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CHAPTER 7
Thinking, Language, and Intelligence
IDEA MODEL™ OF COURSE ASSESSMENT:
KEYING TEST ITEMS TO ACQUIRED SKILLS
Skills Assessed Test Items

Identify . . . pioneering figures in psychology, parts of 1, 2, 10, 18, 41, 47, 49, 50, 51, 53,
the nervous system, sensory receptors for various 54, 55, 56, 61, 63, 64, 65, 73, 81,
senses, types of personality tests, types of psychological 83, 84, 87, 88, 89, 90, 92, 95, 98,
disorders, methods of treatment, etc. 100, 101, 102, 123, 129, 141
Define or Describe . . . key concepts of sensation 3, 4, 5, 6, 7, 8, 10, 11, 13, 14, 17,
19, 23, 24, 25, 26, 27, 28, 29, 31,
and perception, consciousness, learning, memory, 32, 33, 34, 35, 36, 37, 39, 40, 42,
cognition, motivation and emotion, personality, social 43, 43, 44, 45, 48, 49, 56, 71, 78,
psychology, health psychology, models of abnormal 79, 80, 84, 89, 91, 96, 103, 109,
behavior and psychotherapy, etc. 110, 113, 114, 115, 116, 117, 119,
120, 121, 122, 126, 127, 128, 130,
131, 132, 133, 136, 138, 141, 142,
143
Evaluate or Explain . . . underlying processes and 9, 12, 15, 16, 20, 21, 22, 30, 38,
52, 57, 58, 59, 60, 62, 66, 67, 68,
mechanisms of behavior and mental processes, research 69, 70, 72, 74, 75, 76, 82, 85, 86,
methods, theoretical concepts, etc. 93, 94, 96, 97, 98, 99, 104 ,105,
106, 107, 108, 112, 124, 125, 127,
134, 135, 136, 137, 139, 140, 142,
143, 149
Apply. . . psychological concepts to real-life 1, 17, 19, 20, 21, 23, 25, 31, 32,
34, 35, 42, 44, 45, 54, 57, 63, 66,
examples, including applications of psychological 95, 97, 99, 105, 109, 111, 113,
knowledge in daily life. 115, 116, 117, 118, 119, 120, 121,
129, 131, 132, 133, 147, 148, 150,
151, 152
Copyright © Cengage Learning. All rights reserved.

190 Chapter 7: Thinking, Language, and Intelligence
Learning Objectives
7.1 Define thinking.

7.2 Describe the roles of mental imagery, concept formation, problem solving,
and creativity in thinking.
7.3 Explain the difference between logical and natural concepts.
7.4 Describe mental strategies we can use to solve problems more effectively.
7.5 Describe mental roadblocks that impede problem solving and decision
making.
7.6 Describe the basic processes of creative thought and the difference between
divergent and convergent thinking.
7.7 Identify the basic components of language and the milestones in language
development.
7.8 Explain the factors involved in language development.
7.9 Evaluate whether language is unique to humans.
7.10 Evaluate the linguistic relativity hypothesis in light of evidence.
7.11 Define intelligence.
7.12 Identify different tests of intelligence and evaluate the characteristics of a
good test of intelligence.
7.13 Describe the characteristics of the two extremes of intelligence.
7.14 Describe the major theories of intelligence.
7.15 Evaluate the roles of heredity and environment in intelligence.
7.16 Apply skills of problem solving to become a creative problem solver.
MULTIPLE CHOICE
1. Dr. Gregor’s research focuses on decision-making and problem solving. Gregor is probably a(n) ______
psychologist.
A) environmental
B) social
C) physiological
D) cognitive
E) health
ANS: D REF: 228 MOD: Module 7-1 Thinking MSC: applied
KEY: Apply, Identify

Chapter 7: Thinking, Language, and Intelligence 191
2. Cognitive psychologists are likely to study all but which of the following topics?
A) language
B) development across the life span
C) thinking
D) problem solving
E) information processing
ANS: B REF: 228 MOD: Module 7-1 Thinking MSC: conceptual
KEY: Identify
3. The mental representation and manipulation of information is
A) learning.
B) memory.
C) sensation.
D) thinking.
E) perception.
ANS: D REF: 228 MOD: Module 7-1 Thinking MSC: factual
OBJ: 7.1 KEY: Define/Describe
4. According to the text, thinking is defined as
A) ability to learn and profit from experience.
B) the mental representation and manipulation of information.
C) mental awareness and processing.
D) cognitive representation of information.
E) private mental processes allowing us to interact with the world.
ANS: B REF: 228 MOD: Module 7-1 Thinking MSC: factual
5. The definition of thinking in the text includes which of the following?
A) mental awareness and manipulation of information
B) mental representation and manipulation of information
C) mental awareness and mental representation of information
D) mental representation of information and private mental processes
E) private mental processes and mental manipulation of information.
6. According to the text, thinking involves each of the following EXCEPT
A) forming mental images.
B) using concepts.
C) using words to express ideas.
D) solving problems.
E) functional fixedness.
ANS: E REF: 228 MOD: Module 7-1 Thinking MSC: factual
7. As cited in the text, many of Albert Einstein’s creative insights involved the use of
A) free association
B) group problem solving
C) library research
D) mental imagery
E) using words to conceptualize physical phenomena
ANS: C REF: 228 MOD: Module 7-1 Thinking MSC: factual
OBJ: 7.2 KEY: Identify

8. Compared to men, women tend to

A) report less vivid images of past experiences.
B) use more visual imagery to remember past events.
C) use less visual imagery to remember past experiences.
D) more often use imagery in problem solving.
E) perform worse in forming still images of objects.
9. Regarding thinking and mental imagery, which of the following statements is FALSE?
A) Physical objects are generally better represented by words and concepts than by images.
B) When thinking, information is represented in the mind in the form of images, words, or concepts.
C) While most people can form mental images of sensory experiences other than visual ones, they
generally have the easiest time forming visual images.
D) Behavior therapists use mental imagery in treating phobias.
E) A mental image is a reconstruction of an object or event in one’s mind.
ANS: A REF: 228-229 MOD: Module 7-1 Thinking MSC: factual
KEY: Evaluate/Explain
10. Which type of imagery is easiest to form?
A) auditory
B) tactile
C) olfactory
D) gustatory
E) visual
ANS: E REF: 229 MOD: Module 7-1 Thinking MSC: factual
OBJ: 7.2 KEY: Identify, Define/Describe NOT: www
11. Which of the following is the best definition of concept?
A) a mental category used to group objects according to shared features
B) a rule of thumb for solving problems or making judgments
C) a mental picture or representation of an object or event
D) a comparison between two things based on similar features
E) a system of communication composed of symbols and following particular rules
ANS: A REF: 229 MOD: Module 7-1 Thinking MSC: factual
12. Concepts function to do all but which of the following?
A) help us bring a sense of order to our world
B) make us better able to anticipate and predict future events
C) help us respond more quickly to events
D) reduce the need for new learning each time we encounter a familiar object or event
E) enable us to engage in mental imagery.
ANS: E REF: 229-230 MOD: Module 7-1 Thinking MSC: conceptual
13. Comparing the two types of concepts, logical is to ______ as natural is to ______.
A) negative; positive
B) subordinate; superordinate
C) superordinate; subordinate
D) positive; negative
E) clear; fuzzy
ANS: E REF: 229 MOD: Module 7-1 Thinking MSC: conceptual

14. Concepts defined by specific rules are called

A) natural concepts.
B) intuitive concepts.
C) heuristics.
D) logical concepts.
E) algorithms.
15. Regarding concepts, which of the following statements is FALSE?
A) People often apply probabilities when categorizing concepts.
B) Cognitive psychologists classify concepts as either logical or natural.
C) Most of the concepts we use in everyday life are natural concepts.
D) Compared to logical concepts, natural concepts have more clearly defined rules for membership.
E) Natural concepts include objects, activities, and abstractions.
OBJ: 7.3 KEY: Evaluate/Explain
16. Regarding different types of concepts, which of the following statements is FALSE?
A) People often apply probabilities when categorizing concepts.
B) Cognitive psychologists classify concepts as either logical or natural.
C) Both logical and natural concepts have strict rules for membership.
D) The concept of a triangle is an example of a logical concept.
E) Natural concepts include objects, activities, and abstractions.
17. Karen had been trying to solve a problem for several days when she experienced a sudden awareness of the
correct solution to her problem. Karen’s experience describes the concept of
A) linguistic relativity.
B) conceptual expansion.
C) insight.
D) functional fixedness.
E) a mental set.
ANS: C REF: 229 MOD: Module 7-1 Thinking MSC: applied
OBJ: 7.2 KEY: Apply, Define/Describe
18. Kohler studied which aspect of problem solving?
A) concept formation
B) algorithms
C) insight
D) decay
E) representative heuristic
KEY: Identify
19. When her students are first learning algebra, math teacher Ruth Dibble teaches the students a series of step-
by-step rules for working with algebraic equations. What is Ms. Dibble teaching her students?
A) insight strategies
B) algorithms
C) heuristics
D) natural concepts
E) logical concepts
ANS: B REF: 231 MOD: Module 7-1 Thinking MSC: applied

20. Jorge is a biology student and learns that botanists have clear rules for determining what a bean is. The
concept of “bean” he is learning in class is referred to as a
A) heuristic concept.
B) natural concept.
C) logical concept.
D) applied concept.
E) probabilistic concept.
OBJ: 7.3 KEY: Apply, Evaluate/Explain
21. Anita says she can’t define pornography but she knows it when she sees it. She is applying what type of
concept?
A) heuristic concept
B) natural concept
C) logical concept
D) applied concept
E) probabilistic concept
22. What is the major drawback of algorithms?
A) They tend to lead to confirmation bias.
B) They cause people to rely on the same solutions over and over.
C) They can lead to faulty solutions.
D) They take too long to apply.
E) There may not be any algorithm that precisely applies to one’s particular problem.
23. Chrissy relies on a “rule of thumb” to solve her problem. In scientific terms, Chrissy’s strategy is called a(n)
A) algorithm.
B) heuristic.
C) natural concept.
D) logical concept.
E) analogy.
OBJ: 7.4 KEY: Apply, Define/Describe NOT: www
24. A heuristic is
A) a step-by-step process for solving a problem.
B) a sudden realization of the correct solution to a problem.
C) the most common type of logical concept.
D) a mental shortcut for solving a problem.
E) a standard used to compare an individual’s performance on a test with the performance of others.
ANS: D REF: 231 MOD: Module 7-1 Thinking MSC: conceptual\
25. Letty has a very complex problem to solve. She decides to break the problem down into smaller, more
manageable problems. Which strategy best describes what Letty is doing?
A) insight heuristic
B) backward-working heuristic
C) creating subgoals
D) means-end heuristic
E) functional fixedness

