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1. The transfer of past learning to new situations and problems is known
as:
A) negative patterning.
B) acquired equivalence.
C) generalization.
D) discrimination.

2. Lucy was bitten by a small white dog and now she has a fear of all
dogs, regardless of their size or color. This is an example of:
A) negative patterning.
B) acquired equivalence.
C) generalization.
D) discrimination.

3. Martha studied hard for her math test and found that she learned some
study habits that helped her study for her physics test. This is an
example of:
A) generalization.
B) discrimination.
C) sensory preconditioning.
D) negative patterning.

4. Larry is visiting his grandmother and cooking dinner for her. Since his
grandmother has a different model of microwave oven than his, he has
learned that he needs to push a different sequence of buttons on his
grandmother's microwave oven when he wants to use it for cooking.
This is an example of:
A) generalization.
B) discrimination.
C) sensory preconditioning.
D) negative patterning.

5. Howard can tell from the way his baby cries whether she is hungry,
needs changing, is sick, or is tired. This is an example of:
A) generalization.
B) discrimination.
C) sensory preconditioning.
D) negative patterning.

6. The process by which one learns about new categories usually based
on common features is known as:
A) negative patterning.
B) acquired equivalence.
C) generalization.
D) concept formation.

Page 1
 7. Freda once became sick after eating pepperoni pizza. Based on the
idea of a generalization gradient, which food would she be MOST
likely to avoid in the future?
A) spaghetti
B) broccoli
C) ice cream
D) sausage pizza

8. If a generalization gradient were a flat horizontal line, it would mean

that:
A) very little generalization has occurred.
B) a lot of discrimination has occurred.
C) a lot of generalization has occurred.
D) both generalization and discrimination have occurred.

9. Suppose a person reinforces a rat for responding to an 800-Hz tone

and then observes that its response to a novel 750-Hz tone is about
50 percent of its response to the 800-Hz tone. The lower response to
the 750-Hz tone occurs because the rat:
A) cannot tell the difference between the two tones, so it responds
by guessing.
B) expects a 50-percent probability that its response will lead to a
reward.
C) can hear the 750-Hz tone about half as well as the 800-Hz tone.
D) has learned to discriminate between the tones; therefore, it makes
different responses to them.

10. The set of all stimuli that have the same consequence as the training
stimulus is called the:
A) configural node.
B) topographic representation.
C) receptive field.
D) consequential region.

11. A set of stimuli in the world that share the same consequence as the
stimulus whose consequence is already known is referred to as:
A) negative patterning.
B) consequential region.
C) the generalization gradient.
D) learned discrimination.

Page 2
12. The shape of generalization gradients shows that two very similar
stimuli are _____, while two very different stimuli are _____.
A) expected to produce similar consequences; expected to produce
different consequences
B) expected to produce different consequences; expected to produce
similar consequences
C) difficult to tell apart; easy to tell apart
D) easy to tell apart; difficult to tell apart

13. _____ representations use a unique node to represent each individual

stimulus.
A) Discrete-component
B) Distributed
C) Topographic
D) Consequential

14. The form in which information about stimuli is encoded within a model
or brain is:
A) discrete-component representation.
B) stimulus representation.
C) the generalization gradient.
D) the configural node.

15. When a discrete-component representation is used, there is:

A) a lot of generalization.
B) no generalization.
C) no discrimination.
D) no discrimination or generalization.

16. If one trains a discrete-component model to respond to a blue light,

how will it respond to a blue-green light?
A) It will respond as strongly as it does to the blue light.
B) It will respond less strongly than it does to the blue light.
C) It will respond more strongly than it does to the blue light.
D) It will not respond at all to the blue-green light.

17. In a _____ representation, stimuli are represented by overlapping sets

of nodes or stimulus elements.
A) discrete-component
B) distributed
C) topographic
D) consequential

Page 3
18. The theory that states that the probability of a response will increase
or decrease depending on the outcome that follows is:
A) stimulus sampling theory.
B) the law of effects.
C) the connectionist model.
D) distributed representation.

19. An automatic filtering based on information from a large number of

other people's past behaviors is called:
A) distributed representations.
B) collaborative filtering.
C) the generalization gradient.
D) stimulus sampling theory.

