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Test Bank for LifeSmart, 1st Edition : Fiore

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1
Student: _______________________________________ ____________________________________________
1. It has been argued by your text book author and others that the unique characteristic of humans that sets them apart from non-humans is
that humans have an innate desire to:
Refer To: An Introduction
A. reproduce and take care of their offspring.

B. communicate with each other with non-verbal signals.
C. use tools.
D. understand the reasons that events occur.
2. The technical term for the questions that scientists and others ask to determine why events occur is:
Refer To: Data Collection Techniques
A. hypothesis.
B. theory.
C. guess.
D. postulate.
3. An hypothesis is:
A. a carefully formulated question that can be tested through the scientific method.
B. a loosely defined set of principles that can explain many events.
C. interchangeable with theory.
D. may never be falsified.
4. An important result of investigating behavior by using the scientific method is:

A. control over life events.

B. finding the absolute truth of life's mysteries.
C. using the information gained to manipulate others more effectively.
D. to accept one's destiny.
5. factors are events or characteristics that influence our lives in negative ways.
A. Pessimistic
B. Risk
C. Malignant
D. Maladaptive
6. Eleanora was born into poverty to an alcoholic father and a neglectful mother. These are considered factors for Eleanor's
development.
A. malignant
B. control
C. natural
D. risk
7. factors are events or characteristics that influence our lives in positive ways.
A. Adaptive
B. Benign
C. Protective
D. Nurturing
8. Lilith's parents are not wealthy, but they have made sure she has had good medical care through free clinics and have worked hard to
enrich her life. The efforts of Lilith's parents would be considered factors for her development.
A. nurturing
B. protective
C. adaptive
D. control
9. Which of the following were risk factors for the children studied by Werner and Smith (1992)?
A. poverty
B. divorce
C. mental illness
D. all of these
10. In the Werner and Smith study (1992) of Hawaiian children, how was the "vulnerable" group defined?
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A. having been exposed to poverty or divorce

B. having been targeted for assistance by state and local agencies
C. having been exposed to four or more developmental risk factors.
D. having been born with "difficult" or "slow-to-warm-up" temperaments.
11. In the Werner and Smith study (1992), of the children originally identified as high-risk, how many developed into confident, competent
young adults?
A. one in five
B. one in three
C. one in ten
D. none of them
12. An examination of the biological, cognitive/psychological, and social changes that occur over the course of a human life defines:
A. biopsychology.
B. lifespan development
C. abnormal psychology
D. human interests.
13. Dr. Fleiss has an interest in how human behavior changes from its earliest influences. So, she spends her time tracking the influence of
prenatal conditions on temperament on infants. Using this data, she plans to see how these factors influence the behavior of the children as
they age. Dr. Fleiss' area of study is:
A. lifespan development.
B. early childhood education.
C. gerontology.
D. biopsychology.
14. An examination of all the many influences on an individual's development is the approach.
Refer To: An Example of Development through the Lifespan
A. innate
B. nature/nurture
C. biopsychosocial
D. physiological
15. Genetics, prenatal factors, socioeconomic status, ethnicity, and culture are all elements of the approach to understanding
human development.
A. epigenetic
B. deterministic
C. biopsychosocial
D. sociobiological
16. Which of the following does Barack Obama's life story exemplify?
A. A person tends to follow the same path that his parents did.
B. Lifespan development often proceeds nonlinearly with both trials and successes.
C. The majority of developmental change happens within the first ten to twelve years of life.
D. Barak Obama is an example of an individual who failed to overcome risk factors.
17. has been described as the study of life from "womb to tomb" because it begins with conception and ends at death.
A. Biology
B. Behavioral psychology
C. Sociology
D. Lifespan development
18. Lifespan psychology refers to a process beginning:

A. at conception and ending in death.

B. at birth and ending in death.
C. in infancy and ending in adolescence.
D. in adolescence and ending in death.
19. While understanding individual behavior is important, the focus of the study of development is to identify trends that can explain the
growth of all humans. This is the approach.
Refer To: Thinking About Lifespan Development
A. normative
B. average
C. theoretical
D. practical
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20. A(n) approach to the study of human development focuses on life trends while still allowing investigation of individual
differences.
A. modal
B. interactive
C. normative
D. sociobiological
21. Jacob had a typical childhood, graduated from high school at 18 and then went on to college where he met his future wife. However,
Jacob was raised by his aunt and uncle and grew up in Iowa after being born in Israel. The approach to understanding
development would best be able to address these variables.
A. application
B. standard
C. normative
D. statistical
22. As identified by the author, all of the following represent objectives of lifespan psychology as a discipline with the EXCEPTION of:
A. providing an organized account of development across the lifespan.

B. identifying interconnections between later and earlier events.
C. accounting for mechanisms responsible for lifespan development.
D. controlling or redirecting unfavorable aspects of development.
23. Lifespan development can best be summed up in terms of:

A. aging.
B. maturation.
C. growth.
D. change.
24. One of the most important features of development is and as such is the major focus of your text.
A. change
B. stability
C. genetics
D. environmental plasticity
25. The textbook specifically warns against reliance on alone to explain development.
A. change
B. plasticity
C. age
D. dynamic processes
26. What does Rutter propose regarding age as an explanation for behavior?
A. Individuals tend to respond to the events in their lives in a manner consistent with their age.
B. Age alone can typically inform us of the psychological mechanism underlying a developmental phenomenon.
C. Age is an ambiguous explanation for behavior.
D. Age tells us much about the underlying causal mechanisms for developmental phenomena.
27. Tara and Sora are both 5 years old. When Tara is told she has to share a sandwich, Sora is delighted, but Tara is upset. What important
element of development is illustrated?
A. How different parenting styles affect moral behavior.

B. How context determines behavior rather than maturational stage.
C. How children of the same age tend to see the world in black and white.
D. How scaffolding can influence prosocial behavior.
28. Of the following, which is an appropriate example of systematic change from a developmental perspective?
A. James realizes that he has to balance his checkbook, if he wants to avoid overdraft fees.
B. Natussa would rather not hold her mother's hand when she crosses the street, as she is a "big girl" even if she is only four.
C. Now that Molly is three, she is able to climb the stair with alternating feet instead of on her knees as she did when she was two.
D. Mindy likes to play her video games even though she knows she should be studying.
29. It is essential in understanding the developmental process to recognize:

A. the importance of the genes in determining behavior.

B. the influence of peer pressure on learning morals.
C. how parental influences can override the effects of peer pressure.
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D. the changes that occur early in life will influence behaviors that happen as we age.
30. Which of the following accurately illustrates a critical component of understanding the developmental process?
A. Genes are the most important determining factor for personality.

B. The temperament that a child exhibits is due to prenatal conditions as well as what has occurred since birth.
C. The first "real love" an adolescent experiences will have a major impact on his or her self-esteem.
D. Environmental factors, such as nutrition, will override heredity.
31. The period of development involves nine months of rapid growth during which organs appear.
A. conceptual
B. infantile
C. neonatal
D. prenatal
32. The period of development extends from conception to birth.

A. neonatal
B. infantile
C. premature
D. prenatal
33. Gabe was born at 32 weeks of gestation. He is considered at some risk, because he was not able to complete the period
intrauterinely.
A. perinatal
B. prenatal
C. neonatal
D. postnatal
34. The developmental period known as infancy lasts from birth to about:
A. four years of age.

B. three years of age.
C. two years of age.
D. about one year of age.
35. The developmental period marked by rapid growth not equaled by other stages after birth is:
A. infancy.
B. early childhood.
C. middle childhood.
D. adolescence.
36. Fiorella's parents are amazed at how quickly she is growing. The only other stage in Fiorella's life that will match this growth spurt
occurred before she was born. Fiorella is probably:
A. a premature baby.
B. developmentally delayed.
C. a toddler.
D. an infant.
37. The developmental period that occurs from two to six years of age is:
A. pre-childhood.
B. preschool age.
D. early childhood.
38. Lamont is 3 years old and has amazed his parents with his ever-increasing vocabulary. Lamont is in the period of
development.
A. early childhood
B. middle childhood
C. infancy
D. toddly
39. The outward manifestation of psychosocial abilities becomes readily apparent during:
A. infancy.
B. early childhood.
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D. adolescence.
40. During , school becomes a major force in development.

A. the play age

B. early childhood
C. middle childhood
D. adolescence
41. Victoria is absorbed in learning and is particularly sensitive to her relationships with her teachers. If typical, Victoria is in the
stage of development
A. middle childhood
B. early childhood
C. preschool
D. adolescent
42. During , the main focus is the search for identity, often complicated by the changes brought on by puberty.
A. adolescence
B. middle childhood
C. early adulthood
D. late childhood
43. Karola is distressed by changes in body hair and apparent weight gain, which has necessitated shopping in the women's section rather than
the junior department. She feels like she hardly knows who she is anymore. Karola is likely in the period of development known as:
A. middle childhood.
B. late childhood.
C. adolescence.
D. early adulthood.
44. Marriage and children are the central concerns of the period of development.
A. adolescent
B. early adult
C. middle adult
D. late adolescent
45. According to the text, the age range for early adulthood is .
A. 18 to 25 years
B. 19 to 34 years
C. 19 to 45 years
D. 25 to 45 years
46. Dan is preoccupied with getting established in the business community, but he is also concerned with establishing a good home for his
family. Dan is likely in the stage of development.
A. adulthood
B. early adulthood
C. middle adulthood
D. later adulthood
47. The period of development that can be the most stressful is , when the focus is on building relationships and finding a
satisfying career.
A. early adulthood
B. middle adulthood
C. early adolescence
D. late adolescence
48. The peak period for leadership and an increase in community involvement is during:
A. middle adulthood.
B. late adulthood.
C. early adulthood.
D. adolescence.
49. Miriam has entered into middle age. In general, what will her focus be?
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A. Raising her children

B. Finding ways to give back to her community
C. Working towards promotion within her business
D. Establishing a positive review of her life
50. Leonard is at the peak of his career, so he has the freedom to devote more of his time to charitable causes, but he is concerned about
physical changes, like changes in his stamina. Leonard is likely in:
A. early adulthood.
B. later adulthood.
C. "old old" age.
D. middle adulthood.
51. One of the issues for many people during middle adulthood is:
A. finding a loving and loyal partner.

B. adjusting to physical changes, such as menopause.
C. making sure there is enough time to foster independence in children.
D. establish a solid economic future.
52. Although declining health may be a concern, increased wisdom is considered a benefit of:
B. late middle adulthood.
C. later adulthood.
D. the "old old."
53. Which of the following is an accurate representation of "childhood" from an historical perspective?
Refer To: Changing Views of the Lifespan
A. Children are miniature adults.

B. Children have an innocence that age will take away from them.
C. Children exhibit a particular joy in life that adults tend to lose.
D. all of these
54. What determines the interpretation of childhood?

A. The prevailing view of children at any particular time

B. The way children behave at any particular time
C. The intelligence of children at any particular time
D. none of these
55. argued that children must have formal instruction in order to become functional adults.
A. Rene Descartes
B. William James
C. John Locke
D. Jean-Jacques Rousseau
56. insisted that children learned best through modeling adults and so did not require direct instruction.
A. Jean-Jacques Rousseau
B. Early Christian philosophers
C. John Locke
D. Greek scholars
57. Of the following, who would be most likely to argue against the concept of play as the "work of childhood" and, as such, important to
development?
B. Roman scholars
C. John Locke
D. all of these
58. With the 1877 publication of Biographical Sketch of an Infant, established a scientific basis for studying children.
A. John Watson
B. B.F. Skinner
C. John Locke
D. Charles Darwin
59. arguably laid the foundation for studying childhood as a separate subject in human development with authorship of The Mind
of a Child in 1882.
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A. Charles Darwin
B. B. F. Skinner
C. William Preyer
D. Jean Piaget
60. is most well known for his careful study of intelligence.

A. Alfred Binet
B. Sigmund Freud
C. Alfred Adler
D. G. Stanley Hall
61. How are children viewed today?

A. As miniature adults
B. As unworthy of scientific study
C. As the product of their parent's genes
D. As the product of genetic, biological, behavioral, and contextual forces that are constantly interacting
62. Petersen (1988) argues that adolescence begins in and ends in .

A. culture; puberty
B. biology; culture
C. storm; stress
D. uncertainly; biology
63. Christine is having a difficult time. Her friends want her to move out of the house now that she is nearing graduation, but Christine still
enjoys her time with her parents and total independence is frightening. Of the following developmental theorists, who would predict this
as a typical concern of an adolescent?
A. Sigmund Freud
B. Charles Darwin
C. Jacqueline Lerner and Nancy Galambos
D. Jean Piaget
64. Clark is over six foot tall, towering over his father, and he is often treated with the respect of much older boys and even girls. Yet at 16
years of age, Clark feels uncomfortable with the attention. This is an example of:
A. trait rather than stage theories of development.

B. how nature is more important than nurture in adolescence.
C. a sensitive period in emotional development.
D. how development in some areas occurs earlier than in others.
65. The modern conception of adolescence was a result of:

A. the recognition that adolescents needed strict guidelines and rules.

B. the acknowledgment that adolescents could work longer hours than younger children.
C. the Industrial Revolution.
D. understanding that extreme emotions were the result of rampant hormones.
66. described adolescence as a time of "storm and stress."

A. William James
B. John Locke
C. G. Stanley Hall
D. Alfred Binet
67. According to most theorists, the conflict that adolescents experience with their parents:
A. is only slightly higher than that of childhood.

