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 Test Bank to accompany
Cultural Psychology, Second Edition
By Steven J. Heine

Test Bank by Benjamin Y. Cheung

Chapter 7
Motivation

Concept Map

A. Self-enhancement and self-esteem

a. Self-enhancement
i. Self-serving biases
1. Downward social comparison
2. Upward social comparison
3. Compensatory self-enhancement
4. Discounting
5. External attributions
6. Basking in reflected glory
ii. Predestination
b. Self-criticizing
B. Face and self-improvement
a. Face
b. Prevention versus promotion orientation
i. Prevention orientation
ii. Promotion orientation
c. Self-improvement
C. Religion and achievement motivation
a. Weber’s thesis
i. Calling
ii. Protestant work ethic
D. Agency and control
a. Implicit theories of the world
i. Entity theory of the world
ii. Incremental theory of the world
b. Primary versus secondary control
i. Primary control
ii. Secondary control
c. Making choices
i. Learned helplessness
d. Fitting in versus sticking out
Questions

1. Raquel habitually engages in self-enhancement. She recently did badly on a

sociology exam. Which of the following would you NOT expect her to do?

a) disregard the importance of sociology

b) blame her poor performance on her professor for not writing a fair exam
c) think about how the student with the lowest score in class did
d) focus on how other classmates from her track and field team did really well
e) compare herself with how the best student in her class did

ANS: E
DIF: Easy
REF: Motivations for Self-Enhancement and Self-Esteem
TOP: A.a.i.2. Upward social comparison
MSC: Applied

2. Group-enhancing biases are

a) more pronounced among East Asians than Westerners.
b) more pronounced among Native Americans than Euro-Americans.
c) more pronounced among Westerners than East Asians.
d) weaker than self-enhancing biases for people from all cultures.
e) evident with equal levels in all cultures.

ANS: C
DIF: Medium
REF: Motivations for Self-Enhancement and Self-Esteem
TOP: A.a. Self-enhancement
MSC: Factual

3. How is the Protestant Reformation relevant to the question of why Westerners

self-enhance so much?
a) The Christian doctrine that all of God’s creations should be respected requires
that people respect themselves and come to view themselves in unrealistically
positive terms.
b) Because God loves everybody, it follows that people should also love themselves.
c) Catholicism emphasizes confession, which involves a recognition of one’s faults.
The shift to Protestantism led Protestants to avoid thinking about their faults.
d) People are motivated to believe that they are predestined to go to heaven, and
this leads them to interpret their behavior in an unrealistically positive light.
e) None of these statements are relevant.
ANS: D
DIF: Medium
REF: Motivations for Self-Enhancement and Self-Esteem
TOP: A.a.ii. Predestination
MSC: Conceptual

4. Which of the following statements is true of “face”?

a) People can increase their face by focusing on their positive qualities.
b) All people have roughly the same amount of face.
c) Face is more easily lost than it is gained.
d) Face is negatively correlated with self-esteem.
e) None of these statements are true.

ANS: C
DIF: Easy
REF: Motivations for Face and Self-Improvement
TOP: B.a. Face
MSC: Factual

5. Kosuke is a Japanese student who just won a drawing competition. Kent is a

Canadian student who also just won a drawing competition. Immediately after the
victory, they were asked create another drawing. Compared to Kosuke, what is Kent
more likely to do?

a) spend more time drawing than Kosuke

b) stop drawing earlier than Kosuke
c) draw for about the same amount of time as Kosuke
d) spend less time drawing than he would if he hadn’t won
e) move on to a different task

ANS: A
DIF: Easy
REF: Motivations for Face and Self-Improvement
TOP: B.b. Prevention versus promotion orientation
MSC: Applied

6. Which of the following was NOT a belief to emerge from the Protestant
Reformation?

a) People have an individualized relationship with God.

b) People are inherently good.
c) It has been decided, before someone is born, whether he or she will go to heaven
or to hell.
d) People have a specific purpose to fulfill during their lives.
e) People must work hard at their calling.

ANS: B
DIF: Easy
REF: Religion and Achievement Motivation
TOP: C.a. Weber’s thesis
MSC: Factual

7. A study comparing Protestant and non-Protestant students in their interactions

with a confederate found that
a) Protestant men held more detached relational styles than non-Protestant men,
regardless of condition.
b) Protestant men did not work as hard at the task compared with non-Protestant
men.
c) Protestant men worked harder at the task than non-Protestants when it was a fun
task, but the two groups did not differ in their work when it was a serious work
task.
d) Protestant men maintained a more detached relational style than non-Protestant
men in a serious work task, but not in a fun task.
e) None of these statements are true.

