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Chapter 08 - Cognition and Language
Chapter 08
Cognition and Language
Multiple Choice Questions
1.
_____ psychology is the branch of psychology that focuses on the study of higher mental processes, including thinking,
language, memory, problem solving, knowing, reasoning, and judging.
A.
Clinical
B.
Developmental
C.
Cognitive
D.
Evolutionary
APA Outcome: 1.2

Accessibility: Keyboard Navigation
Bloom's: Remember
Difficulty: Easy
Learning Objective: Define cognition, and explain the processes involved in thinking.
Learning Outcome: 23-1
Topic: Cognition
8-1
Copyright © 2015 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of
McGraw-Hill Education.
2.
Which of the following is TRUE about mental images?
A.
They refer only to visual representations.
B.
They have only a few of the properties of the actual stimuli they represent.
C.
They are representations in the mind of an object or event.
D.
They cannot be rotated.
APA Outcome: 1.2

Bloom's: Remember
Difficulty: Easy
Topic: Mental Images
8-2
3.
Which of the following statements best expresses the nature of mental images?
A.
They are binary in format.
B.
They are always auditory in format.
C.
They may be produced by any sensory modality.
D.
They are linguistic.
APA Outcome: 1.2

Bloom's: Remember
Difficulty: Easy
8-3
4.
Dr. Randazza shows participants a stylized map of a fictitious city. The map includes landmarks, such as a post office, a
library, a shopping mall, a bus depot, and an airport. Some of the landmarks are close together, such as the library and the
post office. Others are far apart, such as the airport and the shopping mall. Dr. Randazza removes the map. Participants are
asked to imagine walking from one landmark to another, either a nearby one or a more distant one. Participants press a key
when they have reached the destination in their minds. Based on mental imagery, what do you think Dr. Randazza should
find? What would such a result say about mental imagery?
A.
Participants should take the same amount of time to travel mentally between distant as between close landmarks. This result
would suggest that mental imagery reflects the actual actions the participants perform with respect to real objects.
B.
Participants should take the same amount of time to travel mentally between distant as between close landmarks. This result
would suggest that mental imagery does not reflect the actual actions the participants perform with respect to real objects.
C.
Participants should take longer to travel mentally between distant than between close landmarks. This result would suggest
that mental imagery reflects the actual actions the participants perform with respect to real objects.
D.
Participants should take longer to travel mentally between distant than between close landmarks. This result would suggest
that mental imagery does not reflect the actual actions the participants perform with respect to real objects.
APA Outcome: 1.2

APA Outcome: 1.3
Bloom's: Apply
Difficulty: Medium
8-4
5.
Clint is mentally rehearsing his golf swing in his mind's eye. Based on mental imagery, which of the following statements is
most accurate?
A.
Clint's mental rehearsal should improve his golf swing. Performing the task involves the same network of brain cells as the
network used in mentally rehearsing it.
B.
Clint's mental rehearsal should do little to improve his golf swing. The brain areas active during Clint's mental rehearsal
should be the same as those active when Clint actually swings the golf club.
C.
Clint's mental rehearsal should improve his golf swing. The brain areas active during Clint's mental rehearsal should be
different than those active when Clint actually swings the golf club.
D.
Clint's mental rehearsal should do little to improve his golf swing. The brain areas active during Clint's mental rehearsal
should be different than those active when Clint actually swings the golf club.
APA Outcome: 1.2

APA Outcome: 1.3
Bloom's: Apply
Difficulty: Medium
8-5
6.
Mental representations of objects are called _____; mental grouping of similar objects, events, or people are called _____.
A.
images; concepts
B.
images; images as well
C.
concepts; concepts as well
D.
concepts; images
APA Outcome: 1.2

Bloom's: Understand
Difficulty: Easy
Topic: Concepts
8-6
7.
Which of the following is most nearly synonymous with the term concept, as it is used by cognitive psychologists?
A.
Idea
B.
Relationship
C.
Category
D.
Image
APA Outcome: 1.2

Bloom's: Understand
Difficulty: Easy
Topic: Concepts
8-7
8.
Mental groupings of objects, events, or people that share common features are called:
A.
concepts.
B.
ideas.
C.
heuristics.
D.
algorithms.
APA Outcome: 1.2

Bloom's: Remember
Difficulty: Easy
Topic: Concepts
8-8
9.
A prototype is:
A.
the most typical or highly representative example of a concept.
B.
the first example of a concept that one encounters.
C.
the least frequent example of a concept.
D.
the most unusual or distinctive example of a concept.
APA Outcome: 1.2

Bloom's: Remember
Difficulty: Easy
Topic: Concepts
8-9
10.
Which of the following is most likely the prototype of the concept "fruit"?
A.
Carrot
B.
Apple
C.
Tomato
D.
Blueberry
APA Outcome: 1.2

Bloom's: Understand
Difficulty: Easy
Topic: Concepts
8-10
11.
Those raised in the United States are most likely to use _____ relationships to categorize.
A.
semantic
B.
functional
C.
categorical
D.
thematic
APA Outcome: 1.2

Bloom's: Remember
Difficulty: Easy
Topic: Concepts
8-11
12.
_____ is the process by which information is used to draw conclusions and make decisions.
A.
Reasoning
B.
Negotiating
C.
Predicting
D.
Conceptualizing
APA Outcome: 1.2

Bloom's: Remember
Difficulty: Easy
Learning Objective: Describe the processes involved in reasoning, forming judgments, and making decisions.
Topic: Reasoning
8-12
13.
Which of the following individuals is NOT engaged in reasoning, as psychologists define the term?
A.
Clay, who is deciding which make and model of used car is least likely to present a maintenance headache, based on his
friends' testimonials
B.
Darla, who is concluding that a particular model of used car is a poor investment over the longer term, based on a report in a
consumer magazine
C.
Emilio, who is dreaming about a novel way to earn the cash for a new used car
D.
Mark, who is deciding which college to go to, based on the reviews each of them has received
APA Outcome: 1.2

APA Outcome: 1.3
Bloom's: Apply
Difficulty: Medium
Topic: Reasoning
8-13
14.
You check the time on your phone. Your friend should be out of class by now. You call her. She should answer if she is out
of class. In this example, your thought processes are best seen as exemplifying:
A.
problem solving.
B.
conceptualization.
C.
reasoning.
D.
creativity.
APA Outcome: 1.2

APA Outcome: 1.3
Bloom's: Apply
Difficulty: Medium
Topic: Reasoning
8-14
15.
Reasoning from the general to the specific is called:
A.
algorithms.
B.
heuristics.
C.
mental sets.
D.
deductive reasoning.
APA Outcome: 1.2

Bloom's: Remember
Difficulty: Easy
Topic: Formal Reasoning
8-15
16.
Formal reasoning in which people draw a conclusion from the specific to the general is known as _____ reasoning.
A.
divergent
B.
syllogistic
C.
analogical
D.
inductive
APA Outcome: 1.2

Bloom's: Remember
Difficulty: Easy
8-16
17.
A detective tries to get a general picture of a murder from the specific evidence associated with the murder. This is an
example of _____ reasoning.
A.
convergent
B.
divergent
C.
inductive
D.
analogical
APA Outcome: 1.2

APA Outcome: 1.3
Bloom's: Apply
Difficulty: Easy
8-17
18.
Which type of reasoning do psychologists use when they study a sample of participants and then use the information they
observe to form a conclusion about the broader population from which the sample is drawn?
A.
Divergent
B.
Syllogistic
C.
Analogical
D.
Inductive
APA Outcome: 1.2

Bloom's: Remember
Difficulty: Easy
8-18
19.
One can use a(n) _____ even if he or she doesn’t understand why it works.
A.
heuristic.
B.
algorithm.
C.
premise.
D.
syllogism.
APA Outcome: 1.2

Bloom's: Understand
Difficulty: Medium
Topic: Algorithms
8-19
20.
A rule that guarantees the solution to a problem when it is correctly applied is termed as a(n):
A.
heuristic.
B.
algorithm.
C.
premise.
D.
syllogism.
APA Outcome: 1.2

Bloom's: Remember
Difficulty: Easy
Topic: Algorithms
8-20
21.
Which of the following is TRUE of algorithms?
A.
In cases where heuristics are not available, we may use algorithms.
B.
Even if it is applied appropriately, an algorithm cannot guarantee a solution to a problem.
C.
Algorithms may sometimes lead to errors.
D.
We can use an algorithm even if we cannot understand why it works.
APA Outcome: 1.2

Bloom's: Understand
Difficulty: Medium
Topic: Algorithms
8-21
22.
Which of the following is TRUE of heuristics?
A.
In cases where algorithms are not available, we may use heuristics.
B.
If applied appropriately, a heuristic guarantees a solution to a problem.
C.
Heuristics never lead to errors.
D.
Heuristics decrease the likelihood of success in finding a solution.
APA Outcome: 1.2

Bloom's: Understand
Difficulty: Medium
Topic: Heuristics
8-22
23.
Which of the following terms best captures the meaning of the term heuristic, as cognitive psychologists use it?
A.
Principle
B.
Formula
C.
Strategy
D.
Program
APA Outcome: 1.2

Bloom's: Understand
Difficulty: Easy
Topic: Heuristics
8-23
24.
When you play tic-tac-toe using certain mental shortcuts, you are using cognitive strategies psychologists call:
A.
algorithms.
B.
mental sets.
C.
heuristics.
D.
syllogistic reasoning.
APA Outcome: 1.2

APA Outcome: 1.3
Bloom's: Apply
Difficulty: Easy
Topic: Heuristics
8-24
25.
Matt picks up a pamphlet at a counseling center titled How to Succeed at College Course Work. Which type of problem-
solving strategies is most likely offered in this pamphlet?
A.
Algorithms
B.
Insights
C.
Heuristics
D.
Syllogisms
APA Outcome: 1.2

Bloom's: Apply
Difficulty: Medium
Topic: Heuristics
8-25
26.
Which of the following most likely makes use of heuristics?
A.
A chemical equation for the synthesis of sulfuric acid
B.
A recipe for making cookies on the back of a box of cornflakes
C.
An article by a Nobel Prize winner titled "How to Succeed in Science"
D.
A computer program for keeping track of inventory at a department store
APA Outcome: 1.2

APA Outcome: 1.3
Bloom's: Apply
Difficulty: Medium
Topic: Heuristics
8-26
27.
Which of the following is an advantage of the use of heuristics?
A.
A heuristic will present a clearly defined solution to a problem.
B.
A heuristic is often efficient.
C.
A heuristic is guaranteed to result in a correct response.
D.
A heuristic results in only one possible solution to a problem.
APA Outcome: 1.2

Bloom's: Understand
Difficulty: Medium
Topic: Heuristics
8-27
28.
Which of the following is TRUE of heuristics?
A.
Heuristics always lead to correct solutions of a problem.
B.
Heuristics are a slower way to solve problems than are other strategies.
C.
Heuristics represent commonly used approaches to the solution of a problem.
D.
Heuristics are used by computers but not by humans as problem-solving tools.
APA Outcome: 1.2

Bloom's: Understand
Difficulty: Medium
Topic: Heuristics
8-28
29.
Lori and Monica are looking at the cans of coffee on display at a local supermarket. They are trying to decide which of two
different-sized cans will be the better buy. Lori attempts to divide the price of each can by the number of ounces of coffee
each can contains. Monica suggests that "the larger size is usually a better buy." Lori is using a(n) ____, whereas Monica is
using a(n) _____.
A.
heuristic; algorithm
B.
algorithm; heuristic
C.
prototype; algorithm
D.
heuristic; prototype
APA Outcome: 1.2