B. is an inevitable if uncomfortable part of maturation.
C. makes the transition to adulthood easier as emotional bonds are often strained.
D. is virtually nonexistent in most cases.
68. Peter Pan is a classic example of a boy who did not want to become an adult. argues that this is the standard condition of
most adolescents today.
A. William Preyer
B. G. Stanley Hall
C. Thomas Szaz
D. John Dacey
69.
Currently, the accepted view of development is that it is:
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A. nearly complete by age six.

B. fairly set by middle childhood.
C. fulfilled by late adolescence.
D. an ongoing process throughout adulthood.
70. An accurate description of the time course of development would be:

A. to emphasize the early childhood years as emphasized by Freud.

B. an investigation of early childhood through adolescence as shown by Piaget.
C. focused on adolescence through adulthood as argued by Levinson.
D. inclusive of every stage of development, including adulthood.
71. Which of the following statements best suits the concept of adulthood?
A. Adulthood is the beginning of inevitable decline.

B. Adulthood is just as important as childhood in understanding the lifespan.
C. Adulthood is a time of stability as exemplified by the saying, "You can't teach an old dog new tricks."
D. Development is complete at the end of adolescence.
72. is the stage of development that is considered the most complex and stretches across the longest time-frame.
A. early childhood
B. middle childhood
C. adolescence
D. adulthood
73. Mackenzie is entering the stage of development that will have the most challenges and extend for the most years of her life. Mackenzie is
most likely:
A. an adolescent.
B. in middle school.
C. a young adult.
D. in late adulthood.
74. Gary is a 60-year-old man who runs marathons competitively. What is most likely true about his cognitive abilities now compared to
when he was 20 years old?
A. He probably has significantly poorer cognitive performance now.

B. It is impossible to tell from the information given.
C. He probably has only slightly poorer cognitive performance now.
D. He probably has significantly better cognitive performance now.
75. Are people in later adulthood less intelligent than younger people?
A. Yes, they tend to be significantly less intelligent.

B. No, they tend to be significantly more intelligent.
C. On intelligence tests, they score as less intelligent, but we are probably underestimating their abilities.
D. There is no data available to answer this question.
76. Ally, 85 years old, is not as quick as she once was:

A. but she will compensate for this with the knowledge she has gained over the years.
B. and will likely continue to decline for the remainder of her life.
C. but this will only show when she talks.
D. which is an inevitable part of aging but will not likely get worse.
77. Why don't many older individuals show the cognitive decline once thought to be an inevitable part of aging?
A. They rely on those around them to fill in the missing pieces when they can't recall something.
B. Their years of experience make up for any loss in processing time.
C. The decline is only apparent in motor skills, not in verbal ability.
D. The perceived losses are reversed if the testing is done in a highly structured setting.
78. Some older individuals seem to be less intelligent than young adults because:
A. young adults have had more formal training and so have accumulated a larger knowledge base.
B. the elderly are less efficient in retrieving memories.
C. young adults are more skilled, in general, than older adults.
D. the elderly are less motivated to show their abilities than young adults.
79.
Many of the apparent issues with cognitive performance in the elderly may be a function of:
Page 9 of 49
A. difficulty with hearing.

B. poor vision.
C. deficits in motor coordination.
D. all of these
80. Claude is hard of hearing and needs trifocals to read his newspaper. He is not as quick on his feet as he once was. What would be the most
likely outcome if Claude were assessed for his cognitive ability?
A. Most people would recognize that Claude's intellect is fine.

B. While Claude may not pass a test of reaction times, he would perform adequately otherwise.
C. Claude's cognitive capabilities would be underestimated.
D. If Claude were reminded of the critical importance of his test scores, his performance would improve.
81. Rose and Amber are on a game show where the contestant who thinks of the answer and responds by pressing an indicator button first
wins. Rose is 63 and Amber is 38. If Amber out competes Rose, research on older adults would suggest Amber's advantage is due to:
A. her larger intact memory store.

B. ability to synthesize and connect facts.
C. anxiety and so greater motivation.
D. her quicker response time.
82. Cognitive declines in adulthood are associated with:

A. test anxiety in familiar settings.

B. an increasing speed of response.
C. poor physical health.
D. increases in verbal speed.
83. Of the following older individuals, who would be most likely to show the cognitive functioning expected of the elderly?
A. Michele, who is skilled at cross-word and sudoku puzzles, but is slow at keyboarding
B. Cesar, who is being assessed for inclusion in an independent living facility
C. Norbert, who is challenging his grandson to a game of chess
D. Encio, who is preparing for a bridge tournament by practicing with his twin brother
84. What is the influence of test anxiety on older adults?

A. They may become afraid that their memory will fail them.
B. The unfamiliar setting will decrease confusion from memory cues.
C. They will become more determined as a result of the arousal.
D. Self-fulfilling prophecy predicts they will try harder.
85. is an ability that tends to improve with age.

A. Timed performance
B. Adaptation to unfamiliar testing situations
C. Problem solving
D. Verbal speed
86. Which of the following was NOT found to be related to intelligence scores in the Seattle Longitudinal Study of Adult Intelligence?
A. Stability of marriage
B. Level of income
C. Level of education
D. Personality type
87. What are some of the problems with using a standardized test of intelligence to assess intellectual ability across development?
A. cultural bias
B. influence of context
C. validity
D. all of these
88. What would be the best method to accurately assess cognitive ability of an older person?
A. Use a well-established test of intelligence

B. Keep scores during a test of memory, like Jeopardy
C. Rely on objective reaction times rather than tests of verbal ability
D. Give a task involving problem solving
89.
Of the following 75 year olds, who is most likely to show low scores according to the Seattle Longitudinal Study of Adult Intelligence?
Page 10 of 49
A. Hugh, who competes in 5K runs

B. Gordon, who retired with a comfortable income
C. Matt, who celebrated fifty years of marriage
D. Bert, who earned a GED when he was in his teens
90. is one ability that frequently stays the same or improves in the elderly.
A. Reasoning
B. Problem solving
C. Wisdom
D. all of these
91. What is meant by "biopsychosocial interactions" on development?

Refer To: The Importance of Biopsychosocial Interactions
A. The interplay of genetics and biology determines our developmental outcomes.

B. Genetic, biological, environmental, and social forces all impact development.
C. Development is a process of both gain and loss.
D. Many forces impact development except for genetics.
92. Development progresses through the interaction of biological, environmental, and psychological forces according to the idea of:
A. biopsychosocial interactions.
B. proximal process interactions.
C. cultural interactions.
D. intermediate interactions.
93. The epigenetic view stressed the:

A. interaction between heredity and environment.

B. role of genes in developmental outcomes.
C. separation of nature and nurture in understanding development.
D. the importance of social influences on genetic expression.
94. The epigenetic view of development was replaced by:

A. trait theories.
B. stage theories.
C. the biopsychosocial approach.
D. genetic determinism.
95. Health concerns and the role of genes in development describe processes.
A. psychological
B. cognitive
C. biological
D. social
96. Fatima is worried about whether she will develop Huntington's Chorea as her mother died from the disease. Fatima is showing concern
about the process of development.
A. cultural
B. cognitive
C. biological
D. social
97. Investigation of the influences of cognition and personality are part of the process in development.
A. biological
B. psychological
C. social
D. cultural
98. The way children learn to process information and retain that information in their memory is an example of what element of the
biopsychosocial model?
A. biological
B. social
C. physical
D. psychological
99.
Franco has nearly always been compulsive, but as he ages his rituals are becoming increasingly more disruptive. Analysis of this behavior
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relates to the process of development.

A. biological
B. psychological
C. social
D. cultural
100. Family, school, work and the media make up the process in development.
A. psychological
B. biological
C. epigenetic
D. social
101. Peer influences on a child's participation in the classroom reflect which element of the biopsychosocial model of development?
A. biological
B. social
C. physical
D. psychological
102. Dr. Hutchinson is interested in the influence of glamour magazines on the incidence of eating disorders in adolescent girls. Dr.
Hutchinson is focused on the processes in development.
A. psychological
B. personality
C. social
D. cognitive
103. Robert finds it difficult to leave for school in the morning, because he is worried his mother will neglect his little sister while he is gone.
The effects of Robert's distraction on his development are due to processes.
A. psychological
B. personality
C. social
D. cognitive
104. Raoul meets with his friends for bridge games each Friday. The companionship has gone a long way to make his old age pleasant. This
positive influence is part of the process of development.
A. biological
B. social
C. psychological
D. personality
105. Which of the following is a key factor that drives human development?
A. genetic
B. behavioral
C. environmental
D. all of these
106. refers to the customs, values, and traditions inherent in one's environment.
A. Culture
B. Biopsychosocial interactions
C. Development
D. None of these
107. The customs, values, and traditions of one's environment make up one's
A. context.
B. culture.
C. developmental path.
D. ethnicity.
108. The Japanese place great value on formal education, and this value is passed on from generation to generation. This is an example of:
A. race.
B. ethnicity.
C. culture.
D. nationalism.
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109. Ming Li has come from Hong Kong to visit her cousins in Hawaii. She thinks she is being politely reserved; they think she is cold and
aloof. These differences in perceptions reflect differences in:
Refer To: The Importance of Biopsychosocial Model
A. culture.
B. personality.
C. maturation.
D. gender expectations.
110. According to your text, biology plus environment equals development within the confines of a particular:
A. task.
B. role.
C. identity.
D. culture.
111. The levels at which one understands another person's culture are:
A. superficial.
B. intermediate.
C. significant.
D. all of these
112. Which level of cultural understanding refers to the understanding and appreciation of the values, beliefs, and norms that structure a
person's worldview?
A. Superficial
B. Intermediate
C. Significant
D. Intensive
113. At which level of cultural understanding does one know the facts that make up another person's cultural history?
A. Superficial
B. Intermediate
C. Significant
D. Intensive
114. At which level does one understand the central behaviors at the core of a person's social life?
A. Superficial
B. Intermediate
C. Significant
D. Intensive
115. Ruzha has been living in the United States for over a year now. She rarely thinks of herself as Bulgarian now and is so firmly embedded
in the culture that she dreams in English. Ruzha may be said to understand the American culture at a(n) level.
A. significant
B. intermediate
C. superficial
D. internal
116. Among the Crow people of Montana, it is considered inappropriate to make eye contact or speak directly to a person of authority, which
makes success in school difficult. If a teacher understands this level of culture, they will be able to adjust their classroom
approach more effectively.
A. significant
B. superficial
C. practical
D. intermediate
117. Martin knows that Heather's family recently emigrated from Ireland, so he expects that she will be a hard drinker and perhaps a good
story teller. His expectations of her behavior are based on a understanding of Heather's culture.
A. significant
B. intermediate
C. superficial
D. social
118. Esther has worked in the Latino community for a number of years. She knows the value that is placed on family. So, she adjusts
scheduling of her employees to make sure there are back ups in case of emergencies. Esther is demonstrating a
understanding of culture.
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A. intermediate
B. significant
C. superficial
D. social
119. According to a study by Kim (1990), Hawaiian children tend to perform best in an academic setting if:
Refer To: Perspectives on Diversity
A. they work alone.

B. they are allowed to work at their own pace.
C. they are pushed by the instructor.
D. they are allowed to work in groups.
120. The overall importance of the Kim (1990) study on Hawaiian children was to understand:
A. how at-risk individuals compensate.

B. the influence of genetics on withstanding foreign diseases.
C. the importance of cultural differences in forming principles of development.
D. how competitive learning styles enhance classroom performance.
121. Hawaiian children are often seen as disruptive in classrooms with low motivation, yet they show remarkable responsibility in caring for
their siblings and maintaining their homes. This dichotomy shows the importance of understanding culture at the level.
A. social
B. intermediate
C. practical
D. significant
122. Hawaiian children improved dramatically in their academic performance when teachers allowed them to work in groups, drawing on
their cultural strengths, rather than forcing them into individual efforts. This shows the importance of in understanding
development.
A. context
B. personality
C. the media
D. nature
123. According to the text, an important perspective in appreciating other cultures is:
A. the grass is greener on the other side of the fence.

B. familiarity breeds contempt.
C. different does not mean deficient.
D. out of sight; out of mind.
124. Which of the following are objectives relating to culture that relate to the biopsychosocial model?
A. To understand the relationship between culture and development

B. To identify values and attitudes that influence development
C. To trace the impact of cultural transmission of ideas
D. all of these
125. refers to the view that development proceeds steadily and sequentially.
Refer To: Continuity versus Discontinuity
A. Epigenesis
B. Homeostasis
C. Determinism
D. Continuity
126. Children are able to walk, because they crawled earlier and then are able to run, because they built upon the skills they learned while
walking. Each of these behaviors proceeds in a predictable order at a relatively steady pace for each child. This illustrates the concept of
in development.
A. continutity
B. epigenesis
C. trait theory
D. causality
127. Professor Heidake argues that development unfolds in a series of measured and deliberate changes. His view suggests that development
is a(n) process.
A. discontinuous
B. continuous
C. unpredictable
D. epigenetic
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128. A psychologist wants to know if the expansion of intellectual ability is the result of a slow, but steady process or the result of distinct,
cognitive stages. She is concerned with which lifespan issue?
A. Culture and development

B. Gender and development
C. Continuity versus discontinuity
D. Nature versus nurture
129. The appearance of behaviors that are seemingly unrelated to any previous aspect of development would be considered:
A. discontinuous.
B. continuous.
C. cultural.
D. static.
130. After her skiing accident, Rachael became less outgoing, more thoughtful, and more reserved. This alteration in her demeanor is an
example of:
A. genetic-based change.
B. continuous change.
C. discontinuous change.
D. correlational change.
131. Which of the following represents the prevailing attitude among developmental psychologists pertaining to the continuity versus
discontinuity of development issue?
A. Most psychologists agree that development is a process combining both continuous and discontinuous change.
B. Most psychologists adhere to the notion that development is largely discontinuous.
C. Most psychologists adhere to the notion that development is largely continuous.
D. A majority feel that continuity is not a relevant issue, because development is genetically preprogrammed.
132. According to developmental psychologist Michael Lewis, the developmental changes we experience are directly related to:
A. a stable process that is genetically controlled.

