(download pdf) Personality Classic Theories and Modern Research 6th Edition Friedman Test Bank full chapter

Personality Classic Theories and
Modern Research 6th Edition Friedman

Test Bank
Go to download the full and correct content document:
https://testbankfan.com/product/personality-classic-theories-and-modern-research-6th
-edition-friedman-test-bank/
More products digital (pdf, epub, mobi) instant
download maybe you interests ...
Theories of Personality Understanding Persons 6th

Edition Cloninger Test Bank
https://testbankfan.com/product/theories-of-personality-
understanding-persons-6th-edition-cloninger-test-bank/
Theories of Personality 9th Edition Feist Test Bank
https://testbankfan.com/product/theories-of-personality-9th-
edition-feist-test-bank/
Theories of Personality 11th Edition Schultz Test Bank
edition-schultz-test-bank/
Theories of Personality 9th Edition Feist Solutions

Manual
edition-feist-solutions-manual/
Personality Theories A Global View 1st Edition Shiraev

Test Bank
https://testbankfan.com/product/personality-theories-a-global-
view-1st-edition-shiraev-test-bank/
Theories of Personality A Zonal Perspective 1st Edition

Berecz Test Bank
https://testbankfan.com/product/theories-of-personality-a-zonal-
perspective-1st-edition-berecz-test-bank/
Personality Theory and Research 13th Edition Cervone

