.
Those who attended seminaries were prepared and chosen not only for the ministry but
also for college professorships.
In American universities, part of the attraction to psychology was that it was seen as
a way to protect religion from the rise of science. As Reed (1997, p. 2) wrote:
Psychology was particularly important for academics teaching about the soul to future
ministers of religion: Throughout the first half of the 19th century, psychology was
considered the fundamental science by many philosophers, theologians, and educated
laypeople because they saw it as the science best suited to preserve religion in an increas-
ingly scientific world. Psychology was the scientific study of the mind, which for all
practical purposes had the same meaning as the previously used term ‘soul’.
Unsurprisingly, many early psychologists had strong connections with religion. Carl
Jung and Edward Thorndike, for instance, were sons of ministers. G. Stanley Hall and
Carl Rogers came from very religious families and initially studied for the ministry. In
1904, Hall founded the Journal of Religious Psychology. Another early psychologist
who stayed close to religion was William James, who in 1902 wrote the bestseller The
Varieties of Religious Experience.
Alliance formation with the expanding sciences
Rapidly, however, the experimental psychologists distanced themselves from religion,
because it jeopardised their scientific credentials. They sought to align themselves
with the rapidly growing natural sciences, by denouncing weaker fields that might
contaminate them, such as religion, philosophy and sociology (Ward, 2002: 53). The
main exception was William James, who during his whole life felt as much attraction
to mysticism as to scientific research, and in the end was felt by many of his colleagues
to be an embarrassment rather than an asset to psychology (Hood, 2000).
Within this perspective, psychology would never have sought to affiliate itself with
the natural sciences if they had been perceived as weak by society (which they very
much were until the seventeenth century; see Chapters 1 and 2).
Psychologists replace pastors

Another reason why the decline in religion contributed to the emergence of psychol-
ogy is that fewer people felt comfortable discussing their mental health problems with
religious authorities. Whereas for a long time the churches were the first port of call
for mental health problems (and for many people still are), growing secularisation
increased the need for non-religious counselling. At the same time, a growing number
of clergy started to study psychology to improve the help they were able to provide.
Changes in society impinge on psychological practice

Impact on psychological research
The massive changes in the organisation of Western society in the nineteenth and
twentieth centuries also generated ideas and research opportunities for psychologists.
Kagan (2009a) lists six historical developments that affected psychological research:
1. The emergence of industrialisation and increased numbers of European immigrants to
the USA (which, for instance, led to the creation and use of intelligence tests; see below).
2. The historical commitment to a material basis for all natural phenomena (partly due to
the biological discoveries about the physiological basis of the human mind; Chapter 6).
3. The Cold War and computers (leading to the rise of cognitive psychology –
Chapter 5 – and the development of, for example, game theory, which tries to under-
stand how an individual’s success in making choices depends on the choices of others).
4. The entry of mothers into the workforce (which created a series of issues about the
education of children).
5. The discovery of statistical techniques such as analysis of variance and regression
(which determined the topics that could be investigated and the ways in which
research was done).
6. The unique position of physics among the empirical sciences (which instilled in
psychologists the desire to search for universal laws, free from individual variation
and contextual constraints).
Kagan (2009b) further noticed that societal influences were not limited to the
science-oriented track of psychology, but also shaped thought in the hermeneutic part
(Chapter 10), for instance in psychoanalysis:
If late nineteenth-century Europeans had held a more permissive attitude toward sexual-
ity, Freud might not have written that repression of sexual urges was the primary cause
of all neuroses. If the next generation of Europeans had not been rendered despondent
by the shattering of illusions at the end of World War I and the reduction of mind to
a set of mechanical parts, few would have questioned the possibility of attaining ideal
states and Jung might not have argued that a spiritual outlook was needed to attain
a form of Nirvana. If large numbers of American men raised in working-class fami-
lies who served in World War II did not have the opportunity to attend college, Erik
Erikson’s suggestion that all persons must solve the difficult problem of ‘finding their
identity’ would have been met with a puzzling, or lukewarm, reception. Had working
mothers and divorce rates not increased dramatically in the twentieth century, John
Bowlby’s theory of attachment might not have gained popularity. Each of these original
ideas required history to arrange a special constellation of conditions.
(Kagan, 2009b: 25)
Impact on clinical practice

Changes in society not only affect psychological research and theory, but also influence
clinical practice. Mental disorders, like many other psychological phenomena, show cul-
tural variation. This variation is apparent between cultures (with some conditions unique
to a particular culture), and also across time within cultures. Reviewing the history of
psychiatry in the West, Shorter (1992, 1997) noted historical peaks in certain diagnoses:
● nineteenth century: ovarian hysteria;
● nineteenth to twentieth century: conversion syndrome (hysteria with psycho-
generated organic symptoms);
● 1940s–1950s: schizophrenia (particularly in America);
● 1980s: multiple personality disorder.
To these we can add:
● 2000s: chronic fatigue syndrome;
● 2020s: burnout.
According to Shorter (1992), each culture has a symptom pool, a collective memory of
how to behave when ill. These include classical symptoms such as headache, tiredness,
twitching limbs, but also new symptoms which doctors have just ‘discovered’. In any
time period, patients with psychological problems gravitate towards the symptoms that
are thought to be legitimate indications of disease, as no patient wants to select illegiti-
mate symptoms. Thus, if multiple personality disorder is seen as a common phenom-
enon by carers (and described as such in the media), an increasing number of patients
will show symptoms in line with the diagnosis. Health workers will also be more likely
to interpret symptoms as evidence for this condition. Consequently, the symptoms
observed by practitioners not only differ between cultures but also vary in time.
Society as a metaphor provider

Another way in which the wider world has influenced psychology is by the provision of
metaphor metaphors. Metaphors in science are analogies from other areas that help to map a new,
in science, stands for an complex problem by making reference to a better understood phenomenon. A typical
analogy from another example of a metaphor in science is that of electricity as a fluid streaming through
area that helps to map
a new, complex problem
cables and appliances and exerting a power against elements that resist the flow.
by making reference
to a better understood Examples of metaphors in psychology
phenomenon Metaphors have had an influential role in psychological thinking. For instance, they
have strongly shaped the ideas scholars had about memory (Draaisma, 2000). Plato
had already used the metaphor of a wax tablet to understand memory (a good mem-
ory consisted of a clear impression in the tablet and memories faded just like impres-
sions on a tablet). From the Middle Ages onward, memory was often seen as a library,
full of books. In the nineteenth century and the first half of the twentieth century, this
metaphor was supplemented with those of new inventions that were made, such as the
switchboard (from telephone exchanges), the mechanical piano (that ‘remembered’ a
song and played it automatically), the phonograph and the photograph. In the mid-
twentieth century, a completely new and exciting metaphor was found in the computer,
giving rise, for example, to research on the difference between a short-term memory
(a central processor) and a long-term memory (a hard disk on which information was
stored and from which it was retrieved).
Metaphors have played a role in other areas of psychology as well (Leary, 1995).
For instance, when psychodynamic therapists attempt to relieve the pressure built up
in a patient, they are following Freud’s metaphor of the mind as a hydraulic device.
More generally, Gentner and Grudin (1985) argued that psychologists have used
four types of metaphors:
1. the mind as an animal (e.g. ideas struggle or compete with each other),
2. the mind as a neural system (e.g. ideas are inhibited; disturbance of thought arises
because of over-excitation in the brain),
3. the mind as a spatial container (e.g. memories that are in the background, fear that
inundates the sympathetic nervous system),
4. the mind as a mechanical or computational system (e.g. serial, iterative operations
going on in the brain).
What do you think?

Socrates compared memories with birds that you try to catch in a cage. To what
extent does this metaphor differ from the library metaphor? And in what way
does it differ from the computer metaphor?
The power of metaphors

It is important to realise that metaphors in science are not just comparisons. They
allow researchers to formulate and test hypotheses on the basis of the analogy, which
otherwise would have remained elusive. For instance, the library metaphor of memory
made researchers alert to the way in which books are located in such a system. Each
book has a particular location, which can be found by means of an index system (e.g.
the author’s name or a few keywords). Could it be that something similar was operat-
ing in the brain and that people needed memory cues in order to ‘find’ the memory
traces? This type of question gave rise to a completely new area of memory research
in the 1970s (e.g. Tulving & Thomson, 1971).
Without doubt, the most influential metaphor in the history of psychology has been
the computer. As we saw in Chapters 5 and 7, this metaphor was the catalyst both in
the replacement of behaviourism by cognitive psychology, and in the ways psycholo-
gists and philosophers looked at the relationship between the mind and the brain.
Metaphors work because they transfer a complex knowledge system from a known
theme to an unknown topic. However, they also bring a risk of going down the wrong
path, because often the metaphor does not provide a perfect fit to the phenomenon
that we are seeking to understand The danger of over interpreting metaphors can be
illustrated with the library metaphor. In a library, as soon as the location of a book is
known, all the information contained in the book becomes available. This is not the
case with memory. Most of the time, only partial information can be retrieved from
an address, and memory must continue its search. In addition, quite often it has to
fill in missing gaps. The latter can be compared to the work of an archaeologist who
tries to reconstruct a complete animal on the basis of a few recovered bones, another
metaphor that has been used to grasp the workings of memory (Larsen, 1987).
Throughout the history of psychology, scientific innovations have been a source of
metaphors to understand the mechanisms of the mind. By applying them, psychologists
have developed a better understanding of many phenomena. However, metaphors also

restrict understanding, because the phenomenon to be explained is rarely exactly the
same as the analogy being applied.
Socio-political biases in psychological theories

In Chapters 10 and 13 we saw how scientific research does not happen in a void but is
influenced by the culture in which the researchers live. In Chapter 10, we mentioned the
type of advice psychologists gave on masturbation at the beginning of the twentieth
century. In Chapter 13, we saw how the current popularity of evolutionary psychology
might have other origins than the mere scientific supremacy of the theory.
The American scientist Stephen Jay Gould (1996) provided a series of other eye-
opening examples related to the history of intelligence testing (see also Stobart, 2008),
showing how socio-political biases twisted the conclusions that were drawn. Below we
present a summary of his findings.
Intelligence testing in the French welfare state
As you may remember from Chapters 4 and 8, the first useful intelligence test was
developed in France. This was no coincidence. On the one hand, there was the tradi-
tion of brain research initiated by scholars like Paul Broca (see Chapters 6 and 9). On
the other hand, there was the political organisation of the French state, which not
only aimed for a strong central authority but also felt responsible for the well-being
of its citizens. The French state, together with other countries in Western Europe, was
a strong proponent of the welfare system, in which inhabitants pay relatively high
taxes as an insurance against adversity. Within this context, the Paris psychologists
Alfred Binet and Théodore Simon started to design a test that would help to diagnose
children who needed extra help in school. This became a particularly pressing issue
at the beginning of the twentieth century, when compulsory primary education for all
children began.
In line with their assignment and the socio-political system in which they lived,
Binet and Simon saw their intelligence test as based on three principles:
1. The scores of the test were a practical device, showing how well a child grasped
the skills needed within the education system. The scores did not define what intel-
ligence was, because the tasks had simply been chosen because they worked better
than anything else that was available.
2. The measure was meant as a rough guide for identifying mildly retarded and
learning-disabled children who needed special help. It was not meant to rank
children within the normal range.
3. The purpose of the scale was to provide extra help for children at risk. Mild retarda-
tion was not seen as a sign that children were incapable of studying.
Translation to the American context

Binet and Simon’s intelligence test was brought to the USA, when Henry H. Goddard,
the director of a School for Feeble-Minded Girls and Boys in New Jersey, heard about
the test on a study visit to Belgium. He decided to translate and use the test, at first
in his school, but soon in other contexts (e.g. with pupils attending regular schools
and with immigrants). His popularisation efforts eventually led to the Stanford–Binet
test, published by Lewis Terman in 1916, and to the Army Tests (Alpha and Beta),
started under the direction of Robert M. Yerkes in 1917 (with the help of Goddard
and Terman) and published in 1921.
The philosophy of the American tests, however, was not to identify children at risk
so that they could receive extra help. The aim was to optimise the organisation of
society by testing which children were intelligent enough for various types of school-
ing, and which adults were intelligent enough for various types of employment. For
instance, in 1923, Terman (together with Yerkes and Thorndike) advertised a group
of national intelligence tests on the basis of the Stanford–Binet and the Army Tests,
to be used in schools for Grades 3–8. This is what the advert said:
The direct result of the application of the army testing methods to school needs . . . the
tests have been selected from a large group of tests after a try-out and a careful analysis
by a statistical staff. The two scales prepared consist of five tests each (with practical
exercises) and either may be administered in thirty minutes. They are simple in applica-
tion, reliable, and immediately useful in classifying children in Grades 3 to 8 with respect
to intellectual ability. Scoring is unusually simple.
(Terman, as cited in Gould, 1996: 208–9)
As for the test’s use with employees, Terman wrote in 1916:
Industrial concerns doubtless suffer enormous losses from the employment of persons
whose mental ability is not equal to the tasks they are expected to perform . . . Any
business employing as many as 500 or 1000 workers, as, for example, a large depart-
ment store, could save in this way several times the salary of a well-trained psychologist.
(Terman, as cited in Gould, 1996: 211)
More generally, within the American socio-political context, Binet and Simon’s prin-
ciples became translated into the following tenets:
1. The various tasks identified by Binet and Simon and further extended by other
researchers, all measure one single capacity, called ‘general intelligence’.
2. The amount of intelligence in a person can be expressed by a single number
(called IQ).
3. Individuals can be ranked linearly according to their IQ. This is true over the whole
range of intelligences, not just in the subnormal range.
4. The IQ refers to an inborn quality, inherited from the previous generations.
5. A person’s IQ is stable and permanent; that is, it will not change noticeably by a
programme of social and educational intervention.
6. The IQ of a person correlates not only with the type of tasks the person can do,
but also with his or her moral reasoning.
As for the latter claim, Goddard wrote in 1919:
The intelligence controls the emotions and the emotions are controlled in proportion
to the degree of intelligence . . . It follows that if there is little intelligence the emotions
will be uncontrollable and whether they be strong or weak will result in actions that are
unregulated, uncontrolled and, as experience proves, usually undesirable.
(Goddard, as cited in Gould, 1996: 190–1)
Given that black Americans on average scored substantially below white Americans,
the IQ findings also had sweeping racial implications, as can be seen in the following
excerpt from Terman (1916). It is part of a chapter in which Terman discussed the
findings about people with IQ scores between 70 and 80 (i.e. the feeble-minded):
Among laboring men and servant girls there are thousands like them . . . The tests have
told the truth. These boys are ineducable beyond the merest rudiments of training.
No amount of school instruction will ever make them intelligent voters or capable
citizens . . . They represent the level of intelligence which is very, very common among
Spanish-Indian and Mexican families of the Southwest and also among negroes. Their
dullness seems to be racial, or at least inherent in the family stocks from which they
came. The fact that one meets this type with such extraordinary frequency among Indi-
ans, Mexicans, and negroes suggests quite forcibly that the whole question of racial
differences in mental traits will have to be taken up anew and by experimental meth-
ods . . . Children of this group should be segregated in special classes and be given
instruction which is concrete and practical. They cannot master abstractions, but they
can often be made efficient workers, able to look out for themselves. There is no pos-
sibility at present of convincing society that they should not be allowed to reproduce,
although from a eugenic point of view they constitute a grave problem because of their
unusually prolific breeding.
(Terman, as cited in Gould, 1996: 220–1)
When reading the above excerpts, it is important to keep in mind that the change in
tone from the French to the American approach was not due to an increase in scientific
knowledge in the first decades of the twentieth century. It was virtually all to do with
differences in the socio-political climate between France and the USA. Many Ameri-
cans were convinced that the white race was far superior to Native Americans and
black people. They also had a much more competitive and individualistic approach to
the organisation of the state.
What do you think?

Gould (1996) noted that the tenets of Goddard and Terman regain in popularity
each time politics turns toward the right and the social services are slimmed
down in order to reduce taxes. Can you find examples of this? Can you think of
counter-examples?
Even measurements and data are not safe in the light of strong socio-political
opinions: Gould vs. Morton
One objection scientists usually make to the criticism that their statements may be
socio-politically biased is that their conclusions are based on sound empirical evidence
(Chapters 9 and 10). Gould (1996) devoted a large part of his book to showing how
easily ‘objective’ findings can be distorted by the researchers’ expectations (see also
Chapter 11). Of the many examples he gave, we only mention the case of Samuel
George Morton (1799–1851). Morton was an American physician and natural scien-
tist, who was famous for his skull collection. In 1839, he published a volume on the
brain sizes of Americans from different descent. As can be seen in Table 14.1, Morton’s
table clearly ‘proved’ that the mean skull size of white people (of Caucasian origin)
was larger than that of Native Americans and black people.
Table 14.1 Morton’s summary table of cranial capacity by race

This table clearly ‘shows’ that the brain size of American from Caucasian descent was larger
than that of the other races.
Internal capacity (in3)
Race N Mean Largest Smallest

Caucasian 52 87 109 75
Mongolian 10 83 93 69
Malay 18 81 89 64
American 144 82 100 60
Ethiopian 29 78 94 65
Source: Morton (1839) as cited in Gould (1996: 86).
From the lower cranial capacity of Native Americans (and the other races), Morton
drew sweeping conclusions, such as: ‘the benevolent mind may regret the inaptitude of
the Indian for civilization’ and ‘[Indians, i.e. Native Americans] are not only averse to
the restraints of education, but for the most part are incapable of a continued process
of reasoning on abstract subjects’ (as cited in Gould, 1996: 88–9). Throughout the
nineteenth and the first part of the twentieth century, Morton’s data were used as the
decisive argument for race differences in intelligence.
Interestingly, Morton not only provided a summary table, but full information on
each and every skull in his collection. Gould set out to re-analyse these data. His find-
ings were:
1. The 144 skulls of the Native Americans belonged to many different groups, which
differed in cranial capacity. Morton’s sample was strongly biased towards the Inca
Peruvians, who had smaller brains than the others but also smaller statures (just
like with the other body parts, the size of the brain depends on the overall stature
of a person). There were three skulls of Iroquois, who had brain sizes very close to
those of the Caucasians.
2. Morton excluded the skulls of the Hindus from his Caucasian sample, because they
were deemed ‘too small to be acceptable’.
3. Morton measured the cranial capacity by pouring mustard seed in the skulls and
measuring the amount that was required. This worked reasonably well, except for
two problems. The first was that the seed was a bit sticky and sometimes did not fill
cavities completely. The second was that mustard seed can be compressed. Because
of these drawbacks, Morton later decided to redo his analyses with lead shot.
However, he never published a clear summary table of these data. When Gould did
so more than a century later, he found that the Caucasian cranial capacity stayed
at 87 in3, but that of the Native Americans increased to 86 in3 and that of Africans
to 83 in3. According to Gould, Morton had more rigorously shaken and pressed the
mustard seeds for his Caucasian skulls than for the other skulls.
When Gould corrected for the various biases, his estimates almost wiped out the
racial differences in skull sizes as reported by Morton (the same was true for the
other data reported by Morton in later publications on a total of 623 skulls). Gould
thought it unlikely that manifest fraud was involved. Otherwise, Morton would never
have published a full account of his raw materials. What probably happened was that
Morton happily accepted the data that were in line with his expectations, whereas he
double-checked and ‘corrected’ the data he did not understand. The end result was a
set of ‘scientific’ measures that seemed to ‘prove beyond doubt’ the existence of racial
differences in skull sizes (and, hence, intelligence) and that other researchers copied
because it agreed with their beliefs.
There was a further interesting (and ironic) twist in the Gould vs. Morton dispute
when Lewis et al. (2011) not only re-analysed the numbers used by Morton and Gould,
but in addition redid the cranial measurements for 308 of Morton’s skulls (something
which Gould had not done). What they observed was that Morton’s measurements
were surprisingly accurate and that the few deviations between the initial measure-
ments and the new measurements were not racially biased but randomly distributed.
As it happened, Gould’s ‘corrections’ to Morton’s initial data were more systematic
and theory-driven, making Lewis et al., (2011) conclude that Morton’s description of
the data was closer to the findings than Gould’s. In their own words:
Samuel George Morton, in the hands of Stephen Jay Gould, has served for 30 years as
a textbook example of scientific misconduct. . . . The Morton case was used by Gould
as the main support for his contention that ‘unconscious or dimly perceived finagling is
probably endemic in science, since scientists are human beings rooted in cultural con-
texts, not automatons directed toward external truth’. . . . This view has since achieved
substantial popularity in ‘science studies’. . . . But our results falsify Gould’s hypoth-
esis that Morton manipulated his data to conform with his a priori views. The data
on cranial capacity gathered by Morton are generally reliable, and he reported them
fully. Overall, we find that Morton’s initial reputation as the objectivist of his era was
well-deserved.
(Lewis et al., 2011: 5–6)
Whichever will turn out to be the correct assessment of Morton’s figures (see also
Weisberg, 2014; Kaplan et al., 2015), the observation that the same data set can lead to
different conclusions is a useful reminder of the fact that data collection and analysis
involve selection and interpretation (Silberzahn et al., 2018; Starns et al., 2019), which
make scientific conclusions open to socio-political influences.
Money and Ehrhardt (1972): the trainability of gender identity
Socio-political biases in scientific conclusions are not limited to the biological perspec-
tive. The 1960s and 1970s were a time during which the social perspective dominated.
The economy expanded rapidly, technological advances were breathtaking, and there
was general optimism in American society. Suddenly it did not seem improbable that
further gains could be made by improving the education system and providing bet-
ter services to those in need. Maybe there was more merit in the social powers than
initially acknowledged by Goddard and Terman in the heydays of eugenics? (Gould
(1996) describes how these geneticists recanted some of their views towards the end
of their careers.)
Within this period, it was not surprising to see a book appear in which it was
claimed that a person’s gender identity was strongly influenced by education (Money &
Ehrhardt, 1972). A baby boy turned into a man, not only because of his Y-chromosome
but also because of the way in which he was reared. The same was true for a baby
girl. Again the conclusion was backed with ‘sound’ empirical evidence. A particularly
revealing case in this respect was that of identical male twins, of whom one had his
penis severed aged 8 months during a medical operation. The penis eventually was
removed and replaced by a vulva, and the parents were advised to raise the boy as a
girl. Money and Ehrhardt concluded that after these simple changes the boy happily
grew up as a girl, proving that gender identity was not primarily due to genes, but to
the ways in which education depended on the anatomical differences with which boys
and girls were born.
Money and Ehrhardt’s finding was seized upon by textbook authors who presented
it as the decisive evidence for the power of social factors in mental and social life. How-
ever, with the growth of the biological perspective towards the end of the twentieth
century, the case was revisited and found to have been misrepresented (Diamond &
Sigmundson, 1997). Brenda (previously Bruce) Reimer did not remember her child-
hood as a happy one. From the beginning she had difficulties with the fact that her
parents treated her as a girl. She walked like a boy, fought with other boys, and had
to change schools a few times because of bullying and behaviour problems. The crisis
reached its peak when at puberty she had to take hormones and needed-another opera-
tion to continue her female development. In the end, at the age of 14 she was told the
truth about what had happened, and she experienced this as a huge relief. Later she
had a sex change operation and became David, a name chosen for its analogy with
the fight between David and Goliath. He married a single mother with three children
and was happy with his renewed role. In the end, however, the story took a tragic turn.
David’s twin brother (who had mental health problems) committed suicide in 2002.
Shortly afterwards, David lost his job and savings, and was told by his wife that she
wanted to end their marriage. In 2004, he committed suicide as well.
By that time, David’s case had become famous again, because it had been seized
upon by a journalist first to write a story in Rolling Stone magazine (in 1997), and
later to publish a book (in 2000), followed by an acclaimed BBC Horizon documentary
(also in 2000). In line with the changed social climate, the case was now presented as
evidence against the social perspective and in favour of a strict biological interpreta-
tion of the development of gender identity. To redress the balance, it may be good to
know that one sister of a pair of monozygotic twins in The Netherlands at the age
of 17 decided to change into a man, which felt like a liberation after a lifetime in the
wrong body (Decates, 2019). Clearly, the genome is not the only influence on gender
identity, in line with what was covered in Chapter 13.
What do you think?

There is a lot of information available on Money and Ehrhardt’s case study on the
internet, under the titles ‘David Reimer’ and ‘The boy who was turned into a girl’.
Search for it, and see how it fits in with a changing socio-political context. Also
notice the impact of the socio-political context on the media.
Examples of current social influences: hidden racism and sexism

Socio-political influences are conspicuous for examples from the past, because the
change in context makes the extent of the impact clearer. One cannot help but cringe
and feel vicarious shame when reading some of Goddard’s and Terman’s texts. Surely
such practices no longer exist in current-day psychological writings? Or do they, and
are we simply not noticing them?
Teo (2005) acknowledges that blatant scientific racism, as found in the texts of God-
dard and Terman, is no longer present in the current literature. However, in his view
this does not preclude psychologists from still being influenced by the in-group bias,
the belief that one’s own group is superior in knowledge and skills to other groups.
This bias shows itself in the fact that other groups are no longer explicitly denigrated,
but they are ignored. Scientists from non-dominant groups find it harder to get their
manuscripts accepted for publication and, if they do manage this, very few colleagues
from the dominant group take notice of their articles. Teo calls this ‘hidden colonial
hidden racism thinking’ or hidden racism. As he writes:
advancing one’s own race
by non-conspicuous biases I suggest that most contemporary psychologists view scientific racism and blatant racial
against other groups prejudices and actions as aberrations of the discipline’s past. However, from a post-
(usually by ignoring their colonial perspective the major problem nowadays is not scientific racism . . . but hidden
contribution) colonial thinking. Hidden colonial thinking in psychology, as hidden culture-centrism in
general, expresses itself in terms of exclusion or disregard of non-Western psychologies.
(Teo, 2005: 166)
As a result, psychological research in all countries is dominated by what is thought to
be interesting in the Anglo-Saxon world, as was observed by Gulerce (2006: 76) for
Turkish psychology:
The interpellation and normalization of American psychology is so strong in Turkish
society . . . that Turkish psychologists do not get to study systematically and think
about the long historical period prior to the common celebratory historical marker of
the establishment of a Western chair of experimental psychology at a Turkish univer-
sity. Furthermore, Turkish psychology is even more ahistorical, acultural, and asocial
than American psychology, so that even the very idea of critical and cultural history
of psychology in Turkey seems oxymoronic, as a good example of overidentification.
A similar criticism was raised by Rogers and Pilgrim (2005) and Watters (2010)
about the treatment of mental health problems. They argue that currently a universal
treatment based on Western research and values is being promoted throughout the
world, irrespective of the cultural, social or economic context of the people involved
(see also below).
Along the same lines, Gillborn (2016) argued that the avoidance of explicit refer-
ence to race in twenty-first century intelligence research should not be mistaken for
an absence of racialised thinking. Given that the biological origin of intelligence is
getting ever more attention (Chapter 13), group differences tend to be seen as genetic
differences, even if race is never mentioned. Gillborn feared that the new softly-softly
version of hereditarianism may be more dangerous than the earlier outspoken version.
Gender equality is another example of hidden social biases. Whereas around
80% of psychology undergraduates are women, at many places they form less than
20% of senior positions (full professors, university authorities). They are also vastly
underrepresented in positions of power within the discipline; for example, as journal
editors or as leaders of psychological societies. Often, this disparity is ascribed to
historical inequalities (that are only being addressed now), or to women’s lifestyle
choices (prioritising child rearing over career goals). However, as in other sciences
(e.g. Moss-Racusin et al., 2012), implicit biases are also easily detected. For instance,
many learned societies organise conferences to present the newest findings, and they
invite featured speakers thought to be conducting the most interesting research. This is
also the case for the Psychonomic Society, an international organisation of psychology
researchers. However, when it organised a meeting in Amsterdam in 2018, members

were outraged to discover that only 6 of the 35 featured speakers were women, despite
the fact that women make up 48% of the society’s membership. This was all the more
striking because in all of its explicit structures the society makes a great effort towards
gender equality.
What do you think?

According to Verhaeghe (2009), another example of current social influence
is the tendency to blame people and the consequences this has for the relative
importance of biological, psychological, and socio-cultural factors in the
explanation of psychological phenomena (Chapter 13). Because it is easier to
blame individuals for their biological and psychological faults than (powerful)
social groups for their pathogenic values, the influence of social factors tends
to be underplayed in the explanation of mental disorders. In addition, because
it is less threatening for individuals in current society to blame their problems
on a dysfunctional body than to a dysfunctional mind, biological explanations
have an extra appeal. Consequently, biological factors nowadays dominate
research on mental disorders. This not only relieves society and individuals of
their responsibility to change their functioning; it also provides pharmaceutical
companies with an opportunity to make money (see below). Do you agree with
this assessment?
Socio-political influences on psychological practice

The socio-political context not only influences the theories built by psychologists, but
also affects the conditions under which they work. Below we list two examples.
An increased interest in ethical issues
One of the developments of the last decades is an increased concern for ethical issues.
Two big social changes lie at the heart of this shift. First, there was the acknowledge-
ment that some experiments in the past (in particular medical experiments) were run
despite knowing that they would harm the participants. An important catalyst in this
respect was the large-scale medical research done in World War II, which came to
light during the Nuremberg medical trials (1946–1947; Weindling, 2004). The ethical
issues raised at this trial (e.g. to what extent the forced sterilisations and experiments
on inmates in Germany differed from those in the USA) resulted in the Nuremberg
Code on the conduct of experiments with humans. A central principle in this code was
informed consent informed consent. This principle stipulates that participants can only take part in an
central principle in ethics, experiment after they have been informed about what will be involved (including the
saying that people can risks) and after they have explicitly and voluntarily given their consent to participate.
only take part in a study Because of the vulnerable position in which individuals may find themselves when
after they have been
informed of what will asked to give consent, it later became pivotal that an experiment not only involved
be involved and after informed consent from the participants, but also was approved by an independent
they have explicitly and body, an ethics committee.
voluntarily agreed to The second social trend that made ethical issues central in research was the increased
participate
probability of legal action in case of a participant making a complaint. As a result,
all official institutions introduced measures to ensure that no research could be car-
ethical code of conduct ried out under their responsibility without proper ethical controls. Ethical codes of
protocol that includes conduct were established and individual applications were checked to make sure they
all the ethics-related adhered to the code.
conditions to which a
study must adhere
A typical example is the Code of Human Research Ethics established by The Brit-
ish Psychological Society, which can be downloaded from their website www.bps.org.
uk. It contains, among others, the following requirements for research with human
participants:
1. Ethical approval for all research. All research requires ethical approval by an inde-
pendent body. This body makes sure that the research proposal adheres to the code.
2. Protection of participants. This not only involves protection from possible harm,
but also preservation of the dignity and rights of the participants, and safeguards
to ensure anonymity and confidentiality. Protection also requires competent
supervision.
3. Informed consent. No research on a person may be carried out without the
informed, free, express, specific and documented consent of the person. If the
research cannot be done without concealing its true purpose, the ethics committee
will make sure that the deception involved does not prevent the participants from
giving informed consent.
4. No coercion. No participant should feel coerced to take part in a particular study.
5. The right to withdraw. Participants have the right to withdraw from any given
research if they no longer feel comfortable. They can do so at any time without
penalty and without providing a reason. Participants can also require that their
data be withdrawn from the study.
6. Anonymity and confidentiality. Participants must be assured that all information
they give will be treated with the utmost confidentiality and that their anonymity
will be respected at all times unless otherwise determined by the law. Procedures
for data storage must conform to the Data Protection Act.
7. Appropriate exclusion criteria. Researchers must make clear which participants
cannot take part in the study (e.g. on the grounds of a pre-existing condition).
These criteria must not involve arbitrary discrimination.
8. Monitoring. Researchers are obliged to monitor ongoing research for adverse
effects on participants and to stop the research if there is cause for concern.
9. Duty of care. There is a duty of care on researchers to respect the knowledge of
their participants and to ameliorate any adverse effects of their study. This involves
the need for a debriefing at the end of the experiment. The debriefing consists of
an explanation of the goals and the procedures of the study to the participants; it
must also correct any form of deception that may have been included in the study.
10. Additional safeguards for research with vulnerable populations. Vulnerable popu-
lations include schoolchildren under the age of 18, people with learning or com-
munication difficulties, patients, people in custody and probation, and people
engaged in illegal activities. No research on these populations can be done without
the additional written consent of the people responsible for them.
11. Appropriate supervision. Student investigators must be under the supervision of
a member of academic staff and must be made aware of the relevant guidelines
and of the need to observe them.
Codes of conduct are not only for those doing research. Similar codes have been
established by professional societies to regulate the interactions between psychologists
and clients. For instance, the British Psychological Society has a Code of Ethics and
Conduct based on the following four domains of responsibility: respect, competence,
responsibility and integrity. Each domain involves a number of values and is further
defined by a set of standards (for further information, see the British Psychological
Society, 2018).
What do you think?

An important aspect of everyday research in psychological departments is proper
debriefing of the participants about the manipulations that were introduced
and their possible effects or side-effects. After a review of existing practices
Sharpe and Faye (2009) concluded, however, that debriefing is rarely detailed in
research papers and often seems to have been minimal. Does this agree with your
own experiences? Have a look at the recommendations given by Sharpe and Faye.
Do you agree with them? Or are they unnecessarily prolonged for the majority
of experiments you (have to) take part in? How much debriefing do you want or
need after each experiment? Are there differences between experiments?
Litigation and the importance of documented evidence

One of the conclusions you may have drawn from this book thus far is that scientific
knowledge is not to be trusted, because it is too tainted by the prevailing paradigm
and the socio-political pressures that impinge on scientists. Such a conclusion can be
defended and would put you in line with Feyerabend (who saw science as just another
religion) and the postmodernists (who claimed that scientific knowledge is nothing
but a social construction by the scientific community; see Chapter 9).
On the other hand, it is important to keep in mind that the very same biases apply
to all kinds of knowledge and that the non-scientific approaches arguably have even
fewer defences against them. Although scientists do make errors and from time to
time and draw wrong conclusions on the basis of their findings, there are a number of
mechanisms that allow others to evaluate the claims and to present counter-evidence.
These are (see also Chapters 10 and 11):
● the requirement that the knowledge is coherent and cumulative (i.e. is related to the
existing knowledge),
● the requirement that the knowledge is made available, so that it can be checked,
● the requirement to use well-defined and widely accepted methods of information
gathering,
● the requirement of clarity of exposition (i.e. ambiguous statements are not
accepted),
● the requirement that the knowledge is primarily based on prediction and falsifica-
tion attempts,
● the requirement that the knowledge is not set in stone, but will be revised in the
light of contradictory evidence.
Because of the above requirements, scientific knowledge is among the most trustwor-
thy we have (though not fail-safe, as we have seen). Therefore, it is increasingly relied
upon in Western society to make important decisions and to settle disagreements
(e.g. in court). This brings us to a rather paradoxical situation: even though we are
becoming increasingly aware of the relativity of scientific knowledge, we neverthe-
less rely more and more on it to make decisions, simply because the alternatives
are more questionable. Although intelligence tests and achievement tests have their
disadvantages, it is more acceptable to be excluded from a university on the basis
of an achievement test taken by everyone, than on the basis of the whim of a single
person deciding about the entry (e.g. Sackett et al., 2009). Students who have reason
to believe the test was biased against them can search in the scientific literature for
evidence to back their suspicion and can use this in their dispute. Similarly, groups
that have good reason to question the usefulness of a test can campaign for another
admission procedure (e.g. one no longer involving the initial selection of students) or
for the use of another, better test.
On balance, the rising reliance on scientifically gathered evidence has been benefi-
cial for psychologists, as their expertise has increasingly been called upon in situations
that could give rise to appeals (Chapter 8). This led, for instance, to an explosion in
the use of tests and psychological assessments in the judiciary system. An increasing
number of verdicts are based on documented evidence by independent assessors rather
than on subjective judgement alone.
Bringing psychology students back into line
A surprising (and depressing) observation is how little seems to have changed in soci-
ety’s views and expectations of psychology in the last century, despite the large num-
bers of students taught on the subject (Chapter 10; see also below). Reasoning fallacies
that have been discovered almost 50 years ago are as much present in current student
populations as they were before their discovery (as every lecturer of an introductory
course of psychology can tell). Similarly, the popular image of psychology and psy-
chologists does not seem to be markedly different now than it was 100 years ago. As
if all psychology courses were in vain!
A cynical view of education was put forward by Dore (1976, 1997). According to
him, the goal of education is not to teach students valuable knowledge and skills, but
to limit access to highly desired positions with limited employment. So, engineering
studies include substantial maths, not because an engineer needs all of this training
for the job but because it is a powerful selection mechanism. Similarly, degree courses
in psychology are not meant to teach students necessary skills but to limit access to a
coveted profession. As soon as the degree is obtained, students are allowed to forget
everything they learned during their degree (including statistics and research methods),
and take up the position of psychologist as seen by society at large (and learned on
the job).
There is evidence that many practising psychologists see their degree as a rite of
passage and are not overly influenced in their work by what they were taught. This has
been reported for clinical psychologists (Murphy Paul, 2005; Stewart & Chambless,
2007; Lilienfeld, 2010; Stewart et al., 2012; Vollmer et al., 2013; Gyani et al., 2014),
industrial-organisational psychologists (Briner et al., 2011; Bartlett & Francis-Smythe,
2016), and school psychologists (Murphy Paul, 2005; Lilienfeld et al., 2012; Pasquinelli,
2012; Dekker et al., 2012). There is also the troubling observation that psychology
practitioners do not seem to learn much from their experience once the studies are
over, given that experienced therapists do not obtain better results than therapists just
finishing their studies (Spengler et al., 2009; Vollmer et al., 2013; Tracey et al., 2014;
Mason et al., 2016; Schulte-Mecklenbeck et al., 2017). In this respect, psychologists
may take some comfort from knowing that the same is true for medical practitioners.
Jena et al. (2018) reported lower mortality rates due to heart failure or cardiac arrest
when patients were admitted to hospital during cardiology meetings (when the senior
cardiologists were absent) than on non-meeting days.
The observation that psychology practitioners (just like many other practitioners)
happily forget most of what they were taught during their studies and perpetuate exist-
ing customs and traditions is a clear example of how society moulds psychology (and
psychologists). Shah et al. (2017) tried to understand why it is so difficult for people
to use the scientific method. They ventured five reasons:
1. We are influenced too much by anecdotes.
2. We overestimate our comprehension of science.
3. Our prior beliefs have a strong influence.
4. We are affected too much by graphs, formulas and meaningless neuroscience.
5. A lot of our reasoning is motivated reasoning (reasoning inspired by a desire to
arrive at a specific conclusion).
A sixth variable impeding the use of the scientific method is the fact that the conse-
quences of our errors are sometimes minimal for our own functioning and that in such
situations we rarely seek feedback about the quality of our actions and decisions. As
a result, we can remain blissfully unaware of how bad we are. According to Hogarth
(2005) and Kardes (2006) we only develop good intuitions about what works and what
not, when we get frequent, rapid, unambiguous feedback. When there is no feedback,
we must rely on science.
A seventh consideration is that the incremental improvement due to scientific
knowledge is often limited. Although applying scientific knowledge has a statistically
significant effect on performance, the practical improvement may remain small. For
instance, in Chapter 8 we discussed how personnel selection improves considerably
when IQ tests, structured interviews and personality tests are used. However, extra
gain from more tests is often small (e.g., Mussel, 2012; Sackett et al., 2017).
In addition, there is the knowledge that new scientific insights regularly turn out to
be wrong (Chapter 11), and there has been some research suggesting that intuitive deci-
sions are better than analytical, scientific thinking (Wilson & Schooler, 1991; Ambady
et al., 2006; Kahneman, 2011). Such research may suggest that it is not so important for
practitioners to draw on scientific knowledge. However, as we have seen in Chapter 11,
much of the evidence for the superiority of unconscious thinking has recently been
called into question (also see Nieuwenstein et al., 2015; Vadillo et al., 2015).
What do you think?

Are you studying psychology to obtain a degree or to obtain knowledge? Do you
think you will keep using statistics and scientific evidence after your studies? If
you read this chapter after finishing your studies, how well does Dore’s view on
education fit your profile?
Psychologists as pawns in power games

A main theme in sociology is the struggle for power between the various groups in
society. Each group tries to increase its share of resources and its control over the oth-
ers. Sometimes this results in an open conflict, but most of the time the tensions are
sorted out by means of alliance formation. Psychologists as a group are entangled in
this process. They try to improve their standing by manipulating others (see below),
but at the same time they are constantly being used by other groups as part of their
power struggle. An influential thinker about the use of power in societies was the
French social historian and philosopher Michel Foucault (1926–84).
Foucault and the power of discipline
In 1976 Foucault published a book, Surveiller et Punir (Discipline and Punish), in
which he discussed how rulers discipline their inferiors. Until the eighteenth century,
power was applied by brute force: by torturing, executing and burning those who
defied the king’s authority. This was often done in public to set an example. However,
despite the use of brutality, the strategy was rather inefficient, because power was
applied only sporadically, when a situation got out of hand.
A much better system was a constant surveillance system, in which minor devi-
ances were immediately detected and corrected. An additional advantage of such a
system was that it disciplined the subjects to such an extent that they automatically
and unthinkingly followed the rules imposed upon them. Such an organisation became
more and more dominant from the eighteenth century on, because in the industrial
and the post-industrial world production started to depend on smooth interactions
between large numbers of people who all performed specialised tasks.
One of the first examples of a surveillance system was the Panopticon proposed
in 1785 by the British philosopher Jeremy Bentham. It consisted of a building with
individual cells that could permanently be observed from a central tower. Bentham
saw this as the ideal organisation for prisons, penitentiary houses, houses of industry,
workhouses, poor-houses, factories, mad-houses, hospitals and schools. For efficiency
purposes, he further proposed that the inmates must not be able to see into the obser-
vation tower, so that it was not necessary to permanently man the tower.
Another form of surveillance is to regularly check the workers. Medical (and later
psychological) practitioners were brought in as part of this surveillance. The American
sociologist F. Allan Hanson (1993) discussed two techniques that have been used in
this respect. The first consisted of regular screenings with a lie detector. From time
to time employees were required to take part in an interview about their functioning,
while they were connected to a lie detector. Such a machine registers the physiological
responses that accompany anxiety about lying (such as differences in blood pressure,
sweating and changes in the voice). It was made clear to the employees that there was
no point in trying to lie, because the machine would expose them. Lie detection tests
became part of the working conditions in the USA in the 1980s. Hanson reported
estimates of up to two million tests per year, until they were banned in 1988 for most
purposes in the private sector (but not in the public sector), because they were expe-
rienced as too demeaning.
The second surveillance technique mentioned by Hanson (1993), and still in use,
consisted of random drug tests, whereby the urine of employees is tested at random
time intervals for the presence of illegal substances. Because of the unpredictable tim-
ing and the fact that they were able to trace drugs taken a few days before, these tests
are extremely efficient within a surveillance system.
Within Foucault’s world view, the primary role of psychologists is to help with the
surveillance of mental health patients, students, employees and everyone else they are
asked to assess and advise. The main task of psychologists is not to help clients, but to
keep them in line with the prevailing social organisation. Baritz (1960), for instance,
showed how psychologists and other social scientists nearly always chose the side of
employers and not that of employees. He called them “servants of power” (see also Brief
2000). This explains (part of) the popularity of psychologists’ tests. As Hanson wrote:
What is unique about [medical and psychological] testing is that it has brought knowl-
edge, control, and the social definition of the person to a new level of perfection and
totality. Never before has any society deployed such a rich and ingenious panoply of
dedicated techniques to scan, weigh, peruse, probe, and record the minutiae of its mem-
bers’ personal traits and life experiences. Never before has science, with all the power
and prestige that have come to be associated with it, been brought so fully to bear on the
problem of generating, storing, and retrieving precise knowledge about so many facets
of the human individual. As a result of so much testing, it is certainly fair to say that
more knowledge has been accumulated about individuals in contemporary society than
at any previous time in history. This knowledge is used to control the behavior of indi-
viduals and also to characterize them in terms of their achievements and talents, their
physical and mental characteristics, their normalities and abnormalities as measured
along innumerable dimensions, many of which were not even recognized a century ago.
(Hanson, 1993: 5)
Foucault’s views on madness

Foucault’s views about the treatment of mental disorders were even clearer in a pre-
vious book: Folie et Déraison (Madness and Civilisation), published in 1961. In this
book Foucault described how societies need outcasts, because their exclusion makes
everyone else feel better. At first, the outcasts in the Western world were the peo-
ple with contagious diseases, in particular leprosy. When they disappeared, society
searched for a new group to exclude, which turned out to be the insane. Before, these
people had been left alone, as they did not cause major problems. Under the new
regime, however, they were locked up together with common criminals (Chapter 4).
With the rise of scientism and the fall of religion, mad people were no longer con-
sidered to be criminals, possessed by devils. However, this did not make them free
again. Instead, the notion of mental illness was invented. The insane became subjects
for diagnosis, discussion and regulation. They were locked up in asylums and put in the
hands of hospital directors and psychiatrists. As happened in society at large, the way
in which they were disciplined changed as well. They began to be managed through
fear rather than through physical constraint. The wardens became the new social
authority, both as judge and as representative of sanity. The insane were made aware
of their madness by repeatedly being told of the irrationality of their fellow inmates.
Foucault (1961) further related the establishment of asylums to a change of values
in Western society. Before the eighteenth century, the major sin was ‘pride’ (vanity);
then it turned into ‘idleness’, the failure to work hard and utilise one’s gifts and talents.
Because of this change of values, idle people became perceived as rebels and, therefore,
were confined to institutes where they were forced to work, even if the work did not
result in utility or profit.
Again, in Foucault’s world view, psychologists entered the system, not to change it
but to continue it, to keep the insane obedient and tranquil at the outskirts of society.
What do you think?

What do you think of Foucault’s assessment of psychologists as guardians and
surveillants (servants) of the ruling powers?
KEY FIGURE Michel Foucault

● French philosopher and historian (1926–1984).
● Best known for his critical studies of social institutions, which he defined in terms of
power seeking (e.g. the prison system, psychiatry and medicine).
● Folie et Déraison (Madness and Civilization): Book published in 1961, in which Foucault
claimed that people suffering from mental disorders became treated as outcasts in the
fifteenth–seventeenth centuries, because society needed such a stigmatised group
after the gradual disappearance of the contagious illness leprosy.
● Surveiller et Punir (Discipline and Punish): Book published in 1976, in which Foucault Source: INTERFOTO/
argued that in current society power is no longer exerted by brute force but by Personalities/INTERFOTO/
Alamy Stock Photo.
constant surveillance and correction. Claimed that psychologists were part of the
surveillance and correction machine.
● Also one of the first postmodernists to question the special status of science, and argue that scientific
statements were social constructions, part of the constant power game in society.
Corporate interests
Though personality tests were developed by psychologists, their most enthusiastic
proponents are often non-psychologists (Murphy Paul, 2005). Publishing companies
frequently see the commissioning of popular psychological tests as a means of increas-
ing revenue. These publishing companies then advertise use of the tests in a variety of
settings (e.g. assessment of disorders, tests of wellbeing in schools, personnel selec-
tion in businesses). Similarly, though psychologists may be best equipped to use and
interpret these tests, most often these tests are administered by non-psychologists who
have received limited psychological training (Murphy Paul, 2005). There is a demand in
society to gain quantitative measures of aspects of personality, and for the companies
pushing use of these tests, sales are more important than whimsical demands from
academic psychologists, such as reliability and validity (Chapter 8).
In the twentieth century universities became commercially oriented too. Members
of staff were encouraged to take patents and to commercialise the products they devel-
oped, so that the university could profit from the income. A consequence is that an
increasing number of tests and assessment protocols are locked behind a paywall. A
similar story can be told about textbook publishers, which value sales more than dis-
tribution of knowledge. Other examples of corporate interests are the use of psycho-
logical research techniques to profile personalities of users of online social networks
(Back et al., 2010) and to sell them for profit (Isaak & Hanna, 2018), and the alleged
use of conditioning techniques to keep people hooked on their smartphones (Haynes,
2018; Stolzhoff, 2018).
The misuse of psychological knowledge by pseudoscientists

Corporate interests are but one example of how psychologists’ knowledge is hijacked
by groups who do not subscribe to the scientific ethos. Another form of misuse is the
exploitation of psychological findings and tests by alternative ‘healers’ and ‘advisors’
to strengthen their own claims, to give them credibility and to help them make money.
Just as in many other sciences, psychological knowledge has been recycled by individu-
als who were not primarily interested in the truth of the findings (or at least in the fact
that they were evidence-based), but in the extent to which they advanced their own
case. Even as far back as 1929, Roback had noted that ‘psychology, alas, seems to have
polarized all the cranks, quacks, and faddists’ (p. 264, as mentioned in Koppes, 2014).
The knowledge spread by people who do not subscribe to the scientific ethos has
variously been described as pop psychology, pseudopsychology and pseudoscience,
counterknowledge (Thompson, 2008), mumbo-jumbo (Wheen, 2004) or bullshit
(Frankfurt, 2005). The essential element of this type of knowledge is that evidence-
based statements are freely combined with made-up statements, statements from dubi-
ous sources, and statements that are known to be wrong. As Frankfurt (2005) argued,
such knowledge is worse than lying, because the user does not know what the truth is
and does not care (unlike a liar). All that matters is whether a statement advances the
case the person wants to make.
What do you think?

Thompson (2008) holds that the internet has made the spreading of
pseudoscience easier. As a result, he claims, this type of knowledge can rapidly
gain power nowadays and turn into a ‘counterknowledge industry’, in which (big)
money is made out of bogus science. Do you agree with this? Or do you think
the internet helps people to become more critical, because they can more easily
check the status of claims?
It can be argued that the status of pseudoscience has grown because of the post-
modernist claim that science is nothing but a social construction by the community
of scientists (see the ‘science wars’ in Chapter 9). Because postmodernists deny the
objectiveness of scientific knowledge, they no longer make a distinction between
evidence-based statements and made-up statements. The dangers of this attitude
were illustrated by the American physicist Alan Sokal in 1996 when he submitted a
manuscript for a special issue of the postmodernist journal Social Text devoted to
the science wars. The manuscript, entitled ‘Transgressing the boundaries: Toward a
transformative hermeneutics of quantum gravity’, defended an extreme form of cog-
nitive relativism. It claimed that there was no external world, whose properties were
‘independent of any individual human being and indeed of humanity as a whole’. As
a result, it arrived at the conclusion that mathematical and physical notions such as
Euclid’s p (used for calculating the area and the circumference of a circle), formerly
thought to be constant and universal, should be seen in their ‘ineluctable historicity’.
The manuscript was accepted for publication without the need for any major revi-
sion, and published (Sokal, 1996a). Sokal immediately wrote an accompanying article,
in which he revealed the parody and showed how unfounded and nonsensical his claims
were (Sokal, 1996b). The original manuscript had been written with such leaps of
logic ‘that any competent physicist or mathematician (or undergraduate physics or
math major) would realize that it is a spoof’ (Sokal, 1996b: 62). The fact that the
paper was nevertheless published in a leading humanist journal showed how close the
postmodernist view of science had come to pseudoscience (or any of the other words
mentioned above), as can be seen in the following excerpts from Sokal:
to test the prevailing intellectual standards, I decided to try a modest (though admit-
tedly uncontrolled) experiment: Would a leading North American journal of cultural
studies . . . publish an article liberally salted with nonsense if (a) it sounded good and
(b) it flattered the editors’ ideological preconceptions?
The results of my little experiment demonstrate, at the very least, that some fashion-
able sectors of the American academic Left have been getting intellectually lazy. The
editors of Social Text liked my article because they liked its conclusion: that ‘the content
and methodology of postmodern science provide powerful intellectual support for the
progressive political project.’ They apparently felt no need to analyse the quality of the
evidence, the cogency of the arguments, or even the relevance of the arguments to the
purported conclusion.
(Sokal, 1996b: 62)
In a later publication with the physicist, Jean Bricmont, Sokal stepped up his criti-
cism. Sokal and Bricmont (1997) accused the postmodernists of abusing concepts and
terminology coming from mathematics and physics by:
● referring to scientific theories about which they have, at best, an exceedingly hazy
understanding; scientific terminology is used without bothering about what the
words actually mean,
● importing concepts from the natural sciences without the slightest conceptual or
empirical justification,
● displaying a superficial erudition by shamelessly throwing around technical terms
in a context where they are completely irrelevant, with the sole goal to impress and
intimidate the non-scientist reader.
Although Sokal’s initiative had a strong impact, it did not stop the publication of
unsubstantiated claims in academic journals. Between 2017 and 2018, Boghossian,
Lindsay and Pluckrose submitted a series of hoax articles to journals of gender and
social studies to test the quality of peer review (one of them was called ‘The concep-
tual penis as a social construct’). Several of the articles got accepted. Perhaps as a sign
of the changed times, the authors not only received praise (as Sokal did), but were also
criticised for misusing the publication system (as you can easily find on the internet).
One of the authors even got investigated for misconduct by their university. As we saw
in Chapter 11, the situation has not improved with the rise of predatory journals will-
ing to publish anything for an article processing charge. McKay and Coltheart (2017)
got an article accepted that did not pretend to make a coherent story.
Postmodernist revisions may also have costs for psychology. ‘Freeing psychology
from its shackles of methods and theories’ (Forshaw, 2007) may be appealing (e.g.
to students taking their exams), but is unlikely to improve the quality of the services
psychologists provide (APA Presidential Task Force on Evidence-Based Practice, 2006).
There is no evidence that untrained managers are able to select personnel as well as
qualified psychologists (quite on the contrary, as we have seen in Chapters 8 and 12)
and the thought of having untutored people give therapy simply on the basis of their
own intuitions and whims is not particularly reassuring either. There is a good deal of
evidence that bona fide treatments (i.e. treatments based on therapies that have been
validated and accepted in mainstream psychology) are better than non-bona fide treat-
ments (Wampold et al., 2002; see also Messer, 2004; Brouwer et al., 2019). Indeed, in
most countries the main problem is not that existing psychologists are abusing their
powers (although individual cases exist) but to protect clients from bogus therapists.
Although scepticism of overdrawn scientific claims is healthy (Chapters 9 and 11), it
may be good to keep in mind that a number of people are willing to assume scientific
credentials (and the accompanying status in contemporary society) without the cor-
responding knowledge, training or ethics.
The misuse of psychological knowledge in times of war
An even more worrying concern is that psychological knowledge may be misused
against people by psychologists themselves. An alleged example of such exploitation
is the use of interrogation techniques based on learned helplessness in war prisoners
(for a review, see Mayer, 2008). Research in the 1960s suggested that subjecting dogs
to a series of electric shocks from which they could not escape destroyed them emo-
tionally, so that they no longer tried to escape when, later, there was the possibility
to do so. This research on learned helplessness was important for the understanding
of feelings of depression in individuals who no longer had control of their situation.
Gradually it also became incorporated in the training of soldiers, to warn them in
case they were captured.
At some point, however, according to Mayer the knowledge was reverse-engineered
(by CIA psychologists) and used against so-called ‘enemy combatants’ in the American
War on Terror. Although the charge provoked a sturdy response from the American
Psychological Association, which issued a resolution reaffirming its position against
torture or other cruel, inhuman or degrading treatment of enemy combatants, con-
cerns have been raised that the APA response was not fast enough and lacked the
authority to prevent similar events in the future (e.g. Welch, 2009). At least, the inci-
dent was a wake-up call that psychology is not immune to abuse of its knowledge and
that psychologists may be actively involved in such mistreatment.
What do you think?