B. the random and unpredictable conditions in our lives.
C. natural processes unfolding.
D. slow and continuous stages that are universal.
133. As emphasized by the text author, the developmental paths that unfold for each individual are largely a product of:
Refer To: Nature versus Nurture
A. their genetic makeup.

B. the interaction between genes and the environment.
C. the influence of their environment.
D. random and unpredictable conditions.
134. The versus issue revolves around the question of whether development is more a product of genetic or
environmental influences.
A. nature; nurture
B. continuous; discontinuous
C. biological; psychological
D. storm; stress
135. According to Bjorklund, is there a nature-nurture controversy for developmental psychologists?

A. Yes, the controversy rages on.

B. Bjorklund did not speak on the nature-nurture controversy.
C. No, because biological factors are inseparable from experiential factors.
D. He thought the controversy should end, because clearly nature had prevailed as a result of the Human Genome Project.
136. According to the text author, regardless of the method of investigation, the ultimate question for understanding human behavior is:
A. whether nature or nurture is more important.

B. if traits develop continuously or in punctuated time periods.
C. why behaviors develop and occur as they do.
D. if behavior is adaptive or not.
137. The first step of scientific inquiry is establishing a testable:

A. theory.
B. hypothesis.
C. methodology.
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D. explanation of behavior.
138. A(n) is a prediction that can be tested through research and subsequently supported or rejected.
A. hypothesis
B. syllogism
C. theory
D. principle
139. The fundamental approach to understanding behavior through the scientific method is through:
A. philosophical analysis.
B. meta-analysis.
C. peer review.
D. testing.
140. When you have identified a research problem using a theory (which by definition is well-established), designed a study to investigate the
problem, collected and analyzed the data, drawn conclusions, and communicated the conclusions to your peers, you have engaged in:
A. the common sense approach to psychology.

B. applied research.
C. the scientific method.
D. the descriptive process.
141. With which data collection method(s) does the researcher gather information without conducting an experiment?
Refer To: Descriptive Studies
A. Descriptive studies
B. Manipulative experiments
C. Naturalistic experiments
D. Manipulative and naturalistic experiments
142. Which of the following is NOT a type of descriptive study?

A. Self-report
B. Case
C. Observational
D. Manipulative
143. A researcher interviews 5,000 people regarding their sexual attitudes and behaviors. What type of data collection method is she using?
A. Self-report study
B. Case study
C. Manipulative experiment
D. Naturalistic experiment
144. Census reports a good source of data for:

A. surveys.
B. self-report studies.
C. case studies.
D. observational studies.
145. It has been noted that there are plumbing failures that occur during the half-time period of high profile sporting events. In order to
investigate this claim, Dr. Halfback reviewed the municipal records of several large American cities for emergency calls during the dates
and times of Super Bowls and NBA Championships. This is an example of a(n):
A. observational study.
B. experiment.
C. survey.
D. case study.
146. A researcher conducts a detailed study of a 13-year-old boy who was a member of a gang and was murdered by a rival gang. The study
was done by interviewing his relatives, friends, and teachers. This is an example of what research method?
A. Case study
B. Naturalistic experiment
C. Observational study
D. Self-report study
147. Gardner's (1997) study of various historical figures, such as Mozart and Ghandi, is an example of a:
A. self-report study.
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B. case study.
C. naturalistic experiment.
D. manipulative experiment.
148. Which of the following is NOT an example of a descriptive study?

A. Counting the number of times people stop to help someone in distress

B. Questionnaire responses on political opinions
C. Comparing the reactions of those whose homes were destroyed and those whose homes were not to study the effects of flood damage
D. A case study of a young woman diagnosed with anorexia nervosa
149. What is an advantage of descriptive studies?

A. Generating a great deal of data

B. Determining cause and effect
C. Discovering cause and effect in real-life settings
D. Determining stability of behaviors
150. A disadvantage of descriptive studies is:

A. they are most effective with small numbers of subjects.

B. representative samples are difficult to gather.
C. statistical analysis is limited to graphs.
D. the researcher has no control over either subjects or the events influencing their behavior.
151. The technique that provides a numerical evaluation of how great the degree of association is between two variables is known as:
A. a descriptive study.
B. a manipulative experiment.
C. naturalistic observation.
D. correlation.
152. While descriptive studies are useful for generating large amounts of data, they are not useful for:
A. making predictions.
B. making conclusions about relationships.
C. inferring cause and effect relationships.
D. understanding developmental processes.
153. Dr. Laurence conducted a case study of a young woman who died of alcohol abuse. What is a disadvantage of using this data collection
method?
A. Causes and effects of the woman's alcohol abuse cannot be determined.

B. It does not yield a great deal of data.
C. There may be inaccurate information about family history of alcohol abuse.
D. It is difficult to remain objective.
154. Many researchers have concluded there is a strong positive correlation between the number of assaults reported to police and the
temperature. What can be concluded from this?
A. If the temperature is known, then the number of assaults can be predicted.

B. If the temperature is high, tempers will flare and so cause more people to be aggressive.
C. When temperatures are high, more people are outdoors and so come into contact with each other more often, resulting in conflict.
D. As temperatures rise, the number of assaults decreases, because people are staying inside where it is cool.
155. In order to determine a cause and effect relationship, a must be used.

A. case study
B. manipulative experiment
C. descriptive study
D. survey
156. The variable that the experimenter manipulates is called the:

A. outcome.
B. treatment.
C. control group.
D. experimental group.
157. The variable that the experimenter changes, while all other factors are held constant, is called the:
A. independent variable.
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B. treatment.
C. manipulation.
D. all of these
158. A teacher interested in studying the effect of peer tutoring on reading skills randomly selected two similar groups of third graders from
two remedial classrooms. One group was given a series of 20 peer tutor lessons, while a second group studied the traditional curriculum.
At the end of the year, the teacher tested the reading skills of the two groups and found that those who had received peer tutoring scored
significantly higher than did those who studied the traditional curriculum. What was the treatment in this study?
A. Reading skills
B. Third graders
C. Traditional curriculum
D. Peer tutor lessons
159. A researcher is interested in studying the effects of television violence on behavior in children, so he randomly selects two groups of
children with similar backgrounds. One group watched a series of violent television shows, while the other group watched a series of
nonviolent television shows. Then, the behavior of the children in free playtime was observed and recorded for violent behavior. What is
the independent variable in this study?
A. The amount of violent behavior

B. Watching violent television shows
C. Nonviolence
D. The two groups of children
160. The dependent variable in an experiment is the:

A. factor that is directly manipulated by the investigator.

B. behavior that may be influenced by the experimental treatment.
C. factor whose effect is being studied.
D. manipulation that causes the behavior being studied to change.
161. In an experiment, the changes as a result of the manipulation.

A. dependent variable
B. independent variable
C. treatment
D. control group
162. In a study of caffeine ingestion and its subsequent effect on test scores, what is the DEPENDENT variable?
A. test scores
B. number of subjects
C. amount of caffeine consumed
D. cognitive process involved
163. Suppose you are interested in the effect watching television has on creativity. You want to conduct a manipulative experiment, but you
realize its disadvantages. You are concerned about all of the following problems, EXCEPT:
A. whether the results will be reliable.

B. whether the treatment is similar to normal conditions.
C. whether your subjects will see themselves as special because you picked them and thus react typically.
D. whether the causes and effects can be determined.
164. Which of the following is a major advantage of manipulative experiments?

A. Prediction of one variable from another

B. Collection of large amounts of data
C. Detailed description of behaviors
D. Determination of cause and effect relationships
165. A disadvantage of manipulative experiments includes:

A. concerns about reliability.

B. generalization to normal conditions.
C. effects of participants' expectations.
D. all of these
166. Which data collection technique offers the opportunity of discovering causes and effects in real-life settings?
A. Case studies
B. Observational studies
C. Manipulative experiments
D. Naturalistic experiments
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167. The study of the effects of the Northeast blizzard of 1978 by Nutall and others (1980) is an example of a(n)
A. case study.
B. observational study.
C. descriptive study.
D. naturalistic experiment.
168. Which of the following is an example of a naturalistic experiment?

A. Studying the effects of coffee by having students use coffee for two weeks and then go without it for two weeks
B. Studying the effects of music on academics by having students take a test in silence, and then repeating the test while listening to music
C. Studying the effects of an earthquake by comparing the grieving of persons who lost their homes with those who did not
D. Studying the effects of temperature on buying habits by altering the temperature in a store and tracking purchasing habits
169. With what data collection method does "nature" perform the experiment and the experimenter act as the recorder of the results?
A. Descriptive study
B. Naturalistic observation
D. Case study
170. After flooding had damaged many homes in the Midwest, many families were displaced and stayed in shelters. An educational
researcher studied the effect of the flood on student learning by comparing students whose homes had been destroyed with those students
whose homes were intact. What data collection method did he use?
A. Descriptive study
B. Naturalistic experiment
D. Case study
171. Specifically, a investigates the behavior of members of a specific age group or individuals across different ages for
comparison within one study.
Refer To: Time-variable Designs
A. naturalistic study
B. time-variable design
C. descriptive study
D. correlational study
172. Of all the manipulative design types presented in the text, which is considered the least valuable?
Refer To: Time-Variable Designs
A. Naturalistic
B. One-time, one-group
C. Longitudinal
D. Cross-sectional
173. What type of design should be used to understand stability and change?
Refer To: Time-Vvariable Designs
A. One-time, one-group study

B. Longitudinal study
C. Cross-sectional study
D. Descriptive study
174. If a researcher wants to investigate the stability of intelligence, what type of design should he or she use?
A. Cross-sectional study
B. Longitudinal study
C. One-time, one-group study
175. Werner and Smith's (1992) study on the long-term effects of birth problems is an example of a:
A. longitudinal study.
B. one-time, one-group study.
C. cross-sectional study.
D. sequential study.
176. Hannah and Elizabeth are 18-year-old twins. Every year since they were born, they have participated in a research project. A researcher
contacts them annually, and they complete a battery of psychological tests. They are participating in a:
A. one-time, one-group study.

B. longitudinal study.
C. cross-sectional study.
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D. descriptive study.
177. If a researcher is interested in determining the stability of creativity, which of the following time variable designs would be the best
choice?
A. Longitudinal study
B. One-time, one-group study
C. Cross-sectional study
178. Of the following, which is an advantage of using longitudinal methods of investigation?

A. It allows for discovering long-term habits of people as they occur in the context of time.
B. It is relatively inexpensive.
C. Subject availability is generally consistent.
D. Changes in the environment do not usually affect results.
179. A disadvantage of using longitudinal methods of investigation is:

Refer To: Time-variable Studies
A. it is expensive.
B. subjects tend to drop out over the years.
C. influential environmental changes may occur outside the time frame of the study.
D. all of these
180. A researcher wants to know how sibling relations change during adolescence. She administers questionnaires to groups of 13-, 14-, 15-,
and 16-year-olds, and checks on the differences of the average scores of the five groups. What time variable design has she just used?
A. Sequential
B. Longitudinal
C. Cross-sectional
D. One-time, one-group
181. What is a disadvantage of using the cross-sectional design?

A. Expense
B. Subject variability
C. Changes in the environment
D. Differences in age cohorts
182. Age cohort refers to:

A. individuals with the same mental age.

B. individuals with the same physical maturation level but different ages.
C. individuals with the same physical maturation level and age.
D. groups of people born at about the same time.
183. A researcher conducts a cross-sectional study in order to investigate how body image changes during adolescence. She administers body
image questionnaires to groups of 10-, 12-, 14-, 16-, and 18-year-olds, and checks on the differences of the average scores of the five
groups. What concerns do you have about her results?
A. Differences may be found due to differences in age cohort rather than maturation.
B. Changes in the environment can distort the results.
C. Changes in the secular trend can distort the results.
D. There is no control group.
184. A time variable design that combines features of both the longitudinal and cross-sectional designs is called the:
A. one-time, one-group approach.