APA Outcome: 1.3
Bloom's: Apply
Difficulty: Medium
Topic: Algorithms
Topic: Heuristics
8-29
30.
_____ may sometimes lead to errors.
A.
Theorems
B.
Heuristics
C.
Algorithms
D.
Statements
APA Outcome: 1.2

Bloom's: Remember
Difficulty: Easy
Topic: Heuristics
8-30
31.
When you use the availability heuristic, you are:
A.
making frequency estimates based on the ease with which things come to mind.
B.
overcoming mental set.
C.
mistaking visual images and other forms of mental representations for reality.
D.
assuming that something is typical of its class.
APA Outcome: 1.2

Bloom's: Understand
Difficulty: Medium
Topic: Heuristics
8-31
32.
Suppose you meet a woman who killed her stepdaughter, and then later when you meet another woman who is having trouble
with her stepdaughter, you are most likely to think that this woman too will kill her stepdaughter. You come to this
conclusion as a result of:
A.
functional fixedness.
B.
the representativeness heuristic.
C.
the availability heuristic.
D.
confirmation bias.
APA Outcome: 1.2

Bloom's: Apply
Difficulty: Easy
Topic: Heuristics
8-32
33.
Carl is the only person from New Zealand that Craig has ever met. Carl strikes Craig as being quite friendly and funny. When
Carl asks Craig what he would expect to find if he went to New Zealand, Craig says that he would expect the people to be
quite friendly and funny. What might Craig have used to make this judgment?
A.
The familiarity heuristic
B.
Confirmation bias
C.
Functional fixedness
D.
The availability heuristic
APA Outcome: 1.2

Bloom's: Apply
Difficulty: Medium
Topic: Heuristics
8-33
34.
The _____ heuristic involves judging the probability of an event on the basis of how easily the event can be recalled from
memory.
A.
availability
B.
representativeness
C.
confirmation
D.
frequency
APA Outcome: 1.2

Bloom's: Remember
Difficulty: Easy
Topic: Heuristics
8-34
35.
According to the _____ heuristic, we assume that events we remember easily are likely to have occurred more frequently in
the past—and are more likely to occur in the future—than events that are harder to remember.
A.
availability
B.
representativeness
C.
confirmation
D.
frequency
APA Outcome: 1.2

Bloom's: Remember
Difficulty: Easy
Topic: Heuristics
8-35
36.
Following the September 11, 2001, Twin Towers attacks, many Americans opted to drive rather than fly. The media coverage
of the hijackings caused Americans to overestimate the danger of flying. As it was an event they remember easily, they
assumed it could occur frequently. This example illustrates:
A.
B.
C.
confirmation bias.
D.
stereotypic bias.
APA Outcome: 1.2

APA Outcome: 1.3
Bloom's: Apply
Difficulty: Medium
Topic: Heuristics
8-36
37.
When people are asked which is more common, death by homicide or death by stroke, they often choose homicide because
they hear more about murders than they do about strokes. In this instance, people are led astray in their judgments by:
A.
B.
stereotypic bias.
C.
confirmation bias.
D.
APA Outcome: 1.2

APA Outcome: 1.3
Bloom's: Apply
Difficulty: Medium
Topic: Heuristics
8-37
38.
Last week, Mike heard about five separate airplane crashes on the news. Even though, in general, motorcycle accidents
account for more accidents than plane crashes do, Mike decides to ride his motorcycle from Washington to Atlanta instead of
flying. Which bias is reflected in Mike's decision?
A.
The availability heuristic
B.
Confirmation bias
C.
Syllogistic error
D.
The representativeness heuristic
APA Outcome: 1.2

APA Outcome: 1.3
Bloom's: Apply
Difficulty: Medium
Topic: Heuristics
8-38
39.
Joanne does not go out at night because she hears from her local news station about the large number of muggings and
robberies that occur in her city. However, crime in Joanne's city has actually gone down in the past few years. Joanne is
falling victim to:
A.
B.
C.
D.
confirmation bias.
APA Outcome: 1.2

APA Outcome: 1.3
Bloom's: Apply
Difficulty: Medium
Topic: Heuristics
8-39
40. "You always clam up when I ask you what's wrong," Iris tells her boyfriend. Iris is
probably making this frequency judgment because she can remember a few times that her
boyfriend would not tell her what was bothering him. Iris is using the _____ heuristic.
A.
representativeness
B.
availability
C.
functional
D.
frequency
APA Outcome: 1.2

APA Outcome: 1.3
Bloom's: Apply
Difficulty: Medium
Topic: Heuristics
8-40
41.
In a(n) _____ heuristic, known items are seen as superior to those that are unknown.
A.
representativeness
B.
availability
C.
functional
D.
familiarity
APA Outcome: 1.2

Bloom's: Remember
Difficulty: Easy
Topic: Heuristics
8-41
42.
When you go to the supermarket, you see the brand of cookies you usually buy, and settle for it. Usually it is a good rule of
thumb because it saves a lot of time. You do not ponder over every type of cookie available in the store. This is an example
of a(n) _____.
A.
representativeness heuristic
B.
syllogistic reasoning
C.
algorithm
D.
familiarity heuristic
APA Outcome: 1.2

Bloom's: Understand
Difficulty: Easy
Topic: Heuristics
8-42
43.
_____ intelligence is the field that examines how to use technology to imitate the outcome of human thinking, problem
solving, and creative activities.
A.
Artificial
B.
Bodily-kinesthetic
C.
Spatial
D.
Existential
APA Outcome: 1.2

Bloom's: Remember
Difficulty: Easy
Topic: Artificial Intelligence
8-43
44.
Which of the following sequences best reflects the order of the three broad phases of the problem-solving process, from first
to last?
A.
Preparation → judgment → production
B.
Judgment → production → preparation
C.
Preparation → production → judgment
D.
Judgment → preparation → production
APA Outcome: 1.2

Bloom's: Understand
Difficulty: Easy
Learning Objective: Explain the importance of understanding and diagnosing problems as the first step in effective problem solving.
Topic: Problem Solving
8-44
45.
In _____ problems, the nature of the problem and the information needed to solve it are clear. In _____ problems, either or
both the nature of the problem and the information required to solve it are unclear.
A.
well-defined; ill-defined
B.
algorithmic; heuristic
C.
arrangement; inducing structure
D.
transformation; arrangement
APA Outcome: 1.2

Bloom's: Remember
Difficulty: Easy
Topic: Preparation
8-45
46.
Which of the following is an ill-defined problem?
A.
Navigating to a museum in a nearby city
B.
Composing a good concerto
C.
Finding out where several well-known authors were born
D.
Playing Scrabble
APA Outcome: 1.2

APA Outcome: 1.3
Bloom's: Apply
Difficulty: Medium
Topic: Preparation
8-46
47.
"Convert to a mixed numeral: 18/5," states one problem on a fifth-grader's arithmetic text. This is a(n) _____ problem. It is
best solved through the application of _____.
A.
well-defined; algorithms
B.
well-defined; heuristics
C.
ill-defined; algorithms
D.
ill-defined; heuristics
APA Outcome: 1.2

Bloom's: Understand
Difficulty: Medium
Topic: Algorithms
Topic: Preparation
8-47
48. Dr. Ireland's class is attempting to find derivatives, whereas Dr. Jamison's class is
developing campaign strategies for a local politician. Which of the following statements is
most likely TRUE?
A.
Dr. Ireland's class is solving a well-defined problem.
B.
Dr. Jamison's class is solving a well-defined problem.
C.
Dr. Ireland's class is using syllogistic reasoning.
D.
Dr. Jamison's class is using familiarity heuristic.
APA Outcome: 1.2

APA Outcome: 1.3
Bloom's: Apply
Difficulty: Medium
Topic: Preparation
8-48
49.
_____ problems require the problem solver to rearrange or recombine elements in a way that will satisfy a certain criterion.
A.
Arrangement
B.
Inducing structure
C.
Transformation
D.
Prescriptive
APA Outcome: 1.2

Bloom's: Remember
Difficulty: Easy
Topic: Preparation
8-49
50.
In problems of _____, a person must identify the existing relationships among the elements presented and then construct a
new relationship among them.
A.
arrangement
B.
inducing structure
C.
transformation
D.
prescription
APA Outcome: 1.2

Bloom's: Remember
Difficulty: Easy
Topic: Preparation
8-50
51.
_____ problems consist of an initial state, a goal state, and a method for changing the initial state into the goal state.
A.
Arrangement
B.
Inducing structure
C.
Transformation
D.
Prescriptive
APA Outcome: 1.2

Bloom's: Remember
Difficulty: Easy
Topic: Preparation
8-51
52.
Which of the following problem types is correctly matched with its description?
A.
Arrangement—moving from an initial to a goal state according to a specific method
B.
Inducing structure—identifying relationships among problem elements and constructing new relationships
C.
Transformation—rearranging or recombining elements to satisfy a particular criterion
D.
Transformation—identifying relationships among problem elements and constructing new relationships
APA Outcome: 1.2

Bloom's: Understand
Difficulty: Medium
Topic: Preparation
8-52
53.
Janelle is solving anagrams; Kamika is puzzling over verbal analogies; Lamar is playing chess with a friend. Which
alternative below correctly matches each individual with the type of problem he or she is solving?
A.
Janelle—arrangement; Kamika—transformation; Lamar—inducing structure
B.
Janelle—transformation; Kamika—inducing structure; Lamar—arrangement
C.
Janelle—arrangement; Kamika—inducing structure; Lamar—transformation
D.
Janelle—transformation; Kamika—arrangement; Lamar—inducing structure
APA Outcome: 1.2

APA Outcome: 1.3
Bloom's: Apply
Difficulty: Medium
Topic: Preparation
8-53
54.
Thomas Edison invented the light bulb only because he experimented with thousands of different kinds of materials for a
filament before he found one that worked (carbon). This shows that at the most basic level, we can solve problems through
_____.
A.
the availability heuristic
B.
means-ends analysis
C.
insight
D.
trial and error
APA Outcome: 1.2

Bloom's: Understand
Difficulty: Easy
Learning Objective: Describe the heuristics used for generating possible solutions to problems, and explain how solutions should be
evaluated.
Topic: Production
8-54
55.
_____ involves repeated tests for differences between the desired outcome and what currently exists.
A.
Forming subgoals
B.
Means-ends analysis
C.
Insight
D.
Trial and error
APA Outcome: 1.2

Bloom's: Remember
Difficulty: Easy
evaluated.
Topic: Production
8-55
56.
In the context of problem solving, the most frequently used problem-solving heuristic is:
A.
forming subgoals.
B.
means-ends analysis.
C.
insight.
D.
trial and error.
APA Outcome: 1.2

Bloom's: Remember
Difficulty: Easy
evaluated.
Topic: Production
8-56
57.
Millie is stumped by a problem on her pre-calculus text. She furtively glances at the answer provided in the back of the text
to get an idea of how the solution should look before she returns to the problem. Millie's strategy most closely resembles the
problem-solving heuristic of:
A.
forming subgoals.
B.
trial and error.
C.
working backward.
D.
insight.
APA Outcome: 1.2