26. Which heuristic involves starting with a possible solution and then working in reverse order to see if the
data support the solution?
A) insight heuristic
B) creating subgoals
C) means-end heuristic
D) backward-working heuristic
E) functional fixedness
ANS: D REF: 231 MOD: Module 7-1 Thinking MSC: conceptual
27. Mental set is a
A) type of means-end heuristic.
B) tendency to rely on problem solving strategies that worked in the past.
C) type of subgoal setting.
D) form of the backwards-thinking heuristic.
E) rule of thumb in problem solving.
28. Functional fixedness is
A) the tendency to rely on strategies that have been successful in the past.
B) a type of means-end heuristic.
C) the inability to see how familiar objects can be used in new ways.
D) a form of backward-thinking heuristic.
E) a type of multiple intelligence.
29. When people fail to solve the “box-candle” and “two-string” problems presented in the text, they may be
demonstrating
A) means-end heuristic.
B) backwards-thinking heuristic.
C) failure to conceptually combine or conceptually expand.
D) functional fixedness.
E) low intelligence.
30. Which of the following best describes decision making?
A) finding the one correct solution to a particular problem
B) mentally representing and manipulating information
C) conceiving of new ways to view situations or new uses for familiar objects
D) developing new, workable products or solutions to problems
E) selecting a course of action from a set of available alternatives
31. Celia is a juror at a trial. Based on her reading of newspapers, Celia has already decided that the defendant
is guilty. She sticks to her decision even when the defense attorney presents strong contradicting evidence.
Celia is demonstrating
A) functional fixedness.
B) mental set.
C) confirmation bias.
D) availability heuristic.
E) representativeness heuristic.
OBJ: 7.5 KEY: Apply , Define/Describe

32. A woman who sticks to her belief that her husband is not abusive and discounts evidence of his abusive
behavior may be demonstrating
B) mental set.
C) representativeness heuristic.
D) availability heuristic.
E) confirmation bias.
ANS: E REF: 232 MOD: Module 7-1 Thinking MSC: applied
OBJ: 7.5 KEY: Apply , Define/Describe
33. Which cognitive bias best describes our tendency to judge people based on first impressions?
A) confirmation bias
B) the representativeness heuristic
C) the availability heuristic
D) the means-end heuristic
E) divergent thinking
ANS: B REF: 233 MOD: Module 7-1 Thinking MSC: conceptual
34. Your text mentions a young woman who headed home before finishing a college tour after noticing a
student who was wearing unfashionable shoes. This woman was using the representativeness heuristic by
assuming that
A) a sample represented the larger population.
B) easily recalled examples represented more prevalent categories.
C) more people agreed with her than actually did.
D) her point of view was unique.
E) her initial hypothesis was correct despite evidence against it.
ANS: A REF: 233 MOD: Module 7-1 Thinking MSC: applied
35. Based on a few interactions with an ethnic group, Darnell has developed a stereotype of that group. Darnell
is demonstrating
A) the representativeness heuristic.
B) divergent thinking.
C) the availability heuristic.
D) framing.
E) mental set.
36. The tendency to base decisions on information that most readily comes to mind is
A) framing.
B) mental set.
C) the availability heuristic.
D) the representativeness heuristic.
E) convergent thinking.

37. Most people assume there are more words in the English language that begin with the letter k than have the
letter k in the third position. This may be because it is easier to think of words that begin with k and thus
may be an example of
A) the availability heuristic.
B) the representativeness heuristic.
C) functional fixedness.
D) mental set.
E) confirmation bias.
38. Regarding creativity, which of the following statements is FALSE?
A) Most people have the potential to be creative.
B) Creativity is strongly related to IQ.
C) Creativity makes more use of divergent thinking than convergent thinking.
D) Creativity is a type of cognitive ability.
E) Creativity involves using cognitive processes to manipulate or act upon stored knowledge.
ANS: B REF: 234-235 MOD: Module 7-1 Thinking MSC: factual
39. Divergent thinking is

A) conceiving of new ways of viewing situations and new uses for familiar objects.
B) maintaining an initial hypothesis despite contradictory evidence.
C) relying on previous successful strategies to solve a new problem.
D) making decisions based on how easily information comes to mind.
E) narrowing down a range of alternatives to converge on the one correct answer to a problem.
ANS: A REF: 235 MOD: Module 7-1 Thinking MSC: factual
40. Arnold tries to find the single correct solution to his problem. Which mental process is Arnold using?
A) divergent thinking
B) mental set
C) conceptual combinations
D) convergent thinking
E) metaphor
ANS: D REF: 235 MOD: Module 7-1 Thinking MSC: applied
41. Guilford was a pioneer in the development of tests that measured
B) divergent thinking.
C) confirmation bias.
D) convergent thinking.
E) heuristics.
KEY: Identify
42. Engineer Phinegan Tatarchuk likes to use analogy during the creative process of developing new products.
When Tatarchuk does this, he is
A) representing objects on the basis of metaphors.
B) comparing two things based on similarities.
C) comparing two things based on differences.
D) combining two or more concepts into one.
E) expanding familiar concepts into new ones.

43. All but which of the following underlie creative thinking?

A) divergent thinking
B) conceptual expansion
C) conceptual combinations
D) use of algorithms
E) use of analogy
44. The terms “veggie burger” and “cell phone” represent which process underlying creative thinking?
A) conceptual combination
B) algorithm
C) analogy
D) metaphor
E) conceptual expansion
ANS: A REF: 235 MOD: Module 7-1 Thinking MSC: conceptual
45. School psychologist Miguel Blackstone sometimes is called upon to administer the Alternate Uses Test.
Which of the following is Blackstone measuring?
A) intelligence
B) convergent thinking
C) multiple intelligence
D) language skills
E) creativity
ANS: E REF: 235 MOD: Module 7-1 Thinking MSC: applied
46. Alexander Graham Bell studied the human ear and noticed how sounds were transmitted when a membrane
(the eardrum) vibrated. He applied this knowledge to the development of the telephone, using a similar
process of vibration of a membrane. Which cognitive process did Bell demonstrate?
A) Metaphor
B) Conceptual expansion
C) Analogy
D) Conceptual combination
E) Mental set
47. In language, phonemes are to ______ as morphemes are to ______.
A) sound; meaning
B) meaning; semantics
C) semantics; syntax
D) syntax; semantics
E) linguistics; grammar
ANS: A REF: 237-238 MOD: Module 7-2 Language MSC: conceptual
48. Language is
A) a set of rules for communication.
B) a set of symbols for communication.
C) a set of rules and symbols for communication.
D) composed of words and other sounds.
E) a mental picture or representation of an object or event.
ANS: C REF: 237 MOD: Module 7-2 Language MSC: conceptual
KEY: Define/Describe

49. The rules governing proper use of words, phrases, and sentences to convey meaning are called
A) language.
B) grammar.
C) syntax.
D) semantics.
E) linguistics.
ANS: B REF: 237 MOD: Module 7-2 Language MSC: factual
OBJ: 7.7 KEY: Identify, Define/Describe
50. All but which of the following are examples of phonemes?
A) au
B) g
C) l
D) o
E) ed
ANS: E REF: 237 MOD: Module 7-2 Language MSC: conceptual
51. Phonemes are the ______ in a language, and the English language has ______ phonemes.
A) rules governing word order; approximately 122
B) basic units of sound; exactly 26
C) basic units of sound; around 40
D) basic units of meaning; thousands of
E) basic units of meaning; hundreds of
ANS: C REF: 237 MOD: Module 7-2 Language MSC: factual
52. Regarding language, which of the following statements is FALSE?
A) Morphemes consist of simple words, as well as prefixes and suffixes.
B) In English, phonemes correspond to individual letters, as well as letter combinations.
C) Phonemes combine to form syntax.
D) Changing one phoneme in a word can change the meaning of the word.
E) Different languages have different phonemes.
ANS: C REF: 237-238 MOD: Module 7-2 Language MSC: factual
KEY: Evaluate/Explain NOT: www
53. What are the smallest units of meaning in a language?
A) phonemes
B) morphemes
C) graphemes
D) syllables
E) letters of the alphabet
54. Javan’s English teacher tells him, “Watch your syntax!” To what is Javan’s teacher referring?
A) his ordering of words within sentences and phrases
B) his pronunciation
C) his vocabulary
D) his spelling
E) his usage of the same word to express different meanings
ANS: A REF: 238 MOD: Module 7-2 Language MSC: applied
OBJ: 7.7 KEY: Apply, Identify

55. Language consists of _____ basic components, and they are called ______.
A) 3; mental images, concepts, and speech
B) 2; words and grammar
C) 2; language acquisition and linguistic relativity
D) 3; heuristics, algorithms, and analogies
E) 4; phonemes, morphemes, syntax, and semantics
ANS: E REF: 237-238 MOD: Module 7-2 Language MSC: factual
56. The rules governing the meaning of words are called
A) grammar.
B) syntax.
C) morphemes.
D) semantics.
E) linguistics.
ANS: D REF: 238 MOD: Module 7-2 Language MSC: factual
57. Martin looks at his class syllabus and notices that his professor will lecture today on the work of Noam
Chomsky. What is most likely to be the focus of the lecture?
A) Discussion of an innate mechanism in the brain for learning language
B) Suggestions for how teachers and parents can encourage children to attempt to use language
C) A focus on circumstances in the environment that support language development
D) Comparing and contrasting biological and environmental influences on language development
E) Debate over whether intelligence is composed of a single factor or multiple factors
ANS: A REF: 238 MOD: Module 7-2 Language MSC: applied
58. Regarding the concept of the language acquisition device, which of the following statements is FALSE?
A) It represents an innate mechanism in the brain for learning language.
B) It is believed to be prewired into the human nervous system.
C) Critics consider it an abstract concept rather than a physical structure in the brain .
D) It was developed by the linguist Noam Chomsky.
E) It explains how environment shapes language development.
ANS: E REF: 238 MOD: Module 7-2 Language MSC: applied
59. Evaluating the evidence regarding language development best supports which of the following conclusions?
A) Language is prewired into the nervous system.
B) Language is best explained by processes of maturation.
C) Language depends on biological capacity for language and experience.
D) Language is a function of cultural processes, not underlying biological mechanisms.
E) Language is learned by listening to the speech of others.
ANS: E REF: 238 MOD: Module 7-2 Language MSC: applied
60. Which of the following statements regarding language development is most strongly supported by the
evidence?
A) Although genes are important in many aspects of behavior, scientists do not believe they play a role
in language.
B) Many areas of the brain appear to be responsible for producing language.
C) Chomsky showed that the language acquisition device depends on formal training in the rules of
grammar.
D) Evidence shows that language is a function of cultural processes, not underlying biological
mechanisms.
E) Scientists recently discovered a language center in the brain that is largely responsible for the use of
language.
ANS: B REF: 238 MOD: Module 7-2 Language MSC: applied


