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TRUE/FALSE. Write 'T' if the statement is true and 'F' if the statement is false.
1) Every sensory modality (hearing, smelling, tasting, seeing, and touching) can produce corresponding
mental images.
Answer: True False
2) According to the text, there has yet to be an intelligence test developed that does not discriminate
against the members of any minority group.
Answer: True False
3) Herrnstein and Murray's (1994) book, The Bell Curve, included arguments that the influence of the
environment is more important than genetic differences when understanding why Blacks and Whites
have different levels of average intelligence.
Answer: True False
4) Research has shown that the correlation in intelligence test scores is greater between fraternal twins
than between identical twins.
Answer: True False
5) Each sensory modality is able to produce corresponding mental images.

Answer: True False
6) When people overestimate the probability of a terrorist attack in their own city after watching a
news report on terrorism, they are using a representativeness heuristic.
Answer: True False
7) Heuristics are very helpful when solving problems. They produce accurate results when applied.
Answer: True False
8) If a problem appears to be unique or unusual, most people will spend more time reading the
instructions and trying to understand the type of problem they are to solve than if the problem were
easily defined.
Answer: True False
9) Strong problem solvers understand that it is sometimes necessary to ignore pieces of information in
order to simplify the problem.
Answer: True False
10) Trial and error is always an efficient and rapid method of problem solving.
Answer: True False
11) Some problems are solved more easily by working through them backwards.
Answer: True False
12) "I like this idea. After all it was my idea." These statements reflect the truism that we often believe
our ideas are better than they really are.
Answer: True False
1
13) Leslie
has just bought a chair that requires assembly. She lays all the pieces of the chair on the floor
and begins to place them together until all the parts have been correctly assembled. Leslie has
performed an arrangement problem.
Answer: True False
14) A person who cannot visualize using a comb as a letter opener can be described as functionally
fixated.
Answer: True False
15) Therules that indicate how words and phrases can be combined to create sentences are referred to as
phonology.
Answer: True False
16) Mostrecent research has failed to support the linguistic-relativity hypothesis that language causes
thought.
Answer: True False
17) Despitehaving no exposure to language during her childhood and early adolescence, the girl known
as Genie was eventually able to speak and master the complexity of the English language after
intensive instruction.
Answer: True False
18) Outof the approximately 800 different phonemes available in the languages of the world, the
English language utilizes over 500.
Answer: True False
19) Children must be taught the rules of grammar before they can form acceptable sentences.
Answer: True False
20) Dr.Lewis is a surgeon, and she relies on nimble finger movements to repair the wounds she
encounters among her patients. Dr. Lewis likely has what Gardner refers to as bodily kinesthetic
intelligence.
Answer: True False
21) Entity theorists believe that intelligence is primarily fixed at birth.

Answer: True False
22) Familialintellectual disabilities is the term that describes a situation in which no apparent biological
defect exists, but there is a history of intellectual disabilities in the family.
Answer: True False
2
MULTIPLE CHOICE. Choose the one alternative that best completes the statement or answers the question.
23) Milton is a convergent thinker. For example, if asked, "What do you with an apple?" How would he
respond?
A) "You can eat it in the kitchen, eat it in the car, or eat it at a picnic."
B) "You can cut it, chop it, or throw it."
C) "You can roll it, cook it, or bounce it."
D) "You can eat it, decorate with it, or give it to a friend."
Answer: A
24) Mark is a divergent thinker. For example, if asked, "What you do with an apple?" How would he
respond?
A) "You can eat it right side up, upside down, or sideways."
B) "You can eat it, roll it, float it, or use it for a decoration."
C) "You can eat it in bed, eat it watching television, or eat it outside."
D) "You can eat it in your car, eat it in a boat, or eat it in an airplane."
Answer: B
25) On average, whites tend to score ________ on traditional intelligence tests than blacks.
A) 20-25 points lower B) 25-35 points higher
C) 10-15 points higher D) 1-10 points lower
Answer: C
26) At what age does an average baby begin to babble?

A) 12 months of age. B) 18months of age.
C) 3 months of age. D) 6 months of age.
Answer: C
27) A
10-year-old boy takes an intelligence test and performs at the level of an average 15-year-old boy.
What is this child's approximate intelligence quotient?
A) 85 B) 120 C) 150 D) 67
Answer: C
28) Peoplewho are intellectually gifted (IQ scores greater than 130) make up about ________ of the
population.
A) 18-20% B) 10-12% C) 24-26% D) 2-4%
Answer: D
29) Changing "I would like to go" to "I would love to go" indicates to the listener a change in the degree
of intensity of wanting to do something. What has the communication been affected by?
A) A change in syntax. B) A change in semantics.
C) A change in phonology. D) A change in morphology.
Answer: B
3
30) "I knowwhat a profitable business looks like and this is not it. The store is a mess, the employees
show up an hour late for work, and the books are a disaster!" This potential buyer is making a
judgment of profitability on the basis of which of the following?
A) A business algorithm. B) A good business heuristic.
C) A good business prototype. D) A good business concept.
Answer: C
31) What is determining the best arrangement of canned goods on a shelf?

A) A heuristic. B) An algorithm.
C) A well-defined problem. D) An ill-defined problem.
Answer: C
32) You are cooking lasagna for friends and you must choose between two packages of ground beef at
the grocery store. One package states that the beef is 85% lean, and the other package states that the
beef is 15% fat. You choose the package that is 85% lean. How has your decision been influenced?
A) Availability heuristics. B) Framing.
C) A means-ends analysis. D) Algorithms.
Answer: B
33) A first-year student knows that she needs 140 credit hours to graduate, and she would like to major
in psychology. She must decide what courses she must take to help her reach her goals. What will
she most likely rely on?
A) Shallow processing. B) An availability heuristic.
C) Framing. D) A means-ends analysis.
Answer: D
34) During the winter months grandmother placed a large picture puzzle on the table for the children to
share. It had over a thousand pieces and everyone in the family stopped by the table from time to
time to add to the picture. What was the family enjoying?
A) An ill-defined problem. B) An arrangement problem.
C) An inducing structure problem. D) A transformational problem.
Answer: B
35) Think about your closest friend or loved one. What are you probably using?
A) A tactile image. B) An auditory image.
C) An olfactory image. D) A visual image.
Answer: D
36) A psychology student completes a test that measures all her knowledge of psychology. Her score
will be used to determine whether or not she is accepted into graduate school. What is she probably
taking?
A) Aptitude test. B) Crystallized intelligence test.
C) Achievement test. D) Practical intelligence test.
Answer: C
4
37) Stewart is Student Government President, and is working with various groups on campus to
understand why different racial groups on campus do not interact well with each other. So far,
Stewart has little specific information about racial conflict, and he is not quite sure how the problem
will be solved. How would psychologists classify Stewart's problem?
A) Algorithmic. B) Well-defined. C) Transformative. D) Ill-defined.
Answer: D
38) Ifthere are indirect steps that temporarily increase the difference between current states and desired
goals, then what will lead to ineffective problem solving?
A) Means-ends analysis. B) Algorithms.
C) Availability heuristics. D) Framing.
Answer: A
39) Which of the following statements concerning culture-fair tests is TRUE?

A) Psychologists have successfully developed a number of such tests that reliably compare people
from different cultures.
B) Although culture-fair tests exist, they are very expensive to administer and are therefore less
popular than culture-specific tests.
C) Psychologists have been unsuccessful in developing such tests to reliably compare people from
different cultures.
D) The use of culture-fair tests have revealed that the intelligence gap between majority and
minority groups is even larger than once believed.
Answer: C
40) What does research on creative thinking suggests?

A) Thinking in convergent ways can improve creativity.
B) Wild and bizarre ideas can help people think of the best solutions.
C) Heuristics are generally ineffective ways to solve problems.
D) Analogies are usually unhelpful in showing different approaches to problems.
Answer: B
41) Which of the following arguments has not been made in support of the view that animals cannot use
language in the same way as humans do?
A) Animals do not follow grammar, and their "language" is simple.
B) Only humans can use "body language" or nonverbal methods to communicate ideas.
C) Only humans have a language-acquisition device.
D) Animals do not recognize and respond to the mental state of other species members.
Answer: B
42) According to psychologist James Kaufman where is mental illness found more frequently among?
A) Nonfiction writers than poets. B) Professional athletes
C) Architects D) Poets than other writers.
Answer: D
5
43) Which of the following statements regarding intellectually gifted people has NOT been theoretically
supported?
A) Are able to do most things better than the average person can.
B) Are popular people.
C) Are most often outgoing.
D) Tend to be shy and withdrawn.
Answer: D
44) What does divergent thinking require a person to develop?

A) As many solutions as possible to a problem.
B) Solutions that are based on logic and knowledge.
C) Unusual but appropriate solutions to a problem.
D) Cognitively simple solutions to a problem.
Answer: C
45) "Student opinions are interesting, " Dr. Lane told his physics class. "Most students believe basic
physics is a difficult course, but most students have not taken the course." What is Dr. Lane
complaining about?
A) Representativeness heuristic which had been formed by students concerning physics.
B) Prototype which had been formed by students concerning physics.
C) Algorithm which had been formed by students concerning physics.
D) Availability heuristic which had been formed by students concerning physics.
Answer: D
46) Afriend offers to introduce you to a person who she describes as intelligent, studious, and good
with computers. You decline the offer, imagining this person to be a nerd or introverted bookworm.
Which of the following has influenced your decision?
A) Means-ends algorithm. B) Disease algorithm.
C) Availability heuristic. D) Representativeness heuristic.
Answer: D
47) Marla believes that her city should not raise taxes to support after-school programs for children. She
attends a debate between two mayoral candidates, one who favours raising taxes, and one who does
not. According to research, what will Marla likely do?
A) Be influenced by the candidate who gives the final presentation.
B) Be open-minded and give equal consideration to the arguments of both candidates.
C) Give more consideration to the candidate who does not favour raising taxes.
D) Give more consideration to the candidate who favours raising taxes because she will learn new
points of view.
Answer: C
6
48) According toneuroscientists how is a "Eureka!" moment characterized?
A) By a sudden increase in the activity of the memory areas of the brain.
B) By a sudden decrease in lower-frequency brain waves.
C) By a sudden increase in lower-frequency brain waves.
D) By a sudden decrease in the activity of the visual areas of the brain.
Answer: B
49) What does research on language development suggest?

A) Children who are not exposed to language by a certain age will have more problems acquiring
language later on.
B) When babbling, infants initially use only the phonemes of their caregivers' language.
C) Young infants can only differentiate between a small number of sounds (10-20).
D) Babies with hearing impairments do not babble.
Answer: A
50) Canadian Mike Lazaridis is noted for his creativity as the inventor of BlackBerry technology. Which
branch of psychology would describe how Lazaridis developed his ideas and how he used language
to talk about his invention?
A) Developmental psychology. B) Neuroscience.
C) Motivational psychology. D) Cognitive psychology.
Answer: D
51) Dr.Eller is studying reasoning and judgment among elderly patients in a nursing facility. Which
describes this area of study?
A) Cognitive psychology. B) Genetics.
C) Neuroscience. D) Developmental psychology.
Answer: A
52) What term refers to the degree to which a characteristic is related to genetic, inherited factors?
A) Concordance rate. B) Cohort effect.
C) Heritability. D) Specificity.
Answer: C
53) What is the hallmark of creativity?

A) Logical thinking. B) Divergent thinking.
C) Thinking with mental sets. D) Convergent thinking.
Answer: B
54) Including such characteristics as musical ability and interpersonal relationships in definitions of
intelligence is consistent with a theory of multiple intelligences formulated by which theorist?
A) Charles Murray. B) Howard Gardner.
C) David Wechsler. D) Alfred Binet.
Answer: B
7
55) Kyle
is interested in how people solve complex problems, such as how to repair a broken clock.
What type of psychologist is Kyle most likely to be?
A) Personality psychologist. B) Clinical psychologist.
C) Cognitive psychologist. D) Developmental psychologist.
Answer: C
56) What do creative people tend to exercise?

A) Convergent thinking. B) Divergentthinking.
C) De-frame a problem. D) Functional fixedness.
Answer: B
57) When a child is born with an extra chromosome, what will he or she develop?
A) Multiple sclerosis. B) Giftedness
C) Paraplegia. D) Down syndrome.
Answer: D
58) What is the most common cause of intellectual disabilities?

