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 Exploring
PSYCHOLOGY tenth edition

DAVID G. MYERS
C. NATHAN DEWALL
About the Authors

David Myers received his B.A. in chemistry from Whitworth University, and
his psychology Ph.D. from the University of Iowa. He has spent his career at
Hope College in Michigan, where he has taught dozens of introductory psychol-
ogy sections. Hope College students have invited him to be their commencement
speaker and voted him “outstanding professor.”
His research and writings have been recognized by the Gordon Allport Inter-
group Relations Prize, by a 2010 Honored Scientist award from the Federation
Hope College Public Relations

of Associations in Behavioral & Brain Sciences, by a 2010 Award for Service on

Behalf of Personality and Social Psychology, by a 2013 Presidential Citation from
APA Division 2, and by three honorary doctorates.
With support from National Science Foundation grants, Myers’ scientific arti-
cles have appeared in three dozen scientific periodicals, including Science, Ameri-
can Scientist, Psychological Science, and the American Psychologist. In addition
to his scholarly writing and his textbooks for introductory and social psychol-
ogy, he also digests psychological science for the general public. His writings have
appeared in four dozen magazines, from Today’s Education to Scientific Ameri-
can. He also has authored five general audience books, including The Pursuit of
Happiness and Intuition: Its Powers and Perils.
David Myers has chaired his city’s Human Relations Commission, helped
found a thriving assistance center for families in poverty, and spoken to hundreds
of college, community, and professional groups worldwide.
Drawing on his experience, he also has written articles and a book (A Quiet
World) about hearing loss, and he is advocating a transformation in American
assistive listening technology (see www.HearingLoop.org). For his leadership, he
received an American Academy of Audiology Presidential Award in 2011, and the
Hearing Loss Association of America Walter T. Ridder Award in 2012.
He bikes to work year-round and plays regular pickup basketball. David and
Carol Myers have raised two sons and a daughter, and have one granddaughter.
 Nathan DeWall is professor of psychology and director of the Social Psychol-
ogy Lab at the University of Kentucky. He received his bachelor’s degree from St.
Olaf College, a master’s degree in social science from the University of Chicago,
and a master’s degree and Ph.D. in social psychology from Florida State Univer-
sity. DeWall received the 2011 College of Arts and Sciences Outstanding Teach-
ing Award, which recognizes excellence in undergraduate and graduate teaching.
In 2011, the Association for Psychological Science identified DeWall as a “Rising
Star” for “making significant contributions to the field of psychological science.”
J.A. Laub Photography, LLC

DeWall conducts research on close relationships, self-control, and aggression.

With funding from the National Institutes of Health and the National Science
Foundation, he has published over 170 scientific articles and chapters. DeWall’s
research awards include the SAGE Young Scholars Award from the Foundation
for Personality and Social Psychology, the Young Investigator Award from the
International Society for Research on Aggression, and the Early Career Award
from the International Society for Self and Identity. His research has been
covered by numerous media outlets, including Good Morning America, Wall Street
Journal, Newsweek, Atlantic Monthly, New York Times, Los Angeles Times, Harvard
Business Review, USA Today, and National Public Radio. DeWall blogs for Psychol-
ogy Today. He has lectured nationally and internationally, including in Hong Kong,
China, the Netherlands, England, Greece, Hungary, Sweden, and Australia.
Nathan is happily married to Alice DeWall and is the proud father of Beverly
“Bevy” DeWall. He enjoys playing with his two golden retrievers, Finnegan and
Atticus. In his spare time, he writes novels, watches sports, and runs and runs and
runs. He has braved all climates—from freezing to ferocious heat—to complete
hundreds of miles’ worth of ultramarathons.
this page left intentionally blank
Brief Contents
Preface . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . xvi
Time Management: Or, How to Be a
Great Student and Still Have a Life . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . xlviii
CHAPTER 1 Thinking Critically With Psychological Science . . . . . . . . . . . . . . . . . . . . . . 1
CHAPTER 2 The Biology of Behavior . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35
CHAPTER 3 Consciousness and the Two-Track Mind . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 79
CHAPTER 4 Developing Through the Life Span . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 119
CHAPTER 5 Sex, Gender, and Sexuality . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 171
CHAPTER 6 Sensation and Perception . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 199
CHAPTER 7 Learning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 245
CHAPTER 8 Memory . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 281
CHAPTER 9 Thinking, Language, and Intelligence . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 315
CHAPTER 10 Motivation and Emotion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 365
CHAPTER 11 Stress, Health, and Human Flourishing . . . . . . . . . . . . . . . . . . . . . . . . . . . . 405
CHAPTER 12 Social Psychology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 441
CHAPTER 13 Personality . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 491
CHAPTER 14 Psychological Disorders . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 527
CHAPTER 15 Therapy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 569

APPENDIX A Statistical Reasoning in Everyday Life . . . . . . . . . . . . . . . . . . . . . . . . A-1

APPENDIX B Psychology at Work. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . B-1
APPENDIX C Subfields of Psychology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . C-1
APPENDIX D Complete Chapter Reviews . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .D-1
APPENDIX E Answers to Experience the Testing Effect Questions . . . . . . . E-1
Glossary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .G-1
References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . R-1
Name Index . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . NI-1
Subject Index . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . SI-1
x

Contents
Preface xvi
Time Management: Or, How to Be a Great
Student and Still Have a Life xlviii

CHAPTER 2

The Biology of Behavior 35

Neural and Hormonal Systems 36

Neural Communication 36
The Nervous System 42
The Endocrine System 45

Tools of Discovery and Older Brain

Structures 48
The Tools of Discovery: Having Our Head Examined 48
Older Brain Structures 50
CHAPTER 1

Thinking Critically With The Cerebral Cortex and Our Divided

Brain 56
Psychological Science 1 The Cerebral Cortex 56
Our Divided Brain 61
The History and Scope of Psychology 2
The Scientific Attitude: Curious, Skeptical, and Humble 2 Genetics, Evolutionary Psychology,
Critical Thinking 3 and Behavior 66
Psychology’s Roots 4 Behavior Genetics: Predicting Individual Differences 66
Contemporary Psychology 7 Evolutionary Psychology: Understanding Human
Nature 73
Research Strategies: How Psychologists
Ask and Answer Questions 14
The Need for Psychological Science 15
The Scientific Method 17
THINKING CRITICALLY ABOUT Research Design:
How Would You Know? 26
Psychology’s Research Ethics 28
Improve Your Retention—and Your Grades 30

CHAPTER 3
Consciousness and the
Two-Track Mind 79
Consciousness:
Some Basic Concepts 80
Defining Consciousness 80
Studying Consciousness 80
Selective Attention 81
Dual Processing:
The Two-Track Mind 84
Sleep and Dreams 87
Biological Rhythms and Sleep 87
Why Do We Sleep? 92
Sleep Deprivation and Sleep Disorders 94
Dreams 98
Drugs and Consciousness 104
Tolerance and Addiction 104
THINKING CRITICALLY ABOUT Addiction 105
Types of Psychoactive Drugs 106
Influences on Drug Use 113
CONTENTS xi
CHAPTER 4
Developing Through
the Life Span 119
Developmental Issues, Prenatal
Development, and the Newborn 120
Developmental Psychology’s Major Issues 120
Prenatal Development and the Newborn 122
Infancy and Childhood 127
Physical Development 127
Cognitive Development 130
Social Development 138
Adolescence 147
Physical Development 147
Cognitive Development 149
Social Development 152
THINKING CRITICALLY ABOUT How Much Credit or
Blame Do Parents Deserve? 155
Emerging Adulthood 156
Adulthood 158
Physical Development 158
Cognitive Development 160
Social Development 162
xii CONTENTS

Perceptual Set 205

Context Effects 207
Motivation and Emotion 207

Vision: Sensory and Perceptual

Processing 209
Light Energy and Eye Structures 209
Information Processing in the Eye and Brain 211
Perceptual Organization 217
Perceptual Interpretation 223

The Nonvisual Senses 226

Hearing 226
CHAPTER 5
The Other Senses 230
Sex, Gender, and Sexuality 171
THINKING CRITICALLY ABOUT Hypnosis and Pain Relief 235
Sensory Interaction 239
Gender Development 172
THINKING CRITICALLY ABOUT ESP—Perception
How Are We Alike? How Do We Differ? 172
Without Sensation? 241
The Nature of Gender: Our Biological Sex 175
The Nurture of Gender: Our Culture and Experiences 177

Human Sexuality 181

The Physiology of Sex 181
The Psychology of Sex 185
Sexual Orientation 187
An Evolutionary Explanation of Human Sexuality 192
Social Influences on Human Sexuality 195
Reflections on the Nature and Nurture of Sex, Gender, and
Sexuality 196

CHAPTER 7

Learning 245

Basic Learning Concepts and Classical

Conditioning 246
How Do We Learn? 246
Classical Conditioning 248

Operant Conditioning 256

CHAPTER 6 Skinner’s Experiments 256
Skinner’s Legacy 263
Sensation and Perception 199
Contrasting Classical and Operant Conditioning 265
Basic Concepts of Sensation and Biology, Cognition, and Learning 267
Perception 200 Biological Constraints on Conditioning 267
Processing Sensation and Perception 200 Cognition’s Influence on Conditioning 270
Transduction 200 Learning by Observation 272
Thresholds 201 THINKING CRITICALLY ABOUT Does Viewing Media
THINKING CRITICALLY ABOUT Subliminal Persuasion 203 Violence Trigger Violent Behavior? 277
Sensory Adaptation 204
 CONTENTS xiii