Can you think of other examples in which psychologists may get involved in power
struggles between social groups? Is there anything that can be done about this?
The meagre record of psychologists in power games so far

Although some authors are impressed by the impact psychologists have been able to
make in society (e.g. Ward, 2002), others are decidedly underwhelmed. Cummings and
O’Donohue (2008), for instance, point out that psychologists in America are among
the worst-paid university graduates and that their financial situation is further dete-
riorating (see also Rajecki & Borden, 2011). Cummings and O’Donohue (2008) argue
that psychologists have not played their cards well in the power games so far. They
point to the following ‘blunders’ that have been made:
1. Psychologists have not been able to convince society that they have specific, worth-
while knowledge. In particular, they have failed to show that higher-level study (e.g.
a master’s or PhD in clinical psychology) add further benefits.
2. Psychology has failed to form a proper alliance with medicine. There should be a
psychologist in every primary care setting. The fact that this is not the case is due
to the resistance of psychologists to the medical profession and to the fact that
psychologists are single-minded about what treatment they are willing to offer (e.g.
50-minute therapy sessions). The consequence is that functions psychologists should
have (support, counselling, encouraging people to engage in health-improving activ-
ities, making sure patients adhere to their treatments, etc.) are taken up by nurses.
3. Psychology has failed to form a proper alliance with religion. Thus, its standing
within church-related social and health services is compromised.
4. Academic and professional psychologists have failed to form a proper alliance, sup-
porting and improving each other. As a result, education is less than optimal and
practitioners have not been helped by academics to carve their niches.
5. Psychologists have a disparaging attitude to and poor knowledge of money and
economics, and as a result, they undersell themselves.
According to Cummings and O’Donohue (2008), psychologists must get their act
together if they want to have real standing in society. Currently they punch below
their weight.
An interesting contrast is that between psychology departments and business
schools. Psychologists are increasingly employed in business schools, management
schools and departments of economics, because they have the knowledge and tools
to understand behaviour. These schools and departments see industrial and organisa-
tional psychology as valuable targets to increase their market share, and thus confer
considerable value and social status on those with expertise in these fields.
What do you think?

What do you think of Cummings and O’Donohue’s assessment? Does it apply to
your country as well, or do you find it exaggerated?
Interim summary
The ways in which society has influenced psychology
● A first factor in the growth of psychology was the decline of the impact of religion and
the increase of scientific thinking in Western society.
● Society also provided topics and metaphors to the psychological researchers. Metaphors
are analogies that help psychologists to better understand the phenomena they are
investigating (e.g. the mind as a computer).
● Because science is a social enterprise, socio-political values have influenced the ideas
psychologists put forward and the theories they examined. We illustrated this with the
different views on intelligence testing and the changing roles of social and biological
factors in gender identity.
● Society also influences the daily practice of psychologists. For instance, it has led to
more interest in ethical issues and to an increased use of psychological tests in courts.
● According to sociologists, psychologists have been used in the power games
that are going on in society. Foucault argued that psychologists were used for
the surveillance of various groups. Psychology’s findings have also been used by
companies and pseudo-scientists, who freely combined evidence-based statements with
made-up claims.
● Furthermore, there is the concern that psychological knowledge may be misused against
people (e.g. prisoners). Finally, some authors argue that psychologists have not played
their cards well in the power games so far, so that their standing in society is lower than
it could be.
14.2 Ways in which psychology has influenced society
In this section we will discuss ways in which psychology is thought to have influenced
(Western) society. In particular, we will focus on the critiques raised against psychol-
ogy, as these tend to be covered less well in traditional psychology courses and help you
to better understand the perceived role of psychologists in present-day life.
The psychologisation of society

Many psychologists do not realise it, but the impact psychology has on the way in
which people interact is enormous. This is not due to the number of psychology stu-
dents completing their studies each year (although psychology degrees are among the
most popular at most universities), but to the number of other students who have
psychology courses as part of their degrees, the number of articles devoted to psychol-
ogy in newspapers and magazines, the number of radio and television programmes
dedicated to psychological topics, and the frequency with which people talk to each
other about psychological issues (see Chapter 8).
De Graaf and Kalmijn (2006) interviewed a large cohort of Dutch men and women
who had been divorced, about their reasons for divorce. They found that the most
frequently given reasons were psychology-related, such as ‘we grew apart’ (78% of
respondents), ‘we didn’t pay enough attention to each other’ (74%) and ‘we were
not able to talk’ (73%). These reasons were given much more frequently than sexual
problems (42%), physical violence (16%), alcohol or drugs problems (22%), infidelity
of the spouse (37%) and division of household chores (22%). In addition, the impact
of the psychology-related reasons showed a steady increase over the second half of
the twentieth century: more people who had divorced towards the end of the century
mentioned them than people who had divorced in the middle of the century.
The authors related these findings to what they called the psychologisation of soci-
ety, the fact that economic ties in primary relationships have become less important
over time, whereas emotional ties have grown in importance. The sociologist Steven
Ward (2002), who critically reviewed the development of psychology, used the word in
psychologisation a slightly different way. In his view, psychologisation refers to the growing impact of
word used with two psychology on society. This is how he started his final chapter, entitled ‘The psycholo-
different meanings gization of the United States’:
referring to: (1) the fact
that emotional ties and Throughout this book I have tried to illustrate how over the course of the last century
personal well-being have psychological categories and practices became ‘naturalized.’ As this happened, psychol-
become important in
primary social relations,
ogy, like other naturalized ideas and categories, ‘disappeared into infrastructure, into
or (2) the growing impact habit, into the taken for granted’ . . .
of psychology on the way Psychology’s presence in schools, workplaces and homes is now an ordinary and
people see themselves and seemingly indispensable feature of the cultural landscape. As a result of its presence
interact with others we are now aware that there are children with varying IQ levels, that motivation can
be enhanced through certain psychological techniques, that healthy marriages neces-
sitate open communication, that people have certain psychological needs that require
fulfillment, that aptitude can be gauged through psychological measurements and that
self-esteem determines how we interact with others . . . As a result of this naturalization
process, psychology is now ‘part of the order of the universe’.
(Ward, 2002: 217)
A definition similar to Ward’s was used by Gulerce (2006), who argued that psycholo-
gisation is not limited to the Western world, but is becoming a global phenomenon. It
is also the definition we will use in this chapter. In the sections below we review some
more examples of the ways in which psychology has influenced society.
Psychology has changed how people perceive each other

Labels introduced by psychology become real
One of the big social changes in the past centuries has been the growing individualisa-
tion (Chapter 8), the fact that people organise their lives more in terms of their own
characteristics and ambitions rather than the groups they belong to. Psychology has
been an important element in this transition, because many of the concepts through
which people differentiate themselves come from psychological writings. For example,
before Jung made a distinction between introverts and extroverts, nobody perceived
people in these terms. Similarly, only after the concepts were introduced could people
be seen as ‘neurotic’, ‘depressed’, ‘intelligent’, ‘resilient’, ‘lacking in self-esteem’, and
so on.
Many psychological concepts became part of everyday life, once they had been
coined. After psychiatrists and psychologists defined the concept ‘depression’ (actually
major depression), people started to interpret their feelings with respect to this entity.
The question was no longer whether people were sad or down, but whether they ‘were
depressed’. This was done first by psychiatrists and psychologists, later by popular
psychology magazines, and in the end by everyone.
Another example is the concept of ‘intelligence’. It can be argued that the present-
day meaning of this word in terms of mental capacity did not exist before Galton
and Binet started their research (Chapter 4). Indeed, in societies not yet influenced
by Western thought there is no word for ‘intelligent’ with this particular meaning,
in contrast to words referring to wise, handy and socially skilful (also see below). In
Western society, however, the word has come to refer to what arguably is one of the
most important qualities of an individual.
Labels introduced by psychology change the subject of psychology

It has been argued that the introduction of new concepts by psychologists not only
changes the social reality for other people but also for (future) psychologists (Richards,
2002; Tyson et al., 2011). Just like everyone else, new psychology students wrongly
believe that the concepts currently used in psychology and the wider culture refer to
‘natural personal qualities’, which have always been there (because they are part of
the person observed) and not to qualities that – to some extent – are the result of prior
developments in psychological research.
As a result of previous research the subject matter observed by psychologists
today is different from the subject matter observed in the past. Richards (2002)
called this psychology’s reflexive relationship with its subject matter (in sociology,
reflexivity refers to a situation in which the act of examining changes the event that
is examined). An example of this reflexive relationship can be seen in the research on
performance differences between races. Before the concept ‘racism’ became used in the
1930s, researchers could comfortably examine such differences and interpret them as
the outcome of innate differences (which some happily did, as we saw above). How-
ever, as soon as the concept of ‘racism’ became used as a person trait to explain the
atrocities committed in the name of racial superiority, race-related research became
charged and shifted from studying performance differences to studying prejudice
(Teo, 2008).
What do you think?

One of the purposes of this book is to show you the historical and socio-cultural
relativity of (psychological) knowledge. Of the examples given, which one struck
you as the most revealing? Can you think of others?
Psychological labels are to some extent arbitrary

The sociologist Hanson (1993) pointed out that new psychological concepts not only
make new realities, but also define them in arbitrary ways, because the concepts have
been introduced without a good understanding of what was involved. He argued that
when Binet and Simon selected a few tasks to measure intelligence, they could not
suspect that these tasks would become part of the definition of intelligence for the
coming century. As Boring (1923) famously declared: ‘intelligence is what an intel-
ligence test measures’.
Hanson illustrated the arbitrariness of psychological concepts by giving the exam-
ple of an alternative way in which intelligence could have been tested (Hanson, 1993:
279–80). He called this test the New Intelligence Test (NIT). Instead of Binet and
Simon’s tasks (Chapter 4), the NIT contained the following scales:
1. A name recall scale: ability to remember the names of persons to whom one has
just been introduced.
2. A mathematics scale: measures the subject’s ability to do problems of arithmetic
and algebra.
3. The first impression scale: measures the first impression the subject makes by having
a panel of ordinary people evaluate him/her.
4. An exposition of ideas scale: the subject is given 5 minutes to read a page of text and
30 minutes to present a clear and accurate written account of it, including original
examples and applications. A possible example of such a text is a page from the
French philosopher Rousseau describing his distinction between self-love (amour
de soi) and selfishness (amour propre).
5. A small-talk scale: evaluates the subject’s ability to carry on an interesting conversa-
tion with someone he/she has never met.
6. A bullshitting scale: evaluates the subject’s skill at participating in a discussion with
two other people on a topic about which he/she knows nothing.
7. A follow-the-directions scale: the subject is told once, at the speed of ordinary
conversation, to do a task that consists of six distinct steps and is evaluated on how
well the task is accomplished.
8. The adult sports scale: measures the subject’s ability to play golf or tennis.
9. The SES scale: is a rating of the subject according to the parental socioeconomic
status.
Hanson argued that if this scale (which he purposely called the nitwit scale) had
attained the same status as Binet and Simon’s, then this is how intelligence would
have been defined by society. The resulting nitwit score would have indicated whether
a student was given entry to various schools and universities, whether they would be
given particular jobs, and how much on average they would earn. As a result, people
would see the nitwit score as an indication of a unitary trait, representing the worth of
a person. A further exciting development would be a distinction between culture-free
nitwit tests (measuring a person’s potential and making it possible for psychologists
to measure the heredity of the trait) and nitwit achievement tests (making it possible
to assess how well students master nitwit).
Society adapts to the label
Hanson further argued that once a psychological label has become reality, society
starts to adapt itself to the new measure, thereby further increasing the reality of
the concept. With respect to the New Intelligence Test, Hanson mused how parents
would agonise whether their children are nitwitty enough, how they could be helped
to attain their maximum nitwit potential, and how to make sure that children do not
underestimate the importance of doing well on nitwit tests. As Hanson wrote:
They would review arithmetic and algebra, they would master techniques for remem-
bering the names of strangers, they would practice bullshitting, they would take golf
and tennis lessons, they would groom themselves to appear more likable on first sight.
High school and college curricula would shift in the direction of more training in the
areas covered by the NIT (if they did not, irate parents would demand to know why
their children were not being taught something useful).
(Hanson, 1993: 280)
A complete industry of nitwit study guides and training courses would become avail-
able, supervised by nitwit specialists and also seized upon by pseudo-psychologists,
who would try to make a good living out of it (possibly helped by their high scores on
the scales of first impression, small-talk and bullshitting).
This, Hanson argued, is what has happened to the IQ test and the derived achieve-
ment tests. They have become all-pervasive in Western society without anybody
knowing what they were measuring and whether they really mattered. However, as a
result of society’s eagerness to adapt, year after year the test is becoming more ines-
capable, because it measures one of the most important aspects of Western society.
Greenfield (1998) listed three ways in which Western views of intelligence reflect
choices that could have been different:
● Intelligence is more about understanding the physical world rather than the social
world.
● Intelligence is more about thinking for yourself rather than thinking for the group
you belong to.
● Intelligence is about being able to respond fast.
What do you think?

Sociologists have their own view of society. In sociological writings groups try
to achieve power, despite the fact that they have nothing to offer. So, with
respect to psychology, sociologists claim that society has been psychologised,
not because this was good for society (or because society chose it), but because
psychologists were instrumental in keeping the masses well behaved and
within their social classes, because psychologists were good at befriending
those in power, or because they were good at convincing people of the need
for psychological advice. What answer would you give to the sociologists’
assumption that psychology has nothing to offer? Is it true, for example,
that IQ tests are completely arbitrary and in no way helpful to the individuals who
take them?
Psychologists make friends

To make your way in society, according to sociologists it is imperative to have influen-
tial friends who can assist you. This is important not only for individuals and groups
(e.g. the inhabitants of a village), but also for new branches of learning. As illustrated
several times in this book, psychologists have vigorously tried to associate themselves
with the natural sciences, despite the fact that most people did not perceive them
that way (see Chapter 10). In turn, the natural sciences saw enough advantage in
these advances to tolerate them (e.g. because a coalition with psychology increased the
weight of the sciences in the culture, or because psychology brought many students to
the science faculty, given that it was a popular study option). However, the position of
psychology relative to the natural sciences was rarely one of equals. Therefore, accord-
ing to Ward (2002), it was desirable for psychology to find other allies, preferably ones
over which it had some say, ones who would agree that psychology had something they
wanted and needed.
Educational psychology
The first group that welcomed input from psychology was the educationalists. In
the late nineteenth century, the educational sector had a low status. The schooling
of teachers was rudimentary and they were barely represented at university level.
At the same time, the number of pupils was rising exponentially as a consequence
of the compulsory education introduced in one country after the other. As Ward
noted:
With such a rapid expansion, educators yearned to obtain professional status, public
respect and a means for managing the onslaught of new students. Psychologists were
in the unique position of being able to offer assistance in all three of these objectives.
(Ward, 2002: 60)
Psychologists, eager to prove their usefulness, swiftly became involved in educa-
tional matters. Already in 1892, William James had given a series of public lectures to
teachers. He was soon followed by Stanley Hall and, above all, by Edward Thorndike,
who in 1906 published The Principles of Teaching based on Psychology and in 1910
founded the Journal of Educational Psychology. Rapidly, psychologists and teachers
agreed that psychology was a core component of a teacher’s qualification. In addition,
psychology started to introduce its intelligence tests in schools and began to lobby for
school counsellors. As Ward (2002) noted, schools were the first arena in which society
was psychologised.
Advising parents
From its stronghold in schools, it was a small step to raid the fledgling literature of
parenting. Psychologists became involved in manuals about how to raise children. The
pioneer here was Stanley Hall, who published widely about adolescents (Chapter 10).
Another well-known psychologist venturing into the domain was the behaviourist
John Watson, who urged parents to raise children according to behaviourist principles
(Chapter 9). The end result was that new mothers felt less and less secure in relying on
the advice of their own mothers, but took for granted that they needed ‘expert’ advice
is order to properly educate their children. Just a quick trip to your local bookshop
will reveal that there has been no slow-down in the publication of parenting manuals
based on psychological (or pseudo-psychological) thinking.
Psychologists create needs

Institutions strive for monopolies by creating needs
A considerable part of the socio-political literature is devoted to the ways in which
groups of people and institutions try to gain power. They do so by exaggerating the
problems for which they claim to have a solution and by sending out alarming mes-
sages. When a government establishes a new institute to tackle a problem, one of the
first things the institute will do is look for ways to increase the chances of its survival
and prosperity (some sociologists would argue that most of the time this even comes
before the real brief of solving the problem). So, the institute will initiate a number
of actions stressing the gravity of the situation and the urgent need for action. It will
organise workshops, publish flyers and reports, and lobby for extra funds. In a nut-
shell, it will do its best to convince others of the need for widespread action on the
problems it comes to identify and for which it is providing solutions. (The same is true
for charities and initiatives in the private sector.)
An interesting writer in this literature is the Austrian-born scholar Ivan Illich (1926–
2002), who travelled between America (including Mexico and Latin America) and
Europe. In a series of books, Illich (1971, 1973, 1976) argued that the greed for power
is not limited to small-scale, starting initiatives, but is true for all sections of society.
Once they are established, they try to increase their slice of the economy by creating
new needs. They are not in the first place concerned with helping people, but with
trying to make individuals dependent on their services. The following quote is typical
of Illich’s approach:
Intensive education turns autodidacts into unemployables, intensive agriculture destroys
the subsistence farmer, and the deployment of police undermines the community’s self-
control. The malignant spread of medicine has comparable results: it turns mutual care
and self-medication into misdemeanors or felonies.
(Illich, 1976: 42)
Illich’s account of medicine

Most interesting for us here is the 1976 book Limits to Medicine – Medical Nemesis:
The Expropriation of Health. In this book, Illich argues that the medical and phar-
maceutical worlds enormously overstate their significance for the health of people
(see Blech (2006) or Stegenga (2018) for contemporary updates). It is true that life
expectancy has increased substantially in the last century, parallel to the develop-
ment of medicine. However, the most important factors for this evolution, according
to Illich, were the reduction of famine, the availability of clean water and fresh air,
and improved sanitation (e.g. by the installation of sewers and by pointing doctors
to the importance of washing their hands before attending to patients). Figure 14.1
shows one of the arguments Illich used for his claim. Though medicine is thought to
have had a substantial impact on the incidence of tuberculosis, mortality rates due to
tuberculosis decreased long before the origin and the cure for the disease were found.
Neither of these events had a major influence on the rate of decrease.
On the basis of findings like these, Illich claimed that the best treatment of diseases
would consist of (a) creating the conditions that prevent diseases (i.e. good hygiene,
food and – as we now know – enough exercise), and (b) having a slimmed-down health
service for emergencies in which it is known that short-term interventions can alleviate
a lot of suffering. Illich argues that a few dozens of medicines would suffice for this.
However, this is not how the medical world has developed. Instead of a modest
profession, it has grown into a Moloch that makes doctors and pharmaceutical com-
panies rich and that consumes over one-fifth of the resources of a developed country.
This was achieved in large part by doing needless tests and by inventing new illnesses
for which cures were sold. Although Illich does not deny that medicine has known
some successes, he claims that these are offset entirely by the following hidden costs:
1. medicine causes a lot of suffering in terminal patients,
2. medical gains are largely offset by doctor-inflicted injuries (e.g. side-effects of drugs,
infections and accidents in hospitals, growth of new, more resistant organisms as a
result of treatments),
3. medical practice promotes sickness by reinforcing a morbid society, which encour-
ages people to become consumers of curative and preventive medicine,
4. health professionals have a health-denying effect insofar as they destroy the poten-
tial of people to deal with their human weakness, vulnerability and uniqueness in
a personal and autonomous way.
Or as Illich summarised it:
After a century of pursuit of medical utopia, and contrary to current conventional
wisdom, medical services have not been important in producing the changes in life
4,000
3,500
Date tubercle bacillus
Death rate (per million)

3,000
is identified
2,500
2,000
Start of BCG
1,500
vaccination
1,000
500 Invention of chemotherapy

0
1838 1860 1880 1900 1920 1940 1960
Year
Figure 14.1 The fall in mortality from tuberculosis.

Notice how the decline started before the origin of the disease was discovered and before different
types of treatment became available. According to Illich, this shows that the decline had little to do
with the medical treatment of the disease, but rather with better hygiene and improved nutrition.
Source: Adapted from McKeown (1979).
expectancy that have occurred. A vast amount of contemporary clinical care is inciden-
tal to the curing of disease, but the damage done by medicine to the health of individu-
als and populations is very significant. These facts are obvious, well documented, and
well repressed.
(Illich, 1976: 14–15)
Arguably, Illich’s criticisms are nowhere more relevant than with respect to antidepres-
sants. Since their discovery in the 1950s, sales have increased to such an extent that
currently 10% of the adult population is estimated to have taken them at least once.
Prescription was encouraged by the strong, helpful effect reported. Only later did it
become clear that most of the effect was due to a placebo effect and that the same dif-
ference was obtained when people took pills without the critical substance affecting
neurotransmitters in the brain (Kirsch & Sapirstein, 1999). At present there is discus-
sion whether there is any therapeutic effect of antidepressants left beyond the placebo
effect (de Vries et al., 2018; Ormel et al., 2020), making some economists wonder to
what extent they still qualify as medicine or whether they should be considered con-
sumer goods (Katolik & Oswald, 2017).
A contributor to the success of antidepressants were the many marketing campaigns
set up by pharmaceutical firms, making depression sound like a rather common event
(a cold) that could easily be cured with pills. In the next section, we take a close look
at how these campaigns evolved in Japan.
Marketing depression in Japan
The journalist Ethan Watters (2010: Chapter 4) documents how pharmaceutical com-
panies, in line with Illich’s analysis, promoted antidepressants in Japan in the early
2000s. The use of these drugs was much lower in Japan than in Western countries,
despite comparable living standards. To understand this difference, a group of psy-
chiatrists, psychologists and anthropologists specialising in health-related cultural
differences was convened. At this conference it became clear that the American
definition of depression was not universal. Many cultures did not share the American
willingness to express distressful emotions and feelings to strangers and did not con-
sider these as a health care issue. Rather they saw ‘depression-related’ symptoms as
signs of social, spiritual or moral discord, which had to be sorted out through conver-
sations with family members, community elders or spiritual leaders. As a result, they
were unlikely to go to a physician asking for drugs to treat the condition.
Specifically with respect to Japanese people, it became clear that sad feelings for
them were more related to others than the Western inward definition based on internal
emotional states. The Japanese word for depression referred to a rare, severe condi-
tion thought to be inborn and incurable. As a result, Japanese psychiatrists felt little
affinity with many Western writings about depression. The only equivalent they could
think of was the term melancholic personality type introduced in the 1960s by a Ger-
man professor. This term had caught on in Japan because its definition was close to
a personality style well-known and respected in Japan: someone who was serious,
diligent, thoughtful and concerned about the welfare of others, and who could become
overwhelmed with sadness when upheaval threatened that welfare.
Adverts were launched alluding to the melancholic personality type (with its posi-
tive connotations of being sensitive to the welfare of others and to discord within
the family or group). The adverts also compared depressive feelings to a ‘cold of the
soul’, suggesting that it could happen to everyone and that it was perfectly treatable
with drugs. Gradually, these messages were picked up by newspapers and magazines
and, as hoped, the sales of antidepressants started to increase. At last, the Japanese
population was convinced of the existence of ‘depression’ as defined in the Western
world (in particular, by pharmaceutical companies).
The extension to psychology
Creating needs is not limited to the medical profession and pharmaceutical compa-
nies. According to sociologists, very much the same is true for psychologists. To them
the extension is obvious: psychologists are not in the first place interested in helping
people, but in creating needs so that they can expand their industry. This thinking can
be found in several places, for instance in the following quote:
In recent times, we have witnessed a marked rise in the discovery of numerous psy-
chopathologies and syndromes. A wide variety of psychological difficulties and prob-
lems are now recognized as constituting identifiable symptoms or characteristics of
syndromes previously unheard of. PreMenstrual Syndrome (PMS), battered woman
syndrome, and attention-deficit disorder are just some of the disorders lately ‘discov-
ered’ and offered up for public attention. Alongside this increase in the discovery and
categorization of these types of problems is a parallel rise in the provision of counselling
and therapy. Of course, if these syndromes are indeed unmitigated discoveries, the rise
in therapy provision is an unambiguous blessing. However, it can be argued that the
therapy industry, like any other, creates as well as serves a need.
(Burr & Butt, 2000: 186)
Another author very critical of the contribution of psychological therapy is the
British sociologist Frank Furedi (e.g. Furedi, 2004). In his view, normal everyday wor-
ries are given unnecessary psychological labels and put in line for psychological and
medical treatment. A therapeutic ethos is pervading society, which can be summarised
as follows. Currently people are exposed to much more stress than before. Only the
strongest can withstand such stress without therapeutic help. Most individuals are bio-
logically and psychologically vulnerable to developing some form of mental disorder.
Help should primarily be geared towards the individual, to make them biologically
and psychologically stronger by means of drugs and psychotherapy. People are told to
avoid stressful situations and to expect severe emotional distress otherwise:
The expansion of therapeutic intervention into all areas of society has been remarkable.
Even institutions which explicitly depend on the spirit of stoicism and sacrifice, such as
the military, police and emergency services are now plagued with problems of emotion.
It is often claimed that police and emergency personnel are particularly susceptible to
stress-related illnesses, including post-traumatic stress disorder (PTSD). The very con-
duct of war is regularly portrayed through the language of mental illness.
(Furedi, 2004: 11)
The outcome of the therapeutic ethos is not, according to Furedi, that people feel
better and stronger (as psychologists want them to believe) but weaker and anxious,
dependent on psychology’s services. The ethos is not making individuals more resil-
ient, but installs in them maladaptive schemas and makes them prone to rumination (in
line with suggestions made by Ellis, Beck and Nolen-Hoeksema; Chapter 13). People
are taught to expect stress from all possible changes and to feel bad about it.
Ecclestone and Hayes (2009) argue that the same therapeutic ethos has pervaded
(British) education. Education no longer is an enterprise in which young and energetic
pupils are taught useful skills and knowledge by confident teachers. Instead, it has
turned into a system of ‘therapeutic education’ in which cautious, hesitant adults try
to guide vulnerable, at-risk children who are on the verge of losing their self-esteem.
The bad feelings expected to result from school and life experiences are dealt with
by forcing pupils into an endless series of therapeutic activities based on disclosing
emotions to others (peers, teachers, tutors, counsellors and therapists). Challenges
and transitions are no longer seen as opportunities but as sources of stress for which
pupils need emotional support and guidance, even those who on the surface do not
‘seem’ to need help.
The end result, according to Eccleston and Hayes, is not that children feel happier
and more resilient but turn into anxious and self-preoccupied individuals, afraid of
taking initiative and devoid of proper subject knowledge, because ‘teachers are also
required to surrender their subject authority and to reveal their own uncertainties:
indeed, too much commitment to subjects is now seen as “dysfunctional”’ (2009: 80).
After having described the effects of therapeutic education in primary and second-
ary school, this is how Ecclestone and Hayes (2009: 87–89) depict students’ entry into
the ‘therapeutic university’:
Students once went to school. They did not go there to receive therapy but went in
the hope of receiving something called ‘an education’. As we have shown in previous
chapters, they will increasingly have experienced training in therapeutic activities. More
and more young people are therefore increasingly likely to come to university with the
expectations that reflect their therapeutic education. . . .
Once, the experience of going to university was worthwhile precisely because of
opportunities for new and challenging ideas, while the practical and personal challenges
of moving away from home were insignificant in the excitement of facing intellectual
challenge. Now, far from being a relief, these challenges make students anxious.
Even if students do not come with parents holding their hands, paid professionals
are there to act in loco parentis. Supporting students has now become a major focus of
university work. There are transitional support groups and processes, explicit counsel-
ling to deal with personal problems, and courses to help students cope with examination
stress. . . .
Even if students leave their parents and their new professional parents behind and
are ready for an intellectual challenge, they will learn that academic life is fraught with
dangers that could affect their emotional health and well-being. Their first week will be
spent on ‘Induction’ courses designed by administrators, student services and academics
that will be about advice and support and little else. The assumption of such courses is
that young people are increasingly unable to cope with the changes involved in leaving
home and going to university.
The outcome of the therapeutic academic education for Eccleston and Hayes (2009:
104) has been more beneficial for psychologists than for students and lecturers. Univer-
sities no longer produce academics who are natural critics with confident, independent
minds, but socially passive individuals with threatened selves. Lecturers are told no
longer to consider courses as intellectual opportunities for students, but as possible
stress generators that must be delivered carefully and cautiously. The only ones to
profit from this situation are the psychologists and social workers who are called upon
in ever increasing numbers to ‘help’ students cope with the stress, to ‘support’ staff
and administrators trying to manage the torrent of emotional turmoil, and to evaluate
the progress thus far.
What do you think?

Does Ecclestone and Hayes’s (2009) depiction of therapeutic education agree
with your experiences? If yes, do you agree with their assessment that it has
diminished your energy and resilience? If not, how have they misunderstood the
situation?
Psychologists promote values

Psychologists spread Western views of wellness and healing around the world
Watters (2010) described how psychologists, together with medical practitioners, con-
tribute to spreading the therapeutic ethos across the world. He argued that cultural
assumptions about human nature lie behind our Western ideas of mental health and
healing. For example, we share a general understanding about the kind of life events
that result in trauma, and we agree that sharing emotions is healthier than stoically
internalising them. We also believe that there are a number of emotional conditions
that should be treated like physical illnesses with the requisite medical attention. So,
we tell other cultures that they should follow our biomedical approach to mental ill-
ness and take our pills. We urge them to focus on individual analysis and introspection,
and to cast away their traditional ways to achieve mental wellbeing and equilibrium.
Watters (Chapter 2) documented how the devastating tsunami of 2004 in Asia
with its quarter-million dead brought not only material aid workers to the affected
regions but also a stream of mental health workers. Psychologists and social workers
were drawn to the region because they feared it would be faced with a gigantic post-
traumatic stress disorder (PTSD) if no proper psychological help and prevention work
was provided. Discussion groups and play groups (for the children) were organised
amidst the rubble to relieve and neutralise the horrors gone through. Apart from ques-
tions about whether there is something like a genuine PTSD for natural disasters (the
term was coined after the Vietnam War) and how effective psychotherapeutic help is
for such a condition, Watters noted how little these initiatives struck a chord with the
locals and how, immediately following the disaster, many reporters and medical staff
arriving in aid convoys were confused, even worried, when locals did not behave in the
way they had expected them to. A counsellor interviewed on the BBC, for example,
worried that the local children seemed more interested in getting back to school than
discussing their tsunami experience. She thought them ‘clearly in denial’, assuming
that their denial would have incurable consequences later on if not addressed at once.
In the same vein, reporters from CNN were amazed when Sri Lankan refugees chose
to leave the camps in their thousands just a few days after the disaster, seemingly pre-
ferring a return to their ruined villages (Watters, 2010: 77).
The mental health professionals disagreed with the locals on another aspect. Many
victims of the disaster sought meaning and sense in religion and superstition. These
too were interpreted as examples of denial and problem avoidance (as if the Enlight-
enment never took place).
The discrepancies between the health professionals and the locals made Watters
(2010: 106) conclude that, despite the best of intentions, humanitarian efforts often
include a form of mass indoctrination. In order to receive help, people first have to
be ‘educated’ about the expected and appropriate reactions to a disaster, and the
‘proper’ ways of dealing with it. In this way, Watters (2010: 4) argued, aid workers
spread Western ideas about mental health around the world as rapidly as ‘fast food
and rap music’.
Imposing Western views can be defended if they help people more than the existing
beliefs. However, Watters doubted this was the case. By promoting the view that all
responsibility for making sense of the world and dealing with adversity lay within the
individual, Western psychologists deprive victims of the beliefs and narratives within
their culture that may help them to understand their suffering. By denying the value
of traditional cultural and religious beliefs, Western psychologists risk taking away
from the victims the very places where they can find comfort, understanding and the
strength to carry on. Imagine, Watters wrote, if people from Mozambique flew over
to the United States after 9/11 and started telling traumatised survivors they needed to
follow a series of rituals in order to detach themselves from their deceased loved ones.
How helpful would that be for the victims?
Psychologists are not politically neutral
A number of authors have argued that psychologists within the Western world are
not politically neutral. For instance, the American lawyer and psychologist Richard
Redding (2001) observed that although psychologists celebrate diversity, recognise
the value and legitimacy of diverse beliefs and by their own admission strive to be
inclusive, conservatives are a vastly underrepresented and marginalised minority
in psychology (see Table 14.2 for ways in which conservative and liberal views dif-
fer). In an analysis of two social journals, Redding found that only 1 in 30 articles
reflected conservative values; the others all advanced liberal themes and policies (see
also Inbar & Lammers, 2012; Eitan et al., 2018). Similarly, he noticed that in Amer-
ica, psychology departments rank fifth in the percentage of staff who call themselves
politically liberal.
Table 14.2 Some differences between conservative (right-wing) and liberal (left-wing) world views
Conservative Liberal
Individual differences Mainly innate Mainly the result of education

Remedies for social problems Responsibility of the individual and his/her family Responsibility of society
Responsibility for life circumstances Individual Society
Source of moral authority Extrinsic (e.g. reliance on natural law or God) Intrinsic (own morals)
Interpersonal relations Ideal of tough-mindedness Ideal of tender-mindedness
Ideal family model Authoritarian – paternalistic Egalitarian – nurturing
Source: Based on Redding (2001), ‘Sociopolitical diversity in Psychology: The case for pluralism‘, American Psychologist, 56, 205–15.
Redding (2001) argued that as a consequence of their bias, psychology departments

are a force in the promotion of left and liberal values in the society. He listed several
ways in which this happens, the most important of which are:
● Research biases in policy research. Given that the way in which one defines a prob-
lem has an influence on the type of response one finds, Redding argues that if one
asks liberal questions, one is likely to get liberal answers.
● Discrimination against students and scholars who do not share liberal attitudes and
values. Redding lists examples of biases against students who mentioned their con-
servative convictions in the application forms to universities, and against research-
ers who apply for grants or submit manuscripts that are in line with conservative
positions.
● Biases in the educational contents. Students are not equally exposed to the different
political perspectives on social issues and find it hard to defend conservative points
of view in classroom debates. Given the strong influence lecturers have on students,
this directs initially neutral students to the left.
● Biases in values promoted by psychotherapists. Partly because of their left-biased
education, psychologists will promote liberal views in their own work. According
to Redding (2001: 208): ‘because a shifting process often occurs in therapy whereby
the client’s values gravitate toward those of the therapist . . . , there is the ethical
concern that therapists may impose their liberal values on conservative clients.’
Redding (2001) further argued that the liberal bias of psychologists has consequences
for psychology’s standing in society. In particular, he argued:
● Psychologists have less influence on socio-political issues under conservative rule.
● Psychologists have less to offer to individuals with conservative socio-political val-
ues. For instance, given that the success of psychotherapy depends on the match
between the client and the therapist, psychotherapists will be less good when it
comes to treating conservative clients.
● Researchers are not critical enough when it comes to evaluating liberal policies. In
contrast, they are hypercritical about the worth of rightward proposals.
A similar conclusion was reached by Cummings and O’Donohue (2008), who wrote:
The consistently ‘leftish’ positions that APA [American Psychological Association] has
taken on many political issues alienate the large majority of Americans who identify
themselves as moderate or conservative. A recent AP-Ipsos poll found that only 6% of
Americans described themselves as ‘very liberal,’ 15% as ‘somewhat liberal,’ 34% as

‘moderate,’ 27% as ‘somewhat conservative,’ and 14% as ‘conservative.’ The positions
described by policy resolutions from the mental health field are slanted toward those
describing themselves as ‘very liberal.’ Thus, these positions place the APA out of sync
with the majority of the American public.
(Cummings & O’Donohue, 2008: 181)
The criticism of Redding (2001) and Cummings and O’Donohue (2008) received extra
weight when equally strong biases were found among liberals and conservatives. Liber-
als are as prone as conservatives to accept evidence that supports their existing beliefs,
and are as motivated to avoid hearing viewpoints that differ from their own (Frimer
et al., 2017; Ditto et al., 2019).
What do you think?

Do you agree with Redding and Cummings and O’Donohue that psychologists
have a bias against right-wing ideas and opinions? Or is this view too strong? Why
would such a bias exist? Try to think of a conservative proposal that might throw
a different light on an issue discussed in one of your psychology courses and that
could be an interesting starting point for thought or for an empirical study.
Psychology increases the weight of science in the competition with the humanities
In Chapter 10 and the present chapter, we saw that a considerable segment of academic
psychologists view themselves as humanists, and that many psychology practitioners
discard their scientific knowledge on completion of their studies. However, it cannot
be denied that mainstream psychology has chosen the side of science in the two cul-
tures’ competition. Indeed, the raison d’être for psychology as a separate branch of
knowledge was the scientific study of the human mind (Chapters 4 and 5).
As a result, psychology as a discipline has largely promoted the virtues of the sci-
entific approach and downplayed the contribution of the humanities. Indeed, some
psychologists have been among the most ardent promoters of the positivist movement,
praising the progress of science as opposed to the standstill of humanist knowledge,
as can be seen in the following citation:
Greek physics and biology are now of historical interest only (no modern physicist or
biologist would turn to Aristotle for help), but the dialogues of Plato are still assigned
to students and cited as if they threw light on human behavior. Aristotle could not have
understood a page of modern physics or biology, but Socrates and his friends would
have little trouble in following most current discussions of human affairs. And as to
technology, we have made immense strides in controlling the physical and biological
worlds, but our practices in government, education, and much of economics, though
adapted to very different conditions, have not greatly improved.
(Skinner, 1971: 11)
Similarly, many psychology researchers in their communication with the general public
stress the superiority of their findings relative to common knowledge, because their
findings are based on scientific evidence. In doing so, they use the positivistic discourse
about scientific evidence (always correct and trustworthy) rather than the more cor-
rect Popperian or Kuhnian interpretation (Chapter 9). They most certainly are not
referring to Feyerabend’s (1975) recommendation that politicians must not be replaced
by scientists, because the latter are too often carried away by their latest theories and
hypotheses (which still have to be slaughtered by their peers or by a paradigm shift).
Psychologists are not neutral to religion
Authors who point to the liberal and scientific biases of psychologists also raise the
issue of the consequences this has for psychologists’ views about religion, which in
general tend to be rather sceptical. This is how Cummings and O’Donohue (2008:
196) phrased it:
It never ceases to amaze me how many prominent, virulently antireligious psychologists
I meet; it is also obvious that negative attitudes toward religion have become politically
correct in psychology. . . . Unfortunately, this has damaged the APA’s credibility as a
scientific/professional body. It is increasingly viewed as just another political advocacy
group that speaks from ideology rather than science.
As we saw above, Watters (2010), in a very different context, also noticed that few
psychologists are able to see religion as a source giving meaning to life and adversity.
Even if psychologists do not talk openly about their religious views, in subtle ways
their attitudes impose values on the people they work with.
What do you think?

It could be argued that the biases discerned in psychologists (leftish, in favour
of science, critical of religion) are not unique to this group but present in a large
part of educated society. Does this mean that the biases cannot be attributed
to psychology itself but to civilisation in general? Or would this be downplaying
psychology’s responsibility?
Interim summary
Critical views about the ways in which psychology has
influenced society
● Psychology has contributed to the psychologisation of society. This word refers to two
phenomena: first, to the fact that individuals have become seen as persons with their
own thoughts and emotions, second, to the growing impact of psychology on the way
people interact.
● Labels introduced by psychology have become social realities, because they influenced
the way people saw themselves and others, and because society adapted itself to the new
labels, despite the fact that they were to some extent arbitrary.
● Psychologists have tried to increase their power by making alliances with established
groups, such as the natural sciences, and by extending their reach to new, upcoming
groups (e.g. educationists).

● Psychologists also tried to increase their power by creating new needs for which they
claimed to have solutions (Illich). They also export these values to the rest of the world.
● Psychologists are not politically neutral, but promote liberal values. This decreases the
help they can give to people with conservative values.
● Psychologists also tend to promote science in the ‘two cultures’ competition and have
difficulty endorsing religion as a meaning provider.
14.3 Focus on: To what extent have psychologists been able to

change the negative image of mental disorders?
You may have noticed a contradiction in the first two parts of this chapter. On the one
hand, psychologists are not portrayed as a powerful group with a high status. On the
other hand, they are accused of having psychologised Western society and of now export-
ing their views to the rest of the world. How can we account for this contradiction?
Psychologisation is not steered by psychologists alone

One explanation may be that the psychologisation of society is not fully steered by psy-
chologists, and that it is due as much to what the public thinks psychology is, as it is to
what actually happens in psychological research. As we saw in Chapter 10, the public
does not have a very accurate image of psychologists. Their opinions are a mish-mash
of information from the media, stereotypes promoted in culture, and social biases.
Still, these opinions are a powerful force in society, as pointed out by Ecclestone and
Hayes (2009). At various places in their book they write that the rise of therapeutic
education has not been directed in the first place by psychologists, but by political and
social groups building on their understanding of psychological findings.
The rise of therapeutic education reflects a political and social orthodoxy about how
to deal with what is variously seen as ‘emotional vulnerability’, ‘low self-esteem’, and a
‘fragile sense of self or identity’. This orthodoxy both creates and exaggerates popular
concerns and, in turn, it legitimises and reinforces rapidly growing political and profes-
sional interest in the emotional well-being of whole communities and groups.
(122)
. . . by slowly coming to adopt a therapeutic ethos, state agencies can reinvent
themselves in more relevant ways to the prevailing tone and concerns of the media, and
cultural debates.
(131)
It is precisely because popular, caricatured therapy resonates so powerfully with cul-
tural explanations about emotional problems that policy makers and the emotional well-
being industry have seized on it. ‘Robust’ evidence and better validity and reliability of
constructs are not simply irrelevant but their absence is integral to the rise of therapeutic
education because popular ‘evidence’ is all that government needs to legitimise it.
(157–8)
14.3 Focus on: To what extent have psychologists been able to change the negative image of mental disorders? 611
The stigma of mental disorders

The difference between popular psychology and evidence-based psychology becomes
distressingly clear when we look at aggressiveness in people with mental disorders.
Empirical evidence points to relatively low incidences of violence in persons with
mental problems (Beeber, 2018). It is true that some mental disorders are associated
with a higher probability of aggression and violence, but these are mostly limited to
antisocial personality disorders and dependence on various substances (in particular
related to the need for money to buy the substance; Friedman, 2006). Indeed, the
association between violence and mental disorder may be due to exposure to social
risk factors such as past violence, juvenile detention, physical abuse, parental arrest,
substance abuse, perceived threat, low income, recent divorce, unemployment, and
victimization. The disorder itself does not make a difference (Elbogen & Johnson,
2009). Walsh and Fahy (2002) reported that 2% of arrests in the USA involved schizo-
phrenic patients (they make up about 1% of the population and are over-represented
in lower socioeconomic groups). This can be compared with the fact that 16% of men
aged 18–24 and from low economic classes in the USA are reported as being involved
in violence.
How do these findings compare to popular opinion about aggressiveness in
people with mental disorders? One way to investigate the perception of a social group
is to work with vignettes. A vignette is a short story describing a particular person,
such as:
Becky is a second-year psychology student. She comes from Hampshire in the UK and
her parents are both teachers. Most of the time she enjoys her studies, but some weeks
are really hard due to the many deadlines that must be met. She has a part-time job in
the college shop, to pay for her day-to-day expenses. Last year she broke up with her
boyfriend, who had been her childhood sweetheart.
After reading the vignette, participants are given a number of questions and have to
indicate on a Likert scale (e.g. 1 = very much, 4 = not at all) how interested they
would be in interacting with this person. Typical questions could be:
● How willing would you be to move next door to Becky?
● How willing would you be to spend an evening socialising with Becky?
● How willing would you be to make friends with Becky?
● How willing would you be to work closely with Becky?
● How willing would you be to see Becky marry into the family?
Link and colleagues (1999) asked these questions to a large representative sample as
part of a general social survey. However, they did not depict well-adjusted psychology
students with middle-class backgrounds, but different types of mental disorders. This
was their vignette for schizophrenia:
Mary is a white woman with a college education. Up until a year ago, life was okay for
Mary. But then, things started to change. She thought that people around her were mak-
ing disapproving comments [about her] and talking behind her back. Mary was con-
vinced that people were spying on her and that they could hear what she was thinking.
Mary lost her drive to participate in her usual work and family activities and retreated
to her home, eventually spending most of her day in her room. Mary was hearing voices
even though no one else was around. These voices told her what to do and what to think.
She has been living this way for six months.
When Link et al. (1999) asked their questions about willingness to interact with
Mary, the answers they got shifted towards the alternative ‘rather not’ (mean score of
2.75), indicating that the participants preferred to keep their distance from Mary. Simi-
lar data were found for alcohol dependence (2.85), major depressive disorder (2.54)
and cocaine dependence (3.20). On the basis of their findings, the authors concluded
that the situation at the end of the twentieth century was still very much as Star had
described it nearly half a century before:
Mental illness is a very threatening, fearful thing and not an idea to be entertained
lightly about anyone. Emotionally, it represents to people a loss of what they consider
to be the distinctively human qualities of rationality and free will, and there is kind of a
horror in dehumanization. As both our data and other studies make clear, mental illness
is something that people want to keep as far from themselves as possible.
(Star, 1950, as cited in Link et al., 1999: 1331)
stigma Many studies have since confirmed that mental health problems carry a stigma,
attribute that is deeply defined by Goffman (1963) as an attribute that is deeply discrediting and that reduces
discrediting and that the bearer from a whole and usual person to a tainted, discounted one (Link et al.,
reduces the bearer to a
tainted and discounted
2004; Wood et al., 2014; Ahmed et al., 2019). To some extent this is surprising, given
person that the lifetime prevalence of mental disorders in the Western world is estimated at
more than 40% (Kessler et al., 2005; Merikangas et al., 2010), meaning that nearly half
the population at some point in their life may be diagnosed with a mental disorder,
for which they are likely to seek help. The most prevalent disorders are major depres-
sive disorder (17%), alcohol abuse (13%), specific phobias (12%) and social phobia
(12%). The persistent stigma shows that, whatever influence psychology has on society,
at present it is not enough to counterbalance the deep negative attitude the public has
towards individuals with mental problems.
Mechanisms behind the negative image
To understand why mental health problems continue to carry such a stigma in our
society despite the meagre empirical evidence for it, we need to know what mecha-
nisms underlie it. For instance, we could follow Foucault’s argument that mad people
have been singled out by society as outcasts, to make everyone else feel better and as a
surveillance threat (‘if you don’t behave well, you will end up in the group of the mad’).
In that case, the conclusion would have to be that no matter how much effort psycholo-
gists put into the case, it will be wasted energy. The group of the mad is needed for the
other groups to feel better, and if the madness stigma were to disappear, a replacement
group would have to be found.
Another view is that the stigma of mental illness is a social stereotype, due to the
fact that the public has little veridical information about mental illnesses. There is
considerable evidence for this. For instance, the public makes few distinctions between
the different types of disorders and their impact on a person’s life. When Angermeyer
and Matschinger (2005) phoned a representative sample of 1,000 Germans to ask what
a bipolar disorder was and gave four response alternatives, only 5% of the group knew
the disorder referred to a mental health problem. The majority of the interviewees
(61%) thought it had to do with global warming and the melting of the ice at the
North and the South Poles.
A second finding is that few people indicate that they have direct experience with
mental health patients (which incidentally suggests how much mental health problems
are hidden). Most information seems to come from the media, in particular television
14.3 Focus on: To what extent have psychologists been able to change the negative image of mental disorders? 613
and newspapers. They seem to be the major sources of the negative image, because they
portray people with mental health problems as devoid of interesting attributes, severely
affected and above all as dangerous (Stuart, 2006; Nairn, 2007; Ross et al., 2019). It
starts as early as children’s cartoons (Wilson et al., 2000), where characters with mental
illnesses serve comic roles or act as evil villains, and where commonly occurring terms
such as ‘crazy’, ‘mad’ and ‘losing your mind’ consistently denote loss of control.
Prime television series and films also portray people with mental health problems
as dangerous individuals. Of the 20 characters Wilson et al. (1999) randomly selected,
15 were portrayed as violent, unpredictable, unproductive, asocial, incompetent and
unreliable. Corrigan et al. (2005) analysed American newspapers. Of the articles refer-
ring to mental health problems, 39% contained an association with violence. These
usually figured on the front pages of tabloids (e.g. when a murder had been committed
by someone who had been treated by the mental health services). The ones that gave
a more representative picture were usually in the scientific sections of the more seri-
ous newspapers. Vengut Climent (2018) reported similar findings in other countries.
Nairn and Coverdale (2005) further observed that most articles relating to mental
health problems were stories about people and not stories of people: there were few
first-person stories based on the experiences and the perspectives of persons with men-
tal health problems themselves. In a survey of more than 5,000 respondents, Anger-
meyer et al. (2005) observed that the stigma of mental illness was particularly strong
among those who watched a lot of television and read tabloid newspapers.
This is how the mother of a son with schizophrenia experienced it:
Just look how often and in what sort of magazines you can read something about choles-
terol, for instance. Even in the tabloid press, and so often that you’re getting sick and tired
of it! And when you want to know something about a mental disorder, you only hear about
it when a patient has committed a crime, and that’s all. And this is a really big mistake!
(Schulze & Angermeyer 2003: 306)
According to Link et al. (1999) the association in the media between mental health prob-
lems and danger is by far the strongest reason why the public wants to keep its distance
from individuals with a mental illness. The fact that mental illnesses are so often associ-
ated with violence in the media means that even new patients themselves are scared of
others on their first admissions. This is what a psychiatrist reported in her daily practice:
Or what you see in crime series on TV. It seems there is a particular trend at the moment.
Nearly every week, one of the perpetrators portrayed in these films ends up in a psychiat-
ric hospital, because he’s committed a horrific crime. And this shapes the public image,
also among the patients. They’re afraid they might find themselves attacking someone one
day, and they’d rather not stay at the hospital because they’re scared of the other patients.
(Schulze & Angermeyer, 2003: 305)
Finally, there are suggestions that the way people treat those with poor mental health
has a significant influence on the outcomes of those individuals. This is how the Amer-
ican anthropologist Tanya Luhrmann (2007) described it:
The primary conclusion of the ethnographic research on subjects with schizophrenia
is that the daily experience of survival with serious psychotic illness is one of repeated
social failure . . .
You would expect individuals to experience social defeat when they have an encounter
with another person who demeans them, humiliates them, subordinates them . . . Social
defeat is not so much an idea that someone holds but a human encounter—an important
distinction, because to alter individuals’ ideas you can use psychotherapy, but to alter
their encounters, you must change their social world.
(Luhrmann, 2007: 149, 151–2)
Luhrmann (2007) described how a considerable percentage of patients diagnosed
with schizophrenia end up being homeless and dependent on charity. In her view, the
reaction ex-patients receive from others is one of the reasons why the prospects of
recovery are lower in Western countries than in Africa and India, where the extended
family remains more involved in the treatment, where individuals do not have to be
primary breadwinners or caretakers to be useful members of a household, and where
fewer jobs are in fast-paced, high people-contact settings.
More importantly for our present discussion, however, is that all this research seems to
have little impact on the responses people with mental illnesses get from the public. This
brings us back to the original question of the section: how much of psychologisation is due
to psychologists and how much to popular (mis)understanding of psychological findings?
What do you think?