A) Exposure to air pollution and other toxic chemicals in the expectant mother's environment.
B) Poor social relationships between a mother and her infant during the first 6 months.
C) Familial-no obvious biological defect exists, but there is a family history of intellectual
disabilities.
D) Alcohol and drug use among expectant mothers.
Answer: C
59) What is the tendency to prefer initial hypotheses and to ignore information that disconfirms them
known as?
A) Representativeness heuristic. B) Framing bias.
C) Availability heuristic. D) Confirmation bias.
Answer: D
60) Mariah cuts her finger, but she does not have a bandage to stop the bleeding. Noticing a roll of tape
on her desk, she places a piece of tape over the wound until she can go to the pharmacy. What is
Mariah's solution not bound by?
A) Functional fixedness. B) Divergent thinking.
C) Framing. D) Transformation.
Answer: A
61) Toby was labeled learning disabled by the "experts" when he was in the first grade, third grade, and
seventh grade. His new teacher wondered why this tenth grade boy had to be looking at her face in
order to understand the simplest direction. Even loud noises did not seem to startle him. She asked
the school nurse to check Toby's hearing. When Toby's new teacher suspected an error in the
diagnosis, what was it based on?
A) Functional fixedness. B) Confirmation bias.
C) Mental set. D) Transformation thought.
Answer: B
8
62) Maritamoved to Canada 11 years ago. She still celebrates the day of independence for her native
country, and she also celebrates Canadian's independence day. Which model of biculturalism has
she adopted?
A) Generalizing model. B) Fusion model.
C) Assimilation model. D) Alternation model.
Answer: D
63) Who created the first intelligence test?

A) Alfred Binet. B) David Wechsler. C) Francis Galton. D) Gerald Stanford.
Answer: A
64) Nina has learned English as a second language. Her native tongue does not use the consonant "d." In
her head the English "d" seems very much like "v." What would her speech would probably sound
like?
A) I am vine. B) Goov, vay Vebbie!
C) Vhat time is vt? D) Vow are vou?
Answer: B
65) Suziewas insistent when she recognized her mother's preparations to leave the house. "Granny? Go
car Granny? Cookie?" she questioned. Her mother understood that she wanted to go to her
grandmother's house and have a cookie despite what?
A) Her poor use of phonemes. B) Her poor semantics.
C) Her overgeneralization. D) Her telegraphic speech.
Answer: D
66) What is the most common biological cause of an intellectual disability?

A) Paternal stress. B) Maternal alcohol use.
C) Heredity. D) Down syndrome.
Answer: B
67) Which of the following best describes a cognitive shortcut that may or may not lead to a correct
answer?
A) Syllogism. B) Algorithm.
C) Heuristic. D) Transformation rule.
Answer: C
68) Educating Canadian children without increasing the burden of taxes is a/an example of what?
A) Well-defined problem. B) Heuristic.
C) Algorithm. D) Ill-defined problem.
Answer: D
69) Tedmust solve a series of problems in his engineering class, and he wants to make a very good
grade on the assignment. Which of the following should Ted rely on?
A) Heuristics. B) Schema. C) Algorithms. D) Syllogisms.
Answer: C
9
70) Drake and his grandfather climbed to the meadow every evening during the summer and watched
the sun set over the mountain. They climbed the steep trail and descended along the trail with the
more gradual grade. When Drake asked if they might try going up to the meadow on the easier trail
and coming back on the steep trail, his grandfather laughed, "I guess I have never thought of doing it
that way." Why has Drake been climbing a steep trail?
A) His grandfather had not used trial and error.
B) His grandfather had a strong mental set concerning the plan of travel.
C) His grandfather was in better shape than he.
D) His grandfather had not understood how steep the trail was.
Answer: B
71) What describes an intelligence test that does not favour any particular ethnic group and that does not
require language usage?
A) Culture-fair. B) Relativistic. C) Unstandardized. D) Homogeneous.
Answer: A
72) What is one of the significant differences between humans and other species?
A) Humans often change their approach to a problem while other species do not do so.
B) Humans are able to contemplate, analyze, and plan differently than other species.
C) Humans exhibit superior sensory abilities.
D) Humans consider the rights of others.
Answer: B
73) Sam must bake a cake for his mother's birthday party. He has a recipe that shows him the
ingredients and also how the finished cake will look once the ingredients are combined and baked.
Baking a cake reflects which of the following problems?
A) Inducing structure problem. B) Arrangement problem.
C) Intellective problem. D) Transformation problem.
Answer: D
74) How would a person who has significant limitations in conceptual and practical adaptive skills be
classified?
A) Intellectual disabled. B) Physically handicapped.
C) Gifted. D) Intellectually marginalized.
Answer: A
75) In their book, The Bell Curve, what do Richard Herrnstein and Charles Murray argue?
A) Racial differences in intelligence scores are due primarily to genetic factors.
B) Racial differences in intelligence scores disappear when socio-economic status factors are
controlled.
C) Environmental factors have the strongest effect on people's intelligence.
D) Intelligence is modifiable, and thus racial differences may eventually disappear.
Answer: A
10
76) When intelligence is stated in the form of a single number such as I.Q., what is the number called?
A) G-factor. B) Intelligence ratio.
C) Crystallized intelligence. D) Factor analysis.
Answer: A
77) Which statement describes intelligence test?

A) Intelligence tests are good predictors of career success.
B) Intelligence tests in magazines can never be valid.
C) Unreliable intelligence tests can never be valid tests.
D) Reliable intelligence tests are necessarily valid tests.
Answer: C
78) Which statement describes a standardized test?

A) Has norms that allow test-takers to be compared.
B) Is based on a theory that has been rigorously tested.
C) Is free of schema that participants may use during the test.
D) Measures intelligence in specific cultural groups.
Answer: A
79) How do entity theorists view intelligence?

A) It is primarily fixed at birth.
B) It is flexible, potentially changing over the course of life.
C) It is primarily based on fluid intelligence.
D) It is primarily based on crystallized intelligence.
Answer: A
80) What is one problem with Binet's conception of mental age?

A) It was especially difficult to measure scientifically.
B) It said little about the average age of people who achieve a particular level of performance.
C) It did not allow people of different chronological ages to be compared.
D) It was based on tests that could not distinguish between "bright" and "dull" students.
Answer: C
81) "Mama, the og took by oll!" Although we might understand the child's complaint, why is it
difficult?
A) The grammar is incorrect. B) A phoneme is missing.
C) It really does not make sense. D) It sounds strange.
Answer: B
82) Whichtheorist once considered the size and shape of a person's head could be used as an objective
measure of intelligence?
A) Steven Pinker. B) Benjamin Lee Whorf.
C) Jennifer Mangels. D) Sir Francis Galton.
Answer: D
11
83) Kerry isasked what animal makes a sound like "meow." She imagines an orange cat in her mind,
and she responds, "Cat!" What has Kerry engaged in?
A) Reasoning. B) Heuristic reasoning.
C) Thinking. D) Judgment.
Answer: C
84) Six-year-old Evan sat in the middle of the sand box with a worried look on his face. He wanted to
use all of his blocks to build a fort for his soldiers. He needed to think of a design which would
produce a fort without wasting any blocks. What type of problem is Evan working on?
A) Inducing structure. B) Judgment.
C) Transformation. D) Arrangement.
Answer: A
85) When the chimpanzees in Wolfgang Kohler's experiment suddenly realized the method by which
they could obtain the bananas, what did they gain?
A) Transformation. B) Judgment. C) Analysis. D) Insight.
Answer: D
86) Which of the following did Noam Chomsky believe?

A) Language shapes the way people think about the world.
B) All the world's languages shared a common grammar.
C) Language was learned through reinforcement and conditioning.
D) Children cannot be taught secondary languages after the age of 10 years.
Answer: B
87) Noam Chomsky believed that the human brain is equipped with a neural system that allows people
to develop and understand language. What was his system called?
A) Phonological driver. B) Language-acquisition device.
C) Language-reinforcement system. D) Semantic production system.
Answer: B
88) An eight-year-old boy is found running wild in the woods with wolves. He can only produce
growling noises and prefers to sniff his food and eat from the ground. According to critical period
theorists what will the child do?
A) Learn language slowly, but will eventually catch up with his peers.
B) Be unable to learn age appropriate language skills.
C) Be able to learn rapidly and fill in the gaps of the missing years.
D) Recall his human roots and return to his native tongue if supported and cared for by humans.
Answer: B
89) Which approach suggests that language development is produced through a combination of
genetically determined predispositions and environmental circumstances that help teach language?
A) Learning theory approaches. B) Interactionist approach.
C) Language-acquisition device theory. D) Nativist approach.
Answer: B
12
90) Proponents of which approach argue that students should only be taught in English, even if English
is not their primary language?
A) Linguistic-relativity approaches. B) Bicultural approaches.
C) Immersion approaches. D) Mainstreaming approaches.
Answer: C
91) In
which approach to education, do students learn some concepts in their native language while
simultaneously learning English.
A) Mainstreaming. B) Bilingual.
C) Immersion. D) Linguistic-relativity.
Answer: B
92) Amanda is driving an old car which is difficult to start and knows it will be a while before she can
buy a new one. Her starting procedure is as follows: insert the key quickly, but gently; hold your
tongue just right; turn the key quickly and forcefully; and then turn on the radio to drown the painful
noises coming from the car. Although she understands that her starting procedure may not be the
correct way to deal with the problem she believes it has gotten her to school each morning and may
last through the semester. Which of the following did Amanda develop?
A) Heuristic. B) Algorithm.
C) Means-ends analysis. D) Prototype.
Answer: A
93) Which of the following is the preferred method for computing intelligence scores today?
A) Deviation IQ scores. B) Stanford-Binet averages.
C) Intelligence quotients. D) Mental age indices.
Answer: A
94) Your friend often decides whether or not to interact with you based on her "reading" of your moods.
That is, she is able to tell when you are in a good or bad mood, and whether you want company.
What type of intelligence would Gardner argue that your friend probably is high in?
A) Intrapersonal intelligence. B) Bodily intelligence.
C) Naturalist intelligence. D) Interpersonal intelligence.
Answer: D
95) According to Gardner, what would a person who is in touch with his or her own emotions and
internal be high in?
A) Interpersonal intelligence. B) Intrapersonal intelligence.
C) Bodily intelligence. D) Naturalist intelligence.
Answer: B
96) Wally is
an expert in identifying animals from the tracks they leave in the mud. What might Howard
Gardner predict Wally's strengths to be?
A) Kinesthetic intelligence. B) Naturalist intelligence.
C) Intrapersonal intelligence. D) Interpersonal intelligence.
Answer: B
13
97) What is one of the difficulties in using race to compare intelligence test scores?
A) Race is an inexact concept.
B) Little data exists in this area.
C) Only large groups can be compared on intelligence tests.
D) Individual results are invalid.
Answer: A
98) What did the early intelligence theorist Sir Francis Galton believe?
A) Practical and emotional intelligence were positively correlated.
B) Intelligence was largely the product of environmental influences.
C) The size and shape of a person's head correlated with intelligence.
D) Paper-and-pencil intelligence tests were the best way to measure intelligence.
Answer: C
99) What does research suggest the insight learning must be preceded by?
A) A model who demonstrates a desired behaviour.
B) Sufficient threats of punishment.
C) Training in solving complex problems.
D) Practice in trial-and-error problem solving.
Answer: D
100) A student takes a computerized achievement test. The first question she answers is moderately
difficult, and she answers it correctly. The computer randomly selects a next question of slightly
greater difficulty, and she answers it incorrectly. The computer presents her with a slightly easier
question. What is the student participating in?
A) Predictive testing. B) Reliability testing.
C) Normative testing. D) Adaptive testing.
Answer: D
101) Charles was taking a psychology test. Question #19 was difficult. He knew that he knew the answer,
but was trying to recall the information he had studied. As he mentally reviewed each page of the
chapter he had carefully committed to memory he found the answer. What was Charles using?
A) Problem framing. B) Means-ends analysis.
C) A heuristic. D) Visual imagery.
Answer: D
102) All of the following are steps in the problem solving process EXCEPT which one?
A) Judgment. B) Research. C) Preparation. D) Production.
Answer: B
14
103) Howard had been caught in a long check-out line at the grocery store when the air conditioning went
out. Hot and frustrated he left the store stating he would never shop there again because it was
always hot and crowded. Which of the following did Howard develop?
A) Algorithm concerning the store.
B) Prototype concerning the store.
C) Representativeness heuristic concerning the store.
D) Availability heuristic concerning the store.
Answer: D
104) What are typical highly representative examples of a concept called?