Test Bank
https://testbankfan.com/product/personality-theory-and-
research-13th-edition-cervone-test-bank/
Friedman_Ch6_TB
Key: Answer, Page, Type, Learning Objective, Level
Type
A=Applied
C=Conceptual
F=Factual
Level
(1)=Easy; (2)=Moderate; (3)=Difficult
LO=Learning Objective
SG=Used in Study Guide
p=page
Friedman_Ch6_TB
Multiple Choice Single Select
M/C Question 1
In Pavlov’s early classical conditioning experiments, food was the __________, and a bell, which was originally
a neutral stimulus, became a(n) __________ when paired with the food.
a) unconditioned stimulus; conditioned response
b) conditioned stimulus; unconditioned stimulus
c) unconditioned stimulus; unconditioned response
d) conditioned stimulus; unconditioned response
e) unconditioned stimulus; conditioned stimulus
ANS: e
UUID_v5=ccfb1930-ddb0-5bfc-8557-9208c700212c, UUID_v4=b85f7cd9-a6a6-4e88-b59e-19b4398d40b6,
Objective=LO 6.1: Interpret the classical conditioning approach of personality, Topic=The Classical
Conditioning of Personality, module=The Classical Conditioning of Personality, chapterTitle=Behaviorist and
Learning Aspects of Personality, bookAuthor=Howard S. Friedman; Miriam W. Schustack, M=c01, CH=06,
ISBN=0205997937, Skill=Understanding, Difficulty=Easy
M/C Question 2
Pavlov’s studies of dogs were initially intended to
a) study the intellect of dogs.
b) study the effects of talking to animals.
c) learn about the physiology of digestion.
d) examine the friendliness of small versus big dogs.
ANS: c
UUID_v5=ea004ab5-0104-5e41-8480-5cb20cef55d9, UUID_v4=980953b8-7363-47b9-ab15-fa9a52c626ee,
chapterTitle=Behaviorist and Learning Aspects of Personality, bookAuthor=Howard S. Friedman; Miriam W.
Schustack, M=c01, Skill=Understanding, Difficulty=Easy, module=The Classical Conditioning of Personality,
CH=06, ISBN=0205997937, Objective=LO 6.1: Interpret the classical conditioning approach of personality,
Topic=The Classical Conditioning of Personality
M/C Question 3
In the following scenario, what is the conditioned stimulus? “Miles is an extremely smart dog. His owner always
feeds him dog food from a can, which the owner opens using an electric can-opener. Whenever Miles hears the
sound of the electric can opener, he runs into the kitchen and over to his food bowl.”
a) The can of dog food
b) The sound of the can opener
c) The food bowl
d) Running to the food bowl
ANS: b
UUID_v5=621c4e23-a583-527d-bcf1-37561189503b, UUID_v4=2ef2737f-340e-47f3-b51d-fdef2c3cc5a0,
module=The Classical Conditioning of Personality, chapterTitle=Behaviorist and Learning Aspects of
Personality, M=c01, CH=06, ISBN=0205997937, Skill=Application, Topic=The Classical Conditioning of
Personality, Difficulty=Moderate, bookAuthor=Howard S. Friedman; Miriam W. Schustack, Objective=LO 6.1:
Interpret the classical conditioning approach of personality
M/C Question 4
When a conditioned response occurs in response to a stimulus that is similar to the conditioned stimulus, this is
called
a) generalization.
b) reaction.
c) discrimination.
d) optimization.
e) lateralization.
ANS: a
UUID_v5=e9e88de8-aa5b-5e08-98de-c1b7b81167e6, UUID_v4=deeb02b9-473d-4336-8515-85a365f49161,
Schustack, M=c01, CH=06, ISBN=0205997937, Skill=Understanding, Objective=LO 6.1: Interpret the classical
conditioning approach of personality, Topic=The Classical Conditioning of Personality, Difficulty=Easy,
module=The Classical Conditioning of Personality
M/C Question 5
When an individual is able to discern that a given stimulus is NOT the conditioned stimulus, and therefore does
not perform the conditioned response, this is called
a) generalization.
b) lateralization.
c) discrimination.
d) optimization.
e) reaction.
ANS: c
UUID_v5=63995244-2b00-5ebe-a0b8-2d065c621893, UUID_v4=365e77cd-88f9-4de8-bb99-3d12cb3b4b6c,
chapterTitle=Behaviorist and Learning Aspects of Personality, M=c01, CH=06, ISBN=0205997937,
Skill=Understanding, Objective=LO 6.1: Interpret the classical conditioning approach of personality,
Difficulty=Easy, module=The Classical Conditioning of Personality, bookAuthor=Howard S. Friedman; Miriam
W. Schustack, Topic=The Classical Conditioning of Personality
M/C Question 6
From the behaviorist perspective, the term “extinction” refers to
a) a species of animal dying out.
b) the decrease of a conditioned response when it is no longer paired with an unconditioned stimulus.
c) someone holding back from doing a behavior that he or she really wants to do.
d) the spreading of a conditioned response to multiple stimuli.
ANS: b
UUID_v5=7ae2e772-d301-5d66-bcaa-9a8576249439, UUID_v4=2f755489-1491-48cb-baa6-e7bd797cbf84,
Schustack, Objective=LO 6.1: Interpret the classical conditioning approach of personality, Topic=The Classical
Conditioning of Personality, Difficulty=Easy, module=The Classical Conditioning of Personality, M=c01,
CH=06, ISBN=0205997937, Skill=Understanding
M/C Question 7
In the dogs that he worked with, Pavlov was able to classically condition something similar to which personality
dimension?
a) Neuroticism
b) Friendliness
c) Agreeableness
d) Openness
e) Conscientiousness
ANS: a
UUID_v5=580f7104-5f62-50fc-aca4-e6b0fe3e288b, UUID_v4=c6096d3a-bad3-42fa-ac87-ac3e27e3aea3,
Topic=The Classical Conditioning of Personality, Difficulty=Easy, module=The Classical Conditioning of
Personality, chapterTitle=Behaviorist and Learning Aspects of Personality, bookAuthor=Howard S. Friedman;
Miriam W. Schustack, M=c01, CH=06, ISBN=0205997937, Skill=Understanding, Objective=LO 6.1: Interpret
the classical conditioning approach of personality
M/C Question 8
The behaviorist movement rejected what practice of psychology?
a) Direct measurement of observable behavior
b) Introspection
c) Skinnerian principles of learning
d) Training by conditioning
ANS: b
UUID_v5=b7b89c20-ab8f-5219-bc4d-7739a422a767, UUID_v4=94e6a544-96be-406b-bb92-1911ecef2420,
module=Watson's Behaviorism, chapterTitle=Behaviorist and Learning Aspects of Personality,
Skill=Understanding, Objective=LO 6.2: Examine the genesis of behaviorism, Difficulty=Easy,
bookAuthor=Howard S. Friedman; Miriam W. Schustack, M=c02, CH=06, ISBN=0205997937, Topic=Watson's
Behaviorism
M/C Question 9
After little Albert was conditioned to fear the rat, he
a) demonstrated an emotional reaction to a formerly neutral or positive stimulus (the rat).
b) showed fear of other furry objects like a rabbit and a fur coat.
c) cried at the sight of a rat.
d) generalized his fear of the rat to similar objects.
e) did all of the above
ANS: e
UUID_v5=258ffc39-d114-5f39-8d04-80b9409a04c1, UUID_v4=1db80d50-6762-4608-a559-f83324458f2a,
Schustack, M=c02, CH=06, ISBN=0205997937, Skill=Understanding, Objective=LO 6.2: Examine the genesis
of behaviorism, Topic=Watson's Behaviorism, Difficulty=Easy, module=Watson's Behaviorism
M/C Question 10
The researcher credited with applying behaviorist principles to elicit fear in a young child, “little Albert,” was
a) Jones.
b) Pavlov.
c) Watson.
d) Bandura.
e) Skinner.
ANS: c
UUID_v5=d8eed47e-27ef-56eb-9dee-dcbacfe013f8, UUID_v4=0f0b75b5-acdb-4b14-91b0-753df2a1c691,
M=c02, module=Watson's Behaviorism, chapterTitle=Behaviorist and Learning Aspects of Personality,
bookAuthor=Howard S. Friedman; Miriam W. Schustack, CH=06, ISBN=0205997937, Skill=Understanding,
Objective=LO 6.2: Examine the genesis of behaviorism, Topic=Watson's Behaviorism, Difficulty=Easy
M/C Question 11
When Jones (1924) extinguished Peter’s fear of the rabbit by gradually bringing it closer and closer while
keeping Peter happy and relaxed, he demonstrated
a) flooding.
b) generalization.
c) systematic desensitization.
d) discrimination.
e) classical conditioning.
ANS: c
UUID_v5=525893a3-fce7-5ac9-b66e-4a2f212e7eec, UUID_v4=a31fa873-32fe-4da4-b4d1-04197b51ed37,
Schustack, Skill=Understanding, Objective=LO 6.2: Examine the genesis of behaviorism, Topic=Watson's
Behaviorism, Difficulty=Easy, module=Watson's Behaviorism, M=c02, CH=06, ISBN=0205997937
M/C Question 12
Who developed the concept of “classical conditioning”?
a) Pavlov
b) Jones
c) Skinner
d) Freud
e) Bandura
ANS: a
UUID_v5=f57e555a-44fa-5759-8502-67d8dc7d9090, UUID_v4=a076715a-0bc1-4ec5-a283-b4637ec234a4,
CH=06, ISBN=0205997937, module=The Classical Conditioning of Personality, chapterTitle=Behaviorist and
Learning Aspects of Personality, bookAuthor=Howard S. Friedman; Miriam W. Schustack, M=c01,
Skill=Understanding, Objective=LO 6.1: Interpret the classical conditioning approach of personality, Topic=The
Classical Conditioning of Personality, Difficulty=Easy
M/C Question 13
Who developed the concept of “operant conditioning”?
a) Skinner
b) Horney
c) Miller
d) Pavlov
e) Thorndike
ANS: a
UUID_v5=0a7e42d0-97c6-5318-878f-54f2c9377a24, UUID_v4=b1511dfa-7614-4fac-ba26-f2046deb424d,
ISBN=0205997937, bookAuthor=Howard S. Friedman; Miriam W. Schustack, M=c03, CH=06,
Skill=Understanding, Objective=LO 6.3: Interpret B. F. Skinner's behaviorist approach, Topic=The Radical
Behaviorism of B. F. Skinner, Difficulty=Easy, module=The Radical Behaviorism of B. F. Skinner,
chapterTitle=Behaviorist and Learning Aspects of Personality
M/C Question 14
The central idea behind the concept of operant conditioning is that
a) classical conditioning works best when a single individual does the conditioning.
b) behavior functions parallel to consequences, but is not influenced by them.
c) once a behavior is learned, it can never be truly extinguished.
d) behavior can be encouraged, but it cannot be discouraged.
e) behavior is changed by manipulating its consequences.
ANS: e
UUID_v5=bfcb371f-9b8b-5bc9-aa67-83415b8eac69, UUID_v4=43871984-9473-4359-bf5d-afafd2315e26,
Topic=The Radical Behaviorism of B. F. Skinner, bookAuthor=Howard S. Friedman; Miriam W. Schustack,
CH=06, ISBN=0205997937, Skill=Understanding, Objective=LO 6.3: Interpret B. F. Skinner's behaviorist
approach, Difficulty=Easy, module=The Radical Behaviorism of B. F. Skinner, chapterTitle=Behaviorist and
Learning Aspects of Personality, M=c03
M/C Question 15
Skinner’s novel Walden Two describes
a) individuals fighting the government for their freedom.
b) a life in which self-reliance is of paramount importance, and independence abounds.
c) a utopian community which operates on the principles of operant conditioning.
d) a peaceful and idyllic life in a cabin on Walden Pond.
e) a theoretical argument that although environments condition us, we are still free.
ANS: a
UUID_v5=5d033e19-62ea-5a6d-b0f0-adc6d8793000, UUID_v4=609da71f-3810-4e46-93de-21ab9484652e,
Schustack, ISBN=0205997937, Difficulty=Easy, module=The Radical Behaviorism of B. F. Skinner, M=c03,
CH=06, Skill=Understanding, Objective=LO 6.3: Interpret B. F. Skinner's behaviorist approach, Topic=The
Radical Behaviorism of B. F. Skinner
M/C Question 16
Walden Two is conceptualized as a problem-free place because
a) of the peacefulness found from living around a beautiful pond area.
b) religion is an important part of everyone’s day.
c) only happy and content people would become a part of a society like Walden Two.
d) the government uses only positive reinforcement.
e) there is no government.
ANS: d
UUID_v5=590bd635-87fd-5c7e-9521-e1d6187b9159, UUID_v4=f758fc32-ebc5-4f81-8d2a-2eb3101ef94e,
M=c03, CH=06, Difficulty=Easy, module=The Radical Behaviorism of B. F. Skinner, chapterTitle=Behaviorist
and Learning Aspects of Personality, bookAuthor=Howard S. Friedman; Miriam W. Schustack,
ISBN=0205997937, Skill=Understanding, Objective=LO 6.3: Interpret B. F. Skinner's behaviorist approach,
Topic=The Radical Behaviorism of B. F. Skinner
M/C Question 17
According to Skinner, biology is important because
a) it determines an organism’s appearance.
b) it determines an organism’s range of potential responses.
c) most important behaviors of an organism are innate.
d) every type of organism is subject to a unique learning process.
e) the genetic contributions of the parents vary between organisms within a species
ANS: b
UUID_v5=2f55f976-e6b0-5321-b6e9-7db4ed2bb489, UUID_v4=f499ade3-5b45-473a-baa8-b5a9ba2c9a4b,
module=Applying Behaviorism, M=c04, CH=06, ISBN=0205997937, Skill=Understanding, Topic=Applying
Behaviorism, Difficulty=Easy, chapterTitle=Behaviorist and Learning Aspects of Personality,
bookAuthor=Howard S. Friedman; Miriam W. Schustack, Objective=LO 6.4: Apply behaviorism to explain
personality differences
M/C Question 18
Radical determinism states that
a) the majority of behavior is caused by the environment.
b) only a small amount of behavior is caused by the environment.
c) approximately 50% of behavior is caused by the environment.
d) all behavior is caused and that free will does not exist.
e) no behavior is caused and free will determines all actions.
ANS: d
UUID_v5=4b91500e-de76-503b-a4fe-50a3b4d76fad, UUID_v4=a0822896-0eee-434b-b005-4dd29308619c,
module=Applying Behaviorism, chapterTitle=Behaviorist and Learning Aspects of Personality,
bookAuthor=Howard S. Friedman; Miriam W. Schustack, M=c04, ISBN=0205997937, Skill=Understanding,
Objective=LO 6.4: Apply behaviorism to explain personality differences, Topic=Applying Behaviorism,
Difficulty=Easy, CH=06
M/C Question 19
Although Hull believed in the importance of environmental reinforcements for learning, he
a) also believed that the internal state of the organism was important.
b) felt it was morally wrong to use environmental reinforcements to shape behavior.
c) chose not to study learning behavior.
d) believed that environmental reinforcements were unimportant in determining what behaviors would
actually be performed.
e) believed none of these.
ANS: a
UUID_v5=0f121e3b-f8b9-5794-b428-3c7ffe82fadb, UUID_v4=a6ede39e-5c4d-4984-a2a8-acdea91b4514,
bookAuthor=Howard S. Friedman; Miriam W. Schustack, Objective=LO 6.5: Probe the work done by some of
the other experimental psychologists of the 1930s and 1940s, chapterTitle=Behaviorist and Learning Aspects of
Personality, M=c05, CH=06, ISBN=0205997937, Skill=Understanding, Topic=Other Learning Approaches to
Personality, Difficulty=Easy, module=Other Learning Approaches to Personality
M/C Question 20
__________ are credited with the creation of social learning theory.
a) Watson & Skinner
b) Dollard & Miller
c) Watson & Dollard
d) Dollard & Skinner
e) Miller & Skinner
ANS: b
UUID_v5=b7069d46-fa96-511a-8ad1-544a7677d062, UUID_v4=7d384e05-da51-4491-8822-197923b80818,
Personality, M=c05, CH=06, ISBN=0205997937, Skill=Understanding, Topic=Other Learning Approaches to
Personality, Difficulty=Easy, module=Other Learning Approaches to Personality
M/C Question 21
A “habit hierarchy” describes
a) a small number of habitual responses that an individual will display in the vast majority of situations,
regardless of situational characteristics.
b) a hierarchy of punishments which are all possible outcomes of a behavior, and which vary along the
dimension of undesirability.