To what extent have your psychology studies formed a counterweight against the
stigma of mental illness? Or do you see the same stereotypes among psychology
students as in the general public?
Quo vadis, psychology?

The distressing discrepancy between the popular view of psychology and what
evidence-based psychology actually stands for arguably confronts us with the biggest
conceptual issue of the present book: do psychology studies matter? This issue can
be translated into various sub-questions, such as: is the knowledge that psychologi-
cal research generates helpful? Do psychological studies make a difference to those
who are researched (clients, relatives, schools, hospitals, companies, politicians)? Do
they provide students with useful information and skills? Does psychology require a
dedicated degree? And maybe above all: can we imagine a twenty-first-century soci-
ety without psychologists? Could the explosion of scientific knowledge in the past
300–400 years have taken place without the emergence of psychology as an independ-
ent discipline? And if so, how would our culture differ from the one we know now?
These are the questions we leave you with at the end of this book.
Interim summary
To what extent is the psychologisation of society steered
by psychologists?
● There is a discrepancy between the degree to which Western society has become
psychologised and the impact of psychologists.
● This is because the psychologisation of society is driven to a larger extent by the popular
image of psychology than by what happens in psychological research itself.
References 615
● Knowledge of psychology is largely driven by the media, which often brings a simplified
and sensationalised story in line with popular beliefs and social biases. An example is the
depiction of people with mental disorders and the consequences this has for the ways in
which these persons are treated.
● The discrepancy between what psychology is and what the public thinks of it arguably
confronts us with the biggest conceptual issue of this book: do psychology studies
matter? Do they make a difference to those who research them?
The influence of the socio-political context on psychol- The Globalization of the American Psyche (New York:
ogy (in particular intelligence testing) is well described in Free Press).
Gould, S.J. (1996) The Mismeasure of Man (New York:
For the ways in which social groups try to increase their
W.W. Norton & Co.).
power, see in particular Illich, I. (1976) Limits to Medicine –
Good examples of the influences of psychology on society Medical Nemesis: The Expropriation of Health (London:
are Ward, S.C. (2002) Modernizing the Mind: Psychologi- Marion Boyars Publishers).
cal Knowledge and the Remaking of Society (Westport,
Finally, for those who wonder whether at the end of the day
CT: Praeger), Hanson, F.A. (1993) Testing Testing: Social
psychology still has something to offer, we recommend any
Consequences of the Examined Life (Berkeley: University
good introductory textbook of psychology, to offset the
of California Press), and Watters, E. (2010) Crazy Like Us:
sometimes critical tone used here.
References
Ahmed, S., Birtel, M.D., Pyle, M. & Morrison, A.P. (2019) Baritz, L. (1960) The Servants of Power: A History of the
‘Stigma towards psychosis: Cross-cultural differences Use of Social Science in American Industry. New York:
in prejudice, stereotypes, and discrimination in White John Wiley.
British and South Asians’. Journal of Community & Bartlett, D. & Francis-Smythe, J. (2016) ‘Bridging the
Applied Social Psychology. Advance publication avail- divide in work and organizational psychology: Evidence
able at https://onlinelibrary.wiley.com/doi/epdf/10.1002/ from practice’. European Journal of Work and Organi-
casp.2437. zational Psychology, 25: 615–30.
Ambady, N., Krabbenhoft, M.A. & Hogan, D. (2006) ‘The Beeber, L.S. (2018) ‘Disentangling mental illness and vio-
30-sec sale: Using thin slice judgments to evaluate sales lence’. Journal of the American Psychiatric Nurses Asso-
effectiveness’. Journal of Consumer Psychology, 16: ciation, 24: 360–62.
4–13. Blech, J. (2006) Inventing Disease and Pushing Pills: Phar-
Angermeyer, M.C., Dietrich, S., Potl, D. & Matschinger, maceutical Companies and the Medicalisation of Nor-
H. (2005) ‘Media consumption and desire for social mal Life. London: Routledge.
distance towards people with schizophrenia’. European Boghossian, P. & Lindsay, J. (2017) ‘The conceptual penis
Psychiatry, 20: 246–50. as a social construct: A Sokal-style hoax on gender
APA Presidential Task Force on Evidence-based Practice studies’. Skeptic. Available at https://www.skeptic.com/
(2006) ‘Evidence-based practice in psychology’. Ameri- reading_room/conceptual-penis-social-contruct-sokal-
can Psychologist, 61: 271–85. style-hoax-on-gender-studies/.
Back, M.D., Stopfer, J.M., Vazire, S., Gaddis, S., Schmukle, Boring, E.G. (1923) ‘Intelligence as the tests test it’. New
S.C., Egloff, B. & Gosling, S.D. (2010) ‘Facebook profiles Republic, 6 June, 35–7.
reflect actual personality, not self-idealization’. Psycho- Brief, A.P. (2000) ‘Still servants of power’. Journal of Man-
logical Science, 21: 372–74. agement Inquiry, 9: 342–51.
Briner, R.B. & Rousseau, D.M. (2011) ‘Evidence-based Draaisma, D. (2000) Metaphors of Memory. A History of
I–O psychology: Not there yet’. Industrial and Organi- Ideas about the Mind. Cambridge: Cambridge Univer-
zational Psychology, 4: 3–22. sity Press.
Brouwer, M.E., Williams, A.D., Kennis, M., Fu, Z., Klein, Ecclestone, K. & Hayes, D. (2009) The Dangerous Rise of
N.S., Cuijpers, P. & Bockting, C.L. (2019) ‘Psychological Therapeutic Education. London: Routledge.
theories of depressive relapse and recurrence: A system- Eitan, O., Viganola, D., Inbar, Y., Dreber, A., Johannes-
atic review and meta-analysis of prospective studies’. son, M., Pfeiffer, T., . . . & Uhlmann, E.L. (2018) ‘Is
Clinical Psychology Review, 74: 101773. research in social psychology politically biased? System-
Burr, V. & Butt, T. (2000) ‘Psychological distress and post- atic empirical tests and a forecasting survey to address
modern thought.’ In F. Dwight (Ed.), Pathology and the the controversy’. Journal of Experimental Social Psy-
Postmodern, pp. 186-206. London: Sage Publications. chology, 79: 188–99.
Corrigan, P.W., Watson, A.C., Gracia, G., Slopen, N. et Elbogen, E.B. & Johnson, S.C. (2009) ‘The intricate link
al. (2005) ‘Newspaper stories as measures of structural between violence and mental disorder: results from the
stigma’. Psychiatric Services, 56: 551–6. National Epidemiologic Survey on Alcohol and Related
Cummings, N.A. & O’Donohue, W.T. (2008) Eleven Blun- Conditions’. Archives of General Psychiatry, 66: 152–61.
ders that Cripple Psychotherapy in America. New York: Feyerabend, P.K. (1975/1993) Against Method: Outline of
Routledge. an Anarchistic Theory of Knowledge. London: New Left
Danziger, K. (1997) Naming the Mind: How Psychology Books.
Found its Language. London: Sage. Forshaw, M.J. (2007) ‘Free qualitative research from the
Decates, V. (2019) ‘Geboren als eeneiige tweelingzus- shackles of method’. The Psychologist, 20: 478–9.
sen, zijn Laurens en Yentl nu broer en zus: “Toen ik Foucault, M. (1961) Folie et déraison. Histoire de la folie
17 was, viel voor mij het kwartje”’, de Gelderlander à l’âge classique. Paris: Librairie Plon. (English transla-
(5 October), https://www.gelderlander.nl/arnhem/ tion in 1965: Madness and Civilization: A History of
geboren-als-eeneiige-tweelingzussen-zijn-laurens-en- Insanity in the Age of Reason; new translation in 2006:
yentl-nu-broer-en-zus-toen-ik-17-was-viel-voor-mij-het- History of Aadness. London: Routledge.)
kwartje~a607c0d1/ Foucault, M. (1976) Surveiller et Punir: Naissance de la
De Graaf, P.M. & Kalmijn, M. (2006) ‘Divorce motives in Prison. Paris: Editions Gallimard. (English translation:
a period of rising divorce: Evidence from a Dutch life- Foucault, M. (1979) Discipline and Punish: The Birth of
history survey’. Journal of Family Issues, 27: 183–205. the Prison. New York: Vintage.)
Dekker, S., Lee, N.C., Howard-Jones, P. & Jolles, J. (2012) Frankfurt, H.G. (2005) On Bullshit. Princeton, NJ: Prince-
‘Neuromyths in education: Prevalence and predictors of ton University Press.
misconceptions among teachers’. Frontiers in Psychol- Friedman, R.A. (2006) ‘Violence and mental illness—how
ogy, 3: 429. strong is the link?’ New England Journal of Medicine,
De Vries, Y.A., Roest, A.M., de Jonge, P., Cuijpers, P., 355: 2064–66.
Munafò, M.R. & Bastiaansen, J.A. (2018) ‘The cumu- Frimer, J.A., Skitka, L.J. & Motyl, M. (2017) ‘Liberals and
lative effect of reporting and citation biases on the conservatives are similarly motivated to avoid exposure
apparent efficacy of treatments: the case of depression’. to one another’s opinions’. Journal of Experimental
Psychological Medicine, 48: 2453–55. Social Psychology, 72: 1–12.
Diamond, M. & Sigmundson, H.K. (1997) ‘Sex reassign- Fuchs, A.H. (2000) ‘Contributions of American mental
ment at birth: Long-term review and clinical implica- philosophers to psychology in the United States’. His-
tions’. Archives of Pediatrics and Adolescent Medicine, tory of Psychology, 3: 3–19.
151: 298–304. Furedi, F. (2004) Therapy Culture: Cultivating Vulnerabil-
Ditto, P.H., Liu, B.S., Clark, C.J., Wojcik, S.P., Chen, E.E., ity in an Uncertain Age. London: Routledge.
Grady, R.H., . . . & Zinger, J.F. (2019) ‘At least bias is Gentner, D. & Grudin, J. (1985) ‘The evolution of men-
bipartisan: A meta-analytic comparison of partisan bias tal metaphors in psychology: A 90-year retrospective’.
in liberals and conservatives’. Perspectives on Psychologi- American Psychologist, 40: 181–92.
cal Science, 14: 273–91. Gillborn, D. (2016) ‘Softly, softly: Genetics, intelligence
Dore, R. (1976) The Diploma Disease: Education, Quali- and the hidden racism of the new geneism’. Journal of
fication and Development. London: Allen and Unwin. Education Policy, 31: 365–88.
Dore, R. (1997) ‘Reflections on the diploma disease twenty Goffman, E. (1963) Stigma: Notes on the Management of
years later’. Assessment in Education, 4: 189 https:// Spoiled Identity. Englewood Cliffs, N.J: Prentice-Hall.
www.skeptic.com/reading_room/conceptual-penis- Gould, S.J. (1996) The Mismeasure of Man (2nd Edition).
social-contruct-sokal-style-hoax-on-gender-studies/206. London: W.W. Norton & Co.
References 617
Greenfield, P.M. (1998) ‘The cultural evolution of IQ’. In Kaplan, J.M., Pigliucci, M. & Banta, J.A. (2015) ‘Gould
U. Neisser (Ed.), The Rising Curve: Long-Term Gains on Morton, Redux: What can the debate reveal about
in IQ and Related Measures. American Psychological the limits of data?’ Studies in History and Philosophy
Association. of Science Part C: Studies in History and Philosophy of
Gulerce, A. (2006) ‘History of psychology in Turkey as a Biological and Biomedical Sciences, 52: 22–31.
sign of diverse modernization and global psychologiza- Kardes, F.R. (2006) ‘When should consumers and manag-
tion.’ In A.C. Brock (Ed.), Internationalizing the History ers trust their intuition?’ Journal of Consumer Psychol-
of Psychology, pp. 75–93. New York: New York Univer- ogy, 16: 20–24.
sity Press. Katolik, A. & Oswald, A.J. (2017) ‘Antidepressants for
Gyani, A., Shafran, R., Myles, P. & Rose, S. (2014) ‘The economists and business-school researchers: An intro-
gap between science and practice: How therapists make duction and review’. IZA Discussion Paper, No. 10959,
their clinical decisions’. Behavior Therapy, 45: 199–211. Institute of Labor Economics (IZA), Bonn.
Hanson, F.A. (1993) Testing Testing: Social Consequences Kessler, R.C., Berglund, P., Demler, O., Jin, R., Merikan-
of the Examined Life. Berkeley: University of California gas, K.R. & Walters, E.E. (2005) ‘Lifetime prevalence
Press. and age-of-onset distributions of DSM-IV disorders in
Hoganh, R.M. (2005) ‘Deciding analytically or trusting the National Comorbidity Survey Replication’, Archives
your intuition? The advantages and disadvantages of of General Psychiatry, 62: 593–602.
analytic and intuitive thought’. In T. Betsch & S. Haber- Kirsch, I. & Sapirstein, G. (1999) ‘Listening to Prozac
stroh (Eds.), The Routines of Decision Making, pp. but hearing placebo: A meta-analysis of antidepres-
67-82. Mahwah, NJ: Lawrence Erlbaum Associates, Inc. sant medications’. In I. Kirsch (Ed.), How Expectancies
Haynes, T. (2018) ‘Dopamine, smartphones & you: Shape Experience, pp. 303–20. American Psychological
A battle for your time’ (1 May). Blog post avail- Association.
able at http://sitn.hms.harvard.edu/flash/2018/ Koppes, L.L. (Ed.) (2014) Historical Perspectives in Indus-
dopamine-smartphones-battle-time/. trial and Organizational Psychology. Psychology Press.
Hood, R.W. (2000) ‘American psychology of religion and Larsen, S.F. (1987) ‘Remembering and the archaeology
the Journal for the Scientific Study of Religion’. Journal metaphor’. Metaphor and Symbol, 2: 187–99.
for the Scientific Study of Religion, 39: 531–43. Leary, D.E. (Ed.) (1995) Metaphors in the History of Psy-
Illich, I. (1971) Deschooling Society. London: Penguin chology. Cambridge: Cambridge University Press.
Education. Lewis, J.E., DeGusta, D., Meyer, M.R., Monge, J.M. et al.
Illich, I. (1973) Tools for Conviviality. New York: Harper (2011) ‘The mismeasure of science: Stephen Jay Gould
& Row (also available at http://clevercycles.com/ versus Samuel George Morton on skulls and bias’; PLoS
tools_for_conviviality). Biol 9: e1001071. DOI:10.1371/journal.pbio.1001071.
Illich, I. (1976) Limits to Medicine – Medical Nemesis: The Lilienfeld, S.O. (2010) ‘Can psychology become a science?’
Expropriation of Health. London: Marion Boyars (also Personality and Individual Differences, 49: 281–88.
available at www.soilandhealth.org). Lilienfeld, S.O., Ammirati, R. & David, M. (2012) ‘Distin-
Inbar, Y. & Lammers, J. (2012) ‘Political diversity in social guishing science from pseudoscience in school psychol-
and personality psychology’. Perspectives on Psychologi- ogy: Science and scientific thinking as safeguards against
cal Science, 7: 496–503. human error’. Journal of School Psychology, 50: 7–36.
Isaak, J. & Hanna, M.J. (2018) ‘User data privacy: Face- Link, B.G., Phelan, J.C., Besnahan, M., Stueve, A. et al.
book, Cambridge Analytica, and privacy protection’. (1999) ‘Public conceptions of mental illness: Labels,
Computer, 51: 56–59. causes, dangerousness, and social distance’. American
Jena, A.B., Olenski, A., Blumenthal, D.M., Yeh, R.W., Journal of Public Health, 89: 1328–33.
Goldman, D.P., & Romley, J. (2018) ‘Acute myocardial Link, B.G., Yang, L.H., Phelan, J.C. & Collins, P.Y. (2004)
infarction mortality during dates of national interven- ‘Measuring mental illness stigma’. Schizophrenia Bul-
tional cardiology meetings’. Journal of the American letin, 30: 511–41.
Heart Association, 7: e008230. Luhrmann, T.M. (2007) ‘Social defeat and the culture of
Kagan, J. (2009a) ‘Historical selection’. Review of General chronicity: Or, why schizophrenia does so well over there
Psychology, 13: 77–88. and so badly here’. Culture, Medicine and Psychiatry,
Kagan, J. (2009b) The Three Cultures: Natural Sciences, 31: 135–72.
Social Sciences, and the Humanities in the 21st century. Mason, L., Grey, N. & Veale, D. (2016) ‘My therapist is a
Cambridge: Cambridge University Press. student? The impact of therapist experience and client
Kahneman, D. (2011) Thinking, Fast and Slow. Macmillan. severity on cognitive behavioural therapy outcomes for
people with anxiety disorders’. Behavioural and Cogni- antidepressant standoff: why it continues and how to
tive Psychotherapy, 44: 193–202. resolve it’. Psychological Medicine, 50: 177–86.
Mayer, J. (2008) The Dark Side: The Inside Story of how Pasquinelli, E. (2012) ‘Neuromyths: Why do they exist and
the War on Terror Turned into a War on American persist?’ Mind, Brain, and Education, 6: 89–96.
Ideals. Garden City, NY: Doubleday. Rajecki, D.W., & Borden, V.M. (2011) ‘Psychology degrees:
McKay, R. & Coltheart, M. (2017) ‘Breaking the ice with Employment, wage, and career trajectory consequences’.
buxom grapefruits: Pratiques de publication and preda- Perspectives on Psychological Science, 6: 321–35.
tory publishing’ (25 July). Available online at: http:// Redding, R.E. (2001) ‘Sociopolitical diversity in psychol-
deevybee.blogspot.com/2017/07/breaking-ice-with- ogy: The case for pluralism’. American Psychologist, 56:
buxom-grapefruits.html. 205–15.
Merikangas, K.R., He, J.P., Burstein, M., Swanson, S.A., Reed, E.S. (1997) From Soul to Mind: The Emergence of
Avenevoli, S., Cui, L., . . . & Swendsen, J. (2010) ‘Lifetime Psychology, from Erasmus Darwin to William James.
prevalence of mental disorders in US adolescents: results New Haven: Yale University Press.
from the National Comorbidity Survey Replication– Richards, G. (2002) Putting Psychology in its Place: A Critical
Adolescent Supplement (NCS-A)’. Journal of the Amer- Historical Overview (2nd Edition). London: Routledge.
ican Academy of Child & Adolescent Psychiatry, 49: Roback, A.A. (1929) ‘Quacks’. Forum, 81: 263–9.
980–89. Rogers, A. & Pilgrim, D. (2005) A Sociology of Mental
Messer, S.B. (2004) ‘Evidence-based practice: Beyond Health and Illness (3rd Edition). Maidenhead, UK: Open
empirically supported treatments’. Professional Psychol- University Press.
ogy: Research and Practice, 35: 580–8. Ross, A.M., Morgan, A.J., Jorm, A.F. & Reavley, N.J.
Money, T. & Ehrhardt, A. (1972) Man and Woman, Boy (2019) ‘A systematic review of the impact of media
and Girl, the Differentiation and Dimorphism of Gender reports of severe mental illness on stigma and dis-
Identity from Conception to Maturity. Baltimore, MD: crimination, and interventions that aim to mitigate any
Johns Hopkins University Press. adverse impact’. Social Psychiatry and Psychiatric Epi-
Moss-Racusin, C.A., Dovidio, J.F., Brescoll, V.L., Graham, demiology, 54: 11–31.
M.J. & Handelsman, J. (2012) ‘Science faculty’s subtle Sackett, P.R., Dahlke, J.A., Shewach, O.R. & Kuncel, N.R.
gender biases favor male students’. Proceedings of the (2017) ‘Effects of predictor weighting methods on incre-
National Academy of Sciences of the United States of mental validity’. Journal of Applied Psychology, 102:
America, 109: 16474–79. 1421.
Murphy Paul, A. (2005) The Cult of Personality Testing: Sackett, P.R., Kuncel, N.R., Arneson, J.J., Cooper, S.R. et
How Personality Tests are Leading us to Miseducate our al. (2009) ‘Does socioeconomic status explain the rela-
Children, Mismanage our Companies, and Misunder- tionship between admissions tests and post-secondary
stand Ourselves. Simon and Schuster. academic performance?’ Psychological Bulletin, 135:
Mussel, P. (2013) ‘Introducing the construct curiosity for 1–22.
predicting job performance’. Journal of Organizational Schulte-Mecklenbeck, M., Spaanjaars, N.L. & Witteman,
Behavior, 34: 453–72. C.L. (2017) ‘The (in) visibility of psychodiagnosticians’
Nairn, R.G. (2007) ‘Media portrayals of mental illness, expertise’. Journal of Behavioral Decision Making, 30:
or is it madness? A review’. Australian Psychologist, 42: 89–94.
138–46. Schulze, B. & Angermeyer, M.C. (2003) ‘Subjective experi-
Nairn, R.G. & Coverdale, J.H. (2005) ‘People never see us ences of stigma. A focus group study of schizophrenic
living well: An appraisal of the personal stories about patients, their relatives and mental health professionals’.
mental illness in a prospective print media sample’. Social Science & Medicine, 56: 299–312.
Australian and New Zealand Journal of Psychiatry, 39: Shah, P., Michal, A., Ibrahim, A., Rhodes, R. & Rodriguez,
281–7. F. (2017) ‘What makes everyday scientific reasoning so
Nieuwenstein, M.R., Wierenga, T., Morey, R.D., Wicherts, challenging?’ Psychology of Learning and Motivation,
J.M., Blom, T.N., Wagenmakers, E.J. & van Rijn, H. 66: 251–99.
(2015) ‘On making the right choice: A meta-analysis Sharpe, D. & Faye, C. (2009) ‘A second look at debriefing
and large-scale replication attempt of the unconscious practices: Madness in our method?’ Ethics & Behavior,
thought advantage’. Judgment and Decision Making, 19: 432–47.
10: 1–17. Shorter, E. (1992) From Paralysis to Fatigue: A History of
Ormel, J., Spinhoven, P., de Vries, Y.A., Cramer, A.O., Psychosomatic Illness in the Modern Era. New York:
Siegle, G.J., Bockting, C.L. & Hollon, S.D. (2020) ‘The The Free Press.
References 619
Shorter, E. (1997) A History of Psychiatry. New York: John The British Psychological Society (2004) Guideline for
Wiley & Sons. Minimum Standards of Ethical Approval in Psychologi-
Silberzahn, R., Uhlmann, E.L., Martin, D.P., Anselmi, P., cal Research. Leicester, UK: The British Psychological
Aust, F., Awtrey, E., . . . Nosek, B.A. (2018) ‘Many ana- Society.
lysts, one data set: Making transparent how variations in The British Psychological Society (2018) Code of Ethics and
analytic choices affect results’. Advances in Methods and Conduct. Leicester, UK: The British Psychological Society.
Practices in Psychological Science, 1: 337–56. Thompson, D. (2008) Counterknowledge: How we Surren-
Skinner, B.F. (1971) Beyond Freedom and Dignity. New dered to Conspiracy Theories, Quack Medicine, Bogus
York: Knopf. Science and Fake History. London: Atlantic Books.
Sokal, A. & Bricmont, J. (1997) Impostures Intellectuelles. Tracey, T.J., Wampold, B.E., Lichtenberg, J.W., & Good-
Paris: Editions Odile Jacob (English translation (1998, year, R.K. (2014) ‘Expertise in psychotherapy: An elusive
2003) Intellectual Impostures. London: Profile Books goal?’ American Psychologist, 69: 218–29.
Ltd). Tulving, E. & Thomson, D.M. (1971) ‘Retrieval processes
Sokal, A.D. (1996a) ‘Transgressing the boundaries: Toward in recognition memory – Effects of associative context’.
a transformative hermeneutics of quantum gravity’. Journal of Experimental Psychology, 87: 116–24.
Social Text, 46/47: 217–52 (also available at www.phys- Tyson, P.J., Jones, D. & Elcock, J. (2011) Psychology in
ics.nyu.edu/sokal/). Social Context: Issues and Debates. Oxford: Blackwell
Sokal, A.D. (1996b) ‘A physicist experiments with cultural Publishing.
studies’. Lingua Franca, May/June: 62–64 (also available Vadillo, M.A., Kostopoulou, O. & Shanks, D.R. (2015)
at www.physics.nyu.edu/sokal/). ‘A critical review and meta-analysis of the unconscious
Spengler, P.M., White, M.J., Ægisdóttir, S., Maugherman, thought effect in medical decision making’. Frontiers in
A.S., Anderson, L.A., Cook, R.S., . . . & Rush, J.D. Psychology, 6: 636.
(2009) ‘The meta-analysis of clinical judgment project: Vengut Climent, E. (2018) ‘Newspaper portrayal of mental
Effects of experience on judgment accuracy’. The Coun- illness in England, Canada, Portugal, Spain and Japan =
seling Psychologist, 37: 350–99. Representación de las enfermedades mentales en periód-
Starns, J.J., Cataldo, A.M., Rotello, C.M., Annis, J., Aschen- icos de Inglaterra, Canadá, Portugal, España y Japón’.
brenner, A., Bröder, A., . . . & Wilson, J. (2019) ‘Assessing Revista Espanola de Comunicacion en Salud, 9: 176–87.
theoretical conclusions with blinded inference to investi- Verhaeghe, P. (2009) Het Einde van de Psychotherapie (The
gate a potential inference crisis’. Advances in Methods End of Psychotherapy). Amsterdam: De Bezige Bij.
and Practices in Psychological Science, 2: 335–49. Vollmer, S., Spada, H., Caspar, F. & Burri, S. (2013) ‘Exper-
Stegenga, J. (2018) Medical Nihilism. Oxford University tise in clinical psychology: The effects of university
Press. training and practical experience on expertise in clinical
Stewart, R.E., & Chambless, D.L. (2007) ‘Does psycho- psychology’. Frontiers in Psychology, 4: 141.
therapy research inform treatment decisions in private Walsh, E. & Fahy, T. (2002) ‘Violence in society: Contribu-
practice?’ Journal of Clinical Psychology, 63: 267–81. tion of mental illness is low’. British Medical Journal,
Stewart, R.E., Stirman, S.W. & Chambless, D.L. (2012) ‘A 325: 507–8.
qualitative investigation of practicing psychologists’ atti- Walsh, E., Gilvarry, C., Samele, C., Harvey, K. et al. (2004)
tudes toward research-informed practice: Implications ‘Predicting violence in schizophrenia: A prospective
for dissemination strategies’. Professional Psychology: study’. Schizophrenia Research, 67: 247–52.
Research and Practice, 43: 100. Wampold, B.E., Minami, T., Basking, T.W. & Tierney,
Stobart, G. (2008) Testing Times: The Uses and Abuses of S.C. (2002) ‘A meta-(re)analysis of the effects of cog-
Assessment. Routledge. nitive therapy versus “other therapies” for depression’.
Stolzhoff, S. (2018) ‘The formula for phone addiction might Journal of Affective Disorders, 68: 159–65.
double as a cure’ (1 February). Wired. Available at https:// Ward, S.C. (2002) Modernizing the Mind: Psychological
www.wired.com/story/phone-addiction-formula/. Knowledge and the Remaking of Society. Westport, CT:
Stuart, H. (2006) ‘Media portrayal of mental illness and its Praeger.
treatments’. CNS Drugs, 20: 99–106. Watters, E. (2010) Crazy Like Us: The Globalization of the
Teo, T. (2005) The Critique of Psychology: From American Psyche. New York: Free Press.
Kant to Postcolonial Theory. New York: Springer Weindling, P.J. (2004) Nazi Medicine and the Nuremberg
Science+Business Media, Inc. Trials: From Medical War Crimes to Informed Consent.
Teo, T. (2008) ‘Race and psychology’. In W.A. Darity (Ed.), Basingstoke: Palgrave Macmillan.
International Encyclopedia of the Social Sciences (2nd Weisberg, M. (2014) ‘Remeasuring man’. Evolution &
Edition), pp. 21–24. Detroit, MI: Macmillan. Development, 16: 166–78.
Welch, B. (2009) ‘Torture, psychology, and Daniel Wilson, C., Nairn, R., Coverdale, J. & Panapa, A. (2000)
Inouye: The true story behind psychology’s role in ‘How mental illness is portrayed in children’s television:
torture’. Huffington Post, 16 June (available at www. A prospective study’. British Journal of Psychiatry, 176:
huffingtonpost.com/bryant-welch/torture-psychology- 440–3.
and-da_b_215612.html). Wilson, T.D. & Schooler, J.W. (1991) ‘Thinking too much:
Wheen, F. (2004) How Mumbo-Jumbo Conquered the introspection can reduce the quality of preferences and
World: A Short History of Modern Delusions. London: decisions’. Journal of Personality and Social Psychology,
Harper Perennial. 60: 181–92.
Wilson, C., Nairn, R., Coverdale, J. & Panapa, A. (1999) Wood, L., Birtel, M., Alsawy, S., Pyle, M. & Morrison,
‘Mental illness depictions in prime-time drama: Identify- A. (2014) ‘Public perceptions of stigma towards people
ing the discursive resources’. Australian and New Zea- with schizophrenia, depression, and anxiety’. Psychiatry
land Journal of Psychiatry, 33: 232–9. Research, 220: 604–8.
Epilogue
We have come to the end of our journey through the historical and conceptual issues
in psychology. We hope you enjoyed it and found it intellectually stimulating. We
have tried to strike a fair balance between two types of approaches that prevail in
the literature. On the one hand, there are the celebratory reviews of psychology’s
achievements exalting the many precious gifts psychology has bestowed on society;
on the other hand, there are the hypercritical reviews calling into question everything
psychologists feel proud of and leaving students bewildered and depressed at the end
of the reading.
For the record, we authors are both happy with our careers in psychology and
never regretted our choice. However, this does not take away from the fact that from
time to time it is good to stand back and take a critical look at what we are doing.
We are very well aware that similar reviews could be written about all the other
academic disciplines. The fact that they do not seem to feel the same urge to put
themselves into perspective may be seen as an illustration of a masochistic tendency
in psychologists, although we ourselves tend to perceive it as an indication that
psychologists are interested in all types of human functioning, including their own.
We hope you will find the outcome of our enterprise helpful and inspiring for the
continuation of your career!
Z01 Historical and Conceptual Issues in Psychology 27959.indd 621 14/09/2020 19:50
Glossary
access consciousness: access conscious information can Bayesian statistics: data analysis that deviates from the
be reported by the patient, used for reasoning and acted traditional hypothesis testing with p-values; estimates
upon intentionally. the relative probabilities of the null hypothesis and the
alternative hypothesis; is hoped to correct existing misun-
achievement test: standardised test which measures the
derstandings of statistics
knowledge of a particular topic or set of topics.
behaviourism: movement in psychology arguing that
ad hoc modifications: modifications to a theory that
observable behaviours are the most important aspect of
according to Popper make the theory less falsifiable;
human functioning to be understood; denies to various
decrease the scientific value of the theory.
extents the relevance of information processing going on
Age of Enlightenment: name given to the Western philosophy in the mind; particularly strong in the USA in the first half
and cultural life of the eighteenth century, in which autono- of the twentieth century.
mous thinking and observation became advocated as the pri-
Big data: collection and use of large datasets for second-
mary sources of knowledge, rather than reliance on authority.
ary data analysis.
algorithm: list of instructions that converts a given input,
biopsychosocial model: model according to which the
via a fully defined series of intermediate steps, into the
understanding of medical and psychological phenomena
desired output.
requires attention to biological, psychological as well as
animal spirits: spirits that were thought by Galen to travel over socio-cultural factors.
the nerves between the ventricles in the brain and the body.
boxes-and-arrows diagram: flowchart outlining the
animism: explanation of the workings of the world and different information stores (boxes) and information
the universe by means of spirits with humanlike charac- transformations (arrows) involved in the execution of a
teristics. particular task with observable input and output; used by
cognitive psychologists to detail the information process-
anthropomorphic interpretation: interpreting behaviour
ing involved in the task.
of non-human living creatures by attributing human
motives and human-like intelligence to them. bracketing: requirement in qualitative research to look
at a phenomenon with an open mind and to free oneself
antipsychiatry movement: a pressure group starting in the
from preconceptions.
1960s that called into question the usefulness of the pre-
vailing psychiatric treatments. brain equipotentiality theory: theory saying that all parts
of the brain have equal significance and are involved in
applied psychology: the application of psychological knowl-
each task; first thought to apply to the complete brain;
edge and research methods to solve practical problems.
since the nineteenth century limited to the cerebral hemi-
article processing charge (APC): price asked by open spheres.
access scientific journals to process a manuscript and pub-
case study: within medicine and clinical psychology, the
lish it in the journal.
intensive study of an individual patient within the context
asylum: name given to the institutions for the insane of his/her own world and relations, to understand and
established from the sixteenth century on; first modelled help the individual patient.
after prisons, later after hospitals for chronic patients.
Chinese room: thought experiment proposed by Searle to
authenticity test: test to determine whether a person is who illustrate the difference between information processing in
he/she pretends to be and to ascertain guilt or innocence. humans and information processing in computers.
Glossary 623
classical conditioning: form of learning discovered by correspondence theory of truth: a statement is true when
Pavlov in which an association is made between two it corresponds with reality. Assumes that there is a physi-
events in the environment; usually studied with a stimulus cal reality which has priority and which the human mind
that elicits a reflex-like response (e.g. food in mouth S tries to understand. First formulated by Aristotle.
salivation) to which a second, initially neutral stimulus is
critical psychology: movement in psychology that criticises
coupled.
mainstream psychology for failing to understand that
clinical psychology: branch of psychology applying psy- knowledge does not refer to an outside reality (idealism),
chological knowledge to the assessment and treatment of that scientific knowledge is not cumulative but consists of
mental disorders. social constructions, and that psychological theories and
claims have an impact on the world in which people live.
cognitive neuropsychiatry: subfield that tries to under-
stand consequences of mental disorders in terms of Dark Ages: name given in the Renaissance to the Middle
breakdowns in the cognitive models of normal psycholog- Ages, to refer to the lack of independent and scientific
ical functioning. thinking in that age.
cognitive neuropsychology: part of neuropsychology Declaration on Research Assessment (DORA): decla-
aimed at understanding and treating the behavioural ration that asks science funders and evaluators to look
consequences of brain damage within the information at the quality of the research itself (proposed and com-
processing models proposed by cognitive psychologists. pleted) rather than at the prestige of the outlets in which
the research is published.
cognitive neuroscience: the scientific study of the biolog-
ical mechanisms underlying cognition; largely based on deductive reasoning: form of reasoning in which one
brain imaging techniques, TMS and the measurement of starts from a number of indisputable premises (known
electrical activity. statements), from which new, true conclusions can be
drawn if the rules of logic are followed.
cognitive psychology: movement in psychology arguing
that observable behaviours are the result of information degenerative research programme: notion introduced
processing in the mind; started in the 1950s and currently by Lakatos to indicate a paradigm that does not allow
the dominant form of mainstream psychology. researchers to make new predictions and that requires an
increasing number of ad hoc modifications to account for
comparative psychology: study of behaviour of animals, the empirical findings.
usually with the intention to shed light on human func-
tioning within the framework of the evolutionary theory. demarcation: setting and marking the boundaries of a
concept; used, for instance, in the philosophy of science to
computational model: computer program simulating the denote attempts to define the specificity of science.
human information processing assumed to be involved in
the execution of a particular task; requires researchers to diagnostic tests: tests to determine which condition a
be much more precise about of what going on than in a person has.
boxes-and-arrows model. diathesis–stress model: model claiming that the likelihood
conceptual replication: replication in which an effect is of a person having a disorder depends on the vulnerability
investigated differently from the original study; is good of the person (diathesis) and the amount of stress experi-
to examine the generality of a finding, but can magnify enced by the person.
biases in the scientific literature if combined with the file discourse analysis: qualitative research method that aims
drawer problem. to discover how social relations between people are deter-
confirmation bias: tendency people have to search for mined by the language they use.
evidence that confirms their opinion; goes against falsi- double dipping: practice in science in which journals make
ficationism. money both by journal subscriptions and by article fees
for open access.
confounding variable: variable that was not taken into
account in the study and that may be the origin of the dualism: view of the mind–body relation according to
effect observed. which the mind is immaterial and completely indepen-
dent of the body; central within religions and also in
consciousness: word referring to the private, first-person
Descartes’ philosophy.
experiences an individual lives through; contains all the
mental states a person is aware of; part of the mind that Edwin Smith papyrus: papyrus from Ancient Egypt that
can be examined with introspection. contains short descriptions of the symptoms and treatment
624 Glossary
of different forms of brain injury; named after the person that do not find significant differences are less likely to get
who bought the papyrus in Egypt and had it analysed. published.
EEG: electroencephalogram: outcome of measurement fMRI: brain imaging technique based on the measurement
of electrical brain activity by means of sensors placed on of blood with oxygen vs. blood without oxygen; currently
the scalp; routinely used in hospitals for the detection of the most popular imaging technique because of its high
epilepsy. spatial resolution (allows good localisation); has rather
low temporal resolution (cannot trace what is happening
efficacy of therapies: measure to indicate how much
at a speed of hundreds of registrations per second)
improvement a therapy brings to patients.
focus group: technique in which a group of participants
embodied cognition: the conviction that the interactions
freely discuss a limited set of questions.
between the human body and the environment form the
grounding (meaning) of human cognition. folk psychology: collection of beliefs lay people have
about psychological functioning; no efforts made to ver-
empiricism: view according to which knowledge is obtained
ify them empirically or to check them for their internal
by means of perceptual experiences; usually involves idea
coherence.
of associations between ideas to combine the individual
perceptions; also emphasis on inductive reasoning. free will: situation in which individuals can choose their
course of action from a number of alternatives; choice is
epistemology: branch of philosophy concerned with the
the outcome of an informed deliberation.
nature of knowledge.
functionalism: name given to an approach in early
ethical code of conduct: protocol that includes all the
American psychology research, that examined the prac-
ethics-related conditions to which a study must adhere.
tical functions of the human mind inspired by the evolu-
eugenics: social philosophy claiming that the fate of a nation tionary theory.
can be improved by selective breeding of the inhabitants.
functionalism: in philosophy, view about the relationship
Event Related Potential (ERP): signal obtained by averag- between the mind and brain that considers the mind
ing the EEG signals to stimuli that are repeated a number as a separate layer of information implemented on a
of times; allows researchers to look for differences in the Turing machine; predicts that the mind can be copied
signal as a function of characteristics of the stimulus. onto another Turing machine.
evolutionary psychology: approach in psychology that gate control theory of pain: theory of pain perception
aims to understand human behaviour on the basis of nat- which assumes that the nerve signals carrying the pain
ural selection and the evolutionary theory. message have to pass through a gate before they reach
the brain; at this gate the signals can be made stronger or
experimental history: method introduced by Bacon in
weaker.
which the natural philosopher extracts the truth from
Nature by active manipulation and examining the conse- geocentric model: model of the universe in which the
quences of the intervention. Earth is at the centre; was dominant until the seventeenth
century.
face validity: estimating the validity of a test by estimating
to what extent the items of the test agree with one’s own Gestalt psychology: group of psychologists who argued
beliefs; is not evidence-based. that the human mind could not be understood by break-
ing down the experiences into their constituting ele-
falsificationism: view within the philosophy of science
ments; perception is more than the sensation of stimuli, it
that statements are scientific only if they can be falsified
involves organisation.
empirically.
global workspace model: model that explains the role of
feminist psychology: movement in psychology aimed at
consciousness by analogy to a theatre: consciousness is
understanding women; is particularly concerned with the
meant to make some information available to the whole
way in which women are treated in mainstream psychology
brain (i.e. the play), so that the various background processes
Fertile Crescent: region in the Middle East with a high can align their functioning to what is going on centrally.
level of civilisation around 3,000 BCE; included the Ancient
grounded theory: qualitative research method that tries to
Mesopotamian and the Ancient Egyptian civilisations.
understand what is going on in a particular situation and
file drawer problem: issue that the scientific literature which, on the basis of a qualitative analysis and induction,
badly represents the research done because experiments tries to come to a theoretical insight grounded in the data.
Glossary 625
hard problem: name given by Chalmers to refer to the ing; the prediction is subsequently put to a falsification
difficulty of explaining in what respects consciousness is test, which provides new observational data for further
more than accounted for on the basis of functionalism. theorising.
HARKing: an example of a questionable research practice idealism: view within philosophy that human knowledge
in which an unexpected significant finding in a statistical is a construction of the mind and does not necessarily
analysis is presented as an effect that was the focus of the correspond to an outside world; the truth of knowledge
research and, therefore, addresses an important theoreti- depends on the coherence with rest of the knowledge in
cal question (hypothesising after the results are known). the social group.
heliocentric model: model of the universe in which the ideographic approach: the conclusions of a study stay
Sun is at the centre. limited to the phenomenon under study.
hermeneutics: approach in psychology according to which identity problem: the difficulty the materialistic theory
the task of the psychologist is to interpret and understand of the mind–brain relationship has to explain how two
persons on the basis of their personal and socio-cultural events can be experienced as the same despite the fact that
history. their realisation in the brain differs.
hidden racism: advancing one’s own race by non--con- illusory correlation: perception of a correlation between
spicuous biases against other groups (usually by ignoring events for which no independent evidence can be found.
their contribution).
implicit personality theory: mixture of stereotypes and
historical method: one of the three research methods individuating information about the associations of per-
introduced by Wundt; consists of studying the human son characteristics that people use to make predictions
mind by investigating the products of human cultures; about how others will behave in social relations.
according to Wundt particularly well suited to investigate
inclusive fitness: hypothesis in evolutionary psychology
the ‘higher’ functions of the mind.
that behaviour is motivated not only by the organism’s
homunculus: word (meaning ‘little man’) used to refer to own survival but also by the survival of organisms that are
the difficulty of explaining goal-oriented behaviour with- genetically related; the motivation depends on the degree
out making use of an ultimate intelligent (human-like) of relatedness.
control centre.
individualisation: trend in a society towards looser social
humanistic psychology: psychological movement pro- relations and a greater focus by individuals on themselves
moted by Rogers and Maslow as a reaction against psy- than on the groups they belong to.
choanalysis and behaviourism; stressed that people are
inductive reasoning: form of reasoning in which one starts
human, inherently positive, endowed with free will and
from observations and tries to reach general conclusions
living within a socio-cultural context.
on the basis of convergences in the observations; is needed
humanities: academic disciplines that continued the train science to turn observed phenomena into scientific
ditional study of the ancient classics, increasingly sup- laws; no guarantee that the conclusions are true.
plemented with teachings of contemporary literature and
industrial psychology: first theory about how work should
art.
be organised; strongly influenced by Taylor’s scientific
human relations movement: second main theory of how management: employees were the hands of the company
work should be organised; stressed the humanity of the that would accept any work if remunerated enough; tasks
employees and the importance of social relations. had to be made simple so that everyone could do them
without much practice.
human resource management: third main theory of how
work should be organised; stressed the desire for self- industrial revolution: name to refer to the socioeconomic
actualisation in employees; employees will perform best if and cultural changes in the nineteenth century caused by
given autonomy and authority. the invention of machines; involved, among other things,
the replacement of the labour of peasants and craftsmen
hypothetico-deductive method: model introduced by
by mass production in factories and the resulting massive
Popper to understand the scientific method; on the basis
relocation from the countryside to the towns.
of observation, induction and educated guesswork, a
theory of a phenomenon is formulated; the correctness information feedback: mechanism in which the current
of the theory is evaluated by the formulation of a testable performance level is compared to the desired end-state and
prediction (hypothesis) on the basis of deductive reason- the discrepancy is used to bring the performance closer to
626 Glossary
the end-state aimed for; important for psychology because promising brain imaging techniques, because it has the
it explained a great deal of goal-directed behaviour that potential of both a high temporal and spatial resolution.
previously seemed to require a homunculus explanation.
masked priming: experimental technique to investigate
information processing: encoding mental representations, unconscious information processing, consisting of briefly
transforming them by means of algorithms, and inte- presenting a prime between a forward meaningless mask
grating them with existing knowledge; forms the core of and a subsequent target, and examining the effect of the
cognitive psychology. prime on the processing of the target.
informed consent: central principle in ethics, saying that materialism: view about the relationship between the mind
people can only take part in a study after they have been and brain that considers the mind as the brain in operation.
informed of what will be involved and after they have
explicitly and voluntarily agreed to participate. Matthew effect: the tendency to give more credit to well-
known scientists than they deserve; increases the perceived
instinct: innate and fixed response that is automatically impact of these scientists.
elicited by an appropriate stimulus; used around the turn
of the twentieth century to explain motivation. mechanistic view: world view according to which every-
thing in the material universe can be understood as a
instrumental conditioning: name introduced by Thorndike complicated machine; discards the notion that things have
to refer to learning on the basis of the law of effect; called goals and intentions as assumed by the animistic view;
operant conditioning by Skinner. identified with Descartes.
interpretative phenomenological analysis: qualitative mega-journal: large-volume, peer-reviewed academic
research method in psychology that tries to under- open access journal designed to make more scientific find-
stand how a phenomenon is experienced by the people ings available by focusing on methodological rigour rather
involved. than theoretical contribution; has a large remit, so that
introspection: research method in psychology consisting articles on many topics can be included.
of a person looking inward and reporting what he/she is meme: information unit proposed by Dawkins that repro-
experiencing; usually done under controlled circumstances. duces itself according to the principles of the evolutionary
IQ test: test which is supposed to measure the intelligence theory (variation, selection and replication).
of a person; focuses on learning potential; results cor- mental chronometry: using reaction times to measure the
relate with school performance and suitability for intellec- time needed for various mental tasks; on the basis of a
tually demanding occupations. comparison of different tasks, models of the mental pro-
journal impact factor: number that estimates the impact a cesses involved in the tasks are postulated.
journal has on a research area; based on the average number mental representation: information pattern in the mind
of citations to articles in the journal in subsequent years. representing knowledge obtained through observation or
law of effect: behavioural law introduced by Thorndike to the application of an algorithm; forms a realm separate
refer to the fact that behaviours followed by positive con- from the brain and could in principle be copied to another
sequences are strengthened and more likely to be repeated. brain (or in a more extreme version, to a Turing machine).
localisation theory: theory saying that brain processes are metaphor: in science, stands for an analogy from another
localised, meaning that only part of the brain underlies a area that helps to map a new, complex problem by making
particular mental function. reference to a better understood phenomenon.
logical positivism: philosophical movement in the first methodolatry or methodologism: tendency to see meth-
half of the twentieth century, claiming that philosophy odological rigour as the only requirement for scientific
should stop thinking about metaphysics, and instead try research, at the expense of theory formation.
to understand the essence of the scientific approach; cen- mind: aggregate of faculties humans (and animals) have
tral tenet was the verification principle. to perceive, feel, think, remember and want.
logograph: a sign representing a spoken word, which no mind-brain problem: issue of how the mind is related to
longer has a physical resemblance to the word’s meaning. the brain; three main views: dualism, materialism and
functionalism.
magnetoencephalography (MEG): measurement of the
electrical brain activity by means of measurement of natural selection: process in Darwin’s evolutionary the-
the magnetic field around the head; is one of the most ory by which the environment results in the continuation
Glossary 627
and multiplication of organisms with certain genetic paradigm: notion introduced by Kuhn to refer to the fact
features and hinders the reproduction of organisms with that scientists share a set of common views of what the
other genetic features; the first type of features are called discipline is about and how problems must be investi-
favourable (within the prevailing environment), the sec- gated.
ond type unfavourable.
parental investment theory: hypothesis in evolutionary
nature–nurture debate: discussion about the respective psychology holding that the gender investing the most in
contributions of genes and environment in the develop- the upbringing of offspring is more discriminating about
ment of (human) qualities. mating.
neurologist: name used at the end of the nineteenth cen- peer review: in science is the evaluation of scientific work
tury by physicians who were interested in the treatment of by research colleagues (peers) to decide whether the work is
milder forms of mental problems outside the asylum; the good enough to be published (or financed in case of grant
term was later used to refer to specialists of the nervous applications).
system, when the original neurologists merged with the
personality test: test to measure relatively stable and dis-
psychiatrists and took up the latter’s name.
tinctive patterns of behaviour that characterise individu-
neuron: brain cell; basic unit of the nervous system; con- als and their reactions to the environment.
tains a cell body, dendrites and an axon.
personality trait: basic dimension used to describe differ-
neuropsychology: branch of psychological research and ences in personality between people; is often bipolar with
practice that looks at the relationship between brain and opposites at the extremes (e.g. introvert vs. extrovert).
behaviour; research traditionally focused on understand- phenomenological consciousness: refers to the fact that
ing the consequences of brain damage and localising the human experiences possess subjective qualities that seem
affected tissue; practice aimed at assessing the behavioural to defy description; experiences have a meaning that goes
and mental consequences of the injury and administering beyond formal report (semantics instead of syntax).
the rehabilitation programme.
philosophy: critical reflection on the universe and human
neurotransmitter: chemical substance used to commu- functioning; started in Ancient Greece.
nicate between neurons; is released from the synapse
when a signal arrives through the axon; can be affected philosophy of science: branch of philosophy that studies
by drugs. the foundations of scientific research, to better under-
stand the position of scientific research relative to other
nomothetic approach: a study is run in search for univer- forms of information acquisition and generation.
sal principles that exceed the confines of the study.
phlogiston: substance that was believed to make materials
non-invasive techniques: methods in neuroscience that flammable before the chemical processes of combustion
allow the study of the workings of the brain without sur- were understood.
gery or the use of irreversible interventions.
phonogram: a sign that represents a sound or a syllable of
observational learning: learning as a result of observing spoken language; forms the basis of writing systems.
others performing actions and being rewarded or pun-
ished. phrenology: view that mental functions are localised in
the brain and that the capacity of a function corresponds
open access journal: journal that can be consulted with- to the size of the brain part devoted to it; gave rise to per-
out paying a subscription or fees for reading articles (usu- sonality assessment by means of analysing bumps on the
ally via internet). skull; initiated by Gall and Spurzheim at the beginning of
the nineteenth century.
open science: science practice where all relevant infor-
mation is made easily available, so that other researchers physiognomy: belief that the personality of an individual
can check the findings and integrate them in their own can be deduced from their appearance, in particular from
research. the shape of the head and the face.
operational definition: definition of a variable in terms of pictogram: an information-conveying sign that consists of a
how the variable has been measured; allows description of picture resembling the person, animal or object it represents.
the variable in quantitative form.
place coding system: system in which the meaning of a
p-hacking: manipulating data in order to obtain a desired sign not only depends on its form but also on its position
(significant) p-value. in a string; is used for instance in Arabic numerals.
628 Glossary
positivism: view that authentic knowledge can only be psychoactive drugs: medicines prescribed for mental dis-
obtained by means of the scientific method; saw religion orders.
and philosophy as inferior forms of explanation.
psychoanalysis: name given to Freud’s theory and therapy.
positron emission tomography (PET): brain imaging
technique based on measurement of radioactive tracer psychological treatment: treatment of mental health prob-
injected into the bloodstream. lems consisting of conversations between the patient and
the therapist; initiated by Freud as an alternative to the
postcolonial psychology: movement in psychology prevailing medical and educational treatments.
addressing the issues of racism and the ways in which
dominant groups treat other groups. psychologisation: word used with two different meanings
referring to: (1) the fact that emotional ties and personal
postmodernist: in the philosophy of science, someone well-being become important in primary social relations,
who questions the special status of science and sees sci- or (2) the growing impact of psychology on the way peo-
entific explanations as stories told by a particular group ple see themselves and interact with others.
of scientists.
psychophysics: part of psychological research dealing
pottery barn rule: in science is the moral obligation of a
with the relationship between physical stimuli and the
scientific journal to publish a failure to replicate a finding
corresponding sensation.
previously published in the journal
publish or perish: refers to the practice in academia that
pragmatism: view within philosophy that human knowl-
a person will not be appointed or promoted unless they
edge is information about how to cope with the world;
have a strong portfolio of scientific publications.
the truth of knowledge depends on the success one has in
engaging with the world, on what works. purposive behaviourism: version of behaviourism,
predatory journal: scientific journal that gives the impres- defended by Tolman, which saw behaviour as goal-related
sion of being genuine (peer-reviewed, with mechanisms of (means to an end); agreed with other behaviourists that
error control, promise of longevity) without adhering to psychology should be based on observable behaviour.
the standards; tries to lure scientists to pay APCs for very qualia: qualities of conscious thoughts that give the
limited service. thoughts a rich and vivid meaning, grounded in the inter-
preliterate civilisation: civilisation before writing was actions with the world.
invented. qualifying test: test to find the best person for a task.
Principia Mathematica: book in which Newton presented
qualitative research methods: research methods based on
his laws of physics (1687); considered to be the primary
understanding phenomena in their historical and socio-
reason for the increased status of science.
cultural context; are associated with the hermeneutic
progressive research programme: notion introduced by approach based on understanding the meaning of a situa-
Lakatos to indicate a paradigm that allows researchers tion.
to make new, hitherto unexpected predictions that can be
tested empirically. quantitative imperative: a bias only to find measurable
topics interesting because quantitative research methods
Protestant Reformation: movement against the Roman require numerical data.
Catholic Church, which was important for the development
of science, because it emphasised the need for education, quantitative research methods: research methods based on
critical thinking, hard work and worldly success. quantifiable data; are associated with the natural-science
approach based on the hypothetico-deductive model.
pseudohistory of science: text that looks like a history
of science, but that contains systematic errors because questionable research practices: research practices under-
of a desire to present the research as more impressive mining the statistical conclusions that can be drawn from
and important than it was and to depict the scientist as a a study; usually increase the chances of finding a pre-
genius who has to battle against the lack of understanding dicted effect
and appreciation by the peers.
radical behaviourism: strong version of behaviourism,
pseudoscience: branch of knowledge that pretends to be defended by Skinner, which denies the relevance of infor-
scientific but violates the scientific method on essential mation processing in the mind and holds that all human
aspects, such as lack of openness to testing by others and behaviour can be understood on the basis of S-R associ-
reliance on confirmation rather than falsification. ations.
Glossary 629
rationalism: view according to which knowledge is science wars: notion used by the postmodernists to refer to
obtained by means of reasoning; usually through deduc- their attacks against the special status of science and their
tive reasoning on the basis of innate knowledge. unmasking of scientific knowledge as a social construction.
realism: view within philosophy that human knowledge scientific revolution: name given to a series of discoveries
tries to reveal real properties of the outside world; the in the seventeenth century, involving Galilei, Descartes and
truth of knowledge is determined by the correspondence Newton, that enhanced the status of science in society.
of the knowledge with the real world.
secondary data analysis: reanalysis of existing data to
reflex arc: notion introduced in the nineteenth century address new research questions.
to describe the processes underlying a reflex: a signal is self: the feeling of being an individual with private experi-
picked up by sensory receptors, transmitted to the spinal ences, feelings and beliefs, who interacts in a coherent and
cord through an afferent nerve, transferred to interneu- purposeful way with the environment.
rons, which activate motor neurons that send a motor
command over an efferent nerve to initiate the withdrawal semi-structured interview: interview in which each inter-
movement. viewee gets a small set of core questions, but for the rest
is encouraged to speak freely; achieved by making use of
registered report: a type of research article that is evaluated open-ended, non-directive questions.
by scientific journals before the data are collected; goal
is to make the evaluation independent of the obtained shell-shock: anxiety response on battlefield that prevents
results and solely dependent on the research question, the soldiers from functioning properly; was one of the first
research design, and the proposed analyses topics addressed by applied psychology.
reliability: in test research, the degree to which the social construction: notion used by postmodernists to
outcome of a test is the same if the test is repeated under indicate that scientific knowledge is not objective knowl-
unchanged circumstances or if an equivalent test is used. edge discovering the workings of an external reality, but
a story told by a particular scientific community on the
Renaissance: cultural movement from the fourteenth to basis of their language and culture.
the seventeenth century based on a rediscovery and imita-
tion of the classical Greek and Roman civilisations. social Darwinism: belief in Victorian England and the
USA that progress in a society could be made by allowing
Romantic movement: movement in the late 1700s to early the strong members to flourish and the weak members
1800s that reacted against the mechanistic world view to die.
and the emphasis on reason preached by Enlightenment;
it saw the universe as a changing organism and stressed social desirability: bias people have to present themselves
everything that deviated from rationalism: the individual, in a manner they think will be viewed favourably by others.
the irrational, the imaginative, the emotional, the natural social management: management and control of deviant
and the transcendental. individuals and individuals in need by official social services.
replicability: the probability of obtaining the same finding spiritualism: belief that the spirits of the dead can he
when a scientific study is rerun (in the same way). contacted by mediums; flourished in English-speaking
replication crisis: a crisis of confidence in scientific countries at the end of the nineteenth and the beginning
research, because many published findings cannot be of the twentieth century.
repeated if studies are rerun, questioning the reliability of standardised psychological test: test that psychologists
scientific findings. have examined for reliability and validity, for which they
have information about the expected performance, and
repository: in science is a location where data and analysis
which is administered in a uniform way.
programs are stored, so that others can retrieve them (typ-
ically on the internet). stigma: attribute that is deeply discrediting and that
reduces the bearer to a tainted and discounted person.
scepticism: philosophical view that does not deny the exis-
tence of a physical reality, but denies that humans can have structuralism: name given by Titchener to his approach to
reliable knowledge of it; first formulated by Pyrrho of Ellis. psychology, consisting of trying to discover the structure
of the human mind by means of introspection.
scholastic method: study method in which students
unquestioningly memorise and recite texts that are structured interview: interview in which all interviewees
thought to convey unchanging truths. receive the same set of questions.
630 Glossary
survival of the fittest: term introduced by Herbert Spencer unconscious plagiarism: term used by Bornstein to indi-
to describe the outcome of natural selection: only organ- cate how the scientific and the hermeneutic approach in
isms that fit within the environment and can produce psychology have influenced each other without the propo-
viable offspring survive. nents being aware of it.
syllogism: argument consisting of three propositions: the validity: in test research, the degree to which a test mea-
major premise, the minor premise, and the conclusion. sures what it claims to measure; determined by correlating
The goal of logic is to determine which syllogisms lead to the test results with an external criterion.
valid conclusions and which do not.
ventricles: apertures in the middle of the brain, which for
symbol grounding problem: the finding that representa- a long time were thought to contain perceptions, memo-
tions (symbols) used in computations require a reference ries and thoughts; seat of the animal spirits.
to some external reality in order to get meaning.
verification: principle that up to the 1950s formed the core
The Origin of Species: book by Charles Darwin (1859) in of the scientific method: a proposition was meaningful
which he presented the evolutionary theory. (scientific) if its truth could he empirically verified.
thought experiment: hypothetical scenario that helps with verificationism: adherence to the principle that a proposi-
the understanding of a philosophical argument. tion is meaningful only if it can be verified as true or false;
tit-for-tat strategy: strategy proposed in evolutionary psy- with respect to science states that a proposition is scien-
chology to explain how evolutionarily motivated individuals tific only if it can be verified through objective, value-free
cooperate in situations of mutual dependency and benefit. observation.
top-down process: process by which information from a vital force: animistic substance thought to be present in
higher processing stage is fed back to previous processing living matter before the chemical and biological differ-
stages and influences the processing at these stages; found ences between living and non-living matter were under-
to be a helpful (and even essential) element in many com- stood.
putational models. welfare state: socio-political system in which individuals
transcranial magnetic stimulation (TMS): stimulation insure themselves against setbacks via taxes, which are
of a brain region by means of a coil placed on the head; used by the state to provide welfare services.
allows temporary interference with the processing of a Würzburg school: group of psychologists at the University
small part of the brain. of Würzburg who used introspection as the research
Transparency and Openness Promotion (TOP) guide- method, but came to different conclusions from those
lines: list of criteria written by advocates of open science of Wundt and Titchener; in particular they claimed that
describing the extent to which journals adhere to the stan- many thought processes were not available to introspec-
dards of open and reproducible science. tion (imageless thoughts).
Turing machine: basic (hypothetical) machine operating zeitgeist: word used in the history of science to indicate
on the basis of Boolean logic and able to simulate the pro- that the time was right for a certain discovery; the dis-
cessing of more complex machines operating according to covery did not originate from a single genius, but from a
these principles. much wider development leading to the discovery.
Turing test: test described by Alan Turing, which involves zombie thought experiment: thought experiment pro-
a human interacting with a machine and another human posed by Chalmers to illustrate that consciousness is more
without being able to discriminate the machine from the than the working of the brain or the implementation of
human; machines that pass the Turing test are seen as the information on a Turing machine because it involves a
goal of artificial intelligence. subjective component with qualia.
Bibliography
Abma, R. (2004) ‘Madness and mental health.’ In J. Jansz Angermeyer, M.C., Dietrich, S., Potl, D. & Matschinger,
and P. van Drunen (eds) A social history of psychology. H. (2005) ‘Media consumption and desire for social
Oxford: Blackwell, pp. 93–128. distance towards people with schizophrenia’, European
Achterhuis, H. (1979) De markt van welzijn en geluk [The Psychiatry, 20: 246–50.
market of well-being and happiness]. The Netherlands: Angermeyer, M.C. & Matschinger, H. (2005) ‘What is a
Uitgeverij Ambo. bipolar disorder? Results of a representative survey of the
Adair, J.G. (1984) ‘The Hawthorne effect: A reconsidera- German population’, Psychiatrische Praxis, 32: 289–91.
tion of the methodological artifact’, Journal of Applied Annas, J. (2003) Plato: A very short introduction. Oxford,
Psychology, 69: 334–45. UK; Oxford University Press.
Aegisdottir, S. et al. (2006) ‘The meta-analysis of clinical APA Presidential Task Force on Evidence-based Practice
judgment project: Fifty-six years of accumulated research (2006) ‘Evidence-based practice in psychology’,
on clinical versus statistical prediction’, Counseling American Psychologist, 61: 271–85.
Psychologist, 34: 341–382. Appelbaum, P.S., Robbins, P.C. & Roth, L.H. (1999)
Allchin, D. (2002) ‘To err and win a Nobel Prize: Paul ‘Dimensional approach to delusions: Comparisons
Boyer, ATP synthase and the emergence of bioenerget- across types and diagnoses’, American Journal of
ics’, Journal of the History of Biology, 35: 149–72. Psychiatry, 156: 1938–1943.
Allchin, D. (2003) ‘Scientific myth-conceptions’, Science Arboleda-Florez, J. (1998) ‘Mental illness and vio-
Education, 87: 329–51. lence: An epidemiological appraisal of the evidence’,
Allchin, D. (2004) ‘Pseudohistory and pseudoscience’, Canadian Journal of Psychiatry – Revue Canadienne
Science & Education, 13: 179–95. de Psychiatrie, 43: 989–96.
Allport, G.W. (1947) ‘Scientific models and human mor- Ashworth, P. (2003) ‘The origins of qualitative psychology’.
als’, Psychological Review, 54: 182–92. In J.A. Smith (ed.) Qualitative psychology: A practical
Allport, G.W. & Odbert, H.S. (1936) ‘Trait-names, a guide to research methods. London: Sage, pp. 4–24.
psycho-lexical study’, Psychological Monographs, 47(1). Axelrod, R. & Hamilton, W.D. (1981) ‘The evolution of
Alvesson, M. (2000) ‘Taking the linguistic turn in orga- cooperation’, Science, 211: 1390–6.
nizational research’, Journal of Applied Behavioral Baars, B.J. (1986) The cognitive revolution in psychology.
Science, 36: 136–58. New York: Guilford Press.
Anderson, C.A. & Bushman, B.J. (2002) ‘Human aggres- Baars, B.J. (1997) In the theater of consciousness: The work-
sion’, Annual Review of Psychology, 53: 27–51. space of the mind. New York: Oxford University Press.
Anderson, C.A. et al. (2003) ‘The influence of media Bacon, F. (1620) Novum organum scientiarum.
violence on youth’, Psychological Science in the Public
Baker, T.B., McFall, R.M. & Shoham, V. (2009) ‘Current
Interest, 4: 81–110.
status and future prospects of clinical psychology:
Anderson, C.A., Lindsay, J.J. & Bushman, B.J. (1999) Toward a scientifically principled approach to mental
‘Research in the psychological laboratory: Truth or trivi- and behavioral health care’, Psychological Science in
ality?’ Current Directions in Psychological Science, 8: 3–9. the Public Interest, 9: 67–103.
Anderson, M.L. (2003) ‘Embodied cognition: A field Bargh, J.A. & Chartrand, T. (1999) ‘The unbearable auto-
guide’, Artificial Intelligence, 149: 91–130. maticity of being’, American Psychologist, 54: 462–79.
Andrewes, D.G. (2002) Neuropsychology: From theory to Bargh, J.A., Gollwitzer, P.M., Lee-Chai, A., Barndollar, K. &
practice. Hove: Psychology Press. Trötschel, R. (2001) ‘The automated will: Nonconscious
Andrews, R. (1987) The Routledge dictionary of quota- activation and pursuit of behavioral goals’, Journal of
tions. London: Routledge. Personality and Social Psychology, 81: 1014–27.
632 Bibliography
Barnes, J. (2000) Aristotle: A very short introduction. enfants normaux en anormaux d’hospice et d’école pri-
Oxford: Oxford University Press. maire’, L’Année Psychologique, 11: 245–336 (available
Barrick, M.R., Shaffer, J.A. & DeGrassi, S.W. (2009) on http://www.persee.fr/web/revues/home/prescript/
‘What you see may not be what you get: Relationships revue/psy).
among self-presentation tactics and ratings of interview Binet, A. & Simon, T. (1907) ‘Le dévelopement de
and job performance’, Journal of Applied Psychology, l’intelligence chez les enfants’, L’Année Psychologique,
94: 1394–1411. 14: 1–94 (available on http://www.persee.fr/web/revues/
Barrow, R. (2000) ‘Determining stereotypical images of home/prescript/revue/psy).
psychologists: the Draw A Psychologist Checklist’, Bird-David, N. (1999) ‘“Animism” revisited: Personhood,
College Student Journal, 34: 123–33. environment, and relational epistemology’, Current
Bauer, R.M. (1984) ‘Autonomic recognition of names and Anthropology, 40: S67–S91.
faces in prosopagnosia: A neuropsychological applica- Birnbaum, L.C. (1955) ‘Behaviorism in the 1920’s’,
tion of the guilty knowledge test’, Neuropsychologia, American Quarterly, 7: 15–30.
22: 457–69. Blackwood’s Edinburgh Magazine (1858), October, pp.
Baumeister, R.F., Masicampo, E.J. & Vohs, K.D. (2011) 506–7. At http://books.google.be/books?id=sggHAQA
‘Do conscious thoughts cause behavior?’, Annual AIAAJ&pg=PA506&dq=hamilton+%22phenomena+
Review of Psychology, 62: 331–61. of+memory%22+intitle:Edinburgh+intitle:Magazine&
Beck, D.M. (2010) ‘The appeal of the brain in the popular hl=nl&sa=X&ei=lJyET7DUI9CeOtSp3M0I&ved=0C
press’, Perspectives on Psychological Science, 5: 762–66. DcQ6AEwAA#v=onepage&q&f=false.
Bem, S. & Looren de Jong, H. (2006) Theoretical Blech, J. (2006) Inventing disease and pushing pills:
issues in psychology: An introduction. London: Sage Pharmaceutical companies and the medicalisation of
Publications. normal life. London: Routledge.
Benjafield, J.G. (2005) A history of psychology. Oxford: Block, N. (1995) ‘On a confusion about a function of con-
Oxford University Press. sciousness’, Behavioral and Brain Sciences, 18: 227–87.
Benjamin, L.T., Jr. (2000) ‘The psychology laboratory at Block, N. (2004) Qualia. In R. Gregory (ed.) Oxford
the turn of the 20th century’, American Psychologist, companion to the mind (2nd edn). Oxford: Oxford
55: 318–21. University Press.
Berger, H. (1969) ‘Hans Berger on the electroenceph- Blodgett, H.C. (1929) ‘The effect of the introduction of
alogram of man: The fourteen original reports on reward upon the maze performance of rats’. Univ Calif
the human electroencephalogram’, EEG & Clinical Publ Psychol, 4: 113–34.
Neurophysiology, Supp. 28. Bock, K. (2008) Editorial. Journal of Memory and
Berlin, I. (1999) The roots of Romanticism (ed. Henry Language, 58: 1–2.
Hardy). London: Pimlico. Bohman, M. (1996) ‘Predisposition to criminality:
Bernard, L.L. (1924) Instinct: A study of social psychology. Swedish adoption studies in retrospect.’ In G.R. Bock
New York: Henry Holt & Co. and J.A. Goode (eds) Genetics of criminal and antiso-
Binet, A. (1904) ‘A propos de la mesure de l’intelligence’, cial behaviour. Chichester: Wiley, pp. 99–114.
L’Année Psychologique, 11: 69–82 (available on http:// Bonta, J., Law, M. & Hanson, K. (1998) ‘The prediction
www.persee.fr/web/revues/home/prescript/revue/psy). of criminal and violent recidivism among mentally
Binet, A. & Simon, T. (1904a) ‘Sur la nécessité d’établir disordered offenders: A meta-analysis’, Psychological
un diagnostic scientifique des états inférieurs de Bulletin, 123: 123–42.
l’intelligence’, L’Année Psychologique, 11: 163–190 Boomsma, D.I., Willemsen, G., Dolan, C.V., Hawkley,
(available on http://www.persee.fr/web/revues/home/ L.C. & Cacioppo, J.T. (2005) ‘Genetic and environ-
prescript/revue/psy). mental contributions to loneliness in adults: The
Binet, A. & Simon, T. (1904b) ‘Méthodes nouvelles pour Netherlands Twin Register study’, Behavior Genetics,
le diagnostic du niveau intellectuel des anormaux’, 35: 745–52.
L’Année Psychologique, 11: 191–244 (available on http:// Boring, E.G. (1923) ‘Intelligence as the tests test it’, New
www.persee.fr/web/revues/home/prescript/revue/psy). Republic, 6 June 1923, 35–7.
Binet, A. & Simon, T. (1904c) ‘Application des méthodes Boring, E.G. (1933) The physical dimensions of con-
nouvelles au diagnostic du niveau intellectuel chez des sciousness. New York: Appleton-Century.
Bibliography 633
Boring, E.G. (1950) A history of experimental psychology Butterworth, B. (1999) The mathematical brain. London:
(2nd edn). New York: Appleton-Century-Crofts. Macmillan.
Bornstein, R.F. (2005) ‘Reconnecting psychoanalysis to Cahan, E.D. & White, S.H. (1992) ‘Proposals for a second
mainstream psychology: Challenges and opportunities’, psychology’, American Psychologist, 47: 224–35.
Psychoanalytic Psychology, 22: 323–40. Cajori, F. (ed.) (1934) Sir Isaac Newton’s Mathematical
Bouchard, T.J. (1994) ‘Genes, environment, and personal- Principles of natural philosophy and his system of the
ity’, Science, 264: 1700–1. world. Berkeley: University of California Press.
Bouton, M.E. (2007) Learning and behavior: A contem- Campbell, D.T. (1960) ‘Blind variation and selective reten-
porary synthesis. Sunderland, MA: Sinauer Associates. tion in creative thought as in other knowledge processes’,
Boyack, K.W., Klavans, R. & Börner, K. (2005) ‘Mapping Psychological Review, 67: 380–400.
the backbone of science’, Scientometrics, 64: 351–74. Capgras, J. & Reboul-Lachaux, J. (1923) ‘L’Illusion des
Breasted, J.H. (1930) The Edwin Smith surgical papyrus. “sosies” dans un délire systématisé chronique’, Bulletin
Chicago: University of Chicago Press (2 vols). de la Société de Médecine Mentale, 11: 6–16. (Translated
into English in Ellis, H.D., Whitley, J. and Luauté, J.-P.
Breeuwsma, G. (2008) ‘Het vergeten weten: De teloor- (1994) ‘Delusional misidentification. The three original
gang van klassiekers in the psychologie’. [Forgotten papers on the Capgras, Frégoli and intermetamorphosis
knowledge: The decline of classics in psychology]. delusions’, History of Psychiatry, 5: 117–46. If you read
De Psycholoog, 43: 202–209. Dutch, also available in Draaisma, D. (2006) Ontregelde
Bridgman, P.W. (1927) The logic of modern physics. geesten. Groningen: Historische Uitgeverij.)
Chicago: University of Chicago Press. Capron, C. & Duyme, M. (1989) ‘Assessment of effects
Broadbent, D.E. (1958) Perception and communication. of socioeconomic status on IQ in a full cross-fostering
Elmsford, NY: Pergamon Press. design’, Nature, 340: 552–3.
Broca, P. (1863) ‘Sur les caractères des cranes basques’, Carless, S.A., Rasiah, J. & Irmer B.E. (2009) Discrepancy
Extrait des Bulletins de la Société d’anthropologie between human resource research and practice:
de Paris. Retrieved on 10 January 2008, from books. Comparison of industrial/organisational psychologists
google.com. and human resource practitioners' beliefs. Australian
Brysbaert, M. (2006) Psychologie. Gent, Belgium: Academia Psychologist, 44: 105–111.
Press. Carnap, R. (1966) Philosophical foundations of physics:
Bryson, B. (2003) A short history of nearly everything. An introduction to the philosophy of science. New York:
London: Doubleday. Basic Books.
Buckingham, H.W. (2006) ‘The Marc Dax (1770–1837)/ Catholicon, or the Christian Philosopher (1815) Roman
Paul Broca (1824–1880) controversy over priority in sci- Catholic Magazine, 4 (at books.google.co.uk/books?
ence: Left hemisphere specificity for seat of articulate ei=8zRjT_ipHOWa0QWH0uWKCA&id=yC4EAAA
language and for lesions that cause aphemia’, Clinical AQAAJ).
Linguistics & Phonetics, 20: 613–19. Cattell, J.M. (1888) ‘The psychological laboratory at
Buller, D.J. (2005) Adapting minds: Evolutionary psy- Leipsic’, Mind, 13: 37–51 (at psychclassics.yorku.ca).
chology and the persistent quest for human nature. Cattell, R.B. (1956) ‘Validation and intensification of the
Cambridge, MA: MIT Press. Sixteen Personality Factor Questionnaire’, Journal of
Burr, V. & Butt, T. (2000) ‘Psychological distress and post- Clinical Psychology, 12: 205–14.
modern thought.’ In F. Dwight (ed.) Pathology and the Cerullo, J.J. (1988) ‘E.G. Boring: Reflections on a disci-
postmodern. London: Sage Publications, pp. 186–206. pline builder’, The American Journal of Psychology,
Buss, D.M. (1989) ‘Sex differences in human mate prefer- 101: 561–75.
ence: Evolutionary hypotheses testing in 37 cultures’, Chadwick, O. (1990) The secularization of the European
Behavioral and Brain Sciences, 12: 1–49. mind in the nineteenth century. Cambridge: Cambridge
Buss, D.M. (2004) Evolutionary psychology: The new University Press.
science of the mind (2nd edn). Boston, MA: Pearson Chalmers, A.F. (1999) What is this thing called science?
Education. (3rd edn). Maidenhead, UK: Open University Press.
Buss, D.M. (2008) Evolutionary psychology: The new sci- Chalmers, D.J. (1966) The conscious mind: In search of a
ence of the mind. Harlow, UK: Pearson Education. fundamental theory. New York: Oxford University Press.
634 Bibliography
Changeux, J.P. (1997) Neuronal man: The biology of Coon, D.J. (1992) ‘Testing the limits of sense and science:
mind, translated by Laurence Garey. Princeton, NJ: American experimental psychologists combat spiritual-
Princeton University Press. ism 1880–1920’, American Psychologist, 47: 143–51.
Charles, E.P. (2008) ‘Eight things wrong with introduc- Corkin, S. (2002) ‘What’s new with the amnesic patient
tory psychology courses in America: A warning to my H.M.?’, Nature Reviews Neuroscience, 3: 153–160.
European colleagues’, Journal für Psychologie, 16(1). Corrigan, P.W. et al. (2005) ‘Newspaper stories as measures
Chebat, J.C. & Michon, R. (2003) ‘Impact of ambi- of structural stigma’, Psychiatric Services, 56: 551–6.
ent odors on mall shoppers’ emotions, cognition, and Costall, A. (2001) ‘Pear and his peers’, In G.C. Bunn, A.D.
spending: A test of competitive causal theories’, Journal Lovie & G.D. Richards (eds) Psychology in Britain
of Business Research, 56: 529–39. (pp. 188–204). Leicester: BPS Books.
Chiesa, M. (1994) Radical behaviorism: The philosophy Costall, A. (2006) ‘“Introspectionism” and the mythical
and the science. Sarasota, FL: Authors Cooperative, origins of scientific psychology’, Consciousness and
Publishers. Cognition, 15: 634–54.
Churchland, P. (1981) ‘Eliminative materialism and the prop- Coyne, J.C. & Palmer, S.C. (2007) ‘Does anyone read the
ositional attitudes’, Journal of Philosophy, 78: 67–90. classic studies they cite? Reflections on claims that psy-
Clarke, E. & Jacyna, L.S. (1987) Nineteenth-century ori- chotherapy promotes the survival of cancer patients’,
gins of neuroscientific concepts. Berkeley: University of The European Health Psychology, 9: 46–9.
California Press. Crick, F. (1995) The astonishing hypothesis: The scientific
Cohen, H.F. (1994) The scientific revolution: A histo- search for the soul. London: Touchstone Books.
riographical inquiry. Chicago: University of Chicago Cubberley, E.P. (1920) The history of education. London:
Press. Constable & Co.
Cohen, H.F. (2010) How modern science came into the Cubelli, R. & De Bastiani, P. (2011) ‘150 Years after
world: Four civilizations, one 17th-century break- Leborgne: Why is Paul Broca so important in the history
through. Amsterdam: Amsterdam University Press. of neuropsychology?’, Cortex, 47: 146–147.
Colapinto, J. (1997) ‘The true story of John/Joan’, Rolling Cubelli, R. & Montagna, C.G. (1994) ‘A reappraisal of
Stone, 775: 54–97. the controversy of Dax and Broca’, Journal of the
Coles, P. (2001) ‘Einstein, Eddington and the 1919 eclipse’, History of the Neurosciences, 3: 215–26.
Historical Development of Modern Cosmology, ASP Cummings, N.A. & O’Donohue, W.T. (2008) Eleven
Conference Series, 252. blunders that crippled psychotherapy in America. New
Collini, S. (1998) Introduction to C.P. Snow’s The two cul- York: Routledge.
tures. Cambridge: Cambridge University Press. Danziger, K. (1990) Constructing the subject: Historical
Collins, A. (1703) Letter to John Locke. As cited in origins of psychological research. Cambridge:
Woolhouse, R.S. (2007) Locke: A Biography, p. 441. Cambridge University Press.
Cambridge: Cambridge University Press. Danziger, K. (1997) Naming the mind: How psychology
Coltheart, M. (2004) ‘Are there lexicons?’, Quarterly found its language. London: Sage.
Journal of Experimental Psychology, 57A: 1153–71. Darley, J.M. & Latané, B. (1968) ‘Bystander intervention
Coltheart, M. (2004) ‘Brain imaging, connectionism and in emergencies: Diffusion of responsibility’, Journal of
cognitive neuropsychology’, Cognitive Neuropsychology, Personality and Social Psychology, 8: 377–83.
21: 21–5. Davis, S.N. (2003) ‘Sex stereotypes in commercials tar-
Coltheart, M. (2006) ‘What has functional neuroimaging geted toward children: A content analysis’, Sociological
told us about the mind (so far)?’, Cortex, 42: 323–31. Spectrum, 23: 407–24.
Coltheart, M. (2007) ‘The 33rd Sir Frederick Bartlett Dawes, R.B. (1994) House of cards: Psychology and psy-
Lecture: Cognitive neuropsychiatry and delusional chotherapy built on myth. New York: The Free Press.
belief’, Quarterly Journal of Experimental Psychology, Dawkins, R. (1976/2006) The selfish gene: 30th anniver-
60: 1041–62. sary edition – with a new Introduction by the author.
Coltheart, M., Patterson, K. & Marshall, J.C. (eds) (1980) Oxford: Oxford University Press.
Deep dyslexia. London: Routledge & Kegan Paul. Dawkins, R. (1998) Unweaving the rainbow: Science, delu-
Comte, A. (1830) Cours de philosophie positive. Paris: sion, and the appetite for wonder. Boston: Houghton
Bachelier. Mifflin.
Bibliography 635
Deary, I.J. (1994) ‘Sensory discrimination and intelligence: Dienes, Z. (2008) Understanding psychology as a science:
Postmortem or resurrection?’, The American Journal An introduction to scientific and statistical inference.
of Psychology, 107: 95–115. Basingstoke: Palgrave Macmillan.
De Araujo, I.E. Rolls, E.T., Velazco, M.I., Margot, C. & Dijksterhuis, A. & Nordgren, L.F. (2006) ‘A theory of
Cayeux, I. (2005) ‘Cognitive modulation of olfactory unconscious thought’, Perspectives on Psychological
processing’, Neuron, 46: 671–9. Science, 1: 95–109.
De Gelder, B., Vroomen, J., Pourtois, G. & Weiskrantz, Dijksterhuis, A., Bos, M.W., Nordgren, L.F. & van
L. (1999) ‘Non-conscious recognition of affect in the Baaren, R.B. (2006) ‘On making the right choice: The
absence of striate cortex’, Neuroreport, 10: 3759–63. deliberation-without-attention effect’, Science, 311:
De Graaf, P.M. & Kalmijn, M. (2006) ‘Divorce motives in 1005–7.
a period of rising divorce: Evidence from a Dutch life- Dijksterhuis, A., Smith, P.K., van Baaren, R.B. &
history survey’, Journal of Family Issues, 27: 183–205. Wigboldus, D.H.J. (2005) ‘The unconscious consumer:
De Houwer, J. (2011) ‘Why the cognitive approach in Effects of environment on consumer behavior’, Journal
psychology would profit from a functional approach of Consumer Psychology, 15: 193–202.
and vice versa’, Perspectives on Psychological Science, Djordjevic, J. et al. (2008) ‘A rose by any other name:
6: 202–9. Would it smell as sweet?’ Journal of Neurophysiology,
Dehaene, S., Naccache, L., Cohen, L., Le Bihan, D., 99: 386–93.
Mangin, J.F., Poline, J.B. & Riviere, D. (2001) ‘Cerebral Dodge, K.A. & Coie, J.D. (1987) ‘Social-information-
mechanisms of word masking and unconscious repeti- processing factors in reactive and proactive aggression
tion priming’, Nature Neuroscience, 4: 752–8. in children’s peer groups’, Journal of Personality and
Dehaene, S., Sergent, C. & Changeux, J.P. (2003) ‘A neu- Social Psychology, 53: 1146–58.
ronal network model linking subjective reports and
Doll, R., Peto, R., Boreham, J. & Sutherland, I. (2004)
objective physiologi cal data during conscious percep-
‘Mortality in relation to smoking: 50 years’ observa-
tion’, Proceedings of the National Academy of Sciences
tions on male British doctors’, British Medical Journal,
of the United States of America, 100: 8520–5.
328: 1519–28.
Delboeuf, J.R.L. (1873) Etude psychophysique: recherches
Donders, F.C. (1868) ‘Over de snelheid van psychische
théoriques et expérimentales sur la mesure des sensa-
processen’. Translated by Koster, W.G. (1968). ‘On
tions et spécialement des sensations de lumière et de
the speed of mental processes’, Acta Psychologica, 30:
fatigue. Bruxelles: l’Académie Royale de sciences, des
412–31.
lettres et des beaux-arts de Belgique.
Donders, F. C. (1969[1868]) ‘On the speed of mental pro-
Dennett, D.C. (2003) Freedom evolves. New York: Penguin.
cesses’, Acta Psychologica, 30: 413–21.
Dennis, P.M. (2011) ‘Press coverage of the new psychol-
ogy by the New York Times during the progressive era’, Dougherty, T.W., Turban, D.B. & Callender, J.C. (1994)
History of Psychology, 14: 113–36. ‘Confirming first impression in the employment inter-
view: A field-study of interviewer behavior’, Journal of
DeRubeis, R.J. et al. (2005) ‘Cognitive therapy vs. medi- Applied Psychology, 79: 659–65.
cations in the treatment of moderate to severe depres-
sion’, Archives of General Psychiatry, 62: 409–16. Douglas, K.S., Guy, L.S. & Hart, S.D. (2009) Psychosis
as a risk factor for violence to others: A meta-analysis.
Dewey, J. (1887) Psychology. New York: Harper & Brothers.
Psychological Bulletin, 135: 679–706.
Dewey, J. (1896) ‘The reflex are concept in psychology’,
Draaisma, D. (2000) Metaphors of memory. A history
Psychological Review, 3: 357–70. Retrieved on 12
of ideas about the mind. Cambridge: Cambridge
November 2007 from http://psychclassics.yorku.ca.
University Press.
Diamond, M. & Sigmundson, H.K. (1997) ‘Sex reassign-
Draaisma, D. (2009) Disturbances of the mind. Cambridge:
ment at birth: Long-term review and clinical implica-
Cambridge University Press.
tions’, Archives of Pediatrics and Adolescent Medicine,
151: 298–304. Draper, J.W. (1847) A textbook on natural philosophy for
Dickson, A., Knussen, C. & Flowers, P. (2008) ‘“That was the use of schools and colleges. New York: Harper &
my old life; it’s almost like a past-life now”: Identity Brothers.
crisis, loss and adjustment amongst people living with Driver-Linn, E. (2003) ‘Where is psychology going?
Chronic Fatigue Syndrome’, Psychology & Health, 23: Structural fault lines revealed by psychologists’ use of
459–76. Kuhn’, American Psychologist, 58: 269–78.
636 Bibliography
Dupuy, J.P. (2009) On the origins of cognitive science: The Eysenck, H.J. & Eysenck, M.W. (1975) Manual of
mechanization of the mind. Cambridge, MA: MIT Press. the Eysenck Personality Questionnaire. San Diego:
Eagly, A.H., Ashmore, R.D., Makhijani, M.G. & Longo, Educational and Industrial Testing Service.
L.C. (1991) ‘What is beautiful is good, but . . . : A meta- Eysenck, H.J., Eysenck, S.B.G. & Barrett, P. (1985) ‘A
analytic review of research on the physical attractive- revised version of the psychoticism scale’, Personality
ness stereotype’, Psychological Bulletin, 110: 109–28. and Individual Differences, 6: 21–9.
Ebbinghaus, H. (1908/1973) Psychology: An elementary Eysenck, M.W. & Keane, M.T. (2005) Cognitive psychol-
textbook. New York: Arno Press. ogy: A student’s handbook (5th edn). Hove: Psychology
Ecclestone, K. & Hayes, D. (2009) The dangerous rise of Press.
therapeutic education. London: Routledge. Fancher, R.E. (1996) Pioneers of psychology (3rd edn).
Edgell, B. (1947) ‘The British Psychological Society’, New York: Norton.
British Journal of Psychology, 37: 113–32. (Reprinted Fancher, R.E. (2009) ‘Scientific cousins: The relation-
in 2001: British Journal of Psychology, 92: 3–22.) ship between Charles Darwin and Francis Galton’,
Eling, P. (2005) ‘Baginsky on aphasia’, Journal of American Psychologist, 64: 84–92.
Neurolinguistics, 18: 301–15. Fausto-Sterling, A., Gowaty, P.A. & Zuk, M. (1997)
Eling, P. (2006a) ‘Meynert on Wernicke’s aphasia’, Cortex, ‘Evolutionary psychology and Darwinian feminism’,
42: 811–6. Feminist Studies, 23: 403–18.
Eling, P. (2006b) ‘The psycholinguistic approach to apha- Fechner, G.T. (1860) Elemente der Psychophysik. Leipzig:
sia of Chajim Steinthal’, Aphasiology, 20: 1072–84. Breitkopf & Härtel.
Ellingson, T. (2001) The myth of the Noble Savage. Ferngren, G.B. (2002) Science & religion: A historical intro-
Berkeley: University of California Press. duction. Baltimore, MD: The Johns Hopkins University
Ellis, H.D. & Florence, M. (1990) ‘Bodamer’s (1947) paper on Press.
prosopagnosia’, Cognitive Neuropsychology, 7: 81–105. Feyerabend, P.K. (1975/1993) Against method: Outline of
Ellis, H.D. & Lewis, M.B. (2001) ‘Capgras delusion: an anarchistic theory of knowledge. London: New Left
A window on face recognition’, Trends in Cognitive Books.
Sciences, 5: 149–56. Fine, G.A. (1987) ‘Joseph Jacobs: A sociological folklor-
Ellis, H.D. & Young, A.W. (1990) ‘Accounting for delu- ist’, Folklore, 98: 183–93.
sional misidentifications’, British Journal of Psychology, Finston, K.D., Beaver, J.B. & Cramond, B.L. (1995)
157: 239–48. ‘Development and field test of a checklist for the Draw-
Ellis, H.D., Young, A.W., Quayle, A.H. & de Pauw, a-scientist test’, School Science and Mathematics, 95:
K.W. (1997) ‘Reduced autonomic responses to faces in 195–205.
Capgras delusion’, Proceedings of the Royal Society Fisher, G.H. (1968) ‘Ambiguity of form – old and new’,
London: Biological Sciences, 264: 1085–92. Perception & Psychophysics, 4(3): 189–92.
Encyclopedia Britannica (1773) London: Dilly. Fodor, J.A. (1981) ‘The mind–body problem’, Scientific
Endersby, J. (2007) A guinea pig’s history of biology: American, 244(1): 124–32.
The plants and animals who taught us the facts of life. Forshaw, M.J. (2007) ‘Free qualitative research from the
London: William Heinemann. shackles of method’, The Psychologist, 20: 478–79.
Engel, G.L. (1977) ‘The need for a new medical model: A Foucault, M. (1961) Folie et déraison. Histoire de la folie
challenge for biomedicine’, Science, 196: 129–36. à l’âge classique. Paris: Librairie Plon. [English transla-
Evans, J.S.B.T. (2002) ‘Logic and human reasoning: An tion in 1965: Madness and civilization: A history of
assessment of the deduction paradigm’, Psychological insanity in the Age of Reason; new translation in 2006:
Bulletin, 128: 978–96. History of madness, Routledge.]
Eysenck, H.J. (1952/1992) ‘The effects of psychotherapy: Foucault, M. (1961/2006) The history of madness. Oxford:
An evaluation’, Journal of Consulting Psychology, Routledge (original title: Folie et déraison. Histoire de
16: 319–24. Reprinted in Journal of Consulting and la folie à l'âge classique. Paris: Libraire Plon).
Clinical Psychology, 60: 659–63. Foucault, M. (1976) Surveiller et punir: Naissance de la
Eysenck, H.J. (1976) ‘Learning theory model of neurosis: prison. Paris: Editions Gallimard (English translation:
New approach’, Behaviour Research and Therapy, 14: Foucault, M. (1979) Discipline and punish: The birth of
251–67. the prison. New York: Vintage).
Bibliography 637
Fox, D., Prilleltensky, I. & Austin, S. (eds) (2009) Critical Geertz, C. (2000) Available light: Anthropological reflec-
psychology: An introduction (2nd edn). Los Angeles: tions on philosophical topics. Princeton, NJ: Princeton
Sage Publications. University Press.
Fox, M.C., Ericsson, K.A. & Best, R. (2011) Do procedures Geier, A.B., Rozin, P. & Doros, G. (2006) ‘Unit bias: A
for verbal reporting of thinking have to be reactive? A new heuristic that helps explain the effect of portion
meta-analysis and recommendations for best reporting size on food intake’, Psychological Science, 17: 521–5.
methods. Psychological Bulletin, 137: 316–44. Gentner, D. & Grudin, J. (1985) ‘The evolution of men-
Frankfurt, H.G. (2005) On bullshit. Princeton, NJ: tal metaphors in psychology: A 90-year retrospective’,
Princeton University Press. American Psychologist, 40: 181–92.
Freud, S. (1900/1913) The interpretation of dreams (English Gergen, K.J. (1973) ‘Social psychology as history’, Journal
translation by A.A. Brill). New York: Macmillan (at of Personality and Social Psychology, 26: 309–20.
psychclassics.yorku.ca). Gergen, K.J. (2001) ‘Psychological science in a postmod-
Friedman, M. (2004) Kant: Metaphysical Foundations of ern context’, American Psychologist, 56: 803–13.
Natural Science (Cambridge Texts in the History of Gerteis, L.S. (1991) ‘Book review of Abolitionist, actu-
Philosophy. Cambridge: Cambridge University Press. ary, atheist: Elizur Wright and the reform impulse, by
Frith, C. (1992) The cognitive neuropsychology of schizo- Lawrence B. Goodheart’, The Journal of American
phrenia. Hove: Erlbaum. History, 77: 1360–1.
Fuchs, A.H. (2000) ‘Contributions of American men- Geschwind, N. (1972) ‘Language and the brain’, Scientific
tal philosophers to psychology in the United States’, American, 226: 76–83.
History of Psychology, 3: 3–19. Gilles, D. (1996) Artificial intelligence and scientific
Fuchs, A.H. (2000) ‘Teaching the introductory course in method. Oxford: Oxford University Press.
Psychology circa 1900’, American Psychologist, 55: 492–5. Giorgi, A. (1970) Psychology as a human science. New
Furedi, F. (2004) Therapy culture: Cultivating vulnerability York: Harper & Row.
in an uncertain age. London: Routledge. Glaser, B.G. & Strauss, A.L. (1967) Discovery of grounded
Furumoto, L. (1989) ‘The new history of psychology.’ In I. theory: Strategies for qualitative research. New York:
Cohen (ed.) The G. Stanley Hall Lecture Series (Vol. 9). Aldine de Gruyter.
Washington, DC: APA. Glenberg, A.M. & Robertson, D.A. (2000) Symbol
Gabbard, G.O. & Gabbard, K. (1999) Psychiatry and grounding and meaning: A comparison of high-dimen-
the cinema (2nd edn). Washington, DC: American sional and embodied theories of meaning. Journal of
Psychiatric Press. Memory and Language, 43: 379–401.
Galef, B.G. (1998) ‘Edward Thorndike: Revolutionary psy- Goffman, E. (1963) Stigma: Notes on the management of
chologist, ambiguous biologist’, American Psychologist, spoiled identity. Englewood Cliffs, NJ: Prentice Hall.
53: 1128–34. Goldberg, L.R. (1990) ‘An alternative “description of
Gardner, H. (1987) The mind’s new science: A history of personality”: The big-five factor structure’, Journal of
the cognitive revolution. New York: Basic Books. Personality and Social Psychology, 59: 1216–29.
Garroutte, E.M. (2003) ‘The positivist attach on Baconian Goodglass, H. (1983) ‘Linguistic aspects of aphasia’,
science and religious knowledge in the 1870s’. In C. Trends in Neuroscience, June: 241–3.
Smith (ed.) The secular revolution: Power, interests, and Goodglass, H. & Kaplan, E. (1983) The assessment of apha-
conflict in the secularization of American public life sia and related disorders. Philadelphia: Lea & Febiger.
(pp. 197–215). Berkeley: University of California Press. Goodwin, C.J. (1991) ‘Misportraying Pavlov’s apparatus’,
Gauch, H.G. (2003) Scientific method in practice. The American Journal of Psychology, 104: 135–41.
Cambridge: Cambridge University Press. Gould, S.J. (1996) The mismeasure of man (2nd edn).
Gazzaniga, M.S., Ivry, R. & Mangun, G.R. (1998) Fundame- London: W.W. Norton & Co.
ntals of cognitive neuroscience. New York: W.W. Norton. Gould, S.J. & R.C. Lewontin (1979) ‘The spandrels of San
Geary, D.C., Vigil, J. & Byrd-Craven, J. (2004) ‘Evolution Marco and the panglossian paradigm: A critique of the
of human mate choice’, The Journal of Sex Research, adaptationist programme’, Proceedings of the Royal
41: 27–42. Society of London, B205: 581–98.
Geen, R.G. (2001) Human aggression (2nd edn). Gower, B. (1997) Scientific method: An historical and
Buckingham, UK: Open University Press. philosophical introduction. London: Routledge.
638 Bibliography
Graham, J., Haidt, J. & Nosek, B.A. (2009) Liberals and Halligan, P.W. & Marshall, J.C. (1996) Method in mad-
conservatives rely on different sets of moral foundations. ness: Case studies in cognitive neuropsychiatry. Hove:
Journal of Personality and Social Psychology, 96: 1029–46. Psychology Press.
Gratzer, W. (2002) Eurekas and euphorias: The Oxford Hamilton, W.D. (1964) ‘The genetical evolution of social
book of scientific anecdotes. Oxford: Oxford University behavior I and II’, Journal of Theoretical Biology, 7: 1–52.
Press. Haney, C. & Zimbardo, P. (1998) ‘The past and future of
Green, C.D. (2009) ‘Darwinian theory, functionalism, and US prison policy: Twenty-five years after the Stanford
the first American psychological revolution’, American Prison Experiment’, American Psychologist, 53: 709–27.
Psychologist, 64: 75–83. Haney, C., Banks, W. & Zimbardo, P. (1973) ‘Interpersonal
Greenhalgh, T. (1997) ‘How to read a paper: Getting your dynamics in a simulated prison’, International Journal
bearings (deciding what the paper is about)’, British of Criminology and Penology, 1: 69–97.
Medical Journal, 315: 243–46. Hanley, J.R., Masterson, J., Spencer, L.H. & Evans, D.
Greenwald, A.G. (1992) ‘New look 3: Unconscious cogni- (2004) ‘How long do the advantages of learning to
tion reclaimed’, American Psychologist, 47: 766–79. read a transparent orthography last? An investiga-
Greenwald, A.G., Draine, S.C. & Abrams, R.L. (1996) tion of the reading skills and reading impairment of
‘Three cognitive markers of unconscious semantic acti- Welsh children at 10 years of age’, Quarterly Journal of
vation’, Science, 273: 1699–702. Experimental Psychology, 57A: 1393–410.
Greenwald, A.G., Spangenberg, E.R., Pratkanis, A.R. & Hannam, J. (2009) God’s philosophers: How the medieval
Eskenazi, J. (1991) ‘Double-blind tests of subliminal world lay the foundations of modern science. London:
self-help audiotapes’, Psychological Science, 2: 119–22. Icon Books.
Griffith, C.R. (1921) ‘Some neglected aspects of a history Hanson, F.A. (1993) Testing testing: Social consequences of
of psychology’, Psychological Monographs, 30: 17–29 the examined life. Berkeley: University of California Press.
(available on http://psychclassics.yorku.ca). Hanson, R.K & Morton-Bourgon, K.E. (2009) ‘The
Gross, C.G. (1998) Brain, vision, memory: Tales in the his- accuracy of recidivism risk assessments for sexual
tory of neuroscience. Cambridge, MA: The MIT Press. offenders: A meta-analysis of 118 prediction studies’,
Psychological Assessment, 21: 1–21.
Gross, R. (2003) Themes, issues and debates in psychology
(2nd edn). Abingdon, UK: Hodder Arnold. Hanssen, M., Bak, M., Bijl, R., Vollebergh, W. & van Os,
J. (2005) ‘The incidence and outcome of subclinical
Grove, W.M., Zald, D.H., Lebow, B.S., Snitz, E. & Nelson,
psychotic experiences in the general population’, British
C. (2000) ‘Clinical versus mechanical prediction: A meta-
Journal of Clinical Psychology, 44: 181–91.
analysis’, Psychological Assessment, 12: 19–30.
Harden, K.P., Turkheimer, E. & Loehlin, J.C. (2007)
Grüsser, O.J. (1989) Quantitative visual psychophysics
‘Genotype by environment interaction in adolescents’
during the period of European enlightenment. The
cognitive aptitude’, Behavior Genetics, 37: 273–83.
studies of astronomer and mathematician Tobias
Mayer (1723–1762) on visual acuity and colour percep- Harley, T.A. (2004) ‘Does cognitive neuropsychology have
tion. Documenta Ophthalmologica, 71: 93–111. a future?’, Cognitive Neuropsychology, 21: 2–16.
Guillin, V. (2004) ‘Théodule Ribot’s ambiguous positiv- Harnad, S. (1990) ‘The symbol grounding problem’,
ism: Philosophical and epistemological strategies in the Physica D, 42: 335–346.
founding of French scientific psychology’, Journal of Harris, B. (1979) ‘Whatever happened to Little Albert?’,
the History of the Behavioral Sciences, 40: 165–81. American Psychologist, 34: 151–60.
Gulerce, A. (2006) ‘History of psychology in Turkey as a sign Hartwig, S.G. (2002) ‘Surveying psychologists’ public
of diverse modernization and global psychologization.’ In image with drawings of a “typical” psychologist’, South
A.C. Brock (ed.) Internationalizing the history of psychol- Pacific Journal of Psychology, 14: 69–75.
ogy. New York: New York University Press, pp. 75–93. Hatch, J.A. (ed.) (1995) Qualitative research in early child-
Gupta, K. (1932) A few hints on the teaching of math- hood settings. Westport, CT: Greenwood Publishing
ematics. Indian Journal of Psychology, 7: 75–86. Group.
Haggard, P. (2005) ‘Conscious intention and motor cogni- Hatfield, G. (1998) ‘Kant and empirical psychology in the
tion’, Trends in Cognitive Sciences, 6: 290–5. 18th century’, Psychological Science, 9: 423–8.
Haggbloom, S.J. et al. (2002) ‘The 100 most eminent Hatfield, G. (2000) ‘The brain’s “new” science: Psychology,
psychologists of the 20th century’, Review of General neurophysiology, and constraint’, Philosophy of Science,
Psychology, 6: 139–52. 67: S388–S403.
Bibliography 639
Haynes, R. (2003) ‘From alchemy to artificial intelligence: Hulett, J.E. (1955) ‘Book review of Psychotherapy and
Stereotypes of the scientist in Western literature’, Public personality change: Coordinated research studies in
Understanding of Science, 12: 243–53. the client-centered approach, by Carl R. Rogers and
Hearnshaw, L. (1964) A short history of British psychol- Rosalind F. Dymond’, American Sociological Review,
ogy, 1840–1948. London: Methuen. 20: 369–70.
Hell, B., Trapmann, S., Weigand, S. & Schuler, H. (2007) Hume, D. (1779) Dialogues concerning natural religion
‘The validity of admission interviews – a meta-analysis’, (2nd edn). London.
Psychologische Rundschau, 58: 93–102. Hunt, H.T. (2005) ‘Why psychology is/is not traditional
Helm-Estabrooks, N., Fitzpatrick, P.M. & Barresi, B. science: The self-referential bases of psychological
(1981) ‘Response of an agrammatic patient to a syntax research and theory’, Review of General Psychology,
stimulation program for aphasia’, Journal of Hearing 9: 358–74.
and Speech Disorders, 46: 422–7. Hunter, Z.R., Brysbaert, M. & Knecht, S. (2007) ‘Foveal
Henson, R. (2005) ‘What can functional neuroimaging tell word reading requires interhemispheric communica-
the experimental psychologist?’ The Quarterly Journal tion’, Journal of Cognitive Neuroscience, 19: 1373–87.
of Experimental Psychology, 58A: 193–233. Huylebrouck, D. (2006) ‘Mathematics in (central) Africa
Herschel, J.F.W. (1831) A preliminary discourse on the before colonization’, Anthropologica et Praehistorica,
study of natural philosophy. London. 117: 135–62.
Hicks, G.D. (1928) ‘A century of philosophy at University Ifrah, G. (1998) The universal history of numbers: From
College, London’, Journal of Philosophical Studies, 3: prehistory to the invention of the computer. London:
468–82. The Harvill Press. (Translation of the French original
(1994): Histoire Universelle des chiffres. Paris: Editions
Hoffman, J.L. (1949) ‘Clinical observations concerning
Robert Laffont.)
schizophrenic patients treated by prefrontal leukot-
omy’, New England Journal of Medicine, 241: 233–6. Illich, I. (1971) Deschooling society. London: Penguin
Education.
Hofstede, G. (2001) Culture’s consequences: Comparing
values, behaviors, institutions, and organizations across Illich, I. (1973) Tools for conviviality. New York: Harper &
nations. Thousand Oaks, CA: Sage Publications. Row (also available on http://clevercycles.com/
Hofstede, G. (2005) Cultures and organizations: Software of tools_for_conviviality).
the mind (2nd edn). London: McGraw-Hill Professional. Illich, I. (1976) Limits to medicine – Medical nemesis: The
Holender, D. (1986) ‘Semantic activation without con- expropriation of health. London: Marion Boyars (also
scious identification in dichotic listening, parafoveal available on www.soilandhealth.org).
vision, and visual masking: A survey and appraisal’, Ioannidis, J.P.A. (2005) ‘Contradicted and initially stron-
Behavioral and Brain Sciences, 9: 1–23. ger effects in highly cited clinical research’, Journal of
Holland, T. (2008) Millennium. London: Little, Brown. the American Medical Association, 294: 218–28.
Hollingworth, H.L. (1922) Judging human character. Jack, A.I. & Roepstorff, A. (2002) ‘Introspection and cog-
New York: Appleton & Company. nitive brain mapping: From stimulus-response to script-
report’, Trends in Cognitive Sciences, 6: 333–9.
Hollon, S.D. et al. (2005) ‘Prevention of relapse following
cognitive therapy vs medications in moderate to severe Jackson, F. (1982) ‘Epiphenomenal qualia’, Philosophical
depression’, Archives of General Psychiatry, 62: 417–22. Quarterly, 32: 127–36.
Holmes, G.M. (1918) ‘Disturbance of vision by cerebral Jackson, S. & Rees, A. (2007) ‘The appalling appeal of
lesions’, British Journal of Ophthalmology, 2: 353–84. nature: The popular influence of evolutionary psychol-
ogy as a problem for sociology’, Sociology, 41: 917–30.
Holmes, R. (2008) The age of wonder: How the Romantic
generation discovered the beauty and terror of science. Jacob, S. et al. (2002) ‘Paternally inherited HLA alleles are
London: Harper Press. associated with women’s choice of male odor’, Nature
Genetics, 30: 175–9.
Hood, R.W. (2000) ‘American psychology of religion and
the Journal for the Scientific Study of Religion, Journal Jacobs, J. (1887) ‘Experiments on “Prehension”’, Mind,
for the Scientific Study of Religion, 39: 531–43. 12: 75–9.
Hosoda, M., Stone-Romero, E.F. & Coats, G. (2003) Jahoda, G. (2007) A history of social psychology.
‘The effects of physical attractiveness on job-related Cambridge: Cambridge University Press.
outcomes: A meta-analysis of experimental studies’, James, W. (1890) The principles of psychology (2 vols)
Personnel Psychology, 56: 431–62. New York: Henry Holt (at psychclassics.yorku.ca).
640 Bibliography
James, W. (1892) ‘A plea for psychology as a “natural sci- Keil, F.C. (2003) ‘Folkscience: Coarse interpretations of a
ence”’, The Philosophical Review, 1: 146–53. complex reality’, Trends in Cognitive Sciences, 7: 368–73.
Janda, L.H., England, K., Lovejoy, D. & Drury, K. (1998) Keil, F.C., Lockhart, K.L. & Schlegel, E. (2010) ‘A bump
‘Attitudes toward psychology relative to other disciplines’, on a bump? Emerging intuitions concerning the relative