B. cross-longitudinal approach.
C. longitudinal-sectional approach.
D. sequential approach.
185. A study involves tracking changes across several groups at different points in their lives.
A. sequential
B. longitudinal
C. cross-sectional
D. survey
186. Although complicated and expensive, the design has been determined to be the most capable of determining important
factors in development.
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A. sequential
B. longitudinal
C. cross-sectional
D. survey
187. Which section of the research article states the purpose of the article?
Refer To: Understanding the Research Article
A. Introduction
B. Methods
C. Results
D. Discussion
188. Which of the following is NOT contained in the methods section of the research article?
A. Subjects
B. Purpose of the article
C. Summary of steps taken to carry out the study
D. Description of tests used
189. If you are reading a research article and want to read about pertinent research that has already been done on the topic, in which section of
the article would you find this literature review?
A. Introduction
B. Methods section
C. Results section
D. Discussion
190. The rationale for the research, a clear statement of the hypothesis, and expected outcomes would be found in the section of
a research article.
A. methods B.
discussion C.
introduction D.
results
191. A psychologist who wants to replicate a study would find a summary of the steps taken to carry out the study in which section of the
research article?
A. Methods
B. Introduction
C. Results
D. Discussion
192. In a research article, what section contains statistics that help you interpret data?
A. Introduction
B. Methods section
C. Results section
D. Discussion
193. Tabled data and statistical analyses are most likely to be found in the section of a research paper.
A. introduction
B. methods
C. results
D. discussion
194. The importance of research findings and their significance would be reported in the section of a research paper.
A. methods
B. discussion
C. results
D. introduction
195. Dr. Canning has investigated the effects of tutorial support on the computer skills of non-traditional students. As she writes the report for
publication, she explains that her results indicate increasing aides in the computer labs would be helpful in schools where many of the
students are older. Dr. Canning is writing the section.
A. introduction
B. results
C. methods
D. discussion
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196. What is the suggested guideline for decisions regarding the timeliness of research?
Refer To: When Are Research References Too Old?
A. Data collected in the past thirty years are likely current.

B. If the research is sequential, the time frame for collection is irrelevant.
C. As long as the cultural context is taken into consideration as well as random
D. assignment of subjects, the data can still be considered "fresh," regardless of time
E. frames.
F. It depends upon the type of data and the process involved.
197. Imagine that the following are found in various research references. Which would likely be considered a "dated" research reference,
regardless of year of publication?
Refer To: When Are Research References Too Old?
A. Rates of autism are rising at never-before-seen rates.

B. Cones are tightly packed in the center of the retina, allowing for high visual acuity.
C. Freud believed that much of our behavior is the result of unconscious urges.
D. Implantation of the blastocyst occurs within 6 to 10 days after conception.
198. The standards that protect the safety of subjects and maintain the integrity of
research are called:
Refer To: Ethics
A. protocols.
B. board requirements.
C. the code of ethics.
D. universal science guidelines.
199. What requirement has been established by the American Psychological Association for treatment of research subjects?
Refer To: Ethics
A. Participants must be informed about the procedures of the experiment.

B. Participation must be anonymous unless there are other arrangements established.
C. Participants must be debriefed after the experiment has ended.
D. all of these
200. Sarah was a participant in an experiment investigating the effect of pain on learning. So she thought she had been randomly assigned to
be the teacher and was actually shocking the learner. Sarah was horrified and upset during the entire experiment but thought she should
try to help the researcher. She still felt bad after she was told no one was really hurt. What is the likelihood of this design being approved
today?
Refer To: Ethics
A. The likelihood is high, as the participants were debriefed.

B. The likelihood is low, as the debriefing was not sufficient.
C. The likelihood is high, because it is important to know the effects of coercion on people.
D. The likelihood is low, because the participants were not informed of the procedure.
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1 KEY
1. It has been argued by your text book author and others that the unique characteristic of humans that sets them apart from non-humans is
that humans have an innate desire to:
A. reproduce and take care of their offspring.

B. communicate with each other with non-verbal signals.
C. use tools.
D. understand the reasons that events occur.
Blooms Taxonomy: Comprehension
Difficulty: Easy
Fiore - Chapter 01 #1
2. The technical term for the questions that scientists and others ask to determine why events occur is:
A. hypothesis.
B. theory.
C. guess.
D. postulate.
Blooms Taxonomy: Knowledge

Difficulty: Easy
3. An hypothesis is:
A. a carefully formulated question that can be tested through the scientific method.
B. a loosely defined set of principles that can explain many events.
C. interchangeable with theory.
D. may never be falsified.

Difficulty: Medium
4. An important result of investigating behavior by using the scientific method is:

A. control over life events.

B. finding the absolute truth of life's mysteries.
C. using the information gained to manipulate others more effectively.
D. to accept one's destiny.

Difficulty: Medium
5. factors are events or characteristics that influence our lives in negative ways.
A. Pessimistic
B. Risk
C. Malignant
D. Maladaptive

Difficulty: Easy
6. Eleanora was born into poverty to an alcoholic father and a neglectful mother. These are considered factors for Eleanor's
development.
A. malignant
B. control
C. natural
D. risk
Blooms Taxonomy: Application
Difficulty: Easy
7. factors are events or characteristics that influence our lives in positive ways.
A. Adaptive
B. Benign
C. Protective
D. Nurturing

Difficulty: Easy
8. Lilith's parents are not wealthy, but they have made sure she has had good medical care through free clinics and have worked hard to
enrich her life. The efforts of Lilith's parents would be considered factors for her development.
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A. nurturing
B. protective
C. adaptive
D. control
Difficulty: Easy
9. Which of the following were risk factors for the children studied by Werner and Smith (1992)?
A. poverty
B. divorce
C. mental illness
D. all of these

Difficulty: Easy
10. In the Werner and Smith study (1992) of Hawaiian children, how was the "vulnerable" group defined?
A. having been exposed to poverty or divorce

B. having been targeted for assistance by state and local agencies
C. having been exposed to four or more developmental risk factors.
D. having been born with "difficult" or "slow-to-warm-up" temperaments.

Difficulty: Medium
11. In the Werner and Smith study (1992), of the children originally identified as high-risk, how many developed into confident, competent
young adults?
A. one in five
B. one in three
C. one in ten
D. none of them
Difficulty: Easy
12. An examination of the biological, cognitive/psychological, and social changes that occur over the course of a human life defines:
A. biopsychology.
B. lifespan development
C. abnormal psychology
D. human interests.
Difficulty: Easy
13. Dr. Fleiss has an interest in how human behavior changes from its earliest influences. So, she spends her time tracking the influence of
prenatal conditions on temperament on infants. Using this data, she plans to see how these factors influence the behavior of the children as
they age. Dr. Fleiss' area of study is:
A. lifespan development.
B. early childhood education.
C. gerontology.
D. biopsychology.
Difficulty: Medium
14. An examination of all the many influences on an individual's development is the approach.
A. innate
B. nature/nurture
C. biopsychosocial
D. physiological

Difficulty: Easy
15. Genetics, prenatal factors, socioeconomic status, ethnicity, and culture are all elements of the approach to understanding
human development.
A. epigenetic
B. deterministic
C. biopsychosocial
D. sociobiological
Page 24 of 49

Difficulty: Hard
16. Which of the following does Barack Obama's life story exemplify?
A. A person tends to follow the same path that his parents did.
B. Lifespan development often proceeds nonlinearly with both trials and successes.
C. The majority of developmental change happens within the first ten to twelve years of life.
D. Barak Obama is an example of an individual who failed to overcome risk factors.

Difficulty: Medium
17. has been described as the study of life from "womb to tomb" because it begins with conception and ends at death.
A. Biology
B. Behavioral psychology
C. Sociology
D. Lifespan development
Difficulty: Medium
18. Lifespan psychology refers to a process beginning:

A. at conception and ending in death.

B. at birth and ending in death.
C. in infancy and ending in adolescence.
D. in adolescence and ending in death.

Difficulty: Easy
19. While understanding individual behavior is important, the focus of the study of development is to identify trends that can explain the
growth of all humans. This is the approach.
A. normative
B. average
C. theoretical
D. practical
Difficulty: Medium
20. A(n) approach to the study of human development focuses on life trends while still allowing investigation of individual
differences.
A. modal
B. interactive
C. normative
D. sociobiological
Difficulty: Medium
21. Jacob had a typical childhood, graduated from high school at 18 and then went on to college where he met his future wife. However,
Jacob was raised by his aunt and uncle and grew up in Iowa after being born in Israel. The approach to understanding
development would best be able to address these variables.
A. application
B. standard
C. normative
D. statistical
Difficulty: Medium
22. As identified by the author, all of the following represent objectives of lifespan psychology as a discipline with the EXCEPTION of:
A. providing an organized account of development across the lifespan.

B. identifying interconnections between later and earlier events.
C. accounting for mechanisms responsible for lifespan development.
D. controlling or redirecting unfavorable aspects of development.
Difficulty: Medium
23.
Lifespan development can best be summed up in terms of:
Page 25 of 49
A. aging.
B. maturation.
C. growth.
D. change.
Difficulty: Medium
24. One of the most important features of development is and as such is the major focus of your text.
A. change
B. stability
C. genetics
D. environmental plasticity

Difficulty: Easy
25. The textbook specifically warns against reliance on alone to explain development.
A. change
B. plasticity
C. age
D. dynamic processes

Difficulty: Easy
26. What does Rutter propose regarding age as an explanation for behavior?
A. Individuals tend to respond to the events in their lives in a manner consistent with their age.
B. Age alone can typically inform us of the psychological mechanism underlying a developmental phenomenon.
C. Age is an ambiguous explanation for behavior.
D. Age tells us much about the underlying causal mechanisms for developmental phenomena.

Difficulty: Medium
27. Tara and Sora are both 5 years old. When Tara is told she has to share a sandwich, Sora is delighted, but Tara is upset. What important
element of development is illustrated?
A. How different parenting styles affect moral behavior.

B. How context determines behavior rather than maturational stage.
C. How children of the same age tend to see the world in black and white.
D. How scaffolding can influence prosocial behavior.
Difficulty: Hard
28. Of the following, which is an appropriate example of systematic change from a developmental perspective?
A. James realizes that he has to balance his checkbook, if he wants to avoid overdraft fees.
B. Natussa would rather not hold her mother's hand when she crosses the street, as she is a "big girl" even if she is only four.
C. Now that Molly is three, she is able to climb the stair with alternating feet instead of on her knees as she did when she was two.
D. Mindy likes to play her video games even though she knows she should be studying.
Difficulty: Hard
29. It is essential in understanding the developmental process to recognize:

A. the importance of the genes in determining behavior.

B. the influence of peer pressure on learning morals.
C. how parental influences can override the effects of peer pressure.
D. the changes that occur early in life will influence behaviors that happen as we age.

Difficulty: Hard
30. Which of the following accurately illustrates a critical component of understanding the developmental process?
A. Genes are the most important determining factor for personality.

B. The temperament that a child exhibits is due to prenatal conditions as well as what has occurred since birth.
C. The first "real love" an adolescent experiences will have a major impact on his or her self-esteem.
D. Environmental factors, such as nutrition, will override heredity.
Page 26 of 49

Difficulty: Hard
31. The period of development involves nine months of rapid growth during which organs appear.
A. conceptual
B. infantile
C. neonatal
D. prenatal

Difficulty: Easy
32. The period of development extends from conception to birth.

A. neonatal
B. infantile
C. premature
D. prenatal

Difficulty: Easy
33. Gabe was born at 32 weeks of gestation. He is considered at some risk, because he was not able to complete the period
intrauterinely.
A. perinatal
B. prenatal
C. neonatal
D. postnatal
Difficulty: Medium
34. The developmental period known as infancy lasts from birth to about:
A. four years of age.

B. three years of age.
C. two years of age.
D. about one year of age.

Difficulty: Easy
35. The developmental period marked by rapid growth not equaled by other stages after birth is:
A. infancy.
B. early childhood.
D. adolescence.

Difficulty: Easy
36. Fiorella's parents are amazed at how quickly she is growing. The only other stage in Fiorella's life that will match this growth spurt
occurred before she was born. Fiorella is probably:
A. a premature baby.
B. developmentally delayed.
C. a toddler.
D. an infant.
Difficulty: Medium
37. The developmental period that occurs from two to six years of age is:
A. pre-childhood.
B. preschool age.
D. early childhood.

Difficulty: Easy
38. Lamont is 3 years old and has amazed his parents with his ever-increasing vocabulary. Lamont is in the period of
development.
Page 27 of 49
A. early childhood
B. middle childhood
C. infancy
D. toddly
Difficulty: Medium
39. The outward manifestation of psychosocial abilities becomes readily apparent during:
A. infancy.
B. early childhood.
D. adolescence.

Difficulty: Medium
40. During , school becomes a major force in development.

A. the play age

B. early childhood
C. middle childhood
D. adolescence

Difficulty: Easy
41. Victoria is absorbed in learning and is particularly sensitive to her relationships with her teachers. If typical, Victoria is in the
stage of development
A. middle childhood
B. early childhood
C. preschool
D. adolescent
Difficulty: Hard
42. During , the main focus is the search for identity, often complicated by the changes brought on by puberty.
A. adolescence
B. middle childhood
C. early adulthood
D. late childhood
Difficulty: Easy
43. Karola is distressed by changes in body hair and apparent weight gain, which has necessitated shopping in the women's section rather than
the junior department. She feels like she hardly knows who she is anymore. Karola is likely in the period of development known as:
A. middle childhood.
B. late childhood.
C. adolescence.
D. early adulthood.
Difficulty: Medium
44. Marriage and children are the central concerns of the period of development.
A. adolescent
B. early adult
C. middle adult
D. late adolescent

Difficulty: Easy
45. According to the text, the age range for early adulthood is .
A. 18 to 25 years
B. 19 to 34 years
C. 19 to 45 years
D. 25 to 45 years

Difficulty: Easy
Page 28 of 49
46. Dan is preoccupied with getting established in the business community, but he is also concerned with establishing a good home for his
family. Dan is likely in the stage of development.
A. adulthood
B. early adulthood
C. middle adulthood
D. later adulthood
Difficulty: Medium
47. The period of development that can be the most stressful is , when the focus is on building relationships and finding a
satisfying career.
A. early adulthood
B. middle adulthood
C. early adolescence
D. late adolescence
Difficulty: Medium
48. The peak period for leadership and an increase in community involvement is during:
B. late adulthood.
C. early adulthood.
D. adolescence.