Bloom's: Apply
Difficulty: Medium
evaluated.
Topic: Production
8-57
58.
A political science professor attempts to facilitate her students' completion of a term paper assignment by requiring to first
submit a topic statement, then a list of references, then a draft of the introduction, then, finally, the completed paper. The
professor is encouraging her students to use the problem-solving strategy of:
A.
forming subgoals.
B.
working backward.
C.
means-ends analysis.
D.
trial and error.
APA Outcome: 1.2

Bloom's: Apply
Difficulty: Medium
evaluated.
Topic: Subgoals
8-58
59.
Which problem-solving strategy or method is correctly matched with its definition?
A.
Means-ends analysis—dividing a problem into intermediate steps
B.
Forming subgoals—focusing on a problem's goal rather than its starting point
C.
Working backward—reducing the apparent difference between the current state of the problem and the goal
D.
Insight—experiencing a sudden awareness of the relationships among a problem's components
APA Outcome: 1.2

Bloom's: Understand
Difficulty: Medium
evaluated.
Topic: Insight
8-59
60.
Kent and Kirsten are both trying to reduce their consumer debt. Kent isolates several more concrete problems he can solve to
achieve his goal, such as paying the highest-interest debts first and freezing credit card spending. Kirsten simply pays her
largest debt first because this would seem to be the fastest way to move her debt as close to zero as possible. Kent's plan
reflects the problem-solving strategy of _____, while Kirsten's method illustrates the strategy of _____.
A.
forming subgoals; trial and error
B.
means-end analysis; trial and error
C.
working backward; means-end analysis
D.
forming subgoals; means-end analysis
APA Outcome: 1.2

Bloom's: Apply
Difficulty: Difficult
Topic: Production
Topic: Subgoals
8-60
61.
The study of insight is associated with the German psychologist _____; he studied problem solving among _____.
A.
Kohler; chimpanzees
B.
Kohler; humans
C.
Wundt; cats
D.
Wundt; humans
APA Outcome: 1.2

Bloom's: Remember
Difficulty: Easy
evaluated.
Topic: Insight
8-61
62.
_____ is defined as a sudden awareness of the relationship among problem elements; it is thought to lead rapidly to the
problem's solution.
A.
Convergent thinking
B.
Divergent thinking
C.
Insight
D.
Creativity
APA Outcome: 1.2

Bloom's: Remember
Difficulty: Easy
evaluated.
Topic: Insight
8-62
63.
Which of the following is a key characteristic of insight?
A.
Brevity
B.
Complexity
C.
Uniqueness
D.
Suddenness
APA Outcome: 1.2

Bloom's: Understand
Difficulty: Easy
evaluated.
Topic: Insight
8-63
64.
The apparent suddenness of insightful problem solutions:
A.
may rest in part on the foundation of trial and error.
B.
may be based on the availability heuristic.
C.
has been affirmed by empirical research.
D.
requires the application of confirmation bias.
APA Outcome: 1.2

Bloom's: Understand
Difficulty: Medium
evaluated.
Topic: Insight
8-64
65.
For which of the following types of problems is the evaluation of solutions least likely to prove difficult?
A.
Well-defined problems
B.
Ill-defined problems
C.
Divergent thinking problems
D.
Associative thinking problems
APA Outcome: 1.2

Bloom's: Understand
Difficulty: Medium
evaluated.
Topic: Judgments
8-65
66.
Which of the following impediments to effective problem solving is incorrectly matched with an illustrative problem?
A.
Confirmation bias—problem of security in the Middle East
B.
Functional fixedness—water jar problem
C.
Mental set—water jar problem
D.
Functional fixedness—candle problem
APA Outcome: 1.2

APA Outcome: 1.3
Bloom's: Apply
Difficulty: Medium
Learning Objective: Recognize general problem-solving strategies and common obstacles to effective problem solving.
Topic: Functional Fixedness
8-66
67.
_____ refers to the tendency of old patterns of problem solving to persist.
A.
Mental set
B.
Representativeness heuristic
C.
Availability heuristic
D.
Syllogistic frame
APA Outcome: 1.2

Bloom's: Remember
Difficulty: Easy
Topic: Mental Set
8-67
68.
Zelma is asked to think of all the words beginning with the letters "squ," such as squeak. She is then given a fill-in-the-blank
task where one of the items is "s _ _ o n g." Zelma keeps trying to make "squong" a word, and she has trouble thinking of the
common word "strong." Zelma's ability to solve this problem has been hampered by:
A.
B.
mental set.
C.
the confirmation bias.
D.
APA Outcome: 1.2

APA Outcome: 1.3
Bloom's: Apply
Difficulty: Medium
Topic: Confirmation Bias
8-68
69.
Which of the following statements best expresses the relationship between mental and functional fixedness?
A.
Functional fixedness is an example of a broader phenomenon known as mental set.
B.
Mental set is actually a specific instance of functional fixedness.
C.
Mental set and functional fixedness are the same thing.
D.
Functional fixedness and mental set are distinct problem-solving impediments.
APA Outcome: 1.2

APA Outcome: 1.3
Bloom's: Understand
Difficulty: Medium
Topic: Mental Set
8-69
70.
Alyssa uses a shoe as a hammer and a butter knife as a screwdriver while making several minor household repairs. Which of
the following statements best characterizes Alyssa's problem solving?
A.
She is constrained by a powerful mental set.
B.
She has been released from functional fixedness.
C.
She is taking advantage of the representative heuristic.
D.
She is forming subgoals.
APA Outcome: 1.2

APA Outcome: 1.3
Bloom's: Apply
Difficulty: Medium
8-70
71.
A jeweler is unable to fix a particular mounting in a ring because she can imagine only the conventional uses of her tools.
Which of the following does this best demonstrate?
A.
Syllogistic reasoning
B.
C.
Algorithmic thinking
D.
Means-end analysis
APA Outcome: 1.2

APA Outcome: 1.3
Bloom's: Apply
Difficulty: Medium
8-71
72. Henry's dog Sparky has been rolling in the mud. Henry must bathe Sparky before the dog
gets mud all over the carpet. However, Henry is unable to find the plug for the tub. Sitting on
the counter right beside the tub is a fifty-cent piece. In his frustration, Henry fails to see that
the coin could be used as an emergency plug for the tub. What happened to Henry?
A.
He took a heuristic approach.
B.
He fell prey to confirmation bias.
C.
He suffered from mental set.
D.
He employed representational thought.
APA Outcome: 1.2

APA Outcome: 1.3
Bloom's: Apply
Difficulty: Medium
Topic: Mental Set
8-72
73.
_____ is the tendency to seek out and give greater weight to information that supports one's initial hypothesis and to ignore
contradictory information that supports alternative hypotheses or solutions.
A.
B.
A mental set
C.
Confirmation bias
D.
Representativeness heuristic
APA Outcome: 1.2

Bloom's: Remember
Difficulty: Easy
8-73
74.
Which of the following impediments to effective problem solving is correctly matched with its definition?
A.
Functional fixedness—the tendency for old patterns of problem solving to persist
B.
Mental set—the tendency to think of an object only in terms of its customary use
C.
Confirmation bias—the tendency to favor existing hypotheses and to ignore evidence favoring alternatives
D.
Representative heuristic—involves judging the probability of an event on the basis of how easily the event can be recalled
from memory
APA Outcome: 1.2

Bloom's: Understand
Difficulty: Medium
8-74
75.
Nigel often cites newspaper editorials favoring the presidential candidate he supports. He appears to ignore editorials’
criticism of the candidate. Nigel appears to be prone to:
A.
B.
mental set.
C.
the confirmation bias.
D.
APA Outcome: 1.2

APA Outcome: 1.3
Bloom's: Apply
Difficulty: Medium
8-75
76.
Sandy, a true believer in astrology, reads in her horoscope that today is her lucky day. She gets so excited that she spills
coffee all over herself, necessitating a change of clothes. As a result, she is late for work and for a very important meeting,
which in turn gets her into serious trouble with her boss. In the evening, her brother is taken to the emergency room. On her
way to visit him, Sandy finds a dime in the hospital parking lot. What will Sandy do, based on the research on confirmation
bias?
A.
Sandy will renounce astrology as completely wrong because of all the horrible things that happened on her "lucky day."
B.
Sandy will begin to question her belief in astrology because of all the horrible things that happened on her "lucky day."
C.
Sandy will seize on the dime she found as evidence of astrology's accuracy.
D.
Confirmation bias has little or no relevance to how Sandy will think about astrology in the future.
APA Outcome: 1.2

APA Outcome: 1.3
Bloom's: Apply
Difficulty: Medium
8-76
77.
The ability to generate original ideas or develop novel solutions to problems is known as:
A.
convergent thinking.
B.
insight.
C.
creativity.
D.
APA Outcome: 1.2

Bloom's: Remember
Difficulty: Easy
Learning Objective: Describe the factors that contribute to creativity, and the role of creativity in problem solving and critical thinking.
Topic: Creativity
8-77
78.
Which of the following statements accurately expresses one failing of cognitive psychologists' study of problem solving?
A.
Cognitive psychologists have failed to identify the strategies people use in solving problems.
B.
Cognitive psychologists have failed to explain why some people generate better solutions than others do.
C.
Cognitive psychologists have failed to specify how people represent problems in their minds.
D.
Cognitive psychologists have failed to identify the barriers to effective problem solving that people face.
APA Outcome: 1.2

Bloom's: Remember
Difficulty: Medium
Topic: Creativity
8-78
79.
Someone relying on convergent thinking would answer _____ to the query "What can you do with a toothbrush?"
A.
"You brush your teeth with it"
B.
"You use it for painting"
C.
"You use it for cleaning tools"
D.
"You use it to make toys"
APA Outcome: 1.2

Bloom's: Understand
Difficulty: Medium
Topic: Creativity
8-79
80.
Someone relying on divergent thinking would answer _____ to the query "What can you do with a pencil?"
A.
"You write with it"
B.
"You use it for sketching"
C.
"You use it when you can't find a pen"
D.
"You use it for making toys"
APA Outcome: 1.2

Bloom's: Understand
Difficulty: Medium
Topic: Creativity
8-80
81.
As compared to less creative individuals, creative people:
A.
prefer more complex stimuli.
B.
are more dependent.
C.
are more interested in concrete problems.
D.
have a narrower range of interests.
APA Outcome: 1.2

Bloom's: Remember
Difficulty: Easy
Topic: Creativity
8-81
82.
Which of the following is TRUE of creativity?
A.
One factor that is closely related to creativity is intelligence.
B.
Traditional tests are a good way to gauge an individual's creativity.
C.
Highly creative individuals show signs of convergent thinking.
D.
Cognitive complexity is an important aspect of creativity.
APA Outcome: 1.2

Bloom's: Understand
Difficulty: Medium
Topic: Creativity
8-82
83.
Which of the following factors is NOT closely related to creativity?
A.
Cognitive complexity
B.
Abstract problems
C.
Range of interests
D.
Intelligence
APA Outcome: 1.2

Bloom's: Remember
Difficulty: Easy
Topic: Creativity
8-83
84.
Traditional intelligence tests tend to assess _____ thinking; tests of creativity tap into _____.
A.
divergent; convergent thinking
B.
divergent; divergent thinking as well
C.
convergent; divergent thinking
D.
convergent; convergent thinking as well
APA Outcome: 1.2