ANS: D
DIF: Medium
REF: Religion and Achievement Motivation
TOP: C.a.ii. Protestant work ethic
MSC: Factual

8. Which of the following would be an example of secondary control?

a) You work hard at your studies in the beginning of the term so that you don’t have
such a busy time at the end of the term.
b) You try to convince your friends that they should move their planned hiking trip
to the following weekend because that would fit better with your schedule.
c) You convince yourself that taking the bus to work isn’t so bad after all.
d) You return the sweater that you just bought because you decide it doesn’t look
very good on you.
e) You start showing up at work before your boss does in an effort to get a raise.

ANS: C
DIF: Easy
REF: Primary and Secondary Control
TOP: D.b.ii. Secondary control
MSC: Applied

9. Several real estate agents have been convicted of several counts of real estate
fraud. Which of the following is the most plausible reaction from American and
Japanese news outlets?
a) Japanese newspapers are likelier than American ones to recommend strong
punishment of the agents.
b) Japanese newspapers are likelier than American ones to view the real estate
companies to be at fault.
c) Japanese newspapers are likelier than American ones to predict similar events
will happen in the future.
d) Japanese newspapers are likelier than American ones to remove their assets from
the companies involved.
e) Japanese newspapers are likelier than American ones to perceive the agents as
having exercised choice.

ANS: B
DIF: Easy
REF: Primary and Secondary Control
TOP: D.b. Primary versus secondary control
MSC: Applied

10. You are a teacher who assesses your students’ science knowledge by having
them play one of many science games available on the computer, so you want them
to take this task seriously. Your class is comprised fully of Asian-American and Euro-
American children. How would you maximize their motivation to play these science
games?

a) allow all the children to choose the game that they want
b) let other classmates choose the game for the Asian-American students, but let the
Euro-American students choose for themselves
c) let the Asian-American children’s mothers choose the game for them, and let the
Euro-American children’s classmates choose for them
d) let the Euro-American students choose for themselves, and ask students from
another school choose for the Asian-American students
e) let both the Euro-American and Asian-American parents choose for their children

ANS: B
DIF: Medium
REF: Making Choices
TOP: D.c. Making choices
MSC: Applied

11. One frozen yogurt parlor has 10 flavors from which to choose (Parlor X), and
another parlor has more than 100 flavors (Parlor Z). You ask people to choose
which one they want to go to. Which of the following is most indicative of people’s
preference, given the research on choices as described in the textbook?

a) Americans, like people from other Western cultures, would always prefer to go
Parlor Z.
b) Europeans prefer Parlor Z more than do Americans.
c) Although Americans may say that they prefer Parlor Z, they actually would have a
more difficult time choosing a flavor from Parlor Z than from Parlor X .
d) Americans would prefer it if their significant others choose for them.
e) Europeans would have no preference for either parlor.

ANS: C
DIF: Medium
REF: Making Choices
TOP: D.c. Making choices
MSC: Applied

12. Research conducted on East and West Germany found that

a) West Germans employed more secondary control strategies than did East
Germans.
b) although they had fewer choices available to them, East Germans were happier
than West Germans.
c) East Germans preferred having choices made for them by their governments,
whereas West Germans preferred having choices made for them by their families.
d) East Germans showed more achievement motivation than did West Germans.
e) None of these statements are true.

ANS: E
DIF: Hard
REF: Making Choices
TOP: D.c.i. Learned helplessness
MSC: Factual

13. Working-class and upper-middle-class Americans differ in that

a) working-class Americans are happier than upper-middle-class Americans.
b) although working-class Americans do not have as many choices available to them,
they desire choice, and respond to choices made by others, in the same way that
upper-middle-class Americans do.
c) upper-middle-class Americans employ more primary and more secondary control
than do working-class Americans.
d) working-class Americans use more primary control than upper-middle-class
Americans, but there is no difference in use of secondary control.
e) working-class Americans respond to a choice being taken away from them better
than do upper-middle-class Americans.