Difficulty: Easy
49. Miriam has entered into middle age. In general, what will her focus be?
A. Raising her children

B. Finding ways to give back to her community
C. Working towards promotion within her business
D. Establishing a positive review of her life

Difficulty: Medium
50. Leonard is at the peak of his career, so he has the freedom to devote more of his time to charitable causes, but he is concerned about
physical changes, like changes in his stamina. Leonard is likely in:
A. early adulthood.
B. later adulthood.
C. "old old" age.
D. middle adulthood.
Difficulty: Easy
51. One of the issues for many people during middle adulthood is:
A. finding a loving and loyal partner.

B. adjusting to physical changes, such as menopause.
C. making sure there is enough time to foster independence in children.
D. establish a solid economic future.

Difficulty: Medium
52. Although declining health may be a concern, increased wisdom is considered a benefit of:
B. late middle adulthood.
C. later adulthood.
D. the "old old."

Difficulty: Easy
53. Which of the following is an accurate representation of "childhood" from an historical perspective?
A. Children are miniature adults.

Page 29 of 49
B. Children have an innocence that age will take away from them.
C. Children exhibit a particular joy in life that adults tend to lose.
D. all of these
Difficulty: Easy
54. What determines the interpretation of childhood?

A. The prevailing view of children at any particular time

B. The way children behave at any particular time
C. The intelligence of children at any particular time
D. none of these

Difficulty: Medium
55. argued that children must have formal instruction in order to become functional adults.
A. Rene Descartes
B. William James
C. John Locke
D. Jean-Jacques Rousseau

Difficulty: Easy
56. insisted that children learned best through modeling adults and so did not require direct instruction.
B. Early Christian philosophers
C. John Locke
D. Greek scholars

Difficulty: Medium
57. Of the following, who would be most likely to argue against the concept of play as the "work of childhood" and, as such, important to
development?
B. Roman scholars
C. John Locke
D. all of these
Difficulty: Medium
58. With the 1877 publication of Biographical Sketch of an Infant, established a scientific basis for studying children.
A. John Watson
B. B.F. Skinner
C. John Locke
D. Charles Darwin
Difficulty: Easy
59. arguably laid the foundation for studying childhood as a separate subject in human development with authorship of The Mind
of a Child in 1882.
A. Charles Darwin
B. B. F. Skinner
C. William Preyer
D. Jean Piaget
Difficulty: Easy
60. is most well known for his careful study of intelligence.

A. Alfred Binet
B. Sigmund Freud
C. Alfred Adler
D. G. Stanley Hall

Difficulty: Easy
Page 30 of 49
61. How are children viewed today?

A. As miniature adults
B. As unworthy of scientific study
C. As the product of their parent's genes
D. As the product of genetic, biological, behavioral, and contextual forces that are constantly interacting
Difficulty: Medium
62. Petersen (1988) argues that adolescence begins in and ends in .

A. culture; puberty
B. biology; culture
C. storm; stress
D. uncertainly; biology

Difficulty: Easy
63. Christine is having a difficult time. Her friends want her to move out of the house now that she is nearing graduation, but Christine still
enjoys her time with her parents and total independence is frightening. Of the following developmental theorists, who would predict this
as a typical concern of an adolescent?
A. Sigmund Freud
B. Charles Darwin
C. Jacqueline Lerner and Nancy Galambos
D. Jean Piaget
Difficulty: Medium
64. Clark is over six foot tall, towering over his father, and he is often treated with the respect of much older boys and even girls. Yet at 16
years of age, Clark feels uncomfortable with the attention. This is an example of:
A. trait rather than stage theories of development.

B. how nature is more important than nurture in adolescence.
C. a sensitive period in emotional development.
D. how development in some areas occurs earlier than in others.
Difficulty: Hard
65. The modern conception of adolescence was a result of:

A. the recognition that adolescents needed strict guidelines and rules.

B. the acknowledgment that adolescents could work longer hours than younger children.
C. the Industrial Revolution.
D. understanding that extreme emotions were the result of rampant hormones.

Difficulty: Medium
66. described adolescence as a time of "storm and stress."

A. William James
B. John Locke
C. G. Stanley Hall
D. Alfred Binet

Difficulty: Easy
67. According to most theorists, the conflict that adolescents experience with their parents:
A. is only slightly higher than that of childhood.

B. is an inevitable if uncomfortable part of maturation.
C. makes the transition to adulthood easier as emotional bonds are often strained.
D. is virtually nonexistent in most cases.