Language and Thought 329

Language Structure 330
Language Development 331
The Brain and Language 334
Do Other Species Have Language? 335
Thinking and Language 336

Intelligence and Its Assessment 340

CHAPTER 8
What Is Intelligence? 341
Memory 281 Assessing Intelligence 345
The Dynamics of Intelligence 349
Studying and Encoding Memories 282
Studying Memory 282 Genetic and Environmental Influences
Encoding Memories 285 on Intelligence 354
Twin and Adoption Studies 354
Storing and Retrieving Memories 292 Environmental Influences 356
Memory Storage 292 Group Differences in Intelligence Test Scores 357
Memory Retrieval 297 The Question of Bias 360
Forgetting, Memory Construction, and
Improving Memory 301
Forgetting 301
Memory Construction Errors 306
Improving Memory 310
THINKING CRITICALLY ABOUT Repressed or
Constructed Memories of Abuse? 311

CHAPTER 10

Motivation and Emotion 365

Basic Motivational Concepts, Affiliation,

and Achievement 366
CHAPTER 9 Motivational Concepts 366
Thinking, Language, The Need to Belong 369
Achievement Motivation 375
and Intelligence 315
Hunger 377
Thinking 316 The Physiology of Hunger 378
Concepts 316 The Psychology of Hunger 380
Problem Solving: Strategies and Obstacles 317 Obesity and Weight Control 382
Forming Good and Bad Decisions and Judgments 318
THINKING CRITICALLY ABOUT The Fear Factor—
Theories and Physiology of Emotion 386
Why We Fear the Wrong Things 320 Emotion: Arousal, Behavior, and Cognition 386
Thinking Creatively 324 Embodied Emotion 391
THINKING CRITICALLY ABOUT Lie Detection 394
Do Other Species Share Our Cognitive Skills? 326
xiv CONTENTS

Expressing and Experiencing Antisocial Relations 462

Emotion 395 Prejudice 462
Detecting Emotion in Others 396 Aggression 468
Gender and Emotion 397
Prosocial Relations 475
Culture and Emotion 398
Attraction 475
The Effects of Facial Expressions 401
Altruism 481
Peacemaking 484

CHAPTER 11

Stress, Health, and Human

Flourishing 405 CHAPTER 13

Personality 491
Stress and Illness 406
Stress: Some Basic Concepts 406 Classic Perspectives on Personality 492
Stress and Vulnerability to Disease 410 What Is Personality? 492
THINKING CRITICALLY ABOUT Anger Management 416 The Psychodynamic Theories 492
Health and Happiness 419 Humanistic Theories 501
Coping With Stress 419 Contemporary Perspectives
Reducing Stress 425 on Personality 505
Happiness 431 Trait Theories 505
THINKING CRITICALLY ABOUT
The Stigma of Introversion 507
Social-Cognitive Theories 513
Exploring the Self 516

CHAPTER 12

Social Psychology 441

Social Thinking and Social Influence 442

Social Thinking 442
Social Influence 447
 CONTENTS xv

CHAPTER 14

Psychological Disorders 527 CHAPTER 15

Therapy 569
Basic Concepts of Psychological
Disorders 528 Introduction to Therapy and the
Understanding Psychological Disorders 529 Psychological Therapies 570
Classifying Disorders—and Labeling People 530 Treating Psychological Disorders 570
THINKING CRITICALLY ABOUT ADHD—Normal High
Psychoanalysis and Psychodynamic Therapies 570
Energy or Disordered Behavior? 532
Humanistic Therapies 572
THINKING CRITICALLY ABOUT Are People With
Behavior Therapies 574
Psychological Disorders Dangerous? 533
Cognitive Therapies 578
Rates of Psychological Disorders 534
Group and Family Therapies 582
Anxiety Disorders, OCD, and PTSD 536 Evaluating Psychotherapies 583
Anxiety Disorders 537
The Biomedical Therapies and Preventing
Obsessive-Compulsive Disorder 539
Psychological Disorders 593
Posttraumatic Stress Disorder 540
Drug Therapies 593
Understanding Anxiety Disorders, OCD, and PTSD 541
Brain Stimulation 597
Major Depressive Disorder and Bipolar Psychosurgery 599
Disorder 545 Therapeutic Lifestyle Change 600
Major Depressive Disorder 545 Preventing Psychological Disorders and Building
Bipolar Disorder 546 Resilience 602
Understanding Major Depressive Disorder and Bipolar Statistical Reasoning
APPENDIX A
Disorder 547 in Everyday Life A-1
Schizophrenia and Other Disorders 556
APPENDIX B Psychology at Work B-1
Schizophrenia 556
Other Disorders 561 APPENDIX C Subfields of Psychology C-1

APPENDIX D Complete Chapter Reviews D-1

Answers to Experience the

APPENDIX E
Testing Effect Questions E-1

Glossary G-1

References R-1

Name Index NI-1

Subject Index SI-1

x vi

In the 27 years since Worth Publishers invited me (David Myers) to write this

Preface book, so much has changed in the world, in psychology, and within these course
resources, across ten editions. With this edition, I continue as lead author while
beginning a gradual, decade-long process of welcoming a successor author, the
award-winning teacher-scholar-writer Nathan DeWall.
Yet across nearly three decades of Exploring Psychology there has also been
a stability of purpose: to merge rigorous science with a broad human perspective
that engages both mind and heart. We aim to offer a state-of-the-art introduction
to psychological science that speaks to students’ needs and interests. We aspire to
help students understand and appreciate the wonders of their everyday lives. And
we seek to convey the inquisitive spirit with which psychologists do psychology.
We are enthusiastic about psychology and its applicability to our lives. Psycho-
logical science has the potential to expand our minds and enlarge our hearts. By
studying and applying its tools, ideas, and insights, we can supplement our intuition
with critical thinking, restrain our judgmentalism with compassion, and replace
our illusions with understanding. By the time students complete this guided tour of
psychology, they will also, we hope, have a deeper understanding of our moods and
memories, about the reach of our unconscious, about how we flourish and struggle,

TABLE 1
Evolutionary Psychology and Behavior Genetics

The evolutionary perspective is
covered on the following pages:
Aging, pp. 161–162
Anger, pp. 416–417
Anxiety-related disorders,
pp. 542–544
Biological predispositions:
in learning, pp. 267–269
in operant conditioning, p. 269
Brainstem, pp. 52–53
Classical conditioning, p. 250
Consciousness, p. 80
Darwin, Charles, pp. 6, 8
Depression and light exposure
therapy, p. 588
Emotion, effects of facial expres-
sions and, p. 401
Emotional expression, p. 400
Evolutionary perspective, defined,
p. 11
Fear, pp. 326–327
Feature detection, p. 215
Fight or flight, p. 409
Gene-environment interaction,
p. 514
Hearing, p. 226
Hunger and taste preference,
p. 381
Instincts, p. 366
Intelligence, pp. 360–365
Language, pp. 335, 341
Love, pp. 163–165
Math and spatial ability, p. 363
Mating preferences, pp. 175, 193–194
Menopause, p. 158
Need to belong, p. 370
Obesity, p. 382
Overconfidence, pp. 327–328
Perceptual adaptation,
pp. 223–224
Sensation, p. 201
Sensory adaptation, pp. 204–205
Sexual orientation, pp. 189–190
Sexuality, pp. 181, 189–190, 192–195
Sleep, pp. 87, 92–93
Smell, p. 237
Taste, p. 236
See also Chapter 2: The Biology of
Behavior.
Behavior genetics is covered on
the following pages:
Abuse, intergenerational transmission
of, p. 276
Adaptability, p. 5
Aggression, pp. 468–473
intergenerational transmission
of, p. 276
Autism spectrum disorder,
pp. 135–137
Behavior genetics perspective,
pp. 8, 11
Biological perspective, p. 38
Brain plasticity, pp. 62–63
Continuity and stages, pp. 120–121
Deprivation of attachment,
pp. 142–144
Depth perception, p. 218
Development, p. 120
Drives and incentives, p. 367
Drug use, pp. 113–116
Eating disorders, pp. 565–566
Epigenetics, pp. 124, 146, 530, 543,
550, 560
Happiness, pp. 435–436
Hunger and taste preference, p. 382
Intelligence:
Down syndrome, pp. 357–358
genetic and environmental influ-
ences, pp. 360–365
Learning, pp. 267–272
Motor development, pp. 128–129
Nature-nurture, p. 8
twins, p. 8
Obesity and weight control,
pp. 382–385
Optimism, p. 423
Pain, pp. 231–233
Parenting styles, pp. 144–145
Perception, pp. 223–224
Personality traits, p. 496
Psychological disorders and:
ADHD, p. 532
anxiety-related disorders,
pp. 541–544
biopsychosocial approach,
pp. 529–530
bipolar disorder and major
depressive disorder, pp. 549–552
depressed thinking, p. 552
obsessive-compulsive disorder,
pp. 541–544
personality disorders,
pp. 563–564
posttraumatic stress disorder,
pp. 541–544
schizophrenia, pp. 557–560
suicide, p. 553
violent behavior, pp. 563–564
Reward deficiency syndrome, p. 56
Romantic love, pp. 163–165
Sexual dysfunctions, pp. 183–184
Sexual orientation, pp. 189–192
Sexuality, pp. 189–191
Sleep patterns, pp. 91–92
Smell, p. 238
Stress, personality, and illness,
pp. 413–417
benefits of exercise, pp. 426–427
Traits, pp. 357–358, 360–361
gay-straight trait differences,
pp. 191, 192
See also Chapter 2: The Biology of
Behavior.