61. Which of the following are considered nonlinguistic forms of communication?
A) crying only
B) babbling and cooing
C) cooing and crying
D) babbling and crying
E) babbling, cooing, and crying
ANS: C REF: 238 MOD: Module 7-2 Language MSC: conceptual
62. Regarding human language development, which of the following statements is FALSE?
A) Although all children experience the same stages of language development, there is a great variety in
the ordering of the stages, as well as the ages at which the stages occur, depending on the culture.
B) Children naturally acquire language by listening to the speech of others, long before they learn rules
of grammar as part of their formal education.
C) By about 2.5 years of age, the average child speaks in full sentences and has a vocabulary over 500
words.
D) Scientists are now beginning to locate genes involved in the development of brain mechanisms
responsible for language and speech.
E) Parents can help children develop language skills by talking and reading to them frequently, as well as
by demonstrating proper language use and rewarding children for imitating it.
ANS: A REF: 238 MOD: Module 7-2 Language MSC: factual
63. Norm and Bertha’s baby daughter has just begun making cooing sounds. If her development is average,
what age is she predicted to be?
A) 1 week
B) 2 months
C) 6 months
D) 12 months
E) 18 months
ANS: B REF: 239 MOD: Module 7-2 Language MSC: applied
OBJ: 7.7 KEY: Apply, Identify
64. Beginning the use of one-word phrases is typical for which age group?
A) 3 months
B) 6 months
C) 12 months
D) 15 months
E) 18 months
OBJ: 7.7 KEY: Identify NOT: www
65. What is the sequence for language development?
A) cooing, babbling, crying, one-word phrases, two-word phrases
B) crying, cooing, babbling, one-word phrases, two-word phrases
C) crying, babbling, cooing, one-word phrases, two-word phrases
D) crying, cooing, one-word phrases, babbling, two-word phrases
E) cooing, crying, babbling, one-word phrases, two-word phrases

66. Simone Farnsworth is a writer of children’s books. When she creates her books, Farnsworth is very careful
to avoid the use of language that emphasizes the world from a male perspective. Simone believes that using
words and phrases that emphasize traditional gender roles may influence children to think in a gender-
stereotyped manner. Farnsworth’s perspective is consistent with which of the following?
A) the existence of a language acquisition device
B) divergent thinking
C) the triarchic theory of intelligence
D) the linguistic relativity hypothesis
E) the practice of culture-fair testing
ANS: D REF: 239-240 MOD: Module 7-2 Language MSC: applied
67. The belief that language affects how we think was first developed by ______, and this idea is presented in
the ______.
A) Chomsky; linguistic relativity hypothesis
B) Whorf; linguistic relativity hypothesis
C) Chomsky; language acquisition hypothesis
D) Sternberg; triarchic linguistic hypothesis
E) Whorf; language acquisition hypothesis
68. Regarding research on the Whorfian hypothesis, which of the following statements is TRUE?
A) Research evidence does not support the original version of the Whorfian hypothesis, but it does
support a weaker version of the hypothesis.
B) Research evidence does not support the original version of the Whorfian hypothesis, nor any
subsequent versions.
C) Research evidence supports the Whorfian hypothesis.
D) Research has not yet been conducted on the Whorfian hypothesis.
E) Research supports the belief that language determines how we think and perceive the world.
69. The use of the generic “he” in referring to doctors and scientists may negatively affect career aspirations in
young woman. This can best be explained by
A) the role that language plays in thinking.
B) the original but not the weaker version of the Whorfian hypothesis.
C) the language acquisition device as a mechanism that determines cultural patterns in language use..
D) the role that culture plays in language development.
E) Chomsky’s view of the importance of cultural experience in determining how we think about the
world.

70. Jessica’s advisor recommends that Jessica take courses in at least one foreign language because, he says,
there are some thoughts that simply cannot occur to people who speak only one language. Her advisor’s
opinion is probably based on _____.
A) Chomsky’s language acquisition device concept
B) Premack’s artificial language research
C) the linguistic relativity hypothesis
D) Pinker’s research on grammar and communications
E) recent research with gorillas and chimpanzees
71. The linguistic relativity hypothesis states that
A) there are innate mechanisms in the brain associated with language learning.
B) there are environmental influences important for language learning.
C) the way we think affects the language we use.
D) the language we use determines the way we think.
E) differences in language do not affect our perception of reality.
ANS: D REF: 240 MOD: Module 7-2 Language MSC: factual
KEY: Define/Describe NOT: www
72. Some scientists would say that Koko the gorilla learned human language because she
A) could use signs to form simple phrases and demonstrated a basic understanding of grammar.
B) used the American Sign Language sign for pain while pointing to her mouth, thus communicating that
she had a decayed tooth.
C) was able to make requests and other communications by putting together a sequence of
communication chips.
D) learned how to communicate on a keyboard by observing and imitating her mother.
E) was able to get what she wanted by responding to reinforcement schedules.
ANS: B REF: 240 MOD: Module 7-2 Language MSC: conceptual
73. Who developed an artificial language based on plastic chips and trained a chimp to communicate with these
chips?
A) Beatrice and Allen Gardner
B) Noam Chomsky
C) Benjamin Whorf
D) Eleanor Rosch
E) David Premack
ANS: E REF: 240 MOD: Module 7-2 Language MSC: factual
KEY: Identify
74. Which of the following examples represents the most remarkable demonstration of teaching animals to
communicate?
A) Kanzi’s mother, a chimp who learned to communicate through the pushing of geometric shapes on a
keyboard
B) Washoe the chimp who learned to combine signs into simple phrases
C) Sarah the chimp who learned to communicate through placement of plastic chips
D) A chimp named Nim Chimpsky learned to “sign” via operant conditioning
E) Kanzi the chimp who learned to communicate through observation and imitation of his mother
ANS: E REF: 241 MOD: Module 7-2 Language MSC: conceptual

75. Scientists believe that ape communication through gesturing represents

A) a clear use of complex rules of language on par with adult communication in humans.
B) a simple form of conditioning that can be demonstrated in the lab.
C) a form of complex communication that is unrelated to human language.
D) a form of communication that may represent a starting point for human language.
E) a form of communication having surprising complexity that can be likened to a computer language.
ANS: D REF: 241 MOD: Module 7-2 Language MSC: conceptual
76. Recent research on communications with gorillas and chimpanzees suggest that these animals can learn to
use language. The conclusion that these animals truly use language has been criticized because _____.
A) gestures and other simple responses can be learned through conditioning and reinforcement without a
true use of language
B) language is a uniquely human attribute that cannot be shared with animals
C) the language abilities of chimpanzees are too limited to represent any form of language
D) phonemes cannot be used by chimpanzees or other animals
E) researchers have not agreed on an adequate definition of language
ANS: A REF: 241 MOD: Module 7-2 Language MSC: conceptual
77. According to the text, which of the following definitions best describes intelligence?
A) the process of mentally representing and manipulating information
B) a form of problem solving in which a person selects a course of action from the available alternatives
C) originality of thought associated with the development of new, workable products or solutions
D) the ability to conceive of new ways of viewing situations and new uses for familiar objects
E) the capacity to think and reason clearly and to act purposefully and effectively in adapting to the
environment
ANS: E Pages: 242-243 MOD: Module 7-3 Intelligence MSC: factual
78. According to the text, which of the following definitions best describes intelligence?
A) the ability to hold and manipulate information in mind
B) the ability to perform well on achievement tests in school
C) the ability to think clearly in challenging situations
D) the ability to conceive of new ways of viewing situations and new uses for familiar objects
E) the capacity to think and reason clearly and to act purposefully and effectively in adapting to the
environment
ANS: E REF: 243 MOD: Module 7-3 Intelligence MSC: factual
79. Regarding intelligence, psychologists have long argued about all but which of the following?
A) how to define it
B) what factors govern it
C) whether different racial and ethnic groups have different levels of intelligence and what accounts for
these differences
D) how to measure it
E) whether it varies among members of a population
ANS: E REF: 243 MOD: Module 7-3 Intelligence MSC: factual
80. Among these individuals, who would be considered the earliest pioneer in the field of intelligence testing?
A) Lewis Terman
B) Alfred Binet
C) Charles Spearman
D) Robert Sternberg
E) Howard Gardner
ANS: B REF: 243 MOD: Module 7-3 Intelligence MSC: conceptual
KEY: Identify

81. In his work on the measurement of intelligence, Binet was initially attempting to
A) identify intellectually gifted children.
B) identify children who would benefit from special education.
C) determine grade placement for school children.
D) determine which children had enough schooling to go to work.
E) identify intellectually superior individuals.
ANS: B REF: 243 MOD: Module 7-3 Intelligence MSC: factual
82. In Binet’s method of intelligence testing, the age at which a child’s performance peaked was considered his
or her
A) chronological age.
B) intelligence quotient.
C) mental age.
D) intellectual age.
E) deviation IQ.
ANS: C REF: 243 MOD: Module 7-3 Intelligence MSC: factual
83. In its original conception, intelligence quotient was defined as
A) mental age multiplied by chronological age and multiplied by 100.
B) mental age divided by chronological age and multiplied by 100.
C) mental age subtracted from chronological age and multiplied by 100.
D) chronological age subtracted from mental age and multiplied by 100.
E) mental age divided by chronological age and divided by 100.
OBJ: 7.12 KEY: Identify, Define/Describe NOT: www
84. Irene has a mental age of 10 and a chronological age of 8. Using the IQ formula from your text, Irene’s IQ
would be
A) 200.
B) 125.
C) 80.
D) 18.
E) 12.5.
ANS: B REF: 243 MOD: Module 7-3 Intelligence MSC: applied
85. Pascal has a mental age of 15 and a chronological age of 20. Using the IQ formula from the text, Pascal’s
IQ would be described as
A) below average.
B) average.
C) slightly above average.
D) significantly above average.
E) none of these; it cannot be determined with the information provided.
ANS: A REF: 243 MOD: Module 7-3 Intelligence MSC: applied
86. The Binet-Simon test of intelligence was brought to the U.S. and translated into English by
A) Terman.
B) Spearman.
C) Stanford.
D) Goddard.
E) Galton.
ANS: D REF: 243 MOD: Module 7-3 Intelligence MSC: factual
KEY: Identify

87. Who adapted the Binet-Simon Intelligence Test for American use and established norms for the test?
A) Alfred Binet
B) Henry Goddard
C) Theodore Simon
D) Lewis Terman
E) Ira Stanford
ANS: D REF: 243 MOD: Module 7-3 Intelligence MSC: factual OBJ: 7.12
KEY: Identify
88. In intelligence testing, norms are
A) control questions on IQ tests.
B) trial questions on IQ tests.
C) criteria for comparing an individual’s IQ score with those of the general population.
D) minimum standards for performance on an IQ test.
E) the average scores achieved on IQ tests.
ANS: C REF: 244 MOD: Module 7-3 Intelligence MSC: factual
89. In the history of intelligence tests, which event is the most recent?
A) development of the deviation IQ
B) use of group-administered intelligence tests in the U.S. Army
C) development of a mental quotient
D) development of norms for the Stanford-Binet Intelligence Scale
E) development of the intelligence quotient
ANS: A REF: 244 MOD: Module 7-3 Intelligence MSC: factual
OBJ: 7.12 KEY: Identify NOT: www
90. Wechsler defined intelligence as _____.

