Understanding Psychology 11th Edition Feldman Test Bank instant download all chapter

Understanding Psychology 11th Edition
Feldman Test Bank

Go to download the full and correct content document:
https://testbankdeal.com/product/understanding-psychology-11th-edition-feldman-test
-bank/
More products digital (pdf, epub, mobi) instant
download maybe you interests ...
Understanding Psychology 11th Edition Feldman Solutions

Manual
https://testbankdeal.com/product/understanding-psychology-11th-
edition-feldman-solutions-manual/
Essentials of Understanding Psychology 11th Edition

Feldman Test Bank
https://testbankdeal.com/product/essentials-of-understanding-
psychology-11th-edition-feldman-test-bank/

Feldman Solutions Manual
psychology-11th-edition-feldman-solutions-manual/
Understanding Psychology 12th Edition Feldman Test Bank
edition-feldman-test-bank/
Understanding Psychology 12th Edition Feldman Solutions
Manual
edition-feldman-solutions-manual/

Feldman Test Bank
psychology-10th-edition-feldman-test-bank/
Essentials of Understanding Psychology Canadian 5th

Edition Feldman Test Bank
psychology-canadian-5th-edition-feldman-test-bank/

Feldman Solutions Manual
psychology-10th-edition-feldman-solutions-manual/
Understanding Psychology 11th Edition Morris Test Bank
edition-morris-test-bank/
Chapter 08 - Cognition and Language
Chapter 08
Cognition and Language
Multiple Choice Questions
1. (p. 248) _____ 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 Goal Outcome: 1.4, 10.2

Bloom's Taxonomy: Remember
Difficulty: Easy
Learning Outcome: 23-1
2. (p. 250) 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 Goal Outcome: 1.2

Difficulty: Easy
8-1
© 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in
any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part
3. (p. 250) 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.

Difficulty: Easy
4. (p. 250) 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've reached the destination in their minds. Based on your
text's discussion of 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 we 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 we 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 we 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 we
perform with respect to real objects.

Bloom's Taxonomy: Understand
Difficulty: Medium
8-2
5. (p. 251) Clint is mentally rehearsing his golf swing in his mind's eye. Based on the text's
discussion of mental imagery, which of the following statements is MOST accurate?
A. Clint's mental rehearsal should improve his golf swing. Carrying out 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 Goal Outcome: 1.2, 4.4, 9.2, 9.3

Difficulty: Medium
6. (p. 250-251) 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

Difficulty: Easy
8-3
7. (p. 251) 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

Difficulty: Easy
8. (p. 251) Mental groupings of objects, events, or people that share common features are called:
A. concepts.
B. ideas.
C. heuristics.
D. algorithms.

Difficulty: Easy
9. (p. 251) 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 most frequent or common example of a concept.
D. the most unusual or distinctive example of a concept.

Difficulty: Easy
8-4
10. (p. 251) Which of the following is MOST likely the prototype of the concept "fruit"?
A. Carrot
B. Apple
C. Tomato
D. Blueberry

Difficulty: Easy
11. (p. 252) Those raised in the United States are MOST likely to use _____ relationships to
categorize.
A. semantic
B. functional
C. categorical
D. thematic

Difficulty: Easy
12. (p. 253) _____ is the process by which information is used to draw conclusions and make
decisions.
A. Reasoning
B. Negotiating
C. Predicting
D. Conceptualizing

Difficulty: Easy
8-5
13. (p. 253) 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 Goal Outcome: 1.2, 3.3, 4.4

Bloom's Taxonomy: Apply
Difficulty: Medium
14. (p. 253) You check the time on your phone. Your friend should be out of class by now. You
call her. She should answer if she's out of class. In this example, your thought processes are best
seen as exemplifying:
A. problem solving.
B. conceptualization.
C. reasoning.
D. creativity.

Difficulty: Medium
15. (p. 253) Syllogisms are used to study:

A. algorithms.
B. heuristics.
C. mental sets.
D. reasoning.

Difficulty: Easy
8-6
16. (p. 253) Formal reasoning in which people draw a conclusion from a set of assumptions is
known as _____ reasoning.
A. divergent
B. syllogistic
C. analogical
D. inductive

Difficulty: Easy
17. (p. 253) "All cats are remarkable. All remarkable things should be indulged. Therefore all cats
should be indulged." This is an example of _____ reasoning.
A. convergent
B. divergent
C. syllogistic
D. analogical

Difficulty: Easy
18. (p. 254) A major technique for studying syllogistic reasoning involves asking people to
evaluate a series of statements that present two _____ that are used to derive a(n) _____.
A. scenarios; assumption
B. premises; conclusion
C. premises; judgment
D. transformations; conclusion

Difficulty: Easy
8-7
19. (p. 254) Consider the following syllogism:
(1) All Houstonians are Texans.

(2) Some Houstonians attend church.
(3) Some Texans attend church.
Which of the following alternatives correctly identifies a statement in this syllogism?

A. Statement 1— conclusion
B. Statement 2— premise
C. Statement 3—conclusion
D. Statement 3—premise

Difficulty: Medium
20. (p. 254) 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.

Difficulty: Easy
21. (p. 254) 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.

Difficulty: Medium
8-8
22. (p. 254) 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 coming to a solution.

Difficulty: Medium
23. (p. 254) 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

Difficulty: Easy
24. (p. 254) 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.

Difficulty: Easy
8-9
25. (p. 254) 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

Difficulty: Medium
26. (p. 254) 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

Difficulty: Medium
27. (p. 254) 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.

Difficulty: Medium
8-10
28. (p. 254) 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.

