Instant Download PDF Psychology Concepts and Applications 4th Edition Nevid Solutions Manual Full Chapter

Psychology Concepts and Applications
4th Edition Nevid Solutions Manual

Go to download the full and correct content document:
https://testbankfan.com/product/psychology-concepts-and-applications-4th-edition-ne
vid-solutions-manual/
More products digital (pdf, epub, mobi) instant
download maybe you interests ...
Psychology Concepts and Applications 4th Edition Nevid

Test Bank
https://testbankfan.com/product/psychology-concepts-and-
applications-4th-edition-nevid-test-bank/
Essentials of Psychology Concepts and Applications 3rd

Edition Nevid Test Bank
https://testbankfan.com/product/essentials-of-psychology-
concepts-and-applications-3rd-edition-nevid-test-bank/
Psychology And The Challenges Of Life 13th Edition

Nevid Solutions Manual
https://testbankfan.com/product/psychology-and-the-challenges-of-
life-13th-edition-nevid-solutions-manual/
Sport Psychology Concepts and Applications 7th Edition

Cox Test Bank
https://testbankfan.com/product/sport-psychology-concepts-and-
applications-7th-edition-cox-test-bank/
Biology of Humans Concepts Applications and Issues 4th
Edition Goodenough Solutions Manual
https://testbankfan.com/product/biology-of-humans-concepts-
applications-and-issues-4th-edition-goodenough-solutions-manual/
Essentials of Abnormal Psychology Third Canadian

Edition Canadian 3rd Edition Nevid Solutions Manual
https://testbankfan.com/product/essentials-of-abnormal-
psychology-third-canadian-edition-canadian-3rd-edition-nevid-
solutions-manual/
Psychology Frontiers and Applications Canadian 4th

Edition Passer Test Bank
https://testbankfan.com/product/psychology-frontiers-and-
applications-canadian-4th-edition-passer-test-bank/
Investments Concepts and Applications 5th Edition

Heaney Solutions Manual
https://testbankfan.com/product/investments-concepts-and-
applications-5th-edition-heaney-solutions-manual/
Biology Concepts and Applications 9th Edition Starr

Solutions Manual
https://testbankfan.com/product/biology-concepts-and-
applications-9th-edition-starr-solutions-manual/
CHAPTER 7
Thinking, Language, and Intelligence
“The very essence of the creative is its novelty, and hence we have no standard by which to judge it.”
—Carl R. Rogers, On Becoming a Person
CHAPTER PREVIEW
There are four modules in this chapter. Module 7.1 discusses the basic information about thinking.
Module 7.2 presents information on language. Information about intelligence is presented in Module
7.3. Module 7.4 provides an application on becoming a creative problem-solver.
TABLE OF CONTENTS
Learning Objectives
Goals and Activities Planner
Ice-Breakers
Module 7.1 Thinking
Lecture Outline
Lecture Breaks
Module 7.2 Language
Lecture Outline
Lecture Breaks
Module 7.3 Intelligence
Lecture Outline
Lecture Breaks
Module 7.4 Application: Becoming a Creative Problem-Solver
Lecture Outline
Lecture Breaks
Parting Ways
Portfolio Projects: Putting the Pieces Together
Electronic Discussion Board, Journal Assignment, or Writing Assignment Topic
Blog Prompt
Teacher Technology Add-On and Web Evaluation Assignment
Time-Saver
Assessment Isn’t a Dirty Word!
Chapter Error! Unknown document property name.: Error! Unknown document property name. 191
Handouts
GOALS AND ACTIVITIES PLANNER

Teacher Skills
Challenge Variety of Enthusiasm Connect Psychology Other
Student Students Teaching and Social with Real Research
Skills Methods Skills Life Skills
Psychology
Content
Comm.
Writing
Speaking
Social
Skills
Technology
Critical
Thinking
Real-Life
Application
Other
Other
*Modified from K. J. Babbage, “High Impact Teaching: Overcoming Student Apathy.”

• What modules will you emphasize in this chapter?
• What do you see as the big picture or take-home message?
• What ice-breaker, peak activity, lecture break(s), and wrap-up activity you will use in this
chapter?
• What one topic do you want students to explore and fully engage with? How will you accomplish
this?
• If you taught this class in the past, what one thing are you going to make sure to revise, add, or
edit?
ICE-BREAKERS (IB)
IB 7.1 Free Association on Intelligence

Activity Type: Ice-Breaker
Class Size: This activity works well with all class sizes.
Class Time Involved: 10 minutes
Materials Needed: None
Preparation Time: None
Student Skills: Psychology Content, Real-Life Application
Before beginning this chapter on intelligence, the instructor should get background information from
students about their beliefs about intelligence. The instructor should divide students into small groups
and ask how they define intelligence, what makes a person intelligent, and what specific activities or
skills make up the construct of intelligence. After a few minutes, the instructor should share the ideas
with the entire class.
IB 7.2 Would You Rather Be Incredibly Intelligent but Extremely

Unhappy, or Incredibly Happy but Extremely Unintelligent?
Class Size: This activity works well with all classes.
Student Skills: Psychology Content, Critical Thinking, Social Skills
This chapter presents information about intelligence and defining intelligence. Students may need some
time to think about their intuitive feelings about intelligence. This short discussion can help them think
about and evaluate two possibilities. The rules of “Would you rather…” are simple: students must
select one of two options. The instructor should have students get into small groups and discuss which
option they prefer. Students should think about the options and what they would mean for them
personally, professionally, and interpersonally. After students have time to make their decision, the
instructor should have groups share their decision with the entire class.
IB 7.3 Free Association on Creativity

Student Skills: Psychology Content, Real-Life Application
Before beginning the creativity module, the instructor should get background information from students
about their beliefs about creativity. The instructor should divide students into small groups and ask
them how they would define creativity. Additionally, students should discuss what makes a person
creative and what specific activities or skills make up the construct of creativity. After a few minutes,
the instructor should ask the groups to share their ideas with the entire class.
MODULE 7.1 THINKING
LECTURE OUTLINE
I. Cognitive Psychology
A. Starting in the 1960s, many experimental psychologists shifted interest toward studying
higher mental processes
II. Mental Images: In Your Mind’s Eye and Your Mind’s Ear
A. A mental image is a mental picture or representation of an object or event LB 7.1
B. Ability to manipulate mental images relates to problem-solving abilities
C. Gender differences in mental imagery
III. Concepts: What Makes a Bird a Bird?
A. Concepts are the mental categories we use to group objects, events, and ideas according to
their common features
B. Types of concepts LB 7.2
1. Logical concepts—those that have clearly defined rules for determining membership
2. Natural concepts—those that have poorly defined or fuzzy rules for determining
membership; application of natural concepts is based on probability that object is
member of category
C. Hierarchies of concepts (Figure 7.2)
1. Superordinate concepts—broad categories; contain basic-level concepts
2. Basic-level concepts—more specialized categories; contain the categories we most
often use in grouping objects and events
3. Subordinate concepts—even more specialized categories
4. As children, we learn to refine concepts through negative and positive instances
IV. Problem-Solving: Applying Mental Strategies to Solving Problems
A. Problem-solving is a cognitive process in which we employ mental strategies to solve
problems LB 7.3
B. Insight learning—sudden awareness of solution to a problem, results from restructuring of
the problem (Figure 7.4)
C. Algorithms—step-by-step sets of rules for solving a problem
D. Heuristics—rules of thumb used as an aid in solving problems or making judgments or
decisions
E. Analogies—apply knowledge gained from solving similar problems in the past LB 7.4
F. Incubation periods—involve taking a break from the problem
G. Mental roadblocks to problem-solving
1. Mental set—rely on past strategies that may no longer work
2. Functional fixedness—inability to see new uses for familiar objects (Figures 7.6 & 7.7)
H. Why it matters: mental roadblocks in problem-solving
1. Decision-making is a form of problem-solving in which we must select a course of
action from among the available alternatives
a) Confirmation bias—sticking with original hypothesis despite contradictory

evidence
b) Representativeness heuristic—assumes sample represents larger population
c) Availability heuristic—decisions based on most readily available information
d) Framing—tendency for decision-making to be influenced by how potential
outcomes are phrased
V. Creativity: Not Just for the Few LB 7.5
A. Creativity—originality of thought (Figure 7.12)
1. Divergent thinking—conceiving new ways of thinking
2. Convergent thinking—finding single best solution
B. Metaphor and analogy
C. Conceptual combination—combining two or more concepts into novel applications
D. Conceptual expansion LB 7.6
LECTURE BREAKS (LB)
LB 7.1 Mental Imagery