Professional Psychology: Research and Practice, 29: 140–3. difficulties of the sciences’, Journal of Experimental
Jansz, J. & Van Drunen, P. (eds) (2004) A social history of Psychology: General, 139: 1–15.
psychology. Oxford: Blackwell Publishing. Kendler, K.S., Thornton, L.M., Gilman, S.E. & Kessler,
Jensen, R. (2006) Behaviorism, latent learning, and cogni- R.C. (2000) ‘Sexual orientation in a U.S. national
tive maps: Needed revisions in introductory psychology sample of twin and nontwin sibling pairs’, American
textbooks. Behavior Analyst, 29: 187–209. Journal of Psychiatry, 157: 1843–6.
Johnson, B. (2007) ‘Twenty-eight people ask Hugh Kessels, U., Rau, M. & Hannover, B. (2006) ‘What goes well
MacLeod to be their friend each day. What’s so special with physics? Measuring and altering the image of science’,
about him? Answer: he may be Britain’s most successful British Journal of Educational Psychology, 76: 761–80.
Facebooker’. The Guardian, 15 December, p. 3. Kessler, R.C., Berglund, P., Demler, O., Jin, R. et al. (2005)
Johnston, L. (2002) ‘Behavioral mimicry and stigmatiza- ‘Lifetime prevalence and age-of-onset distributions of
tion’, Social Cognition, 20: 18–35. DSM-IV disorders in the national comorbidity survey
replication’, Archives of General Psychiatry, 62: 593–602.
Jolley, N. (2005) Leibniz. London: Routledge.
Kihlstrom, J.F. (2007) Social neuroscience: The foot-
Jones, S. (1999) Almost like a whale: The origin of species prints of Phineas Gage. Retrieved on 11 November,
updated. London: Doubleday. 2007 from http://socrates.berkeley.edu/~kihlstrm/
Jost, J.T., Glaser, J., Kruglanski, A.W. & Sulloway, F.J. SocialNeuroscience07.htm.
(2003) ‘Political conservatism as motivated social cogni- Kihlstrom, J.F. (2010) ‘Social neuroscience: The footprints
tion’, Psychological Bulletin, 129: 339–75. of Phineas Gage’, Social Cognition, 28: 757–83.
Kagan, J. (2009) The three cultures: Natural Sciences, Kimmel, A.J. (2007) Ethical issues in behavioral research:
Social Sciences, and the Humanities in the 21st century. Basic and applied perspectives (2nd edn). Oxford:
Cambridge, MA: Cambridge University Press. Blackwell Publishing.
Kagan, J. (2009a) ‘Historical selection’, Review of King, R.N. & Koehler, D.J. (2000) ‘Illusory correlations
General Psychology, 13: 77–88. in graphological inference’, Journal of Experimental
Kagan, J. (2009b) The three cultures: Natural Sciences, Psychology: Applied, 6: 336–48.
Social Sciences, and the Humanities in the 21st century. Kirsch, I., Deacon, B.J., Huedo-Medina, T.B., Scoboria,
Cambridge: Cambridge University Press. A., Moore, T.J. & Johnson, B.T. (2008) ‘Initial severity
Kagitcibasi, C. (2002) ‘A model of family change in cul- and antidepressant benefits: A metaanalysis of data
tural context’. In Online Readings in Psychology and submitted to the Food and Drug Administration’, PLoS
Culture. Retrieved on December 10, 2007 from http:// Med 5(2): e45. doi:10.1371/journal.pmed.0050045.
www.ac.wwu.edu/~culture/contents_complete.htm. Kobayakawa, K. et al. (2007) ‘Innate versus learned odour
Kahneman, D. & Tversky, A. (1974) ‘Judgment under uncer- processing in the mouse olfactory bulb’, Nature, 450:
tainty: Heuristics and biases’, Science, 185: 1124–31. 503–8.
Kahneman, D. & Tversky, A. (1979) ‘Prospect theory: Koch, S. (1961) ‘Psychological science versus the science-
Analysis of decision under risk’, Econometrica, 47: 263–91. humanism antinomy: Intimations of a significant sci-
Kane, R. (2005) A contemporary introduction to free will. ence of man’, American Psychologist, 16: 629–39.
Oxford University Press. Kompier, M.A.J. (2006) ‘The “Hawthorne effect” is a
Kant (1994) Metaphysical foundations of natural science myth, but what keeps the story going?’, Scandinavian
(trans. M. Freeman). Cambridge: Cambridge University Journal of Work, Environment & Health, 32: 402–12.
Press. Kotowicz, Z. (2007) ‘The strange case of Phineas Gage’,
Kaplan, R.M. & Saccuzzo, D.P. (2005) Psychological History of the Human Sciences, 20: 115–31.
testing: Principles, applications, and issues (6th edn). Kreiner, D.S., Altis, N.A. & Voss, C.W. (2003) ‘A test of
Belmont, CA: Thomson Wadsworth. the effect of reverse speech on priming’, Journal of
Keefe, F.J., Rumble, M.E., Scipio, C.D., Giordano, L.A. & Psychology, 137: 224–32.
Perri, L.M. (2004) ‘Psychological aspects of persistent Krstić, K. (1964) ‘Marko Marulic: The author of the term
pain: Current state of the science’, The Journal of Pain, “psychology”’, Acta Instituti Psychologici Universitatis
5: 195–211. Zagrabiensis, 36: 7–13 (at psychclassics.yorku.ca).
Bibliography 641
Kuhn, T.S. (1962/1970) The structure of scientific revolu- philosophiques, latines et françaises, de feu Mr.
tions. Chicago: University of Chicago Press. de Leibniz, tirées de ses manuscrits, qui se conservent
Kunda, Z. & Thagard, P. (1996) ‘Forming impressions dans la bibliothèque royale à Hanovre. Amsterdam and
from stereotypes, traits, and behaviors: A parallel- Leipzig.
constraint-satisfaction theory’, Psychological Review, Lemon, N. & Taylor, H. (1997) ‘Caring in casualty:
103: 284–308. The phenomenology of nursing care.’ In N. Hayes
Kunst-Wilson, W.R. & Zajonc, R.B. (1980) ‘Affective (ed.) Doing qualitative analysis in psychology. Hove:
discrimination of stimuli that cannot be recognized’, Psychology Press, pp. 227–43.
Science, 207: 557–8. Lewin, K., Lippitt, R. & White, R. (1939) ‘Patterns of
Laing, R.D. (1960) The divided self: An existential study aggressive behaviour in experimentally created “social
in sanity and madness. Harmondsworth: Penguin. climates”’, Journal of Social Psychology, 10: 271–99.
Lakatos, I. (1970) ‘Falsification and the methodology Lewis, J.E., DeGusta, D., Meyer, M.R., Monge, J.M.,
of scientific research programs.’ In I. Lakatos and A. Mann, A.E. et al. (2011) ‘The mismeasure of science:
Musgrave (eds) Criticism and the growth of knowledge. Stephen Jay Gould versus Samuel George Morton on
New York: Cambridge University Press. skulls and bias’, PLoS Biol 9(6): e1001071. doi:10.1371/
journal.pbio.1001071.
Lakoff, G. & Johnson, M. (1980) Metaphors we live by.
Chicago, IL: University of Chicago. Li, W., Howard, J.D., Parrish, T.B. & Gottfried, J.A.
(2008) ‘Aversive learning enhances perceptual and cor-
Lakoff, G. & Johnson, M. (1999) Philosophy in the flesh:
tical discrimination of indiscriminable odor cues’,
The embodied mind and its challenge to Western
Science, 319: 1842–5.
thought. New York: Basic Books.
Libet, B. (1985) ‘Unconscious cerebral initiative and the
Lamme, V.A.F. (2006) ‘Towards a true neural stance on con-
role of conscious will in voluntary action’, Behavioral
sciousness’, Trends in Cognitive Sciences, 10: 494–501.
and Brain Sciences, 8: 529–39.
Lamme, V.A.F. (2010) ‘How neuroscience will change our
Libet, B. (1999) ‘Do we have free will?’ Journal of
view on consciousness (plus subsequent commentar-
Consciousness Studies, 6: 47–55.
ies)’, Cognitive Neuroscience, 1: 204–240.
Lieberman, M.D. (2000) ‘Intuition: A social cognitive neu-
Langner, T.S. (1962) ‘A twenty-two item screening score of
roscience approach’, Psychological Bulletin, 126: 109–37.
psychiatric symptoms indicating impairment’, Journal
of Health and Human Behavior, 3: 269–76. Lieberman, M.D. (2007) ‘Social cognitive neuroscience:
A review of the core processes’, Annual Review of
Larsen, S.F. (1987) ‘Remembering and the archaeology
Psychology, 58: 259–89.
metaphor’, Metaphor and Symbol, 2: 187–99.
Liebig, J. von (1863) Ueber Francis Bacon von Verulam
Lawrence, W. (1817) Lectures on physiology, zoology, and
und die Methode der Naturforschung. Munich.
the natural history of man. London: James Smith.
Lilienfeld, S.O., Lynn, S.J., Ruscio, J. & Beyerstein,
Leahey, T.H. (1992) ‘The mythical revolutions of American
B.L. (2010) 50 great myths of popular psychology:
psychology’, American Psychologist, 47: 308–18.
Shattering widespread misconceptions about human
Leahey, T.H. (2004) A history of psychology (6th edn). behaviour. Chichester: Wiley-Blackwell.
Upper Saddle River, NJ: Pearson Prentice Hall.
Lindberg, D.C. (1992) The beginnings of Western science:
Leakey, R. & Lewin, R. (1992) Origins reconsidered: In The European scientific tradition in philosophical,
search of what makes us human. London: Doubleday. religious, and institutional context, 600 BC to AD 1450.
Leary, D.E. (ed.) (1995) Metaphors in the history of psy- Chicago: The University of Chicago Press.
chology. Cambridge: Cambridge University Press. Link, B.G., Phelan, J.C., Besnahan, M., Stueve, A. &
Lee, T.W., Mitchell, T.R. & Sablynski, C.J. (1999) ‘Qualitative Pescosolido, B.A. (1999) ‘Public conceptions of mental
research in organizational and vocational psychology 1979– illness: Labels, causes, dangerousness, and social dis-
1999’, Journal of Vocational Behavior, 55: 161–87. tance’, American Journal of Public Health, 89: 1328–33.
Lehman, A.F. & Steinwachs, D.M. (1998) ‘At issue: Link, B.G., Yang, L.H., Phelan, J.C. & Collins, P.Y. (2004)
Translating research into practice: The Schizophrenia ‘Measuring mental illness stigma’, Schizophrenia
Patient Outcomes Research Team (PORT) treatment Bulletin, 30: 511–41.
recommendations’, Schizophrenia Bulletin, 24: 1–10. Liu, I., Blacker, D.L., Xu, R., Fitzmaurice, G., Lyons, M.J. &
Leibniz, G.W. (1765) Nouveaux essais sur l’entendement Tsuang, M.T. (2004) ‘Genetic and environmental con-
human (New essays on human understanding). tributions to the development of alcohol dependence in
First appeared in Raspe, R.E. (ed.) (1765) Oeuvre male twins’, Archives of General Psychiatry, 61: 897–903.
642 Bibliography
Locke, E.A. (2009) ‘It’s time we brought introspection out of Mann, N. (1996) ‘The origins of humanism’. In J. Kraye
the closet’, Perspectives on Psychological Science, 4: 24–25. (ed.) The Cambridge companion to Renaissance human-
Locke, J. (1690) Essay concerning human understanding. ism (pp. 1–19). Cambridge: Cambridge University Press.
London. Manning, R., Levine, M. & Collins, A. (2007) ‘The
Loftus, E.F. & Klinger, M.R. (1992) ‘Is the unconscious Kitty Genovese Murder and the social psychology of
smart or dumb?’ American Psychologist, 47: 761–5. helping: The parable of the 38 witnesses’, American
Psychologist, 62: 555–62.
Lott, B. (1985) ‘The potential enrichment of social per-
sonality psychology through feminist research and vice Marcel, A.J. (1983) ‘Conscious and unconscious perception:
versa’, American Psychologist, 40: 155–64. Experiments on visual masking and word recognition’,
Cognitive Psychology, 15: 197–237.
Louden, R.B. (ed.) (2006) Immanuel Kant: Anthropology
from a pragmatic point of view. Cambridge: Cambridge Marecek, J. (2003) ‘Dancing through minefields: Toward
University Press. a qualitative stance in psychology’. In P.M. Camic,
J.E. Rhodes & L. Yardley (eds) Qualitative research in
Lovie, S. (2001) ‘Three steps to heaven: How the British
psychology: Expanding perspectives in methodology
Psychological Society attained its place in the sun’. In
and design. Washington DC: American Psychological
G.C. Bunn, A.D. Lovie & G.D. Richards (eds) Psychology
Association, pp. 49–69.
in Britain (pp. 95–114). Leicester: BPS Books.
Marr, D. (1982) Vision. San Francisco: Freeman.
Lowery, B.S., Eisenberger, N.I., Hardin, C.D. & Sinclair,
S. (2007) ‘Long-term effects of subliminal priming Marti, S., Sackur, J., Sigman, M. & Dehaene, S. (2010)
on academic performance’, Basic and Applied Social ‘Mapping introspection’s blind spot: Reconstruction of
Psychology, 29: 151–7. dual-task phenomenology using quantified introspec-
Luhrmann, T.M. (2007) ‘Social defeat and the culture tion’, Cognition, 115: 303–13.
of chronicity: Or, why schizophrenia does so well Martin, L. (1986) ‘“Eskimo words for snow”: A case
over there and so badly here’, Culture, Medicine and study in the genesis and decay of an anthropological
Psychiatry, 31: 135–72. example’, American Anthropologist, 88: 418–23.
Luyten, P., Blatt, S.J. & Corveleyn, J. (2006) ‘Minding the Martineau, H. (1858) The positive philosophy of Auguste
gap between positivism and hermeneutics in psychoana- Compte. New York: Calvin Blanchard.
lytic research’, Journal of the American Psychoanalytic Maslow, A.H. (1966) Psychology of science. New York:
Association, 54: 571–610. Harper and Row.
Lyons, W. (2001) Matters of the mind. New York: Routledge. Mayer, B. & Merckelbach, H. (1999) ‘Unconscious pro-
Mackenzie, D.B. (1977) Behaviorism and the limits of cesses, subliminal stimulation, and anxiety’, Clinical
scientific method. London: Routledge & Kegan Paul. Psychology Review, 19: 571–90.
Mackintosh, N.J. (1998) IQ and human intelligence. Mayer, J. (2008) The dark side: The inside story of how
Oxford: Oxford University Press. the war on terror turned into a war on American ideals.
Mahajan, S.K., Machhan, P.C., Sood, B.R., Kuman, Garden City, NY: Doubleday.
S., Sharma, D.D., Mokta, J. & Pal, L.S. (2004) Mayo, E. (1945) The social problems of an industrial
‘Neurocysticercosis presenting with psychosis’, Journal civilization. Cambridge, MA: Harvard University Press.
of the Association of Physicians in India, 52: 663–66. McCabe, D.P. & Castel, A.D. (2008) ‘Seeing is believing:
Maiers, W. (1991) ‘Critical psychology: Historical back- The effect of brain images on judgments of scientific
ground and task’. In C.W. Tolman and W. Maiers (eds) reasoning’, Cognition, 107: 343–52.
Critical psychology: Contributions to an historical science McComas, W.F. (ed.) (1998) The nature of science in
of the subject. Cambridge: Cambridge University Press. science education. Dordrecht: Kluwer Academic
Malone, J.C. & Cruchon, N.M. (2001) ‘Radical behav- Publishers.
iorism and the rest of psychology: A review/précis of McCulloch, W.S. & Pitts, W.H. (1943) ‘A logical calculus
Skinner’s About Behaviorism’, Behavior and Philosophy, of the ideas immanent in nervous activity’, Bulletin of
29: 31–57. Mathematical Biophysics, 5: 115–33.
Mandler, G. (2007) A history of modern experimental McDaniel, M.A., Whetzel, D.L., Schmidt, F.L. & Maurer,
psychology. Cambridge, MA: The MIT Press. S.D. (1994) ‘The validity of employment interviews: A
Manguel, A. (1996) A history of reading. London: comprehensive review and meta-analysis’, Journal of
HarperCollins. Applied Psychology, 79: 599–616.
Bibliography 643
McDougall, W. (1930) William McDougall. In Murchison Milner, B. (1962) ‘Les troubles de la mémoire accom-
C. (ed.) A history of psychology in autobiography, I, pagnant les lesions hippocampiques bilatérales’. In
Clark University Press, 191–223. Physiologie de l’hippocampe. Paris: Centre National de
McDuffie, T.E. (2001) ‘Scientists – geeks & nerds? la Recherche Scientifique.
Dispelling teachers’ stereotypes of scientists’, Science Minto, W. (1893) Logic: Inductive and deductive. London:
and Children, 38: 16–19. John Murray.
McKeown, T. (1979) The role of medicine: Dream, mirage Modderaar, J. (1966) ‘Over de validiteit van de selectie voor
or nemesis? (2nd edn). Oxford: Basil Blackwell. bedrijven [On the validity of selection for companies]’,
McNulty, J.K., Neff, L.A. & Karney, B.R. (2008) ‘Beyond Nederlands Tijdschrift voor de Psychologie, 21: 573–89.
initial attraction: Physical attractiveness in newlywed Monahan, J. (1981) The clinical prediction of violent
marriage’, Journal of Family Psychology, 22: 135–43. behavior. Washington, DC: Government Printing
McReynolds, P. (1987) ‘Lightner Witmer: Little-known Office.
founder of clinical psychology’, American Psychologist, Money, T. & Ehrhardt, A. (1972) Man and woman, boy
42: 849–58. and girl, the differentiation and dimorphism of gender
Medawar, P.B. (1969) Induction and intuition in scientific identity from conception to maturity. Baltimore, MD:
thought. London: Methuen. As cited in R. Rosenthal & Johns Hopkins University Press.
R.L. Rosnow (2008) Essentials of behavioral research: Morgan, M. (1998) ‘Qualitative research: Science or
Methods and data analysis (3rd edn). Boston: McGraw pseudo-science?’ The Psychologist, 11: 481–3 (and
Hill. Postscript on p. 485).
Meehl, P.E. (1954) Clinical vs. statistical prediction: Morgeson, F.P., Campion, M.A., Dipboye, R.L.,
A theoretical analysis and a review of the evidence. Hollenbeck, J.R., Murphy, K. & Schmitt, N. (2007)
Minneapolis: University of Minnesota Press. ‘Reconsidering the use of personality tests in per-
Meerman, E.E., Verkuil, B. & Brosschot, J.F. (2011) sonnel selection contexts’, Personnel Psychology, 60:
‘Decreasing pain tolerance outside of awareness’, 683–729.
Journal of Psychosomatic Research, 70: 250–7. Morton, J. & Patterson, K. (1980) ‘A new attempt at an
Melzack, R. & Wall, P.D. (1965) ‘Pain mechanisms: A new interpretation, or, an attempt at a new interpretation’.
theory’, Science, 150: 971–9. In M. Coltheart et al. (eds) Deep dyslexia. London:
Merikle, P.M., Smilek, D. & Eastwood, J.D. (2001) Routledge & Kegan Paul.
‘Perception without awareness: Perspectives from cogni- Müller, J.P. (1838) Elements of physiology (translated by
tive psychology’, Cognition, 79: 115–134. W. Baly). London.
Messer, S.B. (2004) ‘Evidence-based practice: Beyond Münsterberg, H. (1915) Psychology: General and applied.
empirically supported treatments’, Professional New York: D. Appleton & Co.
Psychology: Research and Practice, 35: 580–8.
Myers-Scotton, C. (2006) Multiple voices: An introduction
Miles, D.R. & Carey, G. (1997) ‘Genetic and environ- to bilingualism. Malden, MA: Blackwell Publishing.
mental architecture of human aggression’, Journal of
Nagel, T. (1974) ‘What is it like to be a bat?’ Philosophical
Personality and Social Psychology, 72: 207–17.
Review, 4: 435–50.
Miles, L.K., Nind, L.K. & Macrae, C.N. (2010) ‘Moving
Nairn, R.G. (2007) ‘Media portrayals of mental illness,
through time’, Psychological Science, 21: 222–3.
or is it madness? A review’, Australian Psychologist, 42:
Milgram, S. (1963) ‘Behavioral study of obedience’, 138–46.
Journal of Abnormal and Social Psychology, 67: 371–8.
Nairn, R.G. & Coverdale, J.H. (2005) ‘People never see us
Milgram, S. (1974) Obedience to authority: An experimental living well: An appraisal of the personal stories about
view. New York: Harper & Row. mental illness in a prospective print media sample’,
Miller, G.A. (1956) ‘The magical number seven, plus or Australian and New Zealand Journal of Psychiatry, 39:
minus two’, Psychological Review, 63: 81–97. 281–7.
Miller, G.A. (2003) ‘The cognitive revolution: A historical Nangle, D.W., Erdley, C.A., Carpenter, E.M. & Newman,
perspective’, Trends in Cognitive Sciences, 7: 141–4. J.E. (2002) ‘Social skills training as a treatment for
Miller, G.A. (2010) ‘Mistreating psychology in the decades aggressive children and adolescents: A developmental-
of the brain’, Perspectives on Psychological Science, 5: clinical integration’, Aggression and Violent Behavior,
716–43. 7: 169–99.
644 Bibliography
Nass, C., Moon, Y., Fogg, B.J., Reeves, B. & Dryer, D.C. Journal of the American Psychoanalytic Association,
(1995) ‘Can computer personalities be human person- 54: 1361–80.
alities?’ International Journal of Human–Computer Patterson, G.R. (1982) Coercive family process. Eugene,
Studies, 43: 223–39. OR: Castalia.
Neisser, U. (1967) Cognitive psychology. New York: Peirce, C.S. (1877) ‘The fixation of belief’, Popular Science
Appleton-Century-Crofts. Monthly, 12: (November) 1–15.
Nicholls, A. & Liebscher, M. (2010) Thinking the Pereboom, D. (2001) Living without free will. Cambridge
unconscious: Nineteenth-century German thought. University Press.
Cambridge: Cambridge University Press.
Peretz, I. & Zatorre, R.J. (2005) ‘Brain organization for music
Nicolas, S. (2004) L’hypnose: L’école de la Salpêtrière face processing’, Annual Review of Psychology, 56: 89–114.
à l’école de Nancy. Paris: L’Harmattan.
Peterson, C. (1997) Psychology: A biopsychosocial approach
Nicolas, S. & Ferrand, L. (1999) ‘Wundt’s laboratory at (2nd edn). New York: Addison Wesley Longman.
Leipzig in 1891’, History of Psychology, 2: 194–203.
Pickren, W.E. & Rutherford, A. (2010) A history of modern
Nicolas, S. & Ferrand, L. (2011) ‘La psychologie cognitive psychology in context. Hoboken, NJ: John Wiley & Sons.
d'Alfred Binet’, L'Année Psychologique, 111: 87–116.
Poldrack, R.A. (2010) Mapping mental function to brain
Nisbett, R. & Ross, L. (1980) Human inference: Strategies
structure: How can cognitive neuroimaging succeed?
and shortcomings of social judgment. Englewood
Perspectives on Psychological Science, 5: 753–61.
Cliffs, NJ: Prentice-Hall.
Pomerantz, J.R. & Kubovy, M. (1986) ‘Theoretical
Nisbett, R. & Wilson, T. (1977) ‘Telling more than
approaches in organization’, in Boff, J.P., Kaufman, L.
we can know: Verbal reports on mental processes’,
and Thomas, J.P. (eds) Handbook of perception and
Psychological Review, 84: 231–59.
human performance. New York, NY Wiley.
Nolen-Hoeksema, S. (2000) ‘The role of rumination in
Popper, K.R. (1970) ‘Normal science and its dangers.’ In
depressive disorders and mixed anxiety/depressive symp-
I. Lakatos & A. Musgrave (eds) Criticism and growth
toms’, Journal of Abnormal Psychology, 109: 504–11.
of knowledge. New York: Cambridge University Press.
Nordgren, L.F., Bos, M.W. & Dijksterhuis, A. (2011) ‘The
Porter, R. (2006) ‘Medical science’. In R. Porter (ed.) The
best of both worlds: Integrating conscious and uncon-
Cambridge history of medicine. Cambridge: Cambridge
scious thought best solves complex decisions’, Journal
University Press.
of Experimental Social Psychology, 47: 509–11.
Porter, R. (ed.) (2006) The Cambridge history of medi-
Numbers, R.L. (2009) Galileo goes to jail and other myths
cine. Cambridge: Cambridge University Press.
about science and religion. Boston, MA: Harvard
University Press. Powell, A.G. & Frankenstein, M. (1997) Ethnomathematics:
Challenging Eurocentrism in mathematics education.
Ochsner, K.R. & Gross, J.J. (2005) ‘The cognitive control
New York: SUNY Press.
of emotion’, Trends in Cognitive Sciences, 9: 242–9.
Prins, R. & Bastiaanse, R. (2006) ‘The early history of
OECD (2007) ‘Multiple comparisons of mean perfor-
aphasiology: From the Egyptian surgeons (c. 1700 BC)
mance on the science scale’, PISA 2006: Science compe-
to Broca (1861)’, Aphasiology, 20: 762–91.
tencies for tomorrow’s world, 1.
Ones, D.S., Viswesvaran, C. & Reiss, A.D. (1996) ‘Role of Proceedings of the First Annual Convention of the
social desirability in personality testing for personnel American Normal School Association (1859). At http://
selection: The red herring’, Journal of Applied Psychol- books.google.co.uk/books?id=-PxBAAAAIAAJ&print
ogy, 81: 660–79. sec=frontcover#v=onepage&q&f=false.
O’Rahilly, S. & Farooqi, I.S. (2006) ‘Genetics of obesity’, Puhl, R. & Brownell, K.D. (2001) ‘Bias, discrimination,
Philosophical Transaction of the Royal Society B – and obesity’, Obesity Research, 9: 788–805.
Biological Sciences, 361: 1095–105. Pulvermüller, F. (2005) ‘Brain mechanisms linking language
Orchowski, L.M., Spickard, B.A. & McNamara, J.R. (2006) and action’, Nature Reviews Neuroscience, 6: 576–82.
‘Cinema and the valuing of psychotherapy: Implications Raskind, W.H. (2001) ‘Current understanding of the
for clinical practice’, Professional Psychology: Research genetic basis of reading and spelling disability’,
and Practice, 37: 506–14. Learning Disability Quarterly, 24: 141–57.
Park, S.W. & Auchincloss, E.L. (2006) ‘Psychoanalysis Redding, R.E. (2001) ‘Sociopolitical diversity in psychology:
in textbooks of introductory psychology: A review’, The case for pluralism’, American Psychologist, 56: 205–15.
Bibliography 645
Rehman, S.U., Nietert, P.J., Cope, D.W. & Kilpatrick, Rogers, C.R. & Dymond, R.F. (eds) (1954) Psychotherapy
A.O. (2005) ‘What to wear today? Effects of doctor’s and personality change: Coordinated research studies in
attire on the trust and confidence of patients’, The the client-centered approach. Chicago: The University
American Journal of Medicine, 118: 1279–86. of Chicago Press.
Reid, K., Flowers, P. & Larkin, M. (2005) ‘Exploring lived Rosenblueth, A. & Wiener, N. (1945) ‘The role of models
experience’, The Psychologist, 18: 20–23. in science’, Philosophy of Science, 12: 316–21.
Ribot, T.A. (1870) La psychologie anglaise contempo- Rosenhan, D.L. (1973) ‘On being sane in insane places’,
raine. Librairie philosophique de Ladrange. Science, 179: 250–8.
Richards, G. (1996) Putting psychology in its place: An Rosenthal, R. & Rosnow, R.L. (2008) Essentials of behav-
introduction from a critical historical perspective. ioral research: Methods and data analysis (3rd edn).
London: Routledge. Boston: McGraw-Hill.
Richards, G. (2001) ‘Edward Cox, the Psychological Rosenthal, R. (1963) ‘On the social psychology of the psy-
Society of Great Britain (1875-1879) and the meaning chological experiment: The experimenter’s hypothesis
of institutional failure’. In G.C. Bunn, A.D. Lovie & as unintended determinant of experimental results’,
G.D. Richards (eds) Psychology in Britain (pp. 33–53). American Scientist, 51: 268–83.
Leicester: BPS Books. Rosenthal, R. (1966) Experimenter effects in behavioral
Richards, G. (2002) Putting psychology in its place: A crit- research. New York: AppletonCentury-Crofts.
ical historical overview (2nd edn). London: Routledge. Ross, E.H. & Murray, D.J. (1996) E.H. Weber on the tac-
Richards, G. (2009) Psychology: The key concepts. London: tile senses (2nd edn). Hove (UK): Taylor & Francis.
Routledge. Rowe, F.B. (1983) ‘Whatever became of poor Kinnebrook?’,
Richards, R.J. (1980) ‘Christian Wolff’s prolegomena to American Psychologist, 38: 851–52.
empirical and rational psychology: Translation and com- Rowe, W. (1993) Philosophy of religion. Belmont, CA:
mentary’, Proceedings of the American Philosophical Wadsworth Publishing.
Society, 124: 227–39.
Rust, J. (2008) First psychometric laboratory: Cambridge
Richards, R.J. (1981) ‘Natural selection and other models 1886–1889. At www.psychometrics.ppsis.cam.ac.uk/
in the historiography of science’. In M.B. Brewer & page/217/first-psychometric-laboratory.htm.
B.E. Collins (eds) Scientific inquiry and the social sci-
ences (pp. 37–76). San Francisco: Jossey-Bass Publishers. Rutter, M. (2006) Genes and behavior: Nature–nurture
interplay explained. Oxford: Blackwell Publishing.
Richards, R.J. (2002) The Romantic conception of life:
Science and philosophy in the age of Goethe. Chicago: Rynes, S.L., Colbert, A.E. & Brown, K.G. (2002) ‘HR pro-
University of Chicago Press. fessionals’ beliefs about effective human resource prac-
tices: Correspondence between research and practice’,
Richardson, R.C. (2007) Evolutionary psychology as
Human Resource Management, 41: 149–74.
maladapted psychology. Cambridge, MA: MIT Press.
Sackett, P.R., Kuncel, N.R., Arneson, J.J., Cooper, S.R. &
Rissmiller, D.J. & Rissmiller, J.H. (2006) ‘Evolution of the
Waters, S.D. (2009) ‘Does socioeconomic status explain the
antipsychiatry movement into mental health consumer-
relationship between admissions tests and post-secondary
ism’, Psychiatric Services, 57: 863–6.
academic performance?’, Psychological Bulletin, 135: 1–22.
Ritzer, G. & Goodman, D.J. (2004) Modern sociological
Saenger, P. (1997) Space between words: The origins of
theory (6th edn). Boston: McGraw Hill.
silent reading. Stanford, CA: Stanford University Press.
Robinson, D.K. (2001) Reaction-time experiments in Wundt’s
Saggerson, A.L., George, D.N. & Honey, R.C. (2005)
Institute and beyond. In R.W. Rieber & D.K. Robinson
‘Imitative learning of stimulus–response and response–
(eds) Wilhelm Wundt in history: The making of a scientific
outcome associations in pigeons’, Journal of Experimental
psychology (pp. 161–204). New York: Kluwer/Plenum.
Psychology: Animal Behavior Processes, 31: 289–300.
Rochberg-Halton, E. (1987) ‘Why pragmatism now?’
Salsburg, D. (2001) The lady tasting tea: How statistics
Sociological Theory, 5: 194–200.
revolutionized science in the twentieth century. New
Rogers, A. & Pilgrim, D. (2005) A sociology of mental York: Freeman.
health and illness (3rd edn). Maidenhead, UK: Open
Samuelson, P.A. (1992) ‘My life philosophy: Policy credos
University Press.
and working days’, In M. Szenberg (ed.) Eminent econo-
Rogers, C.R. (1942) Counseling and psychotherapy. mists: Their life philosophies. Cambridge: Cambridge
Boston, MA: Houghton Mifflin. University Press.
646 Bibliography
Sanders, K., van Riemsdijk, M. & Groen, B. (2008) ‘The Shapin, S. (1996) The scientific revolution. Chicago:
gap between research and practice: A replication study University of Chicago Press.
on the HR professionals’ beliefs about effective human Sharpe, D. & Faye, C. (2009) ‘A second look at debriefing
resource practices’, International Journal of Human practices: Madness in our method?’, Ethics & Behavior,
Research Management, 19: 1976–88. 19(5): 432–47.
Sandoval, W.A. (2005) ‘Understanding students’ practical Shepherd, G.M. (1991) Foundations of the neuron doc-
epistemologies and their influence on learning through trine. New York: Oxford University Press.
inquiry’, Science Education, 89: 634–56.
Shorter, E. (1992) From paralysis to fatigue: A history of
Sarton, G. (1937) The history of science and the new psychosomatic illness in the modern era. New York:
humanism. Cambridge, MA: Harvard University Press. The Free Press.
(1988 reprint from Brunswick: Transaction Books)
Shorter, E. (1997) A history of psychiatry: from the era of
Schacter, D.L. (1987) ‘Implicit memory: History and the asylum to the age of Prozac. New York: John Wiley &
current status’, Journal of Experimental Psychology: Sons.
Learning, Memory, and Cognition, 13: 501–18. Shorter, E. (2006) ‘Primary care’. In R. Porter (ed.)
Schiller, F. (1979) Paul Broca: Founder of French anthro- The Cambridge history of medicine (pp. 103–135).
pology, explorer of the brain. Berkeley, CA: University Cambridge: Cambridge University Press.
of California Press. Sie, M. & Wouters, A. (2008) ‘The real challenge to free
Schimit, D. (2005) ‘Re-visioning antebellum American will and responsibility’, Trends in Cognitive Sciences,
psychology: The dissemination of mesmerism, 1836– 12: 3–4.
1854’, History of Psychology, 8: 403–34. Silverman, D. (2005) Doing qualitative research: A practi-
Schlimm, D. & Neth, H. (2008) ‘Modeling ancient cal handbook (2nd edn). London: Sage Publications.
and modern arithmetic practices: Addition and Sim, S. (ed.) (1998) The Routledge companion to post-
multiplication with Arabic and Roman numerals’, In V. modernism (2nd edn). London: Routledge.
Sloutsky, B. Love & K. McRae (eds) Proceedings of the
Simonton, D.K. (2011) ‘Creativity and discovery as blind
30th Annual Meeting of the Cognitive Science Society
variation: Campbell’s (1960) BVSR model after the half-
(pp. 2007–2012). Austin, TX: Cognitive Science Society.
century mark’, Review of General Psychology, 15: 158–74.
Schmidt, F.L. & Hunter, J.E. (1998) ‘The validity and
Skinner, B.F. (1971) Beyond freedom and dignity. New
utility of selection methods in personnel psychology:
York: Knopf.
Practical and theoretical implications of 85 years of
research findings’, Psychological Bulletin, 124: 262–74. Skinner, B.F. (1974) About behaviorism. New York: Knopf.
Schneider, D.J. (1973) ‘Implicit personality theory: Skolnick-Weisberg, D., Keil, F.C., Goodstein, J., Rawson,
Review’, Psychological Bulletin, 79: 294–309. E. & Gray, J.R. (2008) ‘The seductive allure of neurosci-
ence explanations’, Journal of Cognitive Neuroscience,
Schraw, G., Wadkins, T. & Olafson, L. (2007) ‘Doing the
20: 470–7.
things we do: A grounded theory of academic procrasti-
nation’, Journal of Educational Psychology, 99: 12–25. Smith, J.A. (1996) ‘Beyond the divide between cognition
and discourse: Using interpretative phenomenological
Schulze, B. & Angermeyer, M.C. (2003) ‘Subjective expe- analysis in health psychology’, Psychology and Health,
riences of stigma. A focus group study of schizophrenic 11: 261–71.
patients, their relatives and mental health profession-
als’, Social Science & Medicine, 56: 299–312. Smith, J.A. (ed.) (2008) Qualitative psychology: A practi-
cal guide to research methods (2nd edn). London: Sage
Schütz, A. (1964) ‘The well-informed citizen’, In: Collected Publications.
papers. Vol. II. Studies in social theory (ed. A. Broderson).
The Hague: Martinus Nijhoff. Smith, M.B. (1994) ‘Selfhood at risk: Postmodern
perils and the perils of postmodernism’, American
Scruton, R. (2001) Kant: A very short introduction. Psychologist, 49: 405–11.
Oxford: Oxford University Press.
Smith, M.K. (1901) (translator) A text-book in psychol-
Searle, J. (1980) ‘Minds, brains, and programs’, Behavioral ogy: An attempt to found the science of psychology on
and Brain Sciences, 3: 417–57. experience, metaphysics, and mathematics by Johann
Seife, C. (2000) Zero: The biography of a dangerous idea. Friedrich Herbart. New York: Appleton and Company.
London: Souvenir Press. Smith, R. (2005) ‘The history of psychological categories’,
Shallice, T. (1988) From neuropsychology to mental struc- Studies in History and Philosophy of Biological and
ture. Cambridge: Cambridge University Press. Biomedical Sciences, 36: 55–94.
Bibliography 647
Snow, C.P. (1959/1998) The two cultures (with introduction Stevens, S.S. (1935) ‘The operational definition of psycho-
by Stefan Collini). Cambridge: Cambridge University logical concepts’, Psychological Review, 42: 517–27.
Press. Stevenson, C. & Cooper, N. (1997) ‘Qualitative and quan-
Sokal, A. & Bricmont, J. (1997) Impostures intellectuelles. titative research’, The Psychologist, 4: 159–60.
Paris: Editions Odile Jacob. Translated into English Stratton, P. (1997) ‘Attributional coding of interview
(1998, 2003) as Intellectual impostures. London: Profile data: Meeting the needs of long-haul passengers.’ In
Books Ltd. N. Hayes (ed.) Doing qualitative analysis in psychology.
Sokal, A.D. (1996a) ‘Transgressing the boundaries: Hove: Psychology Press, pp. 115–42.
Toward a transformative hermeneutics of quantum Stroop, J.R. (1935) ‘Studies of interference in serial verbal
gravity’, Social Text, 46/47: 217–52 (also available on reactions’, Journal of Experimental Psychology, 18:
http://www.physics.nyu.edu/sokal/). 643–62 (reprinted 1992 in Journal of Experimental
Sokal, A.D. (1996b) ‘A physicist experiments with cultural Psychology: General, 121: 15–23).
studies’, Lingua Franca, May/June, 62–64 (also avail- Stubbe, J.H., Posthuma, D., Boomsma, D.I. & De Geus,
able on http://www.physics.nyu.edu/sokal/). E.J.C. (2005) ‘Heritability of life satisfaction in adults: A
Sokal, M.M. (1972) ‘Psychology at Victorian Cambridge – twin-family study’, Psychological Medicine, 35: 1581–88.
The unofficial laboratory of 1887–1888’, Proceedings of Sturm, T. (2006) ‘Is there a problem with mathematical
the American Philosophical Society, 116: 145–7. psychology in the eighteenth century? A fresh look at
Sokal, M.M. (1981) An education in psychology: James Kant’s old argument’, Journal of the History of the
McKeen Cattell’s Journal and Letters from Germany Behavioral Sciences, 42: 353–77.
and England, 1880–1888. Cambridge, MA: MIT Press. Sullivan, P.F., Kendler, K.S. & Neale, M.C. (2003)
Sokal, M.M. (2006) ‘The origins of the new psychology ‘Schizophrenia as a complex trait: Evidence from a
in the United States’, Physis: Rivista internazionale di meta-analyis of twin studies’, Archives of General
storia della scienza, 43: 273–300. Psychiatry, 60: 1187–92.
Soon, S.C., Brass, M., Heinze, H.J. & Haynes, J.D. (2008) Sullivan, P.F., Neale, M.C. & Kendler, K.S. (2000) ‘Genetic
‘Unconscious determinants of free decisions in the epidemiology and major depression: Review and meta-
human brain’, Nature Neuroscience, 11: 543–5. analysis’, American Journal of Psychiatry, 157: 1552–62.
Spangenberg, E.R., Sprott, D.E., Grohmann, B. & Tracy, Swinkels, A. (2003) ‘An effective exercise for teaching cog-
D.L. (2006) ‘Gender-congruent ambient scent influences nitive heuristics’, Teaching of Psychology, 30: 120–2.
on approach and avoidance behaviors in a retail store’, Szasz, T.S. (1960) ‘The myth of mental illness’, American
Journal of Business Research, 59: 1281–7. Psychologist, 15: 113–18.
Sperling, G. (1960) ‘The information available in brief visual Tait, W. (1854) Tait’s Edinburgh magazine. Edinburgh:
presentations’, Psychological Monographs, 74: 1–29. Sutherland & Knox (at www.archive.org/details/
Spurzheim, J.G. (1834) Phrenology of the doctrine of the men- taitsedinburghm~4taitgoog).
tal phenomenon (3rd edn). Boston: Marsh, Caper and Lyon. Taleb, N.N. (2007) The black swan: The impact of the
Stangor, C. (2006) Research methods for the behavioral highly improbable. New York: Random House.
sciences. Boston, MA: Houghton Mifflin. Talisse, R.B. & Aikin, S.F. (eds) (2011) The pragma-
Stanovich, K.E. (2004) The robot’s rebellion: Finding tism reader: From Peirce to the present. Princeton, NJ:
meaning in the age of Darwin. Chicago: The University Princeton University Press.
of Chicago Press. Taylor, F.W. (1911) Scientific management. New York:
Stanovich, K.E. (2010) How to think straight about psychol- Harper & Brothers.
ogy? (9th International Edition). Harlow, UK: Pearson. Teigen, K.H. (2002) ‘One hundred years of laws in psy-
Starks, H. & Trinidad, S.B. (2007) ‘Choose your method: chology’, The American Journal of Psychology, 115:
A comparison of phenomenology, discourse analysis, 103–18.
and grounded theory’, Qualitative Health Research, 17: Teo, T. (2005) The critique of psychology: From
1372–80. Kant to postcolonial theory. New York: Springer
Sternberg, R.J. (1999) ‘Twenty tips for teaching introduc- Science+Business Media, Inc.
tory psychology.’ In B. Perlman, L.I. McCann & S.H. Teo, T. (2007) ‘Local institutionalization, discontinu-
McFadden (eds) Lessons learned: Practical advice for ity, and German textbooks of psychology, 1816–1854’,
the teaching of psychology (vol. 1). Washington, D.C.: Journal of the History of the Behavioral Sciences, 43:
American Psychological Society, pp. 99–104. 135–57.
648 Bibliography
Teo, T. (2008) ‘Race and psychology’. In W.A. Darity (ed.) Uglow, J. (2002) The lunar men: The friends who made the
International encyclopedia of the social sciences (2nd future. London: Faber and Faber.
edn). Detroit, MI: Macmillan, Vol. 7, pp. 21–4. UK ECT Review Group (2003) ‘Efficacy and safety of
Thapar, A., Langley, K., Owen, M.J. & O’Donavan, electroconvulsive therapy in depressive disorders: A sys-
M.C. (2007) ‘Advances in genetic findings on attention tematic review and meta-analysis’, The Lancet, 361:
deficit hyperactivity disorder’, Psychological Medicine, 799–808.
37: 1681–92. Uttal, W.R. (2001) The new phrenology: The limits of local-
The British Psychological Society (2004) Guideline for izing cognitive processes. Cambridge, MA: MIT Press.
minimum standards of ethical approval in psychological Valentine, E.R. (1999) ‘The founding of the psychological
research. Leicester, UK: The British Psychological Society. laboratory, University College London: “Dear Galton . . .
The British Psychological Society (2006) Code of ethics and Yours truly, J Sully”’, History of Psychology, 2:
conduct. Leicester, UK: The British Psychological Society. 204–18.
Thomas, R.K. (2007) ‘Recurring errors among recent his- Valentine, E.R. (2000) ‘Metaphysics’, In A.E. Kazdin
tory of psychology textbooks’, American Journal of (ed.) Encyclopedia of psychology, Vol. 5, (pp. 204–9).
Psychology, 120: 477–95. Oxford: Oxford University Press.
Thompson, D. (2008) Counterknowledge: How we sur- Van Drunen, P., Van Strien, P.J. & Haas, E. (2004) ‘Work
rendered to conspiracy theories, quack medicine, bogus and organization’. In J. Jansz and P. Van Drunen
science and fake history. London: Atlantic Books. (eds) (2004) A social history of psychology. Oxford:
Thomson, J.A. (1922) The outline of science: A plain Blackwell Publishing.
story simply told. New York: G.P. Putnam’s Sons. Van Goozen, S.H.M., Cohen-Kettenis, P.T., Gooren,
Thorndike, E.L. (1911) Animal intelligence. New York: L.J.G., Frijda, N.H. & Van de Poll, N.E. (1995) ‘Gender
Macmillan. differences in behaviour: Activating effects of cross-sex
hormones’, Psychoneuroendocrinology, 20: 343–63.
Tizard, B. (1959) ‘Theories of brain localization from
Flourens to Lashley’, Medical History, 3: 132–45. Van Hezewijk, R. & Stam, H.J. (2008) ‘Idols of the psy-
chologist: Johannes Linschoten and the demise of phe-
Todd, Z., Nerlich, B., McKeown, S. & Clarke, D.D. (2004) nomenological psychology in the Netherlands’, History
Mixing methods in psychology: The integration of of Psychology, 11: 185–207.
qualitative and quantitative methods in theory and
practice. Hove: Psychology Press. Van Strien, P.J. & Dane, J. (2001) Driekwart eeuw psy-
chotechniek in Nederland: De magie van het testen
Tolman, E.C. (1948) ‘Cognitive maps in rats and men’, [Three-quarters of a century of psychotechnics in the
Psychological Review, 55: 189–209 (available at psych- Netherlands: The magic of testing]. Assen: Koninklijke
classics.yorku.ca). Van Gorcum.
Torgersen, S. et al. (2000) ‘A twin study of personality dis- Van Vugt, M., De Cremer, D. & Janssen, D.P. (2007)
orders’, Comprehensive Psychiatry, 41: 416–25. ‘Gender differences in cooperation and competition:
Trivers, R.L. (1971) ‘The evolution of reciprocal altruism,’ The male-warrior hypothesis’, Psychological Science,
Quarterly Review of Biology, 46: 35–57. 18: 19–23.
Trivers, R.L. (1972) ‘Parental investment and sexual selec- Vandenbroucke, J.P. (2008) ‘Observational research,
tion’. In B. Campbell (ed.) Sexual selection and the randomised trials, and two views of medical sci-
descent of man: 1871–1971. Chicago: Aldine, pp. 136–79. ence’, PLoS Medicine, 5: e67, doi:10.1371/ journal.
Tulving, E. & Thomson, D.M. (1971) ‘Retrieval processes pmed.0050067.
in recognition memory – Effects of associative context’, Verhaeghe, P. (2009) Het einde van de psychotherapie
Journal of Experimental Psychology, 87: 116–24. [The end of psychotherapy]. Amsterdam: De Bezige Bij.
Turing, A. (1950) ‘Computing machinery and intelli- Vilchez-Gonzalez, J.M. & Parales Palacios, F.J. (2006)
gence’, Mind, 59: 434–60. ‘Image of science in cartoons and its relationship with
Twenge, J.M., Campbell, W.K. & Foster, C.A. (2003) the image in comics’, Physics Education, 41: 240–9.
‘Parenthood and marital satisfaction: A meta-analytic Von Sydow, K. (2007) ‘The public image of psychologists,
review’, Journal of Marriage and the Family, 65: 574–83. psychotherapists, and psychiatrists’, Psychotherapeut,
Tyson, P.J., Jones, D. & Elcock, J. (2011) Psychology in 52: 322–33.
social context: Issues and debates. Oxford: Blackwell Vul, E., Harris, C., Winkielman, P. & Pashler, H. (2009)
Publishing. ‘Puzzlingly high correlations in fMRI studies of
Bibliography 649
emotion, personality, and social cognition’, Perspectives Watters, E. (2010) Crazy like us: The globalization of the
on Psychological Science, 4: 274–290. American psyche. New York: Free Press.
Wade, N.J. (2007) ‘Image, eye, and retina (invited Weber, M. (1904/1905) ‘Die protestantische Ethik und
review)’, Journal of the Optical Society of America, der Geist des Kapitalismus’ (translated in 1905 as ‘The
24: 1229–49). Protestant ethic and the spirit of capitalism’). Archiv
Walsh, E. & Fahy, T. (2002) ‘Violence in society: für Sozialwissenschraft und Sozialpolitik, 20: 1–54; 21:
Contribution of mental illness is low’, British Medical 1–110.
Journal, 325: 507–8. Wegner, D.M. (2004) ‘Précis of “The illusion of conscious
Walsh, E. et al. (2004) ‘Predicting violence in schizophre- will”’, Behavioral and Brain Sciences, 27: 649–59.
nia: A prospective study’, Schizophrenia Research, 67: Weindling, P.J. (2004) Nazi medicine and the Nuremberg
247–52. Trials: From medical war crimes to informed consent.
Walter, H. (2001) Neurophilosophy of free will. Basingstoke: Palgrave-Macmillan.
Cambridge, MA: MIT Press. Weisbord, M.R. (1985) ‘Participative work design: A
Wampold, B.E. et al. (1997) ‘A meta-analysis of out- personal odyssey’, Organizational Dynamics, 13: 4–20.
come studies comparing bona fide psychotherapies: (Table adapted from Trist, E. (1981) The evolution of
Empirically, “all must have prizes”’, Psychological socio-technical systems – A conceptual framework and
Bulletin, 122: 203–15. an action research program. Toronto: Ontario Ministry
of Labour.)
Wampold, B.E., Minami, T., Baskin, T.W. & Tierney,
S.C. (2002) ‘A meta-(re)analysis of the effects of cogni- Weiten, W. (2010) Interview. APS Observers, 23(4).
tive therapy versus “other therapies” for depression’, Welch, B. (2009) ‘Torture, psychology, and Daniel Inouye:
Journal of Affective Disorders, 68: 159–65. The true story behind psychology’s role in torture.
Wampold, B.E., Minami, T., Tierney, S.C., Baskin, T.W. & Huffington Post, June 16, 2009 (available on http://www.
Bhati, K.S. (2005) ‘The placebo is powerful: Estimating huffingtonpost.com/bryant-welch/torture-psychology-
placebo effects in medicine and psychotherapy for ran- and-da_b_215612.html; retrieved on July 28, 2011).
domized clinical trials’, Journal of Clinical Psychology, Wheen, F. (2004) How mumbo-jumbo conquered the
61: 835–54. world: A short history of modern delusions. London:
Ward, N. (1998) ‘Artificial intelligence and other Harper Perennial.
approaches to speech understanding: Reflections on Whewell, W. (1837) History of inductive sciences.
methodology’, Journal of Experimental and Theoretical London: Parker & Strand.
Artificial Intelligence, 10: 487–93. Whitaker, H.A. & Etlinger, S.C. (1993) ‘Theodor
Ward, S.C. (2002) Modernizing the mind: Psychological Meynert’s contribution to classical 19th century aphasia
knowledge and the remaking of society. Westport, CT: studies’, Brain and Language, 45: 560–71.
Praeger. Whittle, P. (2000) ‘W.H.R. Rivers and the early history of
Warrington, E.K. & Weiskrantz, L. (1978) Further analy- psychology at Cambridge’. In A. Saito (ed.) Bartlett, cul-
sis of the prior learning effect in amnesic patients. ture and cognition. Hove, UK: Psychology Press, pp. 21–35.
Neuropsychologia, 16: 169–176. Willig, C. (2008) Introducing qualitative research in psychol-
Wason, P.C. (1960) ‘On the failure to eliminate hypotheses ogy. Maidenhead: McGraw-Hill/ Open University Press.
in a conceptual task’, Quarterly Journal of Experimental Willis, R. (1847) The works of William Harvey, M.D.
Psychology, 12: 129–40. translated from the Latin with a life of the author.
Watson, J.B. (1907) ‘Studying the mind of animals’, The London: Sydenham Society.
World Today, 12: 421–6 (available at psychclassics. Wilson, C., Nairn, R., Coverdale, J. & Panapa, A.
yorku.ca). (1999) ‘Mental illness depictions in prime-time drama:
Watson, J.B. (1913) ‘Psychology as the behaviorist views Identifying the discursive resources’, Australian and
it’, Psychological Review, 20: 158–77. New Zealand Journal of Psychiatry, 33: 232–9.
Watson, J.B. (1925) Behaviorism. New York: People’s Wilson, C., Nairn, R., Coverdale, J. & Panapa, A. (2000)
Institute Publishing Company. (Reprinted in 1997 by ‘How mental illness is portrayed in children’s television:
Transaction Publishers.) A prospective study’, British Journal of Psychiatry, 176:
Watson, J.B. & Rayner, R. (1920) ‘Conditioned emotional 440–3.
reactions’, Journal of Experimental Psychology, 3: 1–14 Wilson, E.O. (1975) Sociobiology: The new synthesis.
(available at psychclassics.yorku.ca). Cambridge, MA: Harvard University Press.
650 Bibliography
Wilson, T.D. & Dunn, E.W. (2004) ‘Self- knowledge: Its Yasar, S., Baker, D., Robinson-Kurpius, S., Krause, S. &
limits, value, and potential for improvement’, Annual Roberts, C. (2006) ‘Development of a survey to assess
Review of Psychology, 55: 493–518. K-12 teachers’ perceptions of engineers and familiar-
Wissler, C. (1901) ‘The correlation of mental and physical ity with teaching design, engineering, and technology’,
tests’, Psychological Review Monograph Supplements, 3(6). Journal of Education, 95: 205–16.
Wittgenstein, L. (1953) Philosophical investigations. Young, M. (1994) The rise of the meritocracy (with a
(trans. G.E.M. Anscombe). Oxford: Basil Blackwell. new introduction by the author). London: Transaction
Wolf, T.H. (1964) ‘Alfred Binet: A time of crisis’, American Publishers.
Psychologist, 19: 762–71. Zehr, D. (2000) ‘Portrayals of Wundt and Titchener in
Wolff, G. (1732) Psychologia empirica. Frankfurt-Leipzig. introductory psychology texts: a content analysis’,
Teaching of Psychology, 27: 122–5.
Woodworth, R.S. (1948) Contemporary schools of psy-
chology (Revised edn). New York: The Ronald Press. Zeldow, P.B. (2009) ‘In defense of clinical judgment,
Wooldridge, A. (1994) Measuring the mind: Education credentialed clinicians, and reflective practice’,
and psychology in England, c. 1860–c. 1990. Cambridge: Psychotherapy Theory, Research, Practice, Training,
Cambridge University Press. 46: 1–10.
Workman, L. & Reader, W. (2008) Evolutionary psychol- Ziegler, J.C., Bertrand, D., Toth, D., Csepe, V., Reis,
ogy: An introduction (2nd edn). Cambridge: Cambridge A., Faisca, L., Saine, N., Lyytinen, H., Vaessen, A. &
University Press. Blomert, L. (2010) ‘Orthographic depth and its impact
on universal predictors of reading: A cross-language
Wright, T.R. (2008) The religion of humanity: The impact
investigation’, Psychological Science, 21: 551–9.
of Comtean positivism on Victorian Britain. Cambridge:
Cambridge University Press. Zimbardo, P.G. (2004) ‘Power turns good soldiers into
“bad apples”.’ Editorial in The Boston Globe, May 9.
Wundt, W.M. (1896/1897) Outlines of psychology
(English translation by C.H. Judd). Leipzig: Wilhelm Zubin, J. & Spring, B. (1977) ‘Vulnerability: A new view
Engelmann (at psychclassics.yorku.ca). of schizophrenia’, Journal of Abnormal Psychology,
Yardley, L. (2000) ‘Dilemmas in qualitative health 86: 103–26.
research’, Psychology and Health, 15: 215–28.
Publisher’s acknowledgements
Text Credits: history of biology: The plants and animals who taught us
2 Amsterdam University Press: Cohen, H.F. (2010) How the facts of life. London: William Heinemann p. 103-104;
modern science came into the world: Four civilizations, one 44 University of Chicago Press: Cohen, H.F. (1994) The
17th-century breakthrough. Amsterdam: Amsterdam Uni- scientific revolution: A historiographical inquiry. Chicago:
versity Press; 5 Socrates: Socrates (c. 470–399 BCE); University of Chicago Press p.1; 46, 60 Houghton Mifflin
6 HarperCollins Publishers Limited: Manguel, A. (1996) A Harcourt: Cubberley, E.P. (1920) The history of education.
history of reading. London: HarperCollins, p.42, 74; 7 Cambridge, MA: Riverside Press p.385, 394; 46 Vik
Clark University Press: Charles, E.P. (2008) ‘Eight things Dhillon: Vik Dhillon. Reproduced with permission; 47
wrong with introductory psychology courses in America: McGraw-Hill Education: Chalmers, A.F. (1999) What is
A warning to my European colleagues’, Journal für Psy- this thing called science? (3rd ed). Maidenhead: Open Uni-
chologie, 16(1); 9-10 Robert Laffont: Ifrah, G. (1998) The versity Press.; 50 TBGS Observatory: TBGS observatory/
universal history of numbers: From prehistory to the inven- Chris Proctor; 49-50 Guardian News & Media Limited: S.
tion of the computer. London: The Harvill Press. (Transla- Callow, The Guardian, 4 August 2007; book review of
tion of the French original (1994): Histoire Universelle des Galileo antichrist: A biography by Michael White. Copy-
chiffres. Paris: Editions Robert Laffont) p.32, 182; 11 right Guardian News & Media 2007; 51 Icon Books Ltd:
Macmillan Publishers: Butterworth, B. (1999) The math- Hannam, J. (2009) God’s philosophers: How the medieval
ematical brain. London: Macmillan, p. 91; 11-12 Cognitive world laid the foundations of modern science. London:
Science Society: Schlimm, D. & Neth, H. (2008) ‘Modeling Icon Books. p.3; 54 W. W. Norton & Company: Fancher,
ancient and modern arithmetic practices: Addition and R.E. (1996) Pioneers of psychology (3rd ed). New York:
multiplication with Arabic and Roman numerals’ In V. Norton p.22; 59 Hachette Book Group: Holland, T. (2008)
Sloutsky, B. Love and K. McRae (eds) Proceedings of the Millennium. London: Little, Brown; 59 University of
30th Annual Meeting of the Cognitive Science Society. Chicago Press: Cohen, H.F. (1994) The scientific revolution:
Austin, TX: Cognitive Science Society, pp. 2007–12; 16 A historiographical inquiry. Chicago: University of Chicago
Cambridge University Press: Plato. (1900) ‘The Republic’ Press, p. 363; 60 University of Chicago Press: Shapin, S.
Cambridge University Press; 18 Oxford University Press: (1996) The scientific revolution. Chicago: University
Barnes, J. (2000) Aristotle: A very short introduction. of Chicago Press. P.121; 62 Max Weber: Weber, M.
Oxford: Oxford University Press. p.5; 20 Hachette Book (1904/1905) ‘Die protestantische Ethik und der Geist des
Group: Minto, W. (1893) Logic: Inductive and deductive. Kapitalismus’ (translated in 1905 as ‘The Protestant ethic
London: John Murray; 21 Aristotle: Aristotle, Posterior and the spirit of capitalism’). Archiv für Sozialwissen-
Analytics, Book II, Part 13; 21 Aristotle: Aristotle, Poste- schraft und Sozialpolitik, 20: 1–54; 21: 1–110; 64 Hachette
rior analytics, Book I, Part 3, Oxford: Blackwell, 1901; 21 Book Group: Gardner, H. (1987) The mind’s new science:
Aristotle: Aristotle wrote (Posterior analytics, Book I, Part A history of the cognitive revolution. New York: Basic
2); 21 Oxford University Press: Barnes, J. (2000) Aristotle: Books, p.52; 64 Austrian National Library: Francis Bacon,
A very short introduction. Oxford: Oxford University Translations of the philosophical Works Book I, Aphorism
Press, p. 90-91; 26 Constable & Robinson: Cubberley, E.P. XIV; 65 Austrian National Library: Francis Bacon, Transla-
(1920) The history of education. London: Constable & Co tions of the philosophical Works Book I, Aphorisms XLV–
p.74-75; 33-34 Max Weber: Weber, M. (1904/1905) ‘Die XLVI; 65 Austrian National Library: Francis Bacon,
protestantische Ethik und der Geist des Kapitalismus’ Translations of the philosophical Works Book I, Aphorism
(translated in 1905 as ‘The protestant ethic and the spirit XLVI; 65 Austrian National Library: Francis Bacon, Trans-
of capitalism’). Archiv für Sozi-alwissenschaft und Sozial- lations of the philosophical Works Book I, Aphorism L; 65
politik, 20: 1–54; 21: 1–110; 36-37 Oxford University Press: Austrian National Library: Francis Bacon, Translations of
Gratzer (2002) Eurekas and euphorias: The Oxford book the philosophical Works Book I, Aphorism LXIV; 65 Aus-
of scientific anecdotes, OUP Oxford; 37 CAMBRIDGE trian National Library: Francis Bacon, Translations of the
UNIVERSITY PRESS: Matthew-25:29, King James Bible; philosophical Works Book I, Aphorism XXVII, XCV; 66
39 Penguin Group: Endersby, J. (2007) A guinea pig’s Austrian National Library: Francis Bacon, Translations of
652 Publisher’s acknowledgements
the philosophical Works Book I, Aphorism XCVIII; 66 Hume, D. (1779) Dialogues concerning natural religion
Austrian National Library: Francis Bacon, Translations of (2nd ed). London; 96 Dublin Alexander Ewing: Reid, T.
the philosophical Works Book I, Aphorism XCIX; 66 (1764). An inquiry into the human mind, on the principles
Austrian National Library: Francis Bacon, Translations of of common sense. Dublin: Alexander Ewing; 97 University
the philosophical Works Book I, Aphorism CIII; 67 of Chicago Press: Richards, R.J. (1980) ‘Christian Wolff’s
Austrian National Library: Francis Bacon, Translations of prolegomena to empirical and rational psychology: Trans-
the philosophical Works Book I, Aphorism CVIII; 67 lation and commentary’, Proceedings of the American
Austrian National Library: Francis Bacon, Translations of Philosophical Society, 124: 227–39; 99 Henry Holt and
the philosophical Works Book II, Aphorism XXXVI; 67 Company: James, W. (1890) The principles of psychology
Austrian National Library: Francis Bacon, Translations of (2 vols). New York: Henry Holt (at psychclassics.yorku.ca);
the philosophical Works Book I, Aphorism CV; 69 Univer- 101 Cambridge University Press: Louden, R.B. (ed.) (2006)
sity of Chicago Press: Richards, R.J. (2002) The Romantic Immanuel Kant: Anthropology from a pragmatic point of
conception of life: Science and philosophy in the age of view. Cambridge: Cambridge University Press; 102 D.
Goethe. Chicago: University of Chicago Press p. 437–438; Appleton & Company: Smith, M.K. (1901) (translator) A
71 John Wiley & Sons: Richards, R.J. (1981) ‘Natural text-book in psychology: An attempt to found the science
selection and other models in the historiography of sci- of psychology on experience, metaphysics, and
ence’. In M.B. Brewer & B.E. Collins (eds) Scientific mathematics by Johann Friedrich Herbart. New York:
inquiry and the social sciences (pp. 37–76). San Francisco: Appleton and Company; 102-104 William Hyde: Elements
Jossey-Bass Publishers; 71 Austrian National Library: of intellectual philosophy, written in 1827 by the American
Francis Bacon, Translations of the philosophical Works philosopher Thomas Upham (1799–1872); 105 Bavarian
Book I, Aphorism LXXI; 71 Pearson Education: Stanovich, State Library: Alexander Bain (1818–1903): The senses and
K.E. (2010) How to think straight about psychology. (9th the intellect (1855) and Emotions and the will (1859); 106
ed). Harlow, UK: Pearson p.9; 72 Cambridge University The Optical Society: Wade, N.J. (2007) ‘Image, eye, and
Press: Kagan, J. (2009) The three cultures: Natural sci- retina (invited review)’, Journal of the Optical Society of
ences, social sciences, and the humanities in the 21st cen- America, 24: 1229–49; 107 Austrian National Library:
tury. Cambridge, MA: Cambridge University Press; 75 Robert Hooke (1674), An Attempt to Prove the Motion of
HarperCollins Publishers Limited: Draper, J.W. (1847) A the Earth from Observations, London : Printed by T.R. for
textbook on natural philosophy for the use of schools and J. Martyn, Austrian National Library; 110 Elsevier:
colleges. New York: Harper & Brothers; 75 University of Donders, F. C. (1969[1868]) ‘On the speed of mental pro-
Chicago Press: Cohen, H.F. (1994) The scientific revolu- cesses’, Acta Psychologica, 30: 413–21; 118 Cambridge
tion: A historiographical inquiry. Chicago: University of University Press: Jahoda, G. (2007) A history of social psy-
Chicago Press, p.39; 76 Oxford University Press: Catholi- chology. Cambridge: Cambridge University Press; 118
con, or the Christian Philosopher (1815) Roman Catholic Oxford University Press: Gerteis, L.S. (1991) ‘Book review
Magazine, 4 p. 127; 76-77 Sutherland and Knox: Tait, W. of Abolitionist, actuary, atheist: Elizur Wright and the
(1854) Tait’s Edinburgh magazine. Edinburgh: Sutherland reform impulse, by Lawrence B. Goodheart’, The Journal
& Knox p.495; 77 The New York Public Library: The of American History, 77: 1360–1; 120 Sydenham Society:
Imperial Magazine 1834, Vol. IV: 284; 77 University of Willis, R. (1847) The works of William Harvey,
California Press: American normal schools: Their theory, M.D.London: Sydenham Society; 121 Cambridge
their workings, and their results, as embodied in the Pro- University Press: Shorter, E. (2006) ‘Primary care’. In R.
ceedings of the First Annual Convention of the American Porter (ed.), The Cambridge history of medicine (pp. 109)
Normal School Association, 1859: 97; 78 Cambridge Uni- Cambridge: Cambridge University Press; 126 American
versity Press: Mann, N. (1996) ‘The origins of humanism’. Psychological Association: Griffith, C.R. (1921) ‘Some
In J. Kraye (ed.) The Cambridge companion to Renaissance neglected aspects of a history of psychology’, Psychologi-
humanism (pp. 1–19). Cambridge: Cambridge University cal Monographs, 30: 17–29 (available at psychclassics.
Press; 80 HarperCollins Publishers Limited: Holmes, R. yorku.ca); 129 Thomas Leahey: From Wundt 1873: 157
(2008) The age of wonder: How the Romantic generation Translated by Leahey, T.H. (2004) A history of psychology.
discovered the beauty and terror of science. London: Taylor & Francis. p. 234 Reprinted with permission from
Harper Press; 88 Oxford University Press: Encyclopaedia Thomas Leahey; 130, 136 Meredith Publishing Company:
Britannica 1773, Vol. III: 175; 92 Oxford University Press: Boring, E.G. (1950) A history of experimental psychology
Essays on Aristotle’s De anima 1991, Book III, Part 4 (2nd ed). New York: Apple-ton-Century-Crofts p.346;
Oxford University Press; 92 James Smith: Lawrence, W. 131-133 American Psychological Association: Nicolas, S.
(1817) Lectures on physiology, zoology, and the natural his- & Ferrand, L. (1999) ‘Wundt’s laboratory at Leipzig in
tory of man. London: James Smith p.6; 95 Penguin Group: 1891’, History of Psychology, 2: 194–203; 133-134 Oxford
University Press: Cattell, J.M. (1888) The psychological two cultures. Cambridge: Cambridge University Press.
laboratory at Leipsic, Mind, 13, pp. 37–51, Mind by Mind p. xiii; 159 University of Virginia: Liebig 1863; translated
Association; 136 New York Public Library: Wundt, W.M. from German, Chambers’s Encyclopædia, Volume 9, 1892;
(1896/1897) Outlines of psychology (English translation by 160 American Philosophical Society: Sokal, M.M. (1972)
C.H. Judd). Leipzig: Wilhelm Engelmann (at psychclassics. ‘Psychology at Victorian Cambridge-The unofficial labora-
yorku.ca) p. 20–1; 136 Cambridge University Press: Jahoda, tory of 1887–1888’, Proceedings of the American
G. (2007) A history of social psychology. Cambridge: Cam- Philosophical Society, 116: 145–7; 160-161 John Wiley &
bridge University Press p. 127; 136 Oxford University Press: Sons: Costall, A. (2001) ‘Pear and his peers’. In G.C. Bunn,
Levelt, W. J. (2013). A history of psycholinguistics: The A.D. Lovie & G.D. Richards (eds) Psychology in Britain.
pre-Chomskyan era. Oxford University Press. p.169; 138 Leicester: BPS Books, pp. 188–204; 161 American
American Psychological Association: Fuchs, A.H. (2000) Philosophical Society: Sokal, M.M. (1972) ‘Psychology at
‘Teaching the introductory course in psychology circa Victorian Cambridge – The unofficial laboratory of
1900’, American Psychologist, 55: 492–5; 138-139 Henry 1887–1888’, Proceedings of the American Philosophical
Holt and Company: James, W. (1890) The principles of Society, 116: 145–7; 161-162 Taylor & Francis Group:
psychology (2 vols). New York: Henry Holt (at psych- Whittle, P. (2000) ‘W.H.R. Rivers and the early history of
classics.yorku.ca). p.20–1, 140-141; 129 Thomas Leahey: psychology at Cambridge’. In A. Saito (ed.) Bartlett, cul-
From Binet 1890/1915 Translated by Leahey, T.H. (2004) A ture and cognition. Hove, UK: Psychology Press, pp. 21–35;
history of psychology. Taylor & Francis. p. 219 Reprinted 162-163 Clark University Press: McDougall, W. (1930)
with permission from Thomas Leahey; 145 John Wiley & William McDougall. In C. Murchison (ed.) A History of
Sons: Guillin, V. (2004) ‘Théodule Ribot’s ambiguous posi- Psychology in Autobiography, Vol. 1 (pp. 191–223).
tivism: Philosophical and epistemological strategies in the Worcester, MA: Clark University Press; 164 Cambridge
founding of French scientific psychology’, Journal of the University Press: Hicks, G.D. (1928) ‘A century of philoso-
History of the Behavioral Sciences, 40: 165–81; 147-148 phy at University College, London’, Journal of Philosophi-
American Psychological Association: Delboeuf 1889; as cal Studies, 3: 468–82; 166 American Psychological
translated by Wolf, T.H. (1964) ‘Alfred Binet: A time of Association: Valentine, E.R. (1999) ‘The founding of the
crisis’, American Psychologist, 19: 762–71; 148 American psychological laboratory, University College London:
Psychological Association: Binet and Simon 1910 as trans- “Dear Galton … Yours truly, J Sully”’, History of Psychol-
lated by Wolf, T.H. (1964) ‘Alfred Binet: A time of crisis’, ogy, 2: 204–18; 168 Oxford University Press: Jacobs, J.
American Psychologist, 19: 770; 149 Williams & Wilkins (1887) ‘Experiments on “Prehension”’, Mind, 12: 75–9;
Co: Binet, A. & Simon, T. (1904a) ‘Sur la nécessité d’établir 170-171 The British Psychological Society: Edgell, B. (1947)
un diagnostic scientifique des états inférieurs de ‘The British Psychological Society’, British Journal of Psy-
l’intelligence’, L’Année Psychologique, 11: 163–90 (availa- chology, 37: 113–32 (reprinted in 2001, British Journal of
ble at www.persee.fr/web/revues/home/prescript/revue/ Psychology, 92: 3–22); 173 Elsevier: Costall, A. (2006)
psy); 151-152 Persée: Binet, A. & Simon, T. (1907) ‘Le ‘“Introspectionism” and the mythical origins of scientific
développement de l’intelligence chez les enfants’, L’Année psychology’, Consciousness and Cognition, 15: 634–54;
Psychologique, 14: 1–94 (available at www.persee.fr/web/ 173 Taylor & Francis Group: Richards, G. (2009) Psychol-
revues/home/prescript/revue/psy); 153-154 John Wiley & ogy: The key concepts. London: Routledge, p.219; 174
Sons: Shorter, E. (1997) A history of psychiatry: from the Ronald Press Company: Robert Sessions Woodworth
era of the asylum to the age of Prozac. Malden, MA: John (1948) Contemporary Schools of Psychology, Ronald Press
Wiley & Sons. p. 1-3; 154 Taylor & Francis Group: Company, p.253; 174-175 Association for Psychological
Foucault, M. (1961/2006) The history of madness. Oxford: Science: Weiten, W. (2010) Interview. APS Observers, 23(4);
Routledge (original title: Folie et déraison. Histoire de la 179, 185 Taylor & Francis Group: Leahey, T.H. (2004).
folie à l’âge classique. Paris: Librairie Plon) p.68; 156 John A History of Psychology (6th Edition). Taylor & Francis.
Wiley & Sons: Edgell, B. (1947) ‘The British Psychological p.312, 330; 181 John Wiley & Sons: Jansz, J. & Van
Society’, British Journal of Psychology, 37: 113–32 Drunen, P. (Eds.) (2004). A Social History of Psychology.
(reprinted in 2001, British Journal of Psychology, 92: 3–22); Oxford: Black-well p.28; 181 Taylor & Francis Group:
156-157 Macmillan Publishers: Freud, S. (1900/1913) The Richards, G. (1996). Putting Psychology in its Place: An
interpretation of dreams (English translation by A.A. Brill). Introduction from a Critical Historical Perspective.
New York: Macmillan (at psychclassics.yorku.ca); 158 London: Routledge p.27; 182, 186 American Psychological
Ladrange Philosophical Bookstore: Ribot, T.A. (1870) La Association: Benjamin, L.T., Jr. (2000). ‘The psychology
psychologie anglaise contemporaine. Paris: Librairie laboratory at the turn of the 20th century’. American Psy-
philosophique de Ladrange; 159 Cambridge University chologist, 55: 318–21; 183 American Psychological
Press: Collini, S. (1998) Introduction to C.P. Snow’s The Association: Fuchs, A.H. (2000). ‘Teaching the
introductory course in Psychology circa 1900’. American Division of Neurosurgery, Duke University Medical
Psychologist, 55: 492–5; 184 Marsh, Capen and Lyon: Center, Durham, North Carolina retrieved from http://
Spurzheim, J.G. (1834) Phrenology of the doctrine of the www.neurosurgery.org/cybermuseum/pre20th/epapyrus.
mental phenomenon (3rd ed). Boston: Marsh, Caper and html; 223 MIT Press: Gross, C.G. (1998). Brain, Vision,
Lyon; 185 American Psychological Association: Coon, D.J. Memory: Tales in the History of Neuroscience. Cambridge,
(1992). ‘Testing the limits of sense and science: American MA: The MIT Press p.7; 224 MIT Press: Gross, C.G. (1998)
experimental psychologists combat spiritualism Brain, Vision, Memory: Tales in the History of
1880–1920’. American Psychologist, 47: 143–51; 186, 188 Neuroscience. Table from p. 21. Copyright © Massachusetts
Taylor & Francis Group: Mackenzie, D.B. (1977). Behav- Institute of Technology, by permission of the MIT Press;
iorism and the Limits of Scientific Method. London: 229-230 Taylor & Francis Group: Prins, R. & Bastiaanse,
Routledge & Kegan Paul p.14, 56-57; 188 American Psy- R. (2006). ‘The early history of aphasiology: From the
chological Association: Galef, B.G. (1998). ‘Edward Egyptian surgeons (c. 1700 BC) to Broca (1861)’. Aphasiol-
Thorndike: Revolutionary psychologist, ambiguous biolo- ogy, 20: 762–91; 230-231 University of California Press:
gist’. American Psychologist, 53: p. 1128–34; 189 Taylor & Clarke, E. & Jacyna, L.S. (1987). Nineteenth-Century
Francis Group: Thorndike, E.L. (1911) Animal Intelligence: Origins of Neuroscientific Concepts. Berkeley: University
Experimental Studies, Fig. 2, p. 39, © 1911 by Transaction of California Press. p.30-31; 232 Penguin Group: Thomson,
Publishers; 189 Oxford University Press: Benjafield, J.G. J.A. (1922) The outline of science: A plain story simply
(2005). A History of Psychology. Oxford: Oxford University told. New York: G.P. Putnam’s Sons; 233 Macmillan Pub-
Press p.140; 191 Chatham House: Watson, J.B. (1907). lishers: James, W. (1890). The Principles of Psychology.
‘Studying the mind of animals’ The World Today, 12: 421–6 New York: Henry Holt p.129; 235 Cambridge University
(available at psychclassics.yorku.ca) p. 207–12; 192-194 Press: Müller 1838 as cited in Tizard, B. (1959) ‘Theories
American Psychological Association: Watson, J.B. (1913) of brain localization from Flourens to Lashley’, Medical
‘Psychology as the behaviorist views it’, Psychological History, 3: 132–45; 237 W. W. Norton & Company:
Review, 20: 158–77 (available at psychclassics.yorku.ca); Fancher, R.E. (1996). Pioneers of Psychology (3rd edition).
195-196 Cambridge University Press: Chadwick, O. (1990). NewYork: Norton. p.89; 238 Elsevier: Eling, P. (2005).
The Secularization of the European Mind in the Nineteenth ‘Baginsky on aphasia’. Journal of Neurolinguistics, 18:
Century. Cambridge: Cambridge University Press p.233; 301–15. p.301; 238 University of California Press: Home
196 Cambridge University Press: Jahoda, G. (2007). A 1798 as cited in Clarke, E. & Jacyna, L.S. (1987)
History of Social Psychology. Cambridge: Cambridge Nineteenth-century origins of neuroscientific concepts.
University Press p.28; 199 Knopf Doubleday Publishing Berkeley: University of California Press p.59; 240 University
Group: Skinner, B.F. (1974). About Behaviorism. New of California Press: Clarke, E. & Jacyna, L.S. (1987).
York: Knopf; 199 John Wiley & Sons: Pickren, W. & Nineteenth-Century Origins of Neuroscientific Concepts.
Rutherford, A. (2010) A history of modern psychology in Berkeley: University of California Press p. 169; 241 Elsevier:
context. Hoboken, NJ: John Wiley & Sons p.225; 200-201 Adapted from Brysbaert, M. (2006) Psychologie. Gent,
American Psychological Association: Tolman, E.C. (1948) Belgium: Academia Press; 243-244 BMJ Publishing Group
‘Cognitive maps in rats and men‘, Psychological Review, 55, Ltd: Holmes, G.M. (1918) ‘Disturbance of vision by cere-
189–209, originally from Blodgett, H.C. (1929) ‘The effect bral lesions’, British Journal of Ophthalmology, 2: 354–5 at
of the introduction of reward upon the maze performance www.pubmedcentral.nih.gov/articlerender.fcgi?artid=513514.
of rats’, University of California Publications in Psychol- BMJ Publishing Group Ltd; 245 Taylor & Francis Group:
ogy, 4, 8, p. 117; 206-208 Meredith Publishing Company: Ellis, H.D. & Florence, M. (1990). ‘Bodamer’s (1947) paper
Neisser, U. (1967). Cognitive Psychology. New York: on prosopagnosia’. Cognitive Neuropsychology, 7: 81–105;
Appleton-Century-Crofts p.4, 6; 209-210 Hachette Book 245 Elsevier: Editorial, Neuropsychologia, 1963, Vol. 1: 1;
Group: Gardner, H. (1987). The Mind’s New Science: A 246 Cambridge University Press: Shallice, T. (1988). From
History of the Cognitive Revolution. New York: Basic Neuropsychology to Mental Structure. Cambridge:
Books p.383; 214 MIT Press: Mandler, G. (2007). A History Cambridge University Press p.3; 247-248 Taylor & Francis
of Modern Experimental Psychology. Cambridge, MA: Group: Based on Morton, J. & Patterson, K. (1980) ‘A new
MIT Press p.169; 220-221 Journal of the Association of attempt at an interpretation, or, an attempt at a new inter-
Physicians of India: Mahajan, S.K., Machhan, P.C., Sood, pretation’. In M. Coltheart, K. Patterson & J. C. Marshall
B.R., Kuman, S. et al. (2004). ‘Neurocysticercosis present- (eds), Deep dyslexia. London: Routledge & Kegan Paul;
ing with psychosis’. Journal of the Association of Physi- 251 Princeton University Press: Changeux, J.P. (1997)
cians in India, 52: 663–66; 222 Cyber Museum of Neuronal man: The biology of mind (translated by
Neurosurgery: Breasted (1930) Neurosurgical Classic-XVII Laurence Garey). Princeton, NJ: Princeton University
Edwin Smith Surgical Papyrus Robert H. Wilkins, MD Press; 252 Elsevier: Adapted from Brysbaert, M. (2006)
Psychologie. Gent, Belgium: Academia Press; 257 MIT Frith, C. (1992). The Cognitive Neuropsychology of
Press: Uttal, W.R. (2001). The New Phrenology: The Limits Schizophrenia. Hove: Erlbaum; 286 W. W. Norton &
of Localizing Cognitive Processes. Cambridge, MA: MIT Company: Gazzaniga, M.S., Ivry, R. & Mangun, G.R.
Press. p.217; 258 MIT Press: Gross (1998) Brain, vision, (1998). Fundamentals of Cognitive Neuroscience. New
memory: Tales in the history of neuroscience. Figure from York: W.W. Norton; 286 SAGE Publications: Miller, G.A.
p. 54. Copyright © Massachusetts Institute of Technology, (2010). ‘Mistreating psychology in the decades of the
by permission of the MIT Press; 259 Annual Reviews: brain’. Perspectives on Psychological Science, 5: 716–43;
Lieberman, M.D. (2007) ‘Social cognitive neuroscience: A 286 Guilford Press: Kihlstrom, J.F. (2010). ‘Social neurosci-
review of the core processes’, Annual Review of Psychol- ence: The footprints of Phineas Gage’. Social Cognition,
ogy, 58: 259–89; 261 American Psychological Association: 28: 757–83; 287 SAGE Publications: Beck, D.M. (2010).
Appelbaum, P.S., Robbins, P.C. & Roth, L.H. (1999). ‘The appeal of the brain in the popular press’, Perspectives
‘Dimensional approach to delusions: Comparisons across on Psy-chological Science, 5: 762–6; 289, 302 Elsevier:
types and diagnoses’ American Journal of Psychiatry, 156: Glenberg, A.M. & Robertson, D.A. (2000). ‘Symbol
1938–43; 262-264 Elsevier: Ellis, H.D. & Lewis, M.B. grounding and meaning: A comparison of high-
(2001). ‘Capgras delusion: A window on face recognition’. dimensional and embodied theories of meaning’. Journal
Trends in Cognitive Sciences, 5: 149–56; 268 Simon & of Memory and Language, 43: 379–401; 290 Cambridge
Schuster: Crick, F. (1995). The Astonishing Hypothesis: University Press: Block, N. (1995). ‘On a confusion about
The Scientific Search for the Soul. London: Touchstone a function of consciousness’. Behavioral and Brain
Books; 271, 273 Taylor & Francis Group: Lyons, W. (2001). Sciences, 18: 227–87; 292 American Association for the
Matters of the Mind. New York: Routledge; 271 Oxford Advancement of Science: Adapted from Kunst-Wilson,
University Press: Chalmers, D.J. (1996) The conscious W.R. and Zajonc, R.B. (1980) ‘Affective discrimination that
mind: In search of a fundamental theory. New York: cannot be recognized‘, Science, 207, 557–558; 293 Elsevier:
Oxford University Press; 272 MIT Press: Walter, H. (2001). Adapted from Marcel, A.J. (1983) ‘Conscious and uncon-
Neurophilosophy of Free Will. Cambridge, MA: MIT scious perception: Experiments on visual masking and
Press; 273 Cambridge University Press: Leibniz 1765; as word recognition’, Cognitive Psychology, 15: 197–237; 294
translated by Nicholls, A. & Liebscher, M. (2010). Think- American Psychological Association: Leibniz (1704)
ing the Unconscious: Nineteenth-Century German Quoted in Schacter, D.L. (1987). ‘Implicit memory: History
Thought. Cambridge: Cambridge University Press; 274 and current status’. Journal of Experimental Psychology:
W. W. Norton & Company: Fancher, R.E. (1996). Pioneers Learning, Memory, and Cognition, 13: 501–18; 295
of Psychology (3rd Edition). New York: Norton; 274 Cam- Cambridge University Press: Wegner, D.M. (2004). ‘Précis
bridge University Press: Nicholls, A. & Liebscher, M. of “The illusion of conscious will”’. Behavioral and Brain
(2010). Thinking the Unconscious: Nineteenth-Century Sciences, 27: 649–59; 297 Elsevier: Lamme, V.A.F. (2006).
German Thought. Cambridge: Cambridge University ‘Towards a true neuralstance on consciousness’. Trends in
Press.; 274-275 William Blackwood & Sons: Blackwood’s Cognitive Sciences, 10: 494–501; 297 Springer Nature:
Edinburgh Magazine, October 1858, pp. 506–7; 277 Based on Dehaene, S., Naccache, L., Cohen, L., Le Bihan,
Meredith Publishing Company: Boring, E.G. (1933). The D. et al. (2001) ‘Cerebral mechanisms of word masking and
Physical Dimensions of Consciousness. New York: unconscious repetition priming’, Nature Neuroscience, 4:
Appleton-Century; 278 The Journal of Philosophy, Inc: 752–8; 299-300 Oxford University Press: Jackson, F. (1982).
Churchland, P. (1981). ‘Eliminative materialism and the ‘Epiphenomenal qualia’. Philosophical Quarterly, 32:
propositional attitudes’ Journal of Philosophy, 78: 67–90; 127–36; 300 Oxford University Press: Block, N. (2004).
279 Oxford University Press: Dawkins, R. (1976/2006). The ‘Qualia’. In R. Gregory (ed.), Oxford Companion to the
selfish gene: 30th anniversary edition–with a new intro- Mind (2nd Edition). Oxford: Oxford University Press; 302
duction by the author. Oxford: Oxford University Press; Springer: Adapted from Pulvermüller, F. (2005) ‘Brain
280 MIT Press: Dupuy, J.P. (2009). On the Origins of mechanisms linking language and action‘ Nature Reviews
Cognitive Science: The Mechanization of the Mind. Neuroscience, 6, (7), July, 576–82, Fig. 1. Schematic
Cambridge, MA: MIT Press; 282 Oxford University Press: illustration of the cortical systems for language and action;
Turing, A. (1950). ‘Computing machinery and intelli- 303 University of Chicago Press: Lakoff, G. & Johnson, M.
gence’. Mind, 59: 434–60; 283 Scientific American, Inc: (1980). Metaphors we Live By. Chicago, IL: University of
Fodor, J.A. (1981). ‘The mind–body problem’. Scientific Chicago Press; 312 Duke University Press: James, W.
American, 244: 124–32; 284 University of Chicago Press: (1892). ‘A plea for psychology as a “natural science”’. The
Stanovich, K.E. (2004). The Robot’s Rebellion: Finding Philosophical Review, 1: 146–53; 313 ABC-CLIO: Ward,
Meaning in the Age of Darwin. Chicago: University S.C. (2002). Modernizing the Mind: Psychological
of Chicago Press; 286 Taylor & Francis Group: Knowledge and the Remaking of Society. Westport, CT:
Praeger; 314-315 American Psychological Association: from Allchin, D. (2004) ‘Pseudohistory and pseudoscience’,
McReynolds, P. (1987). ‘Lightner Witmer: Little-known Science & Education, 13: 179–95; 350-351 Unherd: Stuart
founder of clinical psychology’. American Psychologist, 42: Ritchie, (June 29, 2020) ‘There should never be heroes in
849–58; 315 Cambridge University Press: Wooldridge, A. science’ UnHerd; 351 HarperCollins Publishers Limited:
(1994). Measuring the Mind: Education and Psychology in Draper, J.W. (1847). A Textbook on Natural Philosophy for
England, C. 1860 – C. 1990. Cambridge: Cambridge Uni- the use of Schools and Colleges. New York: Harper &
versity Press; 315-316 Houghton Mifflin Harcourt: Rogers, Brothers; 351, 353 Cambridge University Press: Gauch,
C.R. (1942). Counseling and Psychotherapy. Boston, MA: H.G. (2003). Scientific Method in Practice. Cambridge:
Houghton Mifflin; 317 Massachusetts Medical Society: Cambridge University Press; 354 Francis Bacon: Bacon, F.
Hoffman, J.L. (1949). ‘Clinical observations concerning (1620). Novum Organum Scientiarum, Aphorisms, CI–CII;
schizophrenic patients treated by prefrontal leukotomy’. 355 Francis Bacon: Bacon, F. (1620). Novum Organum
New England Journal of Medicine, 241: 233–6; 318-319 Scientiarum, Aphorism, CIV; 355 Parry & McMillan:
American Psychological Association: Eysenck, H.J. Bacon, F. (1620). Novum Organum Scientiarum, Aphorism,
(1952/1992). ‘The effects of psychotherapy: An evaluation’. CV; 356 Taylor & Francis Group: Isaac Newton, Newton’s
Journal of Consulting Psychology, 16: 319–24. Reprinted Principia: the mathematical principles of natural philoso-
in Journal of Consulting and Clinical Psychology, 60: phy, University of California Quoted in Gower, B. (1997).
659–63; 320 John Wiley & Sons: Jansz, J. & Van Drunen, Scientific Method: An Historical and Philosophical Intro-
P. (Eds.) (2004). A Social History of Psychology. Oxford: duction. London: Routledge; 356, 358 Geo. P. Putnam:
Black-well Publishing; 322, 589, 597-598 University of Newton, 1687, Principia; 357 University of California
California Press: Hanson, F.A. (1993). Testing Testing: Press: Cajori, F. (ed.) (1934). Sir Isaac Newton’s Mathemat-
Social Consequences of the Examined Life. Berkeley: ical Principles of Natural Philosophy and his System of the
University of California Press; 325-326 Appleton-Century- World. Berkeley: University of California Press; 359 Dover
Crofts: Hollingworth, H.L. (1922). Judging Human Publications: Huygens, C., Treatise on Light, 1690; 361-362
Character. New York: Appleton & Company; 330-331 Pearson Education: Herschel, J.F.W. (1831). A Preliminary
Organisation for Economic Co-operation and Develop- Discourse on the Study of Natural Philosophy. London;
ment: PISA 2018 data science; downloaded from https:// 362 J. W. Parker and son: Whewell, W., Novum Organum
data.oecd.org/pisa/science-performance-pisa.htm Renovatum, 1858; 362-363 J. W. Parker and son: Whewell,
December 30, 2019; 334 Heather Birkett Cattell: Simplified W., On the Fundamental Antithesis of Philosophy, 1844
version of Cattell’s Sixteen Personality Factors Question- (paragraph 6-10); 364 Louis Bachelier: Comte, 1830: 8–9;
naire based on the bipolar traits identified by Cattell; 334 as translated by Martineau, 1858; 367 Francis Bacon:
American Psychological Association: Goldberg, L.R. Bacon, F. (1620). Novum Organum Scientiarum; 368
(1990). ‘An alternative “description of personality”: The Hachette Book Group: Carnap, R. (1966). Philosophical
big-five factor structure’. Journal of Personality and Social Foundations of Physics: An Introduction to the Philosophy
Psychology, 59: 1216–29; 339 John Wiley & Sons: Van of Science. New York: Basic Books; 368 New Left Books:
Drunen, P., Van Strien, P.J. & Haas, E. (2004). ‘Work and Feyerabend, P.K. (1975/1993). Against Method: Outline of
organization.’ In J. Jansz and P. Van Drunen (Eds.), (2004). an Anarchistic Theory of Knowledge. London: New Left
A Social History of Psychology. Oxford: Blackwell Books; 371, 372 Edith Brysbaert: Reprinted with permis-
Publishing; 339 Guardian News & Media Limited: B. sion from Edith Brysbaert; 373 Open University Press:
Johnson, The Guardian, 15 December 2007. Copyright Chalmers, A.F. (1999). What is this thing called Science?
Guardian News & Media Ltd 2007; 340 Queen’s Printer (3rd Edition). Maidenhead, UK: Open University Press;
for Ontario: Adapted from Trist, E. (1981) ‘The evolution 377 The Johns Hopkins University Press: Birnbaum, L.C.
of socio-technical systems – A conceptual framework and (1955). ‘Behaviorism in the 1920’s’. American Quarterly, 7:
an action research program’, Toronto, Canada: Ontario 15–30; 378-379 John Wiley & Sons: Lilienfeld, S.O., Lynn,
Ministry of Labour, Ontario Quality of Working Life S.J., Ruscio, J. & Beyerstein, B.L. (2010). 50 Great Myths
Centre, Occ. paper 2. Copyright © Queen’s Printer for of Popular Psychology: Shattering Widespread Misconcep-
Ontario, 1981; 341-342 Scandinavian Journal of Work, tions about Human Behaviour. Chichester: Wiley-
Environment & Health: Kompier, M.A.J. (2006). ‘The Blackwell; 381 Cambridge University Press: Popper, K.R.
“Hawthorne effect” is a myth, but what keeps the story (1970). ‘Normal science and its dangers.’ In I. Lakatos &
going?’. Scandinavian Journal of Work Environment & A. Musgrave (Eds.), Criticism and Growth of Knowledge.
Health, 32: 402–12; 344 Stanford Alumni Association: New York: Cambridge University Press; 382 Cambridge
Zimbardo, 1983, as cited in Le Texier, T. (2019) ‘Debunking University Press: Lakatos, I. (1970). ‘Falsification and the
the Stanford Prison Experiment’, American Psychologist, methodology of scientific research programs.’ In I.
74: 823–39; 345 Kluwer Academic Publishers: Adapted Lakatos & A. Musgrave (Eds.), Criticism and the Growth
of Knowledge. New York: Cambridge University Press; (2002) Psychology, Fourth Edition, Worth Publishers; 414
382-383 Pierre Paul Broca: Broca, P. (1863). ‘Sur les SAGE Publications: Haynes, R. (2003). ‘From alchemy to
caractères des cranes basques’. Extrait des Bulletins de la artificial intelligence: Stereotypes of the scientist in
Société d’anthropologie de Paris; 383 Taylor & Francis Western literature’. Public Understanding of Science, 12:
Group: Wason, P.C. (1960). ‘On the failure to eliminate 243–53; 414 National Science Teachers Association:
hypotheses in a conceptual task’. Quarterly Journal of McDuffie, T.E. (2001). ‘Scientists – geeks & nerds?
Experimental Psychology, 12: 129–40; 384 Taylor & Francis Dispelling teachers’ stereotypes of scientists’ Science and
Group: Andrews, R. (1987). The Routledge Dictionary of Children, 38: 16–19; 416 ABC-CLIO: Ward, S.C. (2002).
Quotations. London: Routledge; 386, 388 Springer: Modernizing the Mind: Psychological Knowledge and the
Adapted from Fisher, G.H. (1968) ‘Ambiguity of form – old Remaking of Society. Westport, CT: Praeger; 417 Simon &
and new’, Perception & Psychophysics, 4(3): 189–92; Schuster: Dawes, R.B. (1994). House of Cards: Psychology
387 Springer: Dienes, Z. (2008). Understanding Psychology and Psychotherapy Built on Myth. New York: The Free
as a Science: An Introduction to Scientific and Statistical Press; 417 Taylor & Francis Group: Cummings, N.A. &
Inference. Basingstoke: Palgrave Macmillan; 390 O’Donohue, W.T. (2008). Eleven Blunders that Crippled
W. W. Norton & Company: Gould, S.J. (1996). The Psychotherapy in America. New York: Routledge; 420
Mismeasure of Man (2nd Edition). New York: Norton & American Psychological Association: Janda et al. (1998),
Company; 390 Springer: Vazire, S. (2020). ‘A toast to the ‘Attitudes towards psychology relative to other disciplines’,
error detectors: Let 2020 be the year in which we value Professional Psychology: Research and Practice, 29,
those who ensure that science is self-correcting’. Nature, 140–43; 425 SAGE Publications: Hulett, J.E. (1955). ‘Book
577, 9; 391 University of Chicago Press: Kuhn, T.S. review of Psychotherapy and Personality Change: Coordi-
(1962/1970). The Structure of Scientific Revolutions. nated Research Studies in the Client-Centered Approach,
Chicago: University of Chicago Press; 392 New York by Carl R. Rogers and Rosalind F. Dymond’. American
University Press: Sokal, A.D. (1996b). ‘A physicist experi- Sociological Review, 20: 369–70; 427 Hachette Book
ments with cultural studies’ Lingua Franca, May/June, Group: Gross, R. (2003). Themes, Issues and Debates in
62–4; 395 Princeton University Press: Talisse, R.B. & Psychology (2nd Edition). Abingdon, UK: Hodder Arnold;
Aikin, S.F. (Eds.) (2011). The Pragmatism Reader: From 427 American Psychological Association: Lott, B. (1985).
Peirce to the Present. Princeton, NJ: Princeton University ‘The potential enrichment of social personality psychology
Press; 397-398 Springer: McComas, W.F. (Ed.) (1998). The through feminist research and vice versa’. American Psy-
Nature of Science in Science Education. Dortrecht: Kluwer chologist, 40: 155–64; 428 ABC-CLIO: Ward, S.C. (2002).
Academic Publishers; 404 ABC-CLIO: Ward, S.C. (2002). Modernizing the Mind: Psychological Knowledge and the
Modernizing the Mind: Psychological Knowledge and the Remaking of Society. Westport, CT: Praeger; 430 SAGE
Remaking of Society. Westport, CT: Praeger; 404 Arno Publications: Fox, D., Prilleltensky, I. & Austin, S. (Eds.)
Press: Ebbinghaus, H. (1908/1973). Psychology: An Ele- (2009). Critical Psychology: An Introduction (2nd Edition).
mentary Textbook. New York: Arno Press; 404 ABC-CLIO: Los Angeles: Sage Publications; 430 Taylor & Francis
Ward, S.C. (2002). Modernizing the Mind: Psychological Group: Richards, G. (2002). Putting Psychology in its
Knowledge and the Remaking of Society. Westport, CT: Place: A Critical Historical Overview. London: Routledge;
Praeger; 405 HarperCollins Publishers Limited: Dewey, J. 431 American Psychological Association: Cahan, E.D. &
(1887). Psychology. New York: Harper & Brothers; 406 White, S.H. (1992). ‘Proposals for a second psychology’.
American Psychological Association: Koch, S. (1961). American Psychologist, 47: 224–35; 432 American Psycho-
‘Psychological science versus the science–humanism logical Association: Bornstein (2005), ‘Reconnecting psy-
antinomy: Intimations of a significant science of man’. choanalysis to mainstream psychology: challenges and
American Psychologist, 16: 629–39; 406-407 Guilford Press: opportunities‘ Psychoanalytic Psychology, 22, 323–40; 433
Baars, B.J. (1986). The Cognitive Revolution in Psychology. American Psychological Association: Furumoto, L. (1989).
New York: Guilford Press; 407-408 Denny Borsboom: ‘The new history of psychology.’ In I. Cohen (Ed.), The G.
Borsboom, D. (2013, November 20). ‘Theoretical amnesia’. Stanley Hall Lecture Series (vol. 9). Washington, DC: APA;
Blog available at: http://osc.centerforopenscience. 442 SAGE Publications: Simmons, J. P., Nelson, L. D., &
org/2013/11/20/theoretical-amnesia/; 408 Association for Simonsohn, U. (2018). ‘False-positive citations’ Perspectives
Psychological Science: Mischel, W. (2008, December 1). on Psychological Science, 13: 255-259; 445 American Psy-
‘The toothbrush problem’. APS Observer, 21. Available at chological Association: Bem, D. J. (2011). ‘Feeling the
https://www.psychologicalscience.org/observer/the- future: experimental evidence for anomalous retroactive
toothbrush-problem; 408 Anderson: Anderson, S. (1992) A influences on cognition and affect’. Journal of Personality
Morphous Morphology. Cambridge, UK: Cambridge Uni- and Social Psychology, 100: 407-425; 446 Decision Science
versity Press B, p. viii; 409 Worth Publishers: Peter O. Gray News: Kahneman, D. (2012, September 26). ‘A proposal to
deal with questions about priming effects’ Open email. Press: Danziger, K. (1990) Constructing the subject:
Available at http://www.decisionsciencenews.com/2012/10/05/ Historical origins of psychological research. Cambridge:
kahneman-on-the-storm-of-doubts-surrounding-social- Cambridge University Press. p.113; 501 Taylor & Francis
priming-research/; 447 PLOS Medicine: Ioannidis, J. P. Group: Ward, N. (1998) ‘Artificial intelligence and other
(2005). ‘Why most published research findings are false’. approaches to speech understanding: Reflections on
PLoS Medicine, 2: e124; 449-450 Springer: Adapted from methodology’, Journal of Experimental and Theoretical
Baker, M. (2016). ‘Reproducibility crisis?’ Nature, 533: Artificial Intelligence, 10: 487–93; 503 SAGE Publications:
353-66; 460 SAGE Publications: John, L. K., Loewenstein, Forrester, M. A., & Sullivan, C. (Eds.). (2018). Doing
G., & Prelec, D. (2012). ‘Measuring the prevalence of ques- Qualitative Research in Psychology: A Practical Guide.
tionable research practices with incentives for truth telling’. SAGE Publications Limited; 504 McGraw-Hill Education:
Psychological Science, 23: 524-532; 461 Annual Reviews: Willig, C. (2008). Introducing Qualitative Research in Psy-
Nelson, L. D., Simmons, J., & Simonsohn, U. (2018). ‘Psy- chology. Maidenhead, UK: McGraw-Hill/Open University
chology’s renaissance’. Annual Review of Psychology, 69: Press; 504 Pearson Education: Howitt, D. (2016). Introduc-
511-534; 461 SAGE Publications: Simmons, J. P., Nelson, tion to Qualitative Methods in Psychology: Putting Theory
L. D., & Simonsohn, U. (2018). ‘False-positive citations’ into Practice (4th Edition). Pearson Education; 505 Taylor
Perspectives on Psychological Science, 13: 255-259; 461 & Francis Group: Robinson, O. C. (2014). ‘Sampling in
SAGE Publications: Adapted from Simine Vazire (2016) interview-based qualitative research: A theoretical and
‘Editorial’ Social Psychological and Personality Science, practical guide’. Qualitative Research in Psychology, 11:
Vol. 7(1) 3-7; 464 Springer Nature: Oberauer, K., & 25-41; 507-210 American Psychological Association:
Lewandowsky, S. (2019). ‘Addressing the theory crisis in Schraw, G., Wadkins, T. & Olafson, L. (2007) ‘Doing the
psychology’. Psychonomic Bulletin & Review, 26: things we do: A grounded theory of academic
1596-1618; 467 American Association for the Advancement procrastination’, Journal of Educational Psychology, 99:
of Science: Nosek, B. A., Alter, G., Banks, G. C., Borsboom, 12–25; 512 American Psychological Association: Reid, K.,
D., Bowman, S. D., Breckler, S. J., … & Yarkoni, T. (2015). Flowers, P. & Larkin, M. (2005). ‘Exploring lived experi-
‘Promoting an open research culture’. Science, 348: ence’. The Psychologist, 18: 20–23; 512-513 Taylor &
1422-1425; 466-467 Hogrefe Publishing: Abele-Brehm, A. E., Francis Group: Dickson, A., Knussen, C. & Flowers, P.
Gollwitzer, M., Steinberg, U., & Schönbrodt, F. D. (2019). (2008). ‘That was my old life; it’s almost like a past-life
‘Attitudes toward Open Science and public data sharing: A now: Identity crisis, loss and adjustment amongst people
survey among members of the German Psychological living with Chronic Fatigue Syndrome’. Psychology &
Society’. Social Psychology, 50: 252-260; 470 Elsevier: Health, 23: 459–76; 514-515 SAGE Publications: Starks, H.
Bello-Orgaz, G., Jung, J. J., & Camacho, D. (2016). ‘Social & Trinidad, S.B. (2007). ‘Choose your method: A compari-
big data: Recent achievements and new challenges’ Infor- son of phenomenology, discourse analysis, and grounded
mation Fusion, 28: 45-59; 473 American Psychological theory’. Qualitative Health Research, 17: 1372–80; 515
Association: Rushton, J. P., & Roediger, H. L. (1978). ‘An SAGE Publications: Adapted from Starks, H. & Trinidad,
evaluation of 80 psychology journals based on the Science S.B. (2007). ‘Choose your method: A comparison of phe-
Citation Index’. American Psychologist, 33: 520-523; 480 nomenology, discourse analysis, and grounded theory’.
McKay R: McKay, R., & Coltheart, M. (2017, July 25). Qualitative Health Research, 17: 1372–80; 517 Elsevier: Sie,
‘Breaking the ice with buxom grapefruits: Pratiques de M. & Wouters, A. (2008). ‘The real challenge to free will
publication and predatory publishing’. Available online at: and responsibility’. Trends in Cognitive Sciences, 12: 3–4;
http://deevybee.blogspot.com/2017/07/breaking-ice-with- 517 American Psychological Association: Vazire, S., &
buxom-grapefruits.html; 482 Elsevier: Betz, U. A. (2018). Mehl, M. R. (2008). ‘Knowing me, knowing you: the accu-
‘Is the force awakening? Technological Forecasting and racy and unique predictive validity of self-ratings and
Social Change, 128: 296-303; 489 ABC-CLIO: Hatch, J.A. other-ratings of daily behavior’. Journal of Personality and
(Ed.) (1995). Qualitative Research in Early Childhood Set- Social Psychology, 95: 1202-1216; 519-520 British Psycho-
tings. Westport, CT: Greenwood Publishing Group; 493 logical Society: Morgan, M. (1998). ‘Qualitative research:
BMJ Publishing Group Ltd: Adapted from British Medical Science or pseudo-science?’ The Psychologist, 11: 481–3
Journal, ‘Mortality in relation to smoking: 50 years obser- (and Postscript: 485); 520 Springer Nature: Aspers, P., &
vations on male British doctors’, Doll, R., Peter, R., Corte, U. (2019). ‘What is qualitative in qualitative
Boreham, J. and Sutherland, I., Vol. 328, pp. 1519–28, BMJ research?’ Qualitative Sociology, 42: 139-160; 521 British
Publishing Group; 499 Elsevier: Lee, T.W., Mitchell, T.R. & Psychological Society: Stevenson, C. & Cooper, N. (1997).
Sablynski, C.J. (1999). ‘Qualitative research in organiza- ‘Qualitative and quantitative research’. The Psychologist, 4:
tional and vocational psychology 1979–1999’. Journal of 159–60; 521 Cambridge University Press: Maiers, W. (1991)
Vocational Behavior, 55: 161–87; 500 Cambridge University ‘Critical psychology: Historical background and task’.
In C.W. Tolman and W. Maiers (eds) Critical psychology: M.E., Scipio, C.D., Giordano, L.A. et al. (2004) ‘Psycho-
Contributions to an historical science of the subject. logical aspects of persistent pain: Current state of the sci-
Cambridge: Cambridge University Press; 521 American ence’, The Journal of Pain, 5: 195–211; 552 Academic
Psychological Association: Gergen, K.J. (2001) ‘Psychologi- Press: Nass, C., Moon, Y., Fogg, B.J., Reeves, B. & Dryer,
cal science in a postmodern context’, American Psycholo- D.C. (1995) ‘Can computer personalities be human person-
gist, 56: 803–13; 522 American Psychological Association: alities?’ International Journal of Human–Computer
Marecek, J. (2003) ‘Dancing through minefields: Toward a Studies, 43: 223–39; 553 McGraw-Hill Education:
qualitative stance in psychology.’ In P.M. Camic, J.E. Ritzer, G. & Goodman, D.J. (2004). Modern Sociological
Rhodes & L. Yardley (eds), Qualitative research in psychol- Theory (6th Edition). Boston: McGraw-Hill; 555 SAGE
ogy: Expanding perspectives in methodology and design. Publications: Hofstede, G. (2001) Culture’s consequences:
Washington DC: American Psychological Association, pp. Comparing values, behaviors, institutions, and organiza-
49–69; 522 Pearson Education: Howitt, D. (2016). Introduc- tions across nations. Thousand Oaks, CA: Sage Publica-
tion to Qualitative Methods in Psychology: Putting Theory tions; 555 McGraw-Hill Education: Adapted from
into Practice (4th Edition). Pearson Education; 523 Ameri- Hofstede, G. (2005) Cultures and Organizations: Software
can Psychological Association: Smith, M.B. (1994). ‘Self- of the Mind, 2nd Edition, McGraw Hill USA; Cultures and
hood at risk: Postmodern perils and the perils of Organizations, Software of the Mind, 3rd Edition,
postmodernism’. American Psychologist, 49: 405–11; 523 McGraw Hill; 556 Springer Nature: Capron & Duyme
University of Illinois Press: Teigen, K.H. (2002) ‘One (1989). Assessment of effects of socioeconomic status on
hundred years of laws in psychology’, The American Jour- IQ in full cross-fostering design. Nature, 340: Macmillan
nal of Psychology, 115: 103–18; 526 Elsevier: Lee, T.W., Publishers Ltd p. 552–3; 559 W. W. Norton & Company:
Mitchell, T.R. & Sablynski, C.J. (1999) ‘Qualitative Gould, S.J. (1996) The mismeasure of man (2nd ed). New
research in organizational and vocational psychology York: W.W. Norton & Co.P.54; 559 American Psychologi-
1979–1999’, Journal of Vocational Behavior, 55: 161–87; cal Association: Hunt, H.T. (2005) ‘Why psychology is/is
527 Cambridge University Press: Samuelson, P.A. (1992) not traditional science: The self-referential bases of
‘My life philosophy: Policy credos and working days’. psychological research and theory’, Review of General
In M. Szenberg (ed.), Eminent economists: Their life phi- Psychology, 9: 358–74; 562 American Psychological Asso-
losophies. Cambridge: Cambridge University Press; 529 ciation: Dodge, K.A. & Coie, J.D. (1987). ‘Social-information-
Elsevier: Bock, K. (2008). Editorial. Journal of Memory processing factors in reactive and proactive aggression in
and Language, 58: 1–2; 529 Taylor & Francis Group: children’s peer groups’ Journal of Personality and Social
Yardley, L. (2000) ‘Dilemmas in qualitative health research’, Psychology, 53: 1146–58; 563 Elsevier: Allen, J.J., Ander-
Psychology and Health, 15: 215–28; 534 John Wiley & son, C.A., Bushman, B.J. (2018). ‘The general aggression
Sons: Rutter, M. (2006). Genes and Behavior: Nature– model’. Current Opinion in Psychology, 19: 75-80; 565
Nurture Interplay Explained. Oxford: Blackwell Publish- Elsevier: Nangle, D.W., Erdley, C.A., Carpenter, E.M. &
ing; 536 Penguin Random House: William MacDougall Newman, J.E. (2002) ‘Social skills training as a treatment
(1908), An introduction to social psychology, London: for aggressive children and adolescents: A developmental–
Methuen & co; 536 Cambridge University Press: Jahoda, clinical integration’, Aggression and Violent Behavior, 7:
G. (2007). A History of Social Psychology. Cambridge: 169–99; 564 John Wiley & Sons: Bohman, M. (1996). ‘Pre-
Cambridge University Press; 537 Ronald Press Company: disposition to criminality: Swedish adoption studies in
Woodworth, R.S. (1948). Contemporary Schools of Psy- retrospect.’ In G.R. Bock & J.A. Goode (Eds.), Genetics of
chology (Revised Edition). New York: The Ronald Press; Criminal and Antisocial Behav-iour, pp. 99-114. Chichester:
538 People’s Institute Publishing Company: Watson, J.B. Wiley; 571 SAGE Publications: Danziger, K. (1997) Naming
(1925) Behaviorism. New York: People’s Institute the mind: How psychology found its language. London:
Publishing Company. (Reprinted in 1997 by Transaction Sage; 572 American Psychological Association: Fuchs,
Publishers.) p.15; 542 Pearson Education: Buss, D.M. A.H. (2000). ‘Contributions of American mental philoso-
(2004). Evolutionary Psychology: The New Science of the phers to psychology in the United States’. History of Psy-
Mind (2nd ed). Boston, MA: Pearson Education; 544 chology, 3: 3–19; 572 Yale University Press: Reed, E.S.
American Association for the Advancement of Science: (1997). From Soul to Mind: The Emergence of Psychology,
Axelrod, R. & Hamilton, W.D. (1981). ‘The evolution of from Erasmus Darwin to William James. New Haven: Yale
cooperation’. Science, 211: 1390–6; 548 American Philo- University Press; 573 SAGE Publications: Kagan, J. (2009a).
sophical Society: Adapted from Djordjevic, J., Lundstrom, ‘Historical selection’. Review of General Psychology, 13:
J.N., Clément, F., Boyle, J.A., et al. (2008) ‘A rose by any 77–88; 573 Cambridge University Press: Kagan, J. (2009b).
other name: Would it smell as sweet?’ Journal of Neuro- The Three Cultures: Natural Sciences, Social Sciences, and
physiology, 99: 386–93; 549 Elsevier: Keefe, F.J., Rumble, the Humanities in the 21st century. Cambridge: Cambridge
University Press; 577-579 W. W. Norton & Company: Routledge; 607 American Psychological Association: Based
Terman, as cited inGould, S.J. (1996). The Mismeasure of on Redding (2001), ‘Sociopolitical diversity in Psychology:
Man (2nd Edition). London: W.W. Norton & Co; 579 The case for pluralism‘, American Psychologist, 56, 205–15;
W. W. Norton & Company: Morton (1839) as cited 607-609 Taylor & Francis Group: Cummings, N.A. &
inGould, S.J. (1996). The Mismeasure of Man (2nd O’Donohue, W.T. (2008) Eleven blunders that cripple psy-
Edition). London: W.W. Norton & Co; 580 PLOS chotherapy in America. New York: Routledge; 608 Penguin
Medicine: Lewis, J.E., DeGusta, D., Meyer, M.R., Monge, Random House: Skinner, B.F. (1971). Beyond Freedom and
J.M. et al. (2011). ‘The mismeasure of science: Stephen Jay Dignity. New York: Knopf; 611 American Public Health
Gould versus Samuel George Morton on skulls and bias’; Association: Link, B.G., Phelan, J.C., Besnahan, M.,
PLoS Biol 9: e1001071. doi:10.1371/journal.pbio.1001071; Stueve, A. et al. (1999). ‘Public conceptions of mental
582 Springer Nature: Teo, T. (2005). The Critique of Psy- illness: Labels, causes, dangerousness, and social distance’.
chology: From Kant to Postcolonial Theory. New York: American Journal of Public Health, 89: 1328–33; 612
Springer Science+Business Media, Inc; 582 New York Uni- American Public Health Association: Star, 1950 as cited in
versity Press: Gulerce, A. (2006). ‘History of psychology in Link, B.G., Phelan, J.C., Besnahan, M., Stueve, A. et al.
Turkey as a sign of diverse modernization and global psy- (1999). ‘Public conceptions of mental illness: Labels,
chologization.’ In A.C. Brock (Ed.), Internationalizing the causes, dangerousness, and social distance’. American
History of Psychology, pp. 75-93. New York: New York Journal of Public Health, 89: 1328–33; 613 Elsevier:
University Press; 587 Elsevier: Shah, P., Michal, A., Schulze, B. & Angermeyer, M.C. (2003) ‘Subjective experi-
Ibrahim, A., Rhodes, R., & Rodriguez, F. (2017). ‘What ences of stigma. A focus group study of schizophrenic
makes eve-ryday scientific reasoning so challenging?’ Psy- patients, their relatives and mental health professionals’,
chology of Learning and Motivation, 66: 251-299; 591 Social Science & Medicine, 56: 299–312; 613-614 Springer
Taylor & Francis Group: Koppes, L. L. (Ed.) (2014). His- Nature: Luhrmann, T.M. (2007) ‘Social defeat and the
torical Perspectives in Industrial and Organizational Psy- culture of chronicity: Or, why schizophrenia does so well
chology. Psychology Press; 591 Alan Sokal: American over there and so badly here’, Culture, Medicine and
physicist Alan Sokal in 1996, ‘Transgressing the bounda- Psychiatry, 31: 135–72.
ries: Toward a transformative hermeneutics of quantum
gravity’ Social Text 46/47, pp. 217-252; 592 Alan Sokal: Photo Credits:
Sokal, A.D. (1996b). ‘A physicist experiments with cultural 19 Alamy Stock Photo: Oxford Science Archive/Heritage
studies’ Lingua Franca, May/June: 62–64 (also available at Images/The Print Collector/Alamy Stock Photo; 22
www.physics.nyu.edu/sokal/); 595 SAGE Publications: De Shutterstock: MidoSemsem/Shutterstock; 48 Alamy
Graaf, P.M. & Kalmijn, M. (2006). ‘Divorce motives in a Stock Photo: Photo Researchers/Science History Images/
period of rising divorce: Evidence from a Dutch life-history Alamy Stock Photo; 52 123RF: nicku/123RF; 54 Shutter-
survey’. Journal of Family Issues, 27: 183–205; 596, 600 stock: Georgios Kollidas/Shutterstock; 56 Institute and
ABC-CLIO: Ward, S.C. (2002). Modernizing the Mind: Museum of the History of Science: Institute and Museum
Psychological Knowledge and the Remaking of Society. of the History of Science, Florence, Italy; 57 Alamy Stock
Westport, CT: Praeger; 599 American Psychological Asso- Photo: Derek Bayes/Lebrecht Music & Arts/Alamy Stock
ciation: Greenfield, P.M. (1998). ‘The cultural evolution of Photo; 84 123RF: Puthuchon Buddawung/123RF; 114,
IQ’. In U. Neisser (Ed.), The Rising Curve: Long-Term xvi Shutterstock: Everett Historical/Shutterstock; 116
Gains in IQ and Related Measures. American Psychologi- Alamy Stock Photo: Chronicle/Alamy Stock Photo; 137,
cal Association; 601-602 Penguin Random House: Illich, I. 140 Alamy Stock Photo: Pictorial Press Ltd/Alamy Stock
(1976). Limits to Medicine – Medical Nemesis: The Expro- Photo; 142 123RF: Peter Hermes Furian/123rf; 143 Alamy
priation of Health. London: Marion Boyars (also available Stock Photo: The History Collection/Alamy Stock Photo;
at www.soilandhealth.org); 602 John Wiley & Sons: 152 Alamy Stock Photo: Everett Collection Historical/
McKeown, T. (1979). The Role of Medicine: Dream, Alamy Stock Photo; 157 Alamy Stock Photo: GL Archive/
Mirage or Nemesis? (2nd Edition). Oxford: Basil Blackwell; Alamy Stock Photo; 190 Alamy Stock Photo: Photo
603 SAGE Publications: Burr, V. & Butt, T. (2000). ‘Psycho- Researchers\Science History Images/Alamy Stock Photo;
logical distress and postmodern thought.’ In F. Dwight 191 Alamy Stock Photo: Everett Collection Historical/
(Ed.), Pathology and the Postmodern, pp. 186-206. London: Alamy Stock Photo; 195 Alamy Stock Photo: © Fine Art
Sage Publications; 604 Taylor & Francis Group: Furedi, F. Images/Heritage Images/Heritage Image Partnership Ltd/
(2004) Therapy culture: Cultivating vulnerability in an Alamy Stock Photo; 222 Alamy Stock Photo: History and
uncertain age. London: Routledge.P.11; 605, 610 Taylor & Art Collection/Alamy Stock Photo; 225 Shutterstock:
Francis Group: Kathryn Ecclestone, Dennis Hayes, (2009), Teeradej/Shutterstock; 225 Alamy Stock Photo: Domenico
"The Dangerous Rise of Therapeutic Education", Tondini/Alamy Stock Photo; 227 Alamy Stock Photo:
Granger Historical Picture Archive/Alamy Stock Photo; 253, 256 Alamy Stock Photo: AMELIE-BENOIST/BSIP/
227 Alamy Stock Photo: Photo Researchers\Science History BSIP SA/Alamy Stock Photo; 254 Getty Images: Raimund
Images/Alamy Stock Photo; 227 Getty Images: Fratelli Koch/The Image Bank/Getty Images; 255 Alamy Stock
Alinari IDEA S.p.A./Corbis Historical/Getty Images; 229 Photo: Delphotos/Alamy Stock Photo; 316 Alamy Stock
Alamy Stock Photo: World History Archive/Alamy Stock Photo: Everett Collection Inc/Alamy Stock Photo; 335
Photo; 234 Shutterstock: Anatomical Design/Shutterstock; Getty Images: Popperfoto/Getty Images; 376 Shutterstock:
235 PRO-ED, Inc.: The assessment of aphasia and related Benjamin M. Weilert/Shutterstock; 396 Alamy Stock
disorders, Lea and Febiger (Goodglass, H. and Kaplan, E. Photo: History collection 2016/Alamy Stock Photo; 396
1983), from Boston Diagnostic Aphasia Examination, 3rd Getty Images: Bill Pierce/The LIFE Images Collection/
edn (BDAE-3) with Kaplan, E. and Barresi, B., 2001, Austin, Getty Images; 458 Dirk-Jan Hoek: Wagenmakers, E. J.,
TX: Copyright 2001 by PRO-ED, Inc. Reprinted with per- Wetzels, R., Borsboom, D., Kievit, R., & van der Maas,
mission; 236 Alamy Stock Photo: MARIE SCHMITT/BSIP/ H. L. (2015). ‘A skeptical eye on psi’. In E.C. May & S.B.
BSIP SA/Alamy Stock Photo; 239 Alamy Stock Photo: Photo Marwaha (Eds.), Extrasensory Perception: Support, Skep-
Researchers/Science History Images/Alamy Stock Photo; ticism, and Science, (pp. 153–176). Westport, CT: Praeger.
249 Karalyn Patterson: With thanks to K. Patterson for the © Dirk-Jan Hoek; 545 David M. Buss: David M. Buss, all
photo and to A.W. Ellis for pointing the authors to its exist- rights reserved; 590 Alamy Stock Photo: INTERFOTO/
ence; 250 Shutterstock: Marina Pousheva/Shutterstock; Personalities/INTERFOTO/Alamy Stock Photo.
Index
References to Figures will contain the letter ‘f’ following the page number; references to
Tables will be followed by the letter ‘t’.
a priori method 395 American War of Independence (1775–1783)
Abele-Brehm, A.E. 468 73, 78
access consciousness 291–299 Ancient Egyptians 221–223
global workplace model 296–297, 624 Ancient Greeks borrowing from 15
implicit memory 293–294 calendar 14
initiation of movement 294–296 diagnostic tests 322
masked priming 291–293, 626 Fertile Crescent 13
achievement tests 328–335, 622 hieroglyphics 4
in China 331–332 written language, origins 4
see also intelligence tests see also Ancient Egyptians
ad hoc modifications 381, 622 Ancient Greeks 5, 15–24
Adair, J.G. 341 assimilation of culture by the Romans
Adam and Eve 69 24–25
ADHD (Attention Deficit Hyperactivity brain research 223–224
Disorder) 540–541 calculation abilities 11–13
Adler, A. 424 diminishing knowledge of Greek
adoption, nature–nurture debate 556 language 29
Age of Enlightenment 74, 622 and discovery of knowledge 71
aggression 560–565 enrichment from civilisations 60–61
biological factors 561–562 inclusion of texts in Western curricula 31
diathesis–stress model 564, 623 knowledge acquisition 352–353
environmental factors 564 numbers, representing 9
evidence 561, 563–564 philosophical studies of the mind 91
importance of perceptions and philosophy, start of 16
interpretations 562–563 preservation of legacy by Byzantine
learning aggressive behaviour 562 Empire 27
psychological factors 562–563 schools, foundation of 22
social factors 563–565 Socratic disputations 60
treatment implications 561–562, 563, 565 see also Aristotle; Plato; Socrates
Aikin, S.F., The Pragmatism Reader 395 Anderson, M.L. 289
Ainsworth, M. 424 Angermeyer, M.C. 612, 613
alchemy 67 animal magnetism 146, 185
Alexander the Great 23 animal research 187–192
Alexandria 23–24 evolutionary theory 187
algorithm 206, 493, 622 rat experiments, reinforcement theory
Allchin, D. 343, 345 200–201
Allen, J.J. 563 Thorndike’s puzzle box 188–190
Allport, G. 333, 334, 335, 426 trying to understand animal’s mind
Alvesson, M. 513 187–188
American Psychological Association (APA) animal spirits 224, 622
173, 179, 181, 182, 314, 324, 404, 419, animism 2, 53, 622
463, 472, 502, 593 anthropomorphic interpretation 188, 622
664 Index
antidepressants 602 Austen, J. 90–91