A) a general ability that underlies performance on mental tasks
B) the global capacity to act purposefully, to think rationally, and to deal effectively with the
environment
C) a unique combination of several different primary mental abilities that are used in conjunction with
each other
D) a set of eight relatively independent capacities and capabilities that differ from person to person
E) the ability to integrate and organize analytic thinking with creativity and practical understanding
91. The most widely used intelligence tests in America today were developed by
A) Sir Francis Galton.
B) Alfred Binet.
C) Lewis Terman.
D) David Wechsler.
E) Howard Gardner.
KEY: Identify
92. Regarding Wechsler’s tests of intelligence, which of the following statements is FALSE?
A) Wechsler’s tests are the most widely used intelligence tests in the United States and Canada.
B) There are separate Wechsler tests for preschool children, school-age children, and adults.
C) Wechsler scales are standardized so that an average score is set at 100.
D) Wechsler developed the first measure of a mental quotient.
E) The Wechsler scales introduced the concept of the deviation IQ.
ANS: D REF: 244 MOD: Module 7-3 Intelligence MSC: factual OBJ: 7.12 KEY:
Evaluate/Explain

93. A deviation IQ is an IQ score based on

A) an average score after taking the test repeatedly.
B) typical IQ divided by grade in school.
C) typical IQ divided by age.
D) the difference of a person’s test score from the norms for that person’s age group.
E) the ratio of mental age to chronological age.
ANS: D REF: 244 MOD: Module 7-3 Intelligence MSC: conceptual
94. Helena takes the subtests of the Wechsler Intelligence Scale for Adults (WAIS). She will take all but which
of the following?
A) letter-number sequencing
B) vocabulary
C) comprehension
D) similarities
E) name memory
ANS: E REF: 244 MOD: Module 7-3 Intelligence MSC: applied OBJ: 7.12 KEY:
Apply, Identify NOT: www
95. The process of establishing norms for a test by giving it to large numbers of people is called
A) reliability.
B) validity.
C) standardization.
D) normalization.
E) predictability.
ANS: C REF: 244 MOD: Module 7-3 Intelligence MSC: factual OBJ: 7.12
KEY: Evaluate/Explain, Define/Describe
96. Third-grade teacher Victor serves as a proctor for administration of group IQ tests to children at his school.
Victor has been instructed to make sure that he follows the uniform procedures for administering the test in
order to make sure the test is used correctly. With which criteria of test administration is Victor concerned?
A) Standardization
B) Norming
C) Validity
D) Accuracy
E) Reliability
97. In testing, ______ is to consistency of results as ______ is to accuracy of results.
A) norm; validity
B) norm; reliability
C) reliability; norm
D) validity; norm
E) reliability; validity
ANS: E REF: 245 MOD: Module 7-3 Intelligence MSC: conceptual
OBJ: 7.12 KEY: Identify, Evaluate/Explain

98. Dr. Fabiano wishes to assess the reliability of an intelligence test he recently developed. Fabiano chooses
the test-retest method of assessing reliability. What will Dr. Fabiano have to do?
A) Compare subjects’ scores on the tests to their performance in academic arenas.
B) Give one version of the test to a group of subjects and then re-administer a parallel version of the test
to the same subjects.
C) Make certain that he follows uniform procedures in administering the test to different subjects.
D) Give the test once to a group of subjects and then re-administer the test to a different group of subjects
after a short time interval.
E) Give the test to a group of subjects and then re-administer it to the same subjects after a short time
interval.
ANS: E REF: 245 MOD: Module 7-3 Intelligence MSC: applied OBJ: 7.12
KEY: Apply, Evaluate/Explain
99. In the normal distribution of IQ scores, approximately what percentage of scores falls between 85 and 115?
A) 95%
B) 2%
C) 34%
D) 68%
E) 14%
ANS: D REF: 245 MOD: Module 7-3 Intelligence MSC: conceptual
KEY: Identify
100. Your best friend takes an IQ tests and tells you that s/he scored “average.” Generalizing from the normal
distribution of IQ scores, you know that your friend’s score
A) was below 100.
B) was above 100.
C) was 100.
D) fell somewhere between 85 and 115.
E) fell somewhere between 115 and 130.
ANS: D REF: 245 MOD: Module 7-3 Intelligence MSC: applied
KEY: Identify
101. Esther scores 130 on a test of intelligence. Esther’s score corresponds to the ______ percentile of the
population.
A) 50th
B) 60th
C) 72nd
D) 80th
E) 98th
ANS: E REF: 245 MOD: Module 7-3 Intelligence MSC: applied
KEY: Identify
102. In IQ testing, what is predictive validity?
A) the degree to which test scores accurately forecast future behavior or performance
B) the degree to which test scores measure what they purport to measure
C) the consistency of test scores over time
D) the consistency of test scores across different forms of the test
E) the comparison of an individual’s scores with those of the general population
ANS: A REF: 246 MOD: Module 7-3 Intelligence MSC: factual
103. Concerns with intelligence tests include all of the following EXCEPT
A) they may be culturally biased.
B) they may encourage self-fulfilling prophecies.
C) they may be overemphasized.
D) there is a lack of access to them.
E) they can lead to lower expectations.

104. Kristina scored below average on an intelligence test in 5 th grade. As a result, she was held back a year. Her
parents and teachers developed low expectations for her. Ultimately, Kristina quit high school and took a
low paying job at a convenience store. This is an example of
A) self-fulfilling prophecy.
B) culturally biased testing.
C) lack of standardization.
D) an unreliable intelligence test.
E) mainstreaming.
ANS: A REF: 245 MOD: Module 7-3 Intelligence MSC: applied OBJ: 7.12
KEY: Apply, Evaluate/Explain
105. Culture-fair IQ tests are not widely used because they
A) are generally unavailable.
B) do not predict academic performance as well as standard tests.
C) are too expensive.
D) are invalid.
E) rely too heavily on verbal tasks.
106. Several culture-fair tests of intelligence have been developed. Research indicates that these tests _____.
A) are more predictive of academic performance than are standard IQ tests
B) are more predictive than standard IQ tests for African-Americans, but not for Whites
C) are more predictive than standard IQ tests for Whites than for African-Americans
D) are as predictive of health and employment outcomes as standard IQ tests
E) are less predictive of academic performance than are standard IQ tests
ANS: B REF: 246 MOD: Module 7-3 Intelligence MSC: factual OBJ: 7.12
107. Regarding gender differences in cognitive abilities, which of the following statements is FALSE?
A) Females and males do not differ in the majority of cognitive abilities.
B) Females are more likely than males to suffer from dyslexia.
C) Females hold an edge over males in verbal skills like reading, writing, and spelling.
D) Males, on average, outperform females in visual-spatial tasks involving the ability to perceive
relationships among three-dimensional objects.
E) Females, on average, are better skilled at remembering where objects are located.
ANS: B REF: 246, 247 MOD: Module 7-3 Intelligence MSC: factual
108. Tom’s parents have just been told that Tom has dyslexia. What does this mean?
A) He has impaired ability in mathematics.
B) He is mentally retarded.
C) Tom is hyperactive.
D) He has impaired ability in reading.
E) He is intellectually or artistically gifted.
ANS: D REF: 246 MOD: Module 7-3 Intelligence MSC: applied
KEY: Apply, Define/Describe
109. Historically, males have outperformed females in math skills; today
A) the differences in performance are getting larger.
B) the differences in performance are getting much smaller.
C) there is are no differences in performance.
D) there are even more females at the low end of math ability.
E) females are outperforming males on standardized tests.

110. Other factors being equal, which of the following is predicted for Roxanne and her brother Reginald?
A) Roxanne will outperform Reginald in terms of reading, writing, and spelling.
B) Reginald will have poorer visual-spatial abilities than Roxanne.
C) Roxanne will have higher general intelligence than Reginald.
D) Roxanne is more likely to have dyslexia than Reginald.
E) Roxanne will be better at playing chess and solving geometry problems.
KEY: Apply
111. Regarding mental retardation, which of the following statements is FALSE?
A) Low IQ scores are sufficient to determine mental retardation.
B) Most individuals with mental retardation fall in a mild range of severity.
C) Many children with mental retardation are placed in regular classrooms.
D) The causes of mental retardation can be biological, environmental, or both.
E) About 1 to 2 percent of those with mental retardation have severe delays in all areas of development.
ANS: A REF: 247-248 MOD: Module 7-3 Intelligence MSC: factual
112. Chalanda is described as moderately retarded. She likely has an IQ in the range of
A) 81 to 90.
B) 71 to 80.
C) 50 to 70.
D) 35 to 49.
E) 20 to 34.
ANS: D REF: 248 MOD: Module 7-3 Intelligence MSC: applied OBJ: 7.13
113. What percentage of people with mental retardation can be described as having a profound level of mental
retardation?
A) almost all, more than 90%
B) the majority, 85%
C) about half, 49%
D) about 10% to 20%
E) very few, 1% to 2%
ANS: E REF: 248 MOD: Module 7-3 Intelligence MSC: factual OBJ: 7.13
114. Louise is a 35-year-old woman with mental retardation. She has the reading and math skills of a normal
sixth-grader. She can function fairly independently and has a productive job. Her level of mental retardation
is most likely described as ____.
A) mild
B) moderate
C) severe
D) profound
E) serious