Activity Type: Lecture Break
Materials Needed: Handout 7.1
Student Skills: Psychology Content, Critical Thinking
Before discussing mental images, the instructor should have students think about mental images (refer
to Handout 7.1). The instructor should allow students 5 minutes to work individually on the handout.
As an alternative, the handout could be reproduced as an overhead or PowerPoint slide. After students
have had a few minutes to rate their mental images, the instructor should ask the entire class how well
they could visually represent the items. This demonstration also can be used as an introduction for basic
concepts and representativeness heuristic by asking students what image came to mind when asked to
picture a bird. Instructor discussion could focus on mental images ideas that are more difficult to create
(for example, friendship and sharing).
LB 7.2 Logical versus Natural Concepts

A difficult concept for most students is the distinction between logical and natural concepts. The
instructor should emphasize that logical concepts have clear guidelines or rules to distinguish between
concepts, whereas natural concepts have guidelines that are fuzzy. The instructor should have students
work on Handout 7.2 individually or in small groups. After students have completed the handout, they
should share the results. Some concepts will be difficult to determine; some students may have more
information about a topic (e.g., botany majors, fans of Frank Lloyd Wright’s architecture). Some
students may believe a concept is logical; others, with less information, may believe the concept is a
natural concept.
LB 7.3 Problem-Solving
Materials Needed: Textbook
The instructor should refer students to page 250 in their textbook to complete questions 1–5. The
instructor should have students work on the problems individually or in small groups. After the students
have completed the problems, the instructor should share the results. Some problems will be difficult to
complete. In addition, the instructor should ask students to generate similar mental puzzles to which
they have been exposed.
LB 7.4 Analogies
Preparation Time: Time to gather materials
A difficult concept for most students to understand is the usefulness of analogies. The instructor should
have students work on Handout 7.3 individually or in small groups. After the students have completed
the handout, students should share the results. For some concepts, it will be difficult to come up with an
analogy. Other concepts will seem easier for students; for example, the workings of human memory
were compared to a computer in the memory chapter. The instructor should encourage students to use
analogies to help them understand abstract concepts in their classes and in their life.
LB 7.5 Creativity: Alternate Uses Test

Student Skills: Psychology Content, Critical Thinking, Real-Life Application
The textbook presents information about psychologist J. P. Guilford and his colleagues, who developed
the Alternate Uses Test to tap divergent thinking. The textbook also provides examples of alternate use
items. The instructor should have students try to list as many possible alternate uses for common
objects as time allows. The instructor should then have students tally their lists and discuss the most
creative uses. Alternate use categories the instructor could include are newspaper, paper clip, pair of
nylons, a plastic bag, pinecone, and/or empty plastic milk jug.
LB 7.6 Conceptual Expansions: Draw an Alien

Materials Needed: Paper; markers
The textbook discusses people’s tendency to expand on the familiar such as in drawing an alien that
looks similar to humans and animals. As an example, the instructor should give students 5 minutes to
draw an alien. Next, the instructor should divide students into small groups and encourage them to
expand their concept to create a new novel alien. On this second attempt, many students will create
aliens based on amoebas, octopuses, snakes, etc. Although these drawings are more creative, students
are still expanding on a known concept. Perhaps one student group will have a very unusual alien that
does not appear to be based on the pre-existing concept of “alien.”
MODULE 7.2 LANGUAGE

LECTURE OUTLINE
I. Language
A. Language—a system of communication composed of symbols, words, or hand signs
B. Grammar—a set of rules governing the proper use of words, phrases, and sentences
II. Components of Language
A. The basic units of sounds in a language are called phonemes; vary by language
B. Phonemes combine to form morphemes, the smallest units of meaning
C. Syntax—the rules of grammar that determine how words are ordered
D. Semantics—the set of rules that govern the meaning of words LB 7.7
III. Language Development (Concept Chart 7.2) LB 7.8
A. Until about six months of age, infants are limited to nonlinguistic forms of
communication—crying and cooing
B. Babbling—sounds that resemble speech patterns
C. One- and two-word phrases
D. More complex speech
E. Noam Chomsky suggested that language acquisition device guides language development
1. Emphasized language development as an inborn propensity, evident across cultures
2. Critics point out that language acquisition device is not an actual structural mechanism
F. Language development depends on both a biological capacity for language production and
experience with the sounds, meanings, and structures of human speech
IV. Culture and Language: Does the Language We Use Determine How We Think?
A. The linguistic relativity hypothesis (Whorfian hypothesis) suggests that how we use
language determines how we think and how we perceive reality
B. Evidence fails to support the original hypothesis that language determines how we perceive
the world, but it is clear that language influences our perception of the world LB 7.9
V. Is Language Unique to Humans?
A. Whether humans are unique in possessing the ability to communicate through language
remains a controversial question LB 7.10
B. Animals, particularly simians, acquire sign language skills, but is that true language
development?
C. Animals obviously have their own communication systems
LECTURE BREAKS (LB)
LB 7.7 Semantics: What Does “Hot” Mean?

Student Skills: Psychology Content, Critical Thinking, Real-Life Application, Social Skills
Semantics may be a difficult concept for students; some practice with semantics may be useful. The
textbook states the same word may convey very different meanings depending on the context in which
it is used. “Don’t trip going down the stairs” means something very different from, “Have a nice trip.”
In addition, different words may mean different things to different people. Across different generations,
different words may have different semantics. Students should look at the handout and determine what
the word currently means and how it was previously defined. For example, 20 years ago a mouse was a
small fuzzy creature. Of course, a mouse is still a small fuzzy creature, but today it is also a tool that
accompanies a computer. The term lame to refer to someone who had a physical ailment, such as a bad
leg. Today, lame can be used to describe anything that is boring or not fun, as in, “This assignment is so
lame!”
LB 7.8 It’s the Real Thing: Guest Speaker(s) on Language

Development
Class Time Involved: Varies; approximately 15 minutes for each guest
Materials Needed: Guest speaker(s)
Preparation Time: Varies depending on number of speakers
In this module, information on language development is presented. The instructor should bring in to
class children aged 18 months to 6 years. The instructor should ask the children to talk about where
they live, their pets, and their favorite friends. The instructor should also let students ask the children
questions and interact with them. The instructor should ask students if they have children, siblings, or if
they know children this age. As an alternative to bringing children to class, the instructor could video
tape a friend’s children at different ages.
LB 7.9 Develop a “New” Language

Student Skills: Psychology Content, Critical Thinking, Communication Verbal Skills
In this module, information on language development is presented. As an alternative to viewing actual
language development of young children, the instructor should ask students to create their own “new”
language. Students have experience with new language development online through their
communication. If the instructor interacts with others through instant or text messaging, he/she will find
that all familiar grammar, syntax, words, and phrases are diminished or deleted. In this activity, the
instructor should have student groups brainstorm a new language to be used online. The instructor
should give students specific guidelines for how many sentences, phrases, and vocabulary words should
be developed. If the instructor wants to challenge student creativity, he/she should ask students to
develop a completely visual or oral language, rather than allow students to use written communication.
LB 7.10 Is Language Unique to Humans? Debate

Student Skills: Psychology Content, Critical Thinking, Communication Verbal Skills
This module presents information about language with nonhuman animals that possess limited
communication ability (e.g., apes and chimpanzees). Research is mixed about language ability for other
animals. In smaller classes, the instructor should have the entire class involved in the debate. In larger
classes, the instructor should give extra credit for student involvement in the debate. The activity could
also be completed through individual or group position papers. The instructor should have four debates
throughout the semester, so each student can participate in one debate.
The instructor should divide the class into two groups (pro language is unique to humans and con
language is unique to humans). The instructor should make it clear to students they are being assigned
to a position: the side they are defending may not be their own personal opinion. The instructor should
tell students they will need to present the following: a clear thesis statement, an outline of their
arguments, research to support each of their arguments, a clear conclusion statement, and rebuttals.
Teams should decide who will be responsible for each element of the debate, or the instructor could
assign debate roles. There are a variety of ways to conduct a debate, but the following format works
well:
Pro team presents its argument (10 minutes)
Con team presents its argument (10 minutes)
Pro team rebuttals (5 minutes)
Con team rebuttals (5 minutes)
Questions from the class (10 minutes)
MODULE 7.3 INTELLIGENCE

