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D. biological
9. The "storm and stress "view of adolescence was postulated by
A. Jean Rousseau.
B. Alfred Adler.
C. G. Stanley Hall.
D. Margaret Mead.
10. The "storm and stress" view of adolescence sees adolescence as a time of
A. turbulence.
B. conflict.
C. mood swings,
D. all of these.
11. Mary tells her husband that she is not looking forward to the time their son becomes an adolescent,
because she has read that it is a time of great conflict and stress for the family. Which of the following
theorists would agree with Mary's view of adolescence?
A. Carl Jung
B. Carol Gilligan
C. Anna Freud
D. G. Stanley Hall
12. Anthropologist Margaret Mead concluded that the basic nature of adolescence is
A. biological,
B. psychological,
C. sociocultural.
D. cognitive.
13. Mead believed that cultures in which adolescents' experiences are quite different from adults' experiences
produce adolescents who
A. experience more stress.
B. experience less stress.
C. develop empathy at early ages.
D. develop empathy later in life.
14. Every state had developed special laws for youth between the ages of 16 and 18-20 by which year?
A. 1920
B. 1930
C. 1940
D. 1950
15. Which of the following historical events changed both the description and the study of adolescents?
A. the Civil Rights movement of the 1960s
B. the women's movement of the 1970s
C. the anti-war protests of the 1960s
D. the Great Depression of the 1930s
16. Today's adolescents are more than their counterparts of previous generations.
A. diverse
B. tolerant
C. open-minded
D. all of these
17. Marty, age 16, spends most of his leisure time text messaging his friends and watching YouTube.
According to Mark Bauerline, Marty's behavior is
A. atypical of someone of his age.
B. typical of someone of his age.
C. classic for someone with impaired social skills.
D. a sign of rebellion against his parents' rules.
18. Mark Bauerline, author of The Dumbest Generation, asserts that adolescents today are
A. reading books at a slightly lower rate than those of their parents' generation.
B. more interested in information retrieval than information formation.
C. playing fewer video games than younger children.
D. becoming more interested in current events.
19. Kevin and Kelly give their 15 year old son, Samuel, options and help him to make choices in his life.
William Damon would say that Samuel's parents are
A. overly involved in his life.
B. helping their son to think about his life's purpose.
C. pampering him.
D. giving him too much responsibility for his age.
20. Which of the following statements about stereotypes is NOT true?
A. There are very few stereotypes related to adolescents.
B. Stereotypes are difficult to give up once assigned.
C. Stereotypes are generalizations about a broad category of people.
D. Stereotypes describe a typical member of a specific group.
21. Howard is a manager of a fast food restaurant that employs many adolescents. Howard tells his
wife, "They are all self-centered mopes who have no work ethic!" Howard's statement about adolescents
is
A. a prototype.
B. an exaggeration.
C. a stereotype.
D. a sign that he needs counseling.
22. The term "adolescent generation gap" refers to
A. differences in decision-making skills between adolescents and older adults.
B. generalizations based on information about a limited group of adolescents.
C. technological skill differences between adolescents and grade school children.
D. differences in social abilities between younger and older adolescents.
23. Daniel Offer and his colleagues discovered that most adolescents have
A. a negative self-image.
B. negative attitudes towards their schools.
C. a positive self-image.
D. an ambiguous self-image.
24. Julie, age 15, has dyed her hair purple and will only wear black jeans and white tops. Julie's parents
should know that, according to adolescent psychologists
A. Julie is showing signs of a conduct disorder.
B. Julie needs counseling for her hostility issues.
C. Julie is testing boundaries and discovering her identity.
D. Julie needs more parental control over her behavior.
25. Which of the following factors influence the developmental trajectory of every adolescent?
A. socioeconomic
B. ethnic
C. lifestyle
D. all of these
26. The settings in which development occurs are known as
A. arenas.
B. compounds.
C. cohorts.
D. context
27. The fastest growing ethnic group of adolescents in the U.S. is
A. European-Americans.
B. Asians.
C. Latinos.
D. African Americans.
28. Sherry's community college has partnerships with the local hospital, the library and the Boys' and Girls'
Club to encourage students to engage in cooperative learning experiences and build strong community
relationships. This is an example of what Peter Benson and his colleagues would call a
A. developmentally attentive youth policy.
B. community-enhancing initiative.
C. cross-generational policy.
D. socially enhancing planned model.
29. Research has shown that children living in poverty have elevated levels of
A. blood glucose.
B. stress.
C. anger.
D. growth hormones.
30. Which of the following statements about adolescent health and well-being is TRUE?
A. Adolescent health and well-being have improved in all areas.
B. More adolescents around the world die of malnutrition today than at any time in the past.
C. More adolescents around the world die of infectious diseases today than at any time in the past.
D. Rates of HIV infection among adolescents are increasing in sub-Saharan Africa.
31. What do studies show about gender differences?
A. They appear to be expanding over time.
B. Males have more educational opportunities than females.
C. Gender differences are similar in all countries.
D. Sexual restrictions are more common for females than for males.
32. Which of the following is NOT a trend related to families around the world?
A. migration to rural areas
B. smaller families
C. increase in mothers' employment
D. greater family mobility
33. Which of the following is true about adolescents' peers?
A. Peers figure prominently in the lives of adolescents in most Western nations.
B. Peers can serve as surrogate families for some street youth.
C. Peers have a limited role for girls in Arab cultures.
D. All of these are true
34. Development
A. involves growth.
B. is complex.
C. continues through the lifespan.
D. all of these.
35. Which of the following is NOT a biological process?
A. advances in motor skills
B. development of the brain
C. weight gains
D. changes in personality
36. Dr. Reyes studies hormonal changes of puberty. Which process of human development does Dr. Reyes
study?
A. socioemotional
B. cognitive
C. biological
D. psychological
37. Which of the following is associated with the developmental period of early childhood?
A. beginning of symbolic thought
B. school readiness
C. extreme dependence on adults
D. beginning of sensorimotor skills
38. The developmental period of childhood includes all of the following periods EXCEPT
A. prenatal.
B. perinatal.
C. infancy.
D. early childhood.
39. A key task of adolescence is
A. refining sensorimotor coordination.
B. development of an understanding of one's culture.
C. mastery of language skills.
D. preparation for adulthood.
40. In the U.S. and most other cultures, adolescence begins at approximately years of age.
A. 9-12
B. 11-14
C. 10-13
D. 12-15
41. Alex has begun dating and he is interested in taking a course called "Career Exploration" that will help
him decide on a future career. Alex is probably in which period?
A. early adolescence
B. late adolescence
C. late childhood
D. early adulthood
42. The developmental period when people are interested in transmitting their values to the next generation
is
A. emerging adulthood.
B. middle adulthood.
C. late adulthood.
D. early adulthood.
43. Paul spends much of his time working in his garden and reading books on photography. He doesn't
have as much strength as he used to have, but he is enjoying his time of decreased responsibility.
Developmental psychologists would say that Paul is probably in
A. emerging old age.
C. late adulthood.
D. terminal adulthood.
44. The transition from childhood to adolescence includes all of the following EXCEPT
A. biological changes of puberty.
B. increased egocentric ways.
C. desire to spend more time with family.
D. greater interest in romantic relationships.
45. The transition from adolescence to adulthood has been referred to a
A. preadulthood.
B. post adolescence.
C. transitional adulthood.
D. emerging adulthood.
46. According to Jeffrey Arnett, emerging adulthood is characterized by five key factors. Which of the
following is NOT one of these features?
A. stability
B. identity exploration
C. feeling in-between
D. self focus
47. Jeffrey Arnett saw emerging adulthood as a time when many individuals are
A. secure in their adult status.
B. absorbed in social obligations and family duties.
C. optimistic about their futures.
D. fairly stable in love and career.
48. In the United States. The most widely recognized marker for entry into adulthood is
A. graduation from high school.
B. graduation from college.
C. holding a permanent, full-time job.
D. getting married.
49. The ability to adapt positively and achieve successful outcomes despite significant risks and adverse
consequences is
A. hardiness.
B. resilience.
C. self-efficacy.
D. propriate striving.
50. Ann Marsten and her colleagues found that emerging adults who overcame adversity and went on to
become competent adults had all of the following characteristics EXEPT
A. they were well-traveled.
B. they were intelligent.
C. they had high-quality parenting.
D. they had a higher socioeconomic status.
51. Which of the following events may be seen as a turning-point opportunity for changing the life course
during emerging adulthood?
A. marriage
B. work opportunities
C. higher education
D. all of these
52. Dr. Jackson argues that human beings have basic growth tendencies genetically wired into them. Dr.
Albright believes that humans are basically shaped by their environments. Dr. Jackson supports the
approach to development, while Dr. Albright advocates for the approach.
A. nurture; nature
B. nature; nurture
C. continuity; discontinuity
D. cognitive; biological
53. Which of the following would a proponent of the nature approach to human development cite as evidence
of the strength of genetics?
A. the fact that we grow rapidly in infancy
B. the fact that development is affected by nutritional status
C. the fact that development is shaped by the media
D. the fact that access to medical care affects development
54. Developmentalists who emphasize the importance experience in development have described
development as
A. a series of distinct stages.
B. a gradual, continuous process.
C. chaotic and unpredictable.
D. none of these.
55. Decelopmentalists who emphasize the importance of nature in development describe development as
C. alternating periods of turbulence and calm.
D. none of these.
56. Carrie was abused by her parents. She was eventually removed from their care and was later adopted at
age 6 by her foster parents. Which of the following doctrines would assert that Carrie's later quality of
parental care can overcome her earlier negative experience?
A. early experiences
B. later experiences
C. middle experiences
D. positive experiences
57. Which of the following is NOT a step in the scientific method?
A. conceptualize a problem to be studied
B. collect data
C. analyze data
D. publish study results
58. An interrelated, coherent set of ideas that helps to explain phenomenon and to make predictions is
called
A. a hypothesis.
B. an operational definition.
C. a theory.
D. an independent variable.
59. Scientific assertions and predictions that can be tested are
A. theories.
B. hypotheses.
C. independent variables.
D. extraneous variables.
60. The pioneering theorist of psychoanalytical theory was
A. Carl Jung.
B. Erik Erikson. C.
Karen Horney. D.
Sigmund Freud.
61. Psychoanalytic theories emphasize that development is all of the following EXCEPT
A. primarily related to observable behavior.
B. primarily unconscious.
C. heavily influenced by early experiences.
D. highly colored by emotions.
62. Which of the following is NOT one of Freud's psychosexual stages?
A. phallic
B. genital
C. oral
D. moral
63. Which of the following is a structure in Freud's concept of personality?
A. the collective unconscious
B. the id
C. the self
D. the personal unconscious
64. According to Freud, the moral branch of the personality is the:
A. ego.
B. id.
C. superego.
D. self.
65. According to Freud, is the most powerful and pervasive defense mechanism.
A. reaction formation
B. denial
C. regression
D. repression
66. Peter Blos believed that regression during adolescence was
A. normal.
B. inevitable.
C. universal.
D. all of these.
67. The theorist who considered defense mechanisms to be key to understanding adolescent development
was
A. Sigmund Freud.
B. Anna Freud.
C. Karen Horney.
D. Alfred Adler.
68. Which of the following statements about defense mechanisms is TRUE?
A. Defense mechanisms are always unhealthy.
B. Defense mechanisms are unconscious.
C. Defense mechanisms are conscious.
D. Defense mechanisms are always helpful in avoiding reality.
69. Erikson believed that we develop in stages.
A. psychosocial
B. psychosexual
C. psychodynamic
D. psychometric
70. Denise argues that early experiences are more important; Barbara believes that both early and later
experiences are important. Denise's view is consistent with , while Barbara's view would be
supported by .
A. Blos; Erikson
B. Erikson; Freud
C. Freud, Erikson
D. Erikson, Blos
71. Erikson's psychosocial stage is experienced in the first year of life.
A. autonomy versus shame and doubt
B. initiative versus guilt
C. generativity versus stagnation
D. trust versus mistrust
72. Harper, age 19 months, has just begun to assert her independence. Harper is probably in Erikson's
psychosocial stage of
A. identity versus role confusion.
B. trust versus mistrust.
C. autonomy versus shame and doubt.
D. industry versus inferiority.
73. The negative outcome of Erikson's fourth stage of psychosocial development is
A. mistrust.
B. shame.
C. doubt.
D. inferiority.
74. According to Erikson, adolescents are in the psychosocial stage of
A. intimacy versus isolation.
B. identity versus role confusion.
C. initiative versus guilt.
75. According to Erikson, the core developmental task of early adulthood is to develop
A. intimacy.
B. integrity.
C. identity.
D. initiative.
76. Edith, age 57, believes that she has done little to help nurture the next generation. According to Erikson,
Edith has experienced associated with the seventh stage of psychosocial development.