Difficulty: Medium
68. Peter Pan is a classic example of a boy who did not want to become an adult. argues that this is the standard condition of
most adolescents today.
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c’était parfait et nécessaire. Ensuite nous avons écarté le fils du banquier et
l’héritier du marchand de porc salé... C’était encore très bien. Puis, nous
avons écarté le fils du gouverneur et celui du sénateur... Parfait encore, je
l’avoue. Ensuite c’est le fils du vice-président et celui du ministre de la
Guerre que nous avons mis de côté... Bien, très bien, car les hautes
positions occupées par leurs pères n’ont rien de stable. Alors tu es allée à
l’aristocratie; et j’ai cru qu’enfin nous touchions au but. Nous allions nous
allier avec l’un des représentants de ces vieilles familles, si rares et si
vénérables, dont la lignée remonte à cent cinquante ans au moins et dont les
descendants actuels sont bien purifiés de toute odeur de travail manuel... Je
le croyais, je m’imaginais que les mariages allaient se faire, n’est-ce pas?
Mais non, car aussitôt tu as songé à deux vrais aristocrates d’Europe et, dès
ce moment, adieu nos meilleurs et plus proéminents compatriotes! J’ai été
affreusement découragé, Aleck! Et puis, après cela, quelle procession! Tu as
repoussé des baronnets pour des barons, des barons pour des vicomtes, des
vicomtes pour des comtes, des comtes pour des marquis, des marquis pour
des ducs!
Maintenant, Aleck, il faut s’arrêter. Tu as été jusqu’au bout. Nous avons
maintenant quatre ducs sous la main. Ils sont tous authentiques et de très
ancienne lignée. Tous perdus de dettes. Ils veulent d’énormes dots, mais
nous pouvons leur passer cela. Allons, Aleck, le moment est venu,
présentons-les aux petites et qu’elles choisissent!
Aleck avait souri tranquillement dès le début de ce long discours, puis
une lueur de joie, de triomphe presque, avait illuminé ses yeux. Enfin elle
dit aussi calmement que possible:
—Sally, que dirais-tu d’une alliance royale?
O prodige! O pauvre homme! Il fut si sot devant une pareille
interrogation qu’il resta un moment la bouche ouverte en se passant la main
sur l’oreille comme un chat. Enfin, il se reprit, se leva et vint s’asseoir aux
pieds de sa femme; il s’inclina devant elle avec tout le respect et
l’admiration qu’il avait autrefois pour elle.
—Par saint Georges! s’écria-t-il avec enthousiasme, Aleck, tu es une
femme supérieure entre toutes! Je ne saurais me mesurer à toi. Je ne pourrai
jamais apprendre à sonder tes pensées profondes. Et je croyais pouvoir
critiquer tes façons de faire! Moi? J’aurais bien dû penser que tu savais ce
que tu faisais et que tu préparais quelque chose de grandiose! Pardonne-
moi, et maintenant, comme je brûle d’apprendre les détails, parle... je ne te
critiquerai plus de ma vie.
Sa femme, heureuse et flattée, approcha ses lèvres de l’oreille de Sally et
chuchota le nom d’un prince régnant. Il en perdit la respiration et son visage
se colora...
—Ciel! s’écria-t-il. Il a une maison de jeux, une potence, un évêque, une
cathédrale... tout cela à lui! Il perçoit des droits de douane, c’est la plus
select principauté d’Europe. Il n’y a pas beaucoup de territoire, mais ce
qu’il y a est suffisant. Il est souverain, c’est l’essentiel, les territoires ne
signifient rien...
Aleck le considérait avec des yeux brillants. Elle se sentait profondément
heureuse. Elle dit:
—Pense, Sally, c’est une famille qui ne s’est jamais alliée hors des
Maisons royales ou impériales d’Europe: nos petits-enfants s’assiéront sur
des trônes.
—Il n’y a rien de plus certain dans le ciel ni sur la terre, Aleck, et ils
tiendront des sceptres aussi, avec autant d’aisance, de naturel, de
nonchalance que moi ma canne de jonc. C’est une grande, une merveilleuse
affaire, Aleck. Est-il bien pris au moins? Ne peut-il nous faire faux-bond?
Tu le tiens?
—N’aie pas peur. Repose-toi sur moi pour cela. Il est attaché, il a les
mains liées, il est notre débiteur. Il est à nous, corps et âme. Mais occupons-
nous du second prétendant.
—Qui est-ce, Aleck?
—Son Altesse Royale Sigismond-Sigfried Lauenfeld Dinkespiel
Schwartzenberg-Blutwurst, grand duc héréditaire de Katzenyammer.
—Non! Tu veux plaisanter?
—Il s’agit de lui; aussi vrai que je suis là devant toi. Je t’en donne ma
parole.
Sally restait suffoqué de surprise. Il saisit les mains de sa femme et les
pressa longtemps entre les siennes.
Enfin, il reprit avec enthousiasme:
—Comme tout cela est merveilleux et étonnant! Voici maintenant que
nous allons faire régner nos descendants sur la plus ancienne des trois cent
soixante-quatre principautés allemandes et sur l’une des trois ou quatre à
qui Bismarck laissa une indépendance relative en fondant l’unité de
l’Empire! Je connais cette petite capitale. Ils ont un fort et une armée
permanente; de l’infanterie et de la cavalerie; trois hommes et un cheval.
Aleck, nous avons longuement attendu, nous avons souvent été déçus et
avons dû différer nos projets, mais maintenant Dieu sait que je suis
pleinement, parfaitement, absolument heureux! Heureux, envers toi, ma
chérie, qui as préparé ce beau triomphe. A quand la cérémonie?
—Dimanche prochain.
—Bien. Nous allons donner à ce double mariage un éclat incomparable.
Ce n’est que convenable étant donné le prestige des fiancés. Maintenant,
autant que je peux savoir, il n’y a qu’une forme de mariage qui soit
exclusivement royale, c’est la forme morganatique... Sera-ce un mariage
morganatique?
—Que veut dire ce mot, Sally?
—Je ne sais pas, mais ce que je sais, c’est qu’il ne s’emploie qu’au sujet
des unions des rois ou des princes...
—Alors, ce sera morganatique. Bien mieux, je l’exigerai. Il y aura un
mariage morganatique ou point.
—Bravo! Aleck. Voilà tout arrangé! s’écria Sally en se frottant les
mains. Ce sera la première cérémonie de ce genre en Amérique. Tout New-
York en sera malade.
... Les deux époux retombèrent dans le silence, tout occupés chacun à
part eux à parcourir l’Europe en invitant les têtes couronnées et leurs
familles aux merveilleuses fêtes qu’ils allaient donner pour les noces de
leurs filles.
VIII
Durant trois jours, les Foster ne vécurent plus que dans les nuages. Ils
n’étaient plus que très vaguement conscients des choses et des gens qui les
entouraient. Ils voyaient les objets confusément, comme au travers d’un
voile. Leurs âmes étaient demeurées au pays des rêves et ne savaient plus
revenir au monde des réalités. Ils n’entendaient pas toujours les paroles
qu’on leur adressait et quand ils entendaient, très souvent ils ne
comprenaient pas. Alors ils répondaient très vaguement ou à côté. A son
magasin, Sally vendit des étoffes au poids, du sucre au mètre et donnait du
savon quand on lui demandait des bougies. A la maison, Aleck mettait son
chat dans l’armoire et offrait du lait à une chaise. Tous ceux qui les
approchaient étaient étonnés et s’en allaient en murmurant: «Qu’est-ce que
les Foster peuvent donc avoir?»
Trois jours. Puis les événements se précipitèrent. Les choses avaient pris
une tournure favorable et pendant quarante-huit heures l’imaginaire coup
d’audace d’Aleck parut tout près de réussir. Les valeurs montaient en
bourse. Encore un point! Encore un autre! Elles eurent cinq points de
surplus! Elles en eurent quinze! Elles en eurent vingt!!!
Aleck faisait plus que doubler ses innombrables millions. Elle dépassait
quatre milliards. Et les agents de change imaginaires lui téléphonaient sans
trêve: Vendez! Vendez! Pour l’amour du Ciel, vendez maintenant!
Elle apporta ces splendides nouvelles à son mari et lui aussi s’écria:
«Vends, vends vite maintenant! Oh! ne te laisse pas affoler, n’attends plus!
Vends! Vends!»
Mais elle ne voulut rien entendre. Elle opposa à toutes les objurgations
sa volonté et déclara qu’elle voulait encore cinq points de plus-value.
Cette obstination lui fut fatale. Le lendemain même survint la fameuse
débâcle, la débâcle unique, historique, la débâcle. Tout Wall-Street fut
ruiné. Des multimillionnaires mendièrent leur pain. Aleck tint bravement
tête à l’orage et tâcha de dominer la panique aussi longtemps que possible,
mais à la fin elle fut impuissante à conjurer le désastre et ses agents
imaginaires lui télégraphièrent qu’il ne lui restait rien. Alors, mais
seulement alors, son énergie toute virile l’abandonna et elle redevint une
faible femme. Elle passa les bras autour du cou de son mari et dit en
pleurant:
—Je suis coupable, impardonnable! Je ne puis le supporter. Nous
sommes pauvres. Pauvres! Et moi je suis si malheureuse! Les noces de nos
filles ne se feront pas! Tout est fini! Nous ne saurions même plus acheter le
dentiste, maintenant!
Sally avait sur les lèvres un amer reproche: «Je t’avais priée de vendre!»
mais il se contint, il ne se sentit pas le courage de dire des choses dures à sa
pauvre femme brisée et repentante. Au contraire, une noble pensée lui vint
et il dit:
—Courage, mon Aleck! Tout n’est pas perdu. En réalité, tu n’as pas
risqué un sou de l’héritage, mais tu as seulement beaucoup gagné et
beaucoup perdu en opérations fictives. Courage! Les trente mille dollars
nous restent, ils sont intacts. Et ton incomparable jugement financier aidé de
l’expérience acquise nous aura bientôt rendu aussi riches qu’auparavant!
Pense à ce que tu seras capable de faire dès maintenant! Les mariages ne
sont pas impossibles, ils sont simplement remis.
Ce furent paroles bénies. Aleck en reconnut la vérité et elle releva la tête,
ses larmes cessèrent et elle sentit une nouvelle et noble ardeur envahir son
âme. D’une voix presque joyeuse et sur un ton prophétique, elle s’écria:
—En tout cas, je proclame...
Un coup frappé à la porte l’interrompit. C’était le propriétaire et
directeur du Sagamore. Il avait dû venir voir un parent éloigné qui était près
de sa fin et, pour ne pas oublier ses intérêts malgré son chagrin, il était venu
frapper à la porte des Foster qui s’étaient trouvés tellement absorbés en
d’autres préoccupations qu’ils avaient négligé de payer leur abonnement
depuis quatre ans. Ils devaient six dollars.
Nul visiteur ne pouvait être accueilli avec plus de joie. Il allait pouvoir
dire tout ce qui concernait l’oncle Tilbury et l’état de sa santé.
Naturellement, les Foster ne voulaient ni ne pouvaient lui poser à ce sujet
aucune question directe... sous peine de manquer à leur engagement sacré;
mais ils pouvaient tâcher d’amener la conversation tout près du sujet brûlant
et espérer d’obtenir quelque renseignement spontané. Tout d’abord, cela
n’amena aucun résultat. L’esprit obtus du journaliste ne se rendit compte de
rien, mais, à la fin de la visite, le hasard fit ce que la ruse n’avait pas su
provoquer. Pour illustrer une affirmation qui avait sans doute besoin de ce
soin, le directeur du Sagamore s’écria:
—Terre du ciel, c’est juste, comme disait Tilbury Foster.
Ce nom fit tressauter les Foster. Le journaliste s’en aperçut et dit en
s’excusant:
—Je vous demande pardon. Je ne mettais aucune mauvaise intention
dans cette phrase, je vous assure. Un parent peut-être?
Sally rassembla tout son courage et, arrivant à se dominer par un grand
effort, il répondit d’un ton indifférent:
—Un parent... eh bien... non, pas que je sache, mais nous avons entendu
parler de lui.
Le directeur, heureux de n’avoir pas blessé un abonné, reprit contenance.
Sally ajouta:
—Est-il... se porte-t-il bien?
—Bien! Dieu vous bénisse! Il est en enfer depuis cinq ans!
Les Foster tressailliront de douleur, mais il leur sembla que c’était de
joie.
Sally reprit:
—Ah bien! telle est la vie... nous devons tous la quitter, les riches aussi
bien que les autres!
Le directeur se mit à rire:
—N’y comprenez pas Tilbury, dit-il; il est mort sans le sou. Il a été
enterré aux frais de la commune.
Les Foster demeurèrent pétrifiés pendant deux minutes. Alors, la face
toute blanche, Sally reprit d’une voix faible:
—Est-ce vrai? Êtes-vous sûr que ce soit vrai?
—Certes! J’ai été obligé de m’occuper des formalités, parce que Tilbury
—qui n’avait pour tout bien qu’une brouette—me l’avait léguée. Et notez
que cette brouette n’avait plus de roue. De plus, cela m’a obligé à écrire une
sorte d’article nécrologique sur le défunt, mais la composition de cet article
fut détruite parce que...
Les Foster n’écoutaient plus. Ils en avaient assez; ils n’avaient plus
besoin de renseignements; ils ne pouvaient en supporter davantage. Ils
restaient là, la tête penchée, morts à toute chose, sauf à leur souffrance
aiguë.
Une heure après, ils étaient toujours à la même place, leurs têtes
baissées, silencieux. Leur visiteur était parti depuis longtemps, sans qu’ils y
eussent prêté la moindre attention. De temps à autre ils hochaient la tête à la
façon des vieillards, d’une manière dolente et chagrine, puis ils se mirent à
bavarder d’une manière puérile et à prononcer des paroles sans suite. Par
moments ils retombaient dans leur silence profond... Ils semblaient avoir
oublié tout le monde extérieur. Quelquefois, aux moments où ils rompaient
le silence, ils avaient une vague conscience d’avoir été frappés par une
grande douleur et alors ils se caressaient mutuellement les mains en signe
de compassion réciproque et comme pour se dire l’un à l’autre: «Je suis
près de toi, je ne t’oublie pas. Nous supporterons le malheur ensemble.
Quelque part il doit y avoir le repos et l’oubli, quelque part nous trouverons
la paix et le sommeil; sois patient, ce ne sera plus bien long.»
Ils vécurent encore deux ans, perdus dans la même nuit de la pensée,
dans les mêmes rêves vagues et chagrins et presque toujours silencieux.
Enfin, ils moururent tous deux le même jour.
Quelques semaines avant cette heureuse délivrance, une lueur de
conscience revint au cerveau ruiné de Sally et il dit:
—De grandes richesses acquises tout d’un coup et sans peine ne sont que
duperie. Elles ne nous ont pas rendus meilleurs, mais nous ont donné la
fièvre des plaisirs. Et pour elles nous avons renoncé à notre simple, douce et
heureuse existence... Que cela serve d’avertissement aux autres!
Il s’arrêta et ferma les yeux. Alors, comme la douleur envahissait de
nouveau son âme et qu’il retombait dans l’inconscience, il murmura:
—L’argent l’avait rendu misérable et il s’est vengé sur nous qui ne lui
avions rien fait. Voilà ce qu’il voulait. Il ne nous a laissé que trente mille
dollars afin que nous soyons tentés d’augmenter cet argent en spéculant et
par là il voulait ruiner nos âmes. Sans qu’il lui en coûtât plus, il aurait pu
nous laisser une bien plus grosse somme, de façon que nous n’aurions pas
été tentés de l’augmenter et s’il avait été moins méchant, c’est ce qu’il
aurait fait, mais il n’y avait en lui aucune générosité, aucune pitié, aucune.
LE PASSEPORT RUSSE
I
Une grande salle d’hôtel dans la Friedrichstrasse à Berlin, vers le milieu
de l’après-midi. Autour d’une centaine de tables rondes, les habitués
attablés fument et boivent en causant. Partout voltigent des garçons en
tabliers blancs portant de grands bocks mousseux.
A une table tout près de l’entrée principale, une demi-douzaine de
joyeux jeunes gens—des étudiants américains—se sont réunis une dernière
fois avec un de leurs camarades qui venait de passer quelques jours dans la
capitale allemande.
—Mais pourquoi voulez-vous couper net au beau milieu de votre
voyage, Parrish? demanda un des étudiants. Je voudrais bien avoir votre
chance. Pourquoi voulez-vous retourner chez vous?
—Oui, dit un autre, c’est bien une drôle d’idée. Il vous faut nous
expliquer ça, voyez-vous, parce que cela ressemble bien à un coup de folie.
Nostalgie?
Le frais visage de Parrish rougit comme celui d’une jeune fille, et, après
un instant d’hésitation, il confessa qu’en effet de là venait son mal.
—C’est la première fois que je quitte la maison, dit-il, et chaque jour je
me trouve de plus en plus seul. Pendant de longues semaines je n’ai pas vu
un seul ami, et c’est trop affreux. Je voulais tenir bon, jusqu’au bout, par
amour-propre. Mais après vous avoir rencontrés, camarades, c’en est trop,
je ne pourrais pas poursuivre mon chemin. Votre compagnie a fait pour moi
un vrai paradis de cette ville, et maintenant je ne peux pas reprendre mon
vagabondage solitaire. Si j’avais quelqu’un avec moi... mais je n’ai
personne, voyez-vous, alors ce n’est pas la peine.
On m’appelait «poule mouillée» quand j’étais petit—et peut-être le suis-
je encore—efféminé et timoré, et tout ce qui s’en suit. J’aurais bien dû être
une fille! Je ne peux pas y tenir; décidément je m’en retourne.
Ses camarades le raillèrent avec bienveillance, lui disant qu’il faisait la
plus grande sottise de sa vie; et l’un d’eux ajouta qu’il devrait au moins voir
Saint-Pétersbourg avant de s’en retourner.
—Taisez-vous, s’écria Parrish d’un ton suppliant. C’était mon plus beau
rêve, et je dois l’abandonner. Ne me dites pas un mot de plus à ce sujet, car
je suis changeant comme un nuage et je ne puis résister à la moindre force
de persuasion. Je ne peux pas y aller seul; je crois que je mourrais. Il frappa
la poche de son veston et ajouta:
—Voici ma sauvegarde contre un changement d’idée; j’ai acheté mon
billet de wagon-lit pour Paris et je pars ce soir. Buvons encore un coup,
camarades, à la patrie!
Les jeunes gens se dirent adieu, et Alfred Parrish fut abandonné à ses
pensées et à sa solitude. Mais seulement pour un instant... car un monsieur
d’âge mûr, aux allures brusques et décidées, avec ce maintien suffisant et
convaincu que donne une éducation militaire, se leva avec empressement de
la table voisine, s’assit en face de Parrish et se mit à causer d’un air
profondément intéressé et entendu. Ses yeux, son visage, toute sa personne,
toute son attitude dénotaient une énergie concentrée.
Il paraissait plein de force motrice à haute pression. Il étendit une main
franche et large, secoua cordialement celle de Parrish et dit avec une
ardente conviction:
—Ah, mais non, il ne faut pas, vraiment, il ne faut pas! Ce serait la plus
grande faute du monde. Vous le regretteriez toujours. Laissez-vous
persuader, je vous en prie; n’y renoncez pas—oh! non!
Ces paroles avaient une allure tellement sincère, que les esprits abattus
du jeune homme en furent tout relevés, une légère humidité se trahit dans
ses yeux, confession involontaire de sa reconnaissance émue. L’étranger eut
vite noté cet indice et, fort satisfait d’une telle réponse, poursuivit son but
sans attendre des paroles.
—Non, ne faites pas cela, ce serait trop dommage. J’ai entendu ce que
vous avez dit—vous me pardonnerez cette indiscrétion—j’étais si près que
je n’ai pu m’empêcher. Et je suis tourmenté à la pensée que vous allez
couper court à votre voyage, quand au fond vous désirez tant voir Saint-
Pétersbourg, et que vous en êtes pour ainsi dire à deux pas! Réfléchissez
encore; ah, vous devez y réfléchir. La distance est si courte—ce sera bientôt
fait, vous n’aurez pas le temps de vous ennuyer—et quel monde de beaux
souvenirs vous en rapporterez!
Puis il se mit à faire des descriptions enthousiastes de la capitale russe et
de ses merveilles, en sorte que l’eau en vint à la bouche d’Alfred Parrish, et
que toute son âme frémit d’un irrésistible désir.
—Mais il faut absolument que vous voyiez Saint-Pétersbourg—il le faut!
mais, ce sera un enchantement pour vous, un véritable enchantement! je
puis bien vous le dire, moi, car je connais la ville aussi bien que je connais
mon village natal, là-bas en Amérique. Dix ans, dix ans j’y ai vécu.
Demandez à qui vous voudrez; on vous le dira, tout le monde me connaît.
Major Jackson. Les chiens eux-mêmes me connaissent. Allez-y, oh! il n’y a
pas à hésiter. Croyez-moi.
Alfred Parrish était tout vibrant d’ardeur et de joie maintenant. Son
visage l’exprimait plus clairement que sa langue ne l’aurait pu.
Puis... l’ombre obscurcit de nouveau son front et il dit-tristement:
—Oh! non. Ce n’est pas la peine. Je ne pourrais pas. Je mourrais de
solitude.
Le major s’écria avec étonnement:
—Solitude! mais j’y vais avec vous!
C’était là un coup bien inattendu. Et pas tout à fait satisfaisant. Les
choses marchaient trop vite. Était-ce un guet-apens? Cet étranger était-il un
filou? Sinon, pourquoi porterait-il gratuitement tant d’intérêt à un jeune
garçon errant et inconnu? Mais un simple coup d’œil jeté à la physionomie
franche, joviale et ouverte du major rendit Alfred tout honteux; il se
demanda comment il pourrait bien se tirer de cet embarras sans blesser les
bons sentiments de son interlocuteur. Mais il n’était pas des plus adroits en
diplomatie et il aborda la difficulté avec le sentiment gênant de sa faiblesse
et de sa timidité. Il dit avec une effusion de modestie un peu exagérée:
—Oh! non! non, vous êtes trop bon; je ne pourrais pas... Je ne vous
permettrai jamais de vous causer un tel dérangement pour...
—Dérangement? Pas le moins du monde, mon garçon; j’étais déjà
décidé à partir ce soir. Je prends l’express de neuf heures. Venez donc! nous
voyagerons ensemble. Vous ne vous ennuierez pas une seconde, je vous le
garantis. Allons... c’est entendu!
Son unique excuse était donc perdue. Que faire maintenant? Parrish était
interloqué, découragé; il lui sembla qu’aucun subterfuge de sa pauvre
invention ne pourrait jamais le libérer de ces ennuis. Cependant il sentait
qu’il devait faire un autre effort, et il le fit.
Dès qu’il eut trouvé sa nouvelle excuse, il reconnut qu’elle était
indiscutable.
—Ah! mais malheureusement le sort est contre moi, et c’est impossible.
Voyez ceci... et il sortit ses billets et les posa sur la table. Je suis en règle
pour jusqu’à Paris et naturellement, je ne pourrais pas faire changer pour
Saint-Pétersbourg tous mes billets et coupons de bagages. Je serais obligé
de perdre de l’argent. Et si je pouvais me payer la fantaisie de laisser perdre
cet argent, je me trouverais bien à court pour acheter un nouveau billet—car