antipsychiatry movement 317–318, 622 authenticity test 321, 622
antipsychotics 539 authority, method of 394
antithesis 173 Axelrod, R. 544
applied psychology 312–348 axioms 18–19, 66, 67, 352
classic studies, idealising 341–345 axons 238, 241f
defining 312, 622
increased knowledge about psychology in Baars, B.J. 406–407
the population 320–321 Babbage, C. 282
medicines, availability 319 Babylonia 15
mental health problems, changes in Bacon, F. 64–70, 72, 77, 84, 93, 97, 354–355,
treatment 313–321 356, 367, 396, 411
psychological testing 321–327 the Organon 64–67, 71
psychology of work and organisations Preparative Toward Natural and
337–341 Experimental History 68
science, input from 318–319 Bacon, R. 31
social management and Bain, A. 158, 164, 167, 168
individualisation 320 Emotions and the Will 105
Appolonius of Perga 46 The Senses and the Intellect 104–105
Arab Empire Baker, M. 450
enrichment from civilisations 60–61 balancing of biological, psychological and
expansion of 28 social factors 534–569
Hindu-Arabic numbers 10, 11f aggression 560–565
inclusion of texts in Western curricula 31 biological perspective 538–546
scientific achievements 28 McDougall’s research on motivation
archetypes 413 535–536
Archimedes 24, 60 reactions to 536–537
Aristotle 18–22, 24, 32, 39, 53, 63, 68, 91, 97, psychological perspective 546–552
352, 356, 608 socio-cultural perspective 552–560
De Anima 92, 96 weights of factors 537–538
on the Earth 32, 35 Baldwin, J.M. 181, 192, 405
History of Animals 20 Balota, D.A. 469
on logic 20, 64, 68, 353 Balzac, H. de 91
Lyceum founded by 23 Bandura, A. 529, 554
Posterior Analytics 21 Bargh, J.A. 443, 450–452, 454
on the soul 22, 32, 96, 223 Baritz, L. 588
theoretical knowledge 18–19, 64 Barnes, J. 18, 20–21
Army Tests 576, 577 Bartlett, F. 161, 173
article processing charge (APC) 477, 480, 622 base numbers 9
artificial intelligence (AI) 206 Battie, W., Treatise on Madness 154
Aspers, P. 520 Bauby, J.-D. 305
associationist theory 140 Baumgarten, A. 99
associative learning and odours 547 Bayes, T. 360
astronomy 18, 71, 109 Bayesian statistics 462, 464, 622
see also Bessel, F.; Copernicus, Nicolaus; Beaunis, H.-E. 149
Einstein, A.; Galileo Galilei; Beck, A. 549, 550
geocentric model; heliocentric model; Beck, D.M. 287
Herschel, F.W.; Kepler, J.; Newton, I.; Begley, C.G. 449
Ptolemy behaviourism 172, 173, 192, 622
asylums 154, 156, 159, 622 absence of in the UK 213–214
attachment theory 424, 573 adding cognitions to behaviour 202–213
Aubertin, E. 237 animal research 187–192
Augustine, Saint Aurelius 6, 353 behaviourist manifesto (1913) 192–194, 195
Index 665
in Canada 213 Block, N. 290, 291, 300, 304