20. The process by which websites use a form of generalization to predict

what one would buy is called:
A) discrete-component representation.
B) distributed representations.
C) the generalization gradient.
D) collaborative filtering.

21. In a _____ representation, nodes or neurons responding to physically

similar stimuli are near each other.
A) discrete-component
B) distributed
C) topographic
D) consequential

22. The discrete-component model and the distributed model differ in that
only the:
A) discrete-component model includes input nodes.
B) distributed model includes input nodes.
C) discrete-component model includes an internal representation
layer.
D) distributed model includes an internal representation layer.

23. If one trains a distributed model to respond to a blue light and then
presents it with a blue-green light, it responds to the blue-green light
because:
A) both lights activate the same input nodes.
B) the weights from the input nodes to the internal representation
layer are fixed.
C) both lights activate some of the same nodes in the internal
representation layer.
D) the blue-green input node activates the blue input node.

Page 4
24. Which model(s) can account for generalization?
A) only discrete-component models
B) only distributed models
C) both discrete-component and distributed models
D) neither discrete-component nor distributed models

25. In the network model, each stimulus activates an input node that is
connected by a layer of fixed weights to several nodes. This is known
as:
A) stimulus sampling theory.
B) internal representation.
C) the connectionist model.
D) distributed representation.

26. The mediation of behavior through responses to cues in the world is

known as:
A) stimulus sampling theory.
B) distributed representation.
C) discrimination learning.
D) stimulus control.

27. Sleep experts routinely advise good sleep hygiene that consist of:
A) soothing auditory stimulation.
B) promoting wakeful behavior.
C) limiting one's bedroom stimulus.
D) reading a book to promote relaxation.

28. If two stimuli differ within a single dimension梖or example, tone

frequency梩he paradigm is referred to as:
A) extradimensional discrimination.
B) intradimensional discrimination.
C) the discrete-component model.
D) the generalization gradient.

29. Stimuli that differ across multiple dimensions for example tones and
lights are known as:
A) extradimensional discrimination.
B) intradimensional discrimination.
C) the discrete-component model.
D) the generalization gradient.

Page 5
30. Compared with the generalization gradient that is observed when no
discrimination training is given, the generalization gradient that is
observed after discrimination training is:
A) shallower.
B) steeper.
C) the same.
D) shallower or steeper, depending on the stimulus.

31. In the peak-shift effect, the maximum response during generalization

is:
A) to the nonreinforced stimulus.
B) to the reinforced stimulus.
C) shifted toward the nonreinforced stimulus.
D) shifted away from the nonreinforced stimulus.

32. Suppose one trains a dog to come running for food when one whistles
a 60 dB whistle and also trains the same dog to NOT come running
when one whistles a 70 dB whistle. According to the peak-shift effect,
which whistle would then lead to the dog's fastest running?
A) 50 dB
B) 60 dB
C) 70 dB
D) 80 dB

33. According to Spence, the peak-shift effect occurs because the:

A) observed response is given by the difference between the
excitatory and inhibitory generalization gradients.
B) organism ignores the excitatory generalization gradient.
C) organism ignores both the excitatory and the inhibitory
generalization gradients.
D) observed response is given by the inhibitory generalization
gradient.

34. A training procedure in which difficult discrimination is learned by

starting with an easy version of the task and proceeding to
incrementally harder versions as the easier ones are mastered is
referred to as _____ learning.
A) consequential
B) discrimination
C) errorless discrimination
D) integral

Page 6
35. If parents use training wheels to aid their child in learning to ride a
two-wheeler, they have adopted a variation of _____ learning.
A) consequential
B) discrimination
C) errorless discrimination
D) integral

36. Errorless discrimination learning does have some significant

drawbacks. While it produces _____ and _____ learning of
discriminations, later studies have shown that it is rigid and inflexible.
A) frustration; weak
B) lasting; essential
C) rapid; strong
D) slow; tedious

37. Training in which presentation of two stimuli together as a compound

results in a later tendency to generalize what is known about one of
these stimuli to the other is known as:
A) consequential learning.
B) sensory preconditioning.
C) error discrimination learning.
D) integral learning.

