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Essentials of Psychology 6th Edition

Bernstein Test Bank


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Applications: Topic 2: Motivation
Unit 7: Motivation and Emotion

1. Shelby, an avid bird-watcher, explains that birds build nests because that is their nature. Shelby
advocates the ____ of motivation.
a. drive theory
b. incentive theory
c. instinct theory
d. arousal theory
ANS: C PTS: 1 DIF: Apply
OBJ: LO2: Identify and illustrate the biological and evolutionary sources of motivation, and compare
and contrast the major motivational theories.
TOP: Sources and Theories of Motivation

2. Which of the following best illustrates a behavior that is motivated by physiological factors?
a. Turning down an offer from an extremely prestigious university because your parents
attended State University
b. Adding and removing clothes so as to maintain a comfortable body temperature
c. Fulfilling a request made by your employer in the hope that she will return the favor
d. Donating clothes, canned goods, and money to charitable organizations because you have
plenty
ANS: B PTS: 1 DIF: Apply
OBJ: LO2: Identify and illustrate the biological and evolutionary sources of motivation, and compare
and contrast the major motivational theories.
TOP: Sources and Theories of Motivation KEY:

3. When Walter’s blood sugar dips, he becomes hungry. He eats, and then he is no longer hungry—his
body is back in balance. This balancing is best described as ____.
a. the two-factor model
b. instinct
c. homeostasis
d. optimal level of arousal
ANS: C PTS: 1 DIF: Apply
OBJ: LO2: Identify and illustrate the biological and evolutionary sources of motivation, and compare
and contrast the major motivational theories.
TOP: Sources and Theories of Motivation

4. A proponent of drive theory of motivation would explain that people like to eat at fast-food places
because ____.
a. when they're hungry, they instinctively gravitate to the fastest source of food
b. television commercials influence them to associate such places with psychological
rewards
c. many others are doing so and this gives them a feeling of belonging
d. doing so satisfies their hunger
ANS: D PTS: 1 DIF: Apply
OBJ: LO2: Identify and illustrate the biological and evolutionary sources of motivation, and compare
and contrast the major motivational theories.
TOP: Sources and Theories of Motivation
5. Which of the following is a secondary drive?
a. Hunger
b. Sleep
c. Sexual desire
d. Desire to earn money
ANS: D PTS: 1 DIF: Apply
OBJ: LO2: Identify and illustrate the biological and evolutionary sources of motivation, and compare
and contrast the major motivational theories.
TOP: Sources and Theories of Motivation

6. Generalizing from Zuckerman’s research on sensation seeking, which of the following statements best
describes a sensation-seeker?
a. Someone who prefers being with familiar people over meeting new people
b. Someone who prefers sleeping in a comfortable bed and room over camping out
c. Someone who would probably not be interested in trying hypnosis
d. Someone who seeks to maintain a high level of arousal
ANS: D PTS: 1 DIF: Apply
OBJ: LO2: Identify and illustrate the biological and evolutionary sources of motivation, and compare
and contrast the major motivational theories.
TOP: Sources and Theories of Motivation

7. Even though Fabiola does not need a new dress, she buys one because she really feels drawn toward it.
This is an example of ____.
a. homeostasis
b. incentive value
c. primary drive
d. sensation-seeking
ANS: B PTS: 1 DIF: Apply
OBJ: LO2: Identify and illustrate the biological and evolutionary sources of motivation, and compare
and contrast the major motivational theories.
TOP: Sources and Theories of Motivation

8. After looking at the exotic desserts presented on the dessert tray, Colin decides to have one of the
desserts even though he is not hungry. This is best described as an example of ____.
a. incentive motivation
b. cognitive dissonance
c. instinctual behavior
d. arousal theory
ANS: A PTS: 1 DIF: Apply
OBJ: LO2: Identify and illustrate the biological and evolutionary sources of motivation, and compare
and contrast the major motivational theories.
TOP: Sources and Theories of Motivation

9. Jackie is trying to join a sorority. During "rush week," Jackie has to participate in all types of
humiliating tasks. After the week is over and she is waiting to find out whether she has been accepted,
Jackie's motivation to join the sorority is even higher. What is Jackie most likely doing to reduce her
level of cognitive dissonance?
a. Using self-justification
b. Changing attitude
c. Changing behavior
d. Ignoring inconsistencies
ANS: A PTS: 1 DIF: Apply
OBJ: LO2: Identify and illustrate the biological and evolutionary sources of motivation, and compare
and contrast the major motivational theories.
TOP: Sources and Theories of Motivation

10. Mark drinks about a fifth of bourbon each day, but denies that he’s an alcoholic. When his wife
suggests that he should seek treatment, he angrily replies, “I hold down a job just fine. Drinking just
doesn’t affect me as much as it does other people. If I had problems at work, then maybe I’d be
worried that I have a drinking problem, but I don’t.” What is Mark most likely doing to reduce his
level of cognitive dissonance?
a. Being optimistic
b. Changing his attitude
c. Using self-justification
d. Ignoring inconsistencies
ANS: C PTS: 1 DIF: Apply
OBJ: LO2: Identify and illustrate the biological and evolutionary sources of motivation, and compare
and contrast the major motivational theories.
TOP: Sources and Theories of Motivation

11. Bruno, a psychologist, is having marital problems. Until recently, he’s been telling himself that as a
psychologist, he doesn’t need therapy. Finally, he acknowledges that the situation isn’t getting any
better and it’s time to try some couples counseling. Bruno is most likely reducing his cognitive
dissonance by ____.
a. using self-justification
b. changing his attitude
c. changing his behavior
d. ignoring inconsistencies
ANS: C PTS: 1 DIF: Apply
OBJ: LO2: Identify and illustrate the biological and evolutionary sources of motivation, and compare
and contrast the major motivational theories.
TOP: Sources and Theories of Motivation

12. Sally loves to run, and works jogging into her daily schedule because of the “runner’s high” she
experiences. Sally is motivated by a(n) ____ reward.
a. top-down
b. bottom-up
c. extrinsic
d. intrinsic
ANS: D PTS: 1 DIF: Apply
OBJ: LO2: Identify and illustrate the biological and evolutionary sources of motivation, and compare
and contrast the major motivational theories.
TOP: Sources and Theories of Motivation

13. You eat because you like to. This best illustrates the idea that motivation is due to ____.
a. unconscious desires to reduce anxiety
b. instinct
c. reward/pleasure centers in the brain
d. drive
ANS: C PTS: 1 DIF: Understand
OBJ: LO2: Identify and illustrate the biological and evolutionary sources of motivation, and compare
and contrast the major motivational theories.
TOP: Sources and Theories of Motivation