c) a learned hierarchy of likelihoods that a person will respond to a situation in a specific way, based on
predicted rewards.
d) a hierarchy of rewards which are all possible outcomes of a behavior, and which vary along the
dimension of desirability.
e) none of these.
ANS: c
UUID_v5=bd843905-fdc2-5fca-955f-9146ee05cc48, UUID_v4=07de07cf-a009-4268-b2d6-ede4aec870a8,
Objective=LO 6.5: Probe the work done by some of the other experimental psychologists of the 1930s and
1940s, Topic=Other Learning Approaches to Personality, module=Other Learning Approaches to Personality,
Schustack, M=c05, CH=06, ISBN=0205997937, Skill=Understanding, Difficulty=Easy
M/C Question 22
In his studies with rhesus monkeys, Harlow found that infant monkeys became attached to
a) the mothers that gave them food.
b) the wire mothers, regardless of whether these mothers provided food.
c) the cloth mothers, regardless of whether these mothers provided food.
d) whatever mother they were given.
e) all objects in their cages.
ANS: c
UUID_v5=7f64a319-116e-5054-bbae-e854f86bad48, UUID_v4=a43eabe1-2825-4874-9c1d-83dcb5d8f44f,
M/C Question 23
An ________ conflict describes a conflict between primary and secondary drives that occurs when a punishment
results in the conditioning of a fear response to a drive.
a) avoidance-frustration
b) approach-approach
c) approach-avoidance
d) avoidance-aggression
e) avoidance-avoidance
ANS: c
UUID_v5=f0fdaa3a-8cdd-5a8e-a5da-b96d481868b8, UUID_v4=31806d48-92fd-4610-9178-546f211c4b18,
M/C Question 24
Initially, Bob was supposed to go to a concert tonight with his friends, but then Sheila asked him to go to a
movie. He was really excited about the concert, but has had his eye on Sheila for more than a year now. Bob is
experiencing a(n) ________ conflict.
a) approach-frustration
b) multiple-offers
c) approach-approach
d) trust-mistrust
e) approach-avoidance
ANS: c
UUID_v5=9bc728a8-25c8-5797-94fb-cf7f711398b0, UUID_v4=27fb412d-6c0d-474b-9f65-1b2f44a96e75,
Schustack, M=c05, CH=06, ISBN=0205997937, Skill=Application, Difficulty=Moderate
M/C Question 25
The frustration-aggression hypothesis is best illustrated by which of the following?
a) You are hungry, and so you get something from the refrigerator to eat.
b) You are hungry, and you decide to eat some leftovers from last night; when you go to the kitchen, you
see that your sister left them out all night and that they are now moldy, so you yell at her.
c) You are hungry, but you have planned a special dinner with your spouse, and so you decide not to snack
before dinner; instead, you watch TV.
d) You are hungry, but there is nothing good in the house to eat; you go to the store and purchase a frozen
dinner and some soda.
e) None of the above illustrates the frustration-aggression hypothesis.
ANS: b
UUID_v5=83db4b66-5589-5d3b-ad96-fccf172da973, UUID_v4=e940804c-726b-46f4-bbc7-1fd2bc540a27,
CH=06, ISBN=0205997937, Difficulty=Moderate, module=Other Learning Approaches to Personality,
Schustack, M=c05, Skill=Application, Objective=LO 6.5: Probe the work done by some of the other
experimental psychologists of the 1930s and 1940s, Topic=Other Learning Approaches to Personality
M/C Question 26
Sears described personality as “potentialities for action,” which included
a) environmental events produced by a behavior.
b) habit structure.
c) motivation.
d) expectations.
e) all of these
ANS: e
UUID_v5=e1e582f2-560d-52ce-85ab-8cefe4c1af19, UUID_v4=83793176-176b-42d5-8baf-3614c1d6cdd8,
CH=06, ISBN=0205997937, Difficulty=Easy, module=Other Learning Approaches to Personality,
Schustack, M=c05, Skill=Understanding, Objective=LO 6.5: Probe the work done by some of the other
M/C Question 27
The studies of child-rearing precursors of dependency and aggression in children (as studied by Sears) showed
that
a) parents’ reports of how much they punished the child were related to the child’s friendliness.
b) child-rearing practices were completely unrelated to personality characteristics.
c) child-rearing practices were found to be highly related to all personality outcomes examined.
d) parents’ reports of how much they punished the child were related to the child’s dependency and
aggression.
e) parents’ reports of how much they punished the child were shown to be inaccurate when the parents
were actually observed with their children.
ANS: d
UUID_v5=70d627c2-cb8a-5849-a65e-3a9b6676446d, UUID_v4=97e01958-9ed1-48ef-9893-21084907a5e1,
M/C Question 28
The quote that behaviorism “has substituted for the erstwhile anthropomorphic view of the rat, a ratomorphic
view of man” implies that
a) a behavioristic view of personality is completely without merit.
b) behaviorism demeans our humanness with simple laws derived from rat studies.
c) it is better to study rats than humans because there are fewer ethical issues involved.
d) rats and humans are the same in terms of how they learn.
e) we should not try to draw comparisons between humans and rats.
ANS: b
UUID_v5=0b1c876c-3ca0-5095-b52e-d60c46b41813, UUID_v4=960dd2c4-dd6b-490e-bdef-3cc96d59d4df,
Objective=LO 6.6: Evaluate how theories on conditioning, reward, and extinction are relevant in current studies
of personality, Topic=Evaluation, module=Evaluation, chapterTitle=Behaviorist and Learning Aspects of
Personality, bookAuthor=Howard S. Friedman; Miriam W. Schustack, M=c06, CH=06, ISBN=0205997937,
Skill=Analysis, Difficulty=Moderate
M/C Question 29
When a person is faced with an approach-avoidance conflict, as described by Dollard and Miller, the inability to
satisfy these conflicts leads to
a) a lifetime of pain and rejection.
b) unawareness in one’s surroundings.
c) an epiphany.
d) neurotic behavior.
e) mental illness.
ANS: d
UUID_v5=345ad7cd-403d-5ff9-ad84-a2c66e8e4d52, UUID_v4=6149470e-3e8e-4bc3-b017-7c6aa386b4d3,
Schustack, M=c05, CH=06, ISBN=0205997937, Skill=Analysis, Difficulty=Moderate
M/C Question 30
Harlow’s famous studies of rhesus monkeys in which infant monkeys were separated from their mothers was
designed to test the notion of
a) primary drives.
b) self-reinforcement.
c) the drives of “big bertha.”
d) secondary drives.
e) tertiary drives.
ANS: a
UUID_v5=6fa9a182-350d-5b78-85a3-7ff8fa8bf45a, UUID_v4=8f0f3a46-ad43-43ce-b9d8-2a585654c0c1,
CH=06, ISBN=0205997937, Difficulty=Easy, module=Other Learning Approaches to Personality,
Schustack, M=c05, Skill=Understanding, Objective=LO 6.5: Probe the work done by some of the other
M/C Question 31
Harlow’s studies of rhesus monkeys suggested that attachment between mothers and infants is due to
a) mothers’ tendency to feed infants.
b) the reinforcing nature of physical contact.
c) negative reinforcement offered by mothers.
d) mothers’ biological relatedness to infants.
e) fathers’ tendency to reinforce responsiveness less than mothers.
ANS: b
UUID_v5=86f6b65d-c45d-5467-b594-21b596ed36b9, UUID_v4=88765a86-80a3-4def-9085-63a55d6fd66c,
1940s, chapterTitle=Behaviorist and Learning Aspects of Personality, bookAuthor=Howard S. Friedman;
Miriam W. Schustack, M=c05, CH=06, ISBN=0205997937, Topic=Other Learning Approaches to Personality,
module=Other Learning Approaches to Personality, Skill=Understanding, Difficulty=Easy
M/C Question 32
Dollard and Miller’s learning theory explains neurotic behavior in terms of
a) self-reinforcement (masturbation).
b) approach-avoidance conflicts.
c) the example of “big bertha.”
d) tertiary drives and classical conditioning.
e) primary drives being repressed.
ANS: b
UUID_v5=6ca56732-62ce-537f-aa1b-d04c205c1737, UUID_v4=0fc168a8-bde6-4b27-9657-83f6824823c5,
module=Other Learning Approaches to Personality, chapterTitle=Behaviorist and Learning Aspects of
Personality, bookAuthor=Howard S. Friedman; Miriam W. Schustack, Objective=LO 6.5: Probe the work done
by some of the other experimental psychologists of the 1930s and 1940s, Topic=Other Learning Approaches to
Personality, Difficulty=Easy, M=c05, CH=06, ISBN=0205997937, Skill=Understanding
M/C Question 33
When Jennifer first came home from the hospital as a baby, she had colic and often cried. Her parents were
terribly worried about her and became distressed whenever she would begin to sob. Although Jennifer is now
nearly four, and the colic has long since disappeared, her parents both experience a sense of restlessness and
anxiety whenever they hear a baby crying. In this situation, the parents’ anxiety is a(n)
a) unconditioned stimulus.
b) intergenerational stimulus.
c) conditioned stimulus.
d) condemnation response.
e) conditioned response.
ANS: e
UUID_v5=334401e6-18d9-56a7-9d1b-693470af4719, UUID_v4=e673ad61-076b-4f3d-bc4e-a7f24c296e38,
Objective=LO 6.1: Interpret the classical conditioning approach of personality, chapterTitle=Behaviorist and
ISBN=0205997937, Topic=The Classical Conditioning of Personality, module=The Classical Conditioning of
Personality, Skill=Application, Difficulty=Moderate
M/C Question 34
If you suffered from arachnophobia (extreme fear of spiders), you might seek the help of a therapist in
overcoming your problem. Which of the following would be a legitimate method of treatment?
a) Trans-sensitizing
b) Systematic desensitization
c) Hurricaning
d) Flooding
e) Systematizing
ANS: b
UUID_v5=fde09ce7-1d0e-592b-b11c-fe5577c5153e, UUID_v4=a8bc75d2-c134-43d7-b1f6-b69473eea183,
module=Watson's Behaviorism, chapterTitle=Behaviorist and Learning Aspects of Personality,
bookAuthor=Howard S. Friedman; Miriam W. Schustack, Objective=LO 6.2: Examine the genesis of
behaviorism, Topic=Watson's Behaviorism, Difficulty=Moderate, M=c02, CH=06, ISBN=0205997937,
Skill=Application
M/C Question 35
Superstitious behaviors, such as wearing a lucky ring or eating special foods prior to an important event, are best
explained by
a) vicarious conditioning.
b) aversive conditioning
c) learning through reinforcement.
d) tertiary conditioning.
e) transference.
ANS: c
UUID_v5=dd5236b4-d433-584b-b40f-5127f241e685, UUID_v4=e4b24a95-315b-4789-9b17-9718a06adf7d,
Objective=LO 6.3: Interpret B. F. Skinner's behaviorist approach, chapterTitle=Behaviorist and Learning
Aspects of Personality, bookAuthor=Howard S. Friedman; Miriam W. Schustack, M=c03, CH=06,
ISBN=0205997937, Topic=The Radical Behaviorism of B. F. Skinner, module=The Radical Behaviorism of B.
F. Skinner, Skill=Application, Difficulty=Moderate
M/C Question 36
According to Skinner, the motivations that Freud called the drives of the id are better understood as
a) the remote controls of the Skinner box.
b) biological reinforcers of the environment.
c) the reinforcements of old age.
d) the internalization of punishment.
e) the classical conditioning of intrinsic motivation.
ANS: b
UUID_v5=6cd688fe-96e8-5970-8696-1716889f3d7b, UUID_v4=bd26bfb5-5db5-4d21-9260-ed253349865d,
module=Evaluation, chapterTitle=Behaviorist and Learning Aspects of Personality, bookAuthor=Howard S.
Friedman; Miriam W. Schustack, Objective=LO 6.6: Evaluate how theories on conditioning, reward, and
extinction are relevant in current studies of personality, Topic=Evaluation, Difficulty=Easy, M=c06, CH=06,
ISBN=0205997937, Skill=Understanding
M/C Question 37
Great-uncle Lyle seems to have lost all motivation to be active. He finds it hard to get to work and to enjoy
recreation. He often says that things “just aren’t worth doing.” Skinner would suggest that this behavior pattern
is a result of
a) negative reinforcement.
b) evolutionarily selected aging processes.
c) a behavioral deficit.
d) low self-esteem.
e) classically conditioned apathy.
ANS: c
UUID_v5=79577ce4-1246-5331-ba12-730f43bfde3b, UUID_v4=bd474037-f29e-4987-9cce-6882e0b655f0,
F. Skinner, Skill=Application, Difficulty=Moderate
M/C Question 38
Skinner asserted that his own personality
a) did not exist.
b) was caused by environmental events.
c) should have been the focus of scientific study in the laboratory.
d) was a series of collateral products of the process of self-actualization.
e) resulted from a conflict between id and superego.
ANS: b
UUID_v5=d98b41dc-6e61-5934-b24c-470149995ca9, UUID_v4=4bfa776f-d25d-4fa2-8c2d-a0a16a180317,
F. Skinner, Skill=Understanding, Difficulty=Easy
M/C Question 39
Skinner’s broad vision for the design of society
a) is utopian, communal, and behaviorally engineered.
b) is based on the principles of operant conditioning.
c) involves using environmental control technology to shape human behavior.
d) stand in precise opposition to individual freedom and self-fulfillment.
e) included all of these.
ANS: e
UUID_v5=97d429ad-fbb0-56ee-93be-3e94d2317b4e, UUID_v4=82b6748c-1f92-41f3-8d5b-4f8dec863702,
CH=06, ISBN=0205997937, chapterTitle=Behaviorist and Learning Aspects of Personality,
bookAuthor=Howard S. Friedman; Miriam W. Schustack, M=c03, Skill=Analysis, Objective=LO 6.3: Interpret
B. F. Skinner's behaviorist approach, Topic=The Radical Behaviorism of B. F. Skinner, Difficulty=Moderate,
module=The Radical Behaviorism of B. F. Skinner
M/C Question 40
Skinner asserts that to address social and cultural problems, we should
a) each spend a long time alone, as Thoreau did in his book Walden.
b) manipulate the environment, which really controls behavior.
c) appeal more strongly to people’s feelings of guilt.
d) increase funding for social research.
e) convince people of their free will, emphasizing the consequent ability to choose to behave in more
socially constructive ways.
ANS: b
UUID_v5=aa00111f-8c7c-57d4-b1ef-b2bbca2936d1, UUID_v4=f3da2110-dfbd-4bd2-86d4-8f8f9c335cd0,
Objective=LO 6.3: Interpret B. F. Skinner's behaviorist approach, M=c03, CH=06, ISBN=0205997937,
Topic=The Radical Behaviorism of B. F. Skinner, module=The Radical Behaviorism of B. F. Skinner,
Schustack, Skill=Analysis, Difficulty=Moderate
M/C Question 41
A client comes to a therapist complaining of a great fear (phobia) of heights. The therapist first has the
individual describe and think about increasingly high places. Next, he goes with the client to the first floor of a
tall building, all the while encouraging and reassuring. They spend time looking out the window until the client
is comfortable, then they go up one floor. Gradually, they work their way up to the top floor of a very high
skyscraper. The treatment method the therapist is employing is called
a) flooding.
b) deconditioning.
c) reconditioning.
d) systematic desensitization.
e) unconditioning.
ANS: d
UUID_v5=247f30a3-dd48-5e02-acaf-9f89bcf89879, UUID_v4=7f78df52-0f72-49b2-a964-24eb235aeeaf,
bookAuthor=Howard S. Friedman; Miriam W. Schustack, M=c02, CH=06, Objective=LO 6.2: Examine the
genesis of behaviorism, Topic=Watson's Behaviorism, Difficulty=Moderate, module=Watson's Behaviorism,
chapterTitle=Behaviorist and Learning Aspects of Personality, ISBN=0205997937, Skill=Application
M/C Question 42
Of the following reinforcement schedules, which is most effective in terms of creating a behavior that is resistant
to extinction?
a) Operant punishment