Difficulty: Medium
29. (p. 254) 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 is the better buy. Lori attempts to
divide the price of each can by the number of ounces of coffee each _____ contains. Monica
suggests that "the larger size is usually a better buy." Lori is using a(n); Monica, a(n) _____.
A. heuristic; algorithm
B. algorithm; heuristic
C. prototype; algorithm
D. heuristic; prototype

Difficulty: Medium
30. (p. 254) The _____ is a rule we apply when we judge people by the degree to which they depict
a certain category or group of people.
A. availability heuristic
B. representativeness heuristic
C. confirmation bias
D. stereotypic bias

Difficulty: Easy
8-11
31. (p. 254) When you use the representativeness heuristic, you are:
A. making frequency estimates based on the ease with which things come to mind.
B. overcoming a mental set.
C. mistaking visual images and other forms of mental representations for reality.
D. assuming that something is typical of its class.

Difficulty: Medium
32. (p. 254) Suppose you meet a woman who opposes the death penalty. You then decide that,
generally, women are more likely to oppose the death penalty than are men. That is, you assume
that the individual case is depictive of its category. Here you have fallen prey to:
A. functional fixedness.
B. the representativeness heuristic.
C. the availability heuristic.
D. the confirmation bias.

Difficulty: Easy
33. (p. 254) Carl is the one person Craig has ever met from New Zealand. Carl strikes Craig as
being quite friendly and funny. When asked 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
he have used to make this judgment?
A. The representativeness heuristic
B. The confirmation bias
C. Functional fixedness
D. The availability heuristic

Difficulty: Medium
8-12
34. (p. 255) 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

Difficulty: Easy
35. (p. 255) 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

Difficulty: Easy
36. (p. 255) Following the September 11, 2001, Twin Towers attacks, many Americans elected 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 more
frequently. This example illustrates the:
A. availability heuristic.
B. representativeness heuristic.
C. confirmation bias.
D. stereotypic bias.

Difficulty: Medium
8-13
37. (p. 255) When people are asked which is more common, death by homicide or death by stroke,
they often choose homicide because they simply hear more about murders than they do about
strokes. In this instance, people are led astray in their judgments by:
A. the representativeness heuristic.
B. the stereotypic bias.
C. the confirmation bias.
D. the availability heuristic.

Difficulty: Medium
38. (p. 255) Last week, Mike heard about five separate airplane crashes on the news. Even though,
overall, 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. The confirmation bias
C. The syllogistic error
D. The representativeness heuristic

Difficulty: Medium
39. (p. 255) Joanne will 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. To which bias is Joanne falling victim?
A. The representativeness heuristic
B. Functional fixedness
C. The availability heuristic
D. The confirmation bias

Difficulty: Medium
8-14
40. (p. 255) "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 wouldn't tell her what was bothering him. Iris is using the _____ heuristic.
A. representativeness
B. availability
C. functional
D. frequency

Difficulty: Medium
41. (p. 255) In a _____ heuristic, known items are seen as superior to those that are unknown.
A. representativeness
B. availability
C. functional
D. familiarity

Difficulty: Easy
42. (p. 255) When you go to the supermarket, you see the brand of cookies you usually buy, and
settle for it. Usually it's 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

Difficulty: Easy
8-15
43. (p. 255) _____ 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

Difficulty: Easy
44. (p. 259) 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

Difficulty: Easy
45. (p. 259) 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

Difficulty: Easy
8-16
46. (p. 259) 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

Difficulty: Medium
47. (p. 259, 254) "Convert to a mixed numeral: 18/5," states one problem in 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

Difficulty: Medium
48. (p. 259) Dr. Ireland's class is attempting to find derivatives; 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.

Difficulty: Medium
8-17
49. (p. 259) _____ 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

Difficulty: Easy
50. (p. 259) 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. prescriptive

Difficulty: Easy
51. (p. 259) _____ 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

Difficulty: Easy
8-18
52. (p. 259) Which of the following problem types is CORRECTLY matched with a 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

Difficulty: Medium
53. (p. 259) Janelle is solving anagrams; Kamika is puzzling over verbal analogies; Lamar is
playing chess with a friend. Which alternative below CORRRECTLY 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

Difficulty: Medium
54. (p. 262) Thomas Edison invented the lightbulb 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

Difficulty: Easy
8-19
55. (p. 262) _____ 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

Difficulty: Easy
56. (p. 262) According to the text, the most frequently used problem-solving heuristic is:
A. forming subgoals.
B. means-ends analysis.
C. insight.
D. trial and error.

Difficulty: Easy
57. (p. 262-263) Millie is stumped by a problem in 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:
B. trial and error.
C. working backward.
D. insight.

Difficulty: Medium
8-20
58. (p. 263) 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:
B. working backward.
C. means-ends analysis.
D. trial and error.

Difficulty: Medium
59. (p. 263) 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

Difficulty: Medium
8-21
60. (p. 262-263) 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 _____. 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

Difficulty: Difficult
61. (p. 263) 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

Difficulty: Easy
62. (p. 263) _____ 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

Difficulty: Easy
8-22
63. (p. 263) The text's discussion of insight suggests that its key characteristic is its:
A. brevity.
B. complexity.
C. uniqueness.
D. suddenness.

Difficulty: Easy
64. (p. 263) According to the text, 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.

Difficulty: Medium
65. (p. 264) 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

Difficulty: Medium
8-23
66. (p. 265) 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

Difficulty: Medium
67. (p. 265) _____ refers to the tendency for old patterns of problem solving to persist.
A. Mental set
B. Representativeness heuristic
C. Availability heuristic
D. Syllogistic frame

Difficulty: Easy
68. (p. 265) Zelma is asked to think of all the words she can, beginning with the letters "squ," such
as squeak. She is then given a fill-in-the-blank task on which one of the items is "s _ _ o n g."
Zelma keeps trying to make "squong" a word, and has trouble thinking of the common word
strong. Zelma's ability to solve this problem has been hampered by:
A. syllogistic reasoning.
B. a mental set.
D. the representativeness heuristic.

Difficulty: Medium
8-24
69. (p. 265) 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. Functional fixedness and mental set are the same thing.
D. Functional fixedness and mental set are distinct problem-solving impediments.

Difficulty: Medium
70. (p. 265) Making several minor household repairs, Alyssa uses a shoe as a hammer and a butter
knife as a screwdriver. 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.