about how we perceive our physical and social worlds, and about how our biology
and culture in turn shape us. (See TABLES 1 and 2.)
Believing with Thoreau that “anything living is easily and naturally expressed
in popular language,” we seek to communicate psychology’s scholarship with
crisp narrative and vivid storytelling. We hope to tell psychology’s story in a way
that is warmly personal as well as rigorously scientific. We love to reflect on
TABLE 2
Neuroscience
In addition to the coverage found in Chapter 2, neuroscience can be found on the following pages:
Aggression, pp. 469–470
Aging: brain training,
pp. 161–162
Animal cognition, pp. 332–334
Animal language, pp. 341–342
Antisocial personality disorder,
p. 564
Arousal, p. 185
Attention-deficit hyperactivity dis-
order (ADHD) and the brain, p. 532
Autism spectrum disorder,
pp. 136–137
Automatic prejudice: amygdala,
p. 466
Biofeedback, p. 427
Biopsychosocial approach,
pp. 10–11
aggression, pp. 469–470
aging, p. 167
Alzheimer’s, p. 296
dreams, pp. 100–102
drug use, pp. 114–115
emotion, pp. 150–151, 294–296,
393–394
learning, pp. 267–269
pain, p. 232
personality, pp. 513–514
psychological disorders,
pp. 529–530
sleep, pp. 87–89
therapeutic lifestyle change,
pp. 600–601
Brain development:
adolescence, pp. 148–149
experience and, pp. 127–128
infancy and childhood,
p. 129
sexual differentiation in utero,
p. 175
Brain stimulation therapies,
pp. 597–599
Cognitive neuroscience, pp. 7–8, 11,
80–81
Cultural neuroscience, p. 523
Drug use, pp. 114–115
Dual processing, pp. 84–86
Electroconvulsive therapy,
pp. 597–598
Emotion and cognition,
pp. 387–391
Fear-learning, p. 540
Fetal alcohol syndrome and brain
abnormalities, p. 124
Hallucinations, p. 89
and hallucinogens, pp. 111–112
and near-death experiences, p. 112
and schizophrenia, p. 556
and sleep, p. 89
Hormones and:
abuse, p. 144
appetite, pp. 379–380
autism spectrum disorder,
treatment of, p. 137
development, pp. 177–178
in adolescents, pp. 147–149,
178–179
of sexual characteristics,
pp. 147–149, 178–179
emotion, pp. 388–389, 392–393
gender, pp. 175–176
sex, pp. 175–176, 181–182
sexual behavior, pp. 181–182
stress, pp. 127, 138, 409–410, 414,
416–417, 420–421, 424
weight control, pp. 379–380
Hunger, pp. 377–380
Insight, p. 323
Intelligence, pp. 347–350
creativity, pp. 330–332
twins, p. 360
Language, pp. 335–336, 340
and deafness, p. 339
and thinking in images,
pp. 344–345
Light-exposure therapy: brain scans,
pp. 588–589
Meditation, pp. 427–429
Memory:
emotional memories,
pp. 294–295
explicit memories, p. 285
implicit memories, p. 285
physical storage of, pp. 292–295
and sleep, p. 93
and synaptic changes,
pp. 295–296
Mirror neurons, pp. 272–275
Neuroscience perspective, defined,
p. 11
Neurotransmitters and:
anxiety-related disorders, p. 543
biomedical therapy:
depression, pp. 549–550
ECT, pp. 597–598
schizophrenia, pp. 558, 594
child abuse, p. 146
cognitive-behavioral therapy:
obsessive-compulsive disorder,
p. 581
depression, pp. 549–550, 595
drugs, pp. 106, 108–109, 110,
111, 593–596
exercise, p. 427
schizophrenia, p. 560
temperament, pp. 140–141
Observational learning and brain
imaging, p. 273
Optimum arousal: brain mecha-
nisms for rewards, pp. 273–276
Orgasm, pp. 182–184
Pain, p. 234
experienced and imagined pain,
pp. 274–275
PREFACE x vii
phantom limb pain, p. 232
virtual reality, p. 234
Parallel vs. serial processing, p. 216
Perception:
brain damage and, p. 216
color vision, pp. 213–214
feature detection, pp. 214–215
transduction, p. 200
visual information processing,
pp. 211–213
Perceptual organization,
pp. 211–216
Personality
Big Five and, pp. 508–510
brain imaging and, p. 507
Posttraumatic stress disorder
(PTSD) and the limbic system,
p. 540
Priming, pp. 201–202
Psychosurgery: lobotomy,
pp. 599–600
Schizophrenia and brain abnormali-
ties, pp. 557–558
Sensation:
body position and movement,
pp. 238–239
deafness, pp. 228–229
hearing, pp. 226–230
sensory adaptation, pp. 204–205
smell, pp. 236–238
taste, p. 236
touch, pp. 230–231
vision, pp. 209–224
Sexual orientation, pp. 190–191
Sleep:
cognitive development and,
pp. 101–102
memory and, p. 93
recuperation during, p. 93
Smell and emotion, p. 238
Unconscious mind, pp. 499–500
x viii PREFACE

connections between psychology and other realms, such as literature, philoso-

phy, history, sports, religion, politics, and popular culture. And we love to provoke
thought, to play with words, and to laugh. For his pioneering 1890 Principles of
Psychology, William James sought “humor and pathos.” And so do we.
We are grateful for the privilege of assisting with the teaching of this mind-
expanding discipline to so many students, in so many countries, through so
many different languages. To be entrusted with discerning and communicating
psychology’s insights is both an exciting honor and a great responsibility.
Creating this book is a team sport. Like so many human achievements, it
reflects a collective intelligence. Woodrow Wilson spoke for us: “I not only use all
the brains I have, but all I can borrow.” The thousands of instructors and millions
of students across the globe who have taught or studied (or both!) with our books
have contributed immensely to their development. Much of this contribution has
occurred spontaneously, through correspondence and conversations. For this
edition, we also formally involved dozens of researchers, teaching psychologists,
and students in our efforts to gather accurate and up-to-date information about
psychology and instructor and student needs. And we look forward to continuing
feedback as we strive, over future editions, to create an ever better set of resources
for this course.

New Co-Author
For this edition I [DM] welcome my new co-author, University of Kentucky profes-
sor Nathan DeWall. (For more information and videos that introduce Nathan and
our collaboration, see www.MacmillanHigherEd.com/DeWallVideos.) Nathan
is not only one of psychology’s “rising stars” (as the Association for Psychologi-
cal Science rightly said in 2011), he also is an award-winning teacher and some-
one who shares my passion for writing—and for communicating psychological
science through writing. Although I continue as lead author, Nathan’s fresh
insights and contributions are already enriching this book, especially for this
tenth edition, through his leading the revision of Chapters 2, 4, 11, and 13. But
my fingerprints are also on those chapter revisions, even as his are on the other
chapters. With support from our wonderful editors, this is a team project. In
addition to our work together on the textbook, Nathan and I enjoy contributing to
the monthly Teaching Current Directions in Psychological Science column in the
APS Observer (tinyurl.com/MyersDeWall). We also blog at www.TalkPsych.com,
where we share exciting new findings, everyday applications, and observations on
all things psychology.

What Else Is New in

the Tenth Edition?
This tenth edition is the most carefully reworked and extensively updated of all
the revisions to date. This new edition features improvements to the organization
and presentation, especially to our system of supporting student learning and
remembering. And we offer the exciting new Immersive Learning: How Would
You Know? feature in LaunchPad, engaging students in the scientific process.

“Immersive Learning: How Would

You Know?” Research Activities
We [ND and DM] created these online activities to engage students in the scien-
tific process, showing them how psychological research begins with a question,
and how key decision points can alter the meaning and value of a psychological
 PREFACE xi x

study. In a fun, interactive environment, students learn about important aspects

of research design and interpretation, and develop scientific literacy and critical
thinking skills in the process. I [ND] have enjoyed taking the lead on this proj-
ect and sharing my research experience and enthusiasm with students. Topics
include: “How Would You Know If a Cup of Coffee Can Warm Up Relationships?,”
“How Would You Know If People Can Learn to Reduce Anxiety?,” and “How
Would You Know If Schizophrenia Is Inherited?”