LECTURE OUTLINE
I. What Is Intelligence?
A. Though theorists define intelligence in different ways, one widely used definition holds that
intelligence is the capacity to act purposefully, think rationally, and deal effectively with the
environment
B. How is intelligence measured?
1. Alfred Binet and Theodore Simon developed the type of intelligence test in use today
2. The intelligence quotient (IQ)—defined as the mental age divided by the chronological
age multiplied by 100
3. The Stanford-Binet Intelligence Scale and the Wechsler scales of intelligence are the
major tests of intelligence in use today (Figure 7.13)
C. What are the characteristics of a good test of intelligence?
1. Standardization—establishing norms by administration to large numbers of people
2. Reliability—consistency in scores over time
3. Validity—indicates that the test measures what it purports to measure
D. Misuses of intelligence tests
1. Children with low scores are labeled as innately incapable or inferior
2. Too much emphasis is placed on IQ scores
3. Cultural biases in the tests put children at a disadvantage
a) Culturally fair tests depend on nonverbal tasks
II. Extremes of Intelligence: Mental Retardation and Giftedness
A. Mental retardation is a psychological disorder in which there is a general delay in the
development of intellectual and social skills
1. Measured with an IQ score of approximately 70 or below
2. Causes can be biological (genetic abnormalities) or environmental (learning
environment)
B. Intellectually gifted measured with an IQ score of 130 or higher
1. Achievement level in gifted adults determined by personality traits such as persistence
III. Theories of Intelligence (Concept Chart 7.3)
A. Spearman’s “g”—underlying general factor of intelligence
B. Thurstone’s primary mental abilities—not two factors, but seven
1. Verbal comprehension, numerical ability, memory, inductive reasoning, perceptual
speed, verbal fluency, and spatial relations
C. Gardner’s model of multiple intelligence (Table 7.2) LB 7.11
1. Linguistic, logical-mathematical, musical, spatial, body-kinesthetic, interpersonal,

intrapersonal, and naturalist
D. Sternberg’s triarchic theory of intelligence (Figure 7.16) LB 7.12
1. Practical, analytic, and creative
2. Emphasizes the ability to integrate different areas of intelligence
IV. Intelligence and the Nature-Nurture Question
A. Separating the effects of nature and nurture LB. 7.13
1. Evidence indicates that genetic and environmental factors interact in complex ways in
shaping intelligence (Figure 7.17)
B. See Exploring Psychology—racial/ethnic differences in IQ LB 7.14
LECTURE BREAKS (LB)
LB 7.11 Gardner’s Model of Multiple Intelligence

Multiple intelligence is a difficult concept for some students to understand. The instructor should have
students work individually on Handout 7.5 for 5 minutes and then work in small groups to select
famous people they identify as possessing each specific MI intelligence. After students complete the
handout, the instructor should share the results with the entire class.
LB 7.12 Would You Rather Have Academic Intelligence or Practical

Intelligence?
This activity presents information about multiple intelligences and how to define intelligence. In this
“Would you rather…” activity, the instructor should ask students to consider whether they would
choose to have high levels of academic intelligence (e.g., logic, language, etc.) but extremely low levels
of practical intelligence (e.g., common sense), or to have very high levels of practical intelligence but
extremely low levels of academic intelligence. Students may need time to think about academic
intelligence versus practical intelligence.
The rules of “Would you rather…” are simple: students must select one of the two options. The
instructor should have students get into small groups and discuss which option they prefer. Students
should think about the possibilities and what they would mean for them personally, professionally, and
interpersonally. After the students discuss their decisions, the instructor should have the groups share
their results with the entire class.
LB 7.13 Is IQ Determined at Birth?

Class Time Involved: 30–60 minutes for presentation of the arguments and discussion
This module will give students an opportunity to learn more about research that examines the genetic
and environmental contributions to intelligence. Many students have strong opinions about intelligence
testing, so a lively discussion may emerge. The instructor should assign small groups to read and
summarize one original source (using Handout 7.6) on intelligence and genetics. The instructor should
make sure the number of “pro” and “con” genetic contribution to IQ articles are equally divided. The
instructor should provide students with appropriate citations for all articles. After students read and
summarize their articles, the instructor should have them stand and read their position statement from
the authors’ perspective. As with all debates, it is important for the instructor to clarify that the articles
assigned may not reflect student beliefs. After all groups have presented their authors’ points of view,
the instructor should ask students to summarize their own position on the issue. If the instructor does
not have time in class for this presentation, he/she can have students turn in their responses to Handout
7.6 in a written format.
LB 7.14 Exploring Psychology—Racial/Ethnic Differences in

IQ
These written assignments will be developed in conjunction with the Exploring Psychology sections of
each chapter. These assignments could be developed individually in a paper format or as a discussion
board. In addition, these questions could be used for small-group class discussion:
1. Prior to reading this Exploring Psychology, had you heard about the debate surrounding
racial/ethnic differences in IQ scores? If so, what have you heard?
2. If educators believed that racial differences in IQ were genetically based, as suggested by some
researchers, how would our educational system be altered?
3. Review the research summarized in this section. Describe the specific findings that do not support
the conclusion that racial/ethnic differences in IQ are genetically based.
4. If environment plays a key role in determining IQ, what role does genetics play? Is it unimportant
or important to intelligence?
5. The author states that group differences do not tell us anything about individual potential. What
does that mean, and why is it important?
6. What does this module state about increasing intelligence scores? What is the impact of increasing
intelligence scores on a societal level?
7. Why do you think racial/ethnic differences in IQ are an important issue?
MODULE 7.4 APPLICATION: BECOMING A CREATIVE

PROBLEM-SOLVER
LECTURE OUTLINE
I. Challenging Preconceptions and Considering Alternative Solutions
II. Key Steps to Being a Creative Problem-Solver
A. Adopt a questioning attitude
B. Gather information
C. Avoid getting stuck in mental sets
D. Generate alternatives
1. Personal brainstorming LB 7.15
a) Rule 1: Write down as many solutions to the problem as you can think of
b) Rule 2: Suspend judgment
c) Rule 3: Seek unusual, remote, or even weird ideas
2. After generating your list, put it aside for a few days
3. Find analogies
4. Think outside the box
E. Sleep on it
F. Test it out LB 7.16
LECTURE BREAKS (LB)

LB 7.14 Brainstorming

The instructor should organize students into small groups and give them the opportunity to brainstorm
study strategies a person could use to learn the chapter information. The instructor should encourage
students to think divergently. Typically, the first answers students produce will be general responses
(read, get in study groups, take notes). However, However, However, by the end of the activity,
students should produce ideas that contain divergent thoughts, such as email, Gardener, and video. The
instructor should share the most creative ideas with the class.
LB 7.15 Personal Journal of Creative Problem-Solving

Class Time Involved: None
Student Skills: Psychology Content, Critical Thinking, Writing Skills, Real-Life Application
After presenting the creative problem-solving information in Module 7.4, the instructor should give
students a take-home assignment to reflect on an example of creative problem-solving. Specifically, the
instructor should tell students to identify a problem in their life (e.g., selecting a major, paying for
college, getting involved in campus, etc.). In their paper, students should state the problem, follow the
steps presented in Module 7.4, and journal their response. Students should turn in the journal/paper for
a grade.
PARTING WAYS (PW)

PW 7.1 Concept Chart Parting Ways
Activity Type: Parting Way
Materials Needed: Textbook
To provide closure for this chapter, the instructor should refer students to the following concept charts
and asking if they have any questions or need clarification:
Concept Chart 7.1: Gives an excellent summary of the cognitive processes involved in thinking
Concept Chart 7.2: Provides milestones in language acquisition
Concept Chart 7.3: Summarizes the major theories of intelligence
PW 7.2 Creative Problem-Solving and Decision-Making Improvement

Parting Ways
Activity Type: Parting Way
Class Time Involved: 0–10 minutes
Student Skills: Psychology Content, Critical Thinking, Real-Life Application, Writing Skills
The chapter on intelligence and creativity can have direct relevance to students’ lives. To provide
chapter closure, the instructor should have students identify areas in which they could improve such as
utilizing their intelligence, effective problem-solving, and creative thinking. This assignment could be
completed in small groups or could be assigned as a short writing take-home assignment.
Please see the discussion board, writing, and/or web evaluation assignments for more possible
parting-way activities for this chapter.
PORTFOLIO PROJECTS: PUTTING THE PIECES TOGETHER

INTELLIGENCE TESTING—SELF-ASSESSMENT ACTIVITY
There are a variety of intelligence tests available online for free; however, many of the “IQ” tests have
not been standardized and/or validated. In this portfolio assignment, students should locate and
complete a free online intelligence test. In each 1–2-page reflection paper, the instructor should tell
students they do not need to include or discuss their score. Rather, they should comment on the IQ test
characteristics. The instructor should have students address the following questions: Given the test
items, what theory of intelligence do you believe was its model? Why did you choose this theory or
theories? Was standardization information provided for this IQ test? Was the test author cited? How
was your IQ score reported? Were you given a numerical IQ score and a diagnostic label? If you
received a label, how did it make you feel about yourself? After completing this activity, what advice
would you give other students about taking online IQ assessments?
ELECTRONIC DISCUSSION BOARD, JOURNAL