Difficulty: Medium
71. (p. 265) A jeweler is unable to fix a particular mounting in a ring because she can imagine only
the conventional uses for her tools. This best demonstrates which of the following?
A. Syllogistic reasoning
B. Functional fixedness
C. Algorithmic thinking
D. Means-end analysis

Difficulty: Medium
8-25
72. (p. 265) 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 the confirmation bias.
C. He suffered from mental set.
D. He employed representational thought.

Difficulty: Medium
73. (p. 266) _____ is the tendency to seek out and weight more heavily information that supports
one's initial hypothesis and to ignore contradictory information that supports alternative
hypotheses or solutions.
A. Functional fixedness
B. A mental set
C. Confirmation bias
D. Representativeness heuristic
APA Goal Outcome: 1.2, 3.1, 3.4, 4.4

Difficulty: Easy
74. (p. 266) 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.

Difficulty: Medium
8-26
75. (p. 266) Nigel often cites newspaper editorials favoring the presidential candidate he supports;
he appears to ignore editorials critical of the candidate. Nigel appears prone to:
A. functional fixedness.
B. mental set.
D. the representativeness heuristic.
APA Goal Outcome: 1.2, 3.1, 3.4, 4.4

Difficulty: Medium
76. (p. 266) 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. That 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 does research on the
confirmation bias suggest that Sandy will do?
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 Goal Outcome: 1.2, 3.1, 3.4, 4.4

Difficulty: Medium
8-27
77. (p. 267) The ability to generate original ideas or develop novel solutions to problems is known
as:
A. convergent thinking.
B. insight.
C. creativity.
D. syllogistic reasoning.

Difficulty: Easy
78. (p. 267) 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.

Difficulty: Medium
79. (p. 267) 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"

Difficulty: Medium
8-28
80. (p. 267) 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 to make toys"

Difficulty: Medium
81. (p. 267) As compared to less creative individuals, creative persons:

A. prefer more complex stimuli.
B. are more dependent.
C. are more interested in concrete problems.
D. have a narrower range of interests.

Difficulty: Easy
82. (p. 267) 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.

Difficulty: Medium
8-29
83. (p. 268) Which of the following factors is NOT closely related to creativity?
A. Cognitive complexity
B. Abstract problems
C. Range of interests
D. Intelligence
APA Goal Outcome: 1.2, 2.3, 3.2, 4.1

Difficulty: Easy
84. (p. 268) 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 Goal Outcome: 1.2, 2.3, 3.2, 4.1

Difficulty: Easy
85. (p. 269) According to the text, 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.

Difficulty: Medium
8-30
86. (p. 271) Phonology is the study of:

A. combination of words.
B. speech sounds.
C. word order.
D. meaning.

Difficulty: Easy
87. (p. 271) Linguists have identified more than _____ different phonemes among all the world's
languages.
A. 26
B. more than 800
C. 52
D. an infinite number

Difficulty: Easy
88. (p. 271) Approximately how many phonemes are found in English?
A. 26
B. more than 800
C. 52
D. an infinite number

Difficulty: Easy
8-31
89. (p. 271) Dr. Salim is a linguist, studying the rules guiding 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.

Difficulty: Easy
90. (p. 271) 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

Difficulty: Medium
91. (p. 271-272) Which of the following sequences correctly orders the components of 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

Difficulty: Medium
8-32
92. (p. 272) 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"

Difficulty: Medium
93. (p. 272) 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 a child 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 language.
D. It is the period between six and ten years of age in which certain complex aspects of syntax
are learned.

Difficulty: Easy
94. (p. 272) The text reports the case of a girl named Genie, who was exposed to virtually no
language from the age of 20 months until 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 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.

Difficulty: Medium
8-33
95. (p. 272-273) Tina is 6 months old, Vincenzo is 2 years and 7 months old, and Wayne is 3.5 years
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

Difficulty: Medium
96. (p. 272-273) 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

Difficulty: Medium
97. (p. 273) Dorian is 2 years old; Constance is 2.5. Dorian's vocabulary probably contains around
_____ words; Constance's, _____ words.
A. about 100; several hundred
B. about 50; about 100
C. about 50; several hundred
D. several hundred; about 1000

Difficulty: Medium
8-34
98. (p. 273) "All gone milk," says two-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.

Difficulty: Medium
99. (p. 273) Ricky tells his grandmother, "Momma holded the rabbit." According to your text,
Ricky's statement exemplifies:
A. idiomatic speech.
B. telegraphic speech.
C. babbling.
D. overgeneralization.

Difficulty: Medium
100. (p. 273) Connie is telling her mother a story about a scary dog she encountered in a neighbors
yard. "Then I runned away," Connie concludes. Which language acquisition phenomenon is
Connie demonstrating? About how old is Connie?
A. Connie is babbling. She is probably about 2 years old.
B. Connie is overgeneralizing. She is probably 3-4 years old.
C. Connie is babbling. She is probably about 4 years old.
D. Connie is overgeneralizing. She is probably 5-6 years old.

Difficulty: Medium
8-35
101. (p. 273) 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

Difficulty: Easy
102. (p. 274) 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

Difficulty: Easy
103. (p. 274) The nativist approach to language acquisition is associated with:
A. B. F. Skinner.
B. Benjamin Whorf.
C. Noam Chomsky.
D. Wolfgang Kohler.

Difficulty: Easy
8-36
104. (p. 274) The view that language development is produced through a combination of
genetically determined predispositions and environmental circumstances that help teach
language is known as the _____ approach.
A. learning-theory
B. nativist
C. interactionist
D. prescriptive

Difficulty: Easy
105. (p. 274) 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.