New Visual Scaffolding Chapter Openers

We were aware that students often skip over a text’s typical two-page chapter
opener—under the assumption it serves little purpose in learning the material
to come. So, for this new edition, we worked with a talented artist to make more
pedagogically effective use of this space. This new feature provides an enticing
and helpful way for students to SURVEY the content in each chapter, before they
QUESTION, READ, RETRIEVE, and REVIEW it (SQ3R). We’ve provided visual
scaffolding at the beginning of each chapter, offering students a basic cognitive
structure for the content to come. Flip to the beginning of any chapter to see a
sample.
TABLE 3
POSITIVE PSYCHOLOGY
Hundreds of New Research Citations
Coverage of positive psychology topics can
Our ongoing scrutiny of dozens of scientific periodicals and science news be found in the following chapters:
sources, enhanced by commissioned reviews and countless e-mails from
instructors and students, enables integrating our field’s most important, Topic Chapter
thought-provoking, and student-relevant new discoveries. Part of the pleasure Altruism/compassion 4, 9, 12, 13, 15
that sustains this work is learning something new every day! See p. xxxvi for Coping 11
a list of significant Content Changes to this edition.
Courage 12
Creativity 8, 9, 13
Reorganized Chapters Emotional Intelligence 9, 12
In addition to the new research activities, visual scaffolding openers, and
Empathy 4, 7, 10, 12, 15
updated coverage, we’ve introduced the following organizational changes:
Flow Appendix B
• Chapter 1, Thinking Critically With Psychological Science, now has
a clearer organization and greater emphasis on modern approaches, Gratitude 11
including Cross-Cultural and Gender Psychology, and new coverage Happiness/Life Satisfaction 4, 10, 11
of Positive Psychology (see also TABLE 3). This chapter also now Humility 1
offers greater emphasis on designing psychological studies, and on
Humor 11, 12
psychology’s research ethics.
Justice 12
• Hypnosis is now covered in the Pain discussion in Chapter 6,
Sensation and Perception (moved from Chapter 3). Leadership 12, 13, Appendix B

• The Social Psychology chapter now precedes the Personality chapter. Love 4, 5, 10, 12, 13, 15
Morality 4

LaunchPad for Exploring

Optimism 11, 13
Personal control 11
Psychology, Tenth Edition Resilience 4, 11, 15
Built to solve key challenges in this course, LaunchPad gives students Self-discipline 4, 10, 13
everything they need to prepare for class and exams, while giving instruc-
Self-efficacy 13
tors everything they need to quickly set up a course, shape the content to
their syllabus, craft presentations and lectures, assign and assess home- Self-esteem 10, 13
work, and guide the progress of individual students and the class as Spirituality 11, 12
a whole. LaunchPad for Exploring Psychology, tenth edition, includes Toughness (grit) 9, 10
LearningCurve formative assessment, and NEW Immersive Learning:
Wisdom 1, 9, 11, 12, 13
How Would You Know? activities, PsychSim 6 tutorials, and Assess Your
xx PREFACE
To review the classic
conformity studies and experience a
simulated experiment, visit LaunchPad’s
PsychSim 6: Everybody’s Doing It!
FIGURE 1
Sample LaunchPad callout from
Chapter 12
Strengths projects. (For details, see p. xxviii and www.MacmillanHigherEd.
com/LaunchPad/Exploring10e.)
For this new edition, you will see that we’ve offered callouts from the text pages
to especially pertinent, helpful resources from LaunchPad. (See FIGURE 1 for a
sample.)
What Continues?
Eight Guiding Principles
Despite all the exciting changes, this new edition retains its predecessors’ voice,
as well as much of the content and organization. It also retains the goals—the
guiding principles—that have animated the previous nine editions:
Facilitating the Learning Experience
1. To teach critical thinking By presenting research as intellectual detective work,
we illustrate an inquiring, analytical mind-set. Whether students are studying
development, cognition, or social behavior, they will become involved in, and see
the rewards of, critical reasoning. Moreover, they will discover how an empirical
approach can help them evaluate competing ideas and claims for highly publi-
cized phenomena—ranging from ESP and alternative therapies to group differ-
ences in intelligence and repressed and recovered memories.
2. To integrate principles and applications Throughout—by means of anec-
dotes, case histories, and the posing of hypothetical situations—we relate the
findings of basic research to their applications and implications. Where psy-
chology can illuminate pressing human issues—be they racism and sexism,
health and happiness, or violence and war—we have not hesitated to shine its
light.
3. To reinforce learning at every step Everyday examples and rhetorical ques-
tions encourage students to process the material actively. Concepts presented
earlier are frequently applied, and reinforced. For instance, in Chapter 1,
students learn that much of our information processing occurs outside of our
conscious awareness. Ensuing chapters drive home this concept. Numbered
Learning Objective Questions and Retrieve It self-tests throughout each chap-
ter, a Review and Experience the Testing Effect self-test at the end of each main
text section, and a marginal glossary help students learn and retain important
concepts and terminology.
Demonstrating the Science of Psychology
4. To exemplify the process of inquiry We strive to show students not just the
outcome of research, but how the research process works. Throughout, we
try to excite the reader’s curiosity. We invite readers to imagine themselves
as participants in classic experiments. Several chapters introduce research
stories as mysteries that progressively unravel as one clue after another falls
into place. Our new “Immersive Learning: How Would You Know?” activities
in LaunchPad encourage students to think about research questions and how
they may be studied effectively.
5. To be as up-to-date as possible Few things dampen students’ interest as
quickly as the sense that they are reading stale news. While retaining psychol-
ogy’s classic studies and concepts, we also present the discipline’s most impor-
tant recent developments. In this edition, 701 references are dated 2013–2015.
Likewise, new photos and everyday examples are drawn from today’s world.
 PREFACE x xi

6. To put facts in the service of concepts Our intention is not to fill students’
intellectual file drawers with facts, but to reveal psychology’s major concepts—
to teach students how to think, and to offer psychological ideas worth thinking
about. In each chapter, we place emphasis on those concepts we hope students
will carry with them long after they complete the course. Always, we try to
follow Albert Einstein’s purported dictum that “everything should be made as
simple as possible, but not simpler.” Learning Objective Questions, Retrieve It
questions, and Experience the Testing Effect questions throughout each chapter
help students learn and retain the key concepts.

Promoting Big Ideas and Broadened Horizons

7. To enhance comprehension by providing continuity Many chapters have
a significant issue or theme that links subtopics, forming a thread that ties
ideas together. The Learning chapter conveys the idea that bold thinkers can
serve as intellectual pioneers. The Thinking, Language, and Intelligence chap-
ter raises the issue of human rationality and irrationality. The Psychological
Disorders chapter conveys empathy for, and understanding of, troubled lives.
Other threads, such as cognitive neuroscience, dual processing, and cultural
and gender diversity, weave throughout the whole book, and students hear a
consistent voice.
8. To convey respect for human unity and diversity Throughout the book,
readers will see evidence of our human kinship—our shared biological heri-
tage, our common mechanisms of seeing and learning, hungering and feeling,
loving and hating. They will also better understand the dimensions of our
diversity—our individual diversity in development and aptitudes, temperament
and personality, and disorder and health; and our cultural diversity in attitudes
and expressive styles, child raising and care for the elderly, and life priorities.

Study System Follows Best Practices

From Learning and Memory Research
Exploring Psychology, tenth edition’s learning system harnesses the testing effect,
which documents the benefits of actively retrieving information through self-
testing (FIGURE 2). Thus, each chapter offers 15 to 20 Retrieve It questions inter-
spersed throughout, with Experience the Testing Effect self-test questions at the
end of each main section. Creating these desirable difficulties for students along
the way optimizes the testing effect, as does immediate feedback (via an inverted
answer beneath Retrieve It questions and in a text appendix for the self-test
questions).
In addition, text sections begin with numbered questions that establish learn-
ing objectives and direct student reading. A Review section follows each main
section of text, providing students an opportunity to practice rehearsing what
they’ve just learned. The Review offers self-testing by repeating the Learning
Objective Questions (with answers for checking in the Complete Chapter Reviews
Appendix), along with a page-referenced list of key terms.