38. What is the name of the phenomenon in which prior presentation of a

compound stimulus results in a later tendency for learning about one
stimulus of the compound to generalize to the other stimulus?
A) acquired equivalence
B) sensory preconditioning
C) discrimination training
D) negative patterning

39. Chloe learned that babies who cry a lot also have trouble sleeping.
When she later learned that babies who have trouble sleeping tend to
be highly intelligent, she inferred that babies who cry a lot are also
highly intelligent. This relationship is an example of:
A) acquired equivalence.
B) sensory preconditioning.
C) discrimination training.
D) negative patterning.

Page 7
40. Suppose one pairs a light and a tone in the first phase of a sensory
preconditioning paradigm. If one then pairs just the light with a food
pellet, such that the light elicits a salivation response, the tone
presented alone will:
A) elicit no response.
B) elicit salivation only if the light is presented at the same time.
C) suppress salivation.
D) also elicit salivation.

41. Gavin often gets punched by Tyler, the school bully. Gavin is also
afraid of Tyler's twin brother, Tristan, since Tristan looks just like
Tyler. This is an example of:
A) similarity-based generalization.
B) meaning-based generalization.
C) negative patterning.
D) sensory preconditioning.

42. Dylan and Aaron both enjoy foreign films. If a person later learns that
Dylan also enjoys riding dirt bikes, the person may infer that Aaron
also enjoys riding dirt bikes. This is an example of:
A) acquired equivalence.
B) sensory preconditioning.
C) discrimination training.
D) negative patterning.

43. According to the text, the compound exposure in phase 1 establishes

an association between the tone and light. In phase 2, the light
becomes associated with the air puff, and this learning is directly
transferred to the tone, too. This is referred to as:
A) similarity-based generalization.
B) meaning-based generalization.
C) acquired equivalence.
D) stimulus generalization.

44. If one uses a red light and a blue light as stimuli in a negative-
patterning task, one would reward responding:
A) to one light but not the other.
B) only when both lights are on at the same time.
C) only to a purple light.
D) to either light alone but not when both are on at the same time.

Page 8
45. Negative patterning is difficult to learn because it requires the
organism to suppress its tendency to:
A) make a motor response.
B) discriminate.
C) categorize.
D) generalize.

46. Aidan plays well with his brother and with his sister, but, when Aidan
tries to play with both of them together, the three of them just end up
arguing. This is an example of:
A) discrimination training.
B) negative patterning.
C) sensory preconditioning.
D) acquired equivalence.

47. A detector for a unique configuration of two cues such as a certain

tone and light is known as:
A) similarity-based generalization.
B) acquired equivalence.
C) negative patterning.
D) configural nodes.

48. In a single-layer network using a discrete-component representation,

negative patterning:
A) is represented by assigning a weight of 1 to one stimulus and a
weight of 0 to the other.
B) is represented by assigning a weight of 1 to both stimuli and a
weight of 0 to their combination.
C) is represented by assigning a weight of 1 to both stimuli and to
their combination.
D) cannot be represented in any way that would make the network
respond correctly.

49. Which statement is TRUE regarding configural nodes?

A) They are part of the input layer of a discrete-component
representation.
B) They are part of the input layer of a distributed representation.
C) They respond only when a combination of input nodes are active.
D) Their connection to the output node has a positive weight.

Page 9
50. In negative patterning, the connection from a configural node to the
output node is given a:
A) negative weight that cancels the weights from the individual cues,
leading to no response to the compound stimulus.
B) negative weight that cancels the weights from the individual cues,
leading to an increased response to the compound stimulus.
C) weight of 0, leading to no response to the compound stimulus.
D) weight of 0, leading to an increased response to the compound
stimulus.

51. A psychological representation of a category of objects, events, or

people in the world is referred to as a:
A) concept.
B) category.
C) prototype.
D) node.

52. A division or class of entities in the world is referred to as a:

A) concept.
B) category.
C) prototype.
D) node.

53. The process by which animals and humans learn to classify stimuli
into categories is known as:
A) discrimination learning.
B) category learning.
C) configural learnaing.
D) negative patterning

54. The rapid expansion of resources required to encode configurations

as their number of component features increases produces:
A) the consequential region.
B) a combinatorial explosion.
C) the generalization gradient.
D) a topographic representation.