Difficulty: Medium
106. (p. 275) The notion that language shapes and may determine 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

Difficulty: Easy
8-37
107. (p. 276) The _____ hypothesis suggests language leads to thought.
A. output
B. interaction
C. linguistic-relativity
D. monitor

Difficulty: Easy
108. (p. 277) Which figure best approximates the number of Americans for whom English is a
second language?
A. 13 million
B. 25 million
C. 47 million
D. 100 million

Difficulty: Medium
109. (p. 277) 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%

Difficulty: Medium
8-38
110. (p. 277) In _____, students are educated in their native language and in English
simultaneously; in _____, they are educated only in English.
A. immersion programs; bilingual education
B. bilingual education; immersion programs
C. an alternation approach; immersion programs
D. immersion programs; alternation programs
APA Goal Outcome: 1.2, 4.2, 5.5, 8.2

Difficulty: Easy
8-39
Fill in the Blank Questions
111. (p. 249) Estelle is playing with images and concepts in her mind. Her cognitive psychology
professor would say that she is _____.
thinking

Difficulty: Easy
112. (p. 250) _____ are representations in the mind of an object or event.
Mental images

Difficulty: Easy
113. (p. 251) 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
_____ vegetable.
prototypical

Difficulty: Medium
114. (p. 254) A high school physics teacher reassures his class that no matter how confusing this
week's word problems appear, they all may be solved quite handily through the use of the
formula F = MA. The teacher has offered his students a(n) _____.
algorithm

Difficulty: Medium
8-40
115. (p. 254) Sometimes we are prone to judge an individual based on our notion of the category
of people he or she most closely resembles; that is, we fall prey to the _____ heuristic.
representativeness

Difficulty: Medium
116. (p. 259) A calculus problem has one correct answer and contains all the information
necessary for its solution; thus, it is a(n) _____ problem.
well-defined

Difficulty: Medium
117. (p. 259) Because they involve rules for moving from an initial to a goal state, many board
games may be seen as examples of _____ problems.
transformation

Difficulty: Medium
118. (p. 262) Renee has an idea of how her living room ought to look. She's moving furniture,
paintings, and accessories to get closer and closer to that picture in her head. Renee is using the
problem-solving technique of _____.
means-ends analysis

Difficulty: Medium
8-41
119. (p. 263) "Eureka! I've got it!" That sudden awareness of the path toward a problem's solution
is termed _____.
insight

Difficulty: Easy
120. (p. 265) Functional fixedness may be seen as a particular example of _____.
mental set

Difficulty: Medium
121. (p. 266-267) People seek and remember evidence in support of their existing hypotheses; they
ignore or discount contradictory evidence. In other words, people are prone to the _____.
confirmation bias

Difficulty: Easy
122. (p. 267) "How many uses can you think of for a brick?" asks the examiner. You are taking a
test of _____ thinking.
divergent

Difficulty: Easy
8-42
123. (p. 269) One synonym for forming subgoals is _____.

fractionation

Difficulty: Medium
124. (p. 271) The rules indicating how words and phrases may be combined to form legitimate
sentences are referred to as _____.
syntax

Difficulty: Easy
125. (p. 272) If children are not exposed to language during a(n) _____ period early in life, they
may never acquire it.
critical

Difficulty: Medium
126. (p. 273) "Sophie kitty," Tara says, when her aunt asks her whether the stuffed animal belongs
to her or to her sister. Tara's reply exemplifies _____ speech.
telegraphic

Difficulty: Medium
8-43
127. (p. 273-274) With respect to language acquisition, Skinner is to learning theory what _____ is
to nativism.
Chomsky

Difficulty: Easy
128. (p. 274) 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

Difficulty: Easy
129. (p. 275) According to the _____, language provides us with categories that we use to
construct our view of people and events in the world around us.
linguistic-relativity hypothesis

Difficulty: Medium
130. (p. 277) In _____, students are immediately plunged into English instruction in all subjects.
immersion programs
APA Goal Outcome: 1.2, 4.2, 5.5, 8.2

Difficulty: Easy
8-44
Essay Questions
131. (p. 250-251) 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.

Difficulty: Medium
8-45
132. (p. 254-255) 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.

Difficulty: Easy
133. (p. 255) 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.

Difficulty: Medium
8-46
134. (p. 259) 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.

Difficulty: Easy
135. (p. 262-263) 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, then figuring out the
preceding steps.
APA Goal Outcome: 1.2, 3.1, 3.4, 4.4, 9.2, 9.3

Difficulty: Easy
8-47
136. (p. 267-268) 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.

Difficulty: Medium
8-48
137. (p. 269) 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 described in the text?
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 Goal Outcome: 1.2, 3.1, 3.4, 4.4, 9.2, 9.3

Difficulty: Medium
8-49
138. (p. 271-272) Your friend asks you, "So, what did you get up to 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.

Difficulty: Medium
8-50
139. (p. 272-723) 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.

Difficulty: Easy
8-51
140. (p. 273-274) Contrast learning-theory and nativist theory of language development. Point out
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 that 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.

Difficulty: Medium
8-52
Another random document with
no related content on Scribd:
The Project Gutenberg eBook of The Akkra case
This ebook is for the use of anyone anywhere in the United States
and most other parts of the world at no cost and with almost no
restrictions whatsoever. You may copy it, give it away or re-use it
under the terms of the Project Gutenberg License included with this
ebook or online at www.gutenberg.org. If you are not located in the
United States, you will have to check the laws of the country where
you are located before using this eBook.
Title: The Akkra case
Author: Miriam Allen De Ford
Illustrator: Dan Adkins
Release date: November 22, 2023 [eBook #72197]
Language: English
Original publication: United States: Ziff-Davis Publishing Company,

1961
Credits: Greg Weeks, Mary Meehan and the Online Distributed

Proofreading Team at http://www.pgdp.net
*** START OF THE PROJECT GUTENBERG EBOOK THE AKKRA

CASE ***
Miriam de Ford has given a good deal
of thought to crime and criminology
of other times and spaces (see
Editorial). Now she turns her talents
to constructing a "true crime" of the
future—and its solution. Herewith,
then, a criminologist's lecture-report
on:
THE AKKRA CASE
By MIRIAM ALLEN de FORD
Illustrated by ADKINS
[Transcriber's Note: This etext was produced from