A) Algorithms. B) Prototypes. C) Heuristics. D) Schema.
Answer: B
105) Island children had never seen a kite. Their father was attempting to describe the beautiful kites he
had seen and made as a child. Although materials were scarce he was able to build a simple paper
kite to demonstrate the principle. The children's father had built which of the following?
A) Concept in order to teach them about the prototype of kites.
B) Algorithm in order to give them an analogy of a kite.
C) Representation in order to teach them about the function of a kite.
D) Prototype in order to teach them about the concept of kites.
Answer: D
106) What do critics of the arguments presented in The Bell Curve suggest?
A) Differences in intelligence are larger between racial groups than among the members within
any given racial group.
B) Research points to hereditary factors that predict racial differences in intelligence.
C) The authors have no evidence to support the thesis that racial differences in intelligence are due
primarily to environmental factors.
D) Blacks who are raised in economically-enriched environments have similar intelligence scores
to whites in similar environments.
Answer: D
107) You read the sentence, "Defects may birth smoking cause, " and you know that it does not make
sense. It has violated what rules?
A) Syntax. B) Phonology. C) Diction. D) Semantics.
Answer: A
108) Mary passes by a bakery and smells a loaf of bread baking. She immediately develops a
representation of her father standing in the kitchen, baking breads and desserts for a dinner party.
What has Mary created?
A) Sensory thought. B) Heuristic.
C) Mental images. D) Episodic sensation.
Answer: C
15
109) Young children are seldom bothered with functional fixedness. What will a two-year-old do when
given a key and a lock?
A) Try the key in every lock in the house.
B) Try to use the key to unlock daddy's tackle box.
C) Use the lock on the door to bird cage and the closet door.
D) Slide the lock and key down the slide.
Answer: D
110) Emotional intelligence encompasses all the following EXCEPT which one?
A) Self-awareness. B) Social skill.
C) Empathy for others. D) Bodily kinesthetic.
Answer: D
111) Entity theorists tend to view intelligence as ________, whereas incremental theorists tend to view
intelligence as ________.
A) stable; dynamic B) dynamic; stable
C) unidimensional; multifaceted D) multifaceted; unidimensional
Answer: A
112) When a psychology exam has questions on the chemical composition of aspirin, the temperature at
which iron melts, and the dangers of hydrochloric acid, it is not a ________ measure of your
psychology knowledge.
A) reliable B) standardized
C) valid and reliable D) valid
Answer: C
113) A child refers to the "meese" that he saw in the zoo. His mother understands that the child saw
moose at the zoo, based on the fact that he knows "geese" refers to more than one goose. What does
the child's error reflect?
A) Telegraphic speech. B) Syntactic error.
C) Overgeneralization. D) Poor phonology.
Answer: C
114) A child communicates only words that are important to the message she wants to say; all
non-critical words are omitted. What is the child using?
A) Telegraphic speech. B) Babble.
C) Generalization. D) Overgeneralized speech.
Answer: A
115) "Off the ride I want.", "Can't you had remembered?", "Keepers losers!" Each of these statements
display errors in which of the following?
A) Morphology. B) Tense. C) Syntax. D) Phonology.
Answer: C
16
116) Compared with people in western cultures, how are people in eastern cultures more likely to view
intelligence?
A) The ability to relate to other people.
B) The ability to survive on the streets.
C) The ability to solve complex problems.
D) The ability to form categories and debate rationally.
Answer: A
117) All of the following are components of the definition of intelligence that psychologists use EXCEPT
which one?
A) The ability to use a written and spoken language.
B) The ability to understand the world.
C) The ability to use resources effectively when faced with challenges.
D) The ability to think rationally.
Answer: A
118) What term describes the system of rules that govern how people communicate their thoughts?
A) Grammar. B) Semantics. C) Phonology. D) The lexicon.
Answer: A
119) The belief that children acquire language through reinforcement and conditioning is consistent with
which of the following?
A) Immersion programs. B) The linguistic-relativity hypothesis.
C) Learning theory approaches. D) Language-acquisition device theory.
Answer: C
120) According to the linguistic-relativity hypothesis, what is language?

A) The result of two cultural groups blending their customs together.
B) The product of variations in hereditary information.
C) The consequence of certain ways of thinking.
D) The cause of certain ways of thinking.
Answer: D
121) The kindergarten teacher was introducing her students to the concept of "round." She presented a
box of shapes and instructed them to find objects which they could roll. Which of the following was
the kindergarten teacher using?
A) The prototype, "If it is round it will roll, " to teach round.
B) The algorithm, "If it is round it will roll, " to teach round.
C) The heuristic, "If it is round it will roll, " to teach the concept of round.
D) The mental image, "If it is round it will role, " to teach round.
Answer: B
17
122) What does research on intelligence across racial groups show?
A) The reason for differences in intelligence across racial groups is due primarily to the genetic
superiority of some groups over others.
B) It is statistically unwise to compare a few individuals with entire groups of people, such as a
racial group.
C) There is greater average variability between the members of different racial groups than among
members of the same group.
D) There is greater average variability among members of the same group than between the
members of different racial groups.
Answer: D
123) Jared believes that greyhounds, golden retrievers, and Chihuahuas share common features. For
Jared, what do these objects belong to?
A) The same prototype. B) The same schema.
C) The same concept. D) The same heuristic.
Answer: C
124) A person takes an intelligence test for which she must provide word definitions, demonstrate
comprehension of concepts, assemble objects, and arrange pictures in a meaningful order. What is
she probably taking?
A) The Wechsler Adult Intelligence Scale-IV.
B) The Stanford-Binet IV.
C) The Practical Intelligence Scale.
D) The Minnesota Multiphasic Intelligence Test.
Answer: A
125) You recently took an intelligence test and learned that your score was among the 66% of scores that
range from 85 to 115. What was your score more likely derived from?
A) Intelligence quotient methods. B) The Wechsler index procedure.
C) The Stanford-Binet score analysis. D) Deviation IQ score methods.
Answer: D
126) What is the most widely used intelligence test in Canada today?
A) The Stanford-Binet IV.
B) The Sternberg Emotional Intelligence Scale.
C) The MMPI.
D) The Wechsler Adult Intelligence Scale-IV.
Answer: D
127) What does thinking about our own thinking require?

A) The use of mental representations. B) The use of auditory images.
C) The use of visual images. D) The use of words.
Answer: A
18
128) Why did Gardner's theory of intelligence oppose the concept of g-factor?
A) The statistical analysis is not affective means of determining I.Q.
B) There are multiple intelligences.
C) The age and size of a family affect intelligence.
D) Intelligence is a variable.
Answer: B
129) Recent research has shown that when people experience insight into a problem that leads to a
creative solution, they experience an increase in what in their brains?
A) Beta wave. B) Delta wave. C) Theta wave. D) Alpha wave.
Answer: C
130) In a bilingual instructional setting what do students learn?

A) They learn English while being taught some subject in their native language.
B) They are given instruction in their native language and English simultaneously.
C) They are taught in their native language, but tested in English.
D) They learn a second language through complete immersion.
Answer: A
131) Gardner's theory of multiple intelligences has resulted in what type of change in the development of
a different type of intelligence test?
A) They are composed of questions with more than one correct answer
B) They are much longer than previous tests in order to include each type of intelligence
C) They include measures of existential intelligence using factor analysis
D) They emphasize both intra and interpersonal intelligence
Answer: A
132) What does the research suggests regarding people who are intellectually gifted?
A) They tend to be socially maladjusted. B) They tend to be outgoing.
C) They tend to be shy. D) They tend to be intelligent in all areas.
Answer: B
133) Mental sets refer to the tendency to do which of the following?

A) For new memories to block the recall of information that we learned years ago.
B) For old patterns of problem solving to influence how we solve new problems.
C) To search for evidence that confirms our expectations.
D) To think in new and creative ways.
Answer: B
19
134) "Many people do not succeed in crossing the river. Because they try to go straight across and the
current is too swift. You must move with the force of the water to the island downstream, then come
back by walking across the boulders, finally, launch your canoe again and catch the bank as the river
turns." The guide is explaining which of the following?
A) Arrangement problem. B) Transformation problem.
C) A Heuristic. D) Problem of inducing structure.
Answer: B
135) Bart gave Janet a set of keys before he left the building, but forgot to tell her which key unlocked the
laboratory she wanted to use. None of the keys appeared any more likely than another to unlock the
laboratory, so she began to systematically go through the stack. Janet has no choice but to use which
of the following?
A) Means-ends analysis to solve the problem. B) Transformation to solve the problem.
C) Trial and error to solve the problem. D) Arrangement to solve the problem.
Answer: C
136) Typically problems fall into one of the three categories. All of the following are accurate EXCEPT
which one?
A) Arrangement. B) Inducing structure.
C) Creative patterning. D) Transformation.
Answer: C
137) An art dealer was shopping for a building to use as a gallery. The one on Royal Street met his
qualifications for location, but there was too little wall space. If he placed display walls through the
center and constructed a few angles there would be sufficient wall space, but the light would be
blocked. He decided to add suspended lights to compensate. What was the art dealer using?
A) Trial and error to solve the lack of wall space problem.
B) Re-framing to solve the lack of wall space problem.
C) Means-ends analysis to solve the lack of wall space problem.
D) Transformational thinking to solve the lack of wall space problem.
Answer: C
138) Your text uses which word to describe why linguist Benjamin Lee Whorf contended that the Inuit
language would provide a particularly rich vocabulary to describe some realities compared to the
English language?
A) Land B) Snow C) Sky D) Tree
Answer: B
139) Stephanie is eleven months old. Although she cannot say many words, what can she do?
A) Understand complex sentences.
B) Walk to the things she wants.
C) Understand stories which her mother reads to her.
D) Understand many words.
Answer: D
20
140) What does convergent thinking require a person to develop?
A) Unusual but appropriate solutions to a problem.
B) Solutions that are based on logic and knowledge.
C) Cognitively simple solutions to a problem.
D) As many solutions as possible to a problem.
Answer: B
141) In early theories of intelligence, what did the "g-factor" referred to?
A) Single factor that was the foundation for intelligence related to geometric tasks.
B) Label that psychologists used to indicate gifted students.
C) Single factor that was the foundation of performance on all aspects of intelligence.
D) Variety of factors that became the basis of musical intelligence.
Answer: C
142) Kate wanted to buy new furniture for her apartment. She liked the sofa and chair that were on sale,
but did not know if they would look good with the old pieces she wanted to keep. First she looked at
the furniture in the store and then she went home and looked at her living room. What is Kate most
likely using?
A) Insight to solve the new furniture problem.
B) Visual imagery to "see" how the furniture would look like in her apartment.
C) A heuristic to solve the problem of the new furniture.
D) Short term memory to mentally place the furniture in her apartment.
Answer: B
143) If you understand the demands of a problem and the method of solving the problem it can be called
which of the following?
A) Heuristic. B) Well-defined problem.
C) Algorithm. D) Ill-defined problem.
Answer: B
144) When do neuroscientists hypothesize that the "Eureka!" moment may occur?
A) When a problem prototype is developed.
B) When convergent thinking is initiated.
C) When a problem is suddenly appreciated in orderly subgoals.
D) When a problem is suddenly viewed in spatial rather than numeric terms.
Answer: D
145) When can an error in syntax be observed?