Page 10
55. One solution to the problem of combinatorial explosion is to design a
network in which:
A) there is no internal representation layer.
B) nodes in the internal layer can be designated as configural nodes
as needed.
C) the weights between the input nodes and the internal layer are
fixed weights.
D) the weights between the output nodes and the internal layer are
fixed weights.

56. The central tendency of an idealized version of a concept or category

is referred to as the:
A) structure.
B) category.
C) concept.
D) prototype.

57. _____ is a logical inference that is probably true and is usually based
on attempts to draw a general rule from one or more specific
instances or premises.
A) Discrimination learning
B) Inductive reasoning
C) Inductive inference
D) Negative patterning

58. It is obvious that all criminals have mothers. However, it is untrue that
people who have mothers are criminals. This is an example of what
type of reasoning?
A) inductive inference
B) natural categories
C) negative patterning
D) inverse reasoning

59. Which statement is TRUE regarding the primary sensory cortices?

A) There is a specific cortical region dedicated to processing
information from each sensory modality.
B) Each region of the cortex responds preferentially to a particular
type of stimulus.
C) Neighboring cortical regions respond to similar stimuli.
D) All of the statements are true.

Page 11
60. The homunculus in S1:
A) exaggerates some parts of the body and de-emphasizes others.
B) represents each body part equally.
C) represents the feet at the base of the cortex and the head at the
top of the cortex.
D) has no representation of the face.

61. The receptive field properties of A1 neurons can be explained by:

A) the consequential region.
B) the homunculus.
C) distributed representations.
D) discrete-component representations.

62. If one lesions the primary auditory cortex of a cat, the cat will:
A) not be able to respond to any tones.
B) be able to respond only to a particular tone.
C) not be able to discriminate between different tones.
D) not be able to generalize different tones.

63. If one lesions the primary auditory cortex of a cat, the generalization
gradient:
A) becomes negative.
B) acquires two or more peaks.
C) acquires a much sharper peak.
D) flattens out.

64. If a tone and shock are repeatedly paired, neurons in A1:

A) reduce their responding to the tone.
B) change their best frequency to correspond with that of the tone.
C) do not change their response to the tone.
D) reduce their response to tones of similar frequency.

65. The different sensory cortices receive information about:

A) whether a salient event has occurred.
B) the other sensory modalities.
C) the nature of an important consequence.
D) the type of response to make.

Page 12
66. The nucleus basalis:
A) provides information regarding whether consequences are good or
bad.
B) selects what information enters memory and how it is to be
encoded by other brain regions.
C) sends output to the cortex to enable cortical remapping.
D) compresses redundant or unimportant information.

67. Damage to the basal forebrain can cause what type of disorder?
A) dissociative fugue
B) anterograde amnesia
C) retrograde amnesia
D) cortical remapping

68. _____ is a neurotransmitter that has many functions in the brain,

including the promotion of neural plasticity.
A) Acetylcholine
B) The nucleus basalis
C) The amygdala
D) Serotonin

69. The hippocampus and associated brain regions, including the

entorhinal cortex and dentate gyrus, are known as the:
A) amygdala.
B) hippocampal region.
C) parahippocampal region.
D) perirhinal cortex.

70. The medial surface of the temporal lobe that contains the
hippocampus, the amygdala, and other structures important for
memory is referred to as the:
A) medial temporal lobe.
B) hippocampal region.
C) parahippocampal region.
D) perirhinal cortex.

Page 13
71. Suppose a person lesions the hippocampus of a rabbit. The person
presents a blue light and a yellow light together for several trials, and
then presents just the yellow light followed by a shock until the rabbit
is startled by the yellow light alone. How will the lesioned rabbit
respond if the person now presents just the blue light?
A) It will startle to the blue light, but not as strongly as it does to the
yellow light.
B) It will startle just as strongly to the blue light as it does to the
yellow light.
C) It will startle even more strongly to the blue light than it does to
the yellow light.
D) It will not startle to the blue light at all.

72. In a sensory preconditioning experiment, lesions to the hippocampal

area lead to a(n) _____ in the CR in the _____ exposure condition.
A) decrease; compound
B) increase; compound
C) decrease; separate
D) increase; separate

73. Lesions of the hippocampal region lead to:

A) enhanced acquired equivalence.
B) impaired acquired equivalence.
C) increased generalization between stimuli that have co-occurred in
the past.
D) enhanced latent inhibition.