ASSIGNMENT, OR WRITING ASSIGNMENT TOPIC
QUESTION: What did you learn about intelligence and creativity? What did you learn about
intelligence that could help you improve your own ability to solve problems? What theory of
intelligence, discussed in the textbook, do you most agree? Why? What theory of intelligence,
discussed in the textbook, do you least agree? Why?
BLOG PROMPT
Have you ever “played dumb” or tried to appear less intelligent than you are? Why would a person play
down his/her intelligence? In some situations, is being considered less intelligent an advantage? Do you
remember thinking being smart was “uncool” or that people don’t like smart people?
TEACHER TECHNOLOGY ADD-ON—VIRTUAL DISCUSSION

BOARDS
In each chapter, we present a possible technology component to incorporate into your course. Some of
these you may already be using; others you may not think fit your particular teaching style. We hope
you find some of these ideas may enhance your current teaching style and ultimately increase student
learning.
One popular technology feature is the use of a course management system (CMS) such as BlackBoard,
E-college, SAKAI, or WebCT. These systems provide a simple way to set up a discussion board. As an
alternative, discussion boards can also be created using webpage software such as FrontPage. With a
CMS, the discussion board is already generated and the instructor has to add a forum. The discussion
board is a particularly useful tool, because it allows classroom discussion to continue outside of class.
This feature allows more on task time for students. In addition, discussion boards give students a voice.
A virtual discussion board allows students to process their answers, conduct research, or read before
answering. In general, students post better discussions than responses generated in traditional in-class
discussion. A few tips are important to keep in mind if instructors decide to use discussion boards:
1. Set basic ground rules for online discussion. For example, the same rules of respect and language
used in the class should be applied to virtual discussions.
2. Decide if you will allow anonymous posting. Typically, we do not allow anonymous posts.
3. Decide how often you expect students to respond on the discussion board; decide how long
student responses should be.
4. Decide if and how you will grade discussion board posts. Remember, if the instructor does not
assign discussion board grades, students may be less likely to participate.
5. Begin the discussion board with an interesting, thought-provoking question (not a yes or no
answer).
6. Regularly monitor the discussion board for misinformation or inappropriate behavior. Refer to
important topics or questions in the traditional classroom.
Web Evaluation Assignment

Although the textbook does an excellent job of providing ways to increase creativity and effective
problem-solving, students may locate additional information on the web. In smaller classes, the
instructor should assign a web search activity as a group project and complete the web evaluation sheet
(see Handout 1.10). In addition to teaching students technological skills, this activity is an excellent
way for the instructor to identify interesting resources.
TIME-SAVER
Most instructors know grading is perhaps the biggest time-consumer in teaching. In addition, because it
is not a particularly creative or mentally engaging activity, grading can also be one of the instructor’s
least favorite activities. Because of the time involved in grading, many of our time-saver tips are related
to various ways instructors can save time on grading. Of course, grading is a necessary evil. If the
instructor assigns projects, papers, and creative activities, he/she will be required to grade them.
An excellent way to have a more reliable, valid, and time-efficient method for grading is to have a
grading rubric. For example, a grading rubric may be quickly developed using a clearcut grading
criteria. Then grading is quick, yet students still receive a great deal of feedback. A website that creates
various rubrics can be altered and used for an instructor’s own courses. Visit http://www.teach-
nology.com/ to create a grading rubric for almost any project. See Handout 7.7 for an example of a
grading rubric. After teaching the chapter on intelligence, don’t you want to find a way to grade in a
reliable, valid, and time-efficient manner, so you have more time for creative uses of your intelligence?
ASSESSMENT ISN’T A DIRTY WORD!
Chapter 7: STUDENT ASSESSMENT
Modules: Learning Evaluation: Teaching Evaluation: Resources:

If the module Describe the areas you had What could the instructor List current resources in
was not the most difficulty and do to increase or further this area (TV shows,
discussed, least difficulty your learning and movies, books, activities,
please skip understanding. Explain appreciation? etc.).
evaluation. why.
Thinking
Language
Intelligence
In general, what were the teaching methods, activities, or content you found most important in this
chapter? Why?
What things could you do to increase your learning and appreciation of this information?
Chapter 7: INSTRUCTOR ASSESSMENT
Modules: Learning Evaluation: Teaching Evaluation: Resources:

If module was What aspects of each What things could you List current resources for
not discussed, module do you think change to help students this area (TV shows,
please skip students found most increase their learning movies, books, activities,
evaluation. important and engaging? and appreciation? etc.).
What modules did students
have the most difficulty
understanding?
Thinking
Language
Intelligence
In general, what activities, discussions, or lectures worked particularly well to help students learn and
appreciate the material?
What was the chapter take-home teaching message? What are the three most important things you
should remember to do (or not do) the next time you teach this chapter?
Handout 7.1 Tell Us a Little Bit about Your Memory (LB 7.1)
For each of the following words, read the word and create a mental picture of the concept. After you
have created a mental picture, rate each concept using the following scale:
1 2 3 4 5
Very difficult Somewhat difficult Very easy
to create a mental picture to create a mental picture to create a mental picture
1. Bird _____
2. Ocean _____
3. Friendship _____
4. Sharing _____
5. House _____
6. Furniture _____
7. Table _____
8. Love _____
9. Energy _____
10. Car _____
List an additional word you think represents something very easy to represent with a vivid mental
image. _______________________
List an additional word you think represents something very difficult to represent with a vivid mental
image. ________________________
Handout 7.2 Logical versus Natural Concepts (LB 7.2)

For each of the following concepts, indicate whether it is a better example of a logical or natural
concept. If you select logical, write a brief rationale for the classification.
Concept Logical or natural concept If logical, rule for determining

membership
Is this object a triangle?
Is this person a vegetarian?
Is this paper an “A” paper?
Is this person beautiful?
Is this letter a vowel?
Is this person eligible to vote?
Is this plant a vegetable?
Is this book literature?
Is this substance an acid?
Is this number a prime number?
Is this party fun?
Is this architecture based on

Frank Lloyd Wright’s work?
Handout 7.3 Analogies (LB 7.4)

For each of the following constructs, try to think of an analogy. The use of analogies can help students
take complex ideas and compare them to more familiar concrete examples.
Construct Analogy
The human memory system
Freud’s psychoanalytic ideas of the conscious,

preconscious, and unconscious
The process of photosynthesis
The mechanics of a carburetor
The action potential of a neuron

Handout 7.4 Semantics: What Does “Hot” Mean? (LB 7.7)

For each of the following words, give a brief definition of the most common meaning of the word
today. In addition, give an alternative definition of the word (perhaps a definition used more often in the
past).
Word Most common meaning today Alternative meaning
Mouse
Web
Surf
Hot
Cool
Lame
Sweet
Bad
Gay
Identify additional words that have different semantic meanings:

Handout 7.5 Gardner’s Model of Multiple Intelligence (LB 7.11)

For each of the following types of intelligence, reflect on how much of the intelligence you believe that
you possess. Use the following scale:
1 2 3 4 5 6 7
possess little possess some possess a great deal
After you self-reflect, rank each of the eight types of intelligences below. Use the following scale:
1= Most important to possess 8= Least important to possess
After you have ranked the eight intelligences, select a famous or well-known person—living or dead—
that you feel epitomizes each of the types of intelligence.
Type of Intelligence Personal Reflection Rank Famous Person
1 = possess little 1 = most important
7 = possess great deal 8 = least important
Linguistic
Logical-mathematical
Musical
Spatial
Bodily-kinesthetic
Interpersonal
Intrapersonal
Naturalistic
Handout 7.6 Is IQ Determined at Birth? (LB 7.13)

Each group has been assigned to read an article about the relationship between genetics and IQ
(Module 7.3). Your group may read an article that does not support your own personal positions on
the issue. However, you need to understand the author’s evidence and argument to present it in class.
Read the article and meet as a group to complete the following questions (use additional paper as
necessary):
1. Briefly summarize the purpose and hypotheses of the research you have been assigned to
read.
2. Describe how the author went about testing the hypotheses. Who were the participants? How
did the author define and measure intelligence?
3. What were the primary findings of the study?
Write a brief position statement on the question, “Is IQ determined at birth?” from the viewpoint of
the study researcher(s). Share this statement with the class.
How would your own position on the question, “Is IQ determined at birth?” differ from that of the
study author(s)? Do you agree or disagree with the research you read as a group? Why or why not?
Explain.
Handout 7.7 Example Grading Rubric (Time-Saver)
Anywhere USA College

Short Writing Assignment
Name: _________________________ Teacher: Dr. Freud
Date Submitted: _________________________ Title of Work: ___________________________________
Criteria Points
4 3 2 1
Main topic /idea Main topic/idea