14. People who are addicted to cocaine are motivated to seek it because cocaine stimulates the ____.
a. the neurotransmitter GABA
b. neural pathways in the amygdala
c. sensorimotor cortex
d. nucleus accumbens and ventral tegmental areas of the brain
ANS: D PTS: 1 DIF: Remember
OBJ: LO2: Identify and illustrate the biological and evolutionary sources of motivation, and compare
and contrast the major motivational theories.
TOP: Sources and Theories of Motivation

15. A person takes up the game of racquetball because she believes she has the quickness and coordination
to do well at the game. Which theory of motivation is best demonstrated by her behavior?
a. pleasure/reward theory
b. cognitive theory
c. instinct theory
d. psychodynamic theory
ANS: B PTS: 1 DIF: Apply
OBJ: LO2: Identify and illustrate the biological and evolutionary sources of motivation, and compare
and contrast the major motivational theories.
TOP: Sources and Theories of Motivation

16. Stacey believes that she will be successful on her diet because she is in control of what happens to her.
According to a cognitive theory of motivation, her belief shows that she has a strong sense of ____.
a. personal expectations and beliefs
b. drive
c. attribution
d. need
ANS: A PTS: 1 DIF: Apply
OBJ: LO2: Identify and illustrate the biological and evolutionary sources of motivation, and compare
and contrast the major motivational theories.
TOP: Sources and Theories of Motivation

17. Which of the following is NOT a causal factor involved in eating disorders?
a. Cultural standards of thinness, leanness, and muscularity
b. Ample availability of food
c. Issues of perfectionism and needing to be “in control”
d. History of childhood abuse and/or family conflict
ANS: B PTS: 1 DIF: Understand
OBJ: LO3: Analyze the physiological and environmental factors that influence and regulate hunger,
and examine various eating disorders along with the possible causes, medical issues, and treatment
options associated with each. TOP: Hunger and Satiation
18. Alison is a young ballerina. Her teacher told her she could stand to lose five pounds, so she went on a
diet. Since that time she has lost 25 pounds off her already petite frame and is continuing to lose.
Despite the fact she is gaunt and weak, she looks in the mirror and still perceives herself as fat. What
eating disorder is Alison most likely developing?
a. Bulimia nervosa
b. Body dysmorphic disorder
c. Anorexia nervosa
d. Binge eating disorder
ANS: C PTS: 1 DIF: Apply
OBJ: LO3: Analyze the physiological and environmental factors that influence and regulate hunger,
and examine various eating disorders along with the possible causes, medical issues, and treatment
options associated with each. TOP: Hunger and Satiation

19. Victor is a wrestler and needs to maintain a certain weight in order to wrestle in his class. Since he’s
started college, he’s been under a great deal of stress to maintain his grade point average, participate in
wrestling, and still have time for a social life. Often, he eats when he’s stressed. In addition, when he
gets together with his friends, they tend to eat fattening foods late at night, which he later regrets. In
order to manage his weight, he has started vomiting immediately after eating. Nobody is aware of his
behavior. With what eating disorder is Victor likely struggling?
a. Bulimia nervosa
b. Body dysmorphic disorder
c. Anorexia nervosa
d. Binge eating disorder
ANS: A PTS: 1 DIF: Apply
OBJ: LO3: Analyze the physiological and environmental factors that influence and regulate hunger,
and examine various eating disorders along with the possible causes, medical issues, and treatment
options associated with each. TOP: Hunger and Satiation

20. In his research on hunger and the brain, Dr. VanderZyl stimulates the lateral hypothalamus of his
animal subjects. This stimulation ____.
a. induces eating only in animals that have not eaten in a while
b. induces eating in animals, even if they are full
c. reduces eating in animals that are full
d. reduces eating in animals that are hungry
ANS: B PTS: 1 DIF: Apply
OBJ: LO3: Analyze the physiological and environmental factors that influence and regulate hunger,
and examine various eating disorders along with the possible causes, medical issues, and treatment
options associated with each. TOP: Hunger and Satiation

21. Millie has always struggled with her weight. During a recent physical examination, her doctor
recommended that she lose 30 lbs. What is the most probable reason that Millie is overweight?
a. She is highly sensitive to external cues for hunger.
b. She is highly sensitive to internal cues for hunger.
c. She is relatively insensitive to external cues for hunger.
d. She is relatively insensitive to internal cues for hunger.
ANS: A PTS: 1 DIF: Apply
OBJ: LO3: Analyze the physiological and environmental factors that influence and regulate hunger,
and examine various eating disorders along with the possible causes, medical issues, and treatment
options associated with each. TOP: Hunger and Satiation
22. Following his afternoon classes, Darren stops at the cafeteria and eats a burger and fries. If you were to
run a blood test on Darren shortly after his meal, what would you expect to find?
a. low glucose; low insulin
b. low glucose; high insulin
c. high glucose; high insulin
d. high glucose; low insulin
ANS: C PTS: 1 DIF: Understand
OBJ: LO3: Analyze the physiological and environmental factors that influence and regulate hunger,
and examine various eating disorders along with the possible causes, medical issues, and treatment
options associated with each. TOP: Hunger and Satiation

23. Dr. Pasantes is investigating how the brain regulates patterns of eating behavior. She performs an
experiment and finds that lesioning a particular brain region causes rodents to completely stop eating.
What area of the brain has Dr. Pasantes lesioned?
a. lateral hypothalamus
b. ventromedial hypothalamus
c. lateral amygdala
d. ventromedial amygdala
ANS: A PTS: 1 DIF: Understand
OBJ: LO3: Analyze the physiological and environmental factors that influence and regulate hunger,
and examine various eating disorders along with the possible causes, medical issues, and treatment
options associated with each. TOP: Hunger and Satiation

24. Dr. Pollini is investigating how the brain regulates patterns of eating behavior. He performs an
experiment and finds that lesioning a particular brain region causes rodents to significantly increase
their food intake and to gain weight. What area of the brain has Dr. Pollini lesioned?
a. lateral hypothalamus
b. ventromedial hypothalamus
c. lateral amygdala
d. ventromedial amygdala
ANS: B PTS: 1 DIF: Understand
OBJ: LO3: Analyze the physiological and environmental factors that influence and regulate hunger,
and examine various eating disorders along with the possible causes, medical issues, and treatment
options associated with each. TOP: Hunger and Satiation

25. Long-term, who is most likely to succeed in their attempts to lose weight?
a. Diane, who decides to lose weight by cutting out potato chips and ice cream from her diet
b. Enrique, who decides to lose weight by going on a high-protein, no-carbohydrate diet
c. Padma, who decides to lose weight by cutting meat completely out of her diet
d. Tommy, who decides to lose weight by restricting his caloric intake to 1,000 calories per
day
ANS: A PTS: 1 DIF: Apply
OBJ: LO3: Analyze the physiological and environmental factors that influence and regulate hunger,
and examine various eating disorders along with the possible causes, medical issues, and treatment
options associated with each. TOP: Hunger and Satiation