A. inferiority
B. role confusion
C. selfishness
D. stagnation
77. Cognitive theories emphasize
A. behaviors.
B. emotions.
C. conscious thoughts.
D. none of these.
78. For Piaget, the two processes that underlie cognitive construction of the world are
A. denial and distortion.
B. internalizing and externalizing.
C. organization and adaptation.
D. ordering and differentiating.
79. Which of the following statements about Piaget's theory is NOT true?
A. Piaget believed that people go through six stages in understanding the word.
B. Piaget believed that people go through four stages in understanding the world.
C. Each of Piaget's stages is age related.
D. Each of Piaget's stages represents a different way of understanding the world.
80. Calaeb, age 3, is in which of Piaget's stages of cognitive development?
A. sensorimotor
B. preoperational
C. concrete operational
D. formal operational
81. Which of the following statements about Piaget's concrete operational stage is TRUE?
A. It lasts from birth to about 2 years of age.
B. It encompasses the ability to think in an abstract manner
C. It lasts from approximately 7 to 11 years of age.
D. Children can perform operations that involve developing hypotheses.
82. Jenn has just begun to think abstractly and develop images of ideal circumstances. According to Piaget,
Jenn is in the stage of cognitive development.
A. sensorimotor
B. concrete operational
C. formal operational
D. post-formal operational
83. Vygotsky emphasized the role of in cognitive development.
A. culture
B. social interaction
C. learning to use the inventions of society
D. all of these
84. Which of the following operations is emphasized by information processing theorists?
A. encoding information
B. storing information
C. retrieving information
D. all of these
85. Which of the following statements describing Skinner's theory of operant conditioning is NOT true?
A. A behavior followed by a rewarding stimulus is likely to be repeated.
B. A behavior followed by a punishing stimulus is less likely to recur.
C. A behavior that is ignored will be repeated.
D. rewards and punishments shape behavior.
86. The leading theorist in the development of social cognitive theory is
A. Albert Bandura.
B. Walter Mischel.
C. George Kelly.
D. John Watson.
87. Craig sees his father help an elderly man who seems to have become confused and lost his way.
Several days later, Craig notices a woman looking in the shrubs for her lost wallet. Craig tries to help her
look for her wallet. Bandura would say that Craig's behavior was learned through
A. observation of his father.
B. teaching of moral values in Sunday School.
C. being punished in the past for not offering to help an older person.
D. being given a reward in the past for turning in a lost wallet to the police.
88. Bandura's model of learning and development includes the elements of behavior, person/cognition and
the
A. unconscious mind.
B. environment.
C. rewards available.
D. all of these.
89. Bronfenbrenner developed , a perspective that is receiving increased attention.
A. ecological theory
B. environmental theory
C. socioeconomic theory
D. existential theory
90. What is the system in Bronfenbrenner's theory that considers sociohistorical circumstances?
A. mesosystem
B. microsystem
C. chronosystem
D. exosystem
91. Which of the following of Bronfenbrenner's systems considers the culture in which people live?
A. chronosystem
B. mesosystem
C. exosystem
D. macrosystem
92. Harry fights constantly with his parents. Bronfenbrenner would predict that Harry might have difficulty
relating to his teacher because of a disruption in his
A. mesosystem.
B. exosystem.
C. chronosystem.
D. macrosystem.
93. An approach to understanding adolescent development that selects from each theory whatever is
considered its best features is called
A. a hybrid theory.
B. a patchwork theory.
C. an eclectic theory.
D. a blended theory.
94. Scientific observations
A. require a special set of skills.
B. are the first step in collecting data.
C. have to be systematic.
D. all of these.
95. Researchers can conduct observations in the everyday world or in the
A. laboratory.
B. virtual world.
C. theoretical world.
D. none of these.
96. Which of the following is a drawback to conducting observational research in a laboratory?
A. People must be paid for their time
B. People behave more naturally when they are away from the stresses of the "real world."
C. People may be too relaxed in a laboratory setting.
D. People who are willing to come to a laboratory might not be representative of general population.
97. Lilly is a researcher who wants to know how often high-school students are using their cell phones to
cheat on tests. Lilly pretends to be a visiting student. She sits in on classes and observes students as they
take tests. Lilly's method of research is known as
A. in situ research.
B. naturalistic observation.
C. covert research.
D. in vivo research.
98. Which of the following statements about using surveys to collect data is TRUE?
A. People answer in ways that they see as socially desirable.
B. Surveys are very expensive and time consuming to do.
C. Surveys can only be done on a limited range of topics.
D. All of these are true.
99. The Stanford-Binet Intelligence test is an example of
A. a projective test.
B. an open-ended test.
C. a standardized test.
D. a subjective test.
100.Which of the following statements about standardized tests is TRUE?
A. They assume that people will perform differently depending on the setting of the test.
B. They assume that a person's behavior is consistent and stable.
C. They do not allow a person's performance to be compared with the performance of other people.
D. They do not provide any information about differences among people.
101.Measuring the levels of hormones in an adolescent's blood stream is an example of which type ofmeasure
of adolescent development.
A. psychological
B. experience sampling
C. physiological
D. concrete
102.MRI (magnetic resonance imaging) uses to construct an image of the .
A. x-rays; brain
B. radio waves; brain
C. radioactive glucose; brain
D. electrical activity levels; heart
103.Corey is participating in research. She is given an electronic pager, and a researcher "beeps" her several
times a day to ask her what she is doing. The researcher is using which of the following methods?
A. random sampling
B. experimental design
C. experience sampling
D. correlational research
104.A research method in which a single individual is examined in depth is called the
A. single-subject design.
B. case-study method.
C. observational design.
D. descriptive method.
105.The three main types of research designs are descriptive, correlational and
A. observational.
B. covert.
C. experimental.
D. overt.
106.Dr. Tremble sends out surveys to faculty at 57 randomly selected to colleges to assess their perceptions of
faculty harassment. This is an example of research.
A. correlational
B. descriptive C.
experiemtal D.
observational
107.Which of the following statements regarding correlational research is NOT true?
A. The goal of correlational research is to demonstrate cause-and-effect relationships.
B.The goal of correlational research is to describe the strength of the relationship between two or more
events or characteristics.
C. The results of correlational research are reported in a numerical measure called a correlation
coefficient.
D. A negative correlation coefficient means an inverse relationship.
108.Professor Sands studies the relationship between the number of minutes that an adolescent spends text
messaging each semester and his/her grades in school. She found a correlation of +.60. What can we
conclude from this report?
A. Text messaging results in lower grades for adolescents.
B. Text messaging has no effect on grades for adolescents.
C. Text messaging and academic grades are related in adolescents.
D. The more an adolescent text messages, the higher his or her grades.
109.Three doctoral students are using correlational research designs for their dissertation research.
When all of the work is done, Marilyn's data yielded a correlation coefficient of -.45, Susan's data was at
+.30 and Bryan's data a -.50. Which student's data shows the strongest correlation between variables?
A. Bryan
B. Susan
C. Marilyn
D. All students showed very similar results.
110.Which of the following correlation coefficients shows the weakest correlation?
A. -.10
B. +.15
C. +.70
D. -.80
111.The factor that is manipulated in experimental research is the
A. independent variable.
B. dependent variable.
C. extraneous variable.
D. none of these.
112.The variable that is measured and that is expected to change as a result of experimental research is
the
D. experimental variable.
113.Which of the following statements about experimental research is NOT true?
A. All experiments involve at least one independent variable and one dependent variable.
B. Experiments demonstrate cause and effect.
C. Experimental design uses experimental groups only.
D. Experimental design uses experimental and control groups.
114.Assigning participants to experimental or control groups by chance is known as
A. random assignment.
B. lottery assignment.
C. nonrandom assignment.
D. convenience assignment.
115.The type of research that involves studying people all at the same time is known as
A. single-subject research.
B. longitudinal research.
C. sequential research.
D. cross-sectional research.
116.A disadvantage of cross-sectional research is
A. the variable under investigation is assessed all at the same time.
B. it is not very effective.
C. it gives no information about how individuals change over time.
D. it is time-consuming and expensive to conduct.
117.Professor Kelly is interested in seeing how adolescents' prosocial behavior changes over time. He
assesses a group of adolescents at ages 12, 15 and 18. Professor Kelly is doing research.
A. sequential
B. longitudinal
C. cross-sectional
D. experimental
118.A disadvantage of longitudinal research is
A. it is expensive to conduct.
B. it is time-consuming to conduct.
C. participants who remain in the study may be dissimilar to those who dropped out.
D. all of these.
119.Which of the following is NOT one of the APA's guidelines for ethical research?
A. full disclosure to participants regarding the exact nature of the research
B. informed consent
C. confidentiality
D. debriefing
120.Melissa has agreed to participate in a 90-day study of food preferences among adolescents. After
participating for two weeks, Melissa wants to withdraw from the study because it is taking too much of
her time. According to the APA guidelines
A. Melissa has to give the researchers a two-week notice before she can withdraw.
B. Melissa can withdraw at any time.
C. Melissa cannot withdraw once she has signed an informed consent form.
D. Melissa can withdraw only if she has a valid reason, such as a health issue or family emergency.
121.Which of the following statements about gender bias is TRUE?
A.Gender bias is a preconceived idea about the abilities of females and males that prevents them from
reaching their full potential.
B. Gender bias is an issue in the United States.
C. Gender bias happens when conclusions are drawn about females from research conducted with only
males.
122.Using an ethnic label such as Asian or Latino in a way that portrays an ethnic group as being more
homogenous than it is, is known as
A. ethnic stereotyping.
B. ethnic gloss.
C. ethnic shine.
D. ethnic categorization.
123.Compare and contrast G. Stanley Hall's "storm and stress" view of adolescence with the inventionist
view.
124.What were the underlying themes of the 1960s and 1970s?
125.Describe some of the pros and cons of the technological revolution on adolescents, as outlined by Mark
Bauerline in The Dumbest Generation.
126.What was the major theme of William Damon's book The Path to Purpose?
127.List at least four stereotypes of adolescents today.
128.Compare and contrast psychologists' views of adolescents in the early 20th century with views common
now, in the beginning of the 21st century.
129.Describe how the cultural contexts of the United States are changing, especially with respect to
immigration patterns and the projections for future demographics.
130.List and describe at least four cultural variations of adolescence around the world.
131.Discuss major trends in health and well-being for adolescents around the world. Include both positive and
negative changes.
132.Discuss gender differences on the experiences of male and female adolescents with respect to education,
leisure activities, sexual experiences, family and peers.
133.List and briefly define the three determinants of human development.
134.Explain what modern theorists mean when they say, "Development is a lifelong process."
135.Briefly describe the three periods of adult development.
136.Beth is 22 years old. What developmental period is Beth in, and what are the two main tasks of this
period?
137.List Jeffrey Arnett's five key features of emerging adulthood.
138.What are some of the factors that make it difficult to determine when an individual becomes an adult?
139.List and briefly describe the three types of assets that Jacqueline Eccles and her colleagues determined
are especially important for making a competent transition through adolescence and emerging
adulthood.
140.List and define the three major issues in studying adolescent development.
141.List the four steps in the scientific method.
142.List and describe Freud's three parts to the personality.
143.Describe Piaget's formal operational stage of cognitive development. Be sure to address ages and majors
changes in thinking.
144.What are the main ideas behind Vygotsky's theory of cognitive development?
145.What is the main idea behind Skinner's theory of operant conditioning?
146.List the three key factors in development, according to social cognitive theory.
147.List and describe the five environmental systems in Bronfenbrenner's ecological theory. Explain how the
systems relate to each other.
148.Compare and contrast laboratory observation and naturalistic observation.
149.Describe one advantage and one disadvantage of case-study research.
150.Compare and contrast correlational and experimental research.
151.List and briefly describe the four APA guidelines that must be followed in the conduction of ethical
research.
1 Key
1. According to Plato, reasoning first appears during
A. early childhood.
B. middle childhood.
C. adolescence.
D. young adulthood.
5
Blooms Taxonomy: Knowledge
Difficulty: Basic
Learning Goal: 1
Santrock - Chapter 01 #1
2. Plato thought children should study
A. science.
B. music.
C. art.
D. mathematics.