Bloom's: Remember
Difficulty: Easy
Topic: Creativity
8-84
85.
Critical or creative thinking may be enhanced by each of the following strategies EXCEPT:
A.
using analogies.
B.
considering opposites.
C.
avoiding heuristics.
D.
experimenting with solutions.
APA Outcome: 1.2

Bloom's: Understand
Difficulty: Medium
Topic: Creativity
8-85
86.
Phonology is the study of the _____ in a language.
A.
combination of words
B.
speech sounds
C.
order of words
D.
meaning of words
APA Outcome: 1.2

Bloom's: Understand
Difficulty: Easy
Learning Objective: List the basic components of language and grammar.
Topic: Grammar
8-86
87.
Linguists have identified more than _____ different phonemes among all the world's languages.
A.
26
B.
800
C.
52
D.
an infinite number
APA Outcome: 1.2

Bloom's: Remember
Difficulty: Easy
Topic: Grammar
8-87
88.
Approximately how many phonemes are found in English?
A.
26
B.
more than 800
C.
52
D.
an infinite number
APA Outcome: 1.2

Bloom's: Remember
Difficulty: Easy
Topic: Grammar
8-88
89.
Dr. Salim is a linguist studying the rules that guide the order of words and phrases in several of the world's languages. Dr.
Salim is a(n):
A.
syntactician.
B.
semanticist.
C.
phonologist.
D.
translator.
APA Outcome: 1.2

Bloom's: Understand
Difficulty: Easy
Topic: Grammar
8-89
90.
In written language, letters most closely represent _____, whereas sentences may be said to reflect _____.
A.
syntax; semantics
B.
syntax; phonemes
C.
phonemes; syntax
D.
phonemes; semantics
APA Outcome: 1.2

Bloom's: Understand
Difficulty: Medium
Topic: Grammar
8-90
91.
Which of the following sequences correctly orders the components of a language, from the smallest or most specific to the
broadest?
A.
Phoneme → syntax → semantics
B.
Syntax → semantics → phoneme
C.
Phoneme → semantics → syntax
D.
Syntax → phoneme → semantics
APA Outcome: 1.2

Bloom's: Understand
Difficulty: Medium
Topic: Grammar
8-91
92.
Which of the following language acquisition stages or phenomena is correctly matched with an illustrative example?
A.
Babbling—"Goo goo, ga ga."
B.
Telegraphic speech—"I ran from the library to the bus stop."
C.
Overgeneralization—"Daddy has come home."
D.
Overgeneralization—"Drawing house"
APA Outcome: 1.2

APA Outcome: 1.3
Bloom's: Apply
Difficulty: Medium
Learning Objective: Describe the developmental processes of language and the theories of language acquisition.
Topic: Language Development
8-92
93.
What is meant by the notion of a critical period for language acquisition?
A.
It is the period of transition between one-word and two-word utterances.
B.
It is the time in one's childhood in which one is particularly sensitive to language cues and most easily acquires language.
C.
It is the period isolated children spend by themselves before someone teaches them a language.
D.
It is the period between six and ten years of age in which certain complex aspects of syntax are learned.
APA Outcome: 1.2

Bloom's: Understand
Difficulty: Easy
8-93
94.
A girl named Genie was exposed to virtually no language from the age of 20 months till the age of 13. In what way does
Genie's case offer support for the notion of a critical period in language acquisition?
A.
With intensive instruction, Genie acquired a sizeable vocabulary after the age of 13; moreover, she eventually mastered the
rules of syntax.
B.
Even with intensive instruction, Genie acquired only a very small vocabulary after the age of 13; furthermore, she never
mastered the complexities of a language.
C.
Once she was no longer isolated, Genie acquired a sizeable vocabulary and eventually mastered the rules of syntax, even
without intensive formal instruction.
D.
Genie's case is irrelevant to the notion of a critical period.
APA Outcome: 1.2

Bloom's: Understand
Difficulty: Medium
8-94
95.
Tina is 6 months old, Vincenzo is 2 years and 7 months old, and Wayne is 3 years and 6 months old. Which alternative below
correctly pairs each child with the appropriate language acquisition stage or phenomenon?
A.
Tina—overgeneralization; Vincenzo—babbling; Wayne—telegraphic speech
B.
Tina—babbling; Vincenzo—telegraphic speech; Wayne—overgeneralization
C.
Tina—telegraphic speech; Vincenzo—babbling; Wayne—overgeneralization
D.
Tina—babbling; Vincenzo—overgeneralization; Wayne—telegraphic speech
APA Outcome: 1.2

APA Outcome: 1.3
Bloom's: Apply
Difficulty: Medium
8-95
96.
You are creating a language development timeline for a class presentation. Along the top of a display board, you write the
following ages in sequence: 6 months → 1 year → 2 years → 3 years. How should you label these ages, from youngest to
oldest?
A.
Babbling → first words → telegraphic speech → overgeneralization
B.
Babbling → overgeneralization → first words → telegraphic speech
C.
Babbling → first words → overgeneralization → telegraphic speech
D.
Overgeneralization → babbling → first words → telegraphic speech
APA Outcome: 1.2

APA Outcome: 1.3
Bloom's: Apply
Difficulty: Medium
8-96
97.
Dorian is 2 years old. Constance is 2 years and 5 months old. Dorian's vocabulary probably contains _____ words, while
Constance's vocabulary contains _____ words.
A.
about 100; several hundred
B.
about 50; about 100
C.
about 50; several hundred
D.
several hundred; about 1000
APA Outcome: 1.2

APA Outcome: 1.3
Bloom's: Apply
Difficulty: Medium
8-97
98.
"All gone milk," says 2-year-old Wesley, placing the empty glass on the table. Wesley's remark exemplifies the language
acquisition phenomenon termed:
A.
babbling.
B.
telegraphic speech.
C.
holographic speech.
D.
agrammatism.
APA Outcome: 1.2

APA Outcome: 1.3
Bloom's: Apply
Difficulty: Medium
8-98
99.
Ricky tells his grandmother, "Momma holded the rabbit." In the context of language, Ricky's statement exemplifies:
A.
idiomatic speech.
B.
telegraphic speech.
C.
babbling.
D.
overgeneralization.
APA Outcome: 1.2

APA Outcome: 1.3
Bloom's: Apply
Difficulty: Medium
8-99
100.
Connie is telling her mother a story about a scary dog she encountered in the neighbor's yard. "Then I runned away," Connie
concludes. Which language acquisition phenomenon is Connie demonstrating? How old is Connie likely to be?
A.
Connie is babbling. She is probably about 2 years old.
B.
Connie is overgeneralizing. She is probably 3 to 4 years old.
C.
Connie is babbling. She is probably about 4 years old.
D.
Connie is overgeneralizing. She is probably 5 to 6 years old.
APA Outcome: 1.2

APA Outcome: 1.3
Bloom's: Apply
Difficulty: Medium
8-100
101.
The theory that language acquisition follows the principles of reinforcement and conditioning is known as the _____
approach.
A.
learning-theory
B.
nativist
C.
interactionist
D.
prescriptive
APA Outcome: 1.2

Bloom's: Remember
Difficulty: Easy
Topic: Theories of Language Development
8-101
102.
The theory that a genetically determined, innate mechanism directs language development is known as the _____ approach.
A.
learning-theory
B.
nativist
C.
interactionist
D.
prescriptive
APA Outcome: 1.2

Bloom's: Remember
Difficulty: Easy
8-102
103.
The nativist approach to language acquisition is associated with:
A.
B. F. Skinner.
B.
Benjamin Whorf.
C.
Noam Chomsky.
D.
Wolfgang Kohler.
APA Outcome: 1.2

Bloom's: Remember
Difficulty: Easy
8-103
104.
The view that language development is produced through a combination of genetically determined predispositions and
environmental circumstances that help to teach language is known as the _____ approach.
A.
learning-theory
B.
nativist
C.
interactionist
D.
prescriptive
APA Outcome: 1.2

Bloom's: Remember
Difficulty: Easy
8-104
105.
Theorists taking an interactionist approach to language acquisition:
A.
reject both the learning theory and nativist approaches.
B.
agree that the brain is hardwired to acquire language.
C.
downplay the role of the environment in language acquisition.
D.
remain unconvinced by the idea of a language-acquisition device.
APA Outcome: 1.2

Bloom's: Understand
Difficulty: Medium
8-105
106.
The notion that language shapes and determines the way people in a particular culture perceive and understand the world is
known as the _____ hypothesis.
A.
output
B.
interaction
C.
linguistic-relativity
D.
monitor
APA Outcome: 1.2

Bloom's: Remember
Difficulty: Easy
Learning Objective: Identify the issues that arise with the linguistic relativity hypothesis, animal language, and bilingual education.
Topic: Linguistic Relativity Hypothesis
8-106
107.
The _____ hypothesis suggests that language leads to thought.
A.
output
B.
interaction
C.
linguistic-relativity
D.
monitor
APA Outcome: 1.2

Bloom's: Remember
Difficulty: Easy
8-107
108.
Which figure best approximates the number of Americans for whom English is a second language?
A.
13 million
B.
25 million
C.
55 million
D.
100 million
APA Outcome: 1.1

Bloom's: Remember
Difficulty: Medium
Topic: Bilingualism
8-108
109.
In seven states, including Texas and Colorado, more than _____ of the students are not native English speakers.
A.
5%
B.
10%
C.
15%
D.
25%
APA Outcome: 1.1

Bloom's: Remember
Difficulty: Medium
Topic: Bilingualism
8-109
110.
Students are educated in their native language and in English simultaneously in _____, whereas they are educated only in
English in _____.
A.
immersion programs; bilingual education
B.
bilingual education; immersion programs
C.
an alternation approach; immersion programs
D.
immersion programs; alternation programs
APA Outcome: 1.2

Bloom's: Understand
Difficulty: Easy
Topic: Bilingualism
Worksheet Questions
111. Estelle is playing with images and concepts in her mind. Her cognitive psychology professor would say that she is
thinking.
APA Outcome: 1.1

APA Outcome: 1.3
Bloom's: Apply
Difficulty: Easy
Topic: Cognition
8-110
112.
Mental images are representations in the mind of an object or event.
APA Outcome: 1.2

Bloom's: Remember
Difficulty: Easy
113.
A researcher finds that her participants think most readily of a carrot when prompted with the category "vegetable." On this
basis, the researcher might argue that a carrot is the prototypical vegetable.
APA Outcome: 1.2

APA Outcome: 1.3
Bloom's: Apply
Difficulty: Medium
Topic: Concepts
114.
A high school physics teacher reassures his class that no matter how confusing that week's word problems appear, they can
be solved quite handily through the use of the formula F = MA. The teacher has offered his students a(n) algorithm.
APA Outcome: 1.2

APA Outcome: 1.3
Bloom's: Apply
Difficulty: Medium
Topic: Algorithms
115. Arrangement problems require the problem solver to rearrange or recombine elements in a way that will
satisfy a certain criterion.
APA Outcome: 1.2
8-111
Bloom's: Remember
Difficulty: Medium
Topic: Preparation
116.
A calculus problem has one correct answer and contains all the information necessary for its solution; thus, it is a(n) well-
defined problem.
APA Outcome: 1.2

Bloom's: Understand
Difficulty: Medium
Topic: Preparation
117.
Because they involve rules for moving from an initial to a goal state, many board games may be seen as examples of
transformation problems.
APA Outcome: 1.2