determining whether replaced by cognitive Blodgett, H. 200–201
psychology 208, 213–216 Bloom, N. 482
continuity despite ‘behaviourist Blount, B. 90
revolution’ 213–216 Bodamer, J. 244, 245
continuity despite the ‘cognitive body
revolution’ 214–215 advanced understanding of 119–120
in Europe 213 functioning when cerebral hemispheres are
making a science of behaviour 187–202 disconnected 231
mathematical and technological advances medical education 120
questioning the tenets of 203–204 natural system 119
Pavlov’s classical conditioning research see also brain research; functionalism
190–192, 623 (mind and body relationship);
purposive 199–202, 628 medicine
radical 198–199, 214–215, 628 Boghossian, P. 592
Thorndike’s puzzle box 188–190 Bohman, M. 563, 564
in the USA 213 Bonnet, C. 98, 229–230
Bello-Orgaz, G. 470 book printing 34–35, 59
Belsky, J. 564 Boole, G. 203, 205
Bem, D. 445, 446, 450–451, 482 Boolean operations 203, 204, 282, 287
Ben-David, J. 128 Boring, E.G. 130, 136, 172, 277, 597
Benjafield, G. 189 A History of Experimental Psychology 173
Benjamin, L.T., Jr. 180, 182, 186 Bornstein, R.F. 431
Bentham, J. 588 Borsboom, D. 407, 499
Berger, H. 250 Bouillaud, J.-B. 234, 243
Berkeley, G. 93–94, 96, 391 Bowlby, J. 424, 425, 573
Bernard, C. 37 boxes-and-arrows diagram 210, 622
Bernard, L. L. 537 Boyack, K.W. 411, 412
Bernheim, H. 147, 149 Boyer, P. 368–369
Bessel, F. 109 Boyle, R. 67, 405
Betz, U.A. 482 bracketing 505, 622
biases Braid, J. 146
confirmation 65, 378–380, 623 brain equipotentiality theory 233–234, 622
hindsight 37 brain imaging 250–261
in history writing 36–38 alpha and beta waves 250
professional, of sociologists 537 blob spotting 257, 260
socio-political, in psychological theories cognitive information-processing models
576–583 257, 259
Bible 32, 69 EEG recording 250–251, 252f, 253, 624
big data 470, 622 Event Related Potential (ERP) 251–253,
Binet, A. 141, 145, 148–150, 152, 208, 328, 295, 624
576, 577, 597 functional magnetic resonance imaging
Binet–Simon test 150, 151–152t, 323 (fMRI) see fMRI (functional
biological perspective 538–546 magnetic resonance imaging)
aggression 561–562 magnetoencephalography (MEG) 253, 626
evolutionary psychology 541–546 measuring blood flow in brain 253–255
heredity factors 540–541 positron emission tomography (PET) 254,
psychoactive drugs 539–540, 628 628
biopsychosocial model 534, 622 transcranial magnetic stimulation (TMS)
bipolar disorder 612 256–257, 630
Biran, M. de 294 ‘virtual lesions,’ measuring effects of
Björk, B.C. 471–472 256–257
Black Death (1348–1350) 58 voxels 458
666 Index
brain research 220–266 British Journal of Psychology 171