A) When a sentence is very long.
B) When descriptive terms are placed in the beginning of a sentence.
C) When no capital letter is used at the beginning of a sentence.
D) When words are arranged in a manner which does not communicate meaning.
Answer: D
21
146) What is the smallest unit of speech that affects the meaning of what people say?
A) Syllable. B) Word. C) Phoneme. D) Sentence.
Answer: C
147) What can you expect if you take a computerized adaptive testing exam?
A) You will first respond to the most difficult problem on the exam. You will then respond to the
next most difficult item until all items have been answered.
B) You will take the same test that all other people take.
C) You will first respond to a randomly selected item of moderate difficulty. Depending on the
accuracy of your response, you will then see either a more or less difficult item.
D) You will first respond to the simplest problem on the exam. You will then respond to the next
simplest item until all items have been answered.
Answer: C
SHORT ANSWER. Write the word or phrase that best completes each statement or answers the question.
148) Describe in as much detail as you can the mental representation of objects and categories. Provide
illustrative examples where appropriate.
Answer: Students' examples may vary. The answer should contain the following points:
Objects. Objects are represented by mental images. Mental images are not only visual; they can be
produced by any of our sensory systems. A familiar example might be the experience of "hearing" a
song in one's head. Images retain many of the properties of the objects they represent; in addition, we
can often perform the same operations on images that we can on the real objects they
represent. For example, it takes longer to scan an image of a large object than it does to scan
an image of a small object, just as it takes longer to scan an actual large object than a small
one. We can also rotate an object's image in our mind, just as we can rotate objects in the physical
world. Mental images have been used to enhance the practice and performance of athletes and
musicians.
Categories. Categories of objects, events, and people that are similar in some way are represented by
concepts. Concepts enable us to respond appropriately to stimuli in the environment and to identify
novel objects. Some concepts, such as geometrical shapes and kinship terms, may be
represented by a unique set of properties or features (e.g., triangle-three sides, interior angles
sum to 180 degrees). Most concepts are represented by a best or most typical example, or
prototype. An apple, for example, may be the prototypical fruit. Other objects are categorized
as fruits to the extent that they resemble an apple.
22
149) Describe what concepts and prototypes are, including how they are related to each other. Why are
they useful?
Answer: A concept is a category of objects, people, or events that share common features. As you see
people pass on the sidewalk, for example, you may notice how they are similar in terms of
their appearance and personal characteristics. Based on those similarities, you would then
likely place people into different categories: short or tall, light hair or dark hair, energetic or
sluggish, and so on. Concepts are useful because they help us simplify a potentially large
number of objects into a smaller number of categories. It would be burdensome to remember
every detail about all the people passing you on a sidewalk, but remembering categories like
height and hair colour is much easier to do. Concepts also help us to process information
about new stimuli. Thus, you might be able to infer some information about a stranger by
evaluating hair colour and perceived energy level. (It is important to remember, though, that
our concepts may not be entirely accurate, so the new student may bear little resemblance to
other members of the categories you place him or her in).
A prototype is the typical or best example of a category member. The prototype contains all the feature
of its category. Sometimes people may not agree on what features best define a category, so the
prototype may differ across individual. Some people may view Wayne Gretsky as the prototype for the
category hockey player, for example, whereas others view Jason Spezza as the prototype.
Prototypes are helpful because they often improve people's ability to draw appropriate
conclusions about the world.
150) What is the difference between an algorithm and a heuristic? Describe the representativeness and
availability heuristics and give an example for each one.
Answer: An algorithm is a rule that ensures a solution to a problem if it is used correctly. Examples of
algorithms include the types of problems one would solve in math or physics. A correct
solution exists, and applying the various rules of math or physics guarantees that a person will
find the solution. A heuristic is a mental shortcut that can help in problem solving, but it does not
guarantee that the correct solution(s) will be found. Heuristics are often used when algorithms are not
readily available, and when decisions must be made quickly.
The representativeness heuristic is used when we must judge a specific member of a category or group
of people. Basically, we evaluate how closely the member represents the category or group. This may
occur, for example, when we are evaluating a member of a different racial group from our own, or whe
we try to decide which college courses to take based on related courses we have taken in the past.
The availability heuristic operates when we draw on examples from memory that easily come to
mind. Often, the ease with which we access these examples leads us to overestimate how
often they occur or how likely they are to occur in the future. Thus, someone who survived the
terrorist attacks of September 11, 2001, may overestimate the damage caused by the attacks,
or the likelihood that a similar attack will occur in the future.
23
151) What are the three primary steps that are involved in problem solving?
Answer: The three steps involved in problem solving are preparing to solve the problem, generating
solutions, and evaluating the adequacy of the solution. In the preparation step, we try to
understand the problem that we face, understanding the problem's nature and potential
solutions. Depending on how familiar we are with the problem, we may spend more or less
time trying to understand and diagnose the problem. During the production step, we generate
as many solutions to the problem as possible. Solutions may already be stored in our memory
if we have faced a similar problem before; if they are not stored in our memory, we may need
to gather solutions from other sources or through other strategies (e.g., means-ends analysis,
insight). Finally, we judge the effectiveness of the solution. We may know how successful the
solution was immediately, or we may have more difficulty in our evaluation. Generally, single
solutions that are simple are easy for us to evaluate.
152) Distinguish between well-defined and ill-defined problems. Provide an example for each.
Answer: Students' examples may vary.
The answer should contain the following elements:
Well-defined vs. ill-defined problems. In well-defined problems, the nature of the problem is clear, as i
the information needed to solve it. An example might be an algebra word problem. In ill-defined
problems, either or both the nature of the problem or the information needed to solve it is unclear.
Determining how to get along with a prickly supervisor may be one example.
153) What is functional fixedness, and how does it affect problem solving?
Answer: Functional fixedness refers to people's tendency to think of an object in the ways that it is
most often used. This tendency is a component of a mental set, or a tendency to use old
solutions to solve familiar or unfamiliar problems. Not surprisingly, people find it adaptive to
use solutions that have worked in the past to approach new situations. Such strategies save
time, are more efficient, and are proven to lead to a correct result. Therefore, people become
comfortable with routine ways of solving problems. When a newer, faster, and more efficient
method could be used, they are less likely to be aware of it. A person may think of shampoo as
a product that is only used for cleaning hair, for example. When a person is functionally
fixated, she cannot see new uses or functions for a familiar object. This can constrain her
ability to solve problems, especially with creative solutions. Therefore, she may not think to
use the shampoo to wash other body parts when she has no soap, or to wash dishes when she
has no detergent. It would seem, then, that functional fixedness and mental sets can have a
negative effect on the way that we understand and diagnose problems, and also on the
solutions we generate to solve them.
24
154) Describe factors that strongly and weakly correlate with creativity.
Answer: Two factors that are known to correlate strongly with measures of creativity are divergent
thinking and cognitive complexity. Divergent thinking involves thinking in unusual or novel
ways. Divergent thinkers create and refine unusual but appropriate solutions to problems.
Cognitive complexity refers to a preference for elaborate, complex stimuli and thought.
People who have high cognitive complexity tend to be abstract thinkers, and they have varying
interests and skills. Thus, creative people also tend to have high cognitive complexity.
Intelligence is a trait that does not correlate well with creativity, because traditional
intelligence tests typically measure convergent thinking (thinking based on logic), not
divergent thinking. Creative thinkers may actually be penalized on traditional intelligence tests
because their ideas and solutions do not conform to typical ways of thinking or solving
problems.
155) What are the strengths and weaknesses of learning-theory approaches to language acquisition?
Answer: Learning theory approaches suggest that language develops as a result of reinforcement and
conditioning. For learning theorists, language is not an ability with which people are born, but
rather is one that develops through experiences with the environment. Typically, children are
rewarded for speaking, such as when a caregiver smiles in response to a child's first word or
praises a child for speaking grammatically. As is always the case in learning theory, such
reinforcement increases the likelihood that a child will continue to speak. The child also learns
language through listening to models in their immediate environment and imitating the words
and styles he or she hears. For example, a young girl may repeat conversations between her
caregivers, or mimic her mother's tone of voice or dialect. Again, such imitation is usually
rewarded. Learning approaches have been supported by research suggesting that children who
are spoken to become more proficient speakers themselves, especially if they are spoken to a
lot before they are three years old.
Although some data support the learning approach to language development, the approach does have
weaknesses. The learning approach cannot adequately explain the process through which children
acquire the specific rules of their language. Research has shown, for example, that children are
reinforced not only when they use language correctly, but also when they use language
incorrectly. One reason this may be the case is that caregivers can still understand the meaning
of a child's expressions, even if those expressions do not conform to a standard grammar. Over
time and after reinforcement, the child may erroneously believe that the incorrect expression is
correct.
25
156) What is the linguistic-relativity hypothesis, and what are its weaknesses?
Answer: The linguistic-relativity hypothesis suggests that language shapes and may determine the way
that people of a particular culture perceive and understand the world. In other words, language
shapes and produces thought. As an example, having words like young and old may lead us to
think differently about people who have different ages. By having different categories, we may
come to expect differences between members of these categories in terms of their skills, abilities, and
psychological characteristics-whether or not those differences are real or meaningful.
Most research, though, suggests that thinking produces language. It was once believed, for example, th
Eskimos had more words or different ways to describe snow than did non-Eskimos, but recent
research has failed to support this belief. One revision of the linguistic-relativity hypothesis
suggests that language may affect specific aspects of thinking. Data show that English
speakers distinguish between nouns that can be counted versus measured, whereas some
non-English speakers think only in terms of measurement. Also, some cultures do not have a
system higher than the number two, and members of these cultures have difficulty when
thinking about complex math problems that involve numbers larger than two.
157) Describe the difference between entity theorists' and incremental theorists' perspectives.
Answer: Entity theorists believe that intelligence is primarily fixed at birth. In their view, no amount of life
experience or hard work can change the intelligence we have at birth. In contrast, incremental theorists
see intelligence as flexible, potentially changing over the course of life.
In contrast to entity theorists, incremental theorists are more resilient when they fail at a task,
because they believe that future academic success on a task is possible.
158) Suppose you develop a new intelligence test. Distinguish between reliability and validity. Outline
how you would standardize the test.
Answer: The answer should include the following points:
Reliability vs. validity-Reliability refers property by which tests measure consistently what they are
trying to measure. Validity refers to the degree that a test actually measures what it is supposed to
measure. Knowing that a test is reliable is no guarantee that it is also valid. If a test is unreliable, it
cannot be valid. Assuming that all other factors- motivation to score well, knowledge of the
material, health, and so forth-are similar, if a person scores high the first time he or she takes a
specific test and low the second time, the test cannot be measuring what it is supposed to
measure. Therefore, the test is both unreliable and not valid. Test validity and reliability are
prerequisites for accurate assessment of intelligence-as well as for any other measurement task carried
out by psychologists.
Standardization-Tests for which norms have been developed are known as standardized tests. They are
developed by calculating the average score achieved by a specific group of people for whom the test
has been designed. Then the extent to which each person's score differs from the scores of the
other individuals who have taken the test in the past can be determined and a qualitative sense
of their performance can be provided for future test-takers.
26
159) "Nerds"; "Geeks." Briefly describe the research findings regarding the intellectually gifted and
suggest how its results contradict popular stereotypes of the intellectually gifted.
Answer: The intellectually gifted differs from those with average intelligence as much as do individuals with
intellectual disabilities, although in a different manner. Accounting for 2 to 4 percent of the population
the intellectually gifted have IQ scores greater than 130.
Although the stereotype associated with the gifted suggests that they are awkward, shy social misfits
who are unable to get along well with peers, most research indicates that just the opposite is
true. The intellectually gifted are most often outgoing, well-adjusted, healthy, popular people
who are able to do most things better than the average person can.
160) What are the primary levels of intellectual disabilities that psychologists use to classify people with
low overall intelligence?
Answer: There are four levels of intellectual disabilities used by psychologists who deal with people of
low overall intelligence. The first level of intellectual disabilities is mild intellectual
disabilities. Mild intellectual disabilities is the most common category of intellectual
disabilities, and the label is applied to people whose intelligence scores range from 55 to 69.
In general, people with intellectual disabilities are independent and require only nominal
supervision. Although their development may be slower than that of their peers, people with
mild intellectual disabilities are likely to have families and jobs and engage in a variety of
activities. Moderate intellectual disabilities are the second level, and it includes people whose
intelligence scores range from 40 to 54. Their language and motor skills are significantly
impaired when compared to their peers, and they require moderate levels of supervision.
Typically, such signs of moderate intellectual disabilities are apparent early in a person's
development. The third level of intellectual disabilities is severe intellectual disabilities, and it
includes people whose intelligence scores range from 25 to 39. The fourth level is profound
intellectual disabilities, and it includes people whose intelligence scores are below 25. People
with severe and profound intellectual disabilities need constant supervision because they
cannot function independently. It is also important to remember that these levels are based
strictly on intelligence test scores, not necessarily on an objective evaluation of adaptive
behaviour-which is much more difficult to measure.
161) What are the advantages and disadvantages of using culture-fair intelligence tests?
Answer: Culture-fair tests provide psychologists with a way to measure intelligence without
discriminating against members of minority groups. These tests avoid discrimination by
including items that do not rely on language, or that are independent of culture-specific
experiences. The strength of such tests is that they allow psychologists to determine whether
group differences in intelligence are "real, " or if they are merely the result of bias in the test's
content. However, culture-fair tests are difficult to create, and many critics point out that a
person's intelligence cannot be separated from the culture in which he/she lives.
27
162) "The discrepancy in IQ scores between whites and blacks in the United States has nothing to do with
race." Support this reference using empirical data.
Answer: Blacks who are raised in economically enriched environments have IQ scores similar to whites
in comparable environments. For example, in a study of black children who had been adopted
at an early age by white middle-class families of above-average intelligence, the IQ scores of
those children averaged 106-about 15 points above the average IQ scores of unadopted black
children in the study. Other research shows that the racial gap in IQ narrows considerably after
a college education and cross-cultural data demonstrate that when racial gaps exist in other
cultures, the economically disadvantaged groups typically have lower scores. In short, the
evidence that genetic factors play the major role in determining racial differences in IQ is not
compelling. Furthermore, drawing comparisons between different races on any dimension,
including IQ scores, is an imprecise, potentially misleading, and often fruitless venture. By far,
the greatest discrepancies in IQ scores occur when comparing individuals, not when
comparing mean IQ scores of different groups. There are blacks who score high on IQ tests
and whites who score low, just as there are whites who score high and blacks who score low.
For the concept of intelligence to aid in the betterment of society, one must examine how
individuals perform and not the groups to which they belong.
28
Answer Key
Testname: UNTITLED42
1) TRUE
2) FALSE
3) FALSE
4) FALSE
5) TRUE
6) FALSE
7) FALSE
8) TRUE
9) TRUE
10) FALSE
11) TRUE
12) TRUE
13) TRUE
14) TRUE
15) FALSE
16) TRUE
17) FALSE
18) FALSE
19) FALSE
20) TRUE
21) TRUE
22) FALSE
23) A
24) B
25) C
26) C
27) C
28) D
29) B
30) C
31) C
32) B
33) D
34) B
35) D
36) C
37) D
38) A
39) C
40) B
41) B
42) D
43) D
44) C
45) D
46) D
47) C
48) B
49) A
50) D
29
Answer Key
51) A
52) C
53) B
54) B
55) C
56) B
57) D
58) C
59) D
60) A
61) B
62) D
63) A
64) B
65) D
66) B
67) C
68) D
69) C
70) B
71) A
72) B
73) D
74) A
75) A
76) A
77) C
78) A
79) A
80) C
81) B
82) D
83) C
84) A
85) D
86) B
87) B
88) B
89) B
90) C
91) B
92) A
93) A
94) D
95) B
96) B
97) A
98) C
99) D
100) D
30
Answer Key
101) D
102) B
103) D
104) B
105) D
106) D
107) A
108) C
109) D
110) D
111) A
112) C
113) C
114) A
115) C
116) A
117) A
118) A
119) C
120) D
121) B
122) D
123) C
124) A
125) D
126) D
127) A
128) B
129) C
130) A
131) A
132) B
133) B
134) B
135) C
136) C
137) C
138) B
139) D
140) B
141) C
142) B
143) B
144) D
145) D
146) C
147) C
31
Answer Key
148) Students' examples may vary. The answer should contain the following points:
Objects. Objects are represented by mental images. Mental images are not only visual; they can be produced by any
of our sensory systems. A familiar example might be the experience of "hearing" a song in one's head. Images retai
many of the properties of the objects they represent; in addition, we can often perform the same operations on
images that we can on the real objects they represent. For example, it takes longer to scan an image of a
large object than it does to scan an image of a small object, just as it takes longer to scan an actual large
object than a small one. We can also rotate an object's image in our mind, just as we can rotate objects in the
physical world. Mental images have been used to enhance the practice and performance of athletes and musicians.
Categories. Categories of objects, events, and people that are similar in some way are represented by concepts.
Concepts enable us to respond appropriately to stimuli in the environment and to identify novel objects. Some
concepts, such as geometrical shapes and kinship terms, may be represented by a unique set of properties
or features (e.g., triangle-three sides, interior angles sum to 180 degrees). Most concepts are represented
by a best or most typical example, or prototype. An apple, for example, may be the prototypical fruit.
Other objects are categorized as fruits to the extent that they resemble an apple.
149) A concept is a category of objects, people, or events that share common features. As you see people pass
on the sidewalk, for example, you may notice how they are similar in terms of their appearance and
personal characteristics. Based on those similarities, you would then likely place people into different
categories: short or tall, light hair or dark hair, energetic or sluggish, and so on. Concepts are useful
because they help us simplify a potentially large number of objects into a smaller number of categories. It
would be burdensome to remember every detail about all the people passing you on a sidewalk, but
remembering categories like height and hair colour is much easier to do. Concepts also help us to process
information about new stimuli. Thus, you might be able to infer some information about a stranger by
evaluating hair colour and perceived energy level. (It is important to remember, though, that our concepts
may not be entirely accurate, so the new student may bear little resemblance to other members of the
categories you place him or her in).
A prototype is the typical or best example of a category member. The prototype contains all the features of its
category. Sometimes people may not agree on what features best define a category, so the prototype may differ
across individual. Some people may view Wayne Gretsky as the prototype for the category hockey player, for
example, whereas others view Jason Spezza as the prototype. Prototypes are helpful because they often
improve people's ability to draw appropriate conclusions about the world.
32
Answer Key
150) An algorithm is a rule that ensures a solution to a problem if it is used correctly. Examples of algorithms
include the types of problems one would solve in math or physics. A correct solution exists, and applying
the various rules of math or physics guarantees that a person will find the solution. A heuristic is a mental
shortcut that can help in problem solving, but it does not guarantee that the correct solution(s) will be found.
Heuristics are often used when algorithms are not readily available, and when decisions must be made quickly.
The representativeness heuristic is used when we must judge a specific member of a category or group of people.
Basically, we evaluate how closely the member represents the category or group. This may occur, for example, whe
we are evaluating a member of a different racial group from our own, or when we try to decide which college cours
to take based on related courses we have taken in the past.
The availability heuristic operates when we draw on examples from memory that easily come to mind. Often, the
ease with which we access these examples leads us to overestimate how often they occur or how likely
they are to occur in the future. Thus, someone who survived the terrorist attacks of September 11, 2001,
may overestimate the damage caused by the attacks, or the likelihood that a similar attack will occur in the
future.
151) The three steps involved in problem solving are preparing to solve the problem, generating solutions, and
evaluating the adequacy of the solution. In the preparation step, we try to understand the problem that we
face, understanding the problem's nature and potential solutions. Depending on how familiar we are with
the problem, we may spend more or less time trying to understand and diagnose the problem. During the
production step, we generate as many solutions to the problem as possible. Solutions may already be
stored in our memory if we have faced a similar problem before; if they are not stored in our memory, we
may need to gather solutions from other sources or through other strategies (e.g., means-ends analysis,
insight). Finally, we judge the effectiveness of the solution. We may know how successful the solution
was immediately, or we may have more difficulty in our evaluation. Generally, single solutions that are
simple are easy for us to evaluate.
152) Students' examples may vary.
The answer should contain the following elements:
Well-defined vs. ill-defined problems. In well-defined problems, the nature of the problem is clear, as is the
information needed to solve it. An example might be an algebra word problem. In ill-defined problems, either or bo
the nature of the problem or the information needed to solve it is unclear. Determining how to get along with a
prickly supervisor may be one example.
153) Functional fixedness refers to people's tendency to think of an object in the ways that it is most often used.
This tendency is a component of a mental set, or a tendency to use old solutions to solve familiar or
unfamiliar problems. Not surprisingly, people find it adaptive to use solutions that have worked in the past
to approach new situations. Such strategies save time, are more efficient, and are proven to lead to a
correct result. Therefore, people become comfortable with routine ways of solving problems. When a
newer, faster, and more efficient method could be used, they are less likely to be aware of it. A person may
think of shampoo as a product that is only used for cleaning hair, for example. When a person is
functionally fixated, she cannot see new uses or functions for a familiar object. This can constrain her
ability to solve problems, especially with creative solutions. Therefore, she may not think to use the
shampoo to wash other body parts when she has no soap, or to wash dishes when she has no detergent. It
would seem, then, that functional fixedness and mental sets can have a negative effect on the way that we
understand and diagnose problems, and also on the solutions we generate to solve them.
33
Answer Key
154) Two factors that are known to correlate strongly with measures of creativity are divergent thinking and
cognitive complexity. Divergent thinking involves thinking in unusual or novel ways. Divergent thinkers
create and refine unusual but appropriate solutions to problems. Cognitive complexity refers to a
preference for elaborate, complex stimuli and thought. People who have high cognitive complexity tend to
be abstract thinkers, and they have varying interests and skills. Thus, creative people also tend to have
high cognitive complexity. Intelligence is a trait that does not correlate well with creativity, because
traditional intelligence tests typically measure convergent thinking (thinking based on logic), not divergent
thinking. Creative thinkers may actually be penalized on traditional intelligence tests because their ideas
and solutions do not conform to typical ways of thinking or solving problems.
155) Learning theory approaches suggest that language develops as a result of reinforcement and conditioning.
For learning theorists, language is not an ability with which people are born, but rather is one that
develops through experiences with the environment. Typically, children are rewarded for speaking, such as
when a caregiver smiles in response to a child's first word or praises a child for speaking grammatically.
As is always the case in learning theory, such reinforcement increases the likelihood that a child will
continue to speak. The child also learns language through listening to models in their immediate
environment and imitating the words and styles he or she hears. For example, a young girl may repeat
conversations between her caregivers, or mimic her mother's tone of voice or dialect. Again, such
imitation is usually rewarded. Learning approaches have been supported by research suggesting that
children who are spoken to become more proficient speakers themselves, especially if they are spoken to a
lot before they are three years old.
Although some data support the learning approach to language development, the approach does have weaknesses.
The learning approach cannot adequately explain the process through which children acquire the specific rules of
their language. Research has shown, for example, that children are reinforced not only when they use language
correctly, but also when they use language incorrectly. One reason this may be the case is that caregivers
can still understand the meaning of a child's expressions, even if those expressions do not conform to a
standard grammar. Over time and after reinforcement, the child may erroneously believe that the incorrect
expression is correct.
156) The linguistic-relativity hypothesis suggests that language shapes and may determine the way that people
of a particular culture perceive and understand the world. In other words, language shapes and produces
thought. As an example, having words like young and old may lead us to think differently about people
who have different ages. By having different categories, we may come to expect differences between members
of these categories in terms of their skills, abilities, and psychological characteristics-whether or not those
differences are real or meaningful.
Most research, though, suggests that thinking produces language. It was once believed, for example, that Eskimos h
more words or different ways to describe snow than did non-Eskimos, but recent research has failed to
support this belief. One revision of the linguistic-relativity hypothesis suggests that language may affect
specific aspects of thinking. Data show that English speakers distinguish between nouns that can be
counted versus measured, whereas some non-English speakers think only in terms of measurement. Also,
some cultures do not have a system higher than the number two, and members of these cultures have
difficulty when thinking about complex math problems that involve numbers larger than two.
34
Answer Key
157) Entity theorists believe that intelligence is primarily fixed at birth. In their view, no amount of life experience or
hard work can change the intelligence we have at birth. In contrast, incremental theorists see intelligence as flexible
potentially changing over the course of life.
In contrast to entity theorists, incremental theorists are more resilient when they fail at a task, because they
believe that future academic success on a task is possible.
158) The answer should include the following points:
Reliability vs. validity-Reliability refers property by which tests measure consistently what they are trying to
measure. Validity refers to the degree that a test actually measures what it is supposed to measure. Knowing that a
test is reliable is no guarantee that it is also valid. If a test is unreliable, it cannot be valid. Assuming that all
other factors- motivation to score well, knowledge of the material, health, and so forth-are similar, if a
person scores high the first time he or she takes a specific test and low the second time, the test cannot be
measuring what it is supposed to measure. Therefore, the test is both unreliable and not valid. Test validity
and reliability are prerequisites for accurate assessment of intelligence-as well as for any other measurement task
carried out by psychologists.
Standardization-Tests for which norms have been developed are known as standardized tests. They are developed b
calculating the average score achieved by a specific group of people for whom the test has been designed. Then
the extent to which each person's score differs from the scores of the other individuals who have taken the
test in the past can be determined and a qualitative sense of their performance can be provided for future
test-takers.
159) The intellectually gifted differs from those with average intelligence as much as do individuals with intellectual
disabilities, although in a different manner. Accounting for 2 to 4 percent of the population, the intellectually gifted
have IQ scores greater than 130.
Although the stereotype associated with the gifted suggests that they are awkward, shy social misfits who are
unable to get along well with peers, most research indicates that just the opposite is true. The intellectually
gifted are most often outgoing, well-adjusted, healthy, popular people who are able to do most things
better than the average person can.
160) There are four levels of intellectual disabilities used by psychologists who deal with people of low overall
intelligence. The first level of intellectual disabilities is mild intellectual disabilities. Mild intellectual
disabilities is the most common category of intellectual disabilities, and the label is applied to people
whose intelligence scores range from 55 to 69. In general, people with intellectual disabilities are
independent and require only nominal supervision. Although their development may be slower than that of
their peers, people with mild intellectual disabilities are likely to have families and jobs and engage in a
variety of activities. Moderate intellectual disabilities are the second level, and it includes people whose
intelligence scores range from 40 to 54. Their language and motor skills are significantly impaired when
compared to their peers, and they require moderate levels of supervision. Typically, such signs of
moderate intellectual disabilities are apparent early in a person's development. The third level of
intellectual disabilities is severe intellectual disabilities, and it includes people whose intelligence scores
range from 25 to 39. The fourth level is profound intellectual disabilities, and it includes people whose
intelligence scores are below 25. People with severe and profound intellectual disabilities need constant
supervision because they cannot function independently. It is also important to remember that these levels
are based strictly on intelligence test scores, not necessarily on an objective evaluation of adaptive
behaviour-which is much more difficult to measure.
35
Answer Key
161) Culture-fair tests provide psychologists with a way to measure intelligence without discriminating against
members of minority groups. These tests avoid discrimination by including items that do not rely on
language, or that are independent of culture-specific experiences. The strength of such tests is that they
allow psychologists to determine whether group differences in intelligence are "real, " or if they are merely
the result of bias in the test's content. However, culture-fair tests are difficult to create, and many critics
point out that a person's intelligence cannot be separated from the culture in which he/she lives.
162) Blacks who are raised in economically enriched environments have IQ scores similar to whites in
comparable environments. For example, in a study of black children who had been adopted at an early age
by white middle-class families of above-average intelligence, the IQ scores of those children averaged
106-about 15 points above the average IQ scores of unadopted black children in the study. Other research
shows that the racial gap in IQ narrows considerably after a college education and cross-cultural data
demonstrate that when racial gaps exist in other cultures, the economically disadvantaged groups typically
have lower scores. In short, the evidence that genetic factors play the major role in determining racial
differences in IQ is not compelling. Furthermore, drawing comparisons between different races on any
dimension, including IQ scores, is an imprecise, potentially misleading, and often fruitless venture. By far,
the greatest discrepancies in IQ scores occur when comparing individuals, not when comparing mean IQ
scores of different groups. There are blacks who score high on IQ tests and whites who score low, just as
there are whites who score high and blacks who score low. For the concept of intelligence to aid in the
betterment of society, one must examine how individuals perform and not the groups to which they
belong.
36
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picture of frigid resolution as she placed her umbrella in the stand,
and with some trivial remark about the lateness of the hour walked
straight upstairs to her own room, where she remained all the
evening, pleading a bad headache as an excuse from dinner. Nor
was her husband a more hopeful subject; declining all his cousin’s
entreaties and persuasions to remain, at any rate, till the last train,
he took his departure forthwith, Helen promising him, as she
followed him to the door, that they would all come and see him off
the following Thursday. Her inquiries and hints were in vain; no
particulars of the walk to the pier were vouchsafed to satisfy the
cravings of her curiosity. “We are just where we were before we ever
met—we are strangers,” was the only intelligence gleaned from her
cousin as he selected a cigar, buttoned up his top-coat, and bade
her good-night.
CHAPTER IX.
THE GIRL HE LEFT BEHIND HIM.
The day of embarkation arrived only too speedily. It was a