115. Marvin is a 25-year-old man with mental retardation. He has very simple communication and manual skills,
but has great difficulty in reading and math. Based on this description, Marvin’s IQ score most likely falls
between
A) 0 and 20.
B) 20 and 34.
C) 35 and 49.
D) 50 and 70.
E) 71 and 90.
ANS: C REF: 248 MOD: Module 7-3 Intelligence MSC: applied OBJ: 7.13
116. Kelly is a 12-year-old with mental retardation. Even though she has difficulty with math and reading, Kelly
is placed in a regular classroom for her entire school day. Which educational practice for students with
mental retardation is Kelly’s school using?
A) brainstorming
B) enrichment
C) standardization
D) culture-fair testing
E) mainstreaming
117. Eric was tested at school for entry into the gifted program. It is likely that Eric scored at least _____ on his
intelligence test.
A) 100
B) 115
C) 130
D) 150
E) 175
ANS: C REF: 248 MOD: Module 7-3 Intelligence MSC: applied
KEY: Apply NOT: www
118. Samuel faces the challenge of mental retardation. He has been working as a cashier in a convenience store
for several years. He has learned to do relatively simple arithmetic as it applies to his job, and he can read
well enough to understand the daily newspaper, but he cannot easily go beyond these tasks. Samuel is best
described as having _____.
A) profound retardation
B) severe retardation
C) moderate retardation
D) mild retardation
E) non-functional retardation
ANS: D REF: 248 MOD: Module 7-3 Intelligence MSC: applied OBJ: 7.13
119. Tara has experienced severe delays in all areas of development. Her doctors think she may be able to learn
some simple tasks, but she will require fairly close supervision in everything she does. Tara is best
described as having _____.
D) mild retardation
ANS: B REF: 248 MOD: Module 7-3 Intelligence MSC: applied OBJ: 7.13

120. Casey is eight years old. He has finally learned to dress himself in the mornings and is learning to play
softball with his older brother. However, he does not seem to be able to learn how to read or perform simple
mathematic operations. Casey is best described as having _____.
D) mild retardation
ANS: C REF: 248 MOD: Module 7-3 Intelligence MSC: applied OBJ: 7.13
121. Spearman proposed that intelligence is composed of
A) seven primary mental abilities.
B) a general factor he termed “g.”
C) a general factor he termed “g” and other specific abilities.
D) eight different factors.
E) three aspects – analytic, reactive, and practical.
ANS: C REF: 248-249 MOD: Module 7-3 Intelligence MSC: factual
122. Intelligence consisting of seven different primary mental abilities was proposed by
A) Charles Spearman.
B) Louis Thurstone.
C) Howard Gardner.
D) Alfred Binet.
E) Robert Sternberg.
KEY: Identify
123. Regarding theories of intelligence, which of the following statements is FALSE?
A) Spearman believed that intelligence consisted of a general factor and other specific abilities.
B) Thurstone felt that a general factor of intelligence is sufficient to assess intelligence.
C) Thurstone and his wife, Thelma, developed the Primary Mental Abilities Test.
D) Gardner rejects the view that there is a single entity called “intelligence.”
E) Most standard IQ tests were developed to measure “g.”
124. Whose theory of intelligence has had a particularly strong influence on the field of education?
A) Thurstone’s
B) Gardner’s
C) Sternberg’s
D) Spearman’s
E) Terman’s
ANS: B REF: 250 MOD: Module 7-3 Intelligence MSC: conceptual
125. Gardner describes intelligence as being composed of
A) a general factor alone.
B) a general factor and several specific abilities.
C) seven primary mental abilities.
D) eight distinct intelligences.
E) three aspects.

126. In Gardner’s model, an architect would likely have high levels of which type of intelligence?
A) Logical-mathematical
B) Spatial
C) Bodily-kinesthetic
D) Intrapersonal
E) Naturalist
ANS: B REF: 249 MOD: Module 7-3 Intelligence MSC: conceptual OBJ: 7.14
KEY: Define/Describe, Evaluate/Explain NOT: www
127. In Gardner’s model, interpersonal intelligence is defined as the ability to
A) understand one’s own feelings and behavior.
B) understand and use words.
C) analyze, compose, or perform music.
D) relate effectively to others and to understand others’ moods and motives.
E) recognize objects and patterns in nature.
ANS: D REF: 249 MOD: Module 7-3 Intelligence MSC: factual OBJ: 7.14 KEY:
Define/Describe
128. Francesca has very high levels of linguistic intelligence. The model of multiple intelligences suggests that
Francesca might be best suited to be a(n)
A) poet.
B) dancer.
C) musician.
D) painter.
E) engineer.
KEY: Apply, Identify
129. In Sternberg’s model of intelligence, creative intelligence includes
A) applying and using.
B) using and doing.
C) analyzing and evaluating.
D) evaluating and doing.
E) inventing and designing.
ANS: E REF: 250 MOD: Module 7-3 Intelligence MSC: factual OBJ: 7.14 KEY:
Define/Describe
130. The fact that Rosa has very good “people skills” but is not particularly adept at linguistic skills is best
accounted for by _____.
A) Wechler’s theory of verbal/nonverbal intelligences
B) Sternberg’s triarchic theory of intelligence
C) Spearman’s ‘g’ theory
D) Thurstone’s theory of primary mental abilities
E) Gardner’s model of multiple intelligences
ANS: E REF: 251 MOD: Module 7-3 Intelligence MSC: factual OBJ: 7.14 KEY:
Apply, Define/Describe
131. Anna has the ability to apply what she knows to her everyday life. Her friends say that Anna is “street
smart.” The triarchic theory of intelligence would label Anna as having ______ intelligence.
A) multiple
B) analytic
C) emotional
D) creative
E) practical

132. Which of Sternberg’s types of intelligence is typically measured in traditional tests of intelligence?
A) all of them—analytic, creative, and practical
B) analytic only
C) practical only
D) creative and analytic only
E) practical and creative only
ANS: B REF: 250 MOD: Module 7-3 Intelligence MSC: conceptual OBJ: 7.14
KEY: Define/Describe, Evaluate/Explain
133. Taking an overview of the theories of intelligence, all but which of the following are fair conclusions?
A) We should broaden our thoughts about what intelligence is and how it should be measured.
B) Human intelligence consists of multiple aspects.
C) It is important to take cultural context into consideration when assessing human intelligence.
D) Gardner and Sternberg’s theories can be characterized as “theory rich, but data poor.”
E) Since there is strong evidence for the existence of separate types of intelligence, we should replace
existing intelligence tests with tests that measure these types of intelligence.
ANS: E REF: 251-252 MOD: Module 7-3 Intelligence MSC: conceptual
134. Which group is predicted to have the most highly correlated IQ scores?
A) Monozygotic twins reared together
B) Dizygotic twins reared together
C) Monozygotic twins reared apart
D) Dizygotic twins reared apart
E) Siblings
ANS: A REF: 251-252 MOD: Module 7-3 Intelligence MSC: conceptual
135. In studies of the correlation of IQ scores among twins, the correlation of scores of monozygotic twins raised
apart is
A) higher than for monozygotic twins raised together.
B) lower than for dizygotic twins raised apart.
C) higher than for dizygotic twins raised together.
D) the same as for monozygotic twins raised together.
E) the same as for dyzygotic twins raised together.
ANS: C REF: 251-252 MOD: Module 7-3 Intelligence MSC: factual
OBJ: 7.15 KEY: Define/Describe, Evaluate/Explain
136. Among a large group of adopted children, the IQ scores of the children are predicted to be
A) more similar to those of their biological parents than their adoptive parents.
B) more similar to those of their adoptive parents than their biological parents.
C) as similar to those of their adoptive parents as to their biological parents.
D) unrelated to those of their adoptive parents.
E) unrelated to those of their biological parents.
ANS: A REF: 251-252 MOD: Module 7-3 Intelligence MSC: conceptual
137. The heritability of a trait refers to
A) how many genes are involved in its heredity.
B) the extent to which variability among people on the trait is explained by genetic factors.
C) the percentage of genes involved in its heredity.
D) the percentage of people who show an inheritance for the trait.
E) the extent to which similarity among people on the traits is explained by environmental factors.

138. A given trait has a heritability of 75 percent. This means

A) 75 percent of people show a genetic inheritance for the trait.
B) 75 percent of the genes associated with the trait have been identified.
C) 75 percent of the trait is genetically controlled.
D) 75 percent of the variability among people on the trait can be explained by genetic factors.
E) people have a 75 percent chance of inheriting the trait when the gene is present.
ANS: D REF: 253 MOD: Module 7-3 Intelligence MSC: conceptual OBJ: 7.15
139. Regarding the effects of nature and nurture in intelligence, which of the following statements is FALSE?
A) Heritability estimates of intelligence range from 50 to 75 percent.
B) Home environments emphasizing verbal interaction and reading can influence children’s intellectual
development.
C) Twin and adoptee studies provide strong evidence for the influence of genetics on intelligence.
D) Genetic and environmental factors interact in complex ways in shaping intelligence.
E) Heredity influences intelligence in infancy and childhood, but not during adolescence and adulthood.
ANS: E REF: 253 MOD: Module 7-3 Intelligence MSC: factual OBJ: 7.15
140. Compared to White Americans of European descent, African Americans score, on average,
A) about 5 points lower on IQ tests.
B) about 5 points higher on IQ tests.
C) about 10 points lower on IQ tests.
D) about 15 points lower on IQ tests.
E) about the same on IQ tests.
ANS: D REF: 253 MOD: Module 7-3 Intelligence MSC: factual
KEY: Define/Describe, Identify
141. Regarding general trends in IQ scores in the United States, which of the following is TRUE?
A) IQ scores have been rising steadily, at about 15 points per decade, for several generations.
B) IQ scores have been falling steadily, at about 3 points per decade, for several generations.
C) IQ scores have been rising steadily, at about 3 points per decade, for several generations.
D) IQ scores have remained about the same over the past several decades.
E) IQ scores have been falling steadily, at about 15 points per decade, for several generations.
142. In research reported in the text, African American children adopted by upper middle-class White American
families
A) scored the same on IQ tests as African American children raised by their biological parents.
B) scored the same on IQ tests as African American children adopted by African American families.
C) scored 15 points higher on IQ tests than would be expected of African American children in general.
D) scored 15 points higher on IQ tests than White children adopted by African American families.
E) failed to maintain childhood gains on IQ test scores during adulthood.
143. According to the text, creative problem solving begins with
A) testing out possible solutions.
B) adopting a questioning attitude.
C) gathering information.
D) generating alternatives.
E) avoiding getting stuck in mental sets.
ANS: B REF: 255 MOD: Module 7-4 Application: Becoming a Creative Problem Solver
MSC: factual OBJ: 7.16 KEY: Apply