APA Outcome: 1.3
Bloom's: Apply
Difficulty: Medium
Topic: Preparation
118. Renee has an idea of how her living room ought to look. She is moving the furniture, paintings, and accessories to get
closer to that picture in her head. Renee is using the problem-solving technique of means-ends analysis.
APA Outcome: 1.2

APA Outcome: 1.3
Bloom's: Apply
Difficulty: Medium
evaluated.
Topic: Production
119. "Eureka! I've got it!" That sudden awareness of the path toward a problem's solution is
termed insight.
8-112
APA Outcome: 1.2

Bloom's: Remember
Difficulty: Easy
evaluated.
Topic: Insight
120.
Functional fixedness may be seen as a particular example of mental set.
APA Outcome: 1.2

Bloom's: Understand
Difficulty: Medium
121.
People seek and remember evidence in support of their existing hypotheses; they ignore or discount contradictory evidence.
In other words, people are prone to confirmation bias.
APA Outcome: 1.2

Bloom's: Understand
Difficulty: Easy
122.
"How many uses can you think of for a brick?" asks the examiner. You are taking a test of divergent thinking.
APA Outcome: 1.2

APA Outcome: 1.3
Bloom's: Apply
Difficulty: Easy
Topic: Creativity
123.
8-113
The process of forming subgoals is known as fractionation.
APA Outcome: 1.2

Bloom's: Remember
Difficulty: Medium
Topic: Creativity
124.
The rules indicating how words and phrases may be combined to form legitimate sentences are referred to as syntax.
APA Outcome: 1.2

Bloom's: Remember
Difficulty: Easy
Topic: Grammar
125.
If children are not exposed to language during a(n) critical period early in life, they may never acquire it.
APA Outcome: 1.2

Bloom's: Remember
Difficulty: Medium
126. "Sophie kitty," Tara says, when her aunt asks her whether the stuffed animal belongs to her or to her sister. Tara's reply
exemplifies telegraphic speech.
APA Outcome: 1.2

APA Outcome: 1.3
Bloom's: Apply
Difficulty: Medium
8-114
127.
In the context of language acquisition, Skinner is to learning theory, what Chomsky is to nativism.
APA Outcome: 1.1

Bloom's: Understand
Difficulty: Easy
128.
Chomsky suggested that the human brain has an inherited neural system that lets us understand the structure language
provides. This is known as universal grammar.
APA Outcome: 1.2

Bloom's: Remember
Difficulty: Easy
129. According to the linguistic-relativity hypothesis, language provides us with categories that we use to
construct our view of people and events in the world around us.
APA Outcome: 1.2

Bloom's: Understand
Difficulty: Medium
130. In immersion programs, students are immediately plunged into English instruction in all subjects.
APA Outcome: 1.2

Bloom's: Remember
Difficulty: Easy
Topic: Bilingualism
8-115
Essay Questions
131.
Describe in as much detail as you can the mental representation of objects and categories. Provide illustrative examples
where appropriate.
Students' examples may vary.
The answer should contain the following points:
Objects. Objects are represented by mental images. Mental images are not only visual; they can be produced by any of our
sensory systems. A familiar example might be the experience of "hearing" a song in one's head. Images retain many of the
properties of the objects they represent; in addition, we can often perform the same operations on images that we can on the
real objects they represent. For example, it takes longer to scan an image of a large object than it does to scan an image of a
small object, just as it takes longer to scan an actual large object than a small one. We can also rotate an object's image in our
mind, just as we can rotate objects in the physical world. Mental images have been used to enhance the practice and
performance of athletes and musicians.
Categories. Categories of objects, events, and people that are similar in some way are represented by concepts. Concepts
enable us to respond appropriately to stimuli in the environment and to identify novel objects. Some concepts, such as
geometrical shapes and kinship terms, may be represented by a unique set of properties or features (e.g., triangle—three
sides, interior angles sum to 180 degrees). Most concepts are represented by a best or most typical example, or prototype. An
apple, for example, may be the prototypical fruit. Other objects are categorized as fruits to the extent that they resemble an
apple.
APA Outcome: 1.2

Bloom's: Remember
Difficulty: Medium
Topic: Concepts
8-116
132.
Distinguish between an algorithm and a heuristic. Provide an example of each.
Algorithm vs. heuristic. An algorithm is a rule that is guaranteed to produce a solution to a problem if it is applied correctly.
An example might be a formula in physics: If F = MA is appropriately applied to a particular word problem, the solution will
result. A heuristic is a cognitive strategy that may result in the solution to a problem, but it is not guaranteed to do so.
Heuristics require less time, expertise, and cognitive effort to apply than do algorithms. In addition, for certain problems, no
algorithm may exist. An example of a heuristic is to assume that one can afford the mortgage to a house if the house costs 2.5
times one's salary or less; applying this rule is easier than calculating and projecting mortgages for houses of different prices.
APA Outcome: 1.2

APA Outcome: 4.1
Bloom's: Understand
Difficulty: Easy
Topic: Algorithms
Topic: Heuristics
8-117
133.
Can computers think? Provide as thoughtful an answer as you can, considering the ability of current computers to solve
complex problems and to demonstrate creativity.
Students' answers may vary.
The following text information is relevant to the answer:
Computers can solve complex problems. For example, computer programs can evaluate potential chess moves and ignore
unimportant possibilities. Computers can also create new compositions in the style of such masters as Bach, complete with
the full scope and emotional appeal of actual Bach works.
It is a matter of opinion, though, as to whether mimicking someone else's creativity is the same as being completely original
on one's own.
APA Outcome: 1.2

APA Outcome: 4.1
Bloom's: Understand
Difficulty: Medium
Topic: Artificial Intelligence
8-118
134.
Distinguish between well-defined and ill-defined problems. Provide an example of each.
The answer should contain the following elements:
Well-defined vs. ill-defined problems. In well-defined problems, the nature of the problem is clear, as is the information
needed to solve it. An example might be an algebra word problem. In ill-defined problems, either or both the nature of the
problem or the information needed to solve it is unclear. Determining how to get along with a prickly supervisor may be one
example.
APA Outcome: 1.2

Bloom's: Understand
Difficulty: Easy
Topic: Preparation
8-119
135.
Identify and describe three different problem-solving strategies described in your text. Suggest how each strategy might be
fruitfully applied in one or more college courses.
The answer should mention the strategies described below. Examples may vary.
Means-ends analysis: Means-ends analysis involves repeatedly comparing the current state of the problem to the goal state
and attempting to reduce the difference between the two. In an art course, for example, one might have an idea of the piece
one would like to create; one might try to reduce the difference between the current piece and the desired one by shading
here, adding a brush stroke there, smoothing this portion of the clay a little, and so on.
Forming subgoals: This strategy involves dividing a problem into a series of intermediate steps, then solving those. A
computer program assignment might offer an example: one might code one section of the program, then another, and so on.
A term paper might be divided into separate introduction, body, conclusion, and reference assignments.
Working backward: The strategy involves focusing on the goal rather than the current state of the problem, then determining
the action that would most immediately produce the goal. A common example is looking up the answer to a mathematics
problem, and then figuring out the preceding steps.
APA Outcome: 1.2

APA Outcome: 4.1
Bloom's: Understand
Difficulty: Easy
evaluated.
Topic: Production
8-120
136.
How do psychologists define creativity? Identify some of the cognitive processes and personality characteristics that appear
to be associated with creativity. How might you describe the relationship between creativity and intelligence? To what extent
does this relationship reflect the traditional assessment of intelligence?
The answer should mention the following points:
Creativity—the ability to generate novel, yet appropriate solutions to problems. Creativity is associated with divergent
thinking—considering multiple, original answers to questions or solutions to problems. It is associated with a preference for
cognitive complexity—a preference for elaborate or intricate stimuli or thought patterns. Creative individuals often have
wide-ranging interests and an interest in abstract or philosophical problems. They tend to be independent and autonomous.
Creativity is only weakly associated with intelligence, probably because traditional intelligence tests are strongly centered on
convergent, rather than divergent, thinking problems.
APA Outcome: 1.2

Bloom's: Understand
Difficulty: Medium
Topic: Creativity
8-121
137.
Describe several techniques that may improve critical or creative thinking. How might these techniques help problem solvers
overcome some of the impediments to effective problem solving?
The answer should identify three of the following techniques. Definitions should be provided where necessary.
Redefine problems—represent problems at more concrete or more abstract levels.
Use subgoals—divide a problem into smaller steps.
Adopt a critical perspective—evaluate assumptions and arguments carefully, rather than passively accepting them.
Consider the opposites of concepts.
Use analogies—look for parallel examples outside the problem, such as in the animal world.
Think divergently—consider usual uses of objects.
Use heuristics—use cognitive shortcuts to aid problem solving.
Experiment with solutions—consider multiple solutions, even wacky ones.
These strategies may help one break out of the confines of mental set and functional fixedness, that is, persisting in old
patterns of problem solving and considering only the most conventional uses of objects.
APA Outcome: 1.2

Bloom's: Understand
Difficulty: Medium
Topic: Creativity
8-122
138.
Your friend asks you, "So, what did you do last night?" Write two or three sentences in response to your friend; use your
sentences to illustrate the three components of language described in your text.
Students' answers may vary.
The answer should be similar to the following:
"I met two friends for pizza. We then went to the library for two hours to work on a homework assignment. After that, I
watched TV for a while."
Phonemes: speech sounds. The vowel sound in "I" and the beginning consonant in "met" are examples.
Syntax: rules to order words so that the appropriate meaning is communicated. For example, in the last sentence, "TV
watched I" would not convey the idea that it was I who watched the television set. Similarly, "Met pizza friends I two" would
barely get across the idea of what happened, if at all.
Semantics: the external meaning of language. Taken together, the three sentences in the example allow the listener to
construct a mental picture or model of how the evening went; they take the listener into a meaningful world.
APA Outcome: 1.2

APA Outcome: 1.3
Bloom's: Apply
Difficulty: Medium
Topic: Grammar
8-123
139.
Describe babbling, telegraphic speech, and overgeneralization. Provide an example of each. At which ages might you expect
children to demonstrate each of these language development phenomena?
The answer should include definitions and examples similar to the following:
Babbling: Speech-like but meaningless sounds, such as "goo goo, ga, ga." Children babble from about 3 months to
approximately 1 year of age.
Telegraphic speech: Brief sentence-like constructions which omit noncritical words. Example: "Mommy home." Telegraphic
speech is common around age 2.
Overgeneralization: Applying grammatical rules even when doing so results in an error. Example: "It costed one dollar."
Overgeneralization is common among children 3-4 years of age.
APA Outcome: 1.2

Bloom's: Remember
Difficulty: Easy
8-124
140.
Contrast learning-theory and nativist approaches to language development. Describe the strengths and weaknesses of each
approach.
The answer should include the following points:
Learning theory: By this account, language is acquired through reinforcement—parents shape their children's successive
approximations to adult language. The more parents speak to their children, the more proficient the children become in their
native language. However, in reality, adults reinforce incorrect language use by their children just as often as they reinforce
correct use, calling into question the central role of shaping in the theory.
Nativist theory: Associated with Noam Chomsky, the nativist approach to language development suggests that humans have
an innate capacity to acquire language that unfolds as a result of biological maturation. All the world's languages share a
common underlying structure called a universal grammar. The brain has a neural system called the language-acquisition
device that allows us to acquire this universal grammar, as well as develop strategies for learning our particular language.
Neuroscientists have identified brain areas closely involved in language; in addition, genes have been identified that
contribute to language acquisition. Critics of the nativist approach suggest that the ability of nonhuman animals—e.g.,
chimpanzees—to acquire language argues against such uniquely human constructs as a universal grammar and a language-
acquisition device.
APA Outcome: 1.2