Difficulty: Basic
Learning Goal: 1
3. Plato thought that adolescents should study
A. science.
B. language.
C. music.
D. history.

Difficulty: Basic
Learning Goal: 1
4. Which ability did Aristotle argue is the most important aspect of adolescence?
A. the ability to reason
B. the ability to think critically
C. the ability to debate
D. the ability to choose

Difficulty: Moderate
Learning Goal: 1
5. What did Aristotle see as the hallmark of maturity?
A. self determination
B. empathy
C. self-efficacy
D. critical thinking

Learning Goal: 1
6. Rousseau believed that curiosity should be especially encouraged in the education of
A. 6-8 year old children.
B. 8-11 year old children.
C. 12-15 year old children,
D. 17-19 year old children.

Learning Goal: 1
7. Ms. Bowen encourages her students, ages 12-15, to engage their curiosity in their learning. This
teacher's ideas most closely resemble those of
A. Sigmund Freud.
B. Aristotle.
C. Hall.
D. Roussea.
Blooms Taxonomy: Application

Learning Goal: 1
8. G. Stanley Hall believed that development is controlled primarily by factors.
A. cultural
B. psychological
C. social
D. biological

Difficulty: Basic
Learning Goal: 1
9. The "storm and stress "view of adolescence was postulated by
A. Jean Rousseau.
B. Alfred Adler.
C. G. Stanley Hall.
D. Margaret Mead.
5
Difficulty: Basic
Learning Goal: 1
10. The "storm and stress" view of adolescence sees adolescence as a time of
A. turbulence.
B. conflict.
C. mood swings,
D. all of these.
Blooms Taxonomy: Comprehension

Difficulty: Basic
Learning Goal: 1
11. Mary tells her husband that she is not looking forward to the time their son becomes an adolescent,
because she has read that it is a time of great conflict and stress for the family. Which of the following
theorists would agree with Mary's view of adolescence?
A. Carl Jung
B. Carol Gilligan
C. Anna Freud
D. G. Stanley Hall
5
Learning Goal: 1
12. Anthropologist Margaret Mead concluded that the basic nature of adolescence is
A. biological,
B. psychological,
C. sociocultural.
D. cognitive.

Difficulty: Basic
Learning Goal: 1
13. Mead believed that cultures in which adolescents' experiences are quite different from adults'
experiences produce adolescents who
A. experience more stress.
B. experience less stress.
C. develop empathy at early ages.
D. develop empathy later in life.

Learning Goal: 1
14. Every state had developed special laws for youth between the ages of 16 and 18-20 by which year?
A. 1920
B. 1930
C. 1940
D. 1950

Difficulty: Basic
Learning Goal: 1
15. Which of the following historical events changed both the description and the study of adolescents?
A. the Civil Rights movement of the 1960s

B. the women's movement of the 1970s
C. the anti-war protests of the 1960s
D. the Great Depression of the 1930s

Difficulty: Difficult
Learning Goal: 1
16. Today's adolescents are more than their counterparts of previous generations.
A. diverse
B. tolerant
C. open-minded
D. all of these

Learning Goal: 1
17. Marty, age 16, spends most of his leisure time text messaging his friends and watching YouTube.
According to Mark Bauerline, Marty's behavior is
A. atypical of someone of his age.
B. typical of someone of his age.
C. classic for someone with impaired social skills.
D. a sign of rebellion against his parents' rules.
7-8

Learning Goal: 1
18. Mark Bauerline, author of The Dumbest Generation, asserts that adolescents today are
A. reading books at a slightly lower rate than those of their parents' generation.
B. more interested in information retrieval than information formation.
C. playing fewer video games than younger children.
D. becoming more interested in current events.

Learning Goal: 1
19. Kevin and Kelly give their 15 year old son, Samuel, options and help him to make choices in his life.
William Damon would say that Samuel's parents are
A. overly involved in his life.
B. helping their son to think about his life's purpose.
C. pampering him.
D. giving him too much responsibility for his age.
8
Learning Goal: 1
20. Which of the following statements about stereotypes is NOT true?
A. There are very few stereotypes related to adolescents.
B. Stereotypes are difficult to give up once assigned.
C. Stereotypes are generalizations about a broad category of people.
D. Stereotypes describe a typical member of a specific group.
8-9
Blooms Taxonomy: Analysis

Learning Goal: 1
21. Howard is a manager of a fast food restaurant that employs many adolescents. Howard tells his
wife, "They are all self-centered mopes who have no work ethic!" Howard's statement about
adolescents is
A. a prototype.
B. an exaggeration.
C. a stereotype.
D. a sign that he needs counseling.
8
Learning Goal: 1
22. The term "adolescent generation gap" refers to
A. differences in decision-making skills between adolescents and older adults.
B. generalizations based on information about a limited group of adolescents.
C. technological skill differences between adolescents and grade school children.
D. differences in social abilities between younger and older adolescents.

Difficulty: Basic
Learning Goal: 1
23. Daniel Offer and his colleagues discovered that most adolescents have
A. a negative self-image.
B. negative attitudes towards their schools.
C. a positive self-image.
D. an ambiguous self-image.

Learning Goal: 1
24. Julie, age 15, has dyed her hair purple and will only wear black jeans and white tops. Julie's parents
should know that, according to adolescent psychologists
A. Julie is showing signs of a conduct disorder.
B. Julie needs counseling for her hostility issues.
C. Julie is testing boundaries and discovering her identity.
D. Julie needs more parental control over her behavior.
9-10

Learning Goal: 1
25. Which of the following factors influence the developmental trajectory of every adolescent?
A. socioeconomic
B. ethnic
C. lifestyle
D. all of these
11
Difficulty: Basic
Learning Goal: 2
26. The settings in which development occurs are known as
A. arenas.
B. compounds.
C. cohorts.
D. context
11

Difficulty: Basic
Learning Goal: 2
27. The fastest growing ethnic group of adolescents in the U.S. is
A. European-Americans.
B. Asians.
C. Latinos.
D. African Americans.
11

Learning Goal: 2
28. Sherry's community college has partnerships with the local hospital, the library and the Boys' and
Girls' Club to encourage students to engage in cooperative learning experiences and build strong
community relationships. This is an example of what Peter Benson and his colleagues would call
a
A. developmentally attentive youth policy.
B. community-enhancing initiative.
C. cross-generational policy.
D. socially enhancing planned model.
12

Learning Goal: 2
29. Research has shown that children living in poverty have elevated levels of
A. blood glucose.
B. stress.
C. anger.
D. growth hormones.
13

Learning Goal: 2
30. Which of the following statements about adolescent health and well-being is TRUE?
A. Adolescent health and well-being have improved in all areas.
B. More adolescents around the world die of malnutrition today than at any time in the past.
C. More adolescents around the world die of infectious diseases today than at any time in the past.
D. Rates of HIV infection among adolescents are increasing in sub-Saharan Africa.
13
Learning Goal: 2
31. What do studies show about gender differences?
A. They appear to be expanding over time.
B. Males have more educational opportunities than females.
C. Gender differences are similar in all countries.
D. Sexual restrictions are more common for females than for males.
14

Learning Goal: 2
32. Which of the following is NOT a trend related to families around the world?
A. migration to rural areas
B. smaller families
C. increase in mothers' employment
D. greater family mobility
14

Learning Goal: 2
33. Which of the following is true about adolescents' peers?
A. Peers figure prominently in the lives of adolescents in most Western nations.
B. Peers can serve as surrogate families for some street youth.
C. Peers have a limited role for girls in Arab cultures.
D. All of these are true
14
Learning Goal: 2
34. Development
A. involves growth.
B. is complex.
C. continues through the lifespan.
D. all of these.
15

Difficulty: Basic
Learning Goal: 3
35. Which of the following is NOT a biological process?
A. advances in motor skills
B. development of the brain
C. weight gains
D. changes in personality
15

Learning Goal: 3
36. Dr. Reyes studies hormonal changes of puberty. Which process of human development does Dr.
Reyes study?
A. socioemotional
B. cognitive
C. biological
D. psychological
15

Learning Goal: 3
37. Which of the following is associated with the developmental period of early childhood?
A. beginning of symbolic thought
B. school readiness
C. extreme dependence on adults
D. beginning of sensorimotor skills
16

Learning Goal: 3
38. The developmental period of childhood includes all of the following periods EXCEPT
A. prenatal.
B. perinatal.
C. infancy.
D. early childhood.
16
Difficulty: Basic
Learning Goal: 3
39. A key task of adolescence is
A. refining sensorimotor coordination.
B. development of an understanding of one's culture.
C. mastery of language skills.
D. preparation for adulthood.
17

Learning Goal: 3
40. In the U.S. and most other cultures, adolescence begins at approximately years of age.
A. 9-12
B. 11-14
C. 10-13
D. 12-15
17

Difficulty: Basic
Learning Goal: 3
41. Alex has begun dating and he is interested in taking a course called "Career Exploration" that will help
him decide on a future career. Alex is probably in which period?
A. early adolescence
B. late adolescence
C. late childhood
D. early adulthood
17

Learning Goal: 3
42. The developmental period when people are interested in transmitting their values to the next
generation is
A. emerging adulthood.
C. late adulthood.
D. early adulthood.
17

Difficulty: Basic
Learning Goal: 3
43. Paul spends much of his time working in his garden and reading books on photography. He doesn't
have as much strength as he used to have, but he is enjoying his time of decreased responsibility.
Developmental psychologists would say that Paul is probably in
A. emerging old age.
C. late adulthood.
D. terminal adulthood.
18

Learning Goal: 3
44. The transition from childhood to adolescence includes all of the following EXCEPT
A. biological changes of puberty.
B. increased egocentric ways.
C. desire to spend more time with family.
D. greater interest in romantic relationships.
18-19

Learning Goal: 3
45. The transition from adolescence to adulthood has been referred to a
A. preadulthood.
B. post adolescence.
C. transitional adulthood.
D. emerging adulthood.
19

Difficulty: Basic
Learning Goal: 3
46. According to Jeffrey Arnett, emerging adulthood is characterized by five key factors. Which of the
following is NOT one of these features?
A. stability
B. identity exploration
C. feeling in-between
D. self focus
19-20
Learning Goal: 3
47. Jeffrey Arnett saw emerging adulthood as a time when many individuals are
A. secure in their adult status.
B. absorbed in social obligations and family duties.
C. optimistic about their futures.
D. fairly stable in love and career.
20

Learning Goal: 3
48. In the United States. The most widely recognized marker for entry into adulthood is
A. graduation from high school.
B. graduation from college.
C. holding a permanent, full-time job.
D. getting married.
21

Learning Goal: 3
49. The ability to adapt positively and achieve successful outcomes despite significant risks and adverse
consequences is
A. hardiness.
B. resilience.
C. self-efficacy.
D. propriate striving.
22

Learning Goal: 3
50. Ann Marsten and her colleagues found that emerging adults who overcame adversity and went on to
become competent adults had all of the following characteristics EXEPT
A. they were well-traveled.
B. they were intelligent.
C. they had high-quality parenting.
D. they had a higher socioeconomic status.
22

Learning Goal: 3
51. Which of the following events may be seen as a turning-point opportunity for changing the life course
during emerging adulthood?
A. marriage
B. work opportunities
C. higher education
D. all of these
22

Learning Goal: 3
52. Dr. Jackson argues that human beings have basic growth tendencies genetically wired into them. Dr.
Albright believes that humans are basically shaped by their environments. Dr. Jackson supports the
approach to development, while Dr. Albright advocates for the approach.
A. nurture; nature
B. nature; nurture
C. continuity; discontinuity
D. cognitive; biological
22

Learning Goal: 3
53. Which of the following would a proponent of the nature approach to human development cite as
evidence of the strength of genetics?
A. the fact that we grow rapidly in infancy
B. the fact that development is affected by nutritional status
C. the fact that development is shaped by the media
D. the fact that access to medical care affects development
22-23

Learning Goal: 3
54. Developmentalists who emphasize the importance experience in development have described
development as
C. chaotic and unpredictable.
D. none of these.
23

Learning Goal: 3
55. Decelopmentalists who emphasize the importance of nature in development describe development
as
C. alternating periods of turbulence and calm.
D. none of these.
23

Learning Goal: 3
56. Carrie was abused by her parents. She was eventually removed from their care and was later adopted
at age 6 by her foster parents. Which of the following doctrines would assert that Carrie's later quality
of parental care can overcome her earlier negative experience?
A. early experiences
B. later experiences
C. middle experiences
D. positive experiences
23-24

Learning Goal: 3
57. Which of the following is NOT a step in the scientific method?
A. conceptualize a problem to be studied
B. collect data
C. analyze data
D. publish study results
26

Difficulty: Basic
Learning Goal: 4
58. An interrelated, coherent set of ideas that helps to explain phenomenon and to make predictions is
called
A. a hypothesis.
B. an operational definition.
C. a theory.
D. an independent variable.
26
Learning Goal: 4
59. Scientific assertions and predictions that can be tested are
A. theories.
B. hypotheses.
C. independent variables.
D. extraneous variables.
26