Amazing Stories January 1962.
Extensive research did not uncover any evidence that
the U.S. copyright on this publication was renewed.]
Deliberate murder being so very rare a crime in our society, an
account of any instance of it must attract the attention not only of
criminologists but also of the general public. Very many of my
auditors must remember the Akkra case well, since it occurred only
last year. This, however, is the first attempt to set forth the bizarre
circumstances hitherto known only to the authorities and to a few
specialists.
On February 30 last, the body of a young girl was found under the
Central Park mobilway in Newyork I. She had been struck on the
head with some heavy object which had fractured her skull, and her
auburn hair was matted with congealed blood. Two boys illegally
trespassing on one of the old dirt roads in the park itself stumbled
upon the corpse. She was fully dressed, but barefoot, with her
socsandals lying beside her. An autopsy showed only one unusual
thing—she was a virgin, though she was fully mature.
Two hundred years ago, say, this would have been a case for the
homicide branch of the city police. Now, of course, there are no city
police, all local law enforcement being in the hands of the Federal
government, with higher supervision and appeal to the Interpol; and
since there has been no reported murder (except in Africa and
China, where this crime has not yet been entirely eradicated) for at
least 20 years, Fedpol naturally has no specialists in homicide.
Investigation therefore was up to the General Branch in Newyork
Complex I.
The murderer had stupidly broken off the welded serial number disc
from her wristlet—stupidly, because of course everybody's
fingerprints and retinal pattern are on file with Interpol from birth. It
was soon discovered that the victim was one Madolin Akkra, born in
Newyork I of mixed Irish, Siamese, and Swedish descent, aged 18
years and seven months. Since it is against the law for any minor
(under 25) to be gainfully employed, and there was no record of any
exemption-permit, she had necessarily to be a student. She was
found to be studying spaceship maintenance at Upper Newyork
Combined Technicum.
People who deride Fedpol and call it a useless anachronism don't
know what they are talking about. It is true that in our society criminal
tendencies are understood to be a disease, amenable to treatment,
not a free-will demonstration of anti-social proclivities. But it is also
true that every member of Fedpol, down to the merest rookie
policeman, is a trained specialist in some field, and that most of its
officers are graduate psychiatrists. As soon as Madolin Akkra's
identity was determined, it was easy to find out everything about her.
The circumstances surrounding her in life were sufficiently odd in
themselves. Her mother was dead, but she lived with her own father
and full younger sister in a small (only 20 stories and 80 living-units)
co-operative apartment house in the old district formerly called
Westchester, once an "exclusive" settlement but now considerably
run down, and populated for the most part by low-income families.
Few of the residents had more than one helicopter per family, and
many of them had to commute to their jobs or schools by public
copter. The building where the Akkras lived was shabby, its chrome
and plastic well worn, and showed the effects of a negligent local
upkeep system. The Akkras even prepared and ate some of their
meals in their own quarters—an almost unheard-of anachronism.
The father had served his 20 years of productive labor from 25 to 45,
and the whole family was therefore supported by public funds of one
sort or another. When the Fedpol officers commenced their
investigation by interviewing this man, they found him one of the
worst social throwbacks discovered in many years—doubtless a
prime reason for the bizarre misfortune which had overtaken his
misguided daughter. To begin with, the investigators wanted to know,
why had he not reported his daughter missing? To this, Pol Akkra
made the astonishing reply that the girl was old enough to know her
own business, and that he had never asked any questions as to
what she did! Everyone knows it is every adult's responsibility to
report any deviation by the young more serious than the mischievous
trespassing by the boys who had found Madolin Akkra's body, and
who at least had gone to Fedpol at once. The officers could get no
lead whatever from the girl's father.
To find the murderer, it was of first importance to establish the
background of this strange case. Access to the park is difficult—has
been difficult ever since, more than a century ago, the area became
a hunting-ground for thieves and hoodlums, and was transformed
into a cultivated forest and garden preserved for aesthetic reasons,
and to be viewed only from the mobilways above. (The boys who
found the body are, of course, proof that the sealing-off of the park is
not entirely effective—but surely only a daring and agile child could
insinuate himself under the thorn-set hedges surrounding the park,
or swing down to the tree-tops from the structure above.)
If the victim had been killed elsewhere, how was her body carried to
the spot where it was found? Both murderer and corpse would have
had to penetrate unobserved into an almost impenetrable area.
Could the body have been thrown from above? But if so, how could
the remains of a full-grown girl have been transported from either a
ground car or a copter on to the crowded mobilway, brightly lighted
all night long? She must have gone there alive, either under duress
or of her own accord.
The first and most natural question, to Fedpol, was: who did have
access to the park? The answer was, the gardeners. But the
gardeners were out: they were all robots, even their supervisor. No
robot is able to harm a human being. Moreover, no robot could have
brought the victim in from outside if she had been killed elsewhere.
The gardeners never leave the park, and they would repel any
strange robot from elsewhere who tried to enter it. And one could
hardly imagine a sane human being who would go to the park for a
rendezvous with a robot!
It was Madolin's little sister, Margret, who interrupted the futile

interrogation of the surly and resistant Pol Akkra and provided the
first clue. She caught the eye of the investigating officer, Inspector
Dugal Kazazian, and quietly went into the next room, where
Kazazian followed her after posting his assistant with the father.
"I promised Madolin I would never tell on her," she whispered, "but
now she's—now it doesn't matter." She had loved her sister; her
eyes were puffy from weeping. "She—she'd been going to Naturist
get-togethers."
Kazazian almost groaned aloud. He might have known—this was the
first time they had been linked with murder, but it seemed to him that
in almost every other affair he had investigated for the past few
years, the subversive Naturists somehow had crept in. And if he had
reflected, he would have suspected them already, since there seems
to be no school or college which does not harbor an underground
branch of these criminal lunatics.
I need hardly explain to my auditors who and what the Naturists are.
But to keep the record complete, let me say briefly that this
pernicious worldwide conspiracy, founded 50 years ago by the
notorious Ali Chaim Pertinuzzi, is engaged in an organized campaign
to tear down all the marvelous technical achievements of our
civilization. It pretends to believe that we should eat "natural" foods
and wear "natural" textiles instead of synthetics, walk instead of ride,
teach children the obsolete art of reading (reading what?—the
antique books preserved in museums?), make our own music,
painting, and sculpture instead of enjoying the exquisite products of
perfected machines, open up all parks and the few remaining rural
preserves to campers, hunters and fishers (if any specimens worth
hunting can be found outside zoos), and what they call "hikers"—in a
word, go back to the confused, reactionary world of our ancestors.
From this hodgepodge of "principles" it is a natural transition to
political and economic subversion. No wonder that the information
that Madolin Akkra had been corrupted by this vile outfit sent a chill
down Inspector Kazazian's spine.
It explained a great deal, however. The Naturists profess to oppose