ANS: E
DIF: Medium
REF: Making Choices
TOP: D.c. Making choices
MSC: Factual

14. In a study, five people are asked to taste test three dishes, one of which tastes
like garbage. They must then judge which dish was the best. However, four of the
people are confederates and are told to always say that the garbage dish is the best.
The real participant (the fifth person) is then asked to give his or her judgment. This
study is done in both an individualistic and a collectivistic culture. Based on the
results obtained using Asch’s paradigm across cultures, what do you expect to
happen in this case?

a) Participants from the individualistic culture would most likely not say that the
garbage dish is the best one.
b) Participants from both cultures would be equally likely to say that the garbage
dish is the best one.
c) Participants from the individualistic culture would be more likely to say that the
garbage dish is the best one if the first four participants were friends.
d) A lot of participants from the individualistic culture would say that the garbage
dish is the best one, but even more participants from the collectivistic culture
would say the same.
e) No participants from either culture would say that the garbage dish is the best
one.

ANS: D
DIF: Easy
REF: Motivations to Fit In or Stick Out
TOP: D.d. Fitting in versus sticking out
MSC: Applied

15. A group of East Asians and Americans have won a contest, and each person is
allowed to pick a car from a selection of cars. All cars are of the same make, model,
and year. The only thing that differs between them is that they can be one of two
colors. Furthermore, there is an extremely unequal proportion between the two
colors, making the minority-color very unique. Given this scenario, which of the
following statements is TRUE?
a) East Asians will choose their cars randomly.
b) Americans will choose cars with the brightest colors.
c) East Asians will choose unique-colored cars.
d) Americans will choose minority-colored cars.
e) East Asians will choose white cars.

ANS: D
DIF: Easy
REF: Motivations to Fit In or Stick Out
TOP: D.d. Fitting in versus sticking out
MSC: Applied

16. Sanchez-Burks’ study of relational styles and work found that

a) Protestants work harder, regardless of condition, than non-Protestants.

b) Protestants work harder than non-Protestants, but only when they are reminded
of their religion.
c) Protestants work as hard as non-Protestants; however, they do so without
attending to their relationships, regardless of condition.
d) Protestants attend less to relationships than non-Protestants when engaged in a
work task.
e) Protestants have less fun than non-Protestants when engaged in a casual task.

ANS: D
DIF: Medium
REF: Religion and Achievement Motivation
TOP: C.a.ii. Protestant work ethic
MSC: Factual

17. A person is building a road to connect two towns, but the road is stopped by a
mountain. The person can either build the road so that it follows the side of the
mountain and continues on from the other side, or the person can just tunnel
through the mountain. This person decides that people shouldn’t get pushed around
by nature, so decides to tunnel through the mountain. Which of the following terms
best describes this way of thinking?
a) secondary control
b) self-enhancement
c) maintaining face
d) self-serving bias
e) incremental theory of the world

ANS: E
DIF: Medium
REF: Agency and Control
TOP: D.a.ii. Incremental theory of the world
MSC: Applied

18. Iyengar and colleagues’ work on choice across cultures finds that

a) Asian-Americans prefer a task that an in-group chooses for them more than one
that an out-group chooses for them.
b) Euro-Americans and Asian-Americans both prefer to choose a task for themselves
than to have someone else choose it for them.
c) Euro-Americans prefer a task if they choose it for themselves, whereas Asian-
Americans prefer a task if someone else chooses it for them.
d) Asian-Americans prefer a task that an outgroup chooses for them more than do
Euro-Americans.
e) Asian-Americans prefer to make choices for others rather than for themselves,
whereas Euro-Americans have no such preference.

ANS: A
DIF: Medium
REF: Making Choices
TOP: D.c. Making choices
MSC: Factual

19. Working-class Americans appear to differ from upper-middle-class Americans in

that

a) working-class Americans, but not upper-middle-class Americans, prefer not to

choose their own pens than to be able to choose them.
b) working-class Americans, but not upper-middle-class Americans, liked a pen that
they did not choose as much as one that they did choose.
c) working-class Americans prefer fewer pen choices than upper-middle-class
Americans.
d) working-class Americans prefer choices regarding their efforts, whereas upper-
middle-class Americans prefer choices regarding their lifestyles.
e) None of these statements are true.

ANS: B
DIF: Medium
REF: Making Choices
TOP: D.c. Making choices
MSC: Factual

20. You are an executive for a Korean advertising agency, and you have been asked
to create a TV commercial for a new condominium, targeting people from Korea.
Based on Kim and Markus’ research on advertisements in Korea and the United
States, which of the following would you most likely use in your commercial?
a) “No need for stockpiled money—Condo X is cheap and affordable!”
b) “Condo X—there’s nothing else quite like it.”
c) “The architecture of this condo blends in well with the buildings surrounding it.”
d) “This condo was designed by an architect who has a unique style.”
e) “Need a place to live? Try our condo!”