persistently pouring wet morning, rain descending in torrents. It
cleared a little towards the afternoon, and the Mayhews,
accompanied by Alice, started in a close carriage for Portsmouth
Dockyard. They had insisted on her accompanying them, saying
that, if she did not, it would give rise to a great deal of unpleasant
discussion among their friends, several of whom lived at Southsea.
“It is only fair to Reginald,” urged Helen. “He has not had time to
clear himself yet, and at any rate before the world you will have to
keep up appearances. How you can allow him to go—how you can
doubt him, I cannot imagine. You will be exceedingly sorry for
yourself some day,” she added in a lower voice, accompanied by a
look of keen-edged meaning quite lost upon Alice, who was staring
vacantly out of the window.
They soon arrived at The Hard, Portsea, and descried the huge
white Alligator lying alongside. The most frightful confusion prevailed
on all sides, and the noise and din and pushing and shoving were
beyond description. Baggage bewailed as lost; baggage going on
board; soldiers’ wives, who were being left behind, in loud
lamentation; friends who came to see people off, rather cheery and
important than otherwise; friends who were really sorry, and on the
verge of tears; dogs being smuggled on board; dogs being turned
out; wherever you looked there was bustle and confusion! The
Mayhew party gingerly ascended the long and slippery gangway,
and asked for Sir Reginald Fairfax.
“Yes, he was below, God bless him!” said an Irishwoman, who was
wiping her eyes with the tail of her dress. “It’s many a sore heart he
has lightened this day.”
“How so?” inquired Mrs. Mayhew graciously.
“Hasn’t he given ten pounds to every woman that’s not on the
strength, and is left behind, meeself among them—and me wid three
childer? May the heavens be his bed! may he never know sickness
or grief! May he never know what it is to have as sore a heart as
mine is this day! May the Holy Virgin protect him!”
It was in vain they tried to stem this torrent of blessings; the
woman would not let them out of her sight.
Addressing herself specially to Alice, she said:
“Maybe you’re his sweetheart, or his sister, alannah! His
sweetheart, I’m sure?” she urged insinuatingly.
“No, neither,” replied Alice, blushing furiously, and making a wild
and at last effectual effort to reach the top of the saloon stairs,
leaving the Irishwoman still pouring benedictions on her husband’s
head.
The long saloon was full of artillery, cavalry, and infantry officers
and their friends, but Reginald was not there after all; so, under the
escort of a polite naval officer, they again went on deck, where they
found him in the fore part of the ship, giving orders to a smart saucy-
looking sergeant, with his cap on three hairs, who was receiving his
directions with many a “Yes, sir; very well, sir.”
Sir Reginald was now junior major in the Seventeenth Hussars,
and uncommonly well he looked in his new uniform. He received
Mark and Helen warmly, Alice politely, and as though she were some
young lady friend of Helen’s, and nothing more. He offered to show
them over the ship, now they were there, and took them between
decks, pointed at the soldiers’ quarters, the live stock, the engines,
etc. Alice, under convoy of the naval officer, walked behind her
husband and the Mayhews, but her mind was in far too great a
ferment to notice or admire the order, discipline, spotlessness of the
magnificent trooper.
She answered her exceedingly smart escort utterly at random as
she mechanically picked her steps along the wet decks, the said
young sailor thinking her the prettiest girl he had seen for many a
day, and that her feet and ankles were the most unexceptionable he
had ever come across. He made a mental note to find out who she
was and all about her.
As they passed a group of weeping women, he remarked: “They
may well cry, poor creatures, for many a fine fellow will sail to-day
that will never see his native land again.”
“Oh, please don’t say that,” said Alice, her eyes filling with tears.
“Why not? Are you very much interested in anyone on board?” he
asked with a smile meant to be tender and captivating.
“My husband,” she faltered.
“Your husband!” he cried thunderstruck. “Are you married—you
look so awfully young? Is that your husband—that young hussar
fellow ahead with your friends?”
Alice, whose tears were now quietly coursing down her cheeks,
turned and leant over the side in silence.
“Is he?” he repeated.
She nodded impatiently, still further averting her face.
“Oh, but a strong-looking fellow like that is sure to come back all
right,” said he, offering her the first piece of clumsy comfort that
came into his head, and much distressed at the flow of tears that
kept drip, drip, dripping into the sea.
“By Jove!” he thought, “what an odd couple they are! They have
never spoken to each other yet, for all this grief.”
Meanwhile the Mayhews and Reginald had turned and come back
towards them, and were much edified to find Alice leaning over the
side, apparently studying the sea, and a young sailor seemingly
whispering soft nothings into her ear. This was a phase of her
character that burst upon them for the first time. She remained quite
motionless till they had passed, then dried her eyes and followed
them below. They went down to the main deck and saw Reginald’s
cabin, which he shared with another officer. Some loving hands had
done up the stranger’s side with many a little comfort—a thick quilted
crimson counterpane, pockets for boots, and combs, and brushes
against the wall, and the netting over his berth crammed with new
novels. All these caught Alice’s eye, and she felt a sharp twinge as
she turned and saw her husband’s share of the cabin bare of
everything save such luxuries as the ship provided.
“You are all going to stay and dine with me,” he said, “at the
ghastly hour of half-past four, but it will take the place of five-o’clock
tea for once. And if you like to make a toilette,” addressing himself to
Helen, “here are brushes and combs at your service, and I’ll take
care that the other fellow does not intrude.”
“But won’t it seem very odd if we stay?” asked Helen, dying to do
so.
“Not at all. About twenty ladies are dining besides yourselves; so
look sharp, the first bugle has gone.”
He treated Alice as an utter stranger; and Alice, now that he was
really and truly going, began to realise what she was losing. Regret,
remorse, and love were getting the better of pride, obstinacy, and
suspicion. Miss Fane’s influence was gradually wearing away in
Helen Mayhew’s society. She choked back the blinding tears that
would come into her eyes, and bit her quivering lips, so that Helen
might not see her tardy sorrow. Helen was calmly titivating herself at
the glass, and did not observe her companion’s emotion.
“Come, Alice, be quick!” she exclaimed at last. “Take off your
jacket, child; your serge will do very nicely. Here, wash your face and
brush your hair; you look quite wild and dishevelled.”
Alice mechanically rose to obey her. “What a dandy Reginald is,”
she proceeded. “I had no idea he was such a fine gentleman: ivory-
backed brushes with monograms, and all his toilet accessories to
correspond—boot-hook, button-hook, shoe-horn, all complete. Let’s
see what his dressing-case is like inside.”
“Oh don’t,” cried Alice piteously; “he hates to have his things
rummaged, I know he does.”
“What nonsense, my dear girl,” opening the case. “Here, have
some white rose—hold out your handkerchief.”
“No, thank you, I would rather not.”
“Ridiculous goose, afraid to have it because it is your husband’s!
Listen to me, Alice,” she said more gravely, putting her hand on
Alice’s shoulder; “he is your husband as sure as Mark is mine. Say
something to him before he goes. Promise me that you will. There!
there’s the dinner-bugle. Now mind,” opening the cabin-door hastily
and speaking to Alice over her shoulder, “it will be your last chance.”
They found Reginald waiting at the foot of the stairs to escort them
to dinner, where he sat between them at the captain’s table. Quite a
number of ladies were present, but not one to compare with Alice in
appearance. Many an admiring eye was turned again and again to
the lovely slight girl sitting next Fairfax. A lisping sub, who was at the
opposite table, after gazing at her for nearly five minutes, gave
utterance to the universal query, “Who is she?”
“I say, who the deuce is that pretty girl sitting next Fairfax? She is
uncommon good-looking.”
“Don’t know, I’m sure,” returned his neighbour; “his sister most
likely. She is downright lovely. Such a nose and chin, and sweet
kissable little mouth!”
“You had better not let Fairfax hear you, my dear boy. Maybe she’s
his wife.”
“Wife! That girl! You can just step upstairs and tell that to the
marines.”
“I would give a trifle to know who she is,” remarked a third, upon
whom a brandy-and-soda had had a most reviving effect.
“I can tell you,” said Alice’s acquaintance, the naval officer, who
had just come down and seated himself at the end of the table; “she
is the wife of that young fellow next her.”
“What nonsense! He is not married.”
“Oh yes, he is,” observed a hitherto silent youth, who had been
devoting himself ardently to his dinner, and who now plunged into
the discussion pending the arrival of the second course. “He is
married, but he and his wife have had no end of a shindy, I hear;
that’s the reason he is going abroad. Just look at them now, as grave
and as glum as if they were at a funeral.”
“What a pity it is that marriage is so often the grave of love,”
remarked a cynical little artilleryman, putting up his eyeglass and
staring across at the other table. “They are an uncommonly good-
looking couple, anyway. The fellow reminds me of Millais’ ‘Black
Brunswicker,’ only he is darker.”
So saying, he languidly dropped his glass and resumed his dinner.
The moment of parting came, and the general feeling was that the
sooner it was over the better.
Putting on their hats and jackets, Alice and Helen hastened on
deck; Alice’s heart thumping, her knees trembling, and her face as
pale as death. Here they were joined by Mr. Mayhew and Reginald,
who were having a few last words.
“Come along, Helen,” said Mark, taking her arm and leading her
down the gangway, good-naturedly intending to give the other couple
a moment to themselves; but if it had been to save Alice’s life she
could not have uttered a syllable. She intended to have said
something—what, she scarcely knew—but her dry lips could not
frame a sound, and they reached the carriage in dead silence.
“Good-bye, Mark! Good-bye, Helen! Good-bye, Alice!” said her
husband hurriedly.
Alice turned on him a wistful glance, but a cold farewell was all she
read in his stern dark eyes. In another second he was clanking up
the gangway, a vision of a dark-blue uniform, a close-cropped brown
head, and he was gone; and Alice leant back in her corner of the
carriage, and gave way to a passion of weeping no longer to be
restrained.
CHAPTER X.
GEOFFREY SPEAKS HIS MIND.
Alice remained at the Mayhews’ for ten days, previous to going to