Main topic/idea
Main topic/idea sentence is sentence is
sentence is either
sentence is clear, unclear and unclear and
Main Topic/Idea correctly placed, unclear or
incorrectly incorrectly
Sentence incorrectly placed,
and is restated in placed, and is placed, and is
and is restated in
the closing restated in the not restated in
the closing
sentence. closing the closing
sentence.
sentence. sentence. ____
Paragraph(s) have Paragraph(s) Paragraph(s)
Paragraph(s) have
Supporting three or more have one have no
two supporting
Detail supporting detail supporting detail supporting detail
detail sentences
Sentence(s) sentences that sentence that sentences that
that relate back to
relate back to the relates back to relate back to
the main idea.
main idea. the main idea. the main idea. ____
Each supporting Each supporting Each supporting Each supporting
Elaborating detail sentence has detail sentence has detail sentence detail sentence
Detail three or more at least two has one has no
Sentence(s) elaborating detail elaborating detail elaborating elaborating
sentences. sentences. detail sentence. detail sentence. ____
Legible Marginally legible
Legibility Writing is not Writing is not
handwriting, handwriting,
legible in places. legible.
typing, or printing. typing, or printing. ____
Paragraph has no Paragraph has one Paragraph has Paragraph has
Mechanics and errors in or two three to five six or more
Grammar punctuation, punctuation, punctuation, punctuation,
capitalization, or capitalization, or capitalization, or capitalization, or
spelling. spelling errors. spelling errors. spelling errors. ____
Total----> ____
Powered by Teach-nology.com—The Web Portal for Educators! (http://www.teach-nology.com/)
Another random document with
no related content on Scribd:
Where did you meet her?”
He drew up a low stool beside her, lighted a fresh cigarette himself,
blew the smoke through his nostrils, and said with a shrug:
“At the Grand Central Station—oh, months ago—in January—waiting
for an incoming train—the Buffalo express, I remember. Snowed up
and two hours late.”
“Ah, I see! So you decided she was too good-looking to be left alone,
was that it?”
“That was about it—she was.”
“Dangerous game, Jack,” she returned quite seriously. “You ought to
be old enough not to do that sort of thing—picking up an
acquaintance with a woman you knew nothing about.”
“I’ve always been able to take care of myself,” he started to explain,
half in protest, but she raised her bare arm to interrupt him.
“Demure, of course—sincere, frank, too good-looking for you to
resist,” she continued evenly. “Told you a little of her history without
telling you anything. Worried over her aunt possibly, who she felt
might be aboard the express. What sort of woman—I mean as far as
station in life—young?”
“Twenty-eight, I should say—though she said twenty-five——”
“Well-dressed?”
“Er—yes—neatly.”
“Blond?”
“No, dark—darker, even, than you.”
“Startled—when you spoke to her?”
“A little embarrassed, of course—but we got talking.”
“You mean you got talking. Any one she knew aboard the express
when it arrived?”
“Not a soul.”
“Anxious—tearful?”
“Both.”
“Invite her to dinner?”
Jack nodded.
“So that was the beginning, eh? Champagne?”
“Yes.”
“Where?”
“McGowan’s Pass Tavern.”
“I see. When did she begin to hint at the breach-of-promise idea?”
“Oh! about two months ago. She was getting pretty savage about
that time, used to follow me, wrote me twice a day, even hung
around the club.”
“Scenes, hysterics, threats of suicide—and all that sort of thing?”
Jack nodded again with a furrowed brow.
“Plenty of them. Bluffed to kill me twice. Finally, when she found out I
was married——”
“How did she find out that? You were not fool enough to tell her, I
hope?”
“She found out. I don’t know how she found out, but she found out.”
For some moments neither spoke.
“What’s her final offer?” resumed Rose.
Lamont lifted his head with a worried look in his eyes.
“Twenty-five thousand and quits,” he said slowly, tugging at the end
of his gray mustache with a hand that trembled visibly.
“Ridiculous! Modest, to say the least. Plain blackmail, Jack. If you
pay that woman a cent you’ll never get rid of her.”
“Call it what you like,” he returned gloomily, “but I’ve got enough of
it.”
Rose half raised herself among the pillows, and for a long moment
regarded him intently.
“Does your—does Mrs. Lamont know?” she ventured.
He threw up his head with a jerk.
“Yes; Nelly knows,” he declared curtly.
“What did she say?”
“Nothing.”
“How nothing?”
“She said it was my own affair,” he retorted with some heat. “Not
much consolation in that,” he added, “is there?”
“Is that all she said?” she questioned him, clasping her knees, her
chin buried in her hands.
“Not exactly all—I’ve still got the yacht; she suggested my getting
some sea air.”
“I don’t see what you’ve got to worry about,” she returned, after a
pause, a vestige of a smile playing about the corners of her mouth.
“Jack, you’re a fool—forgive me, but you are. Here you are—pretty
close to a nervous wreck—mooning over the threats of this cat of a
woman, with a free course out of your difficulties wide open to you.”
“All that’s easier said than done,” he returned gloomily.
“You mean the expense?”
“Of course I mean the expense. Do you know what it costs to put the
Seamaid in commission? She’s small, I’ll admit, and she’s been
freshly overhauled—I even put two new staterooms in her last year
when I was flush—but you know what yachting costs, Rose. It isn’t
so much the craft, or her crew, or even her coal bill—it’s the life.
There’s no use of sailing—whanging around by your lonesome,
without friends aboard. I tried that once.”
“There is no need of your going alone,” she returned softly, meeting
his eyes.
She stretched out her bare arms to him.
“Come,” she said quietly. “Come and sit here beside me. Ah, my
poor old Jack! What a baby you are!
“There! That’s better,” she said, as he seated himself beside her on
the divan.
He bent and kissed her, smoothing back her dark hair.
“Rose, I love you!” he exclaimed. “You’re the best—how can I ever
——”
She sealed his lips with her hand.
“Come, let’s talk sensibly,” she resumed, stretching back against the
pillows. “You’ve got a lot to be thankful for as far as I can see—your
wife, I mean. Almost any other woman would have sued you for
divorce.”
“I know,” he confessed. “Nell’s all right.”
“Jack, will you do as I say?”
“I’ll try,” he returned. “That depends.”
“Trying is not promising—and I want you to promise me.”
“Well, what?”
“Promise me that you will not communicate with this woman, or give
her a cent; that if you meet her, that if she follows you, you will not
open your lips to her.”
“She threatens to bring the matter to court. I got a letter from her
yesterday, saying she had put the matter in her lawyer’s hands,” he
explained nervously.
“Threats! Her lawyer! They’ve always got lawyers, those women.
Don’t worry about threats, Jack. The more a woman threatens, the
less she does. Nothing has happened yet, has there?”
He shook his head. “You don’t know her, Rose; she’s a devil
incarnate. Sometimes I think she’s really insane.”
“She’s a good actress, Jack; most women are who get control of a
man’s nerves. Suppose she does bring suit—you won’t be here.”
“I don’t see how I can very well get away,” he declared with a shrug.
“A question of money?”
“I’m afraid so, Rose.”
“Jack, you’ve been gambling.”
“A little.”
“You never gamble for a little. Why will you gamble?”
“Why does any one gamble—or drink—or do anything in life?”
She did not reply.
Finally she said, after a pause:
“Don’t worry about the money. I’ve got plenty of money.”
“Rose!”
“I don’t see why you should worry,” she smiled, “as long as I’ve got
it.”
He started to speak, but she sealed his lips again, this time with the
tips of her fingers. “What I’d like to know is, how you like Gladys
Rice?”
“Who—little Mrs. Rice?”
“I heard you call her ‘Gladys’ the last time you met her here,” she
smiled.
“Perhaps I did.”
“There’s no perhaps about it. I heard you.”
“Why—er—she’s charming—pretty—and clever,” he exclaimed,
brightening.
“She’s more than that,” she declared. “Gladys is a trump. She’s been
a good friend to me. We became widows about the same time. Her
husband died in California, you know.”
“Yes, she told me.”
“Then there’s Billy Bowles—fat, jolly Billy Bowles—mighty good
company, Jack.”
“Well, what of it?”
“And Johnny Richards. Did you ever see Johnny in a bad humor? I
never did.”
“Rose, what are you driving at?”
“I was only thinking they’d make a splendid trio on the Seamaid. We
could run first to Bermuda—then just to any old place we thought of.
I’m sick of New York.”
He looked at her, his whole face alight.
“Rose!” he cried. “You’re the best—” He bent over her, his black eyes
gleaming. “Rose, I want to— Ah! what’s the use of trying to thank
you.”
“Don’t thank me, Jack. Promise me what I’ve asked. Will you
promise me? On your honor, Jack?”
“Yes—I promise you. I give you my word of honor, Rose, I’ll do as
you say.” He lifted her hand to his lips in gratefulness.
“Feel better?” she asked, smiling into his eyes.
“Better? Why, I feel ten years younger.”
“All right,” she said. “I’ll trust you, Jack. You keep your promise to
me, and I’ll keep mine. Don’t worry about the money.”
“But I do!” he cried, springing to his feet dramatically. “If I wasn’t so
deuced short, Rose, I wouldn’t hear of it. One thing you’ve got to
promise me—that you’ll consider it as a loan,” he insisted.
“I’m going to consider it as I please,” she returned, reaching for a
cigarette. “Your yacht—my money—that’s fair, isn’t it?”
“As you please,” he said, with a helpless shrug. “As you please,
madame,” he returned with a smile, and bowed.
He was his old debonair self again. He felt like a man who had been
given a new lease of life. Rose had lifted him out of his anxiety. The
woman who had persecuted him seemed harmless to him now.
Again he took his seat beside her on the divan.
“You’ll dine with me to-night,” he ventured.
“That’s nice of you, Jack. Yes, of course I will.”
“There’s a lot to talk over,” he explained, “about getting the Seamaid
ready.”
“How long will it take,” she asked, “to get her in commission?”
“Oh, about a week. How about little Mrs. Rice—I mean Gladys—
Bowles and Richards—can you count on them to go?”
“They’ll go,” she declared. “Leave that to me.”
“You’d better dress, dear,” he said, snapping out his watch. “It’s after
seven. We’ll go around to Solari’s.”
Her hand went back of the pillows. She touched an electric button to
summon her maid.
Marie was still with her.
“Bon soir, Marie,” said Lamont to her pleasantly, as she appeared.
“Bon soir, monsieur,” returned the girl cheerily. “Monsieur va bien!”
“My black chiffon—high neck, Marie.”
“Bien, madame,” and the maid left the room.
“One moment, Rose,” he said, detaining her as she started to rise
from the divan. “There is something that I can’t quite understand.”
“Come, Jack! I must get dressed,” she protested.
“Forgive me,” he persisted, “but I can’t help wondering a little. Only
last week you were worrying about your dressmaker’s bill, and now