26. Suppose that it is 1964, and that Betty, a homemaker who put on weight with each of her three
pregnancies, wants to lose twenty pounds. What medication would have been prescribed to Betty at
that time to help her lose weight?
a. ephedrine
b. orlistat
c. amphetamines
d. sibutramine
ANS: C PTS: 1 DIF: Remember
OBJ: LO3: Analyze the physiological and environmental factors that influence and regulate hunger,
and examine various eating disorders along with the possible causes, medical issues, and treatment
options associated with each. TOP: Hunger and Satiation

27. Interested in losing weight, Patrick seeks the advice of his doctor. Dr. Burns recommends a medication
that can help Patrick by inhibiting the absorption of fats by the digestive tract. What medication is
Patrick’s doctor recommending?
a. ephedrine
b. orlistat
c. amphetamines
d. sibutramine
ANS: B PTS: 1 DIF: Remember
OBJ: LO3: Analyze the physiological and environmental factors that influence and regulate hunger,
and examine various eating disorders along with the possible causes, medical issues, and treatment
options associated with each. TOP: Hunger and Satiation

28. Brianna suffers from anorexia nervosa. In addition to having an unusually low body weight, she has
irregular menstrual cycles, feels cold constantly, and has skin that appears ____.
a. oily with a blue tint
b. oily with a yellow tint
c. dry with a blue tint
d. dry with a yellow tint
ANS: D PTS: 1 DIF: Understand
OBJ: LO3: Analyze the physiological and environmental factors that influence and regulate hunger,
and examine various eating disorders along with the possible causes, medical issues, and treatment
options associated with each. TOP: Hunger and Satiation

29. After a night of eating a gallon of ice cream and potato chips, Raven takes laxatives to purge the
ingested food from her body. Raven, like many others who suffer from bulimia nervosa, is likely to
feel what after purging?
a. relief
b. sense of control
c. depression
d. elation
ANS: C PTS: 1 DIF: Apply
OBJ: LO3: Analyze the physiological and environmental factors that influence and regulate hunger,
and examine various eating disorders along with the possible causes, medical issues, and treatment
options associated with each. TOP: Hunger and Satiation

30. Selena has suffered from bulimia nervosa for several years. She finally seeks professional help and is
surprised to find out that medication can help her. What type of medication would be most helpful for
Selena?
a. selective serotonin reuptake inhibitors
b. phenothiazines
c. amphetamines
d. catecholamine reuptake inhibitors
ANS: A PTS: 1 DIF: Remember
OBJ: LO3: Analyze the physiological and environmental factors that influence and regulate hunger,
and examine various eating disorders along with the possible causes, medical issues, and treatment
options associated with each. TOP: Hunger and Satiation

31. Ramona had a stroke that damaged her ventromedial hypothalamus. Generalizing from animal
research, you might expect Ramona to ____.
a. eat more and lose weight
b. eat more and gain weight
c. eat less and lose weight
d. eat less and gain weight
ANS: B PTS: 1 DIF: Apply
OBJ: LO3: Analyze the physiological and environmental factors that influence and regulate hunger,
and examine various eating disorders along with the possible causes, medical issues, and treatment
options associated with each. TOP: Hunger and Satiation

32. Each of the following is a factor in obesity EXCEPT ____.


a. genetics
b. set point theory
c. metabolic rate
d. willpower
ANS: D PTS: 1 DIF: Understand
OBJ: LO3: Analyze the physiological and environmental factors that influence and regulate hunger,
and examine various eating disorders along with the possible causes, medical issues, and treatment
options associated with each. TOP: Hunger and Satiation

33. The body’s downward adjustment of metabolic rate during times of famine is explained by which of
the following theories?
a. Metabolic adjustment theory
b. Self-regulatory theory
c. Basal metabolism theory
d. Set point theory
ANS: D PTS: 1 DIF: Understand
OBJ: LO3: Analyze the physiological and environmental factors that influence and regulate hunger,
and examine various eating disorders along with the possible causes, medical issues, and treatment
options associated with each. TOP: Hunger and Satiation

34. Jane is bulimic. Which of the following might be considered typical behavior for her?
a. Constantly starving herself
b. Binging while eating dinner with her family
c. Consuming enormous amounts of green leafy vegetables
d. Exercising compulsively after an episode of overeating
ANS: D PTS: 1 DIF: Apply
OBJ: LO3: Analyze the physiological and environmental factors that influence and regulate hunger,
and examine various eating disorders along with the possible causes, medical issues, and treatment
options associated with each. TOP: Hunger and Satiation

35. You are doing an Internet search for information related to biological hunger factors. Which set of
search words would you use?
a. Genetics, heredity, and set point
b. Depression and body image
c. Sociocultural and personality
d. Blood chemistry, digestion, peripheral cues, and CCK
ANS: D PTS: 1 DIF: Understand
OBJ: LO3: Analyze the physiological and environmental factors that influence and regulate hunger,
and examine various eating disorders along with the possible causes, medical issues, and treatment
options associated with each. TOP: Hunger and Satiation

36. It is believed that Troy has a high setpoint. Dieting will be difficult for him because ____.
a. hypothalamus dysfunction prevents Troy from feeling full
b. when Troy diets, his metabolic rate may slow down
c. Troy is particularly susceptible to learned cues to eating
d. Troy will experience hunger more often than someone with a low setpoint
ANS: B PTS: 1 DIF: Understand
OBJ: LO3: Analyze the physiological and environmental factors that influence and regulate hunger,
and examine various eating disorders along with the possible causes, medical issues, and treatment
options associated with each. TOP: Hunger and Satiation

37. Wayne eats a seven-course dinner and claims he cannot eat another bite of food. Then the waiter
brings the dessert tray to the table, and Wayne finds that he’s hungry for the pecan pie with whipped
cream. His hunger is most likely due to ____.
a. a drop in blood sugar
b. a surge in blood sugar
c. the production of galanin
d. psychosocial hunger factors
ANS: D PTS: 1 DIF: Apply
OBJ: LO3: Analyze the physiological and environmental factors that influence and regulate hunger,
and examine various eating disorders along with the possible causes, medical issues, and treatment
options associated with each. TOP: Hunger and Satiation

38. “I really should not go to that all-you-can eat buffet. If I see food, I’ll eat it.” What psychosocial
hunger factor does this self-awareness best represent?
a. mood factor
b. personality traits
c. learned associations
d. modesty
ANS: C PTS: 1 DIF: Apply
OBJ: LO3: Analyze the physiological and environmental factors that influence and regulate hunger,
and examine various eating disorders along with the possible causes, medical issues, and treatment
options associated with each. TOP: Hunger and Satiation