Continually Improving Cultural and

Gender Diversity Coverage
Discussion of the relevance of cultural and gender diversity begins on the first FIGURE 2
page and continues throughout the text. How to learn and remember For
This edition presents an even more thoroughly cross-cultural perspective on a 5-minute animated guide to more
psychology (TABLE 4)—reflected in research findings, and text and photo exam- effective studying, visit www.tinyurl.com/
ples. Cross-cultural and gender psychology are now given greater visibility with HowToRemember.
x xii PREFACE
TABLE 4
Culture and Multicultural Experience
Coverage of culture and multicultural experience can be found on the following pages:
Adolescence, p. 147
Adulthood, emerging, pp. 156–157
Aggression, pp. 173, 470–473
and video games, pp. 277,
472–473
AIDS, pp. 412–413
Anger, pp. 416–417
Animal research ethics,
pp. 28–29
Attraction: matchmaking,
pp. 476–477
Attractiveness, pp. 475–479
Attribution: political effects of,
pp. 442–443
Behavioral effects of culture,
pp. 9, 448
Body ideal, pp. 539–540
Body image, pp. 539–540
Categorization, p. 322
Conformity, pp. 450–451
Corporal punishment practices,
p. 262
Cultural neuroscience, p. 523
Cultural norms, pp. 175, 448
Culture:
context effects, p. 207
definition, p. 454
experiencing other, p. 332
variation over time, p. 448
Culture and the self,
pp. 521–523
Culture shock, p. 407
Deaf culture, pp. 63, 66,
336–337, 339
Development:
adolescence, p. 147
attachment, p. 141
child raising, pp. 145–146
cognitive development, p. 135
moral development, p. 150
parenting styles, pp. 144–145
social development, pp. 153–154
Drug use, pp. 116–117
Emotion:
emotion-detecting ability, p. 397
expressing, pp. 398–401
Enemy perceptions, p. 485
Fear, pp. 325–327
Flow, p. B-1
Fundamental attribution error, p. 442
Gender:
cultural norms, pp. 172, 178
equality, pp. 194–195
roles, pp. 177–178
social power, p. 173
Grief, expressing, p. 168
Happiness, pp. 431–432, 434,
435–436
Hindsight bias, pp. 15–16
History of psychology, pp. 4–7
Homosexuality, views on, p. 187
Human diversity/kinship, pp. 9,
76–77, 447–448, 488
Identity: forming social, p. 153
Individualism/collectivism,
pp. 521–523
Intelligence, pp. 347, 363–365
and nutrition, pp. 362, 365
bias, pp. 366–368
Down syndrome, pp. 357–358
Language, pp. 337–339, 342–344,
448
critical periods, pp. 338–339
bilingualism, pp. 343–344
universal grammar, p. 336
Leaving the nest, pp. 156–157
Life satisfaction, pp. 433–434
enhanced coverage moved to Chapter 1. There is focused coverage of the psychol-
ogy of women and men in Chapter 5, Sex, Gender, and Sexuality, with thor-
oughly integrated coverage throughout the text (see TABLE 5). In addition, we are
working to offer a world-based psychology for our worldwide student readership.
We continually search the world for research findings and text and photo exam-
ples, conscious that readers may be in Sydney, Seattle, or Singapore. Although we
Life span and well-being,
pp. 166–167
Management styles, pp. B-11–B-13
Marriage, pp. 163–165, 480
Memory, encoding, p. 290
Menopause, p. 158
Mental illness rate, pp. 534–535
Morality, development of,
pp. 150–152
Motivating achievement, pp. 376, B-11
Motivation: hierarchy of needs,
pp. 374–375
Need to belong, pp. 375–378
Neurotransmitters: curare, p. 44
Normality, perceptions of,
pp. 529–530
Obedience, pp. 452–453
Obesity, p. 388
Observational learning: television
and aggression, pp. 276–277
Organ donation, p. 329
Pace of life, p. 20
Pain: perception of, pp. 233, 372
Parent and peer relationships,
pp. 154–156
Participative management, p. B-13
Peacemaking:
conciliation, pp. 487–488
contact, p. 486
cooperation, pp. 486–487
Personality, pp. 508–510
Power of individuals, p. 460
Prejudice, pp. 10, 30, 462, 464,
467–468
“missing women,” p. 464
Prejudice prototypes, p. 322
Psychological disorders:
amok, p. 530
cultural norms, pp. 528–529
dissociative identity disorder,
p. 562
eating disorders, pp. 530, 566
schizophrenia, pp. 530, 559
suicide, p. 553
susto, p. 530
taijin-kyofusho, p. 530
Psychotherapy:
culture and values in,
pp. 590–591
EMDR training, p. 588
Puberty and adult independence,
pp. 156–157
Self-esteem, p. 368
Self-serving bias, pp. 518–520
Sex drive, p. 193
Sexual activity: middle and late
adulthood, p. 158
Sexual orientation, p. 187
Similarities, pp. 76–77
Sleep patterns, p. 92
Social clock, p. 163
Social-cultural perspective,
pp. 10–11
Social loafing, pp. 456–457
Social networking, p. 373
Spirituality, p. 429
Stress:
adjusting to a new culture,
p. 407
health consequences, pp. 407,
412–413, 415–417
racism and, p. 409
social support and, p. 423
Taste preferences, p. 381
Teen pregnancy, pp. 173, 448
Testing bias, pp. 366–368
See also Chapter 12: Social
Psychology.

TABLE 5
The Psychology of Men and Women
Coverage of the psychology of men and women can be found on the following pages:
Absolute thresholds, p. 202
ADHD, p. 532
Adulthood: physical changes,
pp. 158–160
Aggression, pp. 469, 471
father absence, p. 471
pornography, pp. 471–472
rape, pp. 468, 472
Alcohol:
and alcohol use disorder, p. 106
and sexual aggression, p. 106
use, pp. 106–107
Altruism, pp. 481–483
Androgyny, p. 178
Antisocial personality disorder,
pp. 563–564
Attraction, pp. 475–481
Attractiveness, pp. 477–479
Autism spectrum disorder, p. 137
Biological predispositions in color
perceptions, p. 268
Biological sex/gender, pp. 175–179
Bipolar disorder, pp. 546–547
Body image, pp. 565–566
Color vision, pp. 213–214
Dating, pp. 476–477
Depression, pp. 535, 546, 548, 550,
551
learned helplessness, p. 550
Dream content, p. 99
Drug use:
biological influences, p. 114–115
psychological/social-cultural
influences, pp. 116–117
Eating disorders, pp. 565–566
Emotion-detecting ability,
pp. 397–398
Empathy, p. 398
reside in the United States, we travel abroad regularly and maintain contact with
colleagues in Canada, Britain, South Africa, China, and many other places; and
subscribe to European periodicals. Thus, each new edition offers a broad, world-
based perspective, and includes research from around the world. We are all citi-
zens of a shrinking world, so American students, too, benefit from information and
examples that internationalize their world-consciousness. And if psychology seeks
PREFACE x xiii
Empty nest, p. 165 Leadership: transformational, Sexual abuse, p. 189
Father care, p. 141 p. B-12 Sexual attraction, pp. 175, 181,
Father presence, p. 187 Losing weight, p. 385 187–189, 475–481
Freud’s views: Love, pp. 163–165, 479–481 Sexual dysfunctions, p. 183
evaluating, pp. 498–500 Marriage, pp. 163–165, 424-425 Sexual fantasies, p. 185
identification/gender identity, p. 494 Maturation, p. 148 Sexual orientation, pp. 187–192
Oedipus/Electra complexes, p. 494 Menarche, p. 147 Sexuality:
penis envy, p. 496 Menopause, p. 158 adolescent, pp. 175–176
Fundamental attribution error, Midlife crisis, pp. 162 evolutionary explanation,
pp. 442–443 Obedience, p. 452 pp. 192–195
Gender: Obesity: external stimuli, p. 185
and child raising, p. 179 health risks, p. 383 imagined stimuli, p. 185
definition, p. 172 weight discrimination, p. 382 Sexualization of girls,
pp. 186–187
development, pp. 172–179 Observational learning:
Sexually transmitted infections,
prejudice, p. 464 sexually violent media, p. 277
p. 184
“missing women,” p. 464 TV’s influence, p. 276
Sleep, p. 88
roles, pp. 177–179 Ostracism, p. 371
Social networking, p. 373
similarities/differences, Pain sensitivity, p. 231
Stereotype threat, p. 367
pp. 172–174 Paraphilia, pp. 183–184
Stereotyping, p. 206
Gendered brain, pp. 175–177, 185, Perceptual set, p. 206
191–192 Stress and:
Pornography, p. 185
Generalized anxiety disorder, AIDS, pp. 412–413
Prejudice, pp. 322, 464
p. 537 depression, p. 415
Psychological disorders, rates of,
Generic pronoun “he,” p. 344 health, and sexual abuse,
pp. 534–535
Grief, p. 167 p. 425
PTSD: development of, p. 540
Group polarization, p. 458 heart disease, pp. 414–415
Rape, pp. 468, 472
Happiness, p. 435 immune system, pp. 410–412
Religiosity and life expectancy,
Hearing loss, p. 228 response to, pp. 409–410
pp. 429–430
Hormones and: Suicide, p. 553
REM sleep, arousal in, p. 90
aggression, p. 469 Teratogens: alcohol consumption,
Romantic love, p. 479
p. 124
sexual behavior, pp. 181–182 Rumination, pp. 550–551
Transgender persons, p. 179
sexual development, pp. 147–148, Savant syndrome, pp. 348–349
175–177 Women in psychology’s history,
Schizophrenia, p. 557 pp. 5–6
testosterone-replacement therapy,
Self-injury, p. 554 See also Chapter 5: Sex, Gender,
pp. 181–182
Sense of smell, p. 238 and Sexuality, and Chapter 12:
Intelligence, pp. 331, 363
Social Psychology.
Sex reassignment, p. 177
bias, p. 366
Sex: definition, p. 172
stereotype threat, p. 367
Another random document with
no related content on Scribd:
 THE TWO GIRLS STEPPED OUT OF THE ELEVATOR AND
FOUND GARRY KNAPP WAITING FOR THEM.
Dorothy Dale’s Engagement Page 41