voici tout l’argent que je possède ici—et il posa sur la table un billet de
banque de cinq cents marks.
En un clin d’œil le major saisit les billets et les coupons et fut sur pied,
s’écriant avec enthousiasme:
—Bon! c’est parfait, et tout ira pour le mieux. On changera volontiers
tous ces petits papiers, pour moi; on me connaît partout. Tout le monde me
connaît. Ne bougez pas de votre coin. Je reviens tout de suite. Puis il mit la
main aussi sur le billet de banque. Je vais prendre ça, il se pourrait qu’il y
ait quelques petites choses de plus à payer pour les nouveaux billets.
Et le bonhomme partit à toutes jambes.
II
Alfred Parrish resta paralysé. Ce coup avait été tellement soudain!
Tellement soudain, audacieux, incroyable, impossible... Sa bouche resta
entr’ouverte, mais sa langue ne voulait plus remuer; il essaya de crier:
«Arrêtez-le!» mais ses poumons étaient vides. Il voulut s’élancer à la
poursuite de l’étranger, mais ses jambes ne pouvaient que trembler; puis,
elles fléchirent tout à fait, et il s’affaissa sur sa chaise. Sa gorge était sèche,
il suffoquait et gémissait de désespoir, sa tête n’était plus qu’un tourbillon.
Que devait-il faire? Il ne savait pas. Une chose lui paraissait claire,
cependant: il devait prendre son courage à deux mains et tâcher de rattraper
cet homme. Le filou ne pourrait naturellement pas se faire rendre l’argent
des billets; mais les jetterait-il, ces bouts de papier? Non certes; il irait sans
doute à la gare, et trouverait à les revendre à moitié prix. Et aujourd’hui
même, car ils seraient sans valeur demain, selon la loi allemande.
Ces réflexions lui rendirent l’espoir et la force, il se leva et partit. Mais il
ne fit qu’un ou deux pas et, soudain, il se trouva mal et retourna en
trébuchant à sa chaise, saisi d’une affreuse crainte que son léger mouvement
n’eût été remarqué. Car les derniers bocks de bière avaient été à son compte
et n’étaient pas payés; or, le pauvre garçon n’avait pas un pfennig... Il était
donc prisonnier... Dieu sait tout ce qui pourrait lui arriver s’il tentait de
quitter sa place! Il se sentit effrayé, écrasé, anéanti; et il ne possédait même
pas assez bien son allemand pour expliquer son cas et demander un peu de
secours et d’indulgence.
Comment donc avait-il pu être si nigaud? Quelle folie l’avait poussé à
écouter les discours d’un homme qui cependant se montrait, avec toute
évidence, un aventurier de la pire espèce? Et voilà le garçon qui
s’approche! Il disparut, en tremblant, derrière son journal. Le garçon passa.
Alfred poussa un soupir de soulagement et de reconnaissance. Les aiguilles
de l’horloge paraissaient immobiles, mais il ne pouvait en détacher ses
yeux.
Dix minutes s’écoulèrent lentement. Encore le garçon! Nouvelle
disparition derrière le journal. Le garçon s’arrêta—quelques minutes
d’angoisse!... puis s’éloigna.
Dix autres minutes de désespoir et le garçon revint encore. Cette fois il
essuya la table et mit au moins un mois à le faire; puis il s’arrêta et attendit
au moins deux mois, avant de s’en aller.
Parrish sentait bien qu’il ne pourrait supporter une autre de ces visites. Il
devait jouer sa dernière carte, et courir les risques. Il fallait jouer le grand
jeu. Il fallait s’enfuir. Mais le garçon rôda autour du voisinage pendant cinq
minutes... ces cinq minutes furent des semaines et des mois pour Parrish qui
le suivait d’un œil craintif, et sentait toutes les infirmités de la vieillesse se
glisser en lui, et ses cheveux en devenir tout blancs.
Enfin, le dernier garçon s’éloigna... s’arrêta à une table, ramassa la
monnaie, poursuivit vers une autre table, ramassa encore la monnaie, puis
vers une autre... l’œil furtif de Parrish continuellement rivé sur lui, son cœur
palpitant et bondissant, sa respiration haletante, en soubresauts d’anxiété
mêlée d’espoir.
Le garçon s’arrêta de nouveau pour prendre la monnaie, et Parrish se dit
alors: Voici le moment ou jamais! et se leva pour gagner la porte. Un pas...
deux pas... trois... quatre... il approchait de la sortie... cinq... ses jambes
flageolaient... quel était ce pas rapide, derrière lui? oh! son cœur, comme il
battait!... six, sept... bientôt il serait libre?... huit, neuf, dix... oui, quelqu’un
le poursuivait! Il tourna l’angle, et il allait prendre ses jambes à son cou,
quand une main lourde s’abattit sur son épaule, et toute force l’abandonna.
C’était le major. Il ne posa pas une question, il ne montra pas la moindre
surprise. Il dit, de son ton jovial et dégagé:
—Le diable emporte ces gens, ils m’ont attardé. C’est pourquoi je suis
resté si longtemps. L’employé du guichet avait été changé; il ne me
connaissait pas, et refusa de faire l’échange parce que ce n’était pas selon
les règles; alors, il m’a fallu dénicher mon vieil ami, le Grand-Mogol... le
chef de gare, vous comprenez..., oh! ici, fiacre!... montez, Parrish!...
consulat russe, cocher, et vivement!... Je disais donc que tout cela m’a bien
pris du temps. Mais tout va bien, maintenant, c’est parfait; vos bagages ont
été reposés, enregistrés, étiquetés, billets de voyage et de wagon-lit
changés, et j’en ai tous les documents dans ma poche. L’argent aussi. Je
vous le tiens en sûreté. Allez donc, cocher, allez donc; qu’elles ne
s’endorment pas vos bêtes!
Le pauvre Parrish essayait vainement de placer un mot, tandis que le
fiacre s’éloignait à toute vitesse du café où il venait de passer un si mauvais
quart d’heure, et lorsqu’enfin il parvint à ouvrir la bouche, ce fut pour
annoncer son intention de retourner tout de suite pour payer sa petite dette.
—Oh! ne vous tracassez pas de cela, dit le major, placidement. Ça va
bien, allez, ils me connaissent—tout le monde me connaît—je réglerai ça la
prochaine fois que je serai à Berlin. Plus vite, cocher, plus vite! Nous
n’avons pas de temps à perdre maintenant.
Ils arrivèrent au consulat russe un instant après la fermeture du bureau;
le major entra précipitamment. Il n’y avait plus qu’un jeune clerc. Le major
passa sa carte et demanda, en russe:
—Voulez-vous avoir la bonté de viser ce passeport pour Saint-
Pétersbourg, au nom de ce jeune homme, et aussi rapidement que...
—Pardon, Monsieur, mais je ne suis pas autorisé, et le consul vient de
partir.
—Partir, où?
—A la campagne où il demeure.
—Et il reviendra...
—Demain matin.
—Mille tonnerres! oh! bien, dites donc, je suis le major Jackson, il me
connaît, tout le monde me connaît. Visez-le vous-même; vous direz au
consul que le major Jackson vous a commandé de le faire. Tout ira bien.
Mais ce cas de désobéissance aux lois établies aurait été absolument fatal
au jeune employé. Le clerc ne voulut pas se laisser persuader. Il faillit
s’évanouir à cette idée.
—Eh bien, alors, je vais vous dire, s’écria le major. Voici les timbres et
le pourboire. Faites-le viser sans faute, demain matin, et envoyez-le par
courrier.
Le clerc dit d’un air de doute:
—Mais... enfin, peut-être qu’il le fera, et dans ce cas...
—Peut-être? mais certainement! Il me connaît... tout le monde me
connaît!
—Très bien, dit le clerc, je vous ferai la commission. Il avait l’air tout
interloqué et en quelque sorte subjugué; il ajouta timidement:
—Mais... mais... vous savez que vous le devancerez de vingt-quatre
heures à la frontière. Il n’y a aucun accommodement pour une si longue
attente.
—Qui parle d’attendre? pas moi, quand le diable y serait.
Le clerc demeura un instant paralysé, puis il dit:
—Certes, monsieur, vous ne voulez pas qu’on vous l’envoie à Saint-
Pétersbourg?
—Et pourquoi pas?
—Tandis que son propriétaire rôderait autour des frontières à vingt-cinq
lieues de là?
—Rôder!—Sacrebleu! qui vous a dit qu’il devra rôder?
—Mais vous n’ignorez pas, je pense, qu’on l’arrêtera à la frontière s’il
n’a pas de passeport.
—Jamais de la vie! l’inspecteur en chef me connaît... comme tout le
monde. Je me charge du jeune homme. Je suis responsable de lui. Envoyez
le papier tout droit à Saint-Pétersbourg... hôtel de l’Europe, aux soins du
major Jackson: dites au consul de ne pas se tourmenter, je prends tous les
risques sur moi.
Le clerc hésita, puis risqua un dernier argument:
—Vous devez bien noter, monsieur, que ces risques sont particulièrement
sérieux en ce moment. Le nouvel édit est en vigueur et...
—Quel est-il?
—Dix ans de Sibérie pour quiconque se trouve en Russie sans passeport.
—Hum... damnation! Il dit ce mot en anglais, car la langue russe est
pauvre lorsqu’il s’agit d’exprimer brièvement ses sentiments. Après avoir
réfléchi profondément, il se secoua, et résuma l’entretien, avec une brusque
et insouciante bonhomie:
—Oh! ça va bien, allez! adressez à Saint-Pétersbourg, arrive que pourra!
J’arrangerai ça, moi. On me connaît partout... Toutes les autorités... tout le
monde.
III
Il se trouva que le major était un adorable compagnon de voyage, et le
jeune Parrish en fut charmé. Ses paroles et ses traits d’esprit étaient comme
des rayons de soleil et des lueurs d’arc-en-ciel, animant tout son entourage,
le transportant en une atmosphère de gaîté et d’insouciante joie; et puis, il
était plein de petites attentions, de manières accommodantes; il savait à la
perfection la bonne manière de faire les choses, le moment propice, et le
meilleur moyen.
Le long voyage fut donc un beau rêve, un conte de fée, pour le jeune
garçon qui avait passé de si longues et monotones semaines de nostalgie.
Enfin, lorsque les deux voyageurs approchèrent de la frontière, Parrish dit
quelque chose à propos de passeport; puis il tressaillit comme au souvenir
d’une chose désagréable, et ajouta:
—Mais, j’y songe, je ne me souviens pas que vous ayez rapporté mon
passeport du consulat. Mais vous l’avez bien, n’est-ce pas?
—Non. Il viendra par courrier, dit le major, tout tranquillement.
—Il... il... vient par... courrier! suffoqua Parrish; et toutes les terribles
choses qu’il avait entendu raconter à propos des désastres et des horreurs
subies par les visiteurs sans passeport, en Russie, se présentèrent à son
esprit épouvanté, et il en pâlit jusqu’aux lèvres. Oh! major... oh! mon Dieu,
que m’arrive-t-il maintenant! Comment avez-vous pu faire une chose
pareille?
Le major passa une main caressante sur l’épaule du jeune homme et dit:
—Voyons, voyons, ne vous tourmentez donc pas, mon garçon, ne vous
tourmentez pas un brin. C’est moi qui prend soin de vous et je ne permettrai
pas qu’il vous arrive malheur. L’inspecteur en chef me connaît, et je lui
expliquerai la chose, et tout ira pour le mieux, vous verrez. Allons, ne vous
faites pas le moindre souci... Je vous ferai marcher tout cela sur des
roulettes.
Alfred tremblait de tous ses membres, et il se sentait un grand poids sur
le cœur, mais il fit tout ce qu’il put pour dissimuler son angoisse et répondre
avec quelque courage aux paroles bienveillantes et rassurantes du major.
A la frontière, il descendit, se tint parmi la grande foule et attendit, dans
une inquiétude profonde, tandis que le major se frayait un chemin à travers
la multitude pour aller «tout expliquer à l’inspecteur en chef». L’attente lui
parut cruellement longue, mais, enfin, le major revint. Il s’écria
jovialement.
—Il y a un nouvel inspecteur, et, le diable l’emporte, je ne le connais
pas!
Alfred s’effondra contre une pile de malles, en gémissant:
—Oh! mon Dieu, mon Dieu, j’aurais dû le prévoir! et il s’affaissait
mollement par terre, mais son compagnon le retint d’un bras vigoureux,
l’assit sur un grand coffre et, s’approchant de lui, murmura à son oreille:
—Ne vous tourmentez pas, mon petit, allons! Tout ira bien; ayez
seulement confiance en moi. Le sous-inspecteur est très myope. Je le sais, je
l’ai observé. Voici comment nous allons faire: Je vais aller faire contrôler
mon passeport, puis je vous attendrai là-bas, près de cette grille, où vous
voyez ces paysans avec leurs malles. Quand je vous verrai, je viendrai
m’appuyer tout contre la grille pour vous glisser mon passeport entre les
barreaux. Alors, vous vous pousserez dans la foule, et vous présenterez le
papier au passage, avec entière confiance en la Providence qui a envoyé ce
brave myope pour nous sauver. Allons, n’ayez pas peur.
—Mais, oh! mon Dieu, mon Dieu, votre description et la mienne ne se
ressemblent pas plus que...
—Oh! bah, ça n’a pas d’importance... différence entre cinquante et un et
dix-neuf ans... juste imperceptible à mon cher myope. Ne vous faites pas de
bile, tout ira pour le mieux dans le meilleur des mondes.
Dix minutes après, Alfred s’avançait en trébuchant vers le train, pâle et
prêt à succomber; mais ayant trompé le myope avec le plus grand succès, il
était heureux comme un chien perdu qui échappe à la police.
—Je vous le disais bien! s’écria le major, fier et triomphant. J’étais sûr
que tout irait bien, pourvu que vous vous confiiez en la Providence, comme
un petit enfant faible et candide, et que vous n’essayiez pas d’en faire à
votre tête. Cela réussit toujours à merveille.
Depuis la frontière jusqu’à Saint-Pétersbourg, le major s’employa
activement à ramener son jeune camarade à la vie, à ranimer sa circulation,
à le tirer de son abîme de mélancolie, pour lui faire sentir à nouveau que la
vie est une joie, et vaut toujours la peine d’être vécue. Donc, grâce à ces
encourageantes admonitions, le jeune homme entra dans la ville, tête haute
et fier comme Artaban et fit inscrire son nom sur le registre d’un hôtel.
Mais au lieu de lui indiquer sa chambre, le maître-d’hôtel le regarda d’un
air entendu, et parut attendre quelque chose. Le major vint promptement à
la rescousse et dit jovialement:
—Ça va bien—vous me connaissez—inscrivez-le, je suis responsable.
Le maître d’hôtel prit un air très grave, et secoua la tête. Le major ajouta:
—Oui, tout en règle, le passeport sera ici dans vingt-quatre heures... Il
vient par la poste. Voici le mien, et le sien vous sera présenté incessamment.
Le maître-d’hôtel se montra plein de politesse, plein de déférence, mais
il demeura ferme. Il dit en bon anglais:
—Vraiment, je suis au désespoir de ne pouvoir vous accommoder, major,
et certes, je serais très honoré de pouvoir le faire; mais je n’ai pas le choix,
je dois prier ce jeune homme de partir; en fait, je ne pourrais même pas lui
permettre de rester un instant dans cette maison.
Parrish commença à chanceler, et fit entendre un sourd gémissement. Le
major le saisit et le retint par le bras, et dit au maître d’hôtel d’un ton
suppliant:
—Mais voyons, vous me connaissez!... tout le monde me connaît... qu’il
reste ici pour cette nuit seulement, et je vous donne ma parole...
Le maître d’hôtel secoua la tête:
—Major, vous me mettez dans une position dangereuse. Vous mettez
mon hôtel en danger. J’ai horreur de faire une chose pareille, mais...
vraiment, il faut... il faut que j’appelle la police.
—Halte-là! ne faites pas cela. Venez vite, mon garçon, et ne vous
tracassez pas... tout s’arrangera le mieux du monde. Holà! cocher, ici!
Montez, mon petit. Palais du directeur de la police secrète. Qu’ils galopent,
cocher, à bride abattue! Comme le vent! Nous voilà partis, et il n’y a plus à
se faire du mauvais sang. Le prince Bossloffsbry me connaît, me connaît
comme sa poche. Un seul mot de lui, et nous pouvons tout.
Ils passèrent à travers les rues animées de Saint-Pétersbourg et arrivèrent
devant le palais qui était brillamment illuminé. Mais il était huit heures et
demie. Le prince était sur le point de se mettre à table, dit la sentinelle, et ne
pourrait recevoir personne.
—Mais il me recevra, moi, dit le major, avec conviction, en tendant sa
carte. Je suis le major Jackson. Qu’on lui présente ceci, il me connaît.
La carte fut présentée, malgré les protestations des huissiers; puis le
major et son protégé attendirent quelque temps dans la salle de réception.
Enfin, un domestique vint les avertir, et les conduisit dans un somptueux
cabinet particulier, où les attendait le prince pompeusement vêtu, et le front
sombre comme un ouragan. Le major expliqua son cas, et supplia qu’il leur
fût accordé un délai de vingt-quatre heures pour attendre le passeport.
—Oh! impossible, s’écria le prince en excellent anglais. Je n’aurais
jamais cru que vous puissiez faire une chose tellement insensée. Major!...
amener ce pauvre jeune homme sans passeport! Je n’en reviens pas! C’est
dix ans de Sibérie, sans espoir, ni pardon... soutenez-le! il prend mal!... (car
le malheureux Parrish s’affaissait et tombait). Tenez, vite... donnez-lui ceci.
Là... buvez encore un peu. Un peu d’eau-de-vie fait du bien, n’est-ce pas,
jeune homme? Maintenant cela va mieux, pauvre garçon. Couchez-vous sur
le canapé. Comment avez-vous pu être si stupide, major, que de l’amener
dans ce piège abominable?
Le major soutint le jeune homme sur son bras vigoureux, posa un
coussin sous sa tête, et murmura à son oreille:
—Ayez l’air aussi diablement malade que possible! Pleurez pour tout de
bon! Il est touché, voyez-vous, il lui reste un cœur tendre, par là-bas
dessous. Tâchez de gémir et dites: «Oh, maman, maman!» Ça le
bouleversera, allez, du premier coup.
Parrish allait faire toutes ces choses, d’ailleurs, sans qu’on le lui dise, et
par instinct naturel. Par conséquent, ses lamentations se firent promptement
entendre, avec une grande et émouvante sincérité. Le major lui dit tout bas:
—Épatant! dites-en encore. La grande Sarah ne ferait pas mieux.
Et grâce à l’éloquence du major et au désespoir du jeune homme, la
victoire fut enfin remportée. Le prince capitula en disant:
—Eh bien! je vous fais grâce, bien que vous ayez mérité une leçon bien
sévère. Je vous accorde exactement vingt-quatre heures. Si le passeport
n’est pas arrivé au bout de ce laps de temps, n’approchez pas de moi,
n’espérez rien. C’est la Sibérie sans rémission.
Pendant que le major et le jeune homme se confondaient en
remerciements, le prince sonna, et, aux deux soldats qui se présentèrent
aussitôt, il ordonna de monter la garde auprès des deux hommes, et de ne
pas perdre de vue un instant, durant vingt-quatre heures, le plus jeune. Si,
au bout de ce laps de temps, le jeune homme ne pouvait présenter un
passeport, il devait être enfermé dans les donjons de Saint-Pierre-et-Saint-
Paul, et tenu à sa disposition.
Les malheureux arrivèrent à l’hôtel avec leurs gardes, dînèrent sous leurs
veux, restèrent dans la chambre de Parrish jusqu’à ce que le major, après
avoir vainement essayé de ranimer les esprits du dit Parrish, se fût couché et
endormi; puis l’un des soldats s’enferma avec le jeune homme, et l’autre
s’étendit en travers de la porte, à l’extérieur, et tomba dans un profond
sommeil.
Mais Alfred Parrish ne put en faire autant. Dès l’instant où il se trouva
seul en face du lugubre soldat et du silence imposant, sa gaieté, tout
artificielle, s’évanouit, son courage forcé s’affaissa et son pauvre petit cœur
se serra, se recroquevilla comme un raisin sec. En trente minutes, il avait
sombré et touché le fond; la douleur, le désespoir, l’épouvante ne pouvaient
le posséder plus profondément. Son lit? Les lits n’étaient pas pour les
désespérés, les damnés! Dormir! Il ne ressemblait pas aux enfants hébreux
qui pouvaient dormir au milieu du feu! Il ne pouvait que marcher de long en
large, sans cesse, sans cesse, dans sa petite chambre. Non seulement il le
pouvait, mais il le fallait. Il gémissait et pleurait, frissonnait et priait, tour à
tour et tout à la fois.
Enfin, brisé de douleur, il écrivit ses dernières volontés, et se prépara,
aussi bien qu’il était en son pouvoir, à subir sa destinée. Et, en dernier lieu,
il écrivit une lettre:
«Ma mère chérie,
«Quand ces tristes lignes vous parviendront, votre pauvre Alfred ne sera
plus de ce monde. Non, pis que cela, bien pis! Par ma propre faute, ma
propre étourderie, je suis tombé entre les mains d’un filou ou d’un
lunatique. Je ne sais pas lequel des deux, mais en tout cas je sens que je suis
perdu. Quelquefois je suis sûr que c’est un filou, mais la plupart du temps je
crois qu’il est simplement fou, car il a un bon cœur honnête et franc; et je
vois bien qu’il fait les efforts les plus dévoués pour tâcher de me tirer des
difficultés fatales où il m’a jeté.
«Dans quelques heures je ferai partie de cette affreuse troupe de
malfaiteurs qui cheminent dans les solitudes neigeuses de la Russie, sous le
fouet, vers cette terre de mystère, de malheur et d’éternel oubli, la Sibérie!
Je ne vivrai pas pour la voir; mon cœur est brisé, et je mourrai. Donnez mon
portrait à celle que vous savez, et demandez-lui de le garder pieusement en
mémoire de moi, et de vivre dans l’espoir de me rejoindre un jour dans ce
monde meilleur où il n’y a pas de demandes en mariage, mais où les
terribles séparations n’existent pas non plus. Donnez mon chien jaune à
Archy Hale, et l’autre à Henry Taylor; mon fusil est pour mon frère Will
ainsi que mes articles de pêche et ma Bible.
«Il n’y a aucun espoir pour moi; je ne puis m’échapper. Le soldat monte
la garde auprès de moi avec son fusil, et ne me quitte jamais des yeux; il ne
sourcille pas; il ne bouge pas plus que s’il était mort. Je ne puis le fléchir,
car le maniaque tient tout mon argent. Ma lettre de crédit est dans ma malle
que je n’aurai peut-être jamais. Je sais que je ne l’aurai jamais. Oh! mon
Dieu, que vais-je devenir? Priez pour moi, maman chérie, priez pour votre
pauvre Alfred. Mais toutes les prières seront vaines et inutiles...»
IV
Le lendemain, Alfred sortit, tout brisé, pâle, vieilli, quand le major vint
le chercher pour le déjeuner matinal. Ils firent manger leurs gardes,
allumèrent des cigares, le major lâcha la bride à sa langue admirable; sous
son influence magique Alfred se sentit graduellement renaître à l’espoir, au
courage, presque à la foi.
Mais il ne pouvait quitter la maison. L’ombre de la Sibérie planait sur
lui, noire et menaçante; sa curiosité artistique était dissipée et il n’aurait pu