39. “It’s noon, so it’s time to eat.” This person illustrates the role of ____ in hunger.
a. PYY
b. genetic factors
c. learned associations
d. leptin
ANS: C PTS: 1 DIF: Apply
OBJ: LO3: Analyze the physiological and environmental factors that influence and regulate hunger,
and examine various eating disorders along with the possible causes, medical issues, and treatment
options associated with each. TOP: Hunger and Satiation
40. “Whenever I am depressed or bored, I tend to eat even when I’m not hungry.” This statement best
illustrates the role of ____ in hunger.
a. CCK
b. genetic factors
c. psychosocial factors
d. self-handicapping
ANS: C PTS: 1 DIF: Apply
OBJ: LO3: Analyze the physiological and environmental factors that influence and regulate hunger,
and examine various eating disorders along with the possible causes, medical issues, and treatment
options associated with each. TOP: Hunger and Satiation

41. Barbara wants to lose weight because, when she looks at fashion magazines, she sees that all the
attractive models are very thin. Which of the following factors is motivating Barbara to diet?
a. sociocultural factors
b. under-responsiveness to food
c. calories and metabolism
d. setpoint
ANS: A PTS: 1 DIF: Apply
OBJ: LO3: Analyze the physiological and environmental factors that influence and regulate hunger,
and examine various eating disorders along with the possible causes, medical issues, and treatment
options associated with each. TOP: Hunger and Satiation

42. Shelly has been on a self-inflicted starvation diet for eight months and, as a result, weighs only 82
pounds. However, she still believes that she can stand to lose a couple of more pounds. It is likely that
Shelly is suffering from ____.
a. anorexia nervosa c. depression
b. a hormonal imbalance d. bulimia
ANS: A PTS: 1 DIF: Apply
OBJ: LO3: Analyze the physiological and environmental factors that influence and regulate hunger,
and examine various eating disorders along with the possible causes, medical issues, and treatment
options associated with each. TOP: Hunger and Satiation

43. Which of the following are the most preferred treatments for bulimia nervosa?
a. Using antidepressant drugs and positive reinforcement
b. Reinforcing weight gain and punishing weight loss
c. Substituting positive thoughts for negative ones and participating in interpersonal therapy
d. Using chemotherapy and participating in family therapy
ANS: C PTS: 1 DIF: Understand
OBJ: LO3: Analyze the physiological and environmental factors that influence and regulate hunger,
and examine various eating disorders along with the possible causes, medical issues, and treatment
options associated with each. TOP: Hunger and Satiation

44. Nicole tells her gynecologist that lately, she has had no sexual desire. Nicole and her gynecologist
discuss the possibility of using a hormone patch to address her sexual dysfunction. This hormone patch
likely uses which hormone?
a. testosterone
b. estrogen
c. progesterone
d. follicle stimulating hormone
ANS: A PTS: 1 DIF: Apply
OBJ: LO4: Debate the biological and psychosocial factors involved in sexual motivation, and
evaluate how this motivation varies with gender, orientation, and phase of life.
TOP: Sexual Motivation

45. If you look in the table of contents of John’s paper, you will see topics like secondary sexual
characteristics, sexual motivation, and development of ova and sperm. This paper is most likely on
____.
a. biological sex factors
b. genetic sex factors
c. sociocultural factors
d. learned associations
ANS: A PTS: 1 DIF: Understand
OBJ: LO4: Debate the biological and psychosocial factors involved in sexual motivation, and
evaluate how this motivation varies with gender, orientation, and phase of life.
TOP: Sexual Motivation

46. Becky and Jeff recently got married. One reason they got married was to form a long lasting
relationship with each other. Therefore, marriage for them satisfied their ____.
a. need for affiliation
b. self-actualization
c. need for autonomy
d. need for order
ANS: A PTS: 1 DIF: Apply
OBJ: LO5: Assess the effect of social and cognitive motives such as achievement motivation on life
outcomes and demonstrate the interplay of competing motives in the context of Maslow's hierarchy of
needs. TOP: Social and Cognitive Motivation

47. The need for affiliation is satisfied by ____.


a. forming lasting and positive interpersonal attachments
b. getting good grades in college
c. keeping one’s life orderly and predictable
d. receiving recognition for hard work
ANS: A PTS: 1 DIF: Understand
OBJ: LO5: Assess the effect of social and cognitive motives such as achievement motivation on life
outcomes and demonstrate the interplay of competing motives in the context of Maslow's hierarchy of
needs. TOP: Social and Cognitive Motivation

48. Ruben has reached his fullest potential as a human being. According to Maslow, Ruben has achieved
____.
a. physiological fullness
b. self-esteem
c. belongingness
d. self-actualization
ANS: D PTS: 1 DIF: Understand
OBJ: LO5: Assess the effect of social and cognitive motives such as achievement motivation on life
outcomes and demonstrate the interplay of competing motives in the context of Maslow's hierarchy of
needs. TOP: Social and Cognitive Motivation

49. “I am a member of the college’s chess club and we often get together and talk about life and chess. My
best friends are also members.” This best illustrates what Maslow refers to as ____.
a. safety needs
b. esteem needs
c. belongingness needs
d. self-actualization
ANS: C PTS: 1 DIF: Apply
OBJ: LO5: Assess the effect of social and cognitive motives such as achievement motivation on life
outcomes and demonstrate the interplay of competing motives in the context of Maslow's hierarchy of
needs. TOP: Social and Cognitive Motivation

50. Sandra has a strong need to have social relationships. Psychologists use the term ____ to describe
Sandra’s needs.
a. need for affiliation
b. need for acceptance
c. need for arousal
d. need for sensation
ANS: A PTS: 1 DIF: Understand
OBJ: LO5: Assess the effect of social and cognitive motives such as achievement motivation on life
outcomes and demonstrate the interplay of competing motives in the context of Maslow's hierarchy of
needs. TOP: Social and Cognitive Motivation

51. Quentin has a strong need to excel at whatever he does. This is best described as a need for ____.
a. achievement
b. arousal
c. affiliation
d. external rewards
ANS: A PTS: 1 DIF: Apply
OBJ: LO5: Assess the effect of social and cognitive motives such as achievement motivation on life
outcomes and demonstrate the interplay of competing motives in the context of Maslow's hierarchy of
needs. TOP: Social and Cognitive Motivation

52. In one study (Twenge, Baumeister, Tice, & Stucke, 2001), students were told that a personality test
revealed that they were “the type likely to end up alone later in life.” These students were more likely
to ____.
a. show signs of depression
b. act aggressively
c. report low self-esteem
d. demonstrate introversion
ANS: B PTS: 1 DIF: Understand
OBJ: LO5: Assess the effect of social and cognitive motives such as achievement motivation on life
outcomes and demonstrate the interplay of competing motives in the context of Maslow's hierarchy of
needs. TOP: Social and Cognitive Motivation