you are financing a yacht—with guests.”
She had risen to her feet, despite his detaining hand, and stood
looking down into his eyes with an amused smile.
“You are indiscreet, monsieur,” said she, and rushed to her bedroom.
He waited for her to dress, striding impatiently up and down the
polished studio floor, still wondering over her unexpected generosity
and the real secret of her sudden wealth. Like most women left with
an income, she had, as he knew, already made dangerous inroads
into her capital. There had been times, too, when her old love of
extravagance had led her far beyond her means—even to the
pawnbrokers.
Through the half-open door of her bedroom familiar sounds reached
him—the faint tinkle of hairpins falling upon a silver tray, the swish
and rustle of a gown as Marie helped her mistress into it, the click-
click of a button-hook—all favorite music to Lamont’s ears.
“Getting tired, Jack?” she called to him, rattling back into place the
gilt cover of a crystal jar and slapping the powder from her hands.
“What time is it?”
He glanced at his watch under the glow of the tall piano-lamp Marie
had lighted.
“Ten minutes past eight.”
“I’ll be ready in a moment,” she called back to him.
Presently she came to him, drawing on her long gloves, followed by
Marie bearing a marvellous wrap of steel blue, lined with chinchilla.
“How do you like it?” she asked, half turning for him to admire her
gown.
“Exquisite!” he declared, running his eyes over the black chiffon.
“Where did that come from?”
“Paris,” she said, as Marie helped her on with her wrap, and
disappeared in the bedroom to pick up her things. “Where else do
they make pretty gowns?”
“It’s charming,” he declared. He seized her gloved hands impulsively.
“Rose! Forgive me, if I was indiscreet a moment ago. There’s always
a reason for good fortune—for sudden luck. Naturally, you old
darling, I could not help asking—after your generous offer. Natural,
wasn’t it? We’ve never had any secrets between us, Rose—besides,
I think I have a right to know why you’re flush—under the
circumstances; that is, since we are to be shipmates.”
“Ay, ay, captain!” she laughed, touching the brim of her becoming hat
in salute.
“Rose, be serious—for once.”
“And if I were to tell you, you wouldn’t believe me.”
“Have I ever doubted you?”
“Suppose I give you three guesses,” she smiled teasingly, her lips
close to his own. “Would that satisfy you, Mr. Inquisitive?”
“This is no guessing matter,” he returned, half irritably, tucking her
sleeves deep into her wrap, his fingers lingering in the warm
chinchilla. “This from Paris, too?”
“Don’t you adore making guesses?” she smiled mischievously,
ignoring his question.
“You know I loathe guessing,” he retorted. “I abhor conundrums. I
have an absolute horror of riddles and all that sort of thing. Come!
Why won’t you be frank with me? Why are you in luck? Have you
been gambling?”
“Perhaps,” she returned gently, watching him closely, “but not at your
game.”
“What then—Wall Street?”
“I had enough of Wall Street with Sam. My dear Jack, has it occurred
to you that I am famished? Come, let’s go to dinner.”
She drew him toward the door, and he followed her down the gaslit
stairs in silence.
At the mention of her dead husband’s name, a new thought came to
his mind. Was some other man enriching her? And though she
detected for an instant a gleam of jealousy in his eyes, he
questioned her no further. He brightened up over the good dinner.
After all, he told himself, he had enough to be grateful for without
pinning her down to facts.
Nine days later the Seamaid cleared, bound for Bermuda. Never had
the yacht been more luxuriously provisioned. True to her promise,
Gladys Rice, Billy Bowles, and Johnny Richards were with them.
“Out of sight out of mind” is an old adage, that proved itself to
Lamont before they were many hours at sea. The woman who had
threatened him seemed only an annoying memory now. He lapsed
into the lazy, genial life aboard as easily as a cat takes to the
fireside. With Rose’s money and his yacht, life seemed perfect. Not
once did he question her as to its source.
There was something in fat Billy Bowles’s inside pocket, however,
which would have enlightened him—possibly have destroyed some
of his peace of mind—the stubs in his check-book.
CHAPTER XX
Matilda had knocked at Enoch’s door this crisp September morning
and, getting no response, felt for his key under the mat, found it, and
entered. To her surprise, not a chair or a book in the sitting-room was
out of place. The fire she had built the day before was precisely as
her black hands had left it.
“Fo’ God!” she exclaimed, as she entered the small bedroom and
saw the untouched counterpane and pillow. “He ain’t been to bed.”
Never had Enoch, upon the rare occasions when some public dinner
had called him out of town for the night, gone without letting either
she or Moses know. Indeed, he was most punctilious about this—
invariably leaving with them his telegraphic address. For a brief
instant, Matilda stood by the bed—her bosom heaving. Then she
turned anxiously to the closet where he kept his clothes, got down on
her knees, groped in its depths, and, seizing a valise which he
always took with him, drew it out with a trembling hand.
“Ain’t done—even took—his gripsack!” she faltered, her anxiety
growing as she noted its emptiness.
Her fear told in her voice now as she summoned Moses, who had
just entered the Grimsby-Atwater living-room with a scuttle of coal.
“Monstus strange,” declared Moses solemnly, as he stood with his
wife before Enoch’s untouched bed. “It suttinly am monstus strange,
Tildy,” he repeated, shaking his woolly head dubiously. “Dar’s his
gripsack sho’ ’nouf,” he exclaimed, opening the closet door. “Yo’ sho’
he didn’t say nuffin ’bout gwine away? Rack yo’ brain, honey, an’
stop yo’ tremblin’, won’t do no good to go on dat-a-way.”
“Last time I seen him,” declared Matilda, “was yisterday when I was
breshin’ up de sittin’-room. He sot over dar yonder in de big chair a-
readin’ of his mail.”
“An’ he didn’t say nuffin ’bout gwine away?” Moses insisted.
“Nuffin mo’en ‘good mornin’, Matildy.’ Bimeby I done got through ma
dustin’, an’ was a-gwine in to make his bed, when I seen him open
one er de letters what come dat mornin’. He tar it open like it was a-
hidin’ some news from him. Den he done read it anxious like. Den he
jump up from de big chair an’ grab his hat an’ overcoat, an’ slap out
de do’, lickety-split. Didn’t even close de do’. Den I run an’ look out
de winder, an’ I seen him. He was a-walkin’ fast—like he couldn’t
walk no faster—an’ a shakin’ of his head. I tell yo’, nigger, somethin’
was monstus heavy on his mine. I never seen Marser Crane like dat
befo’.”
“Which-a-way was he a-goin’?” asked Moses anxiously.
“I dunno which-a-way he was a-goin’, but he done turned de corner
leadin’ to de Broadway.”
When that night Enoch did not return, and no word had come from
him, Moses and Matilda could no longer keep their fears secret.
They informed the household. Joe seemed to be less alarmed and
more philosophical than the rest. It was more probable, he assured
them all, that Enoch had been hurriedly called away on important
business, had even sent word of his intended absence, and the letter
or telegram miscarried.
When the next night he did not return Joe, too, became alarmed. He
called at three of Enoch’s clubs, only to learn that Mr. Crane had not
entered any of them for over a week. Neither had he been at his
office in South Street.
Ebner Ford now assumed the rôle of optimist, which far from easing
Joe’s mind, exasperated him, for he declared in his blatant way that
“Crane wa’n’t no fool, and so all-fired mysterious and peculiar that
there was no tellin’ what he’d do next.”
At an opportune moment he nudged Joe meaningly in the ribs,
winking one eye screened from his wife knowingly, and whispering
something about “lettin’ him have his little fling”; further suggesting
that “he wa’n’t the first man overdue on account of the affections of a
lady friend, or a run of luck at poker.” Even following the silent but
indignant Joe into the hall, and despite that young man’s disgust,
recounted to him, with a sly and confidential grin, similar little
absences of his own.
Late that afternoon, any one in passing the old house in Waverly
Place might have seen Enoch going up the stoop. There was
something about his whole personality, as he went wearily up the
brownstone steps, to have arrested the attention of even a casual
acquaintance. His shoulders were bent, and there was a grim look
about his face—a strange pallor, the eyes sunken and haggard, like
those of a man who had not slept.
He reached the vestibule, slipped his key in the door, opened it, and
slowly ascended the dark stairs. No one so far was aware of his
presence. It was only when he reached the third-floor landing that he
encountered any one. Here he came face to face with Moses. For a
brief moment the old servant’s surprise and relief was so great he
could not speak.
“Praise de Lord!” he broke out with, in a voice that quavered with joy.
“You done come back, marser. Praise de Lord!”
“Yes, Moses,” returned Enoch wearily. “I’m back.”
“I’se been most crazy, Marser Crane. Matildy, too—an’ de hull house
a-watchin’ an’ a-waitin’ fo’ yer.”
“Is Mr. Grimsby in?” inquired Enoch.
“Spec’ he’s out—Marser Crane—I sho’ ’nouf ain’t seen him.”
“Tell Mr. Grimsby—when he comes in that—that—I should like to see
him.”
He spoke with an effort, as if each word was painful to him.
“Dat I suttinly will, marser,” declared Moses and watched him in
silence as he continued up the short flight of stairs leading to his
door—awed by the change in him. Then he rushed down to tell
Matilda.
Enoch entered his sitting-room, felt in the desk for the matches,
lighted the Argand burner on the centre-table, turned its flame low,
struck another match, kindled his fire, drew a deep sigh, laid his
overcoat and hat on the table, and sank into his chair.
For a long while he sat there immovable, staring vacantly into the
slowly kindling fire. How long he was not conscious of. Now and then
his lips moved, but he uttered no sound; a thin tongue of flame
struggling up between the hickory logs played over his haggard face,
rigid as a mask. His hands lay motionless on the broad arms of his
chair. Thus an hour passed, an hour full of tragic memories. So
absorbed was he that he did not hear Joe spring up-stairs and rap at
his door.
Joe rapped again.
“It’s Joe!” he called sharply.
Enoch slowly roused himself.
“Come in,” he said hoarsely, clearing his throat.
“Good heavens,” cried Joe, entering briskly, “where on earth have
you been? The whole house has been worried about you.”
Enoch did not speak.
Joe strode over to the motionless form in the chair and caught sight
of the haggard face.
“Mr. Crane!” he exclaimed. “Why—you’re ill—what has happened?”
“Sit down,” returned Enoch slowly. “Joe, I have something to tell you.
My wife died last night.”
“Your wife!”
“Yes, my boy—my wife. Rather alters a man’s life, Joe. I had been