and Ancient Egyptians 221–223 British Psychological Society 156, 169–171,
axons 238, 241f 419, 502
cerebellum 234 ethical codes of conduct 584, 585
cerebral hemispheres 228, 234 British Royal Society 476
cerebrospinal axis 231 British Society of Psychology 164
cognitive neuropsychology see cognitive Broadbent, D. 209, 210, 212
neuropsychology Broca, P. 235, 237, 243, 382, 383, 576
cognitive neuroscience see cognitive Broca’s aphasia 235, 237
neuroscience Broca’s area 236f, 255, 302
cortex 228 Brontë, Emily, Wuthering Heights 91
dissections 227f Broughton, J. 89
Edwin Smith papyrus 221–223 Brown, K.G. 417
front parts controlling language Brown, W. 164
production 234–235 Brücke, E.W. von see Von Brücke, E.W.
frontal lobes 234f, 235–236 Buridan, J. 84
grey matter 239f Burke, E., Reflections on the Revolution in
imaging see brain imaging France 78
injury 228, 229–230 Burr, V. 603
left frontal lobe controlling language Burrows, L. 443
production 235–236 Buss, D.M. 542, 545
localisation of brain functions 233–238 Butt, T. 603
medulla 234 Buytendijk, F. 524
microscopes, improved 238–239 Byzantine Empire 26–27
mind and brain 268–269 and Catholicism 29
building a mind as by-product of the diagnostic tests 322
brain 280–281
independence of see dualism Cahalan, S. 343
mind as the brain see materialism Cahan, E.D. 431
nerve cell, discovery of 238–239 Cambridge School 173
neurons see neurons Cambridge University, UK 158
neuropsychology 243–249, 627 attempts to establish psychology at
neurotransmitters 242, 627 159–164
in nineteenth century 230–243 Camerer, C.F. 448, 449
posterior part and language understanding Capgras, Joseph: delusion 261–262, 263
236–237 Capron, C. 556
proposed treatment for injury 229–230 Carnap, R. 365, 368
reflexes 228–229, 231–233 Carolus, A. 552
Renaissance period 226, 227f case studies 156, 622
role in Ancient Greece 223–224 Casmann, O. 89
in seventeenth and eighteenth centuries Castel, A.D. 287
228–230 Catholicism/Catholic Church
speech problems caused by injury 228 in Byzantine Empire 27
spinal cord 234 deductive reasoning 68
staining of tissue, new techniques 239 geocentric model, adopting 47
synapse 242 and Germany 127
ventricles 226, 227f, 228 Gregorian calendar 45
white matter 228 Jewish-Catholic religion 69
see also nervous system; neurons and the law 59
Breadsted, J. 221, 222 opposition to ideas of Galileo Galilei
Brederoo, S.G. 463 49–51, 53, 58, 76
Breuer, J. 155 and phrenology 183
Bricmont, J. 592 and Protestant Reformation 33
Bridgman, P.W. 196, 367 and rationalism 91
Index 667
and scientific knowledge 29, 76 mathematical and technological advances

St. Augustine 6 questioning the tenets of 203–204
Cattell, J.M. 133–134, 159–160, 167, 181, social 551–552
186, 188, 404 cognitive development theory 152
Cattell, R.B. 334, 335 cognitive neuropsychiatry 261, 264, 623
cause-effect relations 93, 496 alternative 262–263
Center for Open Science 465, 466 cognitive neuropsychology 246–249, 623
Transparency and Openness Promotion deep dyslexia 247–249, 248f, 249f
(TOP) 466–467t, 630 and delusions 261–264
cerebral hemispheres 228 dissent among neuropsychologists 246
cerebrospinal axis, discovering 231 distinction between a logogen system and
Chadwick, O. 196 a cognitive system 247
Chalmers, A.F. 47 origins of name 246–247
Chalmers, D. 271, 273, 300, 301, 373 semantic errors 248
Chambers, C.D. 454, 462 cognitive neuroscience 287, 623
Charcot, J.-M. 146–148, 155 brain imaging for cognitive information-
critique 147–148 processing models 257, 259
on hypnosis 146–147 defence of 258–261
and need for methodological rigour 145–148 functionalism problems 286–287
Charles, E.P. 6–7 high-tech localisation, whether more than
Chen, E.E. 470 257
Chen, M. 443 origins 257–261
Chiesa, M. 214 cognitive psychology 202, 623
China and behaviourism 208, 213–216
achievement tests in 331–332 continuity despite ‘behaviourist
Han Dynasty 331 revolution’ 213–216
number system 9 continuity despite the ‘cognitive
written language, origins 4 revolution’ 214–215
Chinese room 299, 622 mental representation 209–210, 626
chlorpromazine 319, 539 short-term memory, limits of 207–208
Chomsky, N. 209, 406 top-down processes 211, 630
Christianity verifiable predictions and experimental
and ancient science 31 tests 212
individuality promoted by 90 cognitive revolution 213
soul, view of 32 Cohen, H.F. 2, 44, 59, 60, 75
see also Catholicism/Catholic Church; Coie, J.D. 562
Protestant Churches; Protestant Colbert, A.E. 417
Reformation Collini, S. 159
Churchland, P. 278 Collins, R. 128
Claesen, A. 463 colonialism 35
Clarke, E. 231, 240 Coltheart, M. 247, 480, 481, 592
Clarke, S. 159 comatose patients, accessing consciousness
classic studies, idealising 341–345 305–306
general examples 343–344 Common Era 25
classical conditioning 190–192, 623 common sense 96, 100
client-centred therapy 315–316 comparative psychology 190, 623
clinical psychology 430, 623 compass 59
first centres 314–315 computational model 210, 623
cognitions computers 205–207
adding to behaviour 202–213 complexity of processes 210–211
influence on odour perception information feedback 205–206, 625–626
547, 548f operational 281–290
information requested as logical psychologists as software engineers 206
operations 203 simulation of human thinking 206
668 Index
Comte, A. 138, 364, 371, 553 d’Alembert, J. le Rond 97–98, 360

experimental psychology 134, 135 Dane, J. 524
positivism 195 Danziger, K. 500, 571
scientific psychology 99–100, 144 Dark Ages 29, 30, 623
and scientific revolution 73–75 Darwin, C. 39, 112–113, 136, 139, 141, 143,
conceptual replication 454, 623 155, 158, 182, 277, 284, 528, 536,
confirmation bias 65, 378–380, 623 538–539, 543
confounding variables 490, 496–497, 623 Beagle (ship) 112
consciousness 290–305 and Galton 115–116
access consciousness 291–299, 622 The Origin of Species 113, 187
comatose patients 305–306 see also evolutionary psychology;
defining 272, 623 evolutionary theory
as folk psychology 278, 624 data
loss of 305–306 analysis 506
and materialism 277 of bad participants, dropping 455
as a mongrel concept 290 big data 470, 622
movement, initiation of 294–296 collection 505–506
phenomenological 291, 299–305, 627 numerical, observation of in quantitative
unconscious processing 297–299 research 491–492
Constantinople 26–27 and qualitative research 505–506
continuous script 5–6 secondary data analysis 468–469, 629
Cooper, N. 521 transcription 506
Copernicus, Nicolaus 32, 45, 47, 48f, 52, 69, transparency 468
84, 155, 388 Woodworth Personal Data
and Newton 55, 57 Sheet 332
Cornell University 77 Dawes, R.B. 417
corporate interests 590 Dawkins, R. 279
Corpus Hippocraticum 15 Day of Judgment 58
correlation coefficient 167, 323, 324f De Araujo, I.E. 547
correlations, quantitative research De Bastiani, P. 238
492–494, 495 De Graaf, P.M. 595
correspondence theory of truth 352, 623 death drive 561
Corrigan, P.W. 613 Declaration on Research Assessment
Corte, U. 520 (DORA), San Francisco 475, 623
Costall, A. 160–161, 173 deductive reasoning 67–68, 356, 358, 623
counterevidence, modification of theories deep dyslexia 247–249, 248f, 249f
with 381–382 Defoe, D., Robinson Crusoe 90
Cox, E.W. 169 degenerative research programme 387, 623
Craik, K. 214 Dehaene, S. 291, 296, 304
cranioscopy 183 Delboeuf, J. 147–148
Crawford, W. 476, 477 delusions 261–264
Crawfurd, J. 80 demarcation 365–370, 623
Crick, F. 268, 277 logical empiricism 365
crisis logical positivism 365–366
and revolution 387–388 Vienna Circle 365–366
stage in theories 388f Democritus 60
critical psychology 429–430, 513, 623 demonologist view of psychopathology 270
Crusades 58 dependent variables 197
Cubberley, E.P. 46, 60 depression
Cubelli, R. 238 antidepressants 602
Cummings, N.A. 417, 593–594, 607, 608, 609 cognitive processes in 549–550, 551f
cybernetics 280, 283 defining 596
cysticercosis 220–221 in Japan 602–603
Index 669
Descartes, René 59, 61, 64, 68, 77, 81, 92, 96, putting consciousness at the centre of
106, 159, 270, 283, 388 human functioning 271–272
and brain research 229, 242 in religion and traditional philosophy 270
and dualism 270, 273 unconscious control processes, existence
‘I think, therefore I am’ 68 of 273–275
Le Monde 53 Duhem, Pierre 29
philosophy of man 53–54, 55 Dupuy, J.P. 280, 281
descriptive research 491–492 Duyme, M. 556
deterministic processes 523
deviating observations 21, 65 Earth
Dewey, J. 233, 395, 529 Aristotle on 32, 35
Psychology 405 axioms 18, 19
diagnostic tests 322, 623 as centre of the universe 45–46
diathesis–stress model 564, 623 orbiting the Sun 55, 56f, 155
Dickson, A. 517 see also geocentric model; heliocentric
Diderot, D. 97–98 model
Dienes, Z. 387 Ebbinghaus, H. 208, 404
Dilthey, W. 422–423, 425 Ebbinghaus illusion 142f
dilution problem 113 Ecclestone, K. 604, 605, 610
discipline 588–589 Eddington, A.S. 376
discourse analysis 513–515, 623 Edwin Smith papyrus 221–223, 225, 623–624
compared with grounded theory and EEG (electroencephalogram) 250–251, 252f,
phenomenological analysis 253, 295, 303, 539, 624
514–515 efficacy of therapies 318, 624
Dixon, E.T. 166 Egypt see Ancient Egyptians
Djordjevic, J. 547 Ehrhardt, A. 580–581
DNA 276 Einstein, A. 377
Dodge, K.A. 562 relativity theory 57, 376
Donders, F.C. 110–111, 117, 129, 182 Eisenberger, N.I. 444, 445
DORA see Declaration on Research electric shocks 317
Assessment (DORA), San Francisco electroencephalogram see EEG
Dore, R. 586 (electroencephalogram)
double dipping 479, 623 elements 18–19
Dougherty, T.W. 326–327 eliminative materialism 278
Douglass, W. 121 Eling, P. 238
Doyen, S. 451, 452–453 Ellis, A. 549, 550
Draper, J.W. 75, 77 Ellis, H.D. 262–263
History of the Conflict Between Religion Ellis, L.M. 449
and Science 78 embodied cognition 289, 303, 624
dream analysis, manifest versus latent and qualia 302–303
message distinction 156 Emmanuel Movement 428
du Bois-Reymond, E. 240, 241 empirical psychology 97
dualism 53, 270–276 empiricism 92, 93, 100, 624
Cartesian 270 logical 365
defining 269, 270, 623 Encyclopaedia Britannica 98
disappearance of mystery forces in science Endersby, J., A Guinea Pig’s History of
275–276 Biology 39
in early psychology and lay thinking Engel, G.L. 534
271–272 English East India Company 331
and free will 272 English Lexicon Project 469
interaction 273 Enlightenment
monads 273–274 Age of Enlightenment 74, 622
problems with 273–276 in Germany 96, 127, 128
670 Index
environmental factors, aggression 564 experimental history 68–69, 624

Epicurean approach 23 experimental philosophy 357
Epicurus 60 experimental psychology
epicycles 46–47, 388, 389f critique 430–431, 432
epilepsy 146–147, 221, 293 experimental self-observation 135
drugs for 539 experiments not always possible 497
epistemology 91, 100, 395, 624 foundation of first laboratory in
Erasistratos 24 Germany (Institute for Experimental
Erikson, E. 424, 573 Psychology) 126, 127–137
ethics and Wundt 129–133
Code of Human Research Ethics 584 historical method 135
ethical codes of conduct 584, 624 hypnosis 146–147
increased interest in ethical issues 583–585 intelligence tests 149–150, 151–152t
ethnocentrism 37 introductory psychology courses in
Etienne, H. 34–35 American curricula 137–138
Etlinger, S. 238 introspection 134–135, 626
Euchs, A.H. 572 need for methodological rigour (Charcot)
Euclid 24 145–148
eugenics 181, 553, 554, 580, 624 quantitative research methods 495–497
Europe terminology 169
book printing 34–35 university reform in Germany 127–128
causes of scientific revolution in the use of scientific experiments
seventeenth century 58–63 in psychological research,
foundation of schools and universities counterintuitive findings 443–444
31–32 see also Charcot, J.M., James, W., Ribot,
inclusion of Greek and Arabic books in T; Titchener, E.B. Wundt, W.
curriculum 31–32 Experimental Psychology Society, UK 419
Protestant Reformation 32–34, 628 Eyck, Jan van 32
religious map 33f Eysenck, H. 318–319, 335
European Federation of Psychologists’ Eysenck Personality Questionnaire 334
Associations 419 Eysenck, M.W. 501
Event Related Potential (ERP) 251–253, 295, 624
evolutionary psychology 542, 624 face validity 332, 624
cooperative alliances 544 factor analysis 494–495
importance of variation and selection facts versus values 426
541–546 Fahy, T. 611
inclusive fitness 543–544, 625 false memories 304
long- and short-term partner selection falsificationism 371–384, 624
542–543 alternative to logical positivism 384
preservation of races, researching 188 degrees of falsifiability 375–377
tit-for-tat strategy 544, 630 going against human induction 378–380
evolutionary theory 112–113, 139–140, 143, modifications of theories with
181, 187 counterevidence 381–382
adaptation, shortcomings of 114–115 not giving in too early 380–381
aggression 561 perception 371–373
common misunderstandings 114–115 and quantitative research 491, 500–501
cross-fertilisation and natural selection scientists disliking giving up theories
113, 626–627 383–384
dilution problem 113 skulls, measuring 382–383
impact on sociological thinking 553–554 sophisticated 380–384
lack of direction in genetic changes, test better at destroying ideas than finding
perception of 114 practical solutions 500–501
and materialism 277 theory enabling scientists to focus on
see also evolutionary psychology important facts 372–373
Index 671
see also verification global workplace model 296

Fancher, R.E. 54 problems with 285–290
Fechner, G. 108–109, 110, 111, 129, 150 symbol grounding problem 288–289, 630
Elements of Psychophysics 130 Furedi, F. 603, 604
feminist psychology 427, 624 Furumoto, L. 433
Fertile Crescent 13–15, 23, 624
Feyerabend, P.K. 392, 399, 585, 609 Gage, P. 343
Fick illusion 142f Galak, J. 451
file drawer problem 454, 624 Galen of Pergamon 25, 225, 242
first impressions 326–327 on body 119, 120
Fisher, R. 118 heart and brain 223–224, 226, 228
Fixed Stars 18, 45, 47, 50f reflexes 228–229
Flaubert, G., Madame Bovary 91 Galileo Galilei 36, 48–52, 55, 56f, 59, 61, 62,
Flourens, M.J.P. 234, 243 69, 84, 359, 361, 368, 369, 388, 398
fMRI (functional magnetic resonance Catholic Church’s opposition to 49–51,
imaging) 254–255, 257, 295, 306, 624 53, 58, 76
focus group 505, 624 thought experiments 353–354
Fodéré, F.-E. 154 Two New Sciences 353
Fodor, J.A. 283 Gall, F.J. 183, 185, 234, 243
folk psychology 135, 278, 624 Galton, F. 115, 116f, 150, 160, 164, 166–167,
Forrester, M.A. 503 181, 187, 323, 554
Foucault, M. 90, 154, 317, 392, 588–589, 590, Hereditary Genius 115
595, 612 Galvani, L. 240, 242
Discipline and Punish 588 Garden of Epicurus 23
Madness and Civilisation 589 Gardner, H. 64, 202, 203, 204, 209–210
Fox, D. 429–430 Garfield, E. 472, 473
France, psychology in 144–153 gate control theory of pain 548, 624
fraud 446 Gauch, H.G. 353
free will 272, 279, 624 Gazzaniga, M.S. 286
information as saviour of, whether Geary, D.C. 543
283–285 Geertz, C. 389
French psychology 144–153 gender 580–583
hypnosis and hysteria 146–147 general intelligence 167, 577
critical examination 147–148 Genovese, K. 343
introspection 144, 145 Gentner, D. 574
methodological rigour, need for 145–148 geocentric model 45–47, 69, 388, 624
French Revolution (1789–1799) 73 Earth as centre of the universe 45–46
Freud, S. 155, 170, 262, 274, 313, 314, 336, epicycles, addition of 46–47
423, 424, 529, 562, 574 geometry 18
on death drive 561 Gergen, K.J. 521
on delusion 262 German Test for Medical Studies 329–330
research method 156–157 Germany
see also psychoanalysis Enlightenment 96
Friedrich III of Brandenburg 127, 128 federalism 128
Frith, C. 286 foundation of first laboratory in (Institute
functional magnetic resonance imaging for Experimental Psychology) 126,
(fMRI) see fMRI (functional 127–137
magnetic resonance imaging) Pietism 127, 128
functionalism (early American psychology) Romantic movement 81
139, 172, 181–182, 215–216, 624 sociology 553
functionalism (mind and body relationship) university reform in 127–128
269, 282–283, 624 see also Wundt, Wilhelm
cognitive neuroscience challenge 286–287 Gestalt psychology 141, 142f, 143, 172,
embodied cognition 289, 624 214, 624
672 Index
‘ghost in the machine’ 205 Hannam, J. 61, 84

Gilbert, W. 64 Hanson, A. 322
Gillborn, D. 582 Hanson, F.A. 588, 589, 597, 598
Gilles, D. 356 Hanssen, M. 261
Giorgi, A. 426 hard problem 301, 625
Glaser, B.G. 511 HARKing (hypothesising after results
Discovery of Grounded Theory 506 known) 459, 625
Glasgow Coma Scale (GCS) 305 Harnad, S. 288
Gleason, C.A. 185 Harris, C. 444
Glenberg, A.M. 288, 289 Harvey, W., Motion of the Heart and Blood
global workplace model 296–297, 624 120
Göcke, R. 89 Hawthorne studies 338–339, 341–345
Goddard, H.H. 576, 580, 581, 582 low quality 342–343, 345
Goethe, J.W. von 69, 90, 274 Haydon, B. 80
Goffman, E. 612 Hayes, D. 604, 605, 610
Golgi, C. 239, 240, 243 Haynes, R. 413
Gonon, F. 399 Haytham, Ibn al-, Optics 28
Google Language Tools 211 Hearnshaw, L. 161
Google Scholar Metrics 474 Hegel, G. 173
Gottlieb, S. 421–422 heliocentric model 47, 48f, 52, 55, 69, 388,
Gould, S.J. 390, 559, 576, 578–580 625
Gower, B. 353, 356, 360 Hellenistic culture 23
grapheme phoneme conversion route Helmholtz, H. von see Von Helmholtz, H.
247–248 Heraclitus 16
Gratzer, W., Eurekas and Euphorias 36–37 Herbart, J.F. 196
Great Famine 58 A Textbook in Psychology 102
Green, C. 412 heredity factors 540–541
Greenfield, P.M. 599 Hering illusion 142f
Greenwald, A.G. 298 hermeneutics 421, 625
Greenwich Observatory 109 Herophilos 24
Gregorian calendar 45, 48 Herschel, F.W. 81
Griffith, C.R. 126 Herschel, J. 362
Gross, C.G. 223 Preliminary Discourse on the Study of
Grote, G. 164, 168 Natural Philosophy 361
Grote Chair (Chair of Logic and the hidden racism 581–583, 625
Philosophy of the Human Mind), hierarchy of evidence in medical science
UCL 164 497–499
grounded theory 506, 508–510t, 624 hieroglyphics 4
case study 507 hindsight bias 37
compared with discourse analysis 514–515 Hippocrates 15, 25, 90, 223, 538
compared with IPA 512 historical method 135, 625
purpose 514 history of psychology
unease with 510–511 traditional versus new history 433–434
Grudin, J. 574 vested interests 433–435
Gulerce, A. 582, 596 whether can be taught by psychologists
Gupta, K. 6 433–436
Gutenberg, J. 34 history writing
biases 36–38
Hahn, H. 365 ethnocentrism 37
Hall, G.S. 156, 181, 428, 572, 600 limits 36–40
Hall, M. 232, 233, 243 overly centred on individuals 36–37
Hall, S. 423 and reshaping the past 38
Haller, A. von 228 reviews of history 38
Hamilton, W.D. 274–275, 543, 544, 545 and simplifying the past 38–40
Index 673
Hoffman, D.D. 207 independent variables 197

Hoffman, J.L. 317 India, place coding system 10
Hofstede, G. 554–555 individualisation 89–100, 625
Hogarth, R.M. 587 growing 336
Holland, T. 58–59 increased complexity of society 89–91
Hollingworth, H.L. 325–326 individuality promoted by Christianity 90
Holmes, G. 243–244 mirrors, books and letters 90–91
Holy Roman Empire 128 and personality tests 336–337
Home, E. 238 and social management 320
Homer, The Odyssey 321 state, increased control by 90
homunculus 205, 206, 625 surnames, emergence of 90
Hooke, R. 69, 106–107 individualism vs. collectivism 555
House of Wisdom, Baghdad 28 individuation information 326
Howitt, D. 504, 522 Indo-European languages 8, 9
Hulett, J. 425 induction
Hull, C.L. 195, 198, 199, 202, 204 and Bacon 354–355
Principles of Behavior 197 falsification going against 378–380
human relations movement 338–339, 625 inductive reasoning 67–68, 356, 358,
human resource management 625 511, 625
humanistic psychology 78, 424–425, 625 demarcation 366
humanities 78, 625 limits of qualitative research 516
Hume, D. 93–96, 158, 277 and probable truths 359
Humphries, S. 303 industrial psychology 337–338, 625
Hundred Years War (1337–1453) 58 industrial revolution 72, 337, 625
Hunt, H.T. 559 information feedback 205–206, 211,
Husserl, E. 511 625–626
Hutcheson, F. 196, 367 information processing 210, 626
Huxley, T.H. 162 cognitive information-processing models
Huygens, C., Treatise on Light 359 257, 259
hypnosis 146–147, 148, 155 informed consent 582, 626
hypotheses 361–362 Informed Decision Making (IDM) 515t
null-hypothesis 374, 448, 451, 452, 462 innate knowledge 545–546
verifiable predictions and experimental instinct 536, 626
tests 212 Institute for Experimental Psychology
hypothetico-deductive method 215, 375, (Germany) 126, 127–137
375f, 504, 516, 625 research in Wundt’s laboratory 131–133
hysteria 146–147, 155 Institute of Scientific Information 472
instrumental conditioning 189, 626
ideal forms 16–17 instrumental learning 140
idealism 93–96, 391, 625 intelligence
versus realism 93, 429 defining 596
identity problem 280, 282, 625 development of 149
ideographic approach 504, 625 general 167, 577
Ifrah, G. 7, 8–9 nature–nurture debate 556
Illich, I. 600, 601–602 study by Galton 150
Limits to Medicine 601 see also intelligence tests
illusion 141, 142f intelligence tests 328–329
illusory correlation 493, 625 experimental psychology 149–150,
implicit association test 443 151–152t
implicit memory 293–294 in French welfare state 576
implicit personality theory 326–327, IQ test 328, 329, 333, 556, 626
551–552, 625 New Intelligence Test (NIT) 597–598
impression management 327 see also achievement tests; psychological
inclusive fitness 543–544, 625 testing
674 Index
interpretative phenomenological analysis journals 77, 172, 287, 447, 454, 471, 472
(IPA) 506, 511–513, 626 citation rates 472
see also phenomenological analysis; electronic 477
phenomenological consciousness individual journals
interrogation techniques 593 Frontiers 478, 479
interviews Journal of Consciousness Studies 216
semi-structured 629 Journal of Educational Psychology 600
structured 629 Journal of Experimental Medicine
structured versus unstructured 327–328 472–473
unstructured 325–327 Journal of Religious Psychology 572
introspection Neuropsychologia 245
defining 97, 626 Philosophical Studies 131
evolutionary psychology 144–145 Philosophical Transactions 476
experimental psychology 134–135 Plus One 478, 479
French psychology 144, 145 Psychological Review 181, 192, 194,
James on 138 195, 233, 473
and objective method 145 Psychological Science 463
psychoanalysis 156–157 Science 368–369
qualitative research methods 517 Social Psychological and Personality
Ioannidis, J.P. 447, 451, 558 Science (SPPS) 461
IQ test see intelligence tests low impact 475
irrational thoughts, in depression 549 mega-journals 478–479, 626
Islam, geocentric model, adopting 47 neuropsychology 245
open access 476–477, 479, 480, 627
Jackson, F. 299–300 peer reviewed 472
Jacobs, J. 168, 208 predatory 479–481, 628
Jacyna, L.S. 231, 240 prestigious 4, 69, 472
James, W. 136, 141, 143, 145, 156, 164, 185, psychology 411, 469, 472, 572
208, 312, 395, 431, 529, 572, 600, 622 see also individual journals above
Principles of Psychology 137–140, 172, ranking 472, 473t, 474
180, 183, 188, 233 scientific 159, 411, 446, 447, 449, 462, 466,
research methods 138–139 474, 476, 478, 480
see also experimental psychology; traditional 478
Titchener, Edward Bradford; Wundt, see also journal impact factors
Wilhelm Julian calendar 45
Janda, L.H. 420 Jung, C. 424, 572
Janet, P. 148, 155 Jupiter 18, 45, 46, 47
Jansz, J. 313, 320
Japan, depression in 602–603 Kadmon, G. 329–330
Jenkin, F. 113 Kadmon, M. 329–330
Jewish-Catholic religion 69, 74 Kagan, J. 72, 436, 573
Johansson, G. 141 Kagitcibasi, C. 336
John, L.K. 459 Kahneman, D. 446
Johnson, B. 339 Kalmijn, M. 595
Johnson, M. 303 Kander, A. 482
Jones, S. 114 Kant, I. 96, 99, 134, 394
Journal Citation Reports 472 Anthropology from a Pragmatic Point of
journal impact factors 471–475, 626 View 101, 274
journal rankings 472–473 and dualism 274
misinterpreting 474–475 on innate knowledge 545–546
movement to eliminate 475 Metaphysical Foundations of Natural
unwanted consequences 473–474 Science 98
see also open access journals philosophical studies 94–95, 98–99
Index 675
Kardes, F.R. 587 arbitrary nature of 597–598

Keane, M.T. 501 changing the subject of psychology 597
Keats, J. 80 society adapting to 598–599
Keil, F.C. 73 laboratory, first see experimental psychology
Keil, J. 562 Ladd, G.T. 183
Kepler, J. 57, 388, 389f, 399 Ladd-Franklin, C. 427
Kesey, K., One Flew Over the Cuckoo’s Nest Laing, R. 317
317 Lakatos, I. 381–382, 387
Kihlstrom, J.F. 257, 259f, 286 Lakens, D. 448
King, R.N. 493 Lakoff, G. 303
Kinnebrook, D. 109 Lamarck, J.-B. 187
knowledge Lamme, V.A.F. 296–297
acquisition prior to scientific revolution Langner, T.S. 332
352–353 language
and Aristotle 18–22 diminishing knowledge of Greek 29
axioms 18–19 and posterior part of brain 236–237
conditions for growth 15 production controlled by front parts of the
discovery of 70–71 brain 234–235
foundation of schools 22–23 production controlled by left frontal lobe
innate 545–546 235–236
‘know-how’ 2 see also words
logic 20 Laplace, P.-S. de 360
mathematical 15 Lashley, K. 203, 204, 209
misuse of 591–593 latent learning 200, 200f, 201–202
observation, role of 20–22 Latour, B. 392
and perception 21 Lavater, J.K. 101
practical 18, 25–26 law of effect 189, 626
productive 18 Lawrence, W. 92
psychological see psychological knowledge Le Texier, T. 344
recipe 73 League of Augsburg 83
scientific, new claims about status 75 Leahey, T.H. 79, 93, 129, 179, 185, 205
specialised, of psychologists 420 learned societies, establishment 62
theoretical 18–19, 63 learning
and writing 4–5 of aggressive behaviour 562
Koch, S. 406 associative 547
Koehler, D.J. 493 instrumental 140
Koffka, K. 141 latent 200, 200f, 201–202
Köhler, W. 141 observational 554, 627
Kompier, M.A.J. 341, 342 social 554–555
Koyré, A. 83 Lee, T.W. 526
Kreis, W. 365, 396 Leeuwenhoek, A. van 69
Kuhn, T. 384, 385, 386f, 391, 392, 393, 396, Leibniz, G.W. 273–274, 294, 356
516 Leonardo da Vinci 32, 226
crisis stage 388f letter writing 91
on history writing 38 Levecque, K. 558
layout of theory 385–390, 393 Levelt, W.J. 136
Külpe, O., Outlines of Psychology 135 Lewandowsky, S. 464
Kunst-Wilson, W.R. 291, 292 Lewin, K. 338–339
Lewis, J.E. 580
Laakso, M. 477 Lewis, M.B. 262–263
labelling and odours 547 Leyden jar 240
labels Li, W. 547
acceptance of in wider society 599–600 Liard, L. 149
676 Index
Libet, B. 294–296 reactions to ideas of 536–537