Difficulty: Basic
Learning Goal: 4
60. The pioneering theorist of psychoanalytical theory was
A. Carl Jung.
B. Erik Erikson. C.
Karen Horney. D.
Sigmund Freud.
26

Difficulty: Basic
Learning Goal: 4
61. Psychoanalytic theories emphasize that development is all of the following EXCEPT
A. primarily related to observable behavior.
B. primarily unconscious.
C. heavily influenced by early experiences.
D. highly colored by emotions.
26
Learning Goal: 4
62. Which of the following is NOT one of Freud's psychosexual stages?
A. phallic
B. genital
C. oral
D. moral
26-27

Learning Goal: 4
63. Which of the following is a structure in Freud's concept of personality?
A. the collective unconscious
B. the id
C. the self
D. the personal unconscious
27

Difficulty: Basic
Learning Goal: 4
64. According to Freud, the moral branch of the personality is the:
A. ego.
B. id.
C. superego.
D. self.
27

Difficulty: Basic
Learning Goal: 4
65. According to Freud, is the most powerful and pervasive defense mechanism.
A. reaction formation
B. denial
C. regression
D. repression
27
Difficulty: Basic
Learning Goal: 4
66. Peter Blos believed that regression during adolescence was
A. normal.
B. inevitable.
C. universal.
D. all of these.
27

Learning Goal: 4
67. The theorist who considered defense mechanisms to be key to understanding adolescent development
was
A. Sigmund Freud.
B. Anna Freud.
C. Karen Horney.
D. Alfred Adler.
27
Difficulty: Basic
Learning Goal: 4
68. Which of the following statements about defense mechanisms is TRUE?
A. Defense mechanisms are always unhealthy.
B. Defense mechanisms are unconscious.
C. Defense mechanisms are conscious.
D. Defense mechanisms are always helpful in avoiding reality.
27-28

Learning Goal: 4
69. Erikson believed that we develop in stages.
A. psychosocial
B. psychosexual
C. psychodynamic
D. psychometric
28

Difficulty: Basic
Learning Goal: 4
70. Denise argues that early experiences are more important; Barbara believes that both early and later
experiences are important. Denise's view is consistent with , while Barbara's view would be
supported by .
A. Blos; Erikson
B. Erikson; Freud
C. Freud, Erikson
D. Erikson, Blos
27-28
Learning Goal: 4
71. Erikson's psychosocial stage is experienced in the first year of life.
A. autonomy versus shame and doubt
B. initiative versus guilt
C. generativity versus stagnation
D. trust versus mistrust
28

Difficulty: Basic
Learning Goal: 4
72. Harper, age 19 months, has just begun to assert her independence. Harper is probably in Erikson's
psychosocial stage of
A. identity versus role confusion.
B. trust versus mistrust.
C. autonomy versus shame and doubt.
28

Learning Goal: 4
73. The negative outcome of Erikson's fourth stage of psychosocial development is
A. mistrust.
B. shame.
C. doubt.
D. inferiority.
28
Difficulty: Basic
Learning Goal: 4
74. According to Erikson, adolescents are in the psychosocial stage of
A. intimacy versus isolation.
B. identity versus role confusion.
C. initiative versus guilt.
28

Difficulty: Basic
Learning Goal: 4
75. According to Erikson, the core developmental task of early adulthood is to develop
A. intimacy.
B. integrity.
C. identity.
D. initiative.
29

Difficulty: Basic
Learning Goal: 4
76. Edith, age 57, believes that she has done little to help nurture the next generation. According
to Erikson, Edith has experienced associated with the seventh stage of psychosocial
development.
A. inferiority
B. role confusion
C. selfishness
D. stagnation
29

Learning Goal: 4
77. Cognitive theories emphasize
A. behaviors.
B. emotions.
C. conscious thoughts.
D. none of these.
29
Difficulty: Basic
Learning Goal: 4
78. For Piaget, the two processes that underlie cognitive construction of the world are
A. denial and distortion.
B. internalizing and externalizing.
C. organization and adaptation.
D. ordering and differentiating.
29

Learning Goal: 4
79. Which of the following statements about Piaget's theory is NOT true?
A. Piaget believed that people go through six stages in understanding the word.
B. Piaget believed that people go through four stages in understanding the world.
C. Each of Piaget's stages is age related.
D. Each of Piaget's stages represents a different way of understanding the world.
29

Learning Goal: 4
80. Calaeb, age 3, is in which of Piaget's stages of cognitive development?
A. sensorimotor
B. preoperational
C. concrete operational
D. formal operational
30

Learning Goal: 4
81. Which of the following statements about Piaget's concrete operational stage is TRUE?
A. It lasts from birth to about 2 years of age.
B. It encompasses the ability to think in an abstract manner
C. It lasts from approximately 7 to 11 years of age.
D. Children can perform operations that involve developing hypotheses.
30

Learning Goal: 4
82. Jenn has just begun to think abstractly and develop images of ideal circumstances. According to
Piaget, Jenn is in the stage of cognitive development.
A. sensorimotor
B. concrete operational
C. formal operational
D. post-formal operational
30
Learning Goal: 4
83. Vygotsky emphasized the role of in cognitive development.
A. culture
B. social interaction
C. learning to use the inventions of society
D. all of these
30

Difficulty: Basic
Learning Goal: 4
84. Which of the following operations is emphasized by information processing theorists?
A. encoding information
B. storing information
C. retrieving information
D. all of these
30

Difficulty: Basic
Learning Goal: 4
85. Which of the following statements describing Skinner's theory of operant conditioning is NOT true?
A. A behavior followed by a rewarding stimulus is likely to be repeated.

B. A behavior followed by a punishing stimulus is less likely to recur.
C. A behavior that is ignored will be repeated.
D. rewards and punishments shape behavior.
31
Learning Goal: 4
86. The leading theorist in the development of social cognitive theory is
A. Albert Bandura.
B. Walter Mischel.
C. George Kelly.
D. John Watson.
31

Difficulty: Basic
Learning Goal: 4
87. Craig sees his father help an elderly man who seems to have become confused and lost his way.
Several days later, Craig notices a woman looking in the shrubs for her lost wallet. Craig tries to help
her look for her wallet. Bandura would say that Craig's behavior was learned through
A. observation of his father.
B. teaching of moral values in Sunday School.
C. being punished in the past for not offering to help an older person.
D. being given a reward in the past for turning in a lost wallet to the police.
31

Learning Goal: 4
88. Bandura's model of learning and development includes the elements of behavior, person/cognition and
the
A. unconscious mind.
B. environment.
C. rewards available.
D. all of these.
31

Learning Goal: 4
89. Bronfenbrenner developed , a perspective that is receiving increased attention.
A. ecological theory
B. environmental theory
C. socioeconomic theory
D. existential theory
32

Difficulty: Basic
Learning Goal: 4
90. What is the system in Bronfenbrenner's theory that considers sociohistorical circumstances?
A. mesosystem
B. microsystem
C. chronosystem
D. exosystem
32

Learning Goal: 4
91. Which of the following of Bronfenbrenner's systems considers the culture in which people live?
A. chronosystem
B. mesosystem
C. exosystem
D. macrosystem
32

Learning Goal: 4
92. Harry fights constantly with his parents. Bronfenbrenner would predict that Harry might have
difficulty relating to his teacher because of a disruption in his
A. mesosystem.
B. exosystem.
C. chronosystem.
D. macrosystem.
32

Learning Goal: 4
93. An approach to understanding adolescent development that selects from each theory whatever is
considered its best features is called
A. a hybrid theory.
B. a patchwork theory.
C. an eclectic theory.
D. a blended theory.
33
Learning Goal: 4
94. Scientific observations
A. require a special set of skills.
B. are the first step in collecting data.
C. have to be systematic.
D. all of these.
33

Learning Goal: 4
95. Researchers can conduct observations in the everyday world or in the
A. laboratory.
B. virtual world.
C. theoretical world.
D. none of these.
33

Difficulty: Basic
Learning Goal: 4
96. Which of the following is a drawback to conducting observational research in a laboratory?
A. People must be paid for their time
B. People behave more naturally when they are away from the stresses of the "real world."
C. People may be too relaxed in a laboratory setting.
D. People who are willing to come to a laboratory might not be representative of general population.
33

Learning Goal: 4
97. Lilly is a researcher who wants to know how often high-school students are using their cell phones to
cheat on tests. Lilly pretends to be a visiting student. She sits in on classes and observes students as
they take tests. Lilly's method of research is known as
A. in situ research.
B. naturalistic observation.
C. covert research.
D. in vivo research.
33-34
Learning Goal: 4
98. Which of the following statements about using surveys to collect data is TRUE?
A. People answer in ways that they see as socially desirable.
B. Surveys are very expensive and time consuming to do.
C. Surveys can only be done on a limited range of topics.
34

Learning Goal: 4
99. The Stanford-Binet Intelligence test is an example of
A. a projective test.
B. an open-ended test.
C. a standardized test.
D. a subjective test.
34

Difficulty: Basic
Learning Goal: 4
100. Which of the following statements about standardized tests is TRUE?
A. They assume that people will perform differently depending on the setting of the test.
B. They assume that a person's behavior is consistent and stable.
C. They do not allow a person's performance to be compared with the performance of other people.
D. They do not provide any information about differences among people.
34

Learning Goal: 4
101. Measuring the levels of hormones in an adolescent's blood stream is an example of which type
ofmeasure of adolescent development.
A. psychological
B. experience sampling
C. physiological
D. concrete
34

Learning Goal: 4
102. MRI (magnetic resonance imaging) uses to construct an image of the .
A. x-rays; brain
B. radio waves; brain
C. radioactive glucose; brain
D. electrical activity levels; heart
34

Learning Goal: 4
103. Corey is participating in research. She is given an electronic pager, and a researcher "beeps" her
several times a day to ask her what she is doing. The researcher is using which of the following
methods?
A. random sampling
B. experimental design
C. experience sampling
D. correlational research
34-35
Learning Goal: 4
104. A research method in which a single individual is examined in depth is called the
A. single-subject design.
B. case-study method.
C. observational design.
D. descriptive method.
35

Learning Goal: 4
105. The three main types of research designs are descriptive, correlational and
A. observational.
B. covert.
C. experimental.
D. overt.
35

Learning Goal: 4
106. Dr. Tremble sends out surveys to faculty at 57 randomly selected to colleges to assess their
perceptions of faculty harassment. This is an example of research.
A. correlational
B. descriptive C.
experiemtal D.
observational
35
Learning Goal: 4
107. Which of the following statements regarding correlational research is NOT true?
A. The goal of correlational research is to demonstrate cause-and-effect relationships.
B. The goal of correlational research is to describe the strength of the relationship between two or
more events or characteristics.
C. The results of correlational research are reported in a numerical measure called a correlation
coefficient.
D. A negative correlation coefficient means an inverse relationship.
36

Learning Goal: 4
108. Professor Sands studies the relationship between the number of minutes that an adolescent spends text
messaging each semester and his/her grades in school. She found a correlation of +.60. What can we
conclude from this report?
A. Text messaging results in lower grades for adolescents.
B. Text messaging has no effect on grades for adolescents.
C. Text messaging and academic grades are related in adolescents.
D. The more an adolescent text messages, the higher his or her grades.
36

Learning Goal: 4
109. Three doctoral students are using correlational research designs for their dissertation research.
When all of the work is done, Marilyn's data yielded a correlation coefficient of -.45, Susan's data
was at +.30 and Bryan's data a -.50. Which student's data shows the strongest correlation between
variables?
A. Bryan
B. Susan
C. Marilyn
D. All students showed very similar results.
36
Learning Goal: 4
110. Which of the following correlation coefficients shows the weakest correlation?
A. -.10
B. +.15
C. +.70
D. -.80
36

Learning Goal: 4
111. The factor that is manipulated in experimental research is the
D. none of these.
37

Difficulty: Basic
Learning Goal: 4
112. The variable that is measured and that is expected to change as a result of experimental research is
the
D. experimental variable.
62

Difficulty: Basic
Learning Goal: 4
113. Which of the following statements about experimental research is NOT true?
A. All experiments involve at least one independent variable and one dependent variable.
B. Experiments demonstrate cause and effect.
C. Experimental design uses experimental groups only.
D. Experimental design uses experimental and control groups.
37
Learning Goal: 4
114. Assigning participants to experimental or control groups by chance is known as
A. random assignment.
B. lottery assignment.
C. nonrandom assignment.
D. convenience assignment.
37