“First National Bank of Womankind,” she cried gaily. “I always

carry it there in case of accident—being run over, robbed, or an
earthquake. But that five dollars is all I own. Oh, dear! I wish I had
stuffed the whole roll into my stocking.”
“Don’t, Tavia! it’s not ladylike.”
“I don’t care. Pockets are out of style again,” pouted her friend.
“And, anyway, you must admit that this was a stroke of genius, for I
would otherwise be without a penny.”
However, Tavia was too kind-hearted, as well as light-hearted, to
allow her loss to cloud the day for Dorothy. She was just as
enthusiastic in the afternoon in helping her friend select the goods
she wished to buy as though all the “pretties” were for herself.
They came home toward dusk, tired enough, and lay down for an
hour—“relaxing as per instructions of Lovely Lucy Larriper, the
afternoon newspaper statistician,” Tavia said.
“Why ‘statistician’?” asked Dorothy, wonderingly.
“Why! isn’t she a ‘figger’ expert?” laughed Tavia. “Now relax!”
A brisk bath followed and then, at seven, the two girls stepped out
of the elevator into the lobby of the hotel and found Garry Knapp
waiting for them. He was likewise well tubbed and scrubbed, but he
did not conform to city custom and wear evening dress. Indeed,
Dorothy could not imagine him in the black and severe habiliments of
society.
“Not that his figure would not carry them well,” she thought. “But
he would somehow seem out of place. Some of his breeziness and
—and—yes!—his nice kind of ‘freshness’ would be gone. That gray
business suit becomes him and so does his hat.”
 But, of course, the hat was not in evidence at present. The captain
of the waiters had evidently expected this party, for he beckoned
them to a retired table the moment the trio entered the long dining-
room.
“How cozy!” exclaimed Dorothy. “You must have what they call a
‘pull’ with people in authority, Mr. Knapp.”
“How’s that?” he asked.
“Why, you can get the best table in the dining-room, and this
morning you rescued us from trouble through your acquaintanceship
with Mr. Schuman.”
“The influence of the Almighty Dollar,” said Garry Knapp, briefly.
“This morning I had just spent several hundred dollars of Bob
Douglass’ good money in that store. And here at this hotel Bob’s
name is as good as a gold certificate.”
“Oh, money! money!” groaned Tavia, “what crimes are committed
in thy name—and likewise, what benefits achieved! I wonder what
the person who stole it is doing with my money?”
“Perhaps it was somebody who needed it more than you do,” said
Dorothy, rather quizzically.
“Can’t be such a person. And needy people seldom find money.
Besides, needy folk are always honest—in the books. I’m honest
myself, and heaven knows I’m needy!”
“Was it truly all the money you had with you?” asked Garry Knapp,
commiseratingly.
“Honest and true, black and blue, lay me down and cut me in two!”
chanted Tavia.
“All but the five dollars in the bank,” Dorothy said demurely, but
with dancing eyes.
And for once Tavia actually blushed and was silenced—for a
moment. Garry drawled:
“I wonder who did get your bag, Miss Travers? Of course, there
are always light-fingered people hanging about a store like that.”
 “And the money will be put to no good use,” declared the loser,
dejectedly. “If the person finding it would only found a hospital—or
something—with it, I’d feel a lot better. But I know just what will
happen.”
“What?” asked Dorothy.
“The person who took my bag will go and blow themselves to a
fancy dinner—oh! better even than this one. I only hope he or she
will eat so much that they will be sick——”
“Don’t! don’t!” begged Dorothy, stopping her ears. “You are
dreadfully mixed in your grammar.”
“Do you wonder? After having been robbed so ruthlessly?”
“But, certainly, dear,” cooed Dorothy, “your knowledge of grammar
was not in your bag, too?”
Thus they joked over Tavia’s tragedy; but all the time Dorothy’s
agile mind was working hard to scheme out a way to help her chum
over this very, very hard place.
Just at this time, however, she had to give some thought to Garry
Knapp. He took out three slips of pasteboard toward the end of the
very pleasant meal and flipped them upon the cloth.
“I took a chance,” he said, in his boyish way. “There’s a good show
down the street—kill a little time. Vaudeville and pictures. Good
seats.”
“Oh, let’s!” cried Tavia, clasping her hands.
Dorothy knew that the theatre in question was respectable
enough, although the entertainment was not of the Broadway class.
But she knew, too, that this young man from the West probably could
not afford to pay two dollars or more for a seat for an evening’s
pleasure.
“Of course we’ll be delighted to go. And we’d better go at once,”
Dorothy said, without hesitation. “I’m ready. Are you, Tavia?”
“You dear!” whispered Tavia, squeezing her arm as they followed
Garry Knapp from the dining-room. “I never before knew you to be
so amenable where a young man was concerned.”
“Is that so?” drawled Dorothy, but hid her face from her friend’s
sharp eyes.
It was late, but a fine, bright, dry evening when the trio came out of
the theatre and walked slowly toward their hotel. On the block in the
middle of which the Fanuel was situated there were but few
pedestrians. As they approached the main entrance to the hotel a
girl came slowly toward them, peering, it seemed, sharply into their
faces.
She was rather shabbily dressed, but was not at all an unattractive
looking girl. Dorothy noticed that her passing glance was for Garry
Knapp, not for herself or for Tavia. The young man had half dropped
behind as they approached the hotel entrance and was saying:
“I think I’ll take a brisk walk for a bit, having seen you ladies home
after a very charming evening. I feel kind of shut in after that theatre,
and want to expand my lungs.”
“Good-night, then, Mr. Knapp,” Dorothy said lightly. “And thank you
for a pleasant evening.”
“Ditto!” Tavia said, hiding a little yawn behind her gloved fingers.
The girls stepped toward the open door of the hotel. Garry Knapp
wheeled and started back the way they had come. Tavia clutched
her chum’s arm with excitement.
“Did you see that girl?”
“Why—yes,” Dorothy said wonderingly.
“Look back! Quick!”
Impelled by her chum’s tone, Dorothy turned and looked up the
street. Garry Knapp had overtaken the girl. The girl looked sidewise
at him—they could see her turn her head—and then she evidently
spoke. Garry dropped into slow step with her, and they strolled
along, talking eagerly.
“Why, he must know her!” gasped Tavia.
 “Why didn’t he introduce her then?” Dorothy said shortly. “It serves
me right.”
“What serves you right?”
“For allowing you, as well as myself, to become so familiar with a
strange man.”
“Oh!” murmured Tavia, slowly. “It’s not so bad as all that. You’re
making a mountain out of a molehill.”
But Dorothy would not listen.
 CHAPTER VI
SOMETHING OF A MYSTERY