Liébeault, A. 147, 149 significance of contributions 537–538
Lieberman, M.D. 444 sociological critique 536
Liebig, J. von 69, 159, 355, 359 see also balancing of biological,
Liebscher, M. 274 psychological and social factors
lifeworld 511 McDougall, W. 162–163, 166, 169, 537, 542
Lilienfeld, S.O. 378 An Introduction to Social Psychology 535
Lindberg, D.C. 2, 4, 15, 31 McDuffie, T.E. 413
Lindenau, B.A. von see Von Lindenau, B.A. McElreath, R. 558
Lindsay, J. 592 Mach, E. 368
Link, B.G. 611, 612 McKay, R. 480, 481, 592
Linnaeus, C. 112 Mackenzie, D.B. 186, 188
Linnean Society of London 112 McReynolds, P. 315
lobotomy 317 madness 589
localisation theory magnetoencephalography (MEG) 253, 626
brain functions 233–238 Maiers, W. 521
defining 233, 626 Ma-Kellams, C. 543
high-tech localisation and cognitive maladaptive schemas, in depression 549
neuroscience 257 Malthus, T. 113
World Wars, studies in 243–245 Manguel, A. 6
Locke, J. 93, 96, 100, 158, 273 A History of Reading 5
An Essay Concerning Human Mann, N. 78
Understanding 92 Marcel, A.J. 292–293
logic 18, 20, 64, 68, 353, 395 Marecek, J. 522
Boolean 288 Marr, D. 285
see also Aristotle Mars 18, 45, 46
logical empiricism 365 Marshall, B. 540
logical positivism 380, 626 Marshall, J.C. 247
demarcation 365–366 Marsman, M. 448
failure of, new look of meaning of words Marulié, M., Psichiologia de Ratione
369–370 Animae Humanae 89
falsification alternative to 384 Marx, K. 423
see also positivism Mary thought experiment 299–300
logogen systems 247–248 masculinity vs. femininity 555
logograph 4, 626 masked priming 291–293, 626
Lombrozo, T. 421–422 Maskelyne, N. 109
Lorenz, K. 561, 562 Maslow, A. 425–426
Lott, B. 427 Psychology of Science 425
Lovett, B.J. 435 material reality, ever-changing 16
Lucretius 60 materialism
Luhrmann, T.M. 613 comparing of different experiences, issues
Luther, Martin 32–33, 58 with 280
Lyons, W. 271 and consciousness 278
Lyotard, J.-F. 392 defining 269, 626
eliminative 278
McCabe, D.P. 287 and free will 279
McClure’s Magazine 186 global workplace model 296
McCulloch, W. 202, 205 problems with 280–281
McDonald, W. mathematics
and British Psychological Society 169 calculation abilities of Ancient Greeks and
on motivations and instincts 535–536 Romans 11–13
move to the US 163–164 Mesopotamia, mathematical knowledge in 15
at Oxford 162–163, 166 see also numbers
Index 677
Matschinger, H. 612 mental representation 209–210, 626

Matthew effect 37, 626 Mercator, Gerardus 32
Mayer, T. 107 Mercury 18, 45, 46, 47
Mayo, E. 338, 343 Mesmer, F.A. 146, 185
The Social Problems of an Industrial mesmerism 146, 185
Civilization 341 Mesopotamia
mechanical arts 66 Fertile Crescent 13
mechanistic view 53–55, 59, 229, 626 mathematical knowledge in 15
Medawar, P. 351 metaphors
medicine defining 574, 626
availability of drugs 319 power of 575–576
body, advanced understanding of 119–120 in psychology, examples 574–575
case studies 156 society as a metaphor provider 574–576
hierarchy of evidence in medical science metaphysics 74, 96, 100
497–499 methodolatry/methodologism 406–408, 626
Illich on 601–602 Meynert, T. 238
medical care up to the twentieth century Michalangelo 32
121 microscopes 59, 238–239
medical education 120 Middle Ages 392
mental illness, changes in treatment 319 seen as Dark Ages 30–31
status of in eighteenth and nineteenth Miles, L.K. 303
centuries 119–121 Milgram, S. 278, 503
for ulcers 540 Mill, J.S. 75, 144, 148, 168
Meehl, P. 493 Miller, G.A. 207–208, 209, 213, 286
mega-journals 478–479, 626 Miller, J. 303
Mehl, M.R. 517 Milner, B. 293
Mellenbergh, G.J. 499 mind
Melzack, R. 548 and brain 268–269
memes 284, 626 building a mind as by-product of the
memory brain 280–281
false memories 304 independence of see dualism
implicit 293–294 mind as the brain see materialism
and metaphors 574 defining 270, 626
short-term, limits of 207–208 functioning versus what a person thinks,
Mendel, G. 39, 40, 344 believes or wants 421–422
mental chronometry 111, 182, 626 metaphor of 574
mental illness philosophical studies 91–100
antipsychiatry movement 317–318, 622 see also mind-brain problem
changes in treatment 313–321 mind-brain problem 268, 269, 626
changing negative image of 610–614 Minnesota Multiphasic Personality Inventory
client-centred therapy 315–316 (MMPI) 333
first clinical psychology centres 314–315 Minto, W. 20
mechanisms behind the negative image mirror drawing experiment 294
612–614 mirrors 90
medicines, availability 319 Mischel, W. 408
need for psychological advice and Mitchell, G. 499
treatment 315 monads 273–274
psychoanalysis 153–156 Money, T. 580–581
stigma 611–612 Monitz, E. 317
World War II Moon 18, 19, 45, 47, 55
prior to 314–315 Morgan, M. 520
impact of 315–316 Morgeson, F.P. 333
following 316–319 Morton, J. 247–248
678 Index
Morton, S.G. 578–580 mission of 245

movement, initiation of 294–296 origins 245
Müller, J.P. 235, 243 prosopagnosia, in World War II 244–245
Münsterberg, H. 164, 185 vision problems following gun-shot
Psychology: General and Applied 431 wounds to back of head 243–244
myelin sheath 241f neurotransmitters 242, 627
Myers, C.S. 160–161, 171, 173 New Intelligence Test (NIT), scales of
National Institute of Industrial 597–598
Psychology established by 161 Newell, A. 209
Myers-Scotton, C. 29 Newton, I. 36, 61, 67, 69, 77, 97, 136, 359,
mysticism 185 361, 380
on force 55, 56f
Nägeli, C. von see Von Nägeli, C. Principia Mathematica 55, 57, 69, 83, 92,
natural sciences 98, 489, 572 196, 356, 628
and humanities, psychology as a bridge Newton’s law 197
between 435–436 Nicholas of Cusa 84
see also physics Nicholls, A. 274
natural selection 113, 181, 626–627 Nietzsche, F. 274
natural system 119 Nolen-Hoeksema, S. 549
natural theology 96 nomothetic approach 504, 627
nature–nurture debate 556–558, 627 non-invasive techniques 250, 627
interactions in 557–558 normal science 390
paradox in 556–557 Nosek, B.A. 448
needs Nothnagel, H. 121
creating extension to psychology 603–605 Nuijten, M.B. 469
monopolies and need creation 600–601 null-hypothesis 374, 448, 451, 452, 462
psychologists creating 600–605 numbers
Neisser, U. 206, 209 base 9
Cognitive Psychology 208 calculation abilities in the Ancient Greeks
Nelson, L.D. 461 and Romans 11–13
Neptune 381 discovering 7–13
nervous disorders 155 giving names and symbols to 8–9
nervous system grouping the tallies 8
disentangling communication in 239–242 large 8
individual neurons instead of a continuous and limits of visual perception 8
network 239–240 names one to ten 8–9
nerve cell, discovery of 238–239 number five, special status 8
speed of signal transmission in 109–111 representing by symbols 9–12
see also neurons teens, naming 9
Neumann, J. von 202 Nuremberg medical trials 582
neurasthenia 155
Neurath, O. 365 Oberauer, K. 464
neurologists 155, 627 objectivity
neurons 627 lack of objective reality, assumption of 503
communication between 242 objective method and introspection 145
electricity within 240–241 of science 351
functioning of 241f scientific claims, in psychology
individual, as opposed to a continuous 428–429
network 239–240 observation
neuropsychology 243–249 Aristotle on 21, 68
cognitive 246–249, 623 defining ‘observable’ 367–368
defining 245, 627 demarcation 366
localisation studies, World Wars 243–245 deviating observations 21, 65
Index 679
experimental self-observation 135 operational computers 281–290

Galileo Galilei, ideas of 49 information transcending its medium
and logic 68 281–283
non-observables becoming observable operational definition 196, 367, 627
368–369 orthography 6
and reason 65 Ostarek, M. 303
role of 20–22 Ostwald, W. 368
scientific theories full of non-observable Owen, A.M. 306
variables 367 Oxford University, UK 158,
theories influencing 362–364 162–164
verifiable, no guarantee of correct attempts to establish psychology at
understanding 369 159–164
whether scientific theories always based Readership 162, 164
on 69–70
observational learning 554, 627 paganism 27
O’Donohue, W.T. 417, 593–594, 607, 608, pain
609 cognitive modulation of 548–549
odours 547, 548f gate control theory 548
olfaction 547–548 psychological factors in modulation of
Olson, J.A. 278 548–549
Ones, D.S. 333 Panopticon 588
ontology 96 paradigms 391, 627
open access journals 476–477, 479, 480, 627 paradigm shifts 387, 389, 390
mega-journals 478–479, 626 science as a succession of
predatory 479–481, 628 385–393
open access publications 476–481 parental investment theory 627
article processing charge (APC) 477, 622 Parfit, D. 283
commercial publishers 476 Pashler, H. 444, 451
double dipping 479, 623 Pasteur, L. 375
journals see open access journals Patterson, G.R. 562
open science Patterson, K. 247–248
big data 470 Pavlov, I.P. 233, 343
call for 465–470 classical conditioning research
defining 465, 627 190–192, 623
evolving publication culture 471–481 Pearson, K. 167, 323
and psychology, in twenty-first century Peckham, John 31
441–483 Peel, Sir R. 112
replication crisis see replication crisis peer review 472, 627
repositories, creating 465–466, 629 Peirce, C. 394–395, 396, 529
secondary data analysis 468–469 perception
use of scientific experiments of the facts, theory changing 372
in psychological research, interaction with reason 64–68
counterintuitive findings 443–444 and knowledge 21
whether scientific progress slowing down more than sensing stimuli 371–373
481–482 requiring interpretation 371–372
see also Center for Open Science; Open scientific studies 106
Science Collaboration reproducibility self-perception 272
project; science separation of figure and background
Open Science Collaboration reproducibility 141, 142f
project 447–448 two-point threshold experiments (Weber)
Open Science Framework 465–466 108, 148
operant conditioning 198–200 visual, limits of 8
see also behaviourism ‘personal equation,’ astronomy 109
680 Index
personality physical reality 352

implicit personality theory 326–327, physics
551–552, 625 cannonballs, trajectory of 55, 56f
melancholic type 603 first laws of 55–57, 56f, 74, 356, 523
tests see personality tests psychophysics 109, 628
traits see personality traits see also Newton, I.
personality tests 332–335, 627 physiognomy 101, 627
development of 335 physiological psychology 129
individualisation of society and popularity Piaget, J. 152, 529
of tests 336–337 Pickren, W.E. 90, 146, 199
measuring personality differences 333–334 pictogram 4, 627
Minnesota Multiphasic Personality Pietism 127, 128
Inventory (MMPI) 333 Pilgrim, D. 582
Sixteen Personality Factors pineal gland 54
Questionnaire 334 Pinel, P. 154
social desirability problem 332–333 place coding system 10, 627
validity scales 333 planets
personality traits 333, 627 and axioms 18–19
p-hacking 455, 461, 627 and falsification 380, 381
phenomenological analysis 510–514 geocentric model see geocentric model
phenomenological consciousness 291, heliocentric model see heliocentric model
299–305, 627 Kepler’s laws of planetary motion 57
Chinese room 299, 622 see also Earth; Fixed Stars; Sun
embodied cognition and qualia 302–303 Plato 5, 16–17, 18, 20, 24, 223, 352,
Mary thought experiment 299–300 538, 574
qualia 300, 628 Academy founded by 23
self-monitoring 304–305 and dualism 270
philosophy and history writing 39
defining 16, 627 printing of works 34–35
of man 53–54, 55 and rationalism 91
origins 16 The Republic 16
of science see philosophy of science and scientific revolution 64, 68, 71
start of 16 Pluess, M. 564
studies of the mind 91–100 Poggendorf illusion 142f
see also Ancient Greeks polygyny 543
philosophy of science polytheism 74
defining 196, 365, 627 Popper, K. 365, 381, 392, 396, 516
independent and dependent variables 197 falsification preferred to logical positivism
linguistic turn in 513 384
operational definitions requirement falsification preferred to verification
196–197 373–380
overlooking pragmatism in 394–395 hypothetico-deductive method 375, 375f,
positivism 195–196 625
verification, need for 197–198 implications of proposals for science’s
see also logical positivism; philosophy; status 377–380
positivism The Logic of Scientific Discovery 371
phlogiston 275, 627 Porter, R. 119, 128
Phoenician alphabet 4 positivism 195–196, 628
Pholoponus, J. 84 naive idolatry of science 369–370
phonemes 4 and quantitative research 522–524
phonogram 4, 627 and scientific method 408
phrenology 183, 184f, 185, 627 and scientific revolution 74–75
social faculties 258 see also logical positivism
Index 681
positron emission tomography (PET) Protestant Reformation 32, 58, 61–62,

254, 628 76, 628
postcolonial psychology 427, 628 proto-writing 4
postmodernism 96, 392, 396, 429, 628 pseudohistory of science 344, 628
linguistic turn in 513 pseudoscience 410, 591–593, 628
revisions 592–593 psychical research 185
post-traumatic stress disorder (PTSD) psychoactive drugs 319, 539–540, 628
605–606 psychoanalysis 153–157, 170, 172, 628
see also shell-shock asylums 159, 622
pottery barn rule 463, 628 changes in the treatment of mental
power distance 555 disorders 153–156
power games, psychologists 588–594 and Freud 423
corporate interests 590 and informal support 153–154
discipline 588–589 introspection 156–157
madness 589 medical case studies 156
meagre effect of psychologists so far and neurologists 155
593–594 from prisoner to patient role 154
misuse of psychological knowledge by see also Freud, Sigmund
pseudoscientists 591–593 psychological knowledge, misuse of
psychology departments and business 591–593
schools 594 psychological perspective 546–552
practical knowledge 18, 25–26 aggression 562–563
pragmatism 101, 628 cognitive modulation of pain 548–549
overlooking in the philosophy of science depression, cognitive processes in
394–395 549–550, 551f
renewed interest in 395 olfaction 547–548
science and psychology 528–529 social cognition 259f, 551–552
precognition, scientific proof for 445–446 Psychological Review 181, 192, 194,
predatory journals 479–481, 628 195, 233
preliterate civilisation 2, 628 Psychological Society of Great Britain 169
preliterate culture 3–4 psychological testing 321–327
pre-science 385, 386f aptitude and competence, measuring 322
primitives 2–3 authenticity, to expose dishonesty 321
Principia Mathematica (Newton) 55, 57, 69, clinical impressions and unstructured
83, 92, 356, 628 interviews, shortcomings
Principles of Psychology (James) 137–140, 325–327
172, 180, 183, 188, 233 defining ‘test’ 322
printing 34–35, 59, 90–91 diagnostic, for disease 322
Prinz, K. 449 differences between raters 325–326
probability, defining 359–360 first impressions and implicit personality
probabilistic reasoning 359–362 theory 326–327, 625
Procháska, J. 229, 242 need for 321–322
productive knowledge 18 personality tests 332–335, 627
progressive research programme 387, 628 psychologists and tests 322
propensities 536 reliable and valid assessment, need for
propositions 20 322–324
prosocial behaviour 562 standardised tests 328, 629
prosopagnosia structured versus unstructured interviews
and Capgras delusion 263, 264f 327–328
in World War II 244–245 see also achievement tests
prostate cancer screening (PCS) 514 psychological treatment 155, 628
Protestant Churches 76–78 psychologisation of society 313, 595–596,
and Germany 127 610, 628
682 Index
psychologists educational 599–600

benefits of scientific method for 409–411 empirical 97
creating needs 600–605 establishing as an independent academic
depiction in books and films 415 discipline 126–175
as eccentric and romantic therapist 415 evolutionary psychology, impact
friendships 599–600 139–140
history of psychology, whether can be experimental psychology 127–137
taught by 433–436 five schools of psychology 172–174
lack of belief in specialised knowledge 420 intelligence tests 149–150, 151–152t
moral responsibility 430 introspection 144–145
not politically neutral 606–608 need for methodological rigour
as oracle 415 (Charcot) 145–148
and power games 588–594 psychoanalysis 153–157
promotion of the scientific approach over psychology laboratories 129–133,
humanities by 608–609 165–166t
and psychologisation of society 610 in the United Kingdom 158–172
psychology practitioners feminist 427, 624
forgetting scientific education 417 folk (psychology of the peoples) 135, 278,
professional psychologists 624
outnumbering researchers 416–417 Gestalt 141, 142f, 143, 172, 214, 624
versus psychology researchers 416–419 history, whether can be taught by
psychology researchers psychologists 433–436
professional psychologists humanistic 424–425, 625
outnumbering 416–417 industrial 337–338, 625
versus psychology practitioners 416–419 metaphors in, examples 574–575
suspicion of quantitative researchers needs creating extension to 603–605
about input 490–491 neuropsychology 627
trying to distinguish themselves 418–419 and open science, in twenty-first century
public perceptions 610 441–483
and religion 573, 609 origins of popular myths 378
replacing pastors 573 origins of term 89
scientific method, not all convinced of physiological 129
added value 421–422 postcolonial 427, 628
as social agent 415 rational 97, 100
as software engineers 206 reflexive relationship with its subject
spreading Western views of wellness and matter 597
healing around the world 605–606 as a science see psychology as a science
stereotypes 415, 416 debate
and tests 322 scientific see scientific psychology,
values promoted by 605–609 precursors to; scientific standing of
as wounded healer 415 psychology
see also psychology and society see psychology and society
psychology S-R-psychology 197, 198, 200, 202, 204,
advising parents 600 233
applied 312–348, 622 stereotypes 415
as bridge between natural sciences and the in the United Kingdom see United
humanities 435–436 Kingdom, psychology in
clinical 314–315, 430, 623 in the United States see United States
comparative 190, 623 see also evolutionary psychology;
confined to white Western males 427 experimental psychology;
critical 429–430, 513, 623 psychologists
curriculum 405 psychology and society 571–621
early American (functionalism) 139, changes in society affecting psychology
181–182, 215–216, 624 practice 573
Index 683
friendships among psychologists 599–600 research methods governing research

impact of society on clinical practice 574 questions 426–427
impact of society on psychological science as a social construction 429–430
research 573 scientific claims of objectivity 428–429
influence of psychology on society scientific method
595–610 defining science 405–411
influence of society on psychology every topic studied with a science
572–587 405–406
alliance formation with the expanding methodolatry 406–408
sciences 572 not all psychologists convinced of added
initial strong links between psychological value of 421–422
thinking and religion 572 and positivism 408
pastors replaced by psychologists 573 psychologists, uses for 409–411
labels see labels use of 404–405
psychologisation of society 595–596, 628 well-defined, use of 409–410
psychologists and power games 588–594 universal validity claims exaggerated
society as a metaphor provider 574–576 428–429
socio-political biases in psychological why claimed to be a science 404–412
theories 576–583 benefits of scientific method for
American context 576–578 psychologists 409–411
current social influences 581–583 legitimation on two pillars 404–408
gender equality 582–583 respected tradition 404
gender identity, trainability 580–581 scientific method defining science
hidden racism and sexism 581–583 405–411
intelligence tests, France 576 use of scientific method 404–405
strong socio-political opinions (Gould why not seen as a science 412–422
vs. Morton) 578–580 depiction of psychologists in books and
socio-political influences on psychological films 415
practice 583–587 depictions of scientists in books and
bringing psychology back into line films 414
586–587 hermeneutic alternative 421
increased interest in ethical issues human mind, functioning versus what
583–585 a person thinks, believes for wants
litigation and importance of 421–422
documented evidence 585–586 lack of belief in specialised knowledge
values promoted by psychologists 605–609 of psychologists 420
psychology as a science debate lack of overlap between stereotypical
critique of scientific psychology images of scientists and psychologists
Dilthey, approach of 422–423 416
psychoanalysis 423–424 little overlap between stereotypical
history of psychology views 413–416
traditional versus new history 433–434 professional psychologists
vested interests 433–435 outnumbering psychology researchers
whether can be taught by psychologists 416–417
433–436 psychological findings perceived as easy
neglect of individual differences 426 to understand 419–420
other possible points of view 436–437 psychology practitioners forgetting
psychology as bridge between natural scientific education 416–417
sciences and the humanities 435–436 psychology researchers versus
psychology confined to white Western psychology practitioners 416–419
males 427 stereotypes about psychology and
psychology curriculum 405 psychologists 415
related schools 423–424 stereotypes about science and scientists
relationships to other sciences 411–412 413
684 Index
psychology researchers phenomenological analysis 510–513

professional psychologists outnumbering relation with quantitative 519–527
416–417 complementary 522–526
versus psychology practitioners 416–419 incompatible 519–522
suspicion of quantitative researchers about researcher involvement and high-status
input 490–491 situations 517–518
trying to distinguish themselves 418–419 strengths 515–516
psychometria 97 verification issue 516
psychophysics 109, 197, 628 quantitative imperative 500, 628
psychosis 261, 539, 541, 613 quantitative research methods 490–502, 628
Ptolemy 24, 45, 47, 388 alleged lack of interest in person behind
Almagest 46 the participant 499–500
publications analogy with hierarchy of evidence in
evolving publication culture 471–481 medical science 497–499
increase in 471 assumptions underlying 490–491, 499
journal impact factors 471–475, 626 avoiding confounds/sources of noise 490
journal rankings 472–473 cause-effect relations 496
open access 476–481 confounding variables, controlling for
publish or perish 471, 628 496–497, 623
science citation index 472 correlations 492–494, 495
purposive behaviourism 199–202, 628 descriptive research 491–492
puzzle box experiment (Thorndike) 188–190 and existence of a discoverable outside
reality 490
Quadrivium 120 experimental research 495–497
Quaker abolitionists 169 factor analysis 494–495
qualia 300, 628 and falsification 491, 500–501
and embodied cognition 302–303 large samples/data points per participant
qualifying test 322, 628 492
qualitative research methods 502–518, 628 limitations 499–502
assumptions underlying 503–506 addressed by qualitative research 526
control of situations, assumptions about measurability, assumptions regarding 499
503 more than positivist search for physical
data collection 505–506 laws 522–524
directly focused on understanding need for quantitative psychology 521
situation/problem solving 515–516 observation of numerical data 491–492
discourse analysis 513–515, 623 relation with qualitative 519–527
evidence-based, assumption regarding 505 complementary 522–526
generation of new ideas/elaboration of incompatible 519–522
theories 516 relational research 492–495
grounded theory 506, 507, 508–510t, 624 research driven by what can be measured
ideographic versus nomothetic 504 numerically or tested experimentally
immersion and understanding 503–504 500
inductive reasoning concerns 516 strengths 499
introspection, based on 517 suspicion about researchers’ input 490–491
lack of objective reality, assumption of 503 and universal causal relationships 490
less well suited to decide between theories questionable research practices 455, 460, 628
516–517 Quetelet, A. 118
limitations 516–518
addressed by quantitative research racism 597
525–526 radical behaviourism 198–199, 214–215, 628
more than a chat 524–525 Ramón y Cajal, S. 240, 243
need for qualitative psychology 519–520 randomised controlled trials 498
participants’ needs, understanding 516 Raphael 32
Index 685
rational monads 274 pastors replaced by psychologists 573

rational psychology 97 and psychologists 573, 609
rationalism 91–92, 629 and science 81
rational psychology 100 see also Islam; soul
rationality 351 Renaissance period 32, 58, 629
Rayner, R. 195, 198, 343 Aristotelian universe 19f
reading based on classical Greek and Roman
ability to read 5–6 civilisations 32
continuous script 6 brain research 226, 227f
orthography, influence of 6 replicability 447, 629
prevalence of 5–6 replication crisis 444–465, 629
spaces between words 5–6 conceptual replications, danger of 454,
without critical thinking 6 623
realism 351, 391, 392, 490, 629 early twentieth-century research,
versus idealism 93, 429 questionable practices 459–460
reason effects replicated 448–449
and observation 65 failed replications of Bargh and Bem
perception, interaction with 64–68 450–451
reasoning failure to replicate 448
deductive 67–68, 358, 623 fraud 446
inductive 67–68, 354–355, 358, 625 impact of questionable research practices
probabilistic 359–362 460, 628
recipe knowledge 73 large-scale replication attempts 447–454
reciprocal altruism 544 misunderstanding of statistics (P 6.05 is
Redding, R. 606, 607, 608 not proof) 451–453
Reed, E.S. 572 misuse of statistics 455–460
reflex arc 231, 232f, 233, 629 Open Science Collaboration
reflexes reproducibility project 447–448
classical conditioning research 190 open science, demand for 465–470
growing focus on 231–233 precognition, scientific proof for 445–446
increased interest in 228–229 reproducibility in other sciences 449–450
Reformed Churches 33 underestimated value of replications
registered report 462, 629 453–454
Rehman, S.U. 327 voodoo correlations 444–445
Reid, K. 512 see also open science
Reid, T. 96, 394 repositories 465–466, 629
reinforcement theory 200–201 research
Reisch, G. 226, 227f brain see brain research
relational research early twentieth-century, questionable
correlations 492–494 practices 459–460
factor analysis 494–495 impact of society on psychological
relativity theory 57, 376 research 573
reliability 323, 629 individual differences (Galton)
religion 166–167
Christianity see Catholicism/Catholic laboratory 131–133
Church; Christianity; Protestant qualitative see qualitative research
Reformation methods
and dualism 270 quantitative see quantitative research
historical role 27 methods
initial strong links with psychological questionable practices 459–460, 628
thinking 572 relational 492–495
Jewish-Catholic 69, 74 as a social construction 558–560
natural theology 96 see also psychology researchers
686 Index
Ribot, T. 144–145, 148–150, 158 Schreber, Paul 262

English Contemporary Psychology 144 Schulze, B. 613
German Contemporary Psychology 144 Schurger, A. 295
Richards, G. 89, 173, 181, 430 Schütz, A. 73
Richards, R.J. 71 Schwarz, M. 462
Ritchie, S. 350–351, 451 science
Rivers, W.H.R. 160, 164–165, 166, 169, 171 and applied psychology 318–319
Robertson, D.A. 288, 289 and Arab Empire 28
Robertson, G.C. 164, 168 of behaviour, making 187–202
Robinson, E. 451 comparison with pseudoscience 410, 628
Robinson, O.C. 505 constantly questioning of explanations
Rogers, A. 582 373
Rogers, C. 316, 320, 336, 339, 424–425 defining 350–401
Counseling and Psychotherapy 315 Descartes, influence of 54
Roman Catholicism see Catholicism/ disappearance of mystery forces in
Catholic Church 275–276
Roman Empire 24–31 evolutionary model of scientific change
assimilation of Greek culture 24–25 528
calculation abilities 11–13 factors causing growth of 61–62
Western, remains of 28–29 impact on daily life 72–73
Romanes, G. 187, 188 lightness of 391–392
Romantic movement 79–81, 629 medical, hierarchy of evidence in 497–499
Rosenblueth, A. 523 naive idolatry of 369–370
Rosenhan, D. 317, 343–344 natural see natural sciences
Rosenthal, R. 454 and non-science 373
Rousseau, J.-J. 80 normal stages 386–387
Rubin, E. 141, 142f objectivity 351
rumination 549 philosophy of see philosophy of science
Russell, B. 205 pragmatic factors 528–529
Rutherford, A. 90, 146, 199 predicting scientific progress, unlikelihood
Rutter, M. 534 of 527–528
Rynes, S.L. 417 pre-science 385, 386f
promotion of the scientific approach over
Saenger, P. 6 humanities by psychologists 608–609
Saggerson, A.L. 554 psychology a science debate 403–440
Saint Augustine see Augustine, Saint Aurelius rationality 351
Saint-Simon, H. de 73 realism 351, 629
Salpêtrière, France 148 and religion 81
Samuelson, P. 527 responding to findings 397–399
Sanders, K. 417 rough treatment of psychology 527–529
Sarton, G. 83 scientific method (not subject matter)
Saturn 18, 45, 46, 47 defining 405–411
scalp analysis 183 acceptable progress so far 411
scepticism 352, 629 benefits of scientific method for
Schacter, D.L. 294 psychologists 409–411
Schäfer, T. 462 clarity 410
Schenk von Grafenberg, J. 228 every topic studied with scientific
schizophrenia 261, 539, 541, 613 method a science 405–406
Schlick, M. 365 methodolatry 406–408
scholastic method 6, 629 and positivism 408
schools of psychology (five) 172–174 prediction 410
Schopenhauer, A. 274 well-defined methods, use of 409–410
Schraw, G. 507, 516 scientific principles 351
Index 687
scientific psychology, eighteenth- and rationalism 91–92, 629

nineteenth-century precursors 88–124 scientific studies of ‘psychological’
scientific theories full of non-observable functions 106–111
variables 367 Scottish common sense 96
as a social construction 429–430 statistics 117–119
and specialisation 73 textbooks 101–105
status of see also evolutionary psychology
extreme views 397–398 scientific revolution 44–86, 353–358
implications of Popper’s proposals for Age of Enlightenment 74, 622
377–380 causes of in seventeenth-century Europe
middle ground, search for 398–399 58–63
see also scientific standing of psychology concept of ‘revolution’ 83
stereotypes 413 contributing factors
as a succession of paradigms 385–393 absence of pressure from religion/
trial and error 377 authority 58–59
truth 351 demographic changes 58
universal 96 new inventions 59
see also open science; pseudoscience; universities and patronage 59–60
science wars; scientific knowledge; Copernicus 47, 48f, 52
scientific revolution counterforces 76–79
science citation index 472 and crisis 387–388
science wars 392, 591, 629 defining 44, 629
scientific knowledge determining how revolutionary 82–84
and Catholicism/Catholic Church 29, 76 examples of scientific revolutions 388–389
idealisation of 364 experimental history 68–69
new claims about status 75 factors causing growth of science 61–62
revisable 410 first laws of physics 55–57, 56f
systematicity and cumulativeness 409 geocentric universe model, sixteenth
see also scientific method century 45–47, 388, 624
scientific management 338 Greek and Arab civilisations,
scientific method contributions of 60–61
defining science 405–411 heliocentric model 47, 48f, 52, 55, 69, 388, 625
every topic studied with a science 405–406 and human perception 106
methodolatry 406–408 impact of science on daily life 72–73
not all psychologists convinced of added industrial revolution 72
value of 421–422 knowledge acquisition prior to 352–353
and positivism 408 lack of major disasters facilitating 61
psychologists, uses for 409–411 learned societies, establishment 62
use of 404–405 mechanistic view 53–55, 59, 229, 626
well-defined, use of 409–410 natural philosophy detached from big
scientific psychology, precursors to philosophical questions 61
eighteenth- and nineteenth-century 88–124 new method of natural philosopher 63–72
empiricism 92, 93, 100, 624 axioms 66
epistemology 91, 100, 624 confirmation bias, correcting for 65
evolutionary theory 112–113 deviating observations 65
idealism 93–96, 625 discovery of knowledge 70–71
medicine, status of in eighteenth and fruit-bearing experiments 66
nineteenth centuries 119–121 interaction between perception and
mental chronometry 111, 626 reason 64–68
nervous system see nervous system light-bringing experiments 66
perception see perception printing 59
psychophysics 109, 628 and Protestant Reformation 61–62, 628
rational and empirical psychology 96–100 two cultures 81
688 Index
scientific standing of psychology 177–218 Silberzahn, R. 469

behaviour, making a science out of similarity-attraction hypothesis 552
187–202 Simmons, J.P. 442, 461
cognitions, adding to behaviour 202–213 Simon, H. 209
emergence of cognitive psychology Simon, T. 148–150, 152, 328, 576, 577, 597
207–208 Binet–Simon test 150, 151–152t, 323
expansion and perception of in the USA Simonsohn, U. 461
at beginning of twentieth century Sina, Ibn 92
180–187 Sixteen Personality Factors Questionnaire 334
functionalism 181–182, 624 Sizi, F. 71
informing the public 186 Skinner, B.F. 195, 198–199, 202, 215, 233,
mental representation 209–210, 626 529, 608
mesmerism 185 Skolnick-Weisberg, D. 286–287
philosophy of science 195–198, 627 skulls, measuring 382–383, 579
phrenology 183, 184f, 185, 627 Smaldino, P.E. 558
psychologists as software engineers 206 Smith, E. 221
spiritualism 185, 629 Smith, J.A. 523
trying to win over the public 183–186 Snow, C.P. 81, 83, 435
universities 182–183 social cognition 259f, 551–552
see also behaviourism; computers social construction 392, 629
scientists social Darwinism 629
depictions of in books and films 414 social desirability problem 332–333
disliking giving up on theories 383–384 social functioning faculties 258f
and falsification theory 372–373 social management 320, 629
stereotypes 413, 416 society
Scopus CiteScore 473–474 acceptance of labels in 599–600
Scotland impact on psychological research 573
psychology in 167–168 increased complexity 89–91
Scottish common sense 96, 100 influence of psychology on 565–610
universities 159 influence on clinical practice 574
Searle, J. 299, 300 influence on psychological research 573
Sechenov, I.M. 190 influence on psychology 572–587
Reflexes of the Brain 233 as a metaphor provider 574–576
secondary data analysis 468–469, 629 psychologisation of 313, 595–596, 610, 628
self 268, 629 see also psychology and society
self-monitoring 304–305 socio-cultural perspective 552–560
Selye, H. 540 aggression 563–565
semantic errors 248 birth of sociology 553
semi-structured interview 505, 629 competition and rewards 558
sentient monads 273 cultural differences, social learning
sentiment 536 554–555
Shah, P. 587 evolutionary theory, impact 553–554
Shakespeare, W. 91 first studies of social influences 553–554
Shallice, T. 246 nature–nurture debate 556–558, 627
Shannon, C. 205 observational learning 554, 627
Shapin, S. 360 research, as a social construction 558–560
‘shell shock’ 161 sociology
Shelley, M., Frankenstein 80–81 birth of 553
shell-shock 315, 332, 629 impact of evolutionary theory on
Sherrington, C.S. 232, 243 sociological thinking 553–554
Shorter, E. 121, 574 socio-political biases in psychological
Sie, M. 517 theories 576–583
Siedentop, L. 90 American context 576–578
Index 689
current social influences 581–583 design of studies, facilitating 118–119

gender equality 582–583 detection of underlying patterns
gender identity, trainability 580–581 117–119
hidden racism and sexism 581–583, 625 and factor analysis 494
intelligence tests, France 576 mistakenly reported as significant 469
strong socio-political opinions (Gould vs. misunderstanding (P 6.05 is not proof)
Morton) 578–580 451–453
Socrates 5, 16, 608 misuse of
Socratic disputations 60 adding variables to the design 459
Sokal, A. 591–592 covariates, adding 459
Sokal, M.M. 161, 181–182 dropping data of bad participants 455
Somerville, Mary, On the Connexion of the extra participants, running 456–457
Physical Sciences 38 testing several dependent variables and
somnambulism 185 reporting significant one 457–458
Soto, C.J. 463 and quantitative research 492, 495
soul see also quantitative research methods
animal 22 Steegen, S. 469
Aristotle on 22, 32, 96, 223 stereotypes 326
cosmos-soul 16 psychologists 415, 416
Descartes on 54 psychology 415
and dualism 270 science 413
empirical doctrine of (Kant) 98 scientists 413, 416
and ideal forms 16 Stevens, S.S. 196
pre-scientific revolution 352 Stevenson, C. 521
psyche 22 stigma and mental illness 611–612, 629
rational 22 stochastic processes 523
three parts of 17 Stoicism 23
vegetative 22 Stout, G.F. 167, 168, 170, 271
Spangenberg, E.R. 547 Analytic Psychology 169
Spearman, C. 167, 323 Manual of Psychology 169
specialisation 73 Stratton, P. 516
Spencer, H. 113, 144, 158, 168, 187, 553 Strauss, A.L. 511
Sperling, G. 212 Discovery of Grounded Theory 506
spiritualism 169, 185, 629 Stroop, J.R./Stroop effect 214
Spurzheim, J.C. 183, 184f, 185, 234, 243, 257, Strube, M.J. 457
258 structuralism 140–141, 142f, 172, 215–216,
Srivastava, S. 463 629
S-R-psychology 197, 198, 200, 202, 204, 233 structured interview 327–328, 629
St. Augustine see Augustine, Saint Aurelius Sturm, T. 99
Standard Attainment Tests (SATs) 329 Sullivan, C. 503
standardised achievement tests 330–331t Sully, J. 164–166, 168
standardised psychological tests 328, 629 Teacher’s Handbook of Psychology 164
Stanford Prison Experiment 344 Sumer
Stanford–Binet test 152, 329, 576, 577 number system 9
Stanovich, K. 71, 284 written language, origins 4
The Robot’s Rebellion 284 Sun
Stapel, D. 446 and axioms 18
Star, B.G. 612 as centre of the universe 47
Starks, H. 514, 515 Earth orbiting 55, 56f, 155
state, increased control by 90 solar eclipse 376
statistics supreme monads 274
Bayesian 462, 464, 622 surnames, emergence of 90
cognitive psychology 215 surveillance techniques 588
690 Index
survival of the fittest 113, 547, 630 Psychology: General and Applied
syllogism 20, 630 (Münsterberg) 431
symbol grounding problem 288–289, 630 Psychology of Science (Maslow) 425
synapse 242 The Senses and the Intellect (Bain)
synthesis 173 104–105
Szasz, T., The Myth of Mental Illness 317 Teacher’s Handbook of Psychology
(Sully) 164
Tait, W. 77 A Textbook in Psychology (Herbart) 102
Taleb, N.N. 62 Treatise on Madness (Battie) 154
Talisse, R.B., The Pragmatism Reader 395 The Origin of Species 630
tallies, numbers 8 theoretical knowledge 63, 64
Tavistock Clinic, London 315 Aristotle 18–19
Taylor, F.W. 338 thesis 173
Teigen, K.H. 523 Thorndike, E.L. 140, 191, 554, 572
telecopying 285 An Introduction to the Theory of Mental
telescope 49, 59, 109 and Social Measurements 323
Tempier, Etienne 32 Principles of Teaching based on
tenacity, method of 394 Psychology 600
Terman, L. 329, 576, 577, 578, 580, 581, 582 puzzle box experiment 188–190
Tetens, J.N. 99 thought experiments 283, 630
textbooks 101–105 of Galileo Galilei 353–354
Analytic Psychology (Stout) 169 Mary thought experiment 299–300
Anthropologie in Pragmatischer Hinsicht zombie thought experiment 300–301, 630
(Kant) 101 Titchener, E.B. 140–141, 143, 162, 172, 193,
Cognitive Psychology (Neisser) 208 277
Contemporary Schools of Psychology tit-for-tat strategy 544, 630
(Woodworth) 173 Tolman, E.C. 195, 199–202, 205, 215
Discipline and Punish (Foucault) 588 top-down processes 211, 630
Elements of Mental Philosophy (Upham) transcranial magnetic stimulation (TMS)
102–103 256–257, 630
Emotions and the Will (Bain) 105 Transparency and Openness Promotion
English Contemporary Psychology (Ribot) (TOP) 466–467t, 630
144 trial and error 377
On the Fundamental Antithesis of Trinidad, S.B. 514, 515
Philosophy (Whewell) 362 Trivers, R. 542–543, 545
German Contemporary Psychology Trivium 120
(Ribot) 144 truth 351, 359, 395
A History of Experimental Psychology correspondence theory of 623
(Boring) 173 Tufail, Ibn 92
An Introduction to Social Psychology Tulving, E. 529
(McDonald) 535 Turing, A. 203, 205, 282
An Introduction to the Theory of Turing machine 203, 281, 282, 290, 630
Mental and Social Measurements Turing test 206, 211, 299, 630
(Thorndike) 323 twin experiments 540
Limits to Medicine (Illich) 601 Tylor, E.B. 2–3
Madness and Civilisation
(Foucault) 589 ulcers, medication for 540
Manual of Psychology (Stout) 169 uncertainty avoidance 555
Outlines of Psychology (Külpe) 135 unconscious control processes, existence of
Principia Mathematica (Newton) 55, 57, 273–275
69, 83, 92, 196, 356, 628 unconscious plagiarism 431, 630
Principles of Psychology (James) 137–140, unconscious processing 297–299
172, 183, 188, 233 unconscious social priming 464
Index 691
United Kingdom, psychology in 158–172 Upham, T., Elements of Mental Philosophy

attempts to establish at Oxford and 102–104
Cambridge 159–164 Uranus 380
and behaviourism 213–214 uroscopy 322
British Psychological Society 164, 169–171 Uttal, W.R. 257
first laboratory of psychology (Sully) 164
Foundation of University College London Valdes, B.D. de 106
164 validity 323–324, 630
Grote Chair 164 face validity 332, 624
individual differences research (Galton) universal validity claims exaggerated
166–167 428–429
London departments 164–167 Van Biervliet, J.-J. 131–133, 150, 323
psychological societies 169–172 Van Drunen, P. 313, 320
Psychological Society of Great Britain 169 Van Goozen, S.H.M. 561
Scotland 167–168 Van Hoorn, J. 562
and sociology 553 Van Strien, P.J. 524
textbooks 104 Van Vugt, M. 544
universities 158–159 Vandenbroucke, J.P. 516
United States vantage sensitivity 564
behaviourism 213 Vazire, S. 390, 461, 517
expansion and perception of psychology vegetative state 305–306
at beginning of twentieth century Vengut Climent, E. 613
180–187 Venn, J. 160, 161, 168
functionalism 139, 172, 181–182, 215–216, ventricles (brain) 224, 227f, 228, 630
624 Venus 18, 45, 46
introductory psychology courses in verification
American curricula 137–138 criterion, problems with 367–369
perception of psychology at the beginning defining 197, 630
of the twentieth century 180–187 falsification preferred to 374
sociology 553 limits of qualitative research 516
socio-political biases in psychological logically impossible 367
theories 576–578 need for 197–198
War on Terror 593 verifiable predictions and experimental
and World War II 315 tests 212
written language, origins 4 see also falsificationism
see also American Psychological verificationism 366, 630
Association (APA); behaviourism Vesalius, A. 32, 119, 226, 227f, 242
universal science 96 Vienna Circle 365–366, 370, 371
universe, centre of Manifesto of 1929 366
Earth as 45–46 Vincent-Lamarre, P. 289
Sun as 47 vital force 275–276, 630
universities Vlamingh, W. de 367
corporate interests 590 Volta, A. 240–241
foundation of in Europe 31–32 Von Brücke, E.W. 155
and patronage 59–60 Von Helmholtz, H. 110, 129, 241
reform in Germany 127–128 Von Liebig, J. 69, 159, 355
United Kingdom 158–159 Von Lindenau, B.A. 109
see also Oxford University, UK Von Nägeli, C. 39
University College London (UCL) 164, 165, voodoo correlations 444–445
166 Vul, E. 287, 444–445, 457–458
unstructured interview
shortcomings 325–327 Wagenmakers, E.J. 451
versus structured 327–328 Wall, P.D. 548
692 Index
Wallace, A.R. 113 Willis, R. 120

Walsh, E. 611 Willis, T. 228, 242
Walter, H. 272 Wilson, E.O. 545
Ward, J. 161, 168, 169, 170, 171, 599 Sociobiology 541
An Interpretation of Fechner’s Law 160 Winkelman, P. 444
The Relation of Physiology to Psychology Wissler, C. 167
160 Witelo, E. 31
Ward, N. 501 Witmer, L. 314, 315
Ward, S.C. 416–417, 428, 596 Wittgenstein, L. 365
Modernizing the Mind 313, 404 Philosophical Investigations 370
Warren, R. 540 Tractatus Logico-Philosophicus 366,
Warrington, E.K. 294 369–370
Washburn, M.F. 427 Wöhler, F. 276
Wason, P. 379, 380, 383–384 Wojcik, S.P. 470
Watson, J.B. 172, 186, 191–194, 195, 233, Wolfe, H.K. 182
377, 425, 537 Wolff, C. 96–98, 102, 128, 130, 134
Little Albert study 198, 343 Woodworth, R.S. 174, 180, 332, 335, 536, 537
see also behaviourism Contemporary Schools of Psychology 173
Watters, E. 582, 602, 605, 606, 609 Woodworth Personal Data Sheet 332
Watts, H. 162 Wooldridge, A. 315
Web of Science 472, 474 Worcestor, E. 428
Weber, E.H. 107–108, 109, 148, 150 words
Weber, M. 33–34, 62 new look at meaning of 369–370
Wechsler, D. 328 spaces between 5–6
Wechsler Adult Intelligence Scale 329 see also language
Wegner, D.M. 295 work and organisations, psychology of
Weisbord, M.R. 340 337–341
Weiskrantz, L. 294 Hawthorne studies and human relations
Weldon, R. 167 movement 338–339
welfare state 320, 576, 630 World War II
Wernicke, K. 236, 237, 243 localisation studies 243–245
Wernicke’s aphasia 235, 237 mental illness treatment 314–319
Wernicke’s area 236f, 302 prosopagnosia 244–245
Wertheimer, M. 141 Wouters, A. 517
Whewell, W. 63, 68, 362–365, 371, 396 Wright, E. 118
On the Fundamental Antithesis of writing
Philosophy 362 and accumulation of knowledge 4–5
Novum Organum Renovatum 362 external memory, written documents
Whitaker, H.A. 238 forming 4–5
White, A.D. first systems 4
A History of Warfare of Science with invention of 3–7
Theology in Christendom letter writing 91
77–78 limits of history writing 36–40
The Warfare of Science 77–78 preliterate culture 3–4
White, M. 50 proto-writing 4
White, S.H. 431 Wundt, W. 127, 137, 156, 167, 172, 180, 182,
Whitehead, A. 205 193, 208, 212, 405, 428, 431
Whiton Calkins, M. 427 career 129–130
Whittle, P. 161, 162 and first experimental psychology
Wiener, N. 205, 209, 523 laboratory 129–133
Wilde, H. 162 legacy 136
Williams, K.D. 444 methods used by 133–135
Willig, C. 504 research in laboratory 131–133
Index 693
seen as founder of anthropology 135 Zajonc, R.B. 291, 292

see also experimental psychology zeitgeist 37, 112, 630
Würzburg school 140, 141, 630 Zolner illusion 142f
zombie thought experiment
Yerkes, R.M. 577 300–301, 630
Young, M. 73 Zwaan, R.A. 462
189 × 246 SPINE: 35.9 FLAPS: 0
Engage with key historical and conceptual issues in psychology
HISTORICAL AND CONCEPTUAL ISSUES IN PSYCHOLOGY

Historical and Conceptual Issues in Psychology is essential reading for undergraduate
psychology students and those interested in how the discipline has developed from its
ancient origins to its current standing today.
This unique and engaging introduction will help you understand the philosophical
context from which psychology has emerged as a discipline. Excerpts from original texts,
profiles of key figures and fascinating examples drawn from around the world will take
HISTORICAL AND
3RD EDITION
you from ancient Greece to modern day debates, stopping off at important developments
in psychology, philosophy and science along the way.
Key features:
CONCEPTUAL ISSUES
Broad and balanced coverage of key issues, exploring both historical
and contemporary themes. IN PSYCHOLOGY
Discussion questions at the beginning of each chapter, encouraging
you to reflect and think critically about the issues raised.
Myth-busting boxes throughout, highlighting and exploring common
misconceptions in psychology.
NEW! A chapter on the replication crisis that hit psychology and other
sciences in the 2010s, including information on open science practices
becoming more important in scientific research.
NEW! Every chapter has been updated to reflect the newest findings
and insights, with particular attention given to those findings that
have not stood up to replication tests.
MARC BRYSBAERT is Professor of Psychology at Ghent University. Previously he taught at

Royal Holloway, University of London, where the first edition of this book was written.
KATHY RASTLE is Professor of Cognitive Psychology at Royal Holloway, University of London.

3RD
‘ Well-written, clear and thorough, with annotations, questions, diagrams, summaries, EDITION
and high-level conceptual discussion to make it accessible to students. It is well-organised
KATHY RASTLE
MARC BRYSBAERT
for teaching and addresses important topics not covered in many history textbooks, that
underscore how history is relevant to understanding contemporary psychology.’
professor chris westbury, University of Alberta
www.pearson.com/uk
Pearson, the world’s learning company.
Front cover image: ANTHONY WALLACE/AFP/Getty Images

Cover designed by Two Associates
MARC BRYSBAERT
KATHY RASTLE

CVR_BRYSB_3_27958.indd 1 21/09/2020 10:23

Historical and Conceptual Issues in Psychology 3e Brysbaert Rastle

Uploaded by

Copyright:

Available Formats

Historical and Conceptual Issues in Psychology 3e Brysbaert Rastle

Uploaded by

Document Information

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Historical and Conceptual Issues in Psychology 3e Brysbaert Rastle

Uploaded by

Copyright:

Available Formats

189 × 246 SPINE: 35.

Engage with key historical and conceptual issues in psychology

HISTORICAL AND CONCEPTUAL ISSUES IN PSYCHOLOGY

MARC BRYSBAERT is Professor of Psychology at Ghent University. Previously he taught at

KATHY RASTLE is Professor of Cognitive Psychology at Royal Holloway, University of London.

CVR_BRYSB_3_27958.indd 1 21/09/2020 10:23

F01 Historical and Conceptual Issues in Psychology 27958.indd 1 16/09/2020 17:14

We combine innovative learning technology with trusted

From classroom to boardroom, our curriculum materials, digital

Every day our work helps learning flourish, and

To learn more, please visit us at www.pearson.com/uk

F01 Historical and Conceptual Issues in Psychology 27958.indd 2 16/09/2020 17:14

Marc Brysbaert and

F01 Historical and Conceptual Issues in Psychology 27958.indd 3 16/09/2020 17:14

First published 2009 (print)

F01 Historical and Conceptual Issues in Psychology 27958.indd 4 16/09/2020 17:14

F01 Historical and Conceptual Issues in Psychology 27958.indd 5 16/09/2020 17:14

1 The wider picture Where did it all start? 1

2 The scientific revolution of the

F01 Historical and Conceptual Issues in Psychology 27958.indd 7 16/09/2020 17:14

3 Eighteenth- and nineteenth-century

4 Establishing psychology as an independent

5 Strengthening the scientific standing of psychology

F01 Historical and Conceptual Issues in Psychology 27958.indd 8 16/09/2020 17:14

6 The input from brain research 219

7 The mind–brain problem, free will and consciousness 267

8 How did psychology affect everyday life? The history

9 What is science? 349

F01 Historical and Conceptual Issues in Psychology 27958.indd 9 16/09/2020 17:14

9.3 The second twentieth-century attempt at demarcation: falsification 371

10 Is psychology a science? 402

11 Psychology and open science Twenty-first-century

12 The contribution of quantitative and qualitative

F01 Historical and Conceptual Issues in Psychology 27958.indd 10 16/09/2020 17:14

13 The precarious balance between biological,

14 Psychology and society The socio-political side 570

Lecturer Resources ON THE

F01 Historical and Conceptual Issues in Psychology 27958.indd 11 16/09/2020 17:14

F01 Historical and Conceptual Issues in Psychology 27958.indd 13 16/09/2020 17:14

F01 Historical and Conceptual Issues in Psychology 27958.indd 14 16/09/2020 17:14

Conceptual issues addressed in this chapter

MYTH Just how anti-science were the Romantics?

The myth busting boxes highlight and explore

F01 Historical and Conceptual Issues in Psychology 27958.indd 15 16/09/2020 17:14

KEY FIGURE Charles Darwin

Interim summaries provide a recap and revision tool to help students

Recommended literature offers useful and manageable suggestions

F01 Historical and Conceptual Issues in Psychology 27958.indd 16 16/09/2020 17:14

This chapter will cover . . .

1.1 The invention of writing

M01 Historical and Conceptual Issues in Psychology 27958.indd 1 14/09/2020 19:24

Historical issues addressed in this chapter

Conceptual issues addressed in this chapter

M01 Historical and Conceptual Issues in Psychology 27958.indd 2 14/09/2020 19:24

1.1 The invention of writing

The preliterate culture

M01 Historical and Conceptual Issues in Psychology 27958.indd 3 14/09/2020 19:24

The first writing systems

Characteristics of writing systems

Written documents form an external memory