Difficulty: Basic
Learning Goal: 4
115. The type of research that involves studying people all at the same time is known as
A. single-subject research.
B. longitudinal research.
C. sequential research.
D. cross-sectional research.
37
Learning Goal: 4
116. A disadvantage of cross-sectional research is
A. the variable under investigation is assessed all at the same time.
B. it is not very effective.
C. it gives no information about how individuals change over time.
D. it is time-consuming and expensive to conduct.
37

Learning Goal: 4
117. Professor Kelly is interested in seeing how adolescents' prosocial behavior changes over time. He
assesses a group of adolescents at ages 12, 15 and 18. Professor Kelly is doing research.
A. sequential
B. longitudinal
C. cross-sectional
D. experimental
38
Learning Goal: 4
118. A disadvantage of longitudinal research is
A. it is expensive to conduct.
B. it is time-consuming to conduct.
C. participants who remain in the study may be dissimilar to those who dropped out.
D. all of these.
38

Learning Goal: 4
119. Which of the following is NOT one of the APA's guidelines for ethical research?
A. full disclosure to participants regarding the exact nature of the research
B. informed consent
C. confidentiality
D. debriefing
38

Learning Goal: 4
120. Melissa has agreed to participate in a 90-day study of food preferences among adolescents. After
participating for two weeks, Melissa wants to withdraw from the study because it is taking too much
of her time. According to the APA guidelines
A. Melissa has to give the researchers a two-week notice before she can withdraw.
B. Melissa can withdraw at any time.
C. Melissa cannot withdraw once she has signed an informed consent form.
D. Melissa can withdraw only if she has a valid reason, such as a health issue or family emergency.
38

Learning Goal: 4
121. Which of the following statements about gender bias is TRUE?
A.Gender bias is a preconceived idea about the abilities of females and males that prevents them from
reaching their full potential.
B. Gender bias is an issue in the United States.
C. Gender bias happens when conclusions are drawn about females from research conducted with
only males.
39

Learning Goal: 4
122. Using an ethnic label such as Asian or Latino in a way that portrays an ethnic group as being more
homogenous than it is, is known as
A. ethnic stereotyping.
B. ethnic gloss.
C. ethnic shine.
D. ethnic categorization.
39

Learning Goal: 4
123. Compare and contrast G. Stanley Hall's "storm and stress" view of adolescence with the inventionist
view.
Hall's concept was that adolescence was a turbulent time, charged with conflict and mood swings. He
saw these changes in thought, feeling, and actions as happening quite frequently and as normative. He
believed that adolescence has a biological base.
The inventionist view saw adolescence as less of a biological event than a sociohistorical creation.
Inventionists that stress sociohistorical circumstances, such as a decline in apprenticeship, increased
mechanization of the Industrial Revolution, age-graded schools, urbanization, appearance of youth
groups such as the YMCA and the Boy Scouts are affecting adolescents. The three key dimensions for
the inventionist view of adolescence are schools, work, and economics.
Blooms Taxonomy: Evaluation
Learning Goal: 1
124. What were the underlying themes of the 1960s and 1970s?
There were three major themes in the United States during the 1960s and the 1970s. These were the
anti-discrimination protests, the anti-war protests and the women's movement. One major theme of
this period was that political protests reached their peak when millions of adolescents reacted to what
they saw as the United State's immoral part in the Vietnam War. Ethnic conflicts became pervasive as
African-American adolescents were denied a college education, and the secondary education that they
did receive was seen as inferior. College students participated in riots and sit-ins even as they pursued
higher education in higher numbers. Finally, the women's movement of the 1970s changed both the
description and the study of adolescence.

Learning Goal: 1
125. Describe some of the pros and cons of the technological revolution on adolescents, as outlined by
Mark Bauerline in The Dumbest Generation.
Technology can provide an expansive, rich set of knowledge that, if used in a constructive way, can
improve adolescents' education. However, a possible downside of technology is that today's youth
are more interested in information retrieval than information formation. Technology has decreased
adolescents' interest in reading books and, as a result, skills in reading and writing have been
negatively affected. Adolescents don't learn and retain general information and historical facts.
Learning Goal: 1
126. What was the major theme of William Damon's book The Path to Purpose?
Damon's major theme is that parents today are teaching their children to expect immediate
gratification and to look for short-term solutions to their problems and tasks. In Damon's view,
although short-term solutions are often necessary, they can distract adolescents from thinking about
their life purpose. He proposes that parents guide and assist their children through their choices by
giving them options and by sharing how they have coped with setbacks and dilemmas.
Learning Goal: 1
127. List at least four stereotypes of adolescents today.
"They are all lazy." "All they think about is sex." "They are so self-centered." "Kids today don't have
the moral fiber of my generation." "They don't want to work." "They are rebellious."
Any positive youth accomplishment is seen as an exception.

Difficulty: Basic
Learning Goal: 1
128. Compare and contrast psychologists' views of adolescents in the early 20th century with views
common now, in the beginning of the 21st century.
For much of the last century in the United States and other Western cultures, adolescence was
perceived as a problematic period of the human life span. The discipline of psychology, likewise,
viewed adolescents negatively. Psychology today focuses more on the positive side of human
experiences and places greater emphasis on hope, optimism, creativity, and positive individual and
group traits.
Blooms Taxonomy: Evaluation

Learning Goal: 1
129. Describe how the cultural contexts of the United States are changing, especially with respect to
immigration patterns and the projections for future demographics.
The cultural context for U.S. adolescents is changing with the dramatic increase in the number of
adolescents immigrating from Latino and Asian countries. Asian Americans are expected to be the
fastest-growing ethnic group of adolescents, with a growth rate of more than 500 percent by 2100.
Numbers of Latino adolescents are projected to increase almost 400 percent by 2100. By 2100, Latino
adolescents are expected to outnumber non-Latino White adolescents.

Learning Goal: 2
130. List and describe at least four cultural variations of adolescence around the world.
Two-thirds of Asian Indian adolescents accept their parents' choice of a marital partner for them.
Many female adolescents in the Philippines will sacrifice their own futures by migrating to the
city in order to send money to their families. Street youth in Kenya may engage in delinquency or
prostitution to survive. In the Middle East, many adolescents are not allowed to interact with the other
sex, even in school. Youth in Russia are marrying earlier to legitimize sexual activity.

Learning Goal: 2
131. Discuss major trends in health and well-being for adolescents around the world. Include both positive
and negative changes.
Adolescent health and well-being have improved in some areas but not in others. On the positive side,
fewer adolescents around the world die from infectious diseases and malnutrition than in the past.
However, adolescents continue to engage in a number of health-compromising behaviors, such as
illicit drug use and unprotected sex, at levels that place adolescents at risk for serious developmental
problems. Extensive increases in the rates of HIV in adolescents have occurred in many sub-Saharan
countries.

Learning Goal: 2
132. Discuss gender differences on the experiences of male and female adolescents with respect to
education, leisure activities, sexual experiences, family and peers.
Except in a few areas, males have more educational opportunities than females. In some countries
adolescents do not have access to secondary schools and higher education. Many schools do not
provide students with the skills that they need to be successful in adult work.
Adolescent females have less freedom to pursue leisure activities than males, and gender differences
in sexual expression are widespread. This is especially true for adolescent females living in India,
Southeast Asia, Latin America and Arab countries.
Family life for adolescents can be very different, depending on the culture and country. For example,
adolescents who grow up in Arab countries adhere to a strict code of conduct and loyalty. Adolescents
who grow up in the United States and other Western countries may experience divorce and
stepfamilies; parenting is less authoritarian than in the past. Other family trends include greater family
mobility, migration to cities, smaller families, fewer extended families, and increases in mothers'
employment.
Some cultures give peers a stronger role in adolescence than others. While peers figure prominently
in the lives of adolescents in Western countries, in Arab countries peers have a very restrictive role,
especially for girls.
Learning Goal: 2
133. List and briefly define the three determinants of human development.
The three determinants of human development are biological processes, cognitive processes and
socioemotional processes.
Biological processes involve physical changes in an individual's body. Cognitive changes involve
changes in an individual's thinking and intelligence. Socioemotional processes involve changes in an
individual's emotions, personality, relationships with others and social contexts.

Learning Goal: 3
134. Explain what modern theorists mean when they say, "Development is a lifelong process."
Today developmentalists do not believe that change ends with adolescence. Adolescence is part of the
life course and is not an isolated period of development. Although it has some unique characteristics,
what takes place in adolescence is connected with development and experiences in both childhood and
adulthood.
Difficulty: Basic
Learning Goal: 3
135. Briefly describe the three periods of adult development.
The three periods of adult development are early adulthood, middle adulthood, and late adulthood.
Early adulthood begins in the late teens or early twenties and lasts through the thirties. Middle
adulthood begins at approximately 35-45 years of age and ends at some point between
55 and 65 years of age. Late adulthood is the period that extends from 60 or 70 years old until death.

Difficulty: Basic
Learning Goal: 3
136. Beth is 22 years old. What developmental period is Beth in, and what are the two main tasks of this
period?
Beth is in the developmental period of emerging adulthood. The two main tasks of this period are
experimentation and exploration.
Difficulty: Basic
Learning Goal: 3
137. List Jeffrey Arnett's five key features of emerging adulthood.
The five key features that characterize emerging adulthood are identity exploration, especially in
love and work; instability; self-focus; feeling in-between; and the age of possibilities, a time when
individuals have an opportunity to transform their lives.

Learning Goal: 3
138. What are some of the factors that make it difficult to determine when an individual becomes an adult?
Determining when an individual becomes an adult is difficult. In the United States, the most widely
recognized marker of entry into adulthood is holding a permanent, full-time job. Economic
independence is one marker for achieving adult status, but it is a long process in some cultures. Taking
responsibility for oneself, deciding on one's own beliefs and values and establishing a relationship
with parents as equal adults are all markers of adult status.

Learning Goal: 3
139. List and briefly describe the three types of assets that Jacqueline Eccles and her colleagues determined
are especially important for making a competent transition through adolescence and emerging
adulthood.
The three types of assets that Eccles and colleagues determined are necessary for the successful
transition through adolescence and emerging adulthood are: intellectual development, psychological
and emotional development and social development.
Intellectual development includes such things as knowledge of essential life and vocational skills,
critical thinking and reasoning skills, cultural knowledge, and school success.
Psychological and emotional development encompasses such things as good mental health, good
emotional regulation and conflict resolution skills, mastery motivation, personal autonomy, personal
and social identity, and strong moral character.
Social development is related to connectedness, sense of social place, attachment to prosocial
institutions, and commitment to civic engagement.

Learning Goal: 3
140. List and define the three major issues in studying adolescent development.
The three important issues raised in the study of adolescent development are nature and nurture,
continuity and discontinuity, and early and later experiences.
The nature-nurture issue involves the debate about whether development is primarily influenced by
nature or nurture. Nature refers to an organism's biological inheritance, nurture to its environmental
experiences. The continuity-discontinuity issues focuses on the extent to which development involves
gradual, cumulative changes (continuity) or distinct stages (discontinuity). The last issues focuses
on the importance of earlier experiences in the child's life and whether or not later experiences can
make up for deficits or poor early experiences. Proponents of the early-experience doctrine believe
that development will never be optimal if infants are not given warm, nurturing care in the first year
of life. Proponents of the later-experience view argue that children and adolescents are malleable
throughout development and that they can compensate for less than optimum early experiences with
quality later experiences.
Learning Goal: 3
141. List the four steps in the scientific method.
The four steps in the scientific method are:

1. Conceptualize a process or a problem to be solved/
2. Collect data/
3. Analyze data/
4. Draw conclusions/

Difficulty: Basic
Learning Goal: 4
142. List and describe Freud's three parts to the personality.
The three parts to the personality, according to Freud, are the id, ego and superego.
The id is totally unconscious and has no contact with reality. It contains instincts, which are an
individual's reservoir of psychic energy. The ego deals with demands of reality and makes rational
decisions. The ego uses defense mechanisms to help resolve conflicts between its reality demands, the
id's wishes, and the superego's constraints. The superego is the moral branch of the personality that
takes into account whether something is right or wrong.

Learning Goal: 4
143. Describe Piaget's formal operational stage of cognitive development. Be sure to address ages and
majors changes in thinking.
The formal operational stage, which appears between the ages of 11 and 15 and continues through
adulthood, is Piaget's fourth and final stage. In this stage, individuals move beyond concrete
experiences and think in abstract and more logical terms. Adolescents begin to think about
possibilities for the future, solve problems more systematically, and develop and test hypotheses.