144. Stella uses a problem-solving technique in which she proposes as many solutions to a problem as possible,
no matter how far-fetched or weird the ideas seem. Which technique is Stella using?
A) conceptual expansion
B) mainstreaming
C) convergent thinking
D) functional fixedness
E) brainstorming
ANS: E REF: 256 MOD: Module 7-4 Application: Becoming a Creative Problem Solver
MSC: applied OBJ: 7.16 KEY: Apply
145. The “nine-dot” problem presented in the text demonstrates which suggestion for generating alternatives?
A) Thinking out of the box
B) Personal brainstorming
C) Setting aside ideas for a while
D) Finding analogies
E) Group brainstorming
ANS: A REF: 256 MOD: Module 7-4 Application: Becoming a Creative Problem Solver
MSC: conceptual KEY: Evaluate/Explain
146. Karen has been asked to head a team at work that is charged with finding new ways to develop products for
their marketing group. She has asked her team members to begin exploring approaches that have worked in
the past and to identify approaches that have not worked before. This is an example of _____.
A) avoiding mental sets
B) generating alternatives
C) adopting a questioning attitude
D) testing possible solutions
E) sleeping on it
ANS: C REF: 257 MOD: Module 7-4 Application: Becoming a Creative Problem Solver
147. William has been trying to solve a particularly thorny problem he is faced with. Every time he tries to solve
the problem, he starts thinking about it and framing it in the same way that failed to lead to a solution
before. William is having problems with which aspect of creative problem solving?
B) generating alternatives
E) sleeping on it
ANS: A REF: 257 MOD: Module 7-4 Application: Becoming a Creative Problem Solver
MSC: applied OBJ: 7.16 KEY: Apply NOT: www
148. Paul is trying to research a problem on-line. He has found a wealth of relevant information. He is examining
the information he has collected with a critical attitude, trying to ensure that the information he has
collected is valid. Paul is engaged in which aspect of creative problem solving?
B) gathering information
E) sleeping on it
ANS: B REF: 257 MOD: Module 7-4 Application: Becoming a Creative Problem Solver

ESSAY
1. Discuss algorithms and heuristics as problem solving strategies.
ANS: In some cases, a problem can be solved by applying a step-by-step set of rules. For example, to
calculate the average of a group of numbers, you add the numbers together and then divide by the number
of numbers. This is called an algorithm. Not all problems have algorithms, but when available they
guarantee a correct solution. A heuristic is a mental shortcut, or rule of thumb, to solve a problem.
Heuristics do not always guarantee a solution, but they can be fairly quick to use. In the backward-working
heuristic, you start with a possible solution and work backward. In the means-end heuristic, the current
situation is compared with the goal, and procedures are developed to reduce the distance. Another heuristic
is creating subgoals, in which a problem is broken down into smaller, more manageable problems.
Heuristics, however, can also get in the way of making decisions, as in the case of the availability and
representativeness heuristics.
MOD: Module 7-1 Thinking
2. Describe the basic components of language.
ANS: The four basic components of language are phonemes, morphemes, syntax, and semantics. Phonemes
are the basic units of sound in a language. English has about forty phonemes. All of the words in the
language are built by combining those phonemes. Morphemes are the smallest units of meaning in a
language. In some cases, they are words (cat); in other cases, they may be prefixes or suffixes that change
the meaning of a word (anti-; un). Syntax refers to the rules that guide how words are ordered within a
sentence. Finally, semantics are the rules that determine word meaning.
MOD: Module 7-2 Language
3. Discuss each of the following issues involved in measuring intelligence: defining intelligence, validity,
cultural bias, and test usage/interpretation.
ANS: The first issue in measuring intelligence is that there is no definitive definition of the concept. For
example, Spearman suggested intelligence was composed of a general factor he called “g” as well as other
specific factors. Gardner believes that there are actually eight different types of intelligences. So, there are
basic problems in measuring a concept that is not clearly defined. Related to the problem with the definition
of intelligence is the issue of validity of tests. A test is valid if it measures what it is designed to measure.
Since it is not clear exactly what intelligence is, it is difficult to determine whether a test is valid or not.
However, intelligence tests show good predictive validity in predicting academic achievement and
performance on general aptitude tests such as the SAT and GRE. Another major concern in intelligence
testing is the notion of culture-bias. There are consistent racial differences in IQ test scores (African
Americans score about 15 points below White Americans). Many have suggested this reflects a cultural-bias
in the way tests are designed, administered, and scored. Attempts to develop culture-fair IQ tests have been
somewhat successful, but such tests are not as predictive of future academic success as standard tests.
Finally, there are concerns about what intelligence tests are used for and how they are interpreted. Although
they do have some ability to predict future academic performance, other factors are important. Also,
individuals who score low on IQ tests may be stigmatized. Expectations may be lowered for these
individuals and they may never achieve their full potential.
MOD: Module 7-3 Intelligence
4. Compare and contrast Gardner’s and Sternberg’s theories of intelligence.
ANS: Both theorists propose that intelligence is more than a general factor. Both theorists suggest an
expansion of how we view and measure intelligence. Gardner suggests that there are 8 (possibly more)
distinct types of intelligence: linguistic, logical-mathematical, musical, spatial, bodily-kinesthetic,
interpersonal, intrapersonal, and naturalist. People are thought to possess varying amounts of these

intelligences to varying degrees. Gardner’s theory, while not supported by much research evidence, has
been widely embraced in the educational community. Sternberg suggests that intelligence has 3 aspects that
can be brought together in different ways to meet the demands of the environment. Analytic intelligence
involves analyzing, comparing, and evaluating; it is the type of intelligence measured in traditional IQ tests.
Creative intelligence involves creating, inventing, and designing. Practical intelligence, or “street smarts”
involves applying, using, and doing – applying what one knows to everyday life.
MOD: Module 7-3 Intelligence
5. Discuss the nature-nurture issue as it applies to intelligence.
ANS: Substantial evidence supports the perspective that intelligence is strongly influenced by genetics.
There is a strong correlation between genetic relationships and IQ scores. Twin studies and adoption studies
both support the role of genetics in determining our intelligence. However, there is strong evidence that the
environment also plays a crucial role in determining our intelligence. Most researchers believe that both are
important in determining intelligence. Heritability indices indicate that between 50% and 70% of the
variability in intelligence is determined by genetic factors. The remaining 30% of 50% is determined by
environmental influences.
MOD: Module 7.3 Intelligence
6. Outline the keys to becoming a creative problem solver.
ANS: Creative problem solving begins with a questioning attitude. Next, it is important to gather relevant
information. Attempts should be made to avoid getting stuck in mental sets. This can be avoided by asking
oneself what is required for the specific type of problem. Next, a person can generate alternatives.
Brainstorming is one way to generate alternatives, in which as many alternatives to the problem as possible
are generated following these rules: 1) write down as many solutions as possible; 2) suspend judgment; and,
3) seek unusual, remote, and weird ideas. Other suggestions for generating alternatives are: setting one’s list
of alternatives aside for a few days, finding analogies, and thinking outside the box. “Sleeping on it” can
also be helpful in solving a problem. Finally, a creative problem solver tests out the possible solutions.
MOD: Module 7-4 Application: Becoming a Creative Problem Solver