Bloom's: Understand
Difficulty: Medium
8-125
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“Oh, don’t shout like a cheap skate,” answered Ned disgustedly.
“Go and fix yourself up, if you can, so I won’t be ashamed to go to
supper with you!”
Laurie glared, swallowed hard, and finally nodded. “Listen,” he
said slowly. “You don’t have to be seen with me if it offends your
delicate sensibilities. Get it? And, what’s more, I don’t want to be
seen with you. I’m particular, too, you big bluff. When you want to go
to supper, you go!”
Laurie grabbed wash-cloth and towel, strode across the room, and
slammed the door resoundingly behind him. Left alone, Ned
shrugged angrily. “Ugly-tempered brute,” he muttered.
When supper-time came he descended alone to the dining-hall.
Laurie had not returned to the room. Laurie arrived a few minutes
late, with Kewpie, and took the seat at Ned’s left in silence. He had
put talc powder over the abrasion on his cheek-bone, and at a little
distance it would not have been noticed. Nearer, however, the lump
was plainly visible and seemed to be still swelling. Ned caught a
glimpse of it from the corner of his eye, but his irritation still
continued, and he offered no comment.
After supper both boys returned to No. 16, although not together,
and for two hours occupied opposite sides of the table, and
crammed for their last examination, which was due at ten to-morrow.
Neither spoke once during the evening. At nine Laurie closed his
books and went out. Half an hour later Ned undressed and went to
bed. Sleep didn’t come readily, for there was to-day’s examination to
worry about, and to-morrow’s, too, for he hadn’t made much of that
two hours of preparation, he feared; and then there was this silly
quarrel with Laurie. He guessed he had been as much to blame as
his brother, but there was no sense in any one’s getting mad the way
Laurie had. When Laurie was ready to make friends, why, he’d be
ready, too, but that silly goop needn’t expect him to lick his shoes!
No, sir, if Laurie wanted to make up he could jolly well say so!
Sleep did come at last, and when he awoke it seemed hours later.
The room was in black darkness, but the squares of the wide open
windows were slightly grayer. What had awakened him he at first
didn’t know. Then his gaze caught a darker something against the
gray-black of the nearer casement opening, something that scuffled
on the stone ledge and grew larger as he wondered and watched.
He opened his mouth to speak, and then remembered that he and
Laurie were at outs. The form disappeared from sight, and footsteps
went softly across the boards, were muffled on the rug, and sounded
again by the door. The door was opened, and for a moment Ned
mentally pictured the boy peering anxiously out into the dim hall.
Then the door closed again, and after a short silence Laurie’s bed
creaked. To prove to the other that his return had not been made
unknown, Ned sat up in the blackness and thumped his pillow,
striving to express disapprobation in the thumps. Across the room
the faint stirrings ceased, and silence reigned again.
Ned smiled grimly. Laurie had probably thought that by being so
quiet he could get in without his brother’s knowing it, but he had
shown him! Then Ned’s satisfaction faded. What the dickens had
Laurie been doing out at this time of night? It must be twelve, or
even later! If he had been up to mischief—but of course he had; a
fellow didn’t climb into his room by the window unless he had
something to hide. Even being out after ten o’clock was a punishable
offense! Ned began to worry. Suppose some one had seen Laurie.
Why had Laurie gone to the door and listened unless he had
suspected some one of having seen him? The idiot! The chump! The
—
Over his head he heard a board creak. He listened. The sound
reached him again. In Elk Thurston’s room some one was up, too. Or
had he imagined it? All was quiet now. Was it possible that Laurie
and Elk had been settling their score? Surely not at this time of night.
And yet— From across the room came the unmistakable sounds of
deep and regular breathing. Laurie was asleep beyond a doubt! Ned
frowned disgustedly. Here he was worrying himself about a silly coot
that was fast asleep! He poked his head resolutely into his pillow. All
right! He guessed he could do that, too! And presently he did.
In the morning Ned waited for Laurie to break the ice, but Laurie
didn’t. Laurie went about his task of dressing in silence. There was a
sort of stern look in his face in place of the sullen expression of last
evening, and more than once Ned caught him looking across in an
oddly speculative way. The last time Ned caught him at it he began
to feel uneasy, and he wanted very much to ask what Laurie meant
by it. It was almost as if Laurie had caught him at something, instead
of its being just the other way about! But he was too stubborn to
speak first, and they went out of the room with the silence still
unbroken.
At breakfast, Mr. Brock, at whose table they sat, made the
disquieting announcement that Edward and Laurence Turner were
wanted at the Doctor’s study at 8:30. Involuntarily the gaze of the
two boys met swiftly. Each thought at once of examinations, although
further consideration told them that it was still too soon for any
shortcomings of theirs to reach the principal.
Although they had entered the dining-hall separately, now a
common uneasiness took them together to the Doctor’s, albeit in
silence. They were asked to be seated, which they accepted as a
favorable sign, but there was, nevertheless, something
unsympathetic in Dr. Hillman’s countenance. The latter swung
himself around in his chair and faced them, his head thrust forward a
little because of a near-sightedness not wholly corrected by his
spectacles. And then Laurie observed that the Doctor was gazing
intently at a point just under his left eye, and told himself that the
summons was explained. He was, though, still wondering why Ned
had been included in the party when the Doctor spoke.
“Laurence,” he asked, “how did you come by that contusion?”
Laurie hesitated, then answered, “I was having a—a little bout with
one of the fellows and he struck me, sir.”
“Who was the boy?”
“Thurston, sir.”
“Have you witnesses to prove that?”
“Yes, sir, several fellows were there. Pat—I mean Patton Browne,
and Proudtree and—”
“When did it take place, this—ah—bout?”
“Yesterday afternoon, about half-past five.”
The Doctor mused a minute. Then, “Which of you boys entered
your room by the window last night at about a quarter before twelve
o’clock?” he asked. The question was so unexpected that Laurie’s
mouth fell open widely. Then, as neither boy answered, the Doctor
continued: “Was it you, Laurence?”
“N-no, sir!” blurted Laurie.
Then, ere the words were well out, he wished them back, and in a
sudden panic he added, “I mean—”
But the Doctor had turned to Ned. “Was it you, Edward?” he
asked.
Ned’s gaze dropped from the Doctor’s, and for an instant he made
no reply. Then he raised his eyes again, and, “I’d rather not say, sir,”
he announced respectfully but firmly.
There followed another brief silence. Laurie was trying hard not to
look at Ned. The Doctor was thoughtfully rolling a pencil across the
big blotter under the palm of one hand. Ned watched him and
waited. Then the Doctor looked up again.
“You are, of course,” he said not unkindly, “privileged to refuse to
answer, Edward, but when you do there is but one construction to be
placed on your refusal. I presume that you did climb into your room
by a window last night. I confess that I don’t understand it, for this is
the first time since you came to us that your conduct has been
questioned. If you are shielding another—” his glance swept to
Laurie and away again—“you are doing wrong. Punishment that falls
on an innocent party fails of its purpose. I am, therefore, going to ask
you to reconsider, Edward. It will be better for every one if you
answer ‘yes’ or ‘no’ to my question.”
Ned returned the principal’s gaze straightly. “I’d rather not, sir,” he
replied.
“Very well, but I warn you that your offense is a very serious one
and that it calls for a drastic penalty. Were you alone in the—ah—
escapade?”
Ned looked puzzled. “Sir?” he asked.
“I asked you—But you need not answer that. I’ll put it another way.
There were two of you in the car according to an eye-witness. Who
was the other boy?”
“Car?” faltered Ned. “What car, sir?”
The Doctor frowned disapprovingly. “It is so futile, my boy,” he
said, “to act this way.” He turned to Laurie. “What do you know about
this, Laurence? You have said that you did not enter your room last
night by the window. At what time did you return to your room?
Where were you, for instance, at, say, a quarter to twelve?”
“I was in bed, sir.”
“What time did you go to bed?”
“About ten minutes past ten.”
“Where was Edward then?”
“In bed, sir, and asleep.”
“What? You are telling me the truth? Did you see him there?”
“Yes, sir.”
The Doctor frowned perplexedly. “Then you know nothing of any
one’s having entered your room by a window close to midnight?”
Laurie hesitated now. Then, “I went to sleep about ten minutes
after I got in bed, sir, and so I wouldn’t be likely—”
“Please answer my question,” interrupted the Doctor coldly.
“I’d rather not, sir,” said Laurie.
“One more question, then,” announced the inquisitor grimly. “Were
you in Mr. Wells’s automobile last evening when it collided with a
hydrant on Washington Street at approximately half-past eleven?”
“Why, no, sir! I didn’t know it had—had collided!”
Ned was looking rather white.
“You know nothing about the incident?”
“No, sir!”
“And you, Edward?”
“No, sir.”
“But, if you deny the automobile part of it, why not deny the rest? I
see, though. You knew that Mr. Cornish had seen you climbing in at
the window. I’m afraid you won’t get anywhere that way, Edward. Mr.
Wells’s car was taken from the front of the school last evening and
driven out Washington Street six blocks, where it was in collision with
a hydrant. It was abandoned there. A reliable witness states
positively that there were two persons in the car just before the
accident. About ten or twelve minutes later Mr. Cornish saw some
one climb up the Washington Street side of East Hall and disappear
through your window. Those are the facts, Edward. The evidence
against you is so far circumstantial, but you must acknowledge that
the incident of the car and that of your—of some one’s entrance into
your room by the window look to be more than a mere coincidence.
In other words, whoever entered your room at midnight was in the
stolen car a quarter of an hour before. That’s a fair and very natural
assumption. If I were you, I’d think the matter over carefully and see
me again before eight o’clock this evening, at which time it will come
before the faculty conference. And now, Laurence, let me have those
names once more.” He drew a scratch-pad to him and poised a
pencil. “You say Elkins Thurston struck you and that Proudtree,
Browne, and—who else was there?”
“Lew Cooper and Gordon Simkins were there when—right
afterward, sir, and I guess they saw it.”
“Thank you. That is all, then. I shall have to ask both of you to
remain in bounds until this matter is—ah—settled. Good morning.”
“But—but, Doctor, I’m—I’m on the baseball team, sir!” exclaimed
Laurie in almost horrified accents. “We play this afternoon!”
“I’m sorry, Laurence,” was the reply, “but until you are more frank
in your answers I shall have to consider you under suspicion, also.”
“Well,” said Laurie bitterly, when they were outside, “you certainly
have made a mess of things!”
“I!” exclaimed Ned incredulously, “I’ve made a mess of things?
What about you?”
“Me? What could I say?” countered Laurie hotly. “I did all I could!”
“All right,” said Ned wearily. “Let’s drop it. He won’t be able to pin
anything on you. You’ll get out of it all right.”
There was a trace of bitterness in Ned’s voice, and Laurie
scowled. “Well, he asked me so suddenly,” he muttered
apologetically, “I—I just said what came into my head. I’m sorry. I’d
have refused to answer if he hadn’t sprung it so quick.”
“It would have been rather more—rather less contemptible,”
answered Ned coldly.
Laurie flushed. “Thanks! I guess that’ll be about all from you, Ned.
When I want any more of your brotherly remarks I’ll let you know!”
He swung aside and left Ned to go on alone to No. 16.
The story of the purloining of the physical director’s blue roadster
was all over school by that time. Ned got the full details from Kewpie.
Mr. Wells had left the car in front of School Hall, as he very often did,
and was playing a game of chess with Mr. Pennington. Shortly after
half-past eleven he had looked for the car, had failed to find it, and
had hurried to the corner. There he had met a man coming down
Walnut Street who, when questioned, said that he had seen such a
car as Mr. Wells’s about five blocks east, where Washington and
Walnut Streets come together, not longer ago than five minutes.
There were two persons in it, and the car was not being driven more
than, possibly, twenty miles an hour. Mr. Wells had gone out Walnut
Street and found the car with one front wheel on the sidewalk, the
mud-guard on that side torn off, and the radiator stove in. There was
no one about. The car wasn’t very badly damaged, it was said, but
Mr. Wells was awfully mad about it. It was down in Plummer’s
Garage, and Ned could see it if he wanted to. Kewpie had seen it. It
looked fierce, but maybe it wouldn’t cost more than a hundred dollars
to fix it up again!
“Know who did it?” asked Ned.
“Me? I’ll say I don’t!” Kewpie laughed relievedly. “I guess it was
professional automobile thieves, all right, though. They were
probably heading for Windsor. That’s a dark corner up there, and I
guess they lost the road and turned too quick. They must have lost
their nerve, for Mr. Wells drove the car down to the garage and it
went all right, they say. Guess they thought it was done for and didn’t
try to see if it would still go. Sort of a joke on them, wasn’t it?”
“I suppose,” said Ned carelessly, “none of our fellows are
suspected?”
“Of course not. Why, it happened after half-past eleven! Say, you
haven’t—haven’t heard anything?” Kewpie’s eyes grew round with
excitement. “Say, Ned, what is it?” But Ned shook his head wearily.
“I know no more of the business than you do, Kewpie. Now beat it,
will you? I’ve got an exam at ten.”
CHAPTER XXIII
SUSPENDED
N ed didn’t get much studying done, though. Instead, he spent