ANS: C
DIF: Medium
REF: Motivations to Fit In or Stick Out
TOP: D.d. Fitting in versus sticking out
MSC: Applied

21. Which of the following statements about self-esteem is most accurate?

a) There is very little variation in self-esteem across cultures.

b) In interdependent cultures, interdependence is negatively related to self-esteem,
whereas in independent cultures, interdependence is positively related to self-
esteem.
c) Independence is positively related to self-esteem.
d) Interdependence is positively related to self-esteem.
e) Self-esteem is higher among children than adults in Eastern cultures; however,
self-esteem is higher among adults than children in Western cultures.

ANS: C
DIF: Easy
REF: Motivations for Self-Enhancement and Self-Esteem
TOP: A.a. Self-enhancement
MSC: Factual

22. Which of the following people would you expect to feel the need to maintain
“face”?
a) “I go along with what other people want to do, and make myself enjoy it.”
b) “I really like to make myself feel good about myself.”
c) “I prefer to avoid negative outcomes from happening.”
d) “I can’t change who I am—I am who I am.”
e) “I like to compare myself with those who are worse off than I am.”

ANS: C
DIF: Hard
REF: Motivations for Face and Self-Improvement
TOP: B.b.i Prevention orientation
MSC: Applied

23. Which of the following would be the best example of primary control?

a) You and your friends decide as a group to spend a day at the amusement park.
b) You choose to paint your house yellow after your partner tells you about her
strong preference for yellow.
c) You cook spaghetti and meatballs because your parents are in town and it’s their
favorite dish.
d) You return a computer game to the local computer store because it didn’t excite
you as much as you wanted it to.
e) You buy a dog as a pet.

ANS: D
DIF: Easy
REF: Primary and Secondary Control
TOP: D.b.i. Primary control
MSC: Applied

24. Your friend does not engage in self-enhancing. Your friend also just failed a
chemistry test. Based on the biases that self-enhancers have, which of the following
is your friend NOT likely to say?
a) “Even though I failed this chemistry test, I can still do well in physics.”
b) “I failed this chemistry test, so I have to study even harder in this class.”
c) “This test was fair; I just did not work hard enough.”
d) “Chemistry is still very important to me.”
e) “Lex did so well! I need to work to be more like him.”

ANS: A
DIF: Easy
REF: Motivations for Self-Enhancement and Self-Esteem
TOP: A.a.i.3. Compensatory self-enhancement
MSC: Applied

25. What is one distinction between “predestination” and “calling”?

a) They are synonyms of each other.
b) “Predestination” refers to a goal that one works toward in one’s lifetime; “calling”
refers to the way by which one achieves the goal.
c) “Predestination” refers to the fact that one is preordained to go to heaven;
“calling” refers to how the person gets to go to heaven.
d) “Predestination” refers to when one will die; “calling” refers to what a person
does in life to prepare for his or her death.
e) “Predestination” refers to something after death; “calling” refers to something
before death.

ANS: E
DIF: Hard
REF: Motivations for Self-Enhancement and Self-Esteem; Religion and Achievement
Motivation
TOP: A.a. Self-enhancement; C. Religion and achievement motivation
MSC: Conceptual

26. A Catholic and a Protestant walk into a bar. Their names are Jon and Jack,
respectively. They start discussing everything from social issues to psychological
research. They agree that they have many similarities and differences. Based on the
textbook’s research on Catholics and Protestants, which of the following is likely
similar or different between the two of them?

a) Both Jon and Jack equally find overweight people to be lazy.

b) Jack is much more individualistic than Jon.
c) Jon has a high-status nonmanual occupation, while Jack doesn’t.
d) Jack is more accepting of overweight people than Jon.
e) Jon was self-reliant at a much younger age than Jack.