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sheep, a large pot of olives, and two sacks of wheat; we had
therefore a little rejoicing of our own. The two Lizaris, Mohammed
and Yusuf, Captain Lyon’s friends, were amongst the foremost to pay
us attention, as well as old Hadge Mahmoud, who exclaimed
continually, “Thank God, you are come back!—who would have
thought it!—how great and good God is, to protect such kaffirs as
you are! Well! well! notwithstanding all this, I love you all, though I
believe it is haram (sin).”
Though many degrees nearer our own fair and blue-eyed
beauties in complexion, when moderately cleansed and washed, yet
no people ever lost more by comparison than did the white ladies of
Mourzuk, with the black ones of Bornou and Soudan. That the latter
were “black, devilish black,” there is no denying; but their beautiful
forms, expressive eyes, pearly teeth, and excessive cleanliness,
rendered them far more pleasing than the dirty half-casts we were
now amongst. A single blue wrapper (though scarcely covering)
gave full liberty to their straight and well-grown limbs, not a little
strengthened, perhaps, by four or five daily immersions in cold water;
while the ladies of Mourzuk, wrapped in a woollen blanket, with an
under one of the same texture, seldom changed night or day, until it
drops off, or that they may be washed for their wedding; hair clotted,
and besmeared with sand, brown powder of cloves, and other drugs,
in order to give them the popular smell; their silver ear-rings, and
coral ornaments, all blackened by the perspiration flowing from their
anointed locks, are really such a bundle of filth, that it is not without
alarm that you see them approach towards you, or disturb their
garments in your apartments.
The bashaw was said to have had an engagement with the Arabs,
who were in rebellion against him, and to have defeated them; after
which they had fled all to the Gibel, which had been long the
rendezvous of the disaffected; we therefore determined on our
immediate departure, after having sold the six remaining camels, out
of twenty-four, which I had brought with me from Kouka, for twenty-
one dollars—sore backed miserables that they were! The Maherhies,
though handsomer and more fleet, do not bear fatigue like the
Salamy or Tripoli camels.
On the 12th of December we were ready for our departure, and
on the 13th we took our leave, the sultan having given us an order,
or teskera, on all the towns of Fezzan, for every thing we might stand
in need of. The cold of Mourzuk had pinched us all terribly; and
notwithstanding we used an additional blanket, both day and night,
one of us had colds, and swelled necks, another ague, and a third,
pains in the limbs—all, I believe, principally from the chillness of the
air; yet the thermometer, at sunrise, was not lower than 42° and 43°.
On the 18th we reached Sebha, and found our old friend, sheikh
Abdallah-ben-Shibel, whose hospitality we had before experienced;
with abundance of kouskousou and meat, with highly peppered
broth, prepared for us. The daughter of my friend Abdallah, who was
now married, and a mother, and to whom I had two years before
given a very simple medicine but once, which she was convinced
had cured her of the jaundice, sent me two very pretty straw fans for
the flies; they were made of the date leaf, in diamonds, coloured red,
black, and yellow; the red is produced by foor, or madder root; the
yellow with dried onion leaves, steeped in water; and the black by nil,
or indigo.
At Sebha, Timinhint, and Zeghren, we were fed with the best
produce of their cuisine. Omul Hena, by whom I was so much
smitten on my first visit to this place, was now, after a
disappointment by the death of her betrothed, with whom she had
read the fatah just before my last visit, only a wife of three days old.
The best dish, however, out of twenty which the town furnished,
came from her; it was brought separately, inclosed in a new basket
of date leaves, which I was desired to keep; and her old slave who
brought it inquired, “Whether I did not mean to go to her father’s
house, and salaam, salute, her mother?” I replied, “Certainly;” and
just after dark the same slave came to accompany me. We found the
old lady sitting over a handful of fire, with eyes still more sore, and
person still more neglected, than when I last saw her. She however
hugged me most cordially, for there was nobody present but
ourselves: the fire was blown up, and a bright flame produced, over
which we sat down, while she kept saying, or rather singing, “Ash
harlek? Ash ya barick-che fennick?”—“How are you? How do you
find yourself? How is it with you?” in the patois of the country, first
saying something in Ertana, which I did not understand, to the old
slave; and I was just regretting that I should go away without seeing
Omul-hena, while a sort of smile rested on the pallid features of my
hostess, when in rushed the subject of our conversation. I scarcely
knew her at first, by the dim light of the palm wood fire; she however
threw off her mantle, and, kissing my shoulder (an Arab mode of
salutation), shook my hand, while large tears rolled down her fine
features. She said “she was determined to see me, although her
father had refused.” The mother, it seems, had determined on
gratifying her.
Omul-hena was now seventeen: she was handsomer than any
thing I had seen in Fezzan, and had on all her wedding ornaments:
indeed, I should have been a good deal agitated at her apparent
great regard, had she not almost instantly exclaimed, “Well! you
must make haste; give me what you have brought me! You know I
am a woman now, and you must give me something a great deal
richer than you did before: besides, I am Sidi Gunana’s son’s wife,
who is a great man; and when he asks me what the Christian gave
me, let me be able to show him something very handsome.” “What!”
said I, “does Sidi Gunana know then of your coming?” “To be sure,”
said Omul-hena, “and sent me: his father is a Maraboot, and told him
you English were people with great hearts and plenty of money, so I
might come.” “Well, then,” said I, “if that is the case, you can be in no
hurry.” She did not think so; and my little present was no sooner
given, than she hurried away, saying she would return directly, but
not keeping her word. Well done, simplicity! thought I: well done
unsophisticated nature! no town-bred coquette could have played
her part better.
After a day’s halt, on the 22d we moved to Omhul Abeed, distant
only a few miles, where water and wood are collected for the desert
between that place and Sockna, which usually, at this season, when
the days are short and nights cold, occupies five or six days.
Dec. 25.—On our fourth Christmas day in Africa, we came in the
evening to Temesheen, where, after the rains, a slight sprinkling of
wormwood, and a few other wild plants were to be seen, known only
to the Arabs, and which is all the produce that the most refreshing
showers can draw from this unproductive soil. We had here
determined on having our Christmas dinner, and we slaughtered a
sheep we had brought with us, for the purpose; but night came on,
before we could get up the tents, with a bleak north-wester; and as
the day had been a long and fatiguing one, our people were too tired
to kill and prepare the feast. My companions, however, were both
something better: Hillman had had no ague for two days; and we
assembled in my tent, shut up the door, and with, I trust, grateful and
hopeful hearts, toasted in brandy punch our dear friends at home,
who we consoled ourselves with the idea, were, comparatively,
almost within hail.
The next day, before we had loaded our camels, a pelting rain
came on, with a beating cold wind from the north-west, which
pinched us severely; however, we started; but scarcely had we
entered the wadey, at the approach to which we had passed the
night, than the slaves kindled fires under the trees, round which,
indeed, we all took shelter: they, however, poor creatures,
complained bitterly; and as the camels had not eaten any thing for
three days previous, we determined on suffering them to enjoy such
pasturage as the wadey afforded, while we slaughtered our sheep,
and kept the feast.
Every thing was so cold and damp, that the poor slaves, who
accompanied our kafila, half-clothed as they were, crowded round
the fires in preference to sleeping: they were, however, always gay
and lively on the march, when the warm sun and exercise had given
a little circulation to their blood; the Arabs, to do them justice, fed
them to their hearts’ content, and, even to this, we usually added
something.
Arrived at Sockna, I was lodged in the house of Hadge
Mohammed Boofarce, a place with four whitewashed walls and date
beams; but by the help of a brass pan, and a hole in the ground, I
managed to keep a pretty good fire, without much smoke. I had
neither host nor hostess. The house was in the charge of one
Begharmi slave, who had been twenty-four years in bondage: he
was pleased greatly when he found that I had been near his home,
and the names of some of the towns made him clap his hands with
pleasure; but when I asked him whether he should like to return, he
had sense enough to answer, “No! no! I am better where I am. I have
no home now but this; and what will my master’s children do without
me? He is dead; and his son is dead: and who will take care of the
garden for his wives and daughters, if Moussa goes?—No! he is a
slave still, and so much the better for him; his country is far off, and
full of enemies. Here he has a house, and plenty to eat, thank God!
and two months ago they gave him a wife, and kept his wedding for
eight days.” The siriah of a Sockna merchant, who had gone to
Soudan, leaving her pregnant, had, by becoming a mother, gained
her freedom, and taking Moussa for a husband, they were put in
charge of his mistress’s unoccupied house for a residence.
Jan. 5.—We left Sockna, passed El Hammam on the 6th, slept in
Wadey Orfilly, and on the morning after, Mr. Clapperton and myself
separated, as I wished to return by Ghirza, while he was rather
desirous of keeping the old road by Bonjem. A continuation of
wadeys furnished us at this time of the year with food for camels and
horses; and, close under low hills of magnesian limestone, at
Jernaam, we filled our water-skins for five days’ march.
From a Sketch by Major Denham. Engraved by E. Finden.
GHIRZA.
SOUTH FACE OF BUILDING. No. 1.
Published Feb. 1826, by John Murray, London.
From a Sketch by Major Denham. Etched by E. Finden.
GHIRZA.
FRIEZE ON THE WEST, EAST, & SOUTH FACES OF THE BUILDING. No. 1.
(Large-size)
Published Feb. 1826, by John Murray, London.
Jan. 11.—A cold morning, with the thermometer at 42°, delayed

us till nine o’clock before we could make a start. We passed two
wadeys before coming to that where we were to halt: near one of
these, called Gidud, were heaps of stones, denoting the resting-
place of two Arabs, who had died in a skirmish, about two months
before, and some characters, which to me were hieroglyphics, were
marked out distinctly in the gravel near their graves; and upon
inquiry, I found they told the tale of death, and the tribes to which
they belonged. At sunset we halted at Bidud.
Nothing particular, till our arrival at Ghirza on the 13th. We found
here the remains of some buildings, said to be Roman, situated
about three miles west-south-west of the well, and which appeared
to me extremely interesting: there must have been several towns, or
probably one large city, which extended over some miles of country,
and the remains of four large buildings, which appear to have been
monuments or mausoleums, though two of them are nearly razed to
the earth. Those which I thought interesting and capable of
representation, I sketched: the architecture was rude, though
various: capitals, shafts, cornices, and entablatures, lay scattered
about; some of curious, if not admirable, workmanship.
No. 1.
No. 2.
No. 3.
No. 4.
The inscription[61], No. 1, was on a tablet fixed on the east face of

the building, of which the elevation gives the south side. The
entrance to all the buildings was from the east, and by fourteen steps
to the base of the upper range of pillars, now totally destroyed. The
other inscriptions were found on the loose fragments which lay
scattered around.
Jan. 17.—Moved along Shidaf, a beautiful wadey, extending ten
miles between limestone rocky hills, through which we passed. After
this we came to Hanafs, and halted fifteen miles to the east, where
we found some other ruins, of a character similar to those of Ghirza:
two inscriptions were perceivable, but perfectly unintelligible, and
obscured by time.
On the 20th we once more saw Benioleed, and on the 24th,
passed Melghra, and the plain of Tinsowa. Melghra was the place
where we had taken leave of Mr. Carstensen, the late Danish consul-
general at Tripoli, and many of our friends, who accompanied us
thus far on our departure for the interior; and our return to the same
spot was attended by the most pleasing recollections. Our friend, the
English consul, we also expected would have given us the meeting,
as he had despatched an Arab, who had encountered us the night
before, with the information that he was about to leave Tripoli a
second time to welcome our arrival.
On the day after, we reached a well, within ten miles of Tripoli;
and previous to arriving there, were met by two chaoushes of the
bashaw, with one of the consul’s servants: we found the consul’s
tents, but he had been obliged to return on business to the city; and
the satisfaction with which we devoured some anchovy toasts, and
washed them down with huge draughts of Marsala wine, in glass
tumblers—luxuries we had so long indeed been strangers to—was
quite indescribable. We slept soundly after our feast, and on the 26th
of January, a few miles from our resting-place, were met by the
consul and his eldest son, whose satisfaction at our safe return
seemed equal to our own. We entered Tripoli the same day, where a
house had been provided for us. The consul sent out sheep, bread,
and fruit, to treat all our fellow-travellers; and cooking, and eating,
and singing, and feasting, were kept up by both slaves and Arabs,
until morning revealed to their happy eyes, and well filled bellies, the
“roseate east,” as a poet would say.
We had now no other duties to perform, except the providing for
our embarkation, with all our live animals, birds, and other
specimens of natural history, and settling with our faithful native
attendants, some of whom had left Tripoli with us, and returned in
our service: they had strong claims on our liberality, and had served
us with astonishing fidelity in many situations of great peril; and if
either here or in any foregoing part of this journal it may be thought
that I have spoken too favourably of the natives we were thrown
amongst, I can only answer, that I have described them as I found
them, hospitable, kind-hearted, honest, and liberal: to the latest hour
of my life I shall remember them with affectionate regard; and many
are the untutored children of nature in central Africa, who possess
feelings and principles that would do honour to the most civilized
Christian. A determination to be pleased, if possible, is the wisest
preparatory resolution that a traveller can make on quitting his native
shores, and the closer he adheres to it the better: few are the
situations from which some consolation cannot be derived with this
determination; and savage, indeed, must be that race of human
beings from whom amusement, if not interesting information, cannot
be collected.
Our long absence from civilized society appeared to have an
effect on our manner of speaking, of which, though we were
unconscious ourselves, occasioned the remarks of our friends: even
in common conversation, our tone was so loud as almost to alarm
those we addressed; and it was some weeks before we could
moderate our voices so as to bring them in harmony with the
confined space in which we were now exercising them.
Having made arrangements with the Captain of an Imperial brig,
which we found in the harbour of Tripoli, to convey us to Leghorn, I
applied, through the consul-general, to the bashaw for his seal to the
freedom of a Mandara boy, whose liberation from slavery I had paid
for some months before: the only legal way in which a Christian can
give freedom to a slave in a Mohammedan country. The bashaw
immediately complied with my request[62]; and, on Colonel
Warrington’s suggesting that the boy was anxious to accompany me
to England, he replied, with great good humour, “Let him go, then;
the English can do no wrong.” Indeed, on every occasion, this prince
endeavoured to convince us how rejoiced he was at our success and
safe return. He desired Colonel Warrington to give him a fête, which
request our hospitable and liberal consul complied with, to the great
satisfaction of the bashaw. The streets, leading from the castle to the
consulate, were illuminated, and arched over with the branches of
orange and lemon trees, thick with fruit. The bashaw arrived at nine
in the evening, accompanied by the whole of his court in their
splendid full dresses, and, seated on a sort of throne, erected for
him, under a canopy, gazed on the quadrilles and waltzes, danced
by the families of the European consuls, who were invited to meet
him, with the greatest pleasure. He took the English and the Spanish
consul-generals’ wives into the supper-room, with great affability:
and calling Captain Clapperton and myself towards him, assured us
he welcomed our return as heartily as our own king and master in
England could do. No act of the bashaw’s could show greater
confidence in the English, or more publicly demonstrate his regard
and friendship, than a visit of this nature.
Very shortly after this fête we embarked for Leghorn, and after
experiencing heavy and successive gales, from the north-west,
which obliged us to put into Elba, we arrived in twenty-eight days.
Our quarantine, though twenty-five days, quickly passed over. The
miseries of the Lazaretto were sadly complained of by our
imprisoned brethren; but the luxury of a house over our heads,
refreshing Tuscan breezes, and what appeared to us the perfect
cookery of the little taverna, attached to the Lazaretto, not to mention
the bed, out of which for two days we could scarcely persuade
ourselves to stir, made the time pass quickly and happily. On the 1st
of May we arrived at Florence, where we received the kindest
attention and assistance from Lord Burghersh. Our animals and
baggage we had sent home by sea, from Leghorn, in charge of
William Hillman, our only surviving companion. Captain Clapperton
and myself crossed the Alps, and on the 1st of June following, we
reported our arrival in England to Earl Bathurst, under whose
auspices the mission had been sent out.
FOOTNOTES:
[48]Slaves worthy of being admitted into the seraglio.