most of the half-hour remaining before the examination in trying
to solve the mystery of the stolen car and Laurie’s part in the affair. It
wasn’t like Laurie to indulge in a prank so mischievous, and he could
scarcely believe that Laurie had taken part in the escapade. Still, he
had the evidence of his own senses. He had seen Laurie enter by
the window; and, too, he recalled the latter’s stated desire to drive
Mr. Wells’s car. At home in California Laurie was forever begging the
wheel away from his father and was never happier than when
steering the big car along the smooth roads about Santa Lucia. But,
if Laurie had taken Mr. Wells’s roadster, who had been with him? He
wished that Laurie hadn’t told a lie to the Doctor. That, too, was
something very unlike Laurie. Of course, as he had said afterward,
the question had been sudden and unexpected, and he had said the
first thing that came into his mind, but that didn’t excuse the lie.
Ned’s refusal to answer had been made in the effort to shift
suspicion from Laurie to himself, but he wondered now if it would not
have been as well to tell the truth. His self-sacrifice hadn’t helped his
brother much, after all, for Laurie was still suspected of complicity.
The affair would probably end in the suspension of them both,
perhaps in their expulsion. It was all a sorry mess, and Ned hadn’t
discovered any solution of it when ten o’clock came.
Rather to his surprise, he got through the examination, which
lasted until past twelve, very well. Then came dinner, at which
neither he nor Laurie displayed much of the exuberant spirit that
possessed their table companions. After the meal Ned went over to
the library for an hour. When he returned to No. 16 he found Laurie
standing at the window that looked southward toward the distant
ball-field, dejection in the droop of his shoulders. Ned felt very sorry
for the other just then, and he tried to find something to say but
couldn’t, though he cleared his throat twice and got as far as “Hm!”
You couldn’t see much of the baseball game from that window. The
diamond was at the far end of the field, and a corner of the football
stand hid most of it. Laurie found a book and read, and Ned began a
letter to his father. Somehow the afternoon wore away.
Kewpie burst in at a little before five, at once triumphant and
downcast. Hillman’s had won, 11 to 8, but Kewpie Proudtree had not
been allowed to pitch for even a part of an inning, and so his last
chance was gone, and if Pinky called that doing the square thing—
But Laurie broke in just then. “Can it,” he said gruffly. “You saw the
game, anyhow, and that’s more than I did!”
“That’s right,” said Kewpie, apologetically. “It’s a rotten shame,
Nod. What’s Johnny got on you, anyhow? You can tell me. I won’t
say a word.”
“He hasn’t got anything on me,” growled Laurie. “He just thinks he
has. Who pitched?”
“George started, but they got to him in the fourth—no, fifth, and
Nate finished out. Gee, they were three runs ahead of us in the
seventh!”
“Did Elk get in?”
“No, he’s got a sprained wrist or something. Pinky had Simpson, of
the scrubs, catch the last of the ninth. He dropped everything that
reached his hands, though.”
“Elk’s got a sprained wrist, you say? How’d he do it?”
“I don’t know. Maybe it isn’t a wrist. He’s got something wrong,
though, for I heard Dave Brewster talking about it.” After a minute
Kewpie returned to his grievance, and, since Laurie appeared busy
with his own thoughts, he was allowed to unburden himself to his
heart’s content. Ned condoled with him somewhat abstractedly.
When he had taken himself out Laurie broke the silence.
“With Elk out of the game,” he said bitterly, “I’d have had my
chance to-day, and then this had to happen!”
Ned might have reminded Laurie that he had only himself to
blame, but he didn’t. He only said, “I’m sorry, old son.” There was
sincerity in his tone, and Laurie heard it. He made no answer,
however. But later, at supper, their feud was dead, and after supper,
in the room, they talked enough to make up for twenty-four hours of
silence. One subject, though, was not mentioned.
Sunday morning the blow fell. There was another visit to Dr.
Hillman’s study. Both boys were again questioned, but their answers
did not vary from those they had given on Saturday. The Doctor
showed genuine regret when he made known the decision of the
faculty. Laurie had been exonerated from lack of evidence against
him, although it was apparent that the Doctor considered him as
deserving of punishment as Ned. Ned was suspended. That meant
that he would not be passed in his examinations and would have to
return next year as a lower-middler again. He might, as the Doctor
reminded him, study during the summer and so make the upper-
middle class during the fall term, however. As the present term was
so nearly at an end, the Doctor continued, Ned would be permitted to
remain at school until Laurie was ready to accompany him home.
The Doctor ended the interview with the suggestion that it would be
a manly act on the part of the twins to reimburse Mr. Wells for the
damage done to his car. Ned opened his mouth as though to say
something then, but he changed his mind and closed it again very
tightly. A minute later they were outside.
“Gosh, Ned, I’m sorry!” said Laurie miserably.
Ned nodded. “Thanks. It’s all right. One of us had to get it.”
“One of us?” repeated Laurie a bit blankly. “Why, yes, I suppose
so, but—”
“Well, you’ve got your baseball to look after, and I haven’t
anything. So it’s better they picked on me, isn’t it?”
“We—ell,” began Laurie. Then he stopped and shook his head in a
puzzled way. Finally, “You’ll stick around until Thursday, won’t you?”
he asked anxiously.
The other nodded. “Might as well,” he said. “I could get out now
and wait for you in New York, but I don’t see any reason why I should
spend all that money just to act haughty.”
The blow having fallen, Ned, who had already discounted it,
cheered up quite remarkably. After all, he told himself, he had saved
Laurie, and last autumn Laurie had saved him from something very
close to disgrace, and so this sacrifice only somewhat evened
accounts. He allowed himself to be persuaded to accompany the
others on the Sunday afternoon walk, only pledging Laurie to say
nothing of his suspension. It was not until Monday noon that the
news leaked out, and not until hours after that that the school began
to connect the incident of the wrecked automobile with Ned’s fate.
Even then most of those who knew Ned intimately refused to believe
that there could be any connection between the two things.
Questioned, Ned was very uncommunicative, and by Tuesday even
his closest friends began to waver in their faith.
Laurie went back to the baseball fold on Monday. Kewpie’s report
about Elk was true. Elk was nursing a lame wrist. He had, it seemed,
hurt it in wrestling with his room-mate. It had kept him out of the
game Saturday, and it prevented his doing any catching on Monday;
but on Tuesday the injured wrist appeared as good as ever, and
Laurie, who had been temporarily elevated to the position of first
substitute catcher, again dropped into third place. The Farview game
was due on Wednesday, which was likewise Class day and the final
day of the school term. On Monday Coach Mulford was very easy
with the first-string players but gave the substitutes a hard
afternoon’s work. Laurie caught four of the five innings that the
substitutes played against the scrub team. In the final inning he gave
place to Simkins and took that youth’s berth at first base. Tuesday
saw the whole squad hard at work in the final preparation for the
enemy, and no player, from Captain Dave Brewster down to the least
of the substitutes, had a minute’s respite. “You fellows can rest all
you want to after to-morrow,” said the coach. “You can spend all
summer resting if you like. To-day you’re going to work and work
hard.” Even Kewpie, who knew that Fate held nothing for him, was
subjected to almost cruel exertion. He pitched to Laurie until his arm
almost rebelled, and he was made to “dummy pitch” from the mound
and then field the balls that Pinky batted at him and to all sides of
him. And he ran bases, too, and Kewpie considered that the final
indignity and privately thought that the least Pinky could do was to
leave him in peace to his sorrow. But before Tuesday’s practice
began other things of more importance to our story happened. While
dressing Tuesday morning Laurie let fall a remark that led to the
clearing away of mistakes and misconceptions.
“You must have gone to bed with your clothes on the other night,”
he observed. “If you didn’t, you sure made a record!”
Ned stared. “What other night?” he asked.
Laurie floundered. Neither of them had referred to the matter since
Sunday. “Why—well, you know. The night you got in the window,”
Laurie explained apologetically.
“The night I got in the window! Are you crazy?”
“Oh, well,” muttered Laurie, “all right. I didn’t mean to make you
huffy.”
He went on with his dressing, but Ned still stared at him. After a
minute Ned asked: “Look here, old son, what made you say that?
About me getting in the window, I mean.”
“Why, nothing.” Laurie wanted peace in the family. “Nothing at all.”
“You had some reason,” Ned persisted, “so out with it.”
“Well, you were so blamed quick, Ned. You went to the door and
then I heard you get into bed about thirty seconds afterward. It don’t
seem to me that you had time to undress.”
“Let’s get this right,” said Ned with what was evidently forced calm.
“Sit down there a minute, Laurie. Why do you say it was I who came
through the window?”
It was Laurie’s turn to stare. “Why, why because I saw you! I
waked up just as your head came over the sill, you chump!”
“You saw my head come— Look here, are you in earnest or just
trying to be funny?”
“Seems to me it’s you who are acting the silly ass,” answered
Laurie aggrievedly. “What’s the big idea, anyway?”
“But—but, great Scott, Laurie,” exclaimed Ned excitedly. “I saw
you come in the window!”
“Cut the comedy,” grinned Laurie. “I wasn’t out, and you know it.”
“Well, was I, you poor fish? Wasn’t I in bed and asleep when you
came in, as you told Johnny you did?”
“Sure, but— Say, do you mean to tell me I didn’t see—”
“Of course you didn’t! But—”
“Then who did I see?” asked Laurie a trifle wildly.
“Who did I see?” countered Ned. “You say it wasn’t you—”
“Me! Hang it, I went to bed at ten and wasn’t awake again until I
heard a noise and saw you—well some one coming in that window!
Look here, if it wasn’t you, why didn’t you tell Johnny so?”
“Because I thought it was you, you poor prune!”
“What! But I’d said—”
“Sure you had, but I’d seen you with my own eyes, hadn’t I?”
Laurie shook his head weakly. “This is too much for me,” he
sighed. “It wasn’t you and it wasn’t me but it was one of us! I pass!”
“But it wasn’t one of us,” exclaimed Ned. “That’s what I’m getting
at. Don’t you see what happened?” Laurie shook his head.
“Listen, then. We were both asleep, and we each heard the noise
and woke up. Some one came through the window, crossed the
room, opened the door, looked out to see that the coast was clear,
went out, and closed the door after him.”
“But I heard you get into bed!”
“No, you didn’t. You heard me sit up and punch my pillow. I wanted
you to know that you weren’t getting away with it. For that matter I
heard your bed creak and thought you were getting into it.”
“I sat up, too,” said Laurie. “Gee, that’s a queer one! All this time I
thought it was you and could have kicked myself around the block for
yelling ‘No!’ when Johnny asked me that question! Then—then who
the dickens was it, Ned?”
“That,” answered Ned grimly, “is what we’ve got to find out. Just
now it’s up to us to get out of here before we miss our breakfasts!”
“Hang breakfast!” shouted Laurie. “This is better than a hundred
breakfasts! Why—why, it means that you—that you aren’t
suspended! It means—”
“Put your collar on, and make it snappy,” laughed Ned. “We’ve got
some work ahead of us this morning!”
After breakfast they hurried back to No. 16, barred the door
against intruders, especially Kewpie, sat down at opposite sides of
the study table, and faced the problem. They continued to face it
until nearly eleven. They examined the window-sill for clues, and
found none. They leaned out and studied the ivy by means of which
the mysterious visitor had reached the second story, and it told them
nothing, or so it seemed at the moment. As they turned back to the
room Ned said idly: “It’s lucky the fellow didn’t have to get to the third
floor, for I don’t believe he could have made it. That ivy sort of peters
out above our window.”
Laurie nodded uninterestedly and silence ensued, just as silence
had ensued so frequently before in the course of morning. Then,
several minutes later, Ned said suddenly, questioningly:
“Thurston!”
Laurie shook his head. “Not likely. Besides, what reason—”
“Wait a minute. I didn’t tell you. It didn’t seem important. After I’d
settled down again that night I heard the floor up-stairs creak twice. I
wasn’t just certain then, but now I am! Elk Thurston was moving
about up there, Laurie!”
“Well, what if he was? That doesn’t prove—” He stopped and
frowned intently. “Hold on, though, Ned! What about Elk’s wrist?”
“We’ve got it!” cried Ned.
“Yes, maybe. Let’s go slow, though. You don’t happen to know
whether Elk can drive a car, do you?”
“No, but I’ll bet you anything you like that he tried to drive that one!
Look here, our window was open and it was easy to reach. He
couldn’t have made his own without chancing a fall. He trusted to our
being asleep. He—”
“What about the other fellow, though?” asked Laurie. “We didn’t
see—”
“No, but maybe he got in first. Maybe it was really he who awoke
us. Come to think of it, you said that when you woke up the fellow’s
head was just coming into sight. Well, in that case there wouldn’t
have been enough noise—”
“By jiminy, that’s so! Bet you that’s what happened. But who—
Say, maybe the other fellow was Jim Hallock!”
“Just what I was thinking,” agreed Ned. “I don’t see, though, how
we can prove anything against either of them. Look here, son, I
guess the best thing we can do is see Johnny and tell him all about
it. After that it will be up to the faculty. Come on!”
They had to wait some time for an audience, but finally they were
facing the Doctor, and Ned, as spokesman, was saying very
earnestly: “Neither Laurie nor I was out of our room after ten o’clock
Friday night, sir. Somebody did come in our window, though, and
woke us up. I thought it was Laurie and he thought it was me, and
that’s why I didn’t want to answer your question, sir.”
Now, nothing could have been clearer and simpler than that and
yet, when Ned had finished, the principal blinked behind his
spectacles, gazed a moment in silence, and then waved a hand.
“Sit down, boys,” he said. “Now, Edward I think you’d better say
that all over again.”
CHAPTER XXIV
MR. GOUPIL CALLS
A fter practice that afternoon Laurie returned to the room to find