hoping for twenty years she would pull through—some of them do,”
he added, staring into the flames. “I saw some indications of it last
Sunday,” he went on before Joe could speak. “I spent the morning
with her as usual—again last night—for a brief instant I saw what I
believed to be some recognition—a faint hope. It was only a flash
before the light went out.” He raised his hands helplessly and let
them fall.
Joe, who had not yet taken his seat, turned to the crackling fire, and
stood for a long moment looking down at the flames.
“I did not know you were married,” he said at length, breaking the
ensuing silence—“that—your wife was an invalid.”
“She was insane,” replied Enoch evenly.
“Insane! Oh! Mr. Crane!”
Enoch lifted his head.
“She has been insane since the first year of our marriage,” said he.
“Sit down, won’t you?” he pleaded, motioning to the chair in the
shadow of the chimney-piece. “I have much to tell you. Come a little
nearer—there, that is better—my voice is not over-strong to-night.
You are surprised, no doubt. I do not blame you, my boy. That is why
I want you to understand. So few have ever understood me. None, I
might say, in all these lonely years. A man cannot live under what I
have suffered, and not be misunderstood. To be separated from the
one who is nearest and dearest to you in life. Far worse than a
stranger to her, since for years I have passed out of even her
memory. The past has been a blank to her. She became another
being. It was that flash of supposed recognition which gave me hope
last Sunday. I felt she remembered me; knew me at last; that little by
little her mind was clearing. The physicians thought so, too. We were
mistaken.”
He paused, leaning forward in the firelight, his hands clasped over
his knees; Joe silent, waiting for him to continue. His heart went out
to him, he tried to say something to comfort him, at least to express
his deep and sincere sympathy. Before Enoch’s tragic revelation, the
words he struggled to frame seemed trivial and out of place.
“We were children together,” resumed Enoch, in a voice that had
grown steadier. “We grew up together in fact—in Philadelphia—my
wife was barely eighteen when we were married, and I just your age.
One year of happiness is not much in a man’s life. It has been my lot
—yet I am even grateful for that. Then came her serious illness, due
to an operation that it was a miracle she lived through—only her will
and her nervous, high-strung nature saved her. The result was the
beginning of acute melancholia. We travelled, we went abroad. I felt
that constant moving from place to place would distract her mind.
We spent two winters in Egypt, but she grew worse, even violent at
times, and I was obliged to bring her home. Our home-coming
marked the period of my exile. It meant that I could no longer keep
her with me. The end came last night.”
He paused again.
Joe did not speak. Somehow he felt that he, who, little by little, was
revealing to him the secret history of his life, wished to continue
uninterrupted.
“You, my boy,” continued Enoch; “are beginning your life; mine is
ended. I shall move away from here. Travel, perhaps; I must decide
something, though it matters so little where I go. There is a limit to all
suffering. I had hope before. To-night even that is gone. I tell you all
this, for I want you to know.”
He passed his hand wearily over his brow.
“I must eat something, I suppose,” said he. “I have not eaten
anything since yesterday afternoon.”
“You must have something at once,” declared Joe, rising. “I’ll ring for
Moses.”
“No, not yet,” protested Enoch; “but I’ll have a glass of port, I believe.
Would you mind getting it? It’s over there in the bookcase. There are
some crackers, too, on the lower shelf; next to the glasses.”
Joe brought him a full glass of port and he drained it, ate a cracker,
and resumed, strengthened by the wine.
“You have grown very near to me, Joe; more than you realize,
perhaps. The glorious beginning of yours and Sue’s happiness is a
comfort to me, even in these sad hours. Your success, your love for
one another, mean much to me.”
“I’m glad of that,” returned Joe. “Sue will feel dreadfully when she
hears you are going away. And I—well, you know how I feel about it.
Somehow I can’t imagine our wedding without you. Must you go?”
“When are you to be married?” he asked, looking up.
“Well, you see, it is not exactly decided yet. Sue has set her heart on
before Christmas.”
“That’s right, my boy, have as many Christmases as you can
together,” he returned thoughtfully.
“Although the job’s done,” declared Joe, “as far as my part is
concerned—specifications all in—and the last of the full-sized details
went to the contractors two weeks ago—but our first payment, you
see, on the new building is not due us until February. I do not see
how we can very well manage to get married before.”
“Who is to make this payment to you?” asked Enoch.
“The committee, we are told.”
“It has always been the duty of its chairman to attend to such
matters,” Enoch remarked, not letting him know it was he who had
acted in that capacity; then, before Joe could question him, he added
seriously: “Promise me something. I do not wish you to mention my
wife’s death to Sue. It would do no good—only worry her uselessly. I
have carried it alone and will continue to. I tell you of her death,
because its effect on my movements in life might be misunderstood
by you. People, I say, have always misunderstood me. I know what
they think of me. Their opinions have time and time again reached
my ears. I have heard them call me crabbed, crusty—a sour and
malignant old man,” he went on, “even mean. Ah, yes! A sour and
malignant old man, always in a temper—an old curmudgeon.”
Joe started to protest, but Enoch continued:
“A hermit, who prefers his own companionship to that of friends—but
if you knew how little the opinions of others affect me. I have long
ago ceased to care for other people’s opinions. I have learned
something in my life, lonely as it has been—and that is tolerance. Be
tolerant, Joe; tolerant of every one—of even the ignorance, the
vindictiveness of others. Perhaps even you think I am hard-
hearted”—and before Joe could interrupt him: “You see me dry-eyed,
and yet you have no idea what her death means to me. She did not
suffer, even when the end came. I am grateful for that.”
He paused again, seeming to lapse into a revery, his chin sunk deep
between his hands.
“Could nothing be done?” ventured Joe.
Enoch slowly shook his head.
“Only a miracle would have accomplished that,” said he.
“Might I ask where Mrs. Crane died?”
“At Ravenswood, at my old friend Doctor Brixton’s sanatorium,
where she had been for nearly five years.”
“And you say you thought she recognized you?”
“Yes—for that brief instant I did; so did Brixton and the nurse—a
certain look in her eyes, an old, familiar gesture of the hands; it was
only a flash before the light went out,” he repeated. “She was dying
then; I tried to force her to speak my name, but it was useless, Joe.
She was conscious but very weak. I tried to force her to continue her
train of thought, in what I believed was a brief awakening. She
looked at me blankly as I held her hands, and murmured faintly:
‘Why have you come again, doctor?’ Presently she added, almost
inaudibly, ‘You have not thanked me for the roses’—and then, after a
moment, ‘I have hidden them again—I shall hide them always’—she
ceased speaking. Before I could summon Brixton she was dead.”
Enoch got up stiffly out of his chair and stood gazing down at the
smouldering ashes of the fire.
“Gone,” he said slowly. “Gone like all precious things in life.”
He turned wearily to the table, raised the flame of the Argand burner
to a soft glow, and proceeded with a determined, slow step to his
desk. Here for a moment he hesitated. Then he felt for the small key
on his watch-chain, and unlocked the tiny drawer containing the
daguerreotype of the young girl with the dark, wistful eyes. For a
moment he held it in his hand.
“My wife at eighteen,” he said, returning to the table and holding the
portrait under the light.
Joe bent over it reverently, studying the delicate features, the
drooping, melancholy mouth, the wondering, dark eyes.
“What a beautiful face!” he said.
“Yes, poor child, she was beautiful—then,” returned Enoch.
“What wonderful eyes!” said Joe.
“Yes,” said Enoch. “They reflected her whole nature; her
sensitiveness, her melancholy, high-strung intensity. Too delicate a
mechanism to last; a nature capable of great suffering—gentle
natures always are. One who loved with her whole heart—her whole
being—her very soul. When the change came, all this complex and
delicate fabric withered—was consumed to ashes like lace in a
flame. She became another being; when the mind is gone there is
nothing left. I wanted you to see her as she was,” said he, returning
the portrait to the drawer and locking it. Then seating himself on the
arm of his chair, he continued, in a calm voice full of courage: “I must
return to Ravenswood to-night. The funeral is on Monday. Explain
my absence to Moses—to the rest, if you like, simply say that I am
out of town, and if——”
The sound of some one rushing up to the top floor silenced him.
“Mr. Crane! Mr. Crane!” cried a woman frantically, beating her hands
upon the door. Enoch sprang to his feet, as Joe rushed to open it.
In her wrapper, her gray hair dishevelled, Miss Ann burst into the
room.
“Oh, Mr. Crane!” she gasped, staggering toward him, her frail hands
clutching at her temples. “Oh, my God! Jane is dying!”
CHAPTER XXI
The Britannic, bound for Liverpool, rose, fell, and plunged on
stubbornly, in a wintry head sea.
Enoch lay in his berth, reading. Every little while her bow buried itself
under a great wave. Some burst upon her fore-deck, with the boom
and vibration of big guns, her bow obliterated under the explosion in
a blinding mass of spray.
Heavy-booted sailors clambered back and forth over the ceiling of
the plain little stateroom, busily lashing some canvas as a windbreak
on the starboard-deck. Below, the woodwork creaked in unison to
the lift and roll of the ship. People who had no longer any interest in
life rang for the stewards or stewardesses, and groaned while they
waited.
None of these sounds, however, disturbed Enoch. He was not only
thoroughly comfortable, but supremely happy. It showed in every line
of his face, in the quiet twinkle in his eyes. He read on. Now and
then his smile widened into a broad grin over a page—pages he
knew by heart, and had never yet grown tired of.
“What a wonderful fellow Carroll is,” he declared. “What a subtle
artisan in humor!
“‘They were learning to draw,’ the Dormouse went on, yawning and
rubbing its eyes, for it was getting very sleepy, ‘and they drew all
manner of things—everything that begins with “M”——’
“‘Why with an “M”?’ said Alice,” as Enoch turned the page.
“‘Why not?’ said the March Hare.
“Delicious!” exclaimed Enoch aloud.
Two thousand miles back over that vast desert of wintry sea, the old
house in Waverly Place stood stark and empty. Robbed even of its