Monkswood. She was very quiet and subdued in public, but in
private her feelings were not so well under control. If the walls of her
room could have spoken, the good folks downstairs would have
been amazed at some of their revelations. They could have told how
Alice flung herself on her bed the night the Alligator sailed, and wept
the bitterest tears she ever shed.
“If he is innocent,” she said, “he will never, never forgive me. What
have I done? I have had the happiness of my life in my own keeping,
and thrown it away with both hands.”
Leaving Alice stretched on her bed, perfectly worn out and
exhausted with crying, her face buried in the pillows to stifle her
sobs, let us follow the Alligator and see how her husband is getting
on.
They have rounded Finisterre, and are having, if anything, rather
worse than the usual Bay weather. Tremendous Atlantic rollers are
tossing the Alligator about as if she were a huge toy. Now she yaws
over, down, down, down to this side, now she slowly rights herself
from an angle of at least 40°, and goes over to that. They are having
a very bad time of it no doubt, for it has now commenced to blow, not
half but a whole gale. All but those whose duty it is to remain on
deck have gone below—all but one tall figure in a military great-coat,
who is standing under the bridge, and keeping his equilibrium as
best he can, considering that he is a soldier.
He seems perfectly insensible to the lurching ship, the torrents of
water sweeping the decks, the whistling of the wind through the
rigging, and the weather-beaten sailors’ anxious faces. Seems so
only; in his heart he is saying:
“If this goes on she will founder. It will be a terrible thing for all
these poor fellows and their friends at home, but a rare piece of good
luck for me.”
However, the Alligator did not go to the bottom, thanks to
Providence, rare seamanship, and her own sea-going qualities—but
that she never was out in anything that tried the latter so thoroughly
was admitted by the oldest salt on board.
Geoffrey escorted Alice down to Monkswood about a fortnight