b) Continuous reinforcement
c) Partial reinforcement
d) Systematic desensitization
e) None of the above
ANS: c
UUID_v5=1f5c6f25-a15c-5d07-a2ef-461369d11d81, UUID_v4=2ea6dec8-5305-4c6f-b1c8-39cf42bbe3ae,
CH=06, ISBN=0205997937, Skill=Understanding, M=c05, Topic=Other Learning Approaches to Personality,
Personality, module=Other Learning Approaches to Personality, Difficulty=Easy
M/C Question 43
Learning theorists would treat drug addiction by
a) providing counseling so that an individual could talk about their addiction.
b) examining neural activity.
c) examining ego development.
d) trying to understand childhood experiences.
e) making the consequences of drug use very unpleasant.
ANS: e
UUID_v5=b35cacec-7c31-5434-85b5-cd837f11b688, UUID_v4=5ea2faf1-fa47-48d3-8c66-34b9fc74cbdd,
M=c03, CH=06, ISBN=0205997937, Objective=LO 6.3: Interpret B. F. Skinner's behaviorist approach,
Topic=The Radical Behaviorism of B. F. Skinner, Difficulty=Moderate, module=The Radical Behaviorism of B.
F. Skinner, chapterTitle=Behaviorist and Learning Aspects of Personality, bookAuthor=Howard S. Friedman;
Miriam W. Schustack, Skill=Application
M/C Question 44
Limits of the learning approach to understanding personality include
a) a tendency to view humans as objects to be trained.
b) dehumanization of unique human potentials by comparing people to rats.
c) a tendency to refuse any notion of enduring dispositions within individuals.
d) reluctance to incorporate insights gained from advances in cognitive and social psychology.
e) all of these.
ANS: e
UUID_v5=94937b94-be5a-5540-bd1c-8c7fd26bfc79, UUID_v4=67228470-d324-4dc5-a316-2fe51d5fd87f,
CH=06, ISBN=0205997937, Skill=Evaluation, M=c06, Topic=Evaluation, bookAuthor=Howard S. Friedman;
Miriam W. Schustack, Objective=LO 6.6: Evaluate how theories on conditioning, reward, and extinction are
relevant in current studies of personality, chapterTitle=Behaviorist and Learning Aspects of Personality,
module=Evaluation, Difficulty=Difficult
M/C Question 45
Which of the following is a difference between classical conditioning (as defined by Pavlov) and operant
condition (as defined by Skinner)?
a) Classical conditioning deals with the conditioning of existing responses to occur to new stimuli, but
operant conditioning deals with shaping new behavior by using consequences.
b) Classical conditioning uses punishment to create desirable behavior, but operant conditioning uses only
rewards.
c) Classical conditioning uses punishment to create desirable behavior, but operant conditioning uses
punishment to stop undesirable behavior.
d) Classical conditioning works only on animals, but operant conditioning applies to all organisms.
e) Classical conditioning can happen without deliberate intention, but operant conditioning only occurs
when the organism is making an effort to learn.
ANS: a
UUID_v5=7afa1906-6929-5990-aa38-56cb17881f26, UUID_v4=531be964-e8b1-414c-82ee-a2b05076928c,
CH=06, ISBN=0205997937, Skill=Analysis, M=c01, Topic=The Classical Conditioning of Personality,
bookAuthor=Howard S. Friedman; Miriam W. Schustack, Objective=LO 6.1: Interpret the classical conditioning
approach of personality, chapterTitle=Behaviorist and Learning Aspects of Personality, module=The Classical
Conditioning of Personality, Difficulty=Moderate
M/C Question 46
In the domain of conditioning, generalization refers to
a) a conditioned response occurring to stimuli similar to the conditioned stimulus.
b) a conditioned response only occurring in the presence of stimuli identical to the conditioned stimulus.
c) a conditioned response occurring to stimuli very different from the conditioned stimulus.
d) an individual organism’s general level of responsiveness to conditioning.
e) processes that are not related to conditioning.
ANS: a
UUID_v5=05031a6f-96d9-5212-9875-246faacb9c66, UUID_v4=c0e480f3-faa7-4c20-8afe-dcf75689c194,
M=c01, CH=06, ISBN=0205997937, Objective=LO 6.1: Interpret the classical conditioning approach of
personality, Topic=The Classical Conditioning of Personality, Difficulty=Easy, module=The Classical
Conditioning of Personality, chapterTitle=Behaviorist and Learning Aspects of Personality,
bookAuthor=Howard S. Friedman; Miriam W. Schustack, Skill=Understanding
M/C Question 47
Behaviorism rejects what information gathering technique?
a) Scientific experiments
b) Gathering background information
c) Working with children
d) Introspection
e) Working with animals
ANS: d
UUID_v5=ed7725b9-c985-59ab-b399-abfd28532c93, UUID_v4=c5633e97-a4ba-4bd0-b419-c1421330b333,
CH=06, ISBN=0205997937, Skill=Understanding, M=c02, Topic=Watson's Behaviorism, bookAuthor=Howard
S. Friedman; Miriam W. Schustack, Objective=LO 6.2: Examine the genesis of behaviorism,
chapterTitle=Behaviorist and Learning Aspects of Personality, module=Watson's Behaviorism, Difficulty=Easy
M/C Question 48
According to behaviorist principles, what would be a technique useful for overcoming phobias?
a) Generalization
b) Introspection
c) Psychoanalytic therapy
d) Systematic desensitization
e) Communication
ANS: d
UUID_v5=3521ee9e-0b57-5319-8245-93d6fe07562a, UUID_v4=26a9a36f-e850-42e0-aaa6-e2bb1183666b,
M=c02, CH=06, ISBN=0205997937, Objective=LO 6.2: Examine the genesis of behaviorism, Topic=Watson's
Behaviorism, Difficulty=Moderate, module=Watson's Behaviorism, chapterTitle=Behaviorist and Learning
Aspects of Personality, bookAuthor=Howard S. Friedman; Miriam W. Schustack, Skill=Application
M/C Question 49
According to Skinner, personality is result of what?
a) Ongoing internal struggles of the person which result in everyday behavior
b) A set of conditioned responses to the environment
c) A mix of conditioned responses and unconscious needs
d) Genetics and the environment
e) Spirituality
ANS: b
UUID_v5=ae44e657-a169-5ab9-bc75-cf12fdccfa16, UUID_v4=96525218-d3b3-4a6e-b9fb-f02987fcc270,
Skill=Understanding, module=The Radical Behaviorism of B. F. Skinner, chapterTitle=Behaviorist and
ISBN=0205997937, Objective=LO 6.3: Interpret B. F. Skinner's behaviorist approach, Topic=The Radical
Behaviorism of B. F. Skinner, Difficulty=Easy
M/C Question 50
Social learning theory refers to what?
a) The theory that explains why people are apt to be social creatures
b) The theory that explains why all people learn better in casual social environments
c) The theory in rejection of behaviorist principals
d) The theory that explains why dogs (and other social animals) are different from humans
e) The theory that proposes that habits are built up in terms of a hierarchy of secondary drives
ANS: e
UUID_v5=665fe3e0-dad0-51f0-b800-760cc6632293, UUID_v4=18b7267d-46e6-4dbb-a7a3-b2e922da52f9,
Skill=Understanding, Difficulty=Easy, chapterTitle=Behaviorist and Learning Aspects of Personality,
bookAuthor=Howard S. Friedman; Miriam W. Schustack, M=c05, CH=06, ISBN=0205997937, Objective=LO
6.5: Probe the work done by some of the other experimental psychologists of the 1930s and 1940s, Topic=Other
Learning Approaches to Personality, module=Other Learning Approaches to Personality
M/C Question 51
Secondary drives are best explained as what?
a) Drives that are learned by the association with satisfaction of primary drives
b) The original feelings that lead to future behavior
c) Acquired responses to situations that are in no way similar to the original situation that induced a
certain feeling
d) Drives associated with adult preferences for sophistication in food, fashion, etc.
ANS: a
UUID_v5=4d0987cd-a527-5a50-9467-c1a1c83bb6fc, UUID_v4=02d7048e-6eb1-4e98-b5b7-405a155451aa,
M=c05, CH=06, ISBN=0205997937, Skill=Understanding, Topic=Other Learning Approaches to Personality,
by some of the other experimental psychologists of the 1930s and 1940s, Difficulty=Easy
M/C Question 52
Jane was mugged walking home late from work one evening. The event scared Jane so much that she never stays
late at work, always takes cabs when it is dark outside, and avoids the street on which she was mugged. This set
of responses that occurred after the mugging would be best described by Dollard and Miller as
a) Jane being a wimp and letting her fear rule her life.
b) Jane submitting herself to a preconceived category of “weak” persons and acting the part.
c) Jane’s habit hierarchy created after the mugging in situations that mirror the original.
d) Jane’s way of coping with the archetype of the villain.
e) Jane trying to repress a traumatic memory.
ANS: c
UUID_v5=3917d3e8-2c99-512e-aecb-c364ce38daa0, UUID_v4=1b19fe6b-0ea7-4a3c-8531-50ecc98d2268,
M=c05, CH=06, ISBN=0205997937, Skill=Application, Topic=Other Learning Approaches to Personality,
by some of the other experimental psychologists of the 1930s and 1940s, Difficulty=Moderate
M/C Question 53
Approach-approach conflict is best described as what?
a) A person is both driven away from and toward two equally attractive choices.
b) A person is equally driven toward two equally attractive choices.
c) A person is both driven away from and toward the same choice.
d) A person is driven more toward one attractive choice and less toward another attractive choice.
e) A person is equally driven away from two unappealing choices.
ANS: b
UUID_v5=4cc92be3-1f7a-54b2-9956-7968d1f416cb, UUID_v4=15012ebe-901e-4dc9-8416-5e84f49c18bd,
M=c05, CH=06, ISBN=0205997937, Skill=Understanding, Topic=Other Learning Approaches to Personality,
by some of the other experimental psychologists of the 1930s and 1940s, Difficulty=Easy
Essay
Essay Question 70
Briefly describe Pavlov’s conditioning of neurotic behavior in dogs. What kind of insight does this give us into
the way that neuroticism might be “conditioned” in humans?
UUID_v5=2164bb8a-8e39-5cd5-832c-fb1589177c3a, UUID_v4=d284eae1-7d57-4aba-a250-3154fa067125,
Objective=LO 6.1: Interpret the classical conditioning approach of personality, chapterTitle=Behaviorist and
ISBN=0205997937, module=The Classical Conditioning of Personality, Skill=Understanding, Topic=The
Classical Conditioning of Personality, Difficulty=Easy
Essay Question 71
What can be done to “extinguish” classically conditioned fear responses? Which method seems to work best?
Why is it that classically conditioned fear responses are unlikely to be extinguished without some sort of
intervention?
UUID_v5=714baebd-b8c3-5f8a-ba0d-9ade8e25705d, UUID_v4=92baf7a7-fa5f-4ba8-9e43-af3d84054eac,
Objective=LO 6.1: Interpret the classical conditioning approach of personality, module=The Classical
Conditioning of Personality, chapterTitle=Behaviorist and Learning Aspects of Personality,
bookAuthor=Howard S. Friedman; Miriam W. Schustack, M=c01, CH=06, Topic=The Classical Conditioning
of Personality, Difficulty=Moderate, ISBN=0205997937, Skill=Application
Essay Question 72
Describe the basic tenets behind Skinner’s book Beyond Freedom and Dignity. Do you believe it would be
possible to create a society like this? Do you think it would be a good idea? Why?
UUID_v5=bf496d01-0a8c-5019-bb01-f07c50387dba, UUID_v4=41c21e8a-37e2-43fd-ab53-e311ccdbb642,
ISBN=0205997937, Skill=Application, Objective=LO 6.3: Interpret B. F. Skinner's behaviorist approach,
Topic=The Radical Behaviorism of B. F. Skinner, Difficulty=Moderate, module=The Radical Behaviorism of B.
F. Skinner, chapterTitle=Behaviorist and Learning Aspects of Personality, bookAuthor=Howard S. Friedman;
Miriam W. Schustack, M=c03, CH=06
Essay Question 73
What is the difference between a primary drive and a secondary drive? According to Dollard & Miller, how are
drives related to “habits”?
UUID_v5=3dbd9cb1-a182-5877-9d3b-f8dbbcaa92f0, UUID_v4=a374f164-128a-4683-b17d-1f75ea9472cd,
ISBN=0205997937, Skill=Understanding, Objective=LO 6.5: Probe the work done by some of the other
experimental psychologists of the 1930s and 1940s, Topic=Other Learning Approaches to Personality,
Difficulty=Easy, module=Other Learning Approaches to Personality, chapterTitle=Behaviorist and Learning
Aspects of Personality, bookAuthor=Howard S. Friedman; Miriam W. Schustack, M=c05, CH=06
Essay Question 74
How does the concept of reinforcement help to explain varying normative levels of personality “traits” in
different cultures?
UUID_v5=5be7dfcd-09a4-55e7-ae47-bc911df9114d, UUID_v4=b89adb19-1a5e-496d-831f-a3ab7d9cbbc7,
module=Other Learning Approaches to Personality, M=c05, CH=06, ISBN=0205997937, Skill=Understanding,
1940s, Topic=Other Learning Approaches to Personality, chapterTitle=Behaviorist and Learning Aspects of
Personality, bookAuthor=Howard S. Friedman; Miriam W. Schustack, Difficulty=Easy
Essay Question 75
How did Dollard & Miller reconcile their theories with the Freudian school of thought?
UUID_v5=f9973f8f-f4bf-55c1-a736-dc747967c957, UUID_v4=28fef9a6-39fa-4af5-9d0c-f73c249c7e8a,
M=c05, Skill=Understanding, module=Other Learning Approaches to Personality, chapterTitle=Behaviorist and
Learning Aspects of Personality, bookAuthor=Howard S. Friedman; Miriam W. Schustack, CH=06,
ISBN=0205997937, Objective=LO 6.5: Probe the work done by some of the other experimental psychologists of
the 1930s and 1940s, Topic=Other Learning Approaches to Personality, Difficulty=Easy
Essay Question 76
Compare and contrast the main principles of classical conditioning and operant conditioning. Provide an
example of when classical conditioning may be useful. Provide an example when operant conditioning may be
useful.
UUID_v5=440968ad-430a-57e5-9b8c-6101e2a53109, UUID_v4=84cb38bd-80e6-4dc6-aad2-368cdf67663a,
Schustack, Difficulty=Moderate, module=The Classical Conditioning of Personality, M=c01, CH=06,
ISBN=0205997937, Skill=Application, Objective=LO 6.1: Interpret the classical conditioning approach of
personality, Topic=The Classical Conditioning of Personality
Essay Question 77
Describe three different situations in which a person would be subjected to each of the three conflicts described
by Dollard and Miller. In each situation use only one of the conflicts.
UUID_v5=4f0dce1a-f339-5a5e-982d-7aee77131bc0, UUID_v4=75c07fbc-b4f6-4c53-859a-f34d4774cf70,
1940s, chapterTitle=Behaviorist and Learning Aspects of Personality, bookAuthor=Howard S. Friedman;
Miriam W. Schustack, M=c05, CH=06, ISBN=0205997937, Skill=Application, Topic=Other Learning
Approaches to Personality, Difficulty=Moderate, module=Other Learning Approaches to Personality
Another random document with
no related content on Scribd:
Ah! those dear old days are past and gone, and they will never come
again!
***********
However, although he had all night in, somehow it was quite an hour
before Creggan dosed off. He was reviewing in his mind the events of the
cruise, and thinking of home at the same time, anxiously too. It must have
been months and months since the last batch of letters received were
written, and some of his dear friends may have died since then. This
thought made his heart beat uneasily.
Then he remembered that he had hurried into his hammock without