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A. reproduce and take care of their offspring.

4. An important result of investigating behavior by using the scientific method is:

A. control over life events.

A. having been exposed to poverty or divorce

18. Lifespan psychology refers to a process beginning:

A. at conception and ending in death.

A. providing an organized account of development across the lifespan.

23. Lifespan development can best be summed up in terms of:

A. How different parenting styles affect moral behavior.

29. It is essential in understanding the developmental process to recognize:

A. the importance of the genes in determining behavior.

A. Genes are the most important determining factor for personality.

32. The period of development extends from conception to birth.

A. four years of age.

40. During , school becomes a major force in development.

A. the play age

A. Raising her children

A. finding a loving and loyal partner.

A. Children are miniature adults.

54. What determines the interpretation of childhood?

A. The prevailing view of children at any particular time

60. is most well known for his careful study of intelligence.

61. How are children viewed today?

62. Petersen (1988) argues that adolescence begins in and ends in .

A. trait rather than stage theories of development.

65. The modern conception of adolescence was a result of:

A. the recognition that adolescents needed strict guidelines and rules.

66. described adolescence as a time of "storm and stress."

A. is only slightly higher than that of childhood.

Refer To: Changing Views of the Lifespan

A. nearly complete by age six.

70. An accurate description of the time course of development would be:

A. to emphasize the early childhood years as emphasized by Freud.

A. Adulthood is the beginning of inevitable decline.

A. He probably has significantly poorer cognitive performance now.

A. Yes, they tend to be significantly less intelligent.

76. Ally, 85 years old, is not as quick as she once was:

Refer To: Changing Views of the Lifespan

A. difficulty with hearing.

A. Most people would recognize that Claude's intellect is fine.

A. her larger intact memory store.

82. Cognitive declines in adulthood are associated with:

A. test anxiety in familiar settings.

84. What is the influence of test anxiety on older adults?

85. is an ability that tends to improve with age.

A. Use a well-established test of intelligence

Refer To: Changing Views of the Lifespan

A. Hugh, who competes in 5K runs

91. What is meant by "biopsychosocial interactions" on development?

A. The interplay of genetics and biology determines our developmental outcomes.

93. The epigenetic view stressed the:

A. interaction between heredity and environment.

94. The epigenetic view of development was replaced by:

relates to the process of development.