[49]The best information I had ever procured of the road
eastward was from an old hadgi, named El Raschid, a native of
the city of Medina: he had been at Waday and at Sennaar, at
different periods of his life; and, amongst other things, described
to me a people east of Waday, whose greatest luxury was feeding
on raw meat, cut from the animal while warm, and full of blood: he
had twice made the attempt at getting home, but was each time
robbed of every thing; yet, strange to say, he was the only person
I could find who was willing to attempt it again.
[50]Sidi Barca, a holy man, was killed by the Biddomahs at the
mouth of this river; and from that moment the Bahr-el-Ghazal
began to dry, and the water ceased to flow. A Borgoo Tibboo told
us at Mourzuk, that the Bahr-el-Ghazal came originally from the
south, and received the waters of the Tchad; but that now it was
completely dried up, and bones of immense fish were constantly
found in the dry bed of the lake. His grandfather told him that the
Bahr-el-Ghazal was once a day’s journey broad.
[51]Dowera is the plural of dower, a circle.
[52]There is a prevailing report amongst the Shouaas that from
a mountain, south-east of Waday, called Tama, issues a stream,
which flows near Darfoor, and forms the Bahr el Abiad; and that
this water is the lake Tchad, which is driven by the eddies and
whirlpools of the centre of the lake into subterranean passages;
and after a course of many miles under ground, its progress being
arrested by rocks of granite, it rises between two hills, and
pursues its way eastward.
[53]During the whole of this time both ourselves and our
animals drank the lake water, which is sweet, and extremely
palatable.
[54]Horse covering.
[55]This was, no doubt, Doctor Docherd, sent by Major Gray.
[56]This man informed me that Timboctoo was now governed
by a woman, a princess, named Nanapery: this account was
confirmed by Mohammed D’Ghies, after my return to Tripoli, who
showed me two letters from Timboctoo. He also gave me some
interesting information about Wangara, a name I was surprised to
find but few Moors at all acquainted with. I met with two only,
besides Khalifa, who were able to explain the meaning of the
word: they all agreed that there was no such place; and I am
inclined to believe the following account will be found to be the
truth. All gold countries, as well as any people coming from the
gold country, or bringing Goroo nuts, are called Wangara.
Bambara is called Wangara. All merchants from Gonga, Gona-
Beeron, Ashantee, Fullano, Mungagana, Summatigilia, Kom,
Terry, and Ganadogo, are called Wangara in Houssa; and all
these are gold countries.
[57]An intelligent Moor of Mesurata again told me, this water
was the same as the Nile; and when I asked him how that could
be, when he knew that we had traced it into the Tchad, which was
allowed to have no outlet, he replied, “Yes, but it is nevertheless
Nile water-sweet.” I had before been asked if the Nile was not in
England; and subsequently, when my knowledge of Arabic was
somewhat improved, I became satisfied that these questions had
no reference whatever to the Nile of Egypt, but merely meant
running water, sweet water, from its rarity highly esteemed by all
desert travellers.
[58]Each time Barca Gana had encompassed the lake, he had
with him a force of from four hundred to eight hundred cavalry;
the passage of a river, therefore, or running stream, could never
have escaped his observation.
[59]The following lines may be taken as a sample, at least, if
not a literal translation, of their poetical sketches on these ocean
meetings.
The Arab rests upon his gun,

His month of labour scarce begun
Of passing deserts drear:
Straining his eyes along the sand,
He fancies in the mist, a band
Of plunderers appear.
Again he thinks of home and tribe,

Of parents, and his Arab bride
Betrothed from earliest years:
Then high above his shaven head,
The gun that fifty had left dead
Rallies his comrade’s fears.
“Yeolad boo! yeolad boo!

“Sons of your fathers! which of you
“Will shun the fight and fly?”
They rush towards him, bright in arms,
Thus calming all his false alarms
By promising to die.
The sounds of men, as objects near,

Strike on the listening Arab’s ear
Laid close upon the sand:
He hears his native desert song,
And plunges forth his friends among
To seize the proffered hand.
Asalam? Asalam? from every mouth;

What cheer? what cheer? from north and south,
Each earnestly demands:
And dates and water, desert fare,
While all their news of home declare,
Are spread upon the sands.
But, soon! too soon! the kaf’las move;

They separate again, to prove
How desolate the land!
Yet, parting slow, each seeks delay,
And dreading still the close of day,
They press each other’s hand.
[60]She was taken prisoner in an expedition against the people

of Khalifa Belgassum, in the Gibel, by Bey Mohamed, who,
though in love with her himself, was obliged to give her up to his
father, who was struck with her eyun kebir (large eyes). She also
loved the bey, but was obliged to give herself to the bashaw. This
is said to have been the cause of the first disagreement with his
father. She, by her influence, made Belgassum, her old master,
kaid over eight provinces.
[61]Dr. Young has been so good as to examine these
inscriptions, but has not succeeded in ascertaining their probable
date. He observes, that the two principal inscriptions, Nos. 1 and
2, are clearly tributes of children to the memory of their parents.
They seem, from the legal expression “discussi ratiocinio,” to be
of the times of the lower empire, these words being applied in the
pandect to the settlement of accounts: they each allude to the
expenses of some public entertainment. The termination is
remarkable for the prayer, that their parents might revisit their
descendants on earth, and make them like themselves. The
names seem to be altogether barbarous: the second character,
like a heart, is not uncommonly found in inscriptions standing for
a point.
No 1.
M. CHULLAM et * VARNYCHsan
PATER ET M ater MARCHI
NIMMIRE Et C. CURASAN
QUI EIS HAEC MEMORIAM
FECERUNT . DISCUSSIMUS
RATIOCINIO; AD
EA EROGATUM EST SUMI
praetER C . . . . . S IN
NUMMO * AEDILIS familIARES
NUMERO OVA lactiCINIA
OVINa . . . . . deCEM
ROSTRATAE . . . . . OPE
nAVIBUS E . . . . .
VISITENT Et taLES faciaNt.
No. 2 must be read nearly thus:—

M. FUDEI ET P. PHESULCUM
PATER ET MATER M. METUSANIS
QUI EIS HAEC MEMORIAM FECIT.
DISCUSSI RATIOCINIO; AD EA ERO-
GATUM EST SUMI ....
IN NUMMO * AEDILIS A FAMILIA
PRAETER CIBARIAS OMniBUS
FELICITER LEGAtas . VISITENT
FILIOS ET NEPOTES MEOS
ET TALES FACIANT.
No. 3.
MUNAS II ET MUMAI
filii MATRIS MNIMIRA
HAEDILEHS.
No. 4.
NHIABH JUre
JURANDO tene-
AMUR QUIriTUUM.
[62]The following is a loose translation of the document:

—“Praise be to the only God, and peace to our Prophet
Mohamed, and his followers!—Made free by Rais Khaleel-ben-
Inglise, a young black, called Abdelahy, of Mandara, from the

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Essentials of Psychology Concepts and

Applications 3rd Edition Nevid Test

Thinking, Language, and Intelligence

IDEA MODEL™ OF COURSE ASSESSMENT:

KEYING TEST ITEMS TO ACQUIRED SKILLS

Skills Assessed Test Items

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7.1 Define thinking.

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8. Compared to men, women tend to

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14. Concepts defined by specific rules are called

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39. Divergent thinking is

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43. All but which of the following underlie creative thinking?

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OBJ: 7.8 KEY: Evaluate/Explain

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75. Scientists believe that ape communication through gesturing represents

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90. Wechsler defined intelligence as _____.

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93. A deviation IQ is an IQ score based on

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138. A given trait has a heritability of 75 percent. This means

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1. Discuss algorithms and heuristics as problem solving strategies.

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5. Discuss the nature-nurture issue as it applies to intelligence.

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Jan. 11.—A cold morning, with the thermometer at 42°, delayed

The inscription[61], No. 1, was on a tablet fixed on the east face of

[48]Slaves worthy of being admitted into the seraglio.

The Arab rests upon his gun,

Again he thinks of home and tribe,

“Yeolad boo! yeolad boo!

The sounds of men, as objects near,

Asalam? Asalam? from every mouth;

But, soon! too soon! the kaf’las move;

[60]She was taken prisoner in an expedition against the people