saying his prayers.
But he did so now, and so felt more contented and happy.
All the scenes of the past three years then presented themselves in single
file before his mind's eye. Had he done all he could for the service?
He really thought he had.
Poor old Daddy the hermit had given Creggan three maxims before he
left his little island home, and the lad had always borne these in mind. They
are not sentimental or namby-pamby, or I would not repeat them. They are
just good, honest rules, that would help any sailor-boy to get his foot well
on to the first rung of the ladder that leads to fame and fortune.
"My dear sonny," said the hermit, "mind you this, and mind it all your
life:—
"First—If a thing is worth doing at all, it is worth doing well.
"Second—'Work while it is called to-day, for the night cometh when no

man can work'.
"Third—Try to see your duty and make sure of it, and when you see it,
go straight for it."
***********
But Creggan dosed off at last, and soon slept soundly enough.
When he got into the gun-room next morning, he was saluted by his
merry messmates in the following fashion.
"Creggan Ogg, hillo!"
"Hillo—o—o, old Creggan!"
"Creggan, ain't you just too awfully glad for anything?"
Our hero looked from one to the other in a kind of puzzled way.
"Are you all mad?" he said.
"No, no, no, but we're nearly home, man alive!"
"He isn't half-alive! He isn't awake yet!"
Then it began to dawn upon Creggan.
He jumped up on the locker, and had a peep out through the tiny port, or
scuttle-hole.
Why, it was like looking through a mirror into fairyland. The picture was
very limited, it is true, but yonder, high up on a green brae, was a long,
white-washed cottage with a woman at a tub washing clothes in front of it,
and a brindled cow quietly chewing her cud and looking on.
And this was home at last! A little picture from dear old England!
Creggan stopped longer upon the locker than there was any need for,
because the tears had sprung to his eyes, and he cared not that his chaffing
messmates should witness such weakness.
Well, soon after this they got past the breakwater and well into the
beautiful Sound.
Boats in swarms begin to surround her, but not a soul, woman or man,
can get on board till the medical officer comes and they get pratique, a
clean bill of health.
But the men are allowed to talk from the gun-ports to their friends and
relatives beneath. All are anxious all are either sad or joyful.
How the wife beams when she sees her Jack's brown face peeping
smilingly down.
But oh! the grief and sorrow of some poor women when they ask some
other sailor about their Tom or Bill.
"Where is Bill?"
"Where is my Tom?"
It is hard, hard to answer such questions, but it must be done.
"Ah, missus," says Jack at the port, "we've been a-fightin' hard wi'
bloomin' niggers, and poor Tom got scuppered!"
Some women faint. Some turn pale, dazed, and sink down stunned in the
stern-sheets.
But see, yonder comes the medical officer, and in a very short time the
ship is free.
Then up swarm friends and relations, and meetings and greetings are
very joyful indeed. There is a rattling fire of questions and answers all over
the ship, and many a jolly laugh rings shoreward over the sea.
Creggan is on the quarter-deck. He expects no one, but suddenly he is