our healthy system of sexual experimentation, and Madolin had been
a virgin. The weird family situation, and her father's attitude both
toward her and toward the Fedpol, aroused suspicion that he too
was affiliated with the Naturists, not simply that Madolin had flirted
with the outer edges of the treasonable organization, as a "fellow-
seeker," without her father's knowledge.
Suppose the girl, fundamentally decent and ethically-minded, had
revolted against the false doctrine and threatened to betray its
advocates? Then she might have been killed to silence her—and
what more likely than that, as a piece of brazen defiance, her
murdered corpse should have been deposited in the only bit of
"natural" ground still remaining in the Newyork area?
But how, and by whom?
The first step, of course, was to fling a dragnet around all known or
suspected Naturists in the district. In a series of flying raids they
were rounded up; and since there no longer exist those depositories
for offenders formerly known as prisons, they were kept
incommunicado in the psychiatric wards of the various hospitals. For
good measure, Pol Akkra was included. Margret, at 13, was old
enough to take care of herself.
Next, all Madolin's classmates at the Technicum, the operators of her
teach-communicators, and members of other classes with whom it
was learned she had been on familiar terms, were subjected to an
intensive electronic questioning. (Several of these were themselves
discovered to be tainted with Naturism, and were interned with the
rest.) One of the tenets of Naturism is a return to the outworn system
of monogamy, and the questioning was directed particularly to the
possibility that Madolin had formed half of one of the notorious
Naturist "steady couples," who often associate without or before
actual mating. But day after day the investigators came up with not
the slightest usable lead.
Please do not think I am underrating Fedpol. Nothing could have
been more thorough than the investigation they undertook. But this
turned out in the end to be a case which by its very nature
obfuscated the normal methods of criminological science. Fedpol
itself has acknowledged this, by its formation in recent months of the
Affiliated Assistance Corps, made up of amateurs who volunteer for
the detection of what are now called Class X crimes—those so far off
the beaten path that professionals are helpless before them.
For it was an amateur who solved Madolin Akkra's murder—her own
little sister. When Margret Akkra reaches the working age of 25 she
will be offered a paid post as Newyork Area Co-ordinator of the AAC.
Left alone by her father's internment, Margret began to devote her
whole time out of school hours to the pursuit of the person or
persons who had killed her sister. She had told Kazazian all she
actually knew; but that was only her starting-point. Though she
herself, as she had told the Inspector, believed that the murder might
be traced to Madolin's connection with the Naturist (and though she
probably at least suspected her father to be involved with them also),
she did not confine herself to that theory, as the Fedpol, with its
scientific training, was obliged to do.
Concealed under a false floor in her father's bedroom—mute
evidence of his Naturist affiliation—she found a cache of printed
books—heirlooms which should long ago have been presented to a
museum for consultation by scholars only. They dated back to the
20th century, and were of the variety then known as "mystery
stories." Margret of course could not read them. But she
remembered now, with revulsion, how, when she and Madolin were
small children, their mother had sometimes (with windows closed
and the videophone turned off) amused them by telling them ancient
myths and legends that by their very nature Margret now realized
must have come from these contraband books.
Unlike her father and her sister, and apparently her mother as well,
Margret Akkra had remained a wholesome product of a civilized
education. She had nothing but horror and contempt for the
subversive activities in the midst of which, she knew now, she had
grown up. The very fact, which became plain to her for the first time,
that her parents had lived together, without changing partners, until
her mother had died, was evidence enough of their aberration.
But, stricken to the heart as the poor girl was, she could not cease to
love those she had always loved, or to be diverted from her
resolution to solve her sister's murder. Shudder as she might at the
memory of those subversive books, she yet felt they might
inadvertently serve to assist her.
It was easy to persuade the school authorities that her shock and
distress over Madolin's death had slowed up her conscious mind,
and to get herself assigned to a few sessions with the electronic
memory stimulator. It took only two or three to bring back in detail the
suppressed memories, and to enable her to extrapolate from them.
One feature of these so-called "mysteries" that came back to her