after her husband had sailed. The carriage they occupied was
empty; for the first part of the journey they had it all to themselves.
Geoffrey thought this an excellent opportunity for giving Alice what
he called “a little bit of his mind,” so, having arranged himself and his
rug to his complete satisfaction, in the seat facing hers, and sticking
his eyeglass firmly in his eye, he commenced:
“You are a nice young woman, I must say. I have the worst, the
very worst possible opinion of you.”
“You can’t think how grieved I am to hear you say so,” said Alice,
looking up from Punch with a complacent smile.
“It’s no smiling matter,” he replied angrily, “you heartless, obstinate
little—little—I don’t know what to call you.”
“Don’t hesitate to relieve your mind; you have generally a fine
command of language. Pray don’t let my feelings stand in your way.”
“Well—vixen, then—a little vixen!—allowing your husband”—with
much emphasis on the word—“to go out of the country in this way:
the very best, the nicest fellow in the whole world. His little finger is
worth ten of you. Letting him go when a word would have stopped
him. The idea of a chit like you”—with scathing contempt—“having it
in her power to control a fellow’s movements! Now you have sent
him to that white man’s grave-yard—India—I hope you are
satisfied?”
“There was no occasion for him to go.”
“Every occasion, once you had taken it into your head to leave
him. You could not both live at home, and apart, without no end of a
scandal—a young couple barely out of their honeymoon. Even now
there are whispers, I can tell you; but, as everyone knows Rex to be
a red-hot soldier, the row that they say is going to come off out there
will be sufficient excuse to most; few will guess the real reason of his
leaving England—an obstinate, credulous, heartless wife.”
“Really, Geoffrey, you have the most astounding assurance! What
next, pray?”
“One great comfort to me is,” proceeded Geoffrey, removing his
glass and leaning back with folded hands, “that when this
tremendous lie is found out, and squashed, everyone will be down
on you like a thousand tons of bricks. I am quite looking forward to it,
I can tell you,” rubbing his hands. “Thank goodness you are not my
wife, that’s all.”
“To be your wife!” she exclaimed contemptuously, “what an alluring
idea! Why not suggest Norman at once?”
Geoffrey’s youth was his tender point.
“I am glad you are not my wife,” continued Geoffrey, perfectly
unruffled by her interruption. “I remember you as a small child, a
horrid, cross, cantankerous little monkey, flying into awful tantrums
and rages for nothing at all. You bit me once, I recollect, my young
lady.”
“I’m sure I never did,” cried Alice indignantly.
“Pardon me; I have every reason to remember it. Your teeth were
as sharp then as your tongue is now. You asked my pardon, and
said you were very sorry, and all that, and I forgave you. Query, will
Reginald forgive you for the nice trick you have served him? What
possessed him to marry you is a riddle I have given up long ago.
However, if anyone can break you in to trot nicely and quietly in
double harness, Reginald is the man. He stands no nonsense, as I
daresay you know by this time, madam.”
“Have you done, Geoffrey?”
“Not quite yet. Supposing he is killed out there, or is carried off by
fever or cholera, how will you feel? The chances are fifty to one
against his ever coming home. If he does not, his death will lie at
your door as surely as if you had murdered him.”
Now Alice, whatever fear she had of Helen, had no awe of
Geoffrey, and whatever she might suffer from self-reproach, had no
idea of being taken to task in this way by him.
“One would think, to hear you talk, Geoffrey, that you were the
injured party. Pray what business is it of yours, my kind and
complimentary cousin? If you could contrive to mind your own affairs
and leave me to manage mine I should feel obliged,” said Alice with
much dignity, taking up Punch once more from her lap and casting a
look of indignant defiance over the top of its pages at her
irrepressible cousin.
“By rights you ought to be at school; you are barely eighteen—far
too young to know your own mind; not that you have much mind to
know,” he added, crossing his legs and gazing at her
dispassionately.
“Much or little, it is made up on one subject most thoroughly,”
returned Alice with an angry spot on either cheek. “If you do not
cease these civilities and leave me in peace, Geoffrey, I shall get out
at the next station, and travel in another carriage.”
“Here you are then!” he returned unabashed, as the slackening
pace and large sheds full of rolling stock and network of lines
betokened their arrival at a junction.
“This will do,” said a high treble voice, and the carriage-door
opened and displayed two very fashionable-looking ladies, a maid, a
poodle, various monstrous wicker travelling cases, a varied
assortment of small parcels, dressing-cases, umbrellas, and other
light odds and ends. The party were under the charge of a stout, red-
faced, irascible-looking old gentleman, who seemed by no means
equal to the occasion, and was soon to be seen coursing up and
down the platform, inveighing at porters, accosting guards, and
altogether in a state of excitement bordering on delirium.
The two ladies, the poodle (smuggled), and many of the smaller
packages found places in the carriage with Alice and Geoffrey; and
after a time were joined by the old gentleman, frightfully out of breath
and out of temper.
The presence of outsiders put an end to hostilities between our
young friends, and their discussion was postponed to a more
appropriate occasion. Alice even vouchsafed to accept a fresh foot-
warmer and a cup of tea from Geoffrey’s hands in token of a truce.
Although the month was March, it was still bitterly cold, and Alice
shivered as they sped along through fields still brown, past curious
old hamlets and farm-houses, with red high-pitched roofs or quaint
black and white timbered walls; past dumpy little high-shouldered-
looking village churches; past gray manorial halls peeping through
their still bare leafless woods; past flaming scarlet modern erections
in the all-prevailing Queen Anne style; past scattering cattle and
galloping long-tailed colts, at thundering express speed.
Alice saw but little of the landscape; her eyes were dim with
unshed tears, that nearly blinded her.
Was ever any girl so miserably unfortunate, so wretchedly
unhappy as herself? She had had to abide by principle and duty—to
hold aloof from her husband till he could clear himself. But where
was Reginald now? What was he doing? Could he but guess the
awful blank he had made in her life? Supposing that Geoffrey’s
prediction came true! she thought, with a sudden contraction of her
heart. What would she not give for one moment’s glimpse of him
now? Query, would she have been happier had her wish been
gratified? The picture would unfold a hazy languid afternoon, the
Alligator steaming down the glassy Red Sea twelve knots an hour;
the passengers enjoying a practical experience of the dolce far
niente—some dozing in cane chairs or on the benches, their caps
pulled over their eyes, gracefully nodding and coquetting with the
fickle goddess Sleep; some playing deck-quoits; some
endeavouring, spite of drowsiness, to interest themselves in a
yellow-backed novel; some playing draughts; some smoking; some
one or two, “though lost to sight to memory dear,” beneath a shady
umbrella, in company with a lot of flounces and neat little steel-
buckled high-heeled shoes.
Down in the saloon, half-a-dozen kindred spirits are drinking the
cup that cheers etc., dispensed by the pretty little hands of a pretty
little woman, the wife of a colonel returning from a six months’
European tour, charged with quantities of nice new dresses and a
freshly-whetted appetite and zest for flirtation. She has helped to “get
up” theatricals on board, and played her part to admiration; she sings
delightfully piquante French songs to an audience of enthralled
fellow-passengers; she tells amusing little stories about the other
ladies in her cabin to her ravished listeners; she treats everything as
a joke—even Sir Reginald Fairfax amuses her. He avoids all the
ladies, never speaks to them, and keeps aloof from the fair sex in a
manner that stimulates her vanity and her curiosity alike. However,
she has overcome circumstances, and by a propitiously-dropped
book made his acquaintance, and finds that “he is altogether
charming, and every bit as nice as he looks.” This she explains to
the lady at the next washing-stand, as she dresses elaborately for
dinner.
Sir Reginald is compelled to come to five o’clock tea—there is no
escape for him—and he submits to circumstances with as good a
grace as he can muster.
Behold the picture Alice would have seen, had second sight been
vouchsafed to her: Pretty, very pretty Mrs. Wynyard, in a dressy pink
cotton, pouring out tea at the end of one of the saloon tables for the
benefit of two ladies and five gentlemen, who are all in the highest
possible spirits, and discussing the lottery that they are getting up on
passing Perim. Her husband is the object of Mrs. Wynyard’s most
marked civilities; he has been deputed to cut the cake, and is
fulfilling the task with wonderful skill and alacrity, and is laughing and
talking with as much animation as anyone else. For the moment he
has cast care behind him and closed his eyes to the past; and,
indeed, care is but a sorry associate for a young man of five-and-
twenty.
To leave the tea-party on board the Alligator, and return to Alice in
the railway carriage, does not take us more than a second. Whilst
her face is steadfastly turned away from the new arrivals, they have
been regarding her with a long exhaustive stare.
“Who are these young people?” they ask themselves with the
intolerance of people in their own county. “The girl is well dressed,
and might be good-looking if she had more colour and not those dark
rings round her eyes,” was their mental verdict. These ladies
themselves, attired in fashion’s latest hint of fashion, by no means
disdained to bring art (and a good deal of art) to the aid of nature.
One of them was not merely rouged, she was raddled; and over
her head fully forty summers had flown. Nevertheless, her sight was
still eagle-keen, and on the strap of a dressing-case she deciphered
a card and the name “Fairfax.” Electrical effect! Yes, “Fairfax” as
plain as a pikestaff. Was this girl the young bride, the beauty, that
there had been so much talk about? She must be.
And the youth. Was he her husband? That boy! Preposterous! If
not her husband, who was he, and where was Sir Reginald Fairfax?
You may rest assured that she did not keep her discovery or her
surmises to herself; and no sooner had Alice and Geoffrey left the
train than she took her companions into her confidence, and pointed
out with emphasis the open carriage and imposing-looking pair of
bays that were visible above the palings outside the station, and into
which Lady Fairfax and her companion had just stepped and driven
off.
Why did the bride come thus, alone? Where was her husband?
Who was her escort?
The rosy-cheeked lady lived within an easy distance of Manister,
and she set the ball of rumour and conjecture rolling along so gaily
and so speedily, that all the matrons within miles of Monkswood
soon regarded Alice with feelings bordering on ferocity. In the first
place, she had carried off the best parti in the county. This was bad
enough; but to be separated from him within three months of their
marriage, and to arrive on their hands as a very bad little black
sheep, was surely beyond endurance. She had nothing to expect
from their charity or generosity.
CHAPTER XI.
“EASTWARD HO!”
The Alligator put in at Malta for twenty-four hours, and all the
passengers landed and “did” the sights. Reginald, in company with
some fellow-sightseers, visited the cathedral, the fried monks, and
other noteworthy objects, and, sentimental as it sounds, he strolled
past the house where he had first met Alice.
“Who would have thought,” he said to himself, “that that simple,
unsophisticated girl would have turned out so hard and unyielding?
She had given him a bitter lesson; he had done with her and all
womankind, that was certain;” but before he reached Port Saïd his
heart was considerably softened.
The handsome young second lieutenant and he were constantly
thrown together, and had become capital friends. They were partners
at whist, and frequently played in the same game at deck-quoits.
One evening they were standing in the stern, watching a large
steamer passing in the distance, homeward bound, when the
lieutenant abruptly broached the delicate subject of matrimony.
“No one would think,” he said, critically surveying his companion,
“that you were a married man.”
“Then you are not as clever as a friend of mine, who declares that
he recognises a Benedict at once by the cut of his boots, and could
swear to his umbrella,” said Sir Reginald.
“You haven’t a married look about you,” resumed the sailor, “no,
nor your wife either. I never was more amazed than when she told
me she was married.”
“Indeed!” replied Sir Reginald stiffly.
“Yes, I put my foot in it rather; I always do if there is the slightest
aperture for that extremity. Thinking her a girl come on board with
her friends merely to see off some casual acquaintance, I told her
that the chances were that many of those embarking would never
see England again. A most happy remark, was it not?” observed the
sailor emphatically.
“And what then?” asked his companion with averted eyes, busily
arranging the focus of his opera-glasses.
“Oh!” she said, “don’t, my husband is going;” and then she burst
into floods of tears. Such oceans I never saw; how they poured down
into Portsmouth Dock I shan’t soon forget.
“Did she say that I was her husband?” inquired Sir Reginald,
looking at him searchingly.
“Yes, of course she did. You are, are you not?” returning his gaze
with wide-open curious eyes.
“I am,” very shortly. “After all, that is not a P. and O. boat. Now she
is close, you can easily see that she is one of the Messageries; yes,
you were right after all, and I was wrong,” said Sir Reginald,
changing the conversation and handing the glasses back to the
lieutenant.
A few minutes later he moved away, and leaning over the
bulwarks in a secluded spot he finished his cheroot alone. Somehow
his heart felt lighter than it had done for a long time; and when, some
hours later, he went below to his “horse-box,” and found his own
particular fellow-passenger asleep and snoring, he took out a cabinet
photo of Alice, taken shortly after their wedding, and gazed at it long
and earnestly. How happy she looked—how lovely! Infamously as
she had treated him, there was no one like his Alice after all. He had
the weakness to kiss the pasteboard and put it under his pillow, and
in a few minutes was sound asleep.
The Alligator of course stopped at Port Saïd, that perennial abode
of sand, flies, and dogs; full of melancholy-looking empty cafés
chantants, where the performers, ranged on the platforms, and all
ready to strike up, appear to be only waiting for an audience, and
audience there is none. The sandy streets were full of people—
Jews, Turks, infidels, and heretics. The home-coming Anglo-Indian,
with stupendous mushroom topee swathed in a quarter of a mile of
white puggaree, and armed with a large double-covered umbrella,
passes the out-going “Griff,” got up in pot-hat, dogskin gloves, cane,
etc., with a stony stare.
But a very little of Port Saïd goes a long way with most people;
and the Alligator passengers, having laid in a supply of eau-de-
cologne, oranges, and umbrellas, with which to face the Red Sea,
were not sorry to troop back on board to the welcome signal of the
“dinner” flag.
They edged their way cautiously through the Canal, and bore
down the Red Sea with wind and weather in their favour. The sky
and sea were like Oxford and Cambridge blue; there was not a ripple
in the water. The far-receding Arabian coast engaged the attention of
at least a dozen deluded opera-glasses looking out for Mount Sinai.
Oddly-shaped islands were passed, including the notorious
“Brothers,” so little above water and so much in the line of traffic, that
more than one ill-fated steamer has borne down on them at full
speed and sunk like a stone. Aden was left behind in due time, and
after a pleasant breezy run across the Indian Ocean, one early
morning Colaba lighthouse was descried in sight, and not long
afterwards they were steaming majestically up Bombay harbour, and
anchored off the Apollo Bund. To a new arrival, how bright and
gorgeous and eastern it all looked!
The long low stretch of land, covered with white and yellow
buildings of all shapes and sizes, set off with a background of green
trees; rising here and there against the turquoise sky were palms
lofty and graceful, which alone made everyone realise that they were
actually in the East at last.
The harbour was crowded with shipping. Steamers and sailing
ships at anchor abounded on all sides; and flitting in every direction
were native bunderboats plying between them and the shore.
Fishing-boats, with enormous lateen-shaped sails, were spread up
the harbour towards Elephanta. Even the grotesque junk was
represented; and altogether the scene was novel and lively. And now
for the moment of parting and disembarking on board the Alligator.
None of the former were particularly tender, for there had been no
very prononcé flirtations. In this respect the troopers pale before the
P. and O., and those who were bound for the same station had
generally herded together on the voyage out. There was wild work at
the railway station, but after awhile the Alligator’s late freight were
steaming along to their several destinations in Bengal, Madras, or
Bombay.
Sir Reginald Fairfax and Captain Vaughan, Seventeenth Hussars,
along with the draft in their charge, were forwarded to Camelabad;
and after a wearisome three-days’ journey, half-blinded with glare
and smothered with dust, they found themselves (figuratively
speaking) in the arms of their brother “Braves.” The Seventeenth had
only recently arrived in the station, and had barely shaken down into
the quarters vacated by the out-going “Guides,” whose furniture,
horses, and traps they had also succeeded to, after the exchange of
sundry bags of rupees, as horses, traps and furniture, once settled at
an Indian station, rarely leave it. An old habitué will say to a new
arrival—a bride most likely, and vain of her first equipage:
“Oh, I see you have got the Carsons carriage.”
“Oh dear no; it is ours.”
“Yes, I know that, of course; but it was the Carsons’, and before
that it belonged to the Boltons, who got it from the Kennedys, who
brought it from Madras.”
Camelabad was a lively populous station, large and scattered.
There was always something going on. The hospitality of the Anglo-
Indian is proverbial; society, as a rule, pulls well together. The
backbiting, scandal, and cause for scandal, so much attributed to
Indian circles, is no worse out there than it is at home. The fact of
being fellow exiles draws people together, and they are more genial
to each other than in their native land.
But to return to Camelabad. It was certainly a very gay place;
dances, dinners, theatricals, “At homes,” not to speak of polo
matches, sky races, and paper-chases, succeeded each other
rapidly. The Seventeenth Hussars were soon drawn into the giddy
vortex; they set up a weekly “function,” and gave a capital ball, and
speedily ingratiated themselves with their neighbours. They went
everywhere and did everything, “as people always do who have not
long come out,” quoth the Anglo-Indian of thirty years’ standing with
lofty contempt. They all went out with one exception, and he never
mixed in society; for which reason, strange to say, society was most
anxious to make his acquaintance. The Seventeenth were
repeatedly asked: “Why does not your junior major show? Excepting
on boards or courts-martial, he is never to be seen.”
“Why does he not come and call?” a lady of high social position
asked the colonel. “I want to have him to dinner. What makes him so
unsociable? Such a handsome young man too! I saw him at the
review on the Queen’s birthday. You must stir him up!”
“I can’t, my dear madam. I have tried to stir him up, as you call it,
but it was no good. Nevertheless, he is a capital fellow; first-rate
officer; keen sportsman; and awfully popular with men. But I take it
he does not care for ladies; got rather a facer from one of them, I
fancy.”
This having transpired, Sir Reginald became more interesting than
ever to the public mind; but as all invitations invariably met the same
fate—a polite refusal—he was in time permitted to “gang his ain
gait,” and relegated to the ranks of the outer barbarians. He played
polo with the regimental team, rode the regimental cracks in the sky
races, and was looked on as an enormous acquisition by the
Seventeenth, who considered him a kind of Admirable Crichton in a
small way, his riding, shooting, and cricketing being much above par.
His personal appearance they regarded with undisguised
complacency as a valuable adjunct to the average good looks of the
corps; and he was installed in their opinion as an out-and-out good
fellow and thorough gentleman.
“I used to be sick of hearing some of the Fifth fellows quoting
Fairfax for this, that, and the other,” remarked one; “but, strange to
say, their swan is a swan after all, and has not turned out to be that
very toothsome but homely bird—a goose!”