hailed.
"Creggan, old man! How you have grown!"
"Why, is it you, Willie Nugent? And you've grown too, a little paler
though."
"Oh, I wish I was as brown as you, Creggan, but I'm being dragged up
for a political career, you know. And I do hate it. I wish I'd been a sailor."
"And how is your father?"
"Jolly."
"And Matty?"
"Your wee sweetheart is beautiful, and we are all well. My father has a
better and larger bungalow now in Skye, and we often go out to see the
hermit. He looks no older. Fact, I think he is getting young again."
"Oscar?"
"Oh, he did miss you at first. But Tomnahurich has another dog now,
because he thinks on your next cruise you are bound to get Oscar with you.
So Kooran, and he is a beauty, will then be his companion."
"Well, you're making me so happy, Willie; but just one more question.
Ever see Archie?"
Willie laughed right merrily and mischievously.
"Why, he is here, Creggan; I was keeping this bit of news to astound

you."
"Archie here!"
"Yes; I'll call him up now."
Next minute, with kindly hand extended, there walked, smiling but with
eyes glistening with tears of joy, a fashionably-dressed young gentleman
with a budding moustache.
"Man, is it your very, very self?"
"It is no other, dear old friend."

"I'd hardly have known you, Creggan."
"Nor I you. But explain, my boy. Why all this extensive rig-out—the top
hat, the morning coat, the trousers instead of the kilt? Why all this thusness?
Anybody left you a fortune, Archie?"
"No, no! I've lots of money, though," laughed Archie. "I've taken a small
farm for mother and Kory, and they live in a red stone house, and have
horses, cows, and sheep."
"But—"
"I'll tell you in a minute. You'll mind our games of draughts with the bits
of carrot and parsnip for men?"
"Indeed I do."
"Well, a draught-player in Edinburgh challenged all Scotland for £20 to

play with him. After you left I often played wi' Tomnahurich. He plays
well, but though I took off men of my own, I very soon whipped off all his.
"'You'll go down to Edinburgh,' he said, 'and beat this boasting fellow.

I'll lend you the money.'
"'But,' says I, 'suppose I lose it?'
"'Never mind,' says he. 'Off you go.'
"And off I went, Creggan, just the kilted ghillie I was when you left us.
Well, there must have been a hundred great ladies and gentlemen to watch
our ten games. They gave me a little cheer, but my opponent looked at me
in proud disdain. I didn't like it, and determined to win. You know the old
Cameronian motto—Whate'er a man dares he can do,—and by St. Kilda,
Creggan, I soon lowered that toff's play. I won the first four games, getting
his last crowned head in a fix every time.
"The room was stuffy and hot, and my head swam a bit, so he licked me
in the fifth. Ah! playing in a hot room isn't like playing on the breezy cliffs,
or among the wild thyme.
"Well, they opened a window, and our table was drawn near to it—and,
Creggan boy, that toff never won another game.
"What cheering! what rejoicing! Why, a duchess took me in her arms

and kissed me, and a tall swell caught me by the hand.
"'You dear little Highlander! You've got to come to my house to-morrow.

I backed you for two thou., and I'll make you share it.'
"And now, Creggan, I'm champion player of Britain; but I've been
challenged out to the States, and I hope I'll win there too."
Next day the three friends dined together at the chief hotel. Oh, such a
happy night! Then, as soon as leave was obtained—the ship being paid off,
—they all started for Glasgow by boat, and thence, again by boat, to the
beautiful Island of Wings.
CHAPTER XV.
WELCOME BACK TO SKYE.
Creggan Ogg M'Vayne might well sing of
"A life on the ocean wave,

A home on the rolling deep".
Well, any man who is worth the noble name of sailor loves his ship, and
looks upon her as "home" in the real sense of the word. Nor does he long
for any other while the commission lasts. But oh! when the order to return
comes on board, then there is something within him that, though it may
have been slumbering for years, awakes at once, and he is eager, even to
excitement, to see once more the woods and flowery fields of England, or
the wild straths and glens of green Caledonia.
When the boat discharged Willie and Creggan at Portree, the latter felt
that he was indeed at home.
"No, Willie, we won't walk. I'm too impatient far for that."
"I'll do whatever you do, old man."
So they hired a fast horse and dogcart; the driver a man who could hold
the ribbons well, the nag as sure-footed as a mule.
The day was bright and bracing, so that Creggan's spirits rose with every
milestone passed.
***********
Perhaps in no country in all the wide world is the early autumn more
lovely than in our own dear Scottish Highlands. The fierce heat of summer
that erst was reflected from the lofty crags and mountain brows to the
straths below, is mitigated now. The grass is still green in the bonnie bosky
dells, through which streamlets meander over their pebbly beds and go
singing to the sea. Though the winds are whispering now among the birchen
foliage, and the tall needled pine-trees, with a harsher voice than that of
sweet spring-time, the tall ferns in many a quiet and sylvan nook wave wild
and bonnie, their fronds of green and brown making a charming
background to the crimson nodding bells of the foxglove. And the hills
above are purple and crimson with heather and heath, with many a rugged
crag or gray rock peeping through, which only serve to enhance their
beauty.
But here in the north of Skye are no trees, though the heather is a sight to
see, and so you hardly miss the dark waving pines.
"I'm just so happy," said Creggan, "that I believe I could sing."
"My dear boy," said Willie, "I already know enough about politics to be
able to assure you that no act of parliament has yet been passed against
singing. Heave round, as you sailors say, and give us a ditty."
"Give us a bass then, Willie."
"That I will, and the horse himself will beat time to your melody."
"Well, I'll sing you a song our bo's'n used to troll at the fo'castle head in
starlight evenings, when our ship was far at sea. But I have not his voice. It
is called—
THE SAILOR'S RETURN.
Bleak was the morn when William left his Nancy,

The fleecy snow frown'd on the whitened shore,
Cold as the fears that chilled her dreary fancy,
While she her sailor from her bosom tore.
To his fill'd heart a little Nancy pressing,
While a young tar the ample trousers eyed,
In need of firmness, in this state distressing,
Will checked the rising sigh, and fondly cried:
'Ne'er fear the perils of the fickle ocean,
Sorrow's all a notion,
Grief all in vain;
Sweet love, take heart,
For we but part
In joy to meet again.'
Loud blew the wind, when, leaning on that willow