Ned engaged in sorting things out preparatory to packing up.
When Laurie entered, however, the other paused in his effort to stuff
more rubbish into an already overloaded waste-basket and
announced in triumph, “We had it right, partner!”
“Elk Thurston?”
“Elk and Jim Hallock. Elk’s just left here.”
“Left here? You mean he was in to see you?”
Ned nodded. “Yes. It was rather decent of him, I think. Take that
idiotic expression from your face and sit down. This is how Elk tells
it. He and Jim were looking out of their window that night and saw
the lights of Mr. Wells’s car on the other side of the hedge. One of
them said something about Mr. Wells always leaving his car around
and what a joke it would be if it wasn’t there when he came back for
it. Well, that idea sort of stuck, and after a while Elk suggested that
they sneak down and run the car off around the corner. Elk says that
Jim usually wouldn’t have gone in for anything like that on a bet, but
there’d been some tough exams that day, and Jim was sort of keyed
up. Anyhow, they sneaked down-stairs after a while and got out by
one of the windows in the recreation-room. They didn’t dare try the
front way, for Cornish had his study door open. They put the brakes
off and tried to push the car toward Washington Street, but it was
heavy, and after they’d got it a little ways they decided to start it and
run it around the corner. So they did, pretty sure that it was too far off
for Mr. Wells to hear. Elk took the wheel and they went to
Washington Street. Then, he says, the thing was working so pretty
they thought they’d go on further. When they got to where
Washington joins Walnut it was pretty dark, and he swung to the
right too soon.
“That’s when they hit the hydrant. Of course, they were scared
pink, and Elk shut the motor off and they beat it as fast as they
could. When they got back here they found that some one had been
prowling around and had locked the window. Then they saw our
windows open and decided to climb up by the ivy. Elk says they
hoped we’d be asleep. If we waked up they meant to tell us and ask
us to keep mum. Jim climbed up first and made it all right, but Elk
had hurt his wrist when the car struck the hydrant, and he had a hard
time of it. They didn’t either of them know that Cornish had seen
them. For that matter, he only saw one, I guess, and that one was
probably Elk, for he says it took him two or three minutes to get to
the window because his wrist hurt him so. Seems that Jim left the
hall door open after him, but the draft closed it, and that’s what woke
us up, I guess. Well, what Elk came for was to say that neither of
them knew they’d been seen and that they hadn’t meant to throw
suspicion on us. He says if they’d known that Cornish was prowling
around they wouldn’t have entered our window. He was very
particular about making that clear. Guess he thought you might think
he had done it on purpose to get even with you. And that’s that, old
son.”
Laurie nodded thoughtfully. “Kind of too bad,” he mused. “I
suppose they didn’t intend anything but a sort of joke on Mr. Wells.
Did he tell you what they were going to get?”
“Get? Oh, they’re suspended, he says. He seemed to feel worse
about Jim than about himself. Do you know, old son, after all Elk isn’t
such a bad sort. At least, that’s the way it strikes me after hearing his
spiel. He says he’s not coming back next year. He’s going to tutor
this summer and try and make college in the fall.”
“Yeah,” said Laurie abstractedly. “Well, I’m sort of sorry for him.
And of course he didn’t mean to get us in wrong.” He lapsed into
silence. Then, abruptly, “Cas Bennett split his finger with a foul tip
about half an hour ago,” he announced.
“He did?” exclaimed Ned. “Gosh, that’s tough luck! Will it keep him
out of the game?”
“Yes,” replied Laurie.
“That is tough! Say, what are you looking so queer about?”
“Just thinking,” answered Laurie. “You try it.”
“Huh?”
“Use the old bean, son. Cas has split his finger, Elk’s suspended
—”
“Great jumpin’ Jehoshaphat! Why, then, you—you—”
“Correct,” said Laurie. “I’ll have to catch to-morrow, and—and at
the present moment, Ned, I’m scared to death!”
That had been a day of events, and it was not yet over. Attic
Society was giving its usual end-of-the-term blow-out that evening,
and both Ned and Laurie were invited. The affair began at eight, and
at half-past seven they were in No. 16 putting the finishing touches
to their toilets. Although it was a stag-party it called for best clothes
and polished shoes and carefully brushed hair, and Laurie was trying
hard to subdue a rebellious lock on the crown of his head when there
came a knock on the door. Both boys shouted “Come in!”
simultaneously. Then the door was opened, revealing Mr. Cornish,
the hall master, and a stranger. The boys grabbed for their coats,
Laurie dropping a military brush to the floor with a disconcerting
noise. Mr. Cornish ushered the stranger in but himself came no
further than the door-sill.
“Here is a gentleman to see you, Laurence,” said the instructor. “I
was quite certain you were in, and so I brought him up.”
Mr. Cornish smiled, nodded to the guest, who bowed impressively,
and departed, closing the door behind him.
“Very glad indeed—” began Laurie.
“Have a seat, won’t—” supplemented Ned.
“Thank you.” The stranger again bowed and seated himself,
placing a cane across his immaculately clad legs and balancing a
somewhat square derby hat perilously atop. “I begin by offering you
my apologies for this intrusion,” he continued.
“Not necessary,” mumbled Laurie, his gaze busy with the guest.
The latter appeared to be about fifty, was under rather than over
average height, and was very broad and thick and, like his derby,
rather square of contour. He even had a distinctly square face which
began very high up, because of the disappearance of what hair may
have adorned the front of his head at one time, and ended in an
auxiliary chin. He wore a very black mustache whose ends were
waxed to sharp points. His eyes were quite as black and almost as
sharp as his mustache. He looked foreign, and, indeed spoke with
more than a trace of accent, but he was evidently a gentleman, and
he impressed the boys very favorably.
“With your permission,” he continued, “I will introduce myself.” He
regarded Laurie. “I have the honor of addressing Mr. Laurie Turner?”
Laurie nodded. The guest carefully secured hat and stick, arose, and
bowed deeply. “I,” he announced then, “am Mr. Goupil.”
For an instant silence ensued. Then, “Mister—I beg your pardon,”
said Laurie, “but did you say Goupil?”
“Goupil,” confirmed the gentleman, bowing again and smiling very
nicely.
“You mean,” stammered Laurie, “the Mr. Goupil? Of Sioux City?
Miss Comfort’s Mr. Goupil?”
“Surely.”
“Why—why, then,” exclaimed Laurie, “I’m mighty glad to meet you,
sir.” He stepped forward with outstretched hand, and Mr. Goupil
enfolded it in a far more capacious one. “And this is my brother Ned.”
Mr. Goupil then shook hands with the amazed Ned. After that they all
sat down. Mr. Goupil arranged stick and hat with precision, cleared
his throat, and began:
“My dear sister-in-law has told me of your most kind efforts in her
behalf, and I have presented myself to make explanation and to add

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