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Essentials of Abnormal Psychology Third Canadian

5) Each sensory modality is able to produce corresponding mental images.

21) Entity theorists believe that intelligence is primarily fixed at birth.

26) At what age does an average baby begin to babble?

31) What is determining the best arrangement of canned goods on a shelf?

39) Which of the following statements concerning culture-fair tests is TRUE?

40) What does research on creative thinking suggests?

44) What does divergent thinking require a person to develop?

49) What does research on language development suggest?

53) What is the hallmark of creativity?

56) What do creative people tend to exercise?

58) What is the most common cause of intellectual disabilities?

63) Who created the first intelligence test?

66) What is the most common biological cause of an intellectual disability?

77) Which statement describes intelligence test?

78) Which statement describes a standardized test?

79) How do entity theorists view intelligence?

80) What is one problem with Binet's conception of mental age?

86) Which of the following did Noam Chomsky believe?

104) What are typical highly representative examples of a concept called?

120) According to the linguistic-relativity hypothesis, what is language?

127) What does thinking about our own thinking require?

130) In a bilingual instructional setting what do students learn?

133) Mental sets refer to the tendency to do which of the following?

145) When can an error in syntax be observed?

The day of embarkation arrived only too speedily. It was a

Alice remained at the Mayhews’ for ten days, previous to going to

Geoffrey escorted Alice down to Monkswood about a fortnight

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