Learning Goal: 4
144. What are the main ideas behind Vygotsky's theory of cognitive development?
The main idea behind Lev Vygotsky's sociocultural theory of cognitive development is that social
interaction and culture guide cognitive development. He also believed that individuals actively
construct their knowledge. He stressed that cognitive development involves learning to use the
inventions of a society, such as language, mathematical systems, and memory strategies.
Learning Goal: 4
145. What is the main idea behind Skinner's theory of operant conditioning?
B.F. Skinner believed that, through operant conditioning, the consequences of a behavior produce
changes in the probability of that behavior's occurrence. In Skinner's view, rewards and punishment
that follow a behavior shape development. The key aspect of development for Skinner is behavior,
not thoughts and feelings. He believed that all behavior is learned and can be unlearned by making
changes to the environment.
Learning Goal: 4
146. List the three key factors in development, according to social cognitive theory.
Social cognitive theory holds that behavior, environment, and cognition are key factors in
development.

Difficulty: Basic
Learning Goal: 4
147. List and describe the five environmental systems in Bronfenbrenner's ecological theory. Explain how
the systems relate to each other.
Bronfenbrenner holds that development reflects the influence of five environmental systems:
microsystem; mesosystem; exosystem; macrosystem and chronosystem. Th microsystem is the setting
in which a person lives. For adolescents the microsystem is made up of family, peers, school, and
neighborhood. The mesosystem involves relations between microsystems. The exosystem consists
of links between a social setting in which a person does not have an active role and the individual's
immediate context. For example, things that happen at a mother's or a father's workplace may have an
indirect effect on the adolescent. The macrosystem involves the cultures in which adolescents live.
Finally, the chronosystem consists of the patterning of environmental events and transitions over the
life course, as well as sociohistorical circumstances. Each of these systems may overlap one another.

Learning Goal: 4
148. Compare and contrast laboratory observation and naturalistic observation.
Laboratory observation takes place in a controlled situation with factors of the "real world" removed.
A drawback to this approach is that it is almost impossible to conduct this research without the
participants knowing that they are being observed. Because a laboratory setting is unnatural, people
may behave differently than they would in another context.
Naturalistic observation, on the other hand, means observing behavior in real-world settings, making
no effort to manipulate or control the situation.
Learning Goal: 4
149. Describe one advantage and one disadvantage of case-study research.
One advantage of case study research is that allows the researcher to take an in-depth look at a single
individual. A disadvantage is that one cannot generalize the findings from the study of one person
to a larger population. The subject of the case study is unique, and other people, even those with the
same condition, disorder, or factor of interest, may be very different. In addition, case studies involve
judgment of unknown reliability.
Learning Goal: 4
150. Compare and contrast correlational and experimental research.
In correlational research, the goal is to describe the strength of the relationship between two or
more events or characteristics. The more strongly the two events are related or associated, the more
effectively we can predict one event from the other.
Correlation does not equal causation. If we want to know if one event causes another, we must look to
the experimental design for answers. An experiment is a carefully regulated procedure in which one or
more factors believed to influence the behavior being studied are manipulated, while all other factors
are held constant.

Learning Goal: 4
151. List and briefly describe the four APA guidelines that must be followed in the conduction of ethical
research.
1. Informed Consent: participants must know what the research will involve and what risks might
develop.
2. Confidentiality: Researchers are responsible for keeping all date confidential and, when possible,
anonymous.
3. Debriefing: After the study has been completed, participants should be informed of its purpose and
the methods that were used.
4. Deception: In all cases of deception the researcher must ensure that deception will not harm the
participants.