Where the dear name of William printed stood,
Poor Nancy saw, tossed by a faithless billow,
A ship dash'd 'gainst a rock that topped the flood.
Her tender heart, with frantic sorrow thrilling,
Wild as the storm that howl'd along the shore,
No longer could resist a stroke so killing:
''Tis he,' she cried, 'nor shall I see him more!
Why did he ever trust the fickle ocean?
Sorrow's my portion,
Misery and pain!
Break, my poor heart,
For now we part,
Never to meet again.'
Mild was the eye, all nature was smiling,

Four tedious years had Nancy passed in grief,
When, with her children, the sad hours beguiling,
She saw her William fly to her relief!
Sunk in his arms with bliss he quickly found her,
But soon return'd to life, to love, and joy;
While her grown young ones anxiously surround her,
And now Will clasps his girl, and now his boy.
'Did I not say, though 'tis a fickle ocean,
Sorrow's all a notion,
Grief all in vain?
My joy how sweet!
For now we meet,
Never to part again.'
As the horse went merrily trotting along the road, and the voices of those
happy boys raised in song was echoed from rock and brae, little kilted lads
and kirtled lassies ran out from cottage doors—for joy is infectious—to
shout and wave their bonnets as long as they could see the trap.
And now, here is Uig once more. The landlady just as buxom and jolly
as before, though at first she did not know Creggan.
Here a good luncheon was made, and the horse fed. Then on again for
many a mile, till the gray ruins of the warlike old castle of Duntulm hove in
sight, the swift rolling Minch, and, far beyond, the blue hills of Harris. And
yonder, too, was the hermit's isle of Kilmara.
Some distance from the sea was Nugent's bungalow, but all were at the
door to meet Willie and Creggan, the sailor-boy.
Matty could talk better English now, though still a child, and just as
innocent as ever. While Creggan rested on a chair under the pretty
verandah, trying to answer about a hundred questions at the same time, wee
Matty climbed his knee, and with one soft arm around his neck, claimed her
sailor all to herself.
Then there was the visit to the manse. More welcomes there from Rory,
Maggie, and Mr. M'Ian.
Oh, it is really worth going to sea for a few years, if only to receive a
welcome home like this!
The sea to-day was blue and smooth, so Willie had his skiff taken down
from the manse, and with Matty in the stern-sheets—-just in the dear old
way—he paddled out to visit his Daddy.
That was indeed a delightful meeting, but I cannot describe it. The new
dog came furious, barking at Creggan, but poor Oscar knew him at a
glance, and simply went wild with joy.
***********
Let no one ever tell me that a dog forgets a kind master. When I myself
first went to sea—in the Royal Navy—I left my beautiful collie with my
mother. Not only did he know me when I returned after several years, but
on the day my arrival was announced mother said to him: "Tyro, doggie,
your master is coming to-day". He never left the window after that. Never
ceased to watch till, afar off, he could see me. Then his impatience was
unbounded till the door was opened, and he came rushing down the road to
meet me.
***********
Creggan spent the night with Daddy, who had not altered a bit, but he
rowed Matty home first.
That evening a strange but true tale of the sea was related to Creggan,
and the mystery that surrounded his childhood was cleared up once and for
ever.
It was thought best by the minister, and by Nugent also, that the hermit
should break the news to the lad.
Know then, that not more than a month ago, a lady in black, still
beautiful, though she must have been verging on forty, was travelling in a
dog-cart through Skye, with her own maid and coachman.
Calling at the manse, M'Ian happened among other things to tell her of
the strange story of the finding of Creggan in the skiff on the beach of
Kilmara isle.
She seemed strangely agitated.
"Is the skiff still to the fore, and might I see it?"
"Certainly, my dear lady."
She had hardly looked at it before she almost fainted, and would have
fallen had not M'Ian's strong arms supported her.
"Oh, sir, that was our boat! Is the boy still alive?"
"Yes, and at sea. We expect him back in a month. He was brought up by

the hermit of Kilmara out yonder."
"Do row me over there, will you?"
"With pleasure, madam."
And the minister's own boat was launched and soon reached the island.
The hermit was mystified at first, but soon recovering, told her all the
reader already knows.
Then she told her sad story.

The Sea-Swallow—her husband's ship—was lying at Harris in a little
bay. He, her husband, had been, alas! drinking hard some weeks before this,
but seemed quite recovered, and one day she received an invitation from the
minister of the parish to go on a picnic excursion with his children to see
the beauties of the island. She would be back before ten. It was autumn, and
the nights were long, with bright starlight and a little frost. Her husband
would not go on shore, but appeared delighted to be left in charge of the
child. The mother had not been gone over two hours, and night had fallen,
when he told the first to call away the skiff, a light kind of dinghy. He told
him he was going on shore to the manse, and would take the child with him.
He was in no way excited, but quiet and calm, and singing low to the child
as he went down the gangway ladder.
The mate watched him rowing himself towards the shore, then went
below.
The captain was never seen again.
His name was Mearns, and the Sea-Swallow was as much a yacht as a
trader, though she did bring cargoes of fruit from Italy.
Mrs. Mearns was prostrated with grief, and for many a long week never
left her bed. The most Christian conclusion she could come to was that the
boat had been swamped and sunk, and both the husband and child drowned.
But the Sea-Swallow was sold, and ever since poor Mrs. Mearns had
lived alone with her grief, in her beautiful home down near to Torquay.
***********
"And this lady is—my—mother, Daddy?"
"Yes, my lad; and you will see her to-morrow."
And next day he was early on shore with Oscar, and went straight to the
manse.
The lady in black came slowly up the garden path about mid-day.
Something seemed to whisper to Creggan, telling him that this was
indeed his mother. He ran to meet her.
She held him at arm's-length for a few seconds, while she turned white
and red by turns.
"It is indeed my long-lost son!" she cried. "Oh, heaven be praised for the
dawn of this day!"
Then woman-like she relieved her feelings by weeping.
Mrs. Mearns took up her abode at the manse for two months, all the
time, in fact, that Creggan spent in Skye. But she seemed quite a changed
woman, and looked ten years younger at least.
She no longer wore mourning, but light-coloured, beautiful dresses. She

played and sang too, in a manner that quite fascinated the minister, and she
took part in all the rambles about this wild romantic island.
***********
Well, partings came again, and with them tears and blessings. Oh, that
sad word "Farewell"!
In a week after this Creggan and his mother were at Torquay. But a
delightful old-fashioned wooden paddle frigate was commissioned at
Plymouth. She was going on Special Service, to carry despatches here,
there, and everywhere. Creggan went on purpose to see her, and though the
carpenters, or wood-peckers as we used to call them, were still on board,
the lad—who, by the way, had been promoted to sub-lieutenant, wore a
stripe and carried a sword—liked her so much, that he made an application
to be appointed to her.
His appointment came in a few days.
Then Creggan once more took the bold step of calling on the captain,
and with him went Oscar.
Captain Leeward opened the door, and when the young sub-lieutenant
introduced himself—
"Oh, come in, my good fellow. No, no, don't shut the door in the dear
doggie's face."
So in went Creggan and in went Oscar.
"I say," said Captain Leeward, a most pleasant-faced man, "I must ask
you to bring this beautiful animal with you. I have a lovely black
Newfoundland, and they will be excellent companions."
Had anyone handed Creggan a cheque for £10,000, he could not have
been more delighted than he was at this moment.
Then in stalked the very dog the captain had mentioned. Creggan had
never seen so noble a fellow before.
He appeared a little surprised at seeing another dog in the room, but as

soon as Oscar went up and licked his ear—a dog's kiss—he took to him at
once, and before Creggan left they both lay asleep together before the fire.
"I've heard all about you from Captain Flint himself—rather a tartar
sometimes, but possessed of a right good heart. You must stay to supper,
and we'll swap yarns, you know.
"By the way," he added, "do you know that your bold messmate, Dr.
Grant, has been appointed to this ship?"
"I didn't know, but I feel so pleased!"
A very delightful evening Creggan spent, till nine o'clock, then he

begged leave to go.
The last thing that Captain Leeward said as he shook Creggan's hand
was this:
"You saved your captain's life, lad. Your courage in presence of the
enemy was conspicuous, and although the Admiralty is slow—it won't
forget you!
"Good-night. Join your ship in a week's time."
"Good-night, sir. You have made me very happy."
CHAPTER XVI.
LIFE ON THE GOOD SHIP OSPREY.
It was a stormy day in the end of October when the good frigate Osprey
got up steam and put out to sea.
Signals had been exchanged for an hour before this between the
admiral's office and the ship. The admiral thought it most imprudent to sail
on such a day.
Captain Leeward was persistent, however, and at last, like any other
wilful man, he had his way.
The wind was from the east-south-east, cold and bitter and high. The air,
too, was filled with sleet or snow.
When they passed the breakwater it caught her bows smartly, and slued
her for a few moments out of her course. But the helmsman quickly put her
up, and the strong paddles fought the water fiercely, and successfully too.
Balked in its design of driving the Osprey against the breakwater, the
wind did all sorts of ill-natured things. It cut the smoke of the funnel clean
off, and drove its dark wreaths to leeward; it rattled the braces, it shook the
rigging; it slammed the companion doorways, swayed the hanging boats
about, and dashed the spray inboard with sometimes a green sea, till
everybody who had to be on deck and hadn't an oilskin on was drenched to
the skin. A nasty, disagreeable old wind!
The Osprey didn't seem to mind it a bit. She had a broad beam of her
own, a strong bowsprit and jibboom, and she lifted her bows slowly, and
with a sturdy disdain that showed she cared for neither wind nor sea.
Nor did the men either—every one of whom had been picked and chosen
by Captain Leeward himself, every one of whom was as hardy as the
vikings of old.
Before the ship was two miles from the Sound, and while standing
amidships talking to Grant,—the Osprey's head being now turned to west-
and-south, so that spray no longer flew inboard,—Creggan said:
"Listen, doctor; what a grand singer!"
For up from the forehatch rose high above the roar of the wind a manly
voice, singing one of Dibdin's most favourite songs:—
"Blow high, blow low, let tempests tear