53. As part of his honor’s thesis, Braydon develops a survey to evaluate the updated hierarchy of needs of
Kenrick and colleagues, specifically in young adult men and women. Braydon is most interested in
determining if men and women differ in the highest level of motivation, which is ____.
a. mate retention
b. parenting
c. affiliation
d. status
ANS: B PTS: 1 DIF: Understand
OBJ: LO5: Assess the effect of social and cognitive motives such as achievement motivation on life
outcomes and demonstrate the interplay of competing motives in the context of Maslow's hierarchy of
needs. TOP: Social and Cognitive Motivation

54. Terry is described as having extrinsic motivation for the achievement of his goals. This means that
Terry ____.
a. focuses on immediate outcomes
b. focuses on short-term outcomes
c. has a desire for external rewards
d. has a desire for internal gratification
ANS: C PTS: 1 DIF: Apply
OBJ: LO5: Assess the effect of social and cognitive motives such as achievement motivation on life
outcomes and demonstrate the interplay of competing motives in the context of Maslow's hierarchy of
needs. TOP: Social and Cognitive Motivation

55. Anne and Norman are both offered a promotion. Anne willingly accepts the promotion offer because
she feels it will help her career, while Norman refuses to accept it because he is afraid it will hinder his
career. Which motivational concept(s) are Anne and Norman demonstrating?
a. Anne demonstrates avoidance motivation, while Norman demonstrates achievement
motivation.
b. Anne demonstrates achievement motivation, whereas Norman demonstrates avoidance
motivation.
c. Both are demonstrating achievement motivation.
d. Anne demonstrates achievement motivation, whereas Norman demonstrates performance
anxiety.
ANS: B PTS: 1 DIF: Analyze
OBJ: LO5: Assess the effect of social and cognitive motives such as achievement motivation on life
outcomes and demonstrate the interplay of competing motives in the context of Maslow's hierarchy of
needs. TOP: Social and Cognitive Motivation

56. When performing tasks that are intrinsically motivated, we tend to have higher enjoyment and
performance when the task involves ____.
a. competition and cooperation
b. public recognition
c. structure and a set of well-defined rules
d. personal effort rather than team effort
ANS: A PTS: 1 DIF: Understand
OBJ: LO5: Assess the effect of social and cognitive motives such as achievement motivation on life
outcomes and demonstrate the interplay of competing motives in the context of Maslow's hierarchy of
needs. TOP: Social and Cognitive Motivation

57. Carl works hard to get As on his report card because his mother rewards him with 25 dollars for each
A. Carl’s behavior is being influenced by ____.
a. fixed action patterns
b. a hierarchy of needs
c. extrinsic motivation
d. drive-reduction theory
ANS: C PTS: 1 DIF: Apply
OBJ: LO5: Assess the effect of social and cognitive motives such as achievement motivation on life
outcomes and demonstrate the interplay of competing motives in the context of Maslow's hierarchy of
needs. TOP: Social and Cognitive Motivation

58. Carla works hard to get As on her report card because it is personally rewarding. Her behavior is
being influenced by ____.
a. fixed action patterns
b. intrinsic motivation
c. extrinsic motivation
d. drive-reduction theory
ANS: B PTS: 1 DIF: Apply
OBJ: LO5: Assess the effect of social and cognitive motives such as achievement motivation on life
outcomes and demonstrate the interplay of competing motives in the context of Maslow's hierarchy of
needs. TOP: Social and Cognitive Motivation

59. Alexandra is a financially secure young woman who recently graduated from college, married her high
school sweetheart, and purchased a first home with her spouse. She hopes to become the editor of a
fashion magazine one day. Currently, she is working at an entry-level job at the local newspaper.
Which of the following best describes the need she is working on with her present job?
a. Self-actualization
b. Physiological
c. Safety
d. Esteem
ANS: D PTS: 1 DIF: Apply
OBJ: LO5: Assess the effect of social and cognitive motives such as achievement motivation on life
outcomes and demonstrate the interplay of competing motives in the context of Maslow's hierarchy of
needs. TOP: Social and Cognitive Motivation

60. Ellen is shown a somewhat ambiguous picture of a person in a lab coat studying what looks like a
medical chart. Ellen is then asked to tell a story about this person. She says that this person is a new
resident in a hospital and is working very long hours, but is happy to have finally reached his goal of
becoming a doctor. In this story, Ellen is illustrating ____.
a. low achievement motivation
b. high achievement motivation
c. high fear of failure
d. a self-handicapping strategy
ANS: B PTS: 1 DIF: Apply
OBJ: LO5: Assess the effect of social and cognitive motives such as achievement motivation on life
outcomes and demonstrate the interplay of competing motives in the context of Maslow's hierarchy of
needs. TOP: Social and Cognitive Motivation

61. Which of the following is a personality characteristic of a person with a high need for achievement?
a. Verbally aggressive behavior while completing group tasks
b. An inability to see the easy solutions to tasks
c. Setting unrealistic goals
d. Attraction to jobs that require initiative
ANS: D PTS: 1 DIF: Understand
OBJ: LO5: Assess the effect of social and cognitive motives such as achievement motivation on life
outcomes and demonstrate the interplay of competing motives in the context of Maslow's hierarchy of
needs. TOP: Social and Cognitive Motivation

62. The best motivation for superior academic performance is having a ____.
a. high need for achievement
b. high fear of failure
c. very efficient self-handicapping strategy
d. reasonable excuse for occasional failure
ANS: A PTS: 1 DIF: Understand
OBJ: LO5: Assess the effect of social and cognitive motives such as achievement motivation on life
outcomes and demonstrate the interplay of competing motives in the context of Maslow's hierarchy of
needs. TOP: Social and Cognitive Motivation

63. Chris sings in a volunteer community chorus because he enjoys the feeling he gets when he masters a
complicated piece of music. His behavior reflects ____.
a. self-handicapping strategy
b. intrinsic motivation
c. overjustification
d. extrinsic motivation
ANS: B PTS: 1 DIF: Apply
OBJ: LO5: Assess the effect of social and cognitive motives such as achievement motivation on life
outcomes and demonstrate the interplay of competing motives in the context of Maslow's hierarchy of
needs. TOP: Social and Cognitive Motivation
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Utetheisa pulchella (Linn.). Farafra, 20/4/12.