Learning Goal: 4
1 Summary
Category # of Questions
Blooms Taxonomy: Analysis 24
Blooms Taxonomy: Application 25
Blooms Taxonomy: Comprehension 17
Blooms Taxonomy: Evaluation 2
Blooms Taxonomy: Knowledge 83
Difficulty: Basic 44
Difficulty: Difficult 28
Difficulty: Moderate 79
Learning Goal: 1 30
Learning Goal: 2 13
Learning Goal: 3 31
Learning Goal: 4 77
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‘I was surprised at this sudden rencontre, Marie. I know not why,
but I did not expect that we should ever meet again. It certainly was
not my wish, although you will not give me credit for the cause.’
‘And what is that?’
‘I will tell you. You know I left Paris for Liége, my native place,
some time ago. I have since then followed my profession there, and
am about to be married. My intended lives at Mezières, whence I am
now returning from a visit.’
‘And you ought to forget me,’ replied Marie: ‘it is right to do so.’
Then she added, ‘Do you remember the last evening we met,
Camille?’
‘It would be difficult to forget it. I have the scar here on my arm
from Monsieur de Sainte-Croix’s sword. Where is he—at Paris still?’
‘I know not,’ answered the Marchioness, with a violent effort to
conceal her emotion; ‘it is long since we have met.’
‘He may be alive or dead, for aught I could say to the contrary,’
said Theria. ‘I never hear from Paris now.’
‘He knows nothing then,’ thought the Marchioness.
‘But how is it I find you here?’ continued Theria; ‘so far from home,
and alone?’
‘Alas! Camille, it is a sad story, and some day you shall know
everything. I have been compelled to fly from Paris—from my
creditors—to avoid a prison. The separation from my husband and
children drove me to seek any excitement that would drown my
wretchedness. I played deeply, and I am ruined.’
‘Are you pursued?’
‘I believe the authorities are close upon my track. I only left Paris
the evening before last. Your old friend Philippe Glazer came with
me to Offemont, and from that place I have travelled alone.’
‘I think you might have chosen a better resting-place,’ said Theria.
‘This is the principal hotel, and the first to which the police would
come. I shall wait here until my horse is rested, and then push on to-
night, if possible, to Dinant; for I must be at Liége to-morrow. Will you
accompany me?’
‘Again upon the road!’ murmured his companion in accents of
despair. ‘My strength has nearly deserted me!’
‘It will be safer for you, if things are as you state,’ replied Camille.
‘You will have passed the frontier, and be three leagues nearer the
termination of your journey. We will sup together if you please, Marie,
and talk it over; I shall not start for an hour yet. Mass! how the wind
is shrieking along the market-place!’
‘I will go with you,’ said Marie, after a little deliberation. ‘I could not
bear to be left here now, wretched and utterly deserted as I am. The
sight of you has recalled so many old feelings, that——’
‘Understand me, Marie,’ interrupted Camille, ‘the past must be
never again alluded to between us. I have told you my position, and
if we meet, it can only be as friends.’
‘It shall be as you wish, Camille,’ replied the Marchioness with a
sigh. ‘I will not give you cause for the lightest rebuke.’
Some of the people of the inn appeared at that moment, and at
Camille’s orders laid out a table for supper. When they left the room
he said—
‘Have you no other dress? In my quiet vehicle your rich costume
would at least excite curiosity; and the more unobserved we are the
safer.’
‘I have provided against any suspicion,’ said Marie; and taking up
the bundle she had brought with her, she left the room, returning
within five minutes attired as a paysanne of the Forêt de l’Aigue. Her
hair, which she usually wore in showering ringlets about her neck
and shoulders, was knotted and disordered by her journey, and she
stood before a large mirror in the room, to put it up beneath a small
country cap, first letting fall its entire flowing length, with a coquetry
that was intended to produce its effect upon Theria. But Camille’s
affections were fixed at present rather on a brioche that adorned the
table, and the effect was lost.
Whilst thus occupied, an unusual stir was heard in the street below
the inn. Marie, alive to every sound, again rushed to the window, and
to her dismay perceived that her worst fears were realised. A
mounted escort of guards had surrounded a carriage, in which, by
the lights they carried, she could plainly recognise Desgrais, and two
other exempts. He had closely followed her, making up for the time
lost in the wild-goose chase towards Beauvais by double speed as
soon as he found himself on the right track; and, as Camille had
imagined, came first to the principal hotel.
‘I am lost!’ she exclaimed, as she retreated from the window. ‘They
have traced me!’
‘Not yet,’ said Camille, jumping up. ‘But you must be off directly.
Where is your passport?’
A cry of terror broke from Marie’s lips at the question. She had left
home without one, forgetting that it would be demanded at the
frontier.
‘Never mind,’ cried Theria; ‘this way. We can get into the court
before they enter by this staircase, and thence to some of the back
streets. You must run every risk, if you wish to escape; though I
should imagine, for a matter of debt, they would not be very hard
upon you. Come—come!’
Little persuasion was needed to induce Marie to accompany her
new guide. They flew down the small flight of stairs indicated by
Theria, and were quickly in the street in the rear of the hotel, whence
a few turns conducted them to the river side, where the Meuse was
chafing amidst the huge blocks of ice which had floated down its
stream, and were gathering into one solid mass.
‘If you could but cross the river,’ he said, ‘we should be safe. But a
boat could not make its way amidst the ice. We will try it, however, if
you choose.’
‘I am ready,’ said Marie. ‘The chance is a desperate one either
way.’
‘We must not be particular about what craft we take,’ said Theria,
‘so long as it remains undiscovered. Here is one I think will do.’
A small boat had been hauled on to the bank, which Theria directly
launched through the brittle ice close to the shore; and then,
assisting Marie to enter it, he got in himself, and pushed off with one
of the stretchers. So rapidly had everything taken place, that before
the Marchioness well understood what they were about, she found
herself with Theria half across the river.
It was not very dark. One or two lights were gleaming and
struggling with the wind along the edge of the river; and the frosty
brightness of the stars was sufficient to enable them to discern
surrounding objects. The huge blocks of ice kept floating about them,
at times turning their boat completely round, and at last a
conglomeration of these masses hemmed them in, threatening
entirely to arrest their farther progress. Theria made a few strenuous
efforts to set the boat free, but in vain. Another and another block
joined the body, until the entire mass, wedging itself in with some
fixed groups that extended a third of the way across the river,
became altogether immovable.
‘Pheuh!’ said Theria, as, after a few laborious attempts to get the
boat out, he threw down his piece of board, and saw the futility of his
work. ‘What can we do now? We are fairly trapped.’
‘It is all over!’ exclaimed Marie, as she gazed at the gloomy
masses, about which the cold feathery spray of the river was
dashing, terrible to look at in the obscurity. ‘We shall be kept here
until daylight, and then be captured.’
‘If we are, I shall be mistaken,’ said Theria. ‘The ice ought to make
a bridge, although a slippery one.’
He tried to gain a footing upon one or two of the blocks; but they
turned round as he touched them. At last he found one larger and
firmer than the rest—a conglomerate of several pieces, forming a
perfect iceberg—and this was frozen to some others that had been
arrested in their progress by one or two piles just under water. It was
extremely hazardous; but their only chance was to endeavour to
reach the bank by this treacherous passage. Theria stepped
carefully from the boat on to the block, which, somewhat depressed
in the middle, offered a safer platform to stand upon than those of a
more irregular shape. Then, assured of its stability, he gave his hand
to the Marchioness, and bidding her to trust herself entirely to his
guidance, assisted her on to the ice, moving with extreme caution,
and sideways towards the bank. The least slip of the foot or
overbalance of weight would at once have been fatal to both; but,
fortunately, the severity of the frost had so bound the masses to
each other, that in little more than a minute their perilous journey was
accomplished, and they stood on the firm land on the other side of
the river. The cold had kept all within doors, so that they were not
observed by any passers by, and the darkness hid them from the
view of the sentinels on the adjacent fortifications.
Camille directly led Marie to a small cabaret on the quay, and told
her to await his return, whilst he went back to the hotel by the bridge
—having his passport en règle, and being, moreover, slightly known
to the authorities. His absence had scarcely been noticed at the ‘Ane
Doré’ in the confusion, although they were eagerly seeking the
Marchioness; so he ordered out his horse and little conveyance, and
drove over the bridge to the spot where he had left Marie. Here she
joined him, and they then set off together to Dinant, the first town in
Belgium on crossing the frontier, where they arrived in two hours.
Now Marie determined at all hazards to stop. She had meant to do
so at Givet, had it been practicable, for her strength would hold out
no longer; indeed, for the last ten miles of her journey, she had been
in a complete state of stupefaction from want of rest, after the trials
she had undergone. Theria went to another house to avoid any
suspicion, recommending her to post onward in the morning, so as
to reach Liége before Desgrais could get any order for her
‘extradition’ from the Conseil des Soixante in that city. The chances
were in favour of her security; for no one had seen her leave Givet,
nor would the passport books afford any information as to her route.
Meantime Desgrais had learned sufficient at the ‘Ane Doré’ to
convince him that the Marchioness had been there; and the
discovery of the garments she had left at the hotel at once decided
him. But she had again slipped through his hands, and this time
without leaving a trace of her journey behind her. He immediately
sent his archers round to the commissaries of police and the
barriers; but no passport had been seen that night, nor were the
guards aware that any one had crossed the bridge since dark,
except Theria, whom they mentioned. But he knew that the
Marchioness had the passage of the frontier for her object, and that
Liége, as the nearest place of importance, would in all probability be
the end of her journey; and consequently, leaving a portion of his
men at Givet, with orders to make the strictest investigation at all the
hotels and small inns in the neighbourhood, he went on the same
night to Dinant, actually sleeping in that town within two hundred
yards of his object.
Marie was up as soon as there was daylight enough to proceed on
her journey. Twenty leagues were now all that remained between her
and Liége, and these she meant to traverse before night. The rest of
some hours had refreshed her, bodily and mentally, and she was
once more ready to encounter any difficulties her further progress
might bring forth. The exempt never heard of the departure (which
he immediately knew to be that of the Marchioness), until three or
four hours after she had left Dinant; and then, still at a loss to
account for the manner in which she had contrived to elude the
police authorities at Givet, he ordered out a carriage and horses, and
started after her with all the speed his money and authority could
command, leaving his archers behind—with the exception of two
who accompanied him—with orders to follow him as hastily as their
means would permit.
Empanne, Havelange, Nandrin—all were passed without any
circumstance occurring to obstruct Marie’s flight; and the gloom of
the winter’s night was closing fast about her as the carriage came
within the last mile of Liége. It was here, as she looked behind her
through the small window at the back of the vehicle, to see if there
were any signs of pursuit on the road—which had been her sole
occupation during the day—that she first perceived two gleaming
lights in the distance, evidently following her. She urged on the
postilions, and a turn of the road hid them from her view. Then they
were again visible, and apparently nearer; directly the brow of the
hill, as she descended once more, shut them out, and the next
minute she saw them gaining upon her during every interval of
perfect darkness. Swiftly as she was flying along the road, it was
evident that the other party was more than a match for her attelage
in speed; and perceiving from this that every effort was being made
to come up with her, she concluded that it was Desgrais.
Lashed and goaded to madness, her horses flew on like the wind,
as from the front of the carriage she promised an additional reward
every instant to their riders if they brought her to Liége before the
other traveller. But Desgrais—for it was he—was equally on the alert.
On the first intimation that a carriage was in sight on the road before
them, he had left the interior, and, clinging to the front of the voiture,
was urging his own people on as earnestly as the Marchioness, until
the uproar of cries and cracking whips was plainly audible to the
terrified inmate of the first vehicle. Tearing uphill, until the breathless
horses almost fell from being overtasked—anon racing down, with a
precipitancy that threatened annihilation every instant—and then
flying along the level road, so close together, that the steam from the
animals in the carriage of the Marchioness was still visible in the
gleam of the lamps belonging to Desgrais—did the chase continue.
At last they entered Liége, and the pursuit now became doubly
exciting from the cries of the postilions as they traversed the
glooming streets at a fearful pace, cracking their whips as they
whirled them above their heads, and shouting in an unearthly
manner to warn the passengers of their advent. A charette in the
road offered a temporary check to Marie’s carriage, and Desgrais the
next instant was close up to her. But nearer he could not come; for
the width of the thoroughfare would not allow the two vehicles to go
abreast. They were, however, coming to a broader street, and then
Marie knew he would pass her. To avoid this, and gain a minute of
time—for every second now was worth the price of her life—she
collected some straw from the interior of her coach, and tied it into a
bundle with her handkerchief; then lighting it at the lamp of the
carriage, she leaned out of the window, and threw it, blazing, directly
in front of the leaders of the other voiture. The horse on which the
postilion was riding reared up in fright, and directly threw him; his
fellow backed as well, and the wheelers coming over them, they
were all thrown together in a terrible confusion before the carriage,
which by its own impetus came partly on them. In an instant
Desgrais leaped upon his feet—for the shock had also thrown him
upon the ground—and clearing the rider from the stirrups, he cut the
traces with his poniard, and getting the horse upon his legs, vaulted
into the saddle, leaving the rest of his equipage to the care of the
archers who were inside. The carriage of the Marchioness was not
fifty yards ahead, as it turned towards the convent she had indicated
to the drivers. Once more everything depended on a few seconds,
and Desgrais goaded the poor animal with the point of his weapon to
spur it onwards, as the horses of his intended prisoner, equally
urged, kept tearing on towards the goal. At last they stopped at the
door of the convent, and as its heavy bell sounded with a loud and
violent peal, the exempt came up to the carriage.
He sprang from his horse, and tore down, rather than opened, the
door nearest the road, and seized the Marchioness by her mantle. At
that instant the gate of the convent opened, as she jumped from the
carriage and entered the lodge, leaving the garment in the hand of
the exempt. Desgrais rushed through the vehicle, and was about to
follow her, when she seized a cross from the porch, and held it
towards him with a smile of triumph, that threw an expression of
demonaic beauty over her features.
‘You dare not touch me!’ she cried; ‘or you are lost, body and soul!’
With an oath, Desgrais fell back before the sacred emblem. Marie
had thrown herself upon the Church, and claimed a sanctuary. An
impassable barrier was between them, and the whole of his toil to
arrest her had gone for nothing. The chance had been lost, in a
pursuit of nearly one hundred leagues, by half a minute.
CHAPTER XXXIII.
THE END OF LACHAUSSÉE
Whilst all this turmoil had been going on, Paris was no less a scene
of excitement; indeed, it was greater, inasmuch as it affected a larger
number of persons. The awful death of Sainte-Croix, and the
discoveries which had arisen from the unexpected revelation of the
casket, furnished sufficient matter for conversation to all the gossips
of the good city. Maître Glazer’s shop was more than ever besieged
by the curious bourgeoisie, as he was supposed to be better
acquainted than any one else, not even excepting the commissary of
police, with the circumstances of the event. But it was remarked that
Philippe preserved a perfect silence respecting the share which the
Marchioness of Brinvilliers was known to have had in the
transactions of the newly-discovered poisoners. He always avoided
the most distant allusion to the catastrophe, and even when Maître
Picard wished to push his questions very closely—half in his
capacity of public functionary, half as a private gossip—the young
student generally cut all his queries so very short, that Picard almost
imagined he must have been one of the parties implicated.
‘For, look you, messieurs,’ the little chapelier would say, when he
got out of Philippe’s ear-shot, and was traversing the Place Maubert,
‘Madame de Brinvilliers had as many accomplices as our good King
Louis—whom Montespan preserve!—has sweethearts. Else, whence
came the powerful armed force which unhorsed me on the road to
Le Bourget?’
‘She had dealings with the sorcerers,’ observed a neighbour.
‘I believe it,’ replied M. Picard. ‘I heard of her with Exili, who is
about to suffer at the gibbet of Montfaucon, the night M. de Sainte-
Croix died. And the exempt’s guards, who returned to Paris, have
affirmed that she flew past them on a whirlwind whilst they halted at
Le Bourget. She will never be taken—no: the devil would save her
from the centre of the Chambre Ardente itself, even if M. La Reynie
had the care of her. Allons! buvons! it is a wicked world!’
And then the little bourgeois and his neighbours turned into the
nearest tavern, and, whatever might be the time of day at their
entrance, never appeared until after curfew had sounded, when
Maître Picard was usually conducted home to the Rue de la Harpe
by the Gascon, Jean Blacquart, whose unwillingness to engage in
personal encounter was scarcely sufficient to keep the chapelier
from pot-valiantly embroiling himself with everybody unarmed that he
chanced to meet. Our business is not, however, so much with these
personages just at present; but with those of whom we have not
heard for some little time.
Night was closing round the gloomy precincts of the Cimetière des
Innocents—mysterious, cold, cheerless. The snow lay upon the
burial-ground, and clung to the decaying wreaths and garlands that
rotted on the iron crosses which started up from the earth. The
solemn and dreary place was doubly desolate in the wintry trance of
nature. In the centre of the cemetery a tall obelisk arose, and on the
summit of this, some fifteen feet from the ground, was a large
lantern, from which a pale light gleamed over the abodes of the
dead, throwing its rays sufficiently far to reveal a ghastly procession
of corpses, of all ages and professions, painted on the walls and
covered charnels in which the wealthier classes were interred who
chose to carry their exclusiveness into the very grave. This danse
macabre, or dance of death, was then rapidly becoming invisible at