ANS: B
DIF: Medium
REF: Religion and Achievement Motivation
TOP: C. Religion and achievement motivation
MSC: Applied

27. Ichiro, a Japanese student, wants to sell his used book that he’s had for a decade.
Kent, an American student, wants to sell the exact same book, which he has also
owned for a decade. They price their respective books depending on how much they
think the book is worth. The book itself is valued at $50. Which of the following best
predicts what the two price tags will most likely be?
a) Ichiro: $50; Kent: $50
b) Ichiro: $20; Kent: $15
c) Ichiro: $60; Kent: $50
d) Ichiro: $70; Kent: $20
e) Ichiro: $30; Kent $60

ANS: E
DIF: Hard
REF: Motivations for Self-Enhancement and Self-Esteem
TOP: A.b. Self-criticizing
MSC: Applied

28. Claudia and Hideki are math students. Claudia has a promotion orientation,
whereas Hideki has a prevention orientation. What is the best way to make them
both continue to put in effort to learn math?
a) Give both students a very difficult math test that’s rigged to make them do poorly.
b) Give both students a very easy math test that’s rigged to make them do well.
c) Give Claudia a very easy math test so she’s rigged to do well, but give Hideki a
very difficult math test so he’s rigged to do poorly.
d) Give Claudia a very difficult math test so she’s rigged to do poorly, but give Hideki
a very easy math test so he’s rigged to do well.
e) Give both students a very easy math test, but don’t tell them their scores.

ANS: C
DIF: Medium
REF: Motivations for Face and Self-Improvement
TOP: B.b. Prevention versus promotion orientation
MSC: Applied

29. Which combination of different ways of thinking is most conducive to

developing learned helplessness?
a) low entity theory of the self; high primary control
b) high self-esteem; high need for many choices
c) high tendency to engage in self-serving biases; low in ability to exert secondary
control
d) high entity theory of the world; low in ability to exert primary control
e) low incremental theory of the self; low entity theory of the world

ANS: D
DIF: Hard
REF: Agency and Control
TOP: D.a.i. Entity theory of the world; D.b.i. Primary control; D.c.i. Learned
helplessness
MSC: Conceptual
30. If a person basks in the reflected glory of their group, which of the following is
most likely?

a) The person will not engage in self-serving biases.

b) The person has a stronger endowment effect than East Asians would exhibit.
c) The person has a prevention orientation.
d) The person has an entity theory of the world.
e) The person is not someone who engages in self-enhancement.

ANS: B
DIF: Easy
REF: Motivations for Self-Enhancement and Self-Esteem
TOP: A.a.i.6. Basking in reflected glory; A.b. Self-criticizing
MSC: Conceptual
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Slowly, he pieced it together, mortified to find himself annoyed when
Marthe interrupted with constant questions about his Berlin and
especially about his equipment.
And, pieced together, it still refused to seem logical.
How could anyone believe that Goering, in the face of all good
sense, would turn the Luftwaffe from destroying the R.A.F. bases to
a ridiculous attack on English cities? How could anyone believe that
German electronics scientists could persistently refuse to believe
ultra-shortwave radar was practical—refuse to believe it even when
the Allied hunter planes were finding surfaced submarines at night
with terrible accuracy?
What kind of nightmare world was this, with Germany divided and
the Russians in control of Europe, in control of Asia, reaching for the
Middle East that no Russian, not even the dreaming czars, had
seriously expected ever to attain?
"Marthe—we must get out of this place. We must. I will have to
rebuild my machine." It would be incredibly difficult. Working
clandestinely as he must, scraping components together—even now
that the work had been done once, it would take several years.
Professor Kempfer looked inside himself to find the strength he
would need. And it was not there. It simply was gone, used up, burnt
out, eaten out.
"Marthe, you will have to help me. I must take some of your strength.
I will need so many things—identity papers, some kind of work so we
can eat, money to buy equipment...." His voice trailed away. It was
so much, and there was so little time left for him. Yet, somehow, they
must do it.
A hopelessness, a feeling of inevitable defeat, came over him. It was
this world. It was poisoning him.
Marthe's hand touched his brow. "Hush, Jochim. Go to sleep. Don't
worry. Everything is all right, now. My poor Jochim, how terrible you
look! But everything will be all right. I must go back to work, now. I
am hours late already. I will come back as soon as I can. Go to
sleep, Jochim."
He let his breath out in a long, tired sigh. He reached up and touched
her hand. "Marthe...."