74. Gluck and Myers have proposed a model of the hippocampal region in
which the hippocampus:
A) compresses useful or predictive information.
B) expands redundant or unimportant information.
C) stores the stimulus杛esponse associations that control motor
outputs.
D) selects what information enters the memory and how it is to be
encoded.

75. According to Gluck and Myers' model, the hippocampal region should
be MOST active:
A) throughout training.
B) at the end of training.
C) early in training.
D) after an association has been learned.

Page 14
76. Which characteristic is seen in people with schizophrenia?
A) increased activity in the hippocampus
B) smaller volume of the hippocampus
C) normal shape of the hippocampus
D) overgeneralization of learned associations

77. On an acquired-equivalence task, people with schizophrenia:

A) perform as well as controls but take more time.
B) cannot perform any part of the task.
C) perform normally only in the third phase.
D) can learn the initial discrimination but cannot generalize in the
third phase.

78. In people with schizophrenia, antipsychotic medications appear to:

A) remove the enhanced acquired-equivalence effects that are
normally present.
B) increase even more the enhanced acquired-equivalence effects
that are normally present.
C) remove some of the acquired-equivalence deficits.
D) increase some of the acquired-equivalence deficits.

79. Which finding confirms Gluck and Myers's prediction regarding the
role of the hippocampus in generalization?
A) People with schizophrenia display reduced acquired-equivalency
effects.
B) Antipsychotic medications can affect acquired equivalence.
C) Activity in the hippocampus during generalization trials on an
acquired-equivalency task is correlated with accuracy.
D) Activity in the hippocampus during learning trials on an acquired-
equivalency task is correlated with accuracy.

80. Suppose one gives the following information to a patient with

schizophrenia: Joe is taller than Frank; Frank is taller than Jim; Jim is
taller than Mike; and Mike is taller than Steve. With which comparison
would the patient have the MOST difficulty?
A) comparing Joe with Frank
B) comparing Steve with Jim
C) comparing Frank with Mike
D) comparing Mike with Steve

Page 15
81. _____ is a tendency to ignore information that conflicts with prior
belief and focus on information that is consistent with that belief.
A) Discrimination
B) Stereotypes
C) Confirmation bias
D) Racism

82. If a business owner continues for years to hire people who have
Harvard degrees, never realizing that he would have done better if he
had hired a brilliant summa cum laude from a local university who he
didn't bother to interview, what is the business owner exhibiting?
A) discrimination
B) stereotypes
C) confirmation bias
D) racism

83. Which statement is TRUE of stereotypes?

A) They are problematic mainly when they are not applied rigidly
enough.
B) They are rarely useful for guiding behavior.
C) They reflect one's basic tendency to generalize in order to predict
future events.
D) All of the statements are true.

84. _____ and _____ are fundamental tools for one's survival.
A) Discrimination; stereotypes
B) Generalization; categorization
C) Confirmation bias; risk association
D) Racism; concept formation

85. _____ is a set of beliefs about the attributes of the members of a

group.
A) Discrimination
B) Stereotype
C) Confirmation bias
D) Racism

Page 16
Answer Key

1. C
2. C
3. A
4. B
5. B
6. D
7. D
8. C
9. B
10. D
11. B
12. A
13. A
14. B
15. B
16. D
17. B
18. B
19. B
20. D
21. C
22. D
23. C
24. B
25. B
26. D
27. C
28. B
29. A
30. B
31. D
32. A
33. A
34. C
35. C
36. C
37. B
38. B
39. B
40. D
41. A
42. A
43. B
44. D
45. D
46. B
47. D
48. D

Page 17
49. C
50. A
51. A
52. B
53. B
54. B
55. B
56. D
57. C
58. D
59. D
60. A
61. C
62. C
63. D
64. B
65. A
66. C
67. B
68. A
69. B
70. A
71. D
72. A
73. B
74. D
75. C
76. B
77. D
78. C
79. D
80. C
81. C
82. C
83. C
84. B
85. B

Page 18
Another random document with
no related content on Scribd:
 120. The Boy and his Master. [Note]

Richard Morgan, Santa Cruz Mountains.