struck Margret with especial force—the frequent assertion that
murderers always return to the scene of their crime. She decided
that she too must plant herself at the spot where her sister's body
had been found, and lie in wait for the returning killer.
It would be useless to try to obtain official permission, but she was
only 13, as lean and agile as any other child, and if boys could evade
the hedges and the robot gardeners, so could she. The audiovids
had displayed plenty of pictures of the exact scene, and Margret
knew where to find it. But an inspection of the hedges showed her
that it would be easier for her to get in from above, at night—a likelier
time also for her prey.
She located a place where the trees grew almost to the mobilway
and shaded a section of it between the lamps. Perched on the stand-
pave and watching for a pause in the stream of gliders-by, she
dropped lightly into a tree and climbed down to the park beneath.
Hiding from the gardeners, she made her way to the bushes where
the boys had discovered Madolin.
For nearly a week, fortified by Sleepnomer pills, Margret spent every
moment after dark in this hideaway. It was a long, nerve-wracking
vigil: the close contact with leaves and grass, the sound of the wind
in the trees, the unaccustomed darkness away from the lights above,
the frightening approach of wild squirrels and rabbits and even birds,
the necessity to stay concealed from passing robots, kept her on
edge. But stubbornly she persisted. And at last she was rewarded.
It was not late—only about 20 o'clock—when she heard a scramble
and bump not far from her own means of access to the park. It was
not the first time since her watch began that she had heard other
adventurers, invariably small and rather scared boys who dared one
another to walk for a few feet along the dirt paths, then in a panic
rushed back the way they had come. But this time the steps came
directly toward her—human footsteps, not the shuffle of a robot.
Hidden behind a bush, Margret saw them approach—two boys of
about her own age. And then, with a sickening lurch of her heart, she
recognized them. She had seen them, acclaimed as heroes, on the
videoscreen. They were the two who had found Madolin. She could
hear every word they said.
"Come on," one of them urged in a hoarse whisper. "There's nothing
to be afraid of."
"Yes, there is," the other objected. "Ever since then, they've got the
gardeners wired to describe and report anybody they find inside the
park."
"I don't care. We've got to find it. Give me the beamer."
Margret crouched behind the thickest part of the shrubbery, her infra-
red camera at the alert. The tape-attachment was already activated.
The second boy still held back. "I told you then," he muttered, "that
we shouldn't have reported it at all. We should have got out of here
and never said a word to anyone."
"We couldn't," the first boy said, shocked. "It would have been anti-
social. Haven't you ever learned anything in school?"
"Well, it's anti-social to kill somebody, too, isn't it?"
Margret pressed the button on the camera. Enlarged enough, even
the identification discs on the boys' wristlets would show.
"How could we guess there was a human being there, except us?
What was she doing here, anyway? Come on, Harri, we've got to
find that thing. It's taken us long enough to get a chance to sneak in
here."
"Maybe they've found it already," said Harri fearfully.
"No, they haven't; if they had, they'd have taken us in as soon as
they dusted the fingerprints."
"All right, it's not anywhere on the path. Put the beamer on the
ground where it will shine in front of us, and let's get down on our
stomachs and hunt underneath the bushes."
Grabbing her camera, Margret jumped to her feet and dashed past
the startled boys. She heard a scream—that would be Harri—and
then their feet pounding after her. But she had a head start, and her
eyes were more accustomed to the dark than theirs could be. She
reached a tree, shinnied up it, jumped from one of its limbs to
another on a higher tree beneath the mobilway, chinned herself up,
and made her way out safely.
She went straight to Fedpol headquarters and asked for Inspector
Kazazian.
The frightened boys were picked up at once. They were brought into
headquarters, where they had been praised and thanked before, and
as soon as they saw the pictures and heard the tape-recording they
confessed everything.
That night, they said, they were being initiated into one of those
atavistic fraternities which it seems impossible for the young to
outgrow or the authorities to suppress. As part of their ordeal, they
had been required to sneak into Central Park and to bring back as
proof of their success a captured robot gardener. Between them they
had decided that the only way they could ever get their booty would
be to disassemble the robot, for though it could not injure them, if
they took hold of it, its communication-valve would blow and the
noise would bring others immediately; so they had taken along what
seemed to them a practical weapon—a glass brick pried out of the
back of a locker in the school gym. Hurled by a strong and practiced
young arm, it could de-activate the robot's headpiece.
When, as they waited in the darkness for a gardener to appear, they
saw a figure moving about in the shrubbery bordering the path, one
of them—neither would say which one it was—let fly. To their horror,
instead of the clang of heavy glass against metal, they heard a
muffled thud as the brick struck flesh and bone. They started to run
away. But after a few paces they forced themselves to return.
It was a girl, and the blow had knocked her flat. Her head was
bleeding badly and she was moaning. Terrified, they knelt beside
her. She gasped once and lay still. One of the boys laid a trembling
hand on her breast, the other seized her wrist. There was no heart-
beat and there was no pulse. On an impulse, the boy holding her
wrist wrenched away her identification disc.
Panic seized them, and they dashed away, utterly forgetting the
brick, which at their first discovery one of them had had the foresight
to kick farther into the shrubbery, out of view. Sick and shaking, they
made their way out of the park and separated. The boy who had the
disc threw it into the nearest sewer-grating.
The next day, after school, they met again and talked it over. Finally
they decided they must go to Fedpol and report; but to protect
themselves they would say only that they had found a dead body.
Day after day, they kept seeing and hearing about the case on the
videaud, and pledged each other to silence. Then suddenly one of
the boys had a horrible thought—they had forgotten that the brick
would show their fingerprints!... They had come desperately to
search for it when Margret overheard them. Kazazian's men found it
without any difficulty; it had been just out of the gardeners' regular
track.
In view of the accidental nature of the whole affair, and the boys' full
confession, they got off easy. They were sentenced to only five
years' confinement in a psychiatric retraining school.
The suspects against whom nothing could be proved were released
and kept under surveillance. Pol Akkra, and all the proved Naturists,
were sentenced to prefrontal lobotomies. Margret Akkra, in return for
her help in solving the mystery, secured permission to take her father
home with her. A purged and docile man, he was quite capable of
the routine duties of housekeeping.
The killing of Madolin Akkra was solved. But one question remained:
how and why had she been in Central Park at all?
The answer, when it came, was surprising and embarrassingly
simple. And this is the part that has never been told before.
Pol Akkra, a mere simulacrum of the man he had been, no longer
knew his living daughter or remembered his dead one. But in the
recesses of his invaded brain some faint vestiges of the past
lingered, and occasionally and unexpectedly swam up to his
dreamlike consciousness.
One day he said suddenly: "Didn't I once know a girl named
Madolin?"
"Yes, father," Margret answered gently, tears in her eyes.
"Funny about her." He laughed his ghastly Zombie chuckle. "I told
her that was a foolish idea, even if it was good Nat—Nat-something
theory."
"What idea was that?"
"I—I've forgotten," he said vaguely. Then he brightened. "Oh, yes, I
remember. Stand barefoot in fresh soil for an hour in the light of the
full moon and you'll never catch cold again.
"She was subject to colds, I think." (About the only disease left we
have as yet no cure for.) He sighed. "I wonder if she ever tried it."
THE END
*** END OF THE PROJECT GUTENBERG EBOOK THE AKKRA
CASE ***
Updated editions will replace the previous one—the old editions will
be renamed.
Creating the works from print editions not protected by U.S.