different stages of its march. At various parts of the enclosure small
lamps struggled with the wind, as they hung before images of the
Virgin placed in niches of the walls and tombs, and lights were
visible in the higher windows of the crowded, and not unpicturesque,
buildings that enclosed the cemetery; but elsewhere everything was
dark, and the place was untenanted but by the dead.
One figure, however, might have been seen kneeling at a fresh
grave for some time, in spite of the inclemency of the weather. And
about this the snow had been cleared away; the chaplets on the
small cross were fresh, and a few dark evergreens were planted at
the head and foot. A scroll in the ironwork bore the inscription, ‘Cy
giste Gaudin de Sainte-Croix, qui trépassa, la vingt-neuvième année
de son âge.’ It was the tomb of the guilty lover of the Marchioness of
Brinvilliers, and the solitary mourner was Louise Gauthier.
Of all with whom Sainte-Croix had been on terms of intimacy, not
one had cared to make inquiry after him, when the report of his
death was first promulgated, but the Languedocian. But Louise,
assisted by Benoit (with whom she had returned to live, since the
evening at the Hôtel de Cluny, when she again fell in with him), had
seen the body taken from the dismal vault below the Palais des
Thermes to his old abode in the Rue des Bernardins. She had been
the solitary mourner when his body was rudely consigned to that part
of the ground allotted to those for whom no consecrated rites were
offered; and her own hands afterwards had adorned the grave—the
only one thus distinguished in this division of the cemetery—with the
humble tributes that were about it. All this she had done without one
tear or expression of the wretchedness that was breaking her heart;
but when it was accomplished, she gave full vent to her pent-up
feelings, and was accustomed to seek the cemetery every evening,
weeping and praying in the terrible solitude of the burial-place, over
the grave whose narrow limits comprised her world.
It was past the time of curfew; but the city of Paris had not the air
of quietude which it usually bore at this period of the night. The
murmur of a distant multitude could be heard mingling with the
occasional solemn tolling of some hoarse and deep-mouthed bell,
and now and then the roll of drums calling troops together. Louise
had been some hours in the cemetery, when she was surprised by
the appearance of Benoit and his wife, who had come to seek her,
alarmed at her unusual stay from home, although they were aware of
the locality in which she was most likely to be found. The honest
couple had started off together to bring her back; and now, assisting
her to rise, had persuaded her to return with them.
As they got into the Rue des Lombards, on their way towards the
river, a sudden rush of people in great numbers separated them from
one another, and they were obliged to fall in with the stream, which,
increasing at every corner of a fresh thoroughfare, almost carried
them off their legs. Louise addressed a few questions to some that
she came in contact with, but no answer was returned; all appeared
too anxious to hurry onward. Soon the crowd became more dense in
the narrow streets, and the confusion and jostling was increased by
the mounted guard who pressed on through the people, almost
riding them down, amidst the screams of the women and curses of
the men, who only received a few blows in return. She was now
entirely borne onward by the multitude, and in the dense mass of
people could scarcely look up to see in what direction she was being
impelled, until she found herself close to the Grand Châtelet.
The whole of the carrefour was lined with troops carrying cressets,
so that it was light as day; and in the centre a scaffold was erected,
on which one or two figures were standing. One of these was a
priest, the others were masked, and held what appeared in the
distance to be long staves in their hands. Louise’s heart sickened as
she foresaw that she was about to be present at an execution, and
one of the most terrible kind. There was no headsman’s block on the
platform; but some apparatus could be seen upon the floor, but a few
inches in height. A wretch was about to be broken on the wheel.
Suddenly the murmurs of the people ceased; lights moved in slow
procession from the Châtelet, and the voices of monks could be
heard chaunting a requiem. They advanced between lines of troops
towards the scaffold, and then the criminal could be distinctly seen.
He was not walking, however, between them, nor was he dragged on
a sledge, but borne on a species of bier, raised on the shoulders of
some of the soldiery; from which the spectators knew that the
question had been undergone, and the rack had left its victim
crippled, with dislocated limbs. By the men in masks he was lifted on
to the platform, and then a yell from the vast multitude assembled
broke the silence that had just reigned. It was a terrible cry of ferocity
and denunciation.
Louise could scarcely speak; but she asked a female who was
close to her the name of the criminal.
‘One of the poisoners,’ replied the woman; ‘his name is
Lachaussée. He will make up for Sainte-Croix’s cheating us out of
his execution. And the Marchioness of Brinvilliers will follow, when
she is caught. Oh! these are brave times! I should like to have seen
Sainte-Croix broken. They say he was handsome; and that he would
have held out to the last. Hist!’
The noise of the multitude ceased as the priest advanced to the
edge of the scaffold and addressed them. His words could only be
heard by the few around him; but they were carried from one to the
other, and were to the effect that the criminal had refused to confess,
after having undergone the question both ordinary and extraordinary;
that his own guilt had been sufficiently proved; but that none of his
accomplices had been named, except his master and instructor,
Monsieur Gaudin de Sainte-Croix, upon whom a just retribution had
fallen. The last judgment of the law would now be carried into effect,
but the coup de grace would be withheld until the criminal had
confessed all that he was known to be acquainted with respecting
his presumed accomplice, the Marchioness of Brinvilliers, now in
sanctuary, as it was supposed, at a convent beyond the frontier.
There was an awful silence. The wretched man was seized by the
other figures on the scaffold and placed upon the wheel, and the
next minute the staff in the hands of one of the executioners was
raised. It descended with a dull, heavy sound, distinctly audible at
every part of the square, as was the sharp cry of agony that burst
from the lips of the culprit. The priest stooped down, and appeared to
commune with him; but in a few seconds he rose again, and the
blow was repeated, followed by the same scream, but less piercing
than before. Another and another followed, and then a conversation
of greater length took place between the criminal and his confessor.
The monk advanced again to the front of the scaffold, and waving his
hand, stopped the murmur that was rising from the crowd as they
commented on the proceedings.
‘The criminal Lachaussée has confessed,’ he said. ‘He
acknowledges his guilt, and also that of Madame Marie-Marguerite
d’Aubray, Marchioness of Brinvilliers, hitherto suspected, from whom
he owns to have received the poisons with which her two brothers
were murdered. The coup de grace may now be given.’
He held up a crucifix in sight of the writhing object of his speech,
and directed the chief executioner to despatch his victim. The man
again raised the bar, and it descended upon the breast of
Lachaussée, crushing all before it. No cry followed the blow this
time: the death of the wretched man was instantaneous.
The multitude remained silent for a few seconds, as if they were
listening for another cry. But voices were at length heard, first one
and then another, gradually spreading, until the murmur broke forth
into one savage roar of exultation, when they knew that the criminal
had ceased to exist. A clue had been found to the mystery in which
the deaths by poison had long been involved; and now that one of
the participators in the horrible deeds, that had so long baffled the
keenest vigilance of the authorities, had expiated his offence before
their eyes, their satisfaction knew no bounds. And when they had
thus vented their approval of the sight they had just witnessed, they
turned away from the carrefour, and began to leave the spot by the
different outlets.
Louise, who had been scarcely able to sustain herself through the
ghastly scene, was hurried on by the breaking up of the crowd, until
she contrived to get within a porte-cochère, meaning to let them
pass. But she had not been there an instant before she was
recognised by a man in the throng, who had been a servant of
François d’Aubray.
‘Ho!’ cried the fellow, as he saw her by the light of a cresset, ‘here
is another of them. I saw her with Madame de Brinvilliers the night
that her brothers were murdered. She is an empoisonneuse. To
prison with the witch!’
He advanced towards the poor girl as he spoke, whilst the crowd
stopped in their passage. But as he approached her he was seized
by a powerful arm, and, having been twisted round, was flung with
some violence upon the ground.
CHAPTER XXXIV.
THE GAME IS UP—THE TRAP—MARIE RETURNS WITH DESGRAIS TO THE
CONCIERGERIE
Any other officer than Desgrais would have given up further attempts
to arrest the Marchioness, now that she was in the sanctuary of a
convent—in a town, too, where any invasion of the privileges
belonging to a religious house would have been avenged with the
most unrelenting severity. But the exempt felt bitterly the manner in
which he had been more than once duped upon the road, at times
when his prey was completely within his grasp. He was exceedingly
sensitive as regarded his position, and reputation as the most
vigilant officer of the Maréchaussée, and he determined not to enter
Paris again until he could do so accompanied by the Marchioness.
To effect this, he took a lodging in a retired quarter of Liége, and
remained there for a few weeks, dismissing his archers and guards,
with orders to return to Givet, and be in readiness to join him at
Liége upon the shortest notice. To the Marchioness he was
personally unknown. She had not met him above once or twice, and
then without particularly regarding him; and this decided him as to
the course he would pursue. He was young and active; the very
business in which he was constantly engaged had given him
admission into all ranks of society; and he had tact and ready
perception to profit by his observations, and adopt the manners of
any particular class which he found it necessary to assume. He
arranged his plans and, when he imagined sufficient time had
elapsed, proceeded to put them into execution.
To effect the capture he disguised himself in the dress of an abbe,
and presented himself one evening at the gates of the convent in
which Marie had sought shelter, requesting to see her. The porter,
after a slight hesitation, admitted him to the parlour, and in a few
minutes the object of his venture appeared.
The Marchioness had entirely recovered from the fatigues of her
journey. Those who had known her intimately would have remarked
a few lines on her face, resulting from the agitation caused by recent
events; but to others there was still the same girlish, confiding face—
still the same blue lustrous eyes and smooth expansive forehead,
and the rosy lips still half-revealed the same beautiful teeth that had
so dazzled the sight of the gallants, and raised the envy of the
dames of the court at Versailles. She bowed gracefully to Desgrais
as she entered the room, and then in her softest tones inquired ‘to
what chance she was indebted for the honour of a visit from
Monsieur l’Abbé?’
‘I am a poor servant of the Church, madame,’ he replied, ‘and am
returning from a pilgrimage to Rome with relics to be deposited at
the Jacobins, in the Rue St. Honoré. Being detained at Liége upon
matters of ecclesiastical interest, I heard that you were here, and
came to offer my respects.’
‘I have done little to deserve this attention, my holy father,’ said
Marie.
‘You have suffered much undeserved misery, madame,’ answered
Desgrais. ‘You were a supporter of our Church—a good and
charitable lady, as all Paris can vouch; and I should have taken
blame unto myself had I not paid this tribute to your goodness.’
‘Alas! mon père!’ cried Marie; ‘would that the world could think of
me as well as you do. Of what avail has been my past life? You will
find, on your return to Paris, the blackest stories current against me.
A woman, once fallen, has no hope; but every one—those who
would have cringed to her the lowest when she was in her position
being the foremost—will hurry to crush her more utterly, to beat her
lower down. I am lost—for ever!’
‘Yet you should hope that the consciousness of your own
innocence will one day prevail,’ returned the exempt.
‘I have no hope, monsieur. I am alone in this dreary place—alone,
even in the midst of its inmates, as though I were shut out entirely
from the world.’
Desgrais paused for an instant. ‘She has not mentioned her
comrades,’ he said to himself, ‘and she was certainly accompanied
on the road. All accounts agree in this.’
‘You are mistaken, madame,’ he continued aloud. ‘Think. Is there
no one on whom you think you might rely?’
‘What mean you?’ inquired Marie eagerly.
For a few seconds they continued gazing at one another, each
waiting for the other to speak. Desgrais was waiting for some cue,
from which his tact might enable him to proceed, and the
Marchioness was fearful of committing herself by revealing more
than the other knew. Two deep and artful natures were pitted against
each other.
Desgrais was the first to speak. With an assumed expression of
countenance, calculated to impress his companion with the idea that
he understood everything then passing in her mind, and in a voice of
deep meaning, he said—
‘Is there no one, think you, who feels an interest in you? You can
trust me. What communication have you held with the world since
you have been in this retreat?’
‘None, father—on my soul, none.’
‘And have you expected to hear from no one?’ continued Desgrais
in the same tone.
‘Camille!’ exclaimed the Marchioness eagerly. And then, as if
aware she had been indiscreet, she closed her lips forcibly together,
and remained silent.
‘Yes—Camille,’ replied Desgrais, quickly catching at the name.
‘Did you think he had deserted you?’
And he looked cautiously round the parlour, and then placed his
finger on his mouth, as though he was fearful of being overheard.
‘I did not know in what quarter of the town he lived,’ she answered.
‘So,’ thought Desgrais, ‘he is in Liége, then.’
‘And besides,’ she went on, ‘circumstances are changed. He cares
no more for me.’
‘Would you see him?’ asked Desgrais.
The vanity of the woman triumphed over her caution. Camille
Theria, it was evident to Marie, had found his old attachment revive
as they had met again. He had forgotten his fiancée, and was
anxious again to see her.
‘Am I to believe you?’ she asked.
‘You may believe your eyes,’ replied the exempt. ‘He will be at the
tavern of the “Trois Rois” at curfew time to-night.’
‘Why will he not come here?’
‘Would it be advisable? You need fear nothing. I will escort you
from the convent and return with you.’
‘It will compromise your position,’ said Marie.
‘That will be my own affair, madame,’ replied Desgrais. ‘The
weather is unfavourable enough to drive the passengers from the
streets, and the night is dark. No harm can arrive.’
‘What can he want with me?’ said Marie, half speaking to herself,
as she appeared undecided how to act.
‘You will learn all,’ said Desgrais, not trusting himself to speak
further on a subject of which he was so utterly ignorant. ‘But time
presses, and the bells will soon ring out. Come, madame, come.’
Without any other covering than a cloak wrapped about her, and
concealing as much as possible her head and face, Marie yielded to
the persuasions of Desgrais, and, taking his arm, left the convent
unobserved, in the direction of the tavern he had mentioned. The
perfect quietude she had enjoyed since her arrival at the convent
had led her to believe that the French police had entirely given up
their intentions of arresting her. Sainte-Croix, in her fearful
heartlessness, had been already forgotten, and the prospect of a
new conquest—a new victim to her treacherous passions—drew her
on with irresistible attraction.
They traversed the steep and uneven streets of Liége until they
came to the door of the tavern, from whose windows the red
firelights were streaming across the thoroughfare. Desgrais muttered
a few words of excuse for the humble appearance of the place, and
then conducted Marie into the public room.
‘One instant,’ he said. ‘I will ask if he is here.’
He left the room, closing the door behind him, and Marie was a
few moments alone in the apartment. With some slight mistrust, she
listened for his return, and imagined she heard, for a few seconds,
the clank of arms. But this subsided almost immediately, and
Desgrais came back again.
‘Is he not yet here?’ she asked.
‘He is not, madame,’ said Desgrais in an altered tone; ‘nor is it
likely that he will come.’
‘What do you imply?’ exclaimed Marie, somewhat alarmed, and
advancing towards the door.
‘Pardon me, madame,’ said Desgrais, ‘but you cannot pass.’
‘Insolent!’ cried the Marchioness. ‘What does this outrage mean?’
‘That you are my prisoner, madame.’
‘Prisoner! And by whose orders?’
‘By order of his Majesty Louis XIV., King of France,’ cried Desgrais
loudly, as he threw aside his abbe’s robes, and appeared in his
under-clothing as exempt of the guard. ‘Madame, you are mine at
last!’
The words had been the signal to those without, whom he had left
the room to put upon their guard. As he pronounced
‘Then, Madame, you are mine at last!’
them, they rushed into the room, and the Marchioness found herself
surrounded by the archers of the royal guard.
In an instant Marie perceived the trap that had been laid for her.
‘Miscreant!’ she cried, as she rushed at Desgrais in her rage. ‘You
have not yet got your prey within your fangs. I am in a country in
which your authority goes for nought. You cannot arrest me.’
‘Once more, you must pardon me, Madame la Marquise,’ replied
Desgrais, as he drew a paper from his belt. ‘The council of this town
has authorised your extradition, upon a letter from the King. You are
as much our prisoner as though we had arrested you in your own
hôtel in Paris.’
As quick as lightning, upon comprehending the meaning of the
words, Marie drew a poniard from its sheath at the side of one of the
guards, and endeavoured to plunge it into her breast. But her hand
was arrested by another of the party, and the weapon wrested from
her. Baffled in this intention, and in an agony of powerless rage, she
endeavoured to speak, but her mouth refused utterance to the
words, and with a terrible cry she fell senseless upon the ground.
Confiding her to the care of one of his men, and ordering the
others to keep guard without, Desgrais now returned to the convent
in search of further evidence, furnished with proper authority to bring
away whatever he could find. But Marie had little with her. A small
case of letters and papers was, however, discovered under her
pillow, and of this Desgrais immediately took possession. It
contained most important evidence against her—no less than a
confession of the past actions of her life.
In the meantime Marie gradually recovered; but it was some time
before she came completely to herself, from a succession of fainting-
fits supervening one upon another as the least degree of
consciousness returned, and the dreadful reality of her position
broke in upon her. The rough soldier with whom she had been left,
unused to guard such prisoners, and somewhat struck with her
beauty and evidently superior position in life, had been in great
confusion of ideas as to what he ought to do, and had at last called
one of the females attached to the establishment to the aid of the
Marchioness. By some of those trifling remedies which women only
appear to have at command for their own sex, in the like
emergencies, Marie was gradually brought round, and then the
female departed, and she was left alone with her guard—pale and

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