Tavia slept her usually sweet, sound sleep that night, despite the
strange surroundings of the hotel and the happenings of a busy day;
but Dorothy lay for a long time, unable to close her eyes.
In the morning, however, she was as deep in slumber as ever her
chum was when a knock came on the door of their anteroom. Both
girls sat up and said in chorus:
“Who’s there?”
“It’s jes’ me, Missy,” said the soft voice of the colored maid. “Did
one o’ youse young ladies lost somethin’?”
“Oh, mercy me, yes!” shouted Tavia, jumping completely out of her
bed and running toward the door.
“Nonsense, Tavia!” admonished Dorothy, likewise hopping out of
bed. “She can’t have found your money.”
“Oh! what is it, please?” asked Tavia, opening the door just a trifle.
“Has you lost somethin’?” repeated the colored girl.
“I lost my handbag in a store yesterday,” said Tavia.
“Das it, Missy,” chuckled the maid. “De clark, he axed me to ax yo’
’bout it. It’s done come back.”
“What’s come back?” demanded Dorothy, likewise appearing at
the door and in the same dishabille as her friend.
“De bag. De clark tol’ me to tell yo’ ladies dat all de money is safe
in it, too. Now yo’ kin go back to sleep again. He’s done got de bag
in he’s safe;” and the girl went away chuckling.
Tavia fell up against the door and stared at Dorothy.
“Oh, Doro! Can it be?” she panted.
 “Oh, Tavia! What luck!”
“There’s the telephone! I’m going to call up the office,” and Tavia
darted for the instrument on the wall.
But there was something the matter with the wires; that was why
the clerk had sent the maid to the room.
“Then I’m going to dress and go right down and see about it,”
Tavia said.
“But it’s only six o’clock,” yawned Dorothy. “The maid was right.
We should go back to bed.”
Her friend scorned the suggestion and she fairly “hopped” into her
clothes.
“Be sure and powder your nose, dear,” laughed Dorothy. “But I am
glad for you, Tavia.”
“Bother my nose!” responded her friend, running out of her room
and into the corridor.
She whisked back again before Dorothy was more than half
dressed with the precious bag in her hands.
“Oh, it is! it is!” she cried, whirling about Dorothy’s room and her
own and the bath and anteroom, in a dervish dance of joy. “Doro!
Doro! I’m saved!”
“I don’t know whether you are saved or not, dear. But you plainly
are delighted.”
“Every penny safe.”
“Are you sure?”
“Oh, yes. I counted. I had to sign a receipt for the clerk, too. He is
the dearest man.”
“Well, dear, I hope this will be a lesson to you,” Dorothy said.
“It will be!” declared the excited Tavia. “Do you know what I am
going to do?”
 “Spend your money more recklessly than ever, I suppose,” sighed
her friend.
“Say! seems to me you’re awfully glum this morning. You’re not
nice about my good luck—not a bit,” and Tavia stared at her in
puzzlement.
“Of course I’m delighted that you should recover your bag,”
Dorothy hastened to say. “How did it come back?”
“Why, the clerk gave it to me, I tell you.”
“What clerk? The one at the silk counter?”
“Goodness! The hotel clerk downstairs.”
“But how did he come by it?”
Tavia slowly sat down and blinked. “Why—why,” she said, “I didn’t
even think to ask him.”
“Well, Tavia!” exclaimed Dorothy, rather aghast at this admission of
her flyaway friend.
“I do seem to have been awfully thoughtless again,” admitted
Tavia, slowly. “I thanked him—the clerk, I mean! Oh, I did! I could
have kissed him!”
“Tavia!”
“I could; but I didn’t,” said the wicked Tavia, her eyes sparkling
once more. “But I never thought to ask how he came by it. Maybe
some poor person found it and should be rewarded. Should I give a
tithe of it, Doro, as a reward, as we give a tithe to the church? Let’s
see! I had just eighty-nine dollars and thirty-seven cents, and an old
copper penny for a pocket-piece. One-tenth of that would be——”
“Do be sensible!” exclaimed Dorothy, rather tartly for her. “You
might at least have asked how the bag was sent here—whether by
the store itself, or by some employee, or brought by some outside
person.”
“Goodness! if it were your money would you have been so
curious?” demanded Tavia. “I don’t believe it. You would have been
just as excited as I was.”
“Perhaps,” admitted Dorothy, after a moment. “Anyway, I’m glad
you have it back, dear.”
“And do you know what I am going to do? I am going to take that
old man’s advice.”
“What old man, Tavia?”
“That Mr. Schuman—the head of the big store. I am going to go
out right after breakfast and buy me a dog chain and chain that bag
to my wrist.”
Dorothy laughed at this—yet she did not laugh happily. There was
something wrong with her, and as soon as Tavia began to quiet
down a bit she noticed it again.
“Doro,” she exclaimed, “I do believe something has happened to
you!”
“What something?”
“I don’t know. But you are not—not happy. What is it?”
“Hungry,” said Dorothy, shortly. “Do stop primping now and come
on down to breakfast.”
“Well, you must be savagely hungry then, if it makes you like this,”
grumbled Tavia. “And it is an hour before our usual breakfast time.”
They went down in the elevator to the lower floor, Tavia carrying
the precious bag. She would not trust it out of her sight again, she
said, as long as a penny was left in it.
She attempted to go over to the clerk’s desk at the far side of the
lobby to ask for the details of the recovery of her bag; but there were
several men at the desk and Dorothy stopped her.
“Wait until he is more at leisure,” she advised Tavia. “And until
there are not so many men about.”
“Oh, nonsense!” ejaculated Tavia, but she turned to follow Dorothy.
Then she added: “Ah, there is one you won’t mind speaking to——”
 “Where?” cried Dorothy, stopping instantly.
“Going into the dining-room,” said Tavia.
Dorothy then saw the gray back of Garford Knapp ahead of them.
She turned swiftly for the exit of the hotel.
“Come!” she said, “let’s get a breath of air before breakfast. It—it
will give us an appetite!” And she fairly dragged Tavia to the
sidewalk.
“Well, I declare to goodness!” volleyed Tavia, staring at her. “And
just now you were as hungry as a bear. And you still seem to have a
bear’s nature. How rough! Don’t you want to see that young man?”
“Never!” snapped Dorothy, and started straight along toward the
Hudson River.
Tavia was for the moment silenced. But after a bit she asked slyly:
“You’re not really going to walk clear home, are you, dear? North
Birchland is a long, long walk—and the river intervenes.”
Dorothy had to laugh. But her face almost immediately fell into
very serious lines. Tavia, for once, considered her chum’s feelings.
She said nothing regarding Garry Knapp.
“Well,” she murmured. “I need no appetite—no more than I have.
Aren’t you going to eat at all this morning, Dorothy?”
“Here is a restaurant; let us go in,” said her friend promptly.
They did so, and Dorothy lingered over the meal (which was
nowhere as good as that they would have secured at the Fanuel)
until she was positive that Mr. Knapp must have finished his own
breakfast and left the hotel.
In fact, they saw him run out and catch a car in front of the hotel
entrance while they were still some rods from the door. Dorothy at
once became brisker of movement, hurrying Tavia along.
“We must really shop to-day,” she said with decision. “Not merely
look and window-shop.”
“Surely,” agreed Tavia.
 “And we’ll not come back to luncheon—it takes too much time,”
Dorothy went on, as they hurried into the elevator. “Perhaps we can
get tickets for that nice play Ned and Nat saw when they were down
here last time. Then, if we do, we will stay uptown for dinner——”
“Mercy! All that time in the same clothes and without the
prescribed ‘relax’?” groaned Tavia. “We’ll look as though we had
been ground between the upper and the nether millstone.”
“Well——”
They had reached their rooms. Tavia turned upon her and
suddenly seized Dorothy by both shoulders, looking accusingly into
her friend’s eyes.
“I know what you are up to. You are running away from that man.”
“Oh! What——”
“Never mind trying to dodge the issue,” said Tavia, sternly. “That
Garry Knapp. And it seems he must be a pretty nappy sort, sure
enough. He probably knew that girl and was ashamed to have us
see him speaking to one so shabby. Now! what do you care what he
does?”
“I don’t,” denied Dorothy, hotly. “I’m only ashamed that we have
been seen with him. And it is my fault.”
“I’d like to know why?”
“It was unnecessary for us to have become so friendly with him
just because he did us a favor.”
“Yes—but——”
“It was I. I did it,” said Dorothy, almost in tears. “We should never
allow ourselves to become acquainted with strangers in any such
way. Now you see what it means, Tavia. It is not your fault—it is
mine. But it should teach you a lesson as well as me.”
“Goodness!” said the startled Tavia. “I don’t see that it is anything
very terrible. The fellow is really nothing to us.”
 “But people having seen us with him—and then seeing him with
that common-acting girl——”
“Pooh! what do we care?” repeated Tavia. “Garry Knapp is nothing
to us, and never would be.”
Dorothy said not another word, but turned quickly away from her
friend. She was very quiet while they made ready for their shopping
trip, and Tavia could not arouse her.
Careless and unobservant as Tavia was, anything seriously the
matter with her chum always influenced her. She gradually
“simmered down” herself, and when they started forth from their
rooms both girls were morose.
As they passed through the lobby a bellhop was called to the
desk, and then he charged after the two girls.
“Please, Miss! Which is Miss Dale?” he asked, looking at the letter
in his hand.
Dorothy held out her hand and took it. It was written on the hotel
stationery, and the handwriting was strange to her. She tore it open
at once. She read the line or two of the note, and then stopped,
stunned.
“What is it?” asked Tavia, wonderingly.
Dorothy handed her the note. It was signed “G. Knapp” and read
as follows:

“Dear Miss Dale:

“Did your friend get her bag and money all right?”
 CHAPTER VII
GARRY SEES A WALL AHEAD