copyright law means that no one owns a United States copyright in
these works, so the Foundation (and you!) can copy and distribute it
in the United States without permission and without paying copyright
royalties. Special rules, set forth in the General Terms of Use part of
this license, apply to copying and distributing Project Gutenberg™
electronic works to protect the PROJECT GUTENBERG™ concept
and trademark. Project Gutenberg is a registered trademark, and
may not be used if you charge for an eBook, except by following the
terms of the trademark license, including paying royalties for use of
the Project Gutenberg trademark. If you do not charge anything for
copies of this eBook, complying with the trademark license is very
easy. You may use this eBook for nearly any purpose such as
creation of derivative works, reports, performances and research.
Project Gutenberg eBooks may be modified and printed and given
away—you may do practically ANYTHING in the United States with
eBooks not protected by U.S. copyright law. Redistribution is subject
to the trademark license, especially commercial redistribution.
START: FULL LICENSE

THE FULL PROJECT GUTENBERG LICENSE
PLEASE READ THIS BEFORE YOU DISTRIBUTE OR USE THIS WORK
To protect the Project Gutenberg™ mission of promoting the free

distribution of electronic works, by using or distributing this work (or
any other work associated in any way with the phrase “Project
Gutenberg”), you agree to comply with all the terms of the Full
Project Gutenberg™ License available with this file or online at
www.gutenberg.org/license.
Section 1. General Terms of Use and

Redistributing Project Gutenberg™
electronic works
1.A. By reading or using any part of this Project Gutenberg™
electronic work, you indicate that you have read, understand, agree
to and accept all the terms of this license and intellectual property
(trademark/copyright) agreement. If you do not agree to abide by all
the terms of this agreement, you must cease using and return or
destroy all copies of Project Gutenberg™ electronic works in your
possession. If you paid a fee for obtaining a copy of or access to a
Project Gutenberg™ electronic work and you do not agree to be
bound by the terms of this agreement, you may obtain a refund from
the person or entity to whom you paid the fee as set forth in
paragraph 1.E.8.
1.B. “Project Gutenberg” is a registered trademark. It may only be

used on or associated in any way with an electronic work by people
who agree to be bound by the terms of this agreement. There are a
few things that you can do with most Project Gutenberg™ electronic
works even without complying with the full terms of this agreement.
See paragraph 1.C below. There are a lot of things you can do with
Project Gutenberg™ electronic works if you follow the terms of this
agreement and help preserve free future access to Project
Gutenberg™ electronic works. See paragraph 1.E below.

Understanding Psychology 11th Edition Feldman Test Bank instant download all chapter

Uploaded by

Copyright:

Available Formats

You might also like

Understanding Psychology 11th Edition Feldman Test Bank instant download all chapter

Uploaded by

Document Information

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Understanding Psychology 11th Edition Feldman Test Bank instant download all chapter

Uploaded by

Copyright:

Available Formats

Understanding Psychology 11th Edition

Feldman Test Bank

Understanding Psychology 11th Edition Feldman Solutions

Essentials of Understanding Psychology 11th Edition

Essentials of Understanding Psychology 11th Edition

Understanding Psychology 12th Edition Feldman Test Bank

Essentials of Understanding Psychology 10th Edition

Essentials of Understanding Psychology Canadian 5th

Essentials of Understanding Psychology 10th Edition

Understanding Psychology 11th Edition Morris Test Bank

Multiple Choice Questions

APA Goal Outcome: 1.4, 10.2

2. (p. 250) Which of the following is true about mental images?

APA Goal Outcome: 1.2

APA Goal Outcome: 1.2

APA Goal Outcome: 1.2

APA Goal Outcome: 1.2, 4.4, 9.2, 9.3

APA Goal Outcome: 1.2

APA Goal Outcome: 1.2

APA Goal Outcome: 1.2

9. (p. 251) A prototype is:

APA Goal Outcome: 1.2

APA Goal Outcome: 1.2

APA Goal Outcome: 1.2

APA Goal Outcome: 1.2

APA Goal Outcome: 1.2, 3.3, 4.4

APA Goal Outcome: 1.2, 3.3, 4.4

15. (p. 253) Syllogisms are used to study:

APA Goal Outcome: 1.2, 3.3, 4.4

APA Goal Outcome: 1.2, 3.3, 4.4

APA Goal Outcome: 1.2, 3.3

APA Goal Outcome: 1.2, 3.3

19. (p. 254) Consider the following syllogism:

(1) All Houstonians are Texans.

Which of the following alternatives correctly identifies a statement in this syllogism?

APA Goal Outcome: 1.2, 3.3

APA Goal Outcome: 1.2, 3.4

21. (p. 254) Which of the following is true of algorithms?

APA Goal Outcome: 1.2, 3.4

22. (p. 254) Which of the following is true of heuristics?

APA Goal Outcome: 1.2, 3.4

APA Goal Outcome: 1.2, 3.4

APA Goal Outcome: 1.2, 3.4, 4.4

APA Goal Outcome: 1.2, 3.4, 4.4

APA Goal Outcome: 1.2, 3.4, 4.4

APA Goal Outcome: 1.2, 3.4

28. (p. 254) Which of the following is TRUE of heuristics?

APA Goal Outcome: 1.2, 3.4

APA Goal Outcome: 1.2, 3.4, 4.4

APA Goal Outcome: 1.2, 3.1

APA Goal Outcome: 1.2, 3.1

APA Goal Outcome: 1.2, 3.1

APA Goal Outcome: 1.2, 3.1

APA Goal Outcome: 1.2, 3.1

APA Goal Outcome: 1.2, 3.1

APA Goal Outcome: 1.2, 3.1, 4.4

APA Goal Outcome: 1.2, 3.1, 4.4

APA Goal Outcome: 1.2, 3.1, 4.4

APA Goal Outcome: 1.2, 3.1, 4.4