Noctuidæ
Chloridea nubigera (Herrsch.). Camp IX, Libyan Desert, 5/4/12.
Euxoa spinifera (Hubn.). Kairowin Hattia, Farafra, 12/4/12.
Agrotis ypsilon (Rott.). Bu Gerara, 4/4/12.
Cirphis loreyi (Dup.). Bu Gerara, 3/4/12.
Athetis flava (Oberth.). Meir, Dirut, Egypt, 17/3/12.
Laphigma exixua (Hubn.). Camp IX, 4/4/12; Bu Gerara, 3-4/4/12;
Meir, Dirut, Egypt, 17/3/12.
Phytometra gamma (Linn.). Kairowin Hattia, Farafra, 12/4/12. Camp
XI, Farafra, 6/4/12; Meir, Dirut, Egypt, 17/3/12.
Leucanitis kabylaria (Bang, Haas.). Kairowin Hattia, Farafra, 10-
12/4/12.
Hypoglaucitis benenotata moses (Stdgr.). Kairowin Hattia, Farafra,
12/4/12.
Anumeta hilgerti (Rothsch.). Kairowin Hattia, Farafra, 12/4/12.

Pyralidæ
Ommatopteryx ocellea (Haw.). Camp XII, 17/4/12.
Syria Kingi (Rothsch.). (spec. nov.) Fifteen miles south of Bir
Kairowin, 14/4/12.
Syria variabillis (Rothsch.). Meir, Dirut, Egypt, 17-23/3/12; Camp II,
23/3/12.
Syria Libyca (Rothsch.). (spec. nov.) Kairowin Hattia, Farafra,
12/4/12.
Heterographis adustella (Rag.). Kairowin Hattia, Farafra, 12/4/12.
Heterographis verburii (Butl.). Camp II, 23/3/12.
Heterographis samaritanella (Zell.). Kairowin Hattia, Farafra,
12/4/12.
Heterographis conversella (Led.). Camp II, 23/3/12.
Nomophila noctuella (Schiff). Camp IX, Libyan Desert, 4/4/12; Bu
Gerara, 3-4/4/12; Camp XI, Farafra, 6/4/12; Camp XII, 7/4/12;
Camp IV, 25/3/12; Camp V, 26/3/12; Meir, Dirut, Egypt, 17/3/12.

Pyraustidæ
Cornifrons ulceratalis (Led.). Meir, Dirut, Egypt, 17/3/12; Camp II,
23/3/12.
Noctuelia floralis (Hmpsn.). Camp II, 23/3/12.

II. IDENTIFIED AT SOUTH KENSINGTON

TINEINA

Gelechiadæ
Aproærema mitrella (Wlsm.). Meir, Dirut, Egypt, 17-18/3/12; Camp II,
Libyan Desert, 23/3/12; Negeb er Rumi, Libyan Desert, 4/4/12.
Seven specimens. (Tests J. H. Durrant.)
Phthorimæa eremaula (Meyr). Dakhla Road, Libyan Desert, 26/3/12;
Bu Gerara, Libyan Desert, 2-4/4/12. Three specimens. (Tests J. H.
Durrant.)

Plutellidæ
Plutella maculipennis (Crt.). Meir, Dirut, Egypt, 16-23/3/12; Camp II,
Libyan Desert, 23/3/12; Dakhla Road, Libyan Desert, 26/3/12; Bu
Gerara, Libyan Desert, 3-4/4/12; Negeb er Rumi, Libyan Desert,
4/4/12; Farafra Depression, Libyan Desert, 6/4/12; south of Bir
Kairowin, 10/4/12. Fifty-three specimens. (Tests J. H. Durrant.)

Tineidæ
Trichophaga abruptella (Wlstn.). Meir, Dirut, Egypt, 17-18/3/12. Two
specimens. (Tests J. H. Durrant.)

DIPTERA

Mycetophilidæ
Macrocera (?) nana (Macq.). Meir, Dirut, Egypt, 20-23/3/12. Three
specimens. (Tests F. W. Edwards.)

Chironomidæ
Chironomus tripartitus (Kieff). Meir, Dirut, Egypt, 17-23/3/12. Two
specimens. (Tests F. W. Edwards.)

Syrphidæ
Syrphus corollæ (Fabr.). Bu Gerara, Libyan Desert, 2-4/4/12. Two
specimens. (Tests E. E. Austen.)

Muscidæ
Musca analis (Macq.). Meir, Dirut, Egypt, 16-20/3/12. Four
specimens. (Tests E. E. Austen.)
Musca angustifrons (Thoms.). Meir, Dirut, Egypt, 16-18/3/12. Two
specimens. (Tests E. E. Austen.)

TACHINIDÆ

Sarcophaginæ
Disjunctis nuba (Wied.). Bu Gerara, Libyan Desert, 4/4/12. One
specimen. (Tests E. E. Austen.)

Anthomyidæ
Fannia canicularis (L.). Meir, Dirut, Egypt, 16/3/12. One specimen.
(Tests E. E. Austen.)
Trypetidæ
Urellia stellata (Fuessl.). Abu Harag, Libyan Desert, 26/3/12. One
specimen. (Tests E. E. Austen.)

PLANIPENNIA

Chrysopidæ
Chrysopa vulgaris (Schneider). Meir, Dirut, Egypt, 17/3/12; Camp II,
Libyan Desert, 23/3/12; Dakhla Road, Libyan Desert, 26/3/12; Abu
Harag, Libyan Desert, 26/3/12; Bu Gerara, Libyan Desert, 2-
3/4/12; Negeb er Rumi, Libyan Desert, 4/4/12. Twenty-five
specimens. (Tests H. Campion.)

HEMIPTERA

Reduviidæ
Reduvius palliles (Klug). Meir, Dirut, Egypt, 18/3/12. One specimen.
(Tests C. J. Gahan.)

Jassidæ
Chlorita flavescens (Fabr.). Meir, Dirut, Egypt, 20/3/12. Three
specimens. (Tests F. Laing.)

COLEOPTERA

Carabidæ
Stenolophus marginatus (Dej.). Camp II, Libyan Desert, 23/3/12.
One specimen. (Tests G. J. Arrow.)

Dermestidæ
Dermestes frischi (Kug.). Bu Gerara, Libyan Desert, 2/4/12. One
specimen. (Tests G. J. Arrow.)
Scarabæidæ
Aphodius hydrochæris (F.). Meir, Dirut, Egypt, 17/3/12. One
specimen. (Tests G. J. Arrow.)
Aphodius granulifrons (Fairm.). Camp II, Libyan Desert, 23/3/12.
One specimen. (Tests G. J. Arrow.)
Aphodius sp (?). Meir, Dirut, Egypt, 20/3/12. One specimen. (Tests
G. J. Arrow.)

Tenebrionidæ
Ocnera hispida (Forsk.). Meir, Dirut, Egypt, 20/3/12. One specimen.
(Tests K. G. Blair.)