Instant Download PDF Psychology Concepts and Applications 4th Edition Nevid Solutions Manual Full Chapter

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Instant Download PDF Psychology Concepts and Applications 4th Edition Nevid Solutions Manual Full Chapter

Uploaded by

Copyright:

Available Formats

Psychology Concepts and Applications

4th Edition Nevid Solutions Manual

Psychology Concepts and Applications 4th Edition Nevid

Essentials of Psychology Concepts and Applications 3rd

Psychology And The Challenges Of Life 13th Edition

Sport Psychology Concepts and Applications 7th Edition

Essentials of Abnormal Psychology Third Canadian

Psychology Frontiers and Applications Canadian 4th

Investments Concepts and Applications 5th Edition

Biology Concepts and Applications 9th Edition Starr

GOALS AND ACTIVITIES PLANNER

*Modified from K. J. Babbage, “High Impact Teaching: Overcoming Student Apathy.”

IB 7.1 Free Association on Intelligence

IB 7.2 Would You Rather Be Incredibly Intelligent but Extremely

IB 7.3 Free Association on Creativity

MODULE 7.1 THINKING

a) Confirmation bias—sticking with original hypothesis despite contradictory

LECTURE BREAKS (LB)

LB 7.1 Mental Imagery

LB 7.2 Logical versus Natural Concepts

LB 7.5 Creativity: Alternate Uses Test

LB 7.6 Conceptual Expansions: Draw an Alien

MODULE 7.2 LANGUAGE

LECTURE BREAKS (LB)

LB 7.7 Semantics: What Does “Hot” Mean?

LB 7.8 It’s the Real Thing: Guest Speaker(s) on Language

LB 7.9 Develop a “New” Language

LB 7.10 Is Language Unique to Humans? Debate

MODULE 7.3 INTELLIGENCE

1. Linguistic, logical-mathematical, musical, spatial, body-kinesthetic, interpersonal,

LECTURE BREAKS (LB)

LB 7.11 Gardner’s Model of Multiple Intelligence

LB 7.12 Would You Rather Have Academic Intelligence or Practical

LB 7.13 Is IQ Determined at Birth?

LB 7.14 Exploring Psychology—Racial/Ethnic Differences in

MODULE 7.4 APPLICATION: BECOMING A CREATIVE

LECTURE BREAKS (LB)

Preparation Time: None

LB 7.15 Personal Journal of Creative Problem-Solving

PARTING WAYS (PW)

PW 7.2 Creative Problem-Solving and Decision-Making Improvement

PORTFOLIO PROJECTS: PUTTING THE PIECES TOGETHER

ELECTRONIC DISCUSSION BOARD, JOURNAL

TEACHER TECHNOLOGY ADD-ON—VIRTUAL DISCUSSION

Web Evaluation Assignment

ASSESSMENT ISN’T A DIRTY WORD!

Chapter 7: STUDENT ASSESSMENT

Modules: Learning Evaluation: Teaching Evaluation: Resources:

Chapter 7: INSTRUCTOR ASSESSMENT

Modules: Learning Evaluation: Teaching Evaluation: Resources:

Handout 7.2 Logical versus Natural Concepts (LB 7.2)

Concept Logical or natural concept If logical, rule for determining

Is this person a vegetarian?

Is this paper an “A” paper?

Is this person beautiful?

Is this letter a vowel?

Is this person eligible to vote?

Is this plant a vegetable?

Is this book literature?

Is this substance an acid?

Is this number a prime number?

Is this party fun?

Is this architecture based on