The mainmast by the board,
My heart with thoughts of thee, my dear,
And love well stor'd,
Shall brave all danger, scorn all fear;
The roaring winds, the raging sea;
In hopes on shore
To be once more
Safe moor'd with thee."
"Yes, he sings well. And do you know, that with the kindliest heart that
ever was in sailor's breast, Captain Leeward has his peculiarities."
"Yes?"
"Yes. I've known him before, and sailed with him, always in a wooden
ship. He hates an iron-clad, and he must see canvas bellying out aloft if
there be a bit of wind at all. He is really an independent man, and wouldn't
take a ship at all unless he had all his own way. So every man-jack is a jolly
tar of the good old school, and his officers too, are, I have always found,
genuine fellows. He must have somebody to dine with him every night, and
it is just as often a middie as a ward-room officer. As for myself, I have
always a knife and fork laid for me, and if I don't dine with Leeward I look
in after dessert, and many a yarn he spins me."
"So different from Flint."
"Oh, yes; but we must never say a word against the absent."
"No."
"Hark!" cried Grant; "didn't I tell you?"
The ship's head was kept away a point or two.
Next minute the bo's'n's shrill pipe was heard. "Eep—eep—peep—peep—

ee—ee—ee! All hands make sail!"
Up rattle the watches below, and aloft they went right cheerily.
Creggan had never seen a ship's sails cast loose so speedily, nor so
quickly braced up.
"They are indeed good sailors, Dr. Grant."
"Yes, I told you. But look here, old fellow, just call me 'Grant', and
'douse' the 'Dr.'."
"All right, Grant," said Creggan, laughing.
The fires were now let down and the paddles thrown out of gear, and
presently that old Osprey was doing ten knots an hour on a beam wind.
I suppose that Captain Leeward had some inkling of where he was going
to, else he would not have held this course.
But the sealed orders were opened next morning, and he found that the
Osprey was on particular service, her first destination being Venezuela.
He told his officers this, and that they might then look in at Rio and open
further orders there—probably.
If, reader mine, you knew the Service as well as I do, you would remark
that it was very good of the gallant Captain Leeward to be thus explicit with
his officers. Many men that I know, or have known, would have shrouded
themselves in their cold dignity, and to any inquiry made by an officer as to
their destination, would simply have replied—
"Venezuela."
If asked, "And where next, sir?" such men would reply, "I really can't tell
you at present".
Well, lads who mean to join the glorious British Navy, and serve either
as young officers or boys under—
"'The flag that braved a thousand years

The battle and the breeze',
must not expect their lives to be all sunshine, any more than they need
expect the sea around to be always blue, rippled by balmy winds, and
domed over with an azure sky, flecked with fleecy cloudlets, and at night
studded with silver-shining stars.
In some ships they will find that fighting the waves is not fun by any
means, because many of the best of our navy ships are sent to sea defective.
Machinery—and it is marvellously intricate nowadays—may break down at
an untimely moment, even in the midst of a terrible storm, and having no
serviceable sail, even the largest iron-clad will then be at the mercy of the
waves. Oh, how she rolls and yaws and plunges and careens at such a time!
The best sailors on board cannot keep their feet, their heads swim with
the awful motion. Things break loose and play pitch-and-toss about the
deck, the ward-room furniture may be all one chaotic heap, and all the
while the seas are making a plaything of her, dashing over her, high as the
conning tower, and rushing in cataracts fore to aft, or even vice versa. At
such a time it seems as if the ocean wished to show those poor wave-
beleaguered sailors how small the strongest works of man are, compared to
those of God.
But independently of storms without or the breaking down of machinery,

the ship may not be a happy one as far as officers and men are concerned.
The crew, all told, may be a badly assorted one, and I have been in ships,
only for a short spell, thank goodness, that were known on the station as
"floating hells".
Much depends upon one's captain. If he is a kind-hearted, genuine fellow

he can do everything to keep things smooth fore and aft. The ward-room
officers take their cue from him, the gun-room follows the example which
the ward-room sets them on deck or below, the midshipmen influence the
warrant officers, and these in their turn the able and ordinary seamen and
the first and second class boys themselves.
But I must heave ahead with my story, instead of hauling my fore-yard

aback or lying-to, in order to ruminate and preach. Oh, I know my own
faults, my lads; I have so much to say about sea and a life on the ocean
wave, that, with a pen in my hand, I want to say it or write it all at once.
Well, Creggan hadn't been a day at sea before he found out that the
Osprey was going to be a real happy ship.
They soon lost sight of land in the haze of the storm, though all day long
the beautiful gulls kept sailing around the ship, tack and half-tack in the air.
For these sea-gulls look upon ships as their own, because from them they
receive their main supply of food; so they always follow them afar, trying,
as it were, by their plaintive calls, to get them to return.
It was dark enough at eight o'clock to-night, and the gulls had all
returned shorewards. The gale still raged, but the Osprey was under easy
sail, and the motion was by no means disagreeable to a sailor.
Creggan had been keeping the second dog-watch, but now went below.
There was first the fighting deck to pass through, where the great port-holes
were, and the black, shining guns, each with its snow-white lanyard prettily
coiled and lying on the breach. A fine open breezy deck, the shot and shell
neatly arranged in racks around the hatchways, and the sick-bay far away
forward yonder. Abaft here was the captain's quarters or saloon, with a red-
coated, armed sentry walking near it, slowly fore and aft.
Then Creggan dived below. Aft again on this deck and right under the
captain's quarters, only coming more forward, was the well-lighted ward-
room, from which issued the sound of merry voices and laughing. Turning
forward and on the port side there was first a cabin or two, and then the
gun-room.
Below this was the orlop deck, where many hammocks were hung, and
which was lined with two rows of dingy, dark, though white-washed cabins,
lighted by day only by the round scuttle-hole, and at night by a candle hung
in jimbles. These cabins were told off to warrant officers, bo's'n, carpenter,
&c., &c., and to senior officers of the gun-room. But really most of these
preferred a hammock just outside, for the sake of fresher air.
To-night, Creggan, to whom one of these cabins, and a good one too,
was allotted, had occasion to go below. He heard a sad moaning proceeding
from a hammock, and a white, white melancholy face hanging half over the
side.
"I say!"
"Yes, my lad."
"Are you the surgeon? I'm very dickey. I'm a a clerk, and I wish I had
never, never left the land."
"Well, I'm sub, and the second senior member of your mess. Don't give
way. I'll go and get the surgeon."

(download pdf) Personality Classic Theories and Modern Research 6th Edition Friedman Test Bank full chapter

Uploaded by

Copyright:

Available Formats

You might also like

(download pdf) Personality Classic Theories and Modern Research 6th Edition Friedman Test Bank full chapter

Uploaded by

Document Information

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

(download pdf) Personality Classic Theories and Modern Research 6th Edition Friedman Test Bank full chapter

Uploaded by

Copyright:

Available Formats

Personality Classic Theories and

Modern Research 6th Edition Friedman

Theories of Personality Understanding Persons 6th

Theories of Personality 9th Edition Feist Test Bank

Theories of Personality 11th Edition Schultz Test Bank

Theories of Personality 7th Edition Feist Test Bank

Theories of Personality 9th Edition Feist Solutions

Personality Theories A Global View 1st Edition Shiraev

Theories of Personality A Zonal Perspective 1st Edition

Personality Theory and Research 13th Edition Cervone

Multiple Choice Single Select

Then he remembered that he had hurried into his hammock without

But he did so now, and so felt more contented and happy.

He really thought he had.

"First—If a thing is worth doing at all, it is worth doing well.

"Second—'Work while it is called to-day, for the night cometh when no

"Creggan Ogg, hillo!"

"Hillo—o—o, old Creggan!"

"Creggan, ain't you just too awfully glad for anything?"

"Are you all mad?" he said.

"No, no, no, but we're nearly home, man alive!"

"He isn't half-alive! He isn't awake yet!"

Then it began to dawn upon Creggan.

It is hard, hard to answer such questions, but it must be done.

Creggan is on the quarter-deck. He expects no one, but suddenly he is

"Creggan, old man! How you have grown!"

"And how is your father?"

Willie laughed right merrily and mischievously.

"Why, he is here, Creggan; I was keeping this bit of news to astound

"Yes; I'll call him up now."

"Man, is it your very, very self?"

"It is no other, dear old friend."

"Well, a draught-player in Edinburgh challenged all Scotland for £20 to

"'You'll go down to Edinburgh,' he said, 'and beat this boasting fellow.

"'But,' says I, 'suppose I lose it?'

"'Never mind,' says he. 'Off you go.'

"What cheering! what rejoicing! Why, a duchess took me in her arms

"'You dear little Highlander! You've got to come to my house to-morrow.

WELCOME BACK TO SKYE.

Creggan Ogg M'Vayne might well sing of

"A life on the ocean wave,

"I'll do whatever you do, old man."

"I'm just so happy," said Creggan, "that I believe I could sing."

THE SAILOR'S RETURN.

Bleak was the morn when William left his Nancy,

Loud blew the wind, when, leaning on that willow

Mild was the eye, all nature was smiling,

She seemed strangely agitated.

"Certainly, my dear lady."

"Yes, and at sea. We expect him back in a month. He was brought up by

"Do row me over there, will you?"

"With pleasure, madam."

Then she told her sad story.

The captain was never seen again.

"And this lady is—my—mother, Daddy?"

"Yes, my lad; and you will see her to-morrow."

Then woman-like she relieved her feelings by weeping.

She no longer wore mourning, but light-coloured, beautiful dresses. She

His appointment came in a few days.