He awoke to Marthe's soft urging. Before he opened his eyes he had

taken her hand from his shoulder and clasped it tightly. Marthe let
the contact linger for a moment, then broke it gently.
"Jochim—my superior at the Ministry is here to see you."
He opened his eyes and sat up. "Who?"
"Colonel Lubintsev, from the People's Government Ministerium,
where I work. He would like to speak to you." She touched him
reassuringly. "Don't worry. It's all right. I spoke to him—I explained.
He's not here to arrest you. He's waiting in the other room."
He looked at Marthe dumbly. "I—I must get dressed," he managed to
say after a while.
"No—no, he wants you to stay in bed. He knows you're exhausted.
He asked me to assure you it would be all right. Rest in bed. I'll get
him."
Professor Kempfer sank back. He looked unseeingly up at the ceiling
until he heard the sound of a chair being drawn up beside him, and
then he slowly turned his head.
Colonel Lubintsev was a stocky, ruddy-faced man with gray bristles
on his scalp. He had an astonishingly boyish smile. "Doctor
Professor Kempfer, I am honored to meet you," he said. "Lubinsev,
Colonel, assigned as advisor to the People's Government
Ministerium." He extended his hand gravely, and Professor Kempfer
shook it with a conscious effort.
"I am pleased to make your acquaintance," Professor Kempfer
mumbled.
"Not at all, Doctor Professor. Not at all. Do you mind if I smoke?"
"Please." He watched the colonel touch a lighter to a long cigarette
while Marthe quickly found a saucer for an ashtray. The colonel
nodded his thanks to Marthe, puffed on the cigarette, and addressed
himself to Professor Kempfer while Marthe sat down on a chair
against the far wall.
"I have inspected your dossier," Colonel Lubintsev said. "That is,"
with a smile, "our dossier on your late counterpart. I see you fit the
photographs as well as could be expected. We will have to make a
further identification, of course, but I rather think that will be a
formality." He smiled again. "I am fully prepared to accept your story.
It is too fantastic not to be true. Of course, sometimes foreign agents
choose their cover stories with that idea in mind, but not in this case,
I think. If what has happened to you could happen to any man, our
dossier indicates Jochim Kempfer might well be that man." Again,
the smile. "In any counterpart."
"You have a dossier," Professor Kempfer said.
Colonel Lubintsev's eyebrows went up in a pleased grin. "Oh, yes.
When we liberated your nation, we knew exactly what scientists
were deserving of our assistance in their work, and where to find
them. We had laboratories, project agendas, living quarters—
everything!—all ready for them. But I must admit, we did not think we
would ever be able to accommodate you."
"But now you can."
"Yes!" Once more, Colonel Lubintsev smiled like a little boy with
great fun in store. "The possibilities of your device are as infinite as
the universe! Think of the enormous help to the people of your
nation, for example, if they could draw on machine tools and
equipment from such alternate places as the one you have just left."
Colonel Lubintsev waved his cigarette. "Or if, when the Americans
attack us, we can transport bombs from a world where the revolution
is an accomplished fact, and have them appear in North America in
this."
Professor Kempfer sat up in bed. "Marthe! Marthe, why have you
done this to me?"
"Hush, Jochim," she said. "Please. Don't tire yourself. I have done
nothing to you. You will have care, now. We will be able to live
together in a nice villa, and you will be able to work, and we will be
together."
"Marthe—"
She shook her head, her lips pursed primly. "Please, Jochim. Times
have changed a great deal, here. I explained to the Colonel that your
head was probably still full of the old Nazi propaganda. He
understands. You will learn to see it for what it was. And you will help
put the Americans back in their place." Her eyes filled suddenly with
tears. "All the years I went to visit your grave as often as I could. All
the years I paid for flowers, and all the nights I cried for you."
"But I am here, Marthe! I am here! I am not dead."
"Jochim, Jochim," she said gently. "Am I to have had all my grief for
nothing?"
"I have brought a technical expert with me," Colonel Lubintsev went
on as though nothing had happened. "If you will tell him what
facilities you will need, we can begin preliminary work immediately."
He rose to his feet. "I will send him in. I myself must be going." He
put out his cigarette, and extended his hand. "I have been honored,
Doctor Professor Kempfer."
"Yes," Professor Kempfer whispered. "Yes. Honored." He raised his
hand, pushed it toward the colonel's, but could not hold it up long
enough to reach. It fell back to the coverlet, woodenly, and Professor
Kempfer could not find the strength to move it. "Goodbye."
He heard the colonel walk out with a few murmured words for
Marthe. He was quite tired, and he heard only a sort of hum.
He turned his head when the technical expert came in. The man was
all eagerness, all enthusiasm:
"Jochim! This is amazing! Perhaps I should introduce myself—I
worked with your counterpart during the war—we were quite good
friends—I am Georg Tanzler. Jochim! How are you!"
Professor Kempfer looked up. His lips twisted. "I think I am going
away again, Georg," he whispered.
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