“Why, what under the sun! How did he come to know about it?”
demanded Tavia. “Goodness!”
“He—he maybe—had something to do with recovering it for you,”
Dorothy said faintly. Yet in her heart she knew that it was hope that
suggested the idea, not reason.
“Well, I am going to find out right now,” declared Tavia Travers,
and she marched back to the clerk’s desk before Dorothy could
object, had she desired to.
“This note to my friend is from Mr. Knapp, who is stopping here,”
Tavia said to the young man behind the counter. “Did he have
anything to do with getting back my bag?”
“I know nothing about your bag, Miss,” said the clerk. “I was not on
duty, I presume, when it was handed in. You are Miss——”
“Travers.”
The clerk went to the safe and found a memorandum, which he
read and then returned to the desk.
“Your supposition is correct, Miss Travers. Mr. Knapp handed in
the handbag and took a receipt for it.”
“When did he do that?” asked Tavia, quickly, almost overpowered
with amazement.
“Some time during the night. Before I came on duty at seven
o’clock.”
“Well! isn’t that the strangest thing?” Tavia said to Dorothy, when
she rejoined her friend at the hotel entrance after thanking the clerk.
“How ever could he have got it in the night?” murmured Dorothy.
 “Say! he’s all right—Garry Knapp is!” Tavia cried, shaking the bag
to which she now clung so tightly, and almost on the verge of doing a
few “steps of delight” on the public thoroughfare. “I could hug him!”
“It—it is very strange,” murmured Dorothy, for she was still very
much disturbed in her mind.
“It’s particularly jolly,” said Tavia. “And I am going to—well, thank
him, at least,” as she saw her friend start and glance at her
admonishingly, “just the very first chance I get. But I ought to hug
him! He deserves some reward. You said yourself that perhaps I
should reward the finder.”
“Mr. Knapp could not possibly have been the finder. The bag was
merely returned through him.” Dorothy spoke positively.
“Don’t care. I must be grateful to somebody,” wailed Tavia. “Don’t
nip my finer feelings in the bud. Your name should be Frost—
Mademoiselle Jacquesette Frost! You’re always nipping me.”
Dorothy, however, remained grave. She plainly saw that this
incident foretold complications. She had made up her mind that she
and Tavia would have nothing more to do with the Westerner, Garry
Knapp; and now her friend would insist on thanking him—of course,
she must if only for politeness’ sake—and any further intercourse
with Mr. Knapp would make the situation all the more difficult.
She wished with all her heart that their shopping was over, and
then she could insist upon taking the train immediately out of New
York, even if she had to sink to the abhorred subterfuge of playing ill,
and so frightening Tavia.
She wished they might move to some other hotel; but if they did
that an explanation must be made to Aunt Winnie as well as to Tavia.
It seemed to Dorothy that she blushed all over—fairly burned—
whenever she thought of discussing her feelings regarding Garry
Knapp.
Never before in her experience had Dorothy Dale been so quickly
and so favorably impressed by a man. Tavia had joked about it, but
she by no means understood how deeply Dorothy felt. And Dorothy
would have been mortified to the quick had she been obliged to tell
even her dearest chum the truth.
Dorothy’s home training had been most delicate. Of course, in the
boarding school she and Tavia had attended there were many sorts
of girls; but all were from good families, and Mrs. Pangborn, the
preceptress of Glenwood, had had a strict oversight over her girls’
moral growth as well as over their education.
Dorothy’s own cousins, Ned and Nat White, though collegians,
and of what Tavia called “the harum-scarum type” like herself, were
clean, upright fellows and possessed no low ideas or tastes. It
seemed to Dorothy for a man to make the acquaintance of a strange
girl on the street and talk with her as Garry Knapp seemed to have
done, savored of a very coarse mind, indeed.
And all the more did she criticise his action because he had taken
advantage of the situation of herself and her friend and “picked
acquaintance” in somewhat the same fashion with them on their
entrance into New York.
He was “that kind.” He went about making the acquaintance of
every girl he saw who would give him a chance to speak to her! That
is the way it looked to Dorothy in her present mood.
She gave Garry Knapp credit for being a Westerner and being not
as conservative as Eastern folk. She knew that people in the West
were freer and more easily to become acquainted with than Eastern
people. But she had set that girl down as a common flirt, and she
believed no gentleman would so easily and naturally fall into
conversation with her as Garry Knapp had, unless he were quite
used to making such acquaintances.
It shamed Dorothy, too, to think that the young man should go
straight from her and Tavia to the girl.
That was the thought that made the keenest wound in Dorothy
Dale’s mind.
They shopped “furiously,” as Tavia declared, all the morning, only
resting while they ate a bite of luncheon in one of the big stores, and
then went at it again immediately afterward.
 “The boys talk about ‘bucking the line’ about this time of year—
football slang, you know,” sighed Tavia; “but believe me! this is some
‘bucking.’ I never shopped so fast and furiously in all my life.
Dorothy, you actually act as though you wanted to get it all over with
and go home. And we can stay a week if we like. We’re having no
fun at all.”
Dorothy would not answer. She wished they could go home. It
seemed to her as though New York City was not big enough in which
to hide away from Garry Knapp.
They could not secure seats—not those they wanted—for the play
Ned and Nat had told them to see, for that evening; and Tavia
insisted upon going back to the hotel.
“I am done up,” she announced. “I am a dish-rag. I am a disgrace
to look at, and I feel that if I do not follow Lovely Lucy Larriper’s
advice and relax, I may be injured for life. Come, Dorothy, we must
go back to our rooms and lie down, or I shall lie right down here in
the gutter and do my relaxing.”
They returned to the hotel, and Dorothy almost ran through the
lobby to the elevator, she was so afraid that Garry Knapp would be
waiting there. She felt that he would be watching for them. The note
he had written her that morning proved that he was determined to
keep up their acquaintanceship if she gave him the slightest
opening.
“And I’ll never let him—never!” she told herself angrily.
“Goodness! how can you hurry so?” plaintively panted Tavia, as
she sank into the cushioned seat in the elevator.
All the time they were resting, Dorothy was thinking of Garry. He
would surely be downstairs at dinner time, waiting his chance to
approach them. She had a dozen ideas as to how she would treat
him—and none of them seemed good ideas.
She was tempted to write him a note in answer to the line he had
left with the clerk for her that morning, warning him never to speak to
her friend or herself again. But then, how could she do so bold a
thing?
 Tavia got up at last and began to move about her room. “Aren’t
you going to get up ever again, Doro?” she asked. “Doesn’t the inner
man call for sustenance? Or even the outer man? I’m just crazy to
see Garry Knapp and ask him how he came by my bag.”
“Oh, Tavia! I wish you wouldn’t,” groaned Dorothy.
“Wish I wouldn’t what?” demanded her friend, coming to her open
door with a hairbrush in her hand and wielding it calmly.
Dorothy “bit off” what she had intended to say. She could not bring
herself to tell Tavia all that was in her mind. She fell back upon that
“white fib” that seems first in the feminine mind when trouble
portends:
“I’ve such a headache!”
“Poor dear!” cried Tavia. “I should think you had. You ate scarcely
any luncheon——”
“Oh, don’t mention eating!” begged Dorothy, and she really found
she did have a slight headache now that she had said so.
“Don’t you want your dinner?” cried Tavia, in horror.
“No, dear. Just let me lie here. You—you go down and eat.
Perhaps I’ll have something light by and by.”
“That’s what the Esquimau said when he ate the candle,” said
Tavia, but without smiling. It was a habit with Tavia, this saying
something funny when she was thinking of something entirely foreign
to her remark.
“You’re not going to be sick, are you, Doro?” she finally asked.
“No, indeed, my dear.”
“Well! you’ve acted funny all day.”
“I don’t feel a bit funny,” groaned Dorothy. “Don’t make me talk—
now.”
So Tavia, who could be sympathetic when she chose, stole away
and dressed quietly. She looked in at Dorothy when she was ready
to go downstairs, and as her chum lay with her eyes closed Tavia
went out without speaking.
Garry Knapp was fidgeting in the lobby when Tavia stepped out of
the car. His eye brightened—then clouded again. Tavia noticed it,
and her conclusion bore out the thought she had evolved about
Dorothy upstairs.
“Oh, Mr. Knapp!” she cried, meeting him with both hands
outstretched. “Tell me! How did you find my bag?”
And Garry Knapp was impolite enough to put her question aside
for the moment while he asked:
“Where’s Miss Dale?”
Two hours later Tavia returned to her chum. Garry walked out of
the hotel with his face heavily clouded.
“Just my luck! She’s a regular millionaire. Her folks have got more
money than I’ll ever even see if I beat out old Methuselah in age!
And Miss Tavia says Miss Dale will be rich in her own right. Ah,
Garry, old man! There’s a blank wall ahead of you. You can’t jump it
in a hurry. You haven’t got the spring. And this little mess of money I
may get for the old ranch won’t put me in Miss Dorothy Dale’s class
—not by a million miles!”
He walked away from the hotel, chewing on this thought as though
it had a very, very bitter taste.
 CHAPTER VIII
AND STILL DOROTHY IS NOT HAPPY

“But what did he say?” demanded Dorothy, almost wildly, sitting up

in bed at Tavia’s first announcement. “I want to know what he said!”
“We-ell, maybe he didn’t tell the truth,” said Tavia, slowly.
“We’ll find out about that later,” Dorothy declared. “Go on.”
“How?”
“Why, of course we must hunt up these girls and give them
something for returning your bag.”
“Oh! I s’pose so,” Tavia said. “Though I guess the little one,
Number Forty-seven, wanted to keep it.”
“Now, tell me all” breathed Dorothy, her eyes shining. “All he said
—every word.”
“Goodness! I guess your headache is better, Doro Dale,” laughed
Tavia, sitting down on the edge of the bed. Dorothy said not a word,
but her “listening face” put Tavia on her mettle.
“Well, the very first thing he said,” she told her chum, her eyes
dancing, “when I ran up to him and thanked him for getting my bag,
was:
“‘Where’s Miss Dale?’
“What do you know about that?” cried Tavia, in high glee. “You
have made a deep, wide, long, and high impression—a four-
dimension impression—on that young man from the ‘wild and
woolly.’ Oh yes, you have!”
The faint blush that washed up into Dorothy Dale’s face like a
gentle wave on the sea-strand made her look “ravishing,” so Tavia
declared. She simply had to stop to hug her friend before she went
on. Dorothy recovered her serenity almost at once.
 “Don’t tease, dear,” she said. “Go on with your story.”
“You see, the little cash-girl—or ‘check’, as they call them—picked
the bag up off the floor and hid it under her apron. Then she was
scared—especially when Mr. Schuman chanced to come upon us all
as we were quarreling. I suppose Mr. Schuman seems like a god to
little Forty-seven.
“Anyhow,” Tavia pursued, “whether the child meant to steal the
bag or not at first, she was afraid to say anything about it then. Her
sister—this girl who came to the hotel—works in the house
furnishing department. Before night Forty-seven told her sister. She
had heard Mr. Knapp’s name, and from the shipping clerk the big girl
obtained the name of the hotel at which Mr. Knapp was staying. Do
you see?”
“Yes,” breathed Dorothy. “Go on, dear.”
“Why, the girl just came here and asked for Mr. Knapp and found
he was out. She didn’t know any better than to linger about outside
and wait for him to appear—like Mary’s little lamb, you know! Little
Forty-seven had told her sister what Mr. Knapp looked like, of
course.”
“Of course!” cried Dorothy, agreeing again, but in such a tone that
Tavia frankly stared at her.
“I do wish I knew just what is the matter with you to-day, Doro,”
she murmured.
“And the rest of it?” demanded Dorothy, her eyes shining and her
cheeks still pink.
“Why, when little Forty-seven’s sister saw us with Mr. Knapp she
jumped to the correct conclusion that we were the girls who had lost
the money, and so she was afraid to speak right out before us——”
“Why?”
“Well, Dorothy,” said Tavia, with considerable gravity for her, “I
guess because of the old and well-established reason.”
“What’s that?”