ORTHOPTERA

Gryllidæ
Gryllotalpa gryllotalpa (L.). Meir, Dirut, Egypt, 17-21/3/12. Two
specimens. (Tests B. Uvarov.)
APPENDIX III

ROCK INSCRIPTIONS FROM THE LIBYAN DESERT

T HE graffiti shown in the accompanying plates were collected in


the Libyan Desert. The majority of them occurred on the Gubary
road, between the oases of Kharga and Dakhla, or in the hattia
through which this road runs, immediately before entering the oasis
of Dakhla, in its south-east corner.
In many places these rock scribings were extraordinarily
numerous. It is no exaggeration to say that at some of the
recognised halting-places on the Gubary road, where it is the custom
for caravans to rest during the midday heat, or at the end of the
day’s journey, the rocks are so thickly covered with graffiti that it is
almost impossible to walk without treading on them.
The collection does not pretend to be in any way a complete one,
for the signs were mostly copied during a hurried journey in the hot
weather of 1909; there are consequently a considerable number that
have been overlooked.
Unfortunately most of them are cut on the flat horizontal stones by
the roadside; so it was impossible to tell which was their right way
up, as that would obviously depend upon the position with regard to
them occupied at the time by the man who cut them. Some of them,
however, were on more or less vertical surfaces, so that there could
be no doubt as to their correct positions.
Where any of the others have been compared with signs
previously reported from a different locality, from which they differed
only by their position, the angle through which they have to be
turned, to make their position correspond with the signs with which
they are compared, is intended to be taken in a clockwise direction.
Those scribings that did not occur on the Gubary road, or in the
hattia, were found in the following localities:—

Nos. 230-238 in the northern part of Kharga Oasis, near ’Ain el


Hagar. They were mostly taken from the mouth of a shaft, cut
vertically into a horizontal tunnel, excavated through the rock below
to act as an infiltration gallery, to bring the water from the subsoil
through which it ran to the surface at a lower level.
(Large-size)
No. 219 was found on a loose block of stone at the foot of a
ruined mud tower in Dakhla Oasis, near Bir ’Ain Sheykh Mufta, about
three kilometres to the south-east of Smint el Kharab.
Nos. 221-228 occurred cut on a small stone ruin known as Qasr el
Kadabya, about five kilometres to the south of the village of Tenida,
in Dakhla Oasis.
No. 224 was seen, at the foot of the wall by a doorway, in a small
stone building at the well of ’Ain Amur, on the more northerly road
from Kharga to Dakhla oases.
In addition to the graffiti shown in the plates, a large number of
rough drawings were seen, which want of time, unfortunately, did not
allow me to copy. Many of them were of subjects that did not admit
of reproduction. Among the remainder were hunting and battle
scenes, drawings of a few boats, or ships—one of which was
obviously intended to represent a dahabya—and, in addition to
numerous pictures of camels, those of horses, mules or donkeys
were unexpectedly numerous, considering the small use that is
made of these beasts in that part of the desert.
Among the animals shown in the hunting scenes were several
ostriches, which, though found in the Sudan, are quite unknown at
the present time in the district where the graffiti were seen. In
addition, horned game were represented in a few places; but it was
impossible to determine the species which were intended to be
represented.
In the battle scenes, the men were armed with bows, shields,
spears and swords. I saw no guns to indicate modern drawings, or
shangamangers that might have pointed to a Sudan origin.
The figures in every case were cut on the surface of the Nubian
sandstone, a substance that is easily scratched with a knife. A
portion of some of the figures given in the plates is shown by means
of a dotted line, intended to show that the part thus outlined is
uncertain, owing to the rock having been chipped, or to some other
cause.
The Gubary road, where most of the graffiti were found, runs near
the foot of a scarp that shelters it to a great extent from the strongly
predominant northerly winds. But considering the amount of erosion
that takes place during the frequent sandstorms from this quarter,
after making all allowance for the sheltered position of the rocks
upon which these inscriptions occur, their sharp-cut appearance was
remarkable, seeming to indicate that they do not date from a very
remote period.
Nos. 217 and 218, however, were an exception. These two
inscriptions were cut one above the other, about five feet above
ground level, on a vertical surface facing about north-west. The rock
at this point may perhaps have been unusually soft, but both
inscriptions showed most distinct signs of weathering.
(Large-size)

No. 217 appears to be of special interest, as it seems to be written


partly in primitive Arabic characters and partly in some script, such
as Tifinagh, making use of dotted letters. Inscriptions of this bilingual
character have also been found in the Twat group of oases, in the
Western Sahara, at Ulad Mahmud, in the Gerara District.[26]
The uncertainty as to the correct position of most of these graffiti,
combined with the simple forms that so many of them show and the
rough manner in which they have been drawn, renders comparisons
with other drawings perhaps dangerous, and in any case requires
more expert knowledge than that possessed by the present writer.
But the following notes upon them may perhaps be of interest.
Many of the drawings are unquestionably tribal camel brands, as
an Arab can often be seen cutting his wasm, or brand, on the ground
during a halt, in the same manner as a white man will write his
name.
These wasms are probably of great antiquity, and are said by the
Arabs who use them to date from pre-Mohammedan times. They are
used by the bedawin in a manner analogous to the heraldry of
medieval Europe. Each tribe has its own brand, the junior branches
and offshoots of the clan adopting the original wasm with a
difference, recalling the “marks of cadency” in heraldry.
I was able, with the assistance of my men, to identify the following
brands:—
The circle seen in No. 27 is a wasm of the Hamamla tribe shown
in No. 80 and, with the added stroke, may constitute the brand of
one of its subdivisions.
No. 29 is the wasm of the Khana tribe.
No. 37 of the Jebsia.
No. 43 that of the Zowia. It is curious that this, one of the most
fanatical tribes that have been converted to the tenets of the
Senussia, should make use of the emblem of Christianity as their
badge.
No. 44 may be the brand of the Zoazi tribe that appears in No.
168, and also perhaps in No. 114.
No. 48, in the position shown, is the wasm of the Ulad ben Miriam,
or, if turned as it appears in No. 158, of a Maghrabi tribe known as
the Malif.
(Large-size)

No. 75 was said to be the brand of another Maghrabi tribe, the


name of which I was not able to learn.
No 85 is the mark of the Amaim, which may be also represented
by Nos. 157 and 174.
No. 86, if turned through 180 degrees, would be the wasm of an
Arab tribe from Moab, whose name I could not ascertain.
No. 87 may perhaps be inverted and intended to be the brand of
the Reshaida—a dotted circle surmounted by a cross. Possibly No.
170, though the circle is represented by a square and the figure is
also inverted, may also stand for this wasm.
The Reshaida are an offshoot of the Awazim, whose brand—a
circle and cross, without the “cadency mark” of the dot—appears in
No. 166, with a line added to it on the left-hand side. Reference will
be made to this additional line below. Possibly Nos. 98 and 124 are
also meant for this Awazim brand.
No. 109 is the wasm of the Orfilli tribe.
No. 156 that of the Hassun, said to be an offshoot of a tribe,
whose name I could not ascertain, that have the mark Y for their
brand.
Nos. 172 and 173 are both brands of the well-known Bisharin
tribe.
No. 177 is the mark of the Harb tribe.
No. 179 of the Hawerti tribe.
No. 234 was said by my men to be the brand of a tribe sprung
from another clan whose wasm may be shown in Nos. 73 and 112,
but they were ignorant of the names of both of the tribes.
Many of the other marks shown in the plates are probably derived
from these wasms. The bedawin Arabs are nearly always illiterate,
but are accustomed to communicate with each other by marks
scratched on the ground in the same way that gypsies make use of a
“patteran.” See p. 180 ante.
Such marks, for instance, as No. 50, derived from the Malif wasm,
and 171 and 183, from the brand, are very possibly produced in
this way.
Many of the simpler signs occurred repeatedly, and in addition the
group shown in No. 2 was seen twice, and that in No. 14 several
times, while the combination No. 25 in one place was repeated no
less than thirty-three times in three horizontal lines. Similar marks to
those No. 95 occurred in several places, generally in groups of three,
placed as shown in the plate.
No. 18, the seal of Solomon, is not uncommonly seen in the rock
inscriptions of the Western Sahara. It takes several forms, each of
which may have a dot in the centre, thus: . Its commonest form
seems to be that shown in No. 18, but sometimes one of the
triangles of which it is composed is drawn with a heavier line than
the other, thus: . It is also represented in at least one case-on the
Col de Zanaga, in the Figuig district—surrounded by a waved line
producing a kind of rosette . In addition to these forms, the false
seal of Solomon, or five-pointed star, constructed by a continuous
line is also seen in this district, but I did not happen to come
across it in the Libyan Desert. These signs are all much used by the
native magicians.
(Large-size)
No. 88 was apparently the tracing of a leathern sandal and was
lifesize. The outline of both shod and unshod feet, sometimes the
right foot being traced and at others the left, were of not infrequent
occurrence. They are also found in the Western Sahara at Qasr el
Jaj Ahmer, in the Geryville district, and at Guebar Rashim. The
outlines of hands also occur; but I did not see any of the latter in the
Libyan Desert.

Of the other signs, the mark which occurs, in combination with


others, in Nos. 14 and 244, has also been found on the temple of
Soleb, in the midst of an inscription. The sign , No. 74, also
appears here.[27]
Nos. 42, 43 and 49 were reported by the late Mr. Oric Bates from
Marmarica.[28] So, too, were Nos. 63 and 71, if turned through 180
degrees. The small circle that appears as No. 80, and in combination
with other signs in Nos. 9, 27, and in several of the groups shown in
the plates, and also No. 162, if turned through a right angle, also
figure in this collection. Among which, too, is the sign which may
be identical with the mark in the inscription given as No. 219.
In some of the inscriptions found at the Gara esh Shorfa, in the
Aulef district of Tidikelt in the Twat group of oases, the vowel dot
(tagherit) of the Libyco-Berber script is often enclosed by a line that
forms a kind of loop round it, recalling the cartouche frequently used
in modern Tifinagh writing to surround the different words of a
sentence; the is also sometimes enclosed in the same manner,
the letters when thus treated having the following appearance: ,
. The right-hand signs of No. 63 and No. 132, No. 146 and
several other of the graffiti shown in the plates may perhaps be
examples of this practice, which also is very possibly illustrated by
the sign that occurs in No. 219. The cartouche treatment
appears in No. 245.
Some of the more complicated signs may only be idle scratchings;
drawings, for instance, such as No. 34 are often to be seen upon
blotting pads, being made by some writer during the intervals of his
composition. But such signs as Nos. 16, 142, 148, 149 and 153
recall the curious ligatured monograms sometimes used by the
modern Tawarek in their writings, or the cryptograms, mentioned by
Duveyrier and H. Barth, that the Tawarek women sometimes amuse
themselves by inventing, that can only be deciphered by those to
whom they have imparted the key.[29]
The circles in Nos. 203, 211 and 212 represent small cups about
two inches in diameter and were used perhaps for some game such
as harubga, or possibly for divination in the manner described by
Mohammed et Tounsi.[30] Somewhat similar groups of cups have
been found in the Twat Oasis group at ’Ain Guettara, and also in the
Geryville district, at El Jaj Mohammed and Shellala Dahrania.
Nos. 224—the left-hand portion—242 and 243 probably represent
human beings. In 224 the five fingers of two hands and the long hair
in the star like a mark above them occur in several other undoubted
drawings of figures that were seen, but are not shown in the plates. It
is, however, doubtful whether it is the feet or the hands that are
represented in Nos. 242 and 243. Among the figures that are not
given in the plates, several appeared in which the hair was
represented by dots instead of the lines in No. 224.
Rough drawings of camels were often seen. They are shown in
Nos. 193 and 196, and possibly also Nos. 194, 195 and 131 are
intended to show them. Nos. 193 and 195 may perhaps represent
camels carrying a travelling tent, such as are used by wealthy
women, and sometimes also by men on a journey. No. 193 may
possibly represent a beast with two humps, though these, of course,
are never seen in North Africa. No. 196 apparently carries a rider,
mounted on a riding saddle. Among other creatures appearing in the
plates, No. 210 is presumably a man being swallowed by a
crocodile.
Rough drawings of camels, of a very similar type to those here
reproduced, have been found by Lieut.-Col. Tilho in the oasis of
Harda, in Borku; and I came across others myself in a cave, near
Marsa Matru, on the North Egyptian coast. The latter were found in
conjunction with drawings of a cannon being fired and of a paddle-
wheel steamer, which appeared to be contemporaneous, so
evidently they were of a comparatively recent date.
The drawings of ostriches and the fragments of their shells which
are often to be found in the Libyan Desert, even in the
neighbourhood of the Egyptian oases, has been held to show that
they once existed wild in this part of the desert. But the argument is
by no means conclusive; ostrich eggs used frequently to be brought
from the Sudan by the old slave-trading caravans, who used them as
food, and the drawings no more show that ostriches inhabited this
part than the pictures of boats show that dahaybas once sailed over
the desert in the neighbourhood, say, of Dakhla Oasis. The
occurrence of these, and of drawings of antelopes and other wild
animals, merely show that some of the travellers who used these
roads came from districts where the creatures they represented
could be seen.

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