Der is Old Witch. One boy larnin’ old witch, too. De man want a book-
clerk. De boy go to him and said, “You want a book-clerk, sir?” An’ say,
“Yes, but you cannot read?” Boy say no, an’ say, “All right, you shall be
my clerk.” He never trouble de boy on de book for a long time. When he
going tek up de book, ’e say, “Oh-h-h-h! you expect to be my master!”
an’ de man say, “Go home!”

Him mudder an’ fader was poor. He said, “Ma, I gwine to turn a fat pig
tomorrow; kyar’ me go sell, don’ lef’ de rope on me.” He ma get two
pound. Nex’ day he say, “Ma, I gwine to turn a pretty mare; kyar’ me
sell me, don’ lef’ de rope.” When de fader get part of de way, he meet a
man. De man say, “Ho-o-o, what a pretty mare! How much you
want?”—“One hundred.” De ol’ man go to tek off de rope. De man said,
“What a damn fool is you! I buy de mare an’ you want de rope!” De Old
Witch [154]tek de mare. At de same time de Old Witch know dat de
mare is de boy an’ de boy know dat is de Old Witch. So he hitch him in
de market an’ gwine in de shop to tek a drink. Some school-children
gwine past. De mare said, “Do, you kyan’ slip off dis rope off me head?”
De chil’ren said, “’top! you ever hear a horse talk?” De mare said,
“Never mind! you slip it off.” As dey slip off de rope, de mare gallop
away. De chil’ren call out, “You’ mare get away!”

De Old Witch come out. He turn a stallion, an’ two race fo’ it. An’ de
mare up again a pigeon-hawk an’ she fly. De Old Witch turn a big fowl-
hawk an’ dey sail in de air. De mare turn a dove an’ sail till she ’py a
house wid glass windeh. De dove sail right t’ru de windeh, drop into a
woman lap; de dove turn a ring, get on de woman finger. De fowl-hawk
fly exactly to de door. When de hawk fly away, de ring come off de
finger an’ turn de boy an’ tell de woman a man will come here in de
mo’ning; he will have her marry fo’ dis ring, but don’ receive it. Nex’ day
de boy turn de ring, get on de finger. De man dribe up an’ said, “You
have a ring here?” De woman said yes. He said, “I give you one
husband,” an’ de woman said yes and slipped off de ring to give to de
man. De ring drop on de floor an’ turn a corn-grain. De man come out
of de buggy, turn a rooster to pick up de corn-grain. De corn-grain jump
up, turn a puss an’ wipe off de cock head. So dat de boy get up and tek
de buggy an’ go to de Old Witch yard and tek all what he get.

So de boy learn one mark more dan de Old Witch.

[Contents]
 121. The Language of Beasts. [Note]

Richard Morgan, Santa Cruz Mountains.

One boy was along wid a man. He was a shepherd boy; every
Wednesday he go in de wilderness go look after his master sheep. He
saw one snake. De snake said, “Do, I beg you carry me go to me fader;
but when you go, if me fader give you money, don’ you tek it, but ax him
to give you de knowledge of every animal.” So de boy tek de snake to
his fader. When he go, de snake ax him if he want money. He said, “No,
I wan’ to understan’ de knowledge of every animal.” De snake tol’ him
to lie down, an’ he spit in his mouth an’ tol’ him whatever animal dat he
hear talk he mus’ not tell it to nobody, fo’ de day he venture to talk it he
shall surely die.

De odder Wednesday he went de same place, he saw some [155]pigeon

on one tree. De pigeon was cooing, an’ de pigeon tell him he mus’
come an’ dig under de tree an’ he will fin’ a lot of money. De boy went
an’ dig, an’ he fin’ de money. He tek it home to his master. His master
deliver all dat money to him, he tek it, settle himself an’ married a wife.

One evening him an’ his wife went for a ride. He was before, de lady
was behin’. De horse turn round and whicker to de mare which de lady
was riding. De mare answer him an’ said, “I kyan’ go wid you; for you, it
is two of you, but me, it is four of us. I have to carry meself an’ me colt,
de missis an’ de missis baby in her, so I cannot walk fas’ as you.” De
man turn roun’ an’ laugh. De lady said, “Why de reason let de two
animal whicker an’ you look pon me an’ laugh? Der is somet’ing in dis
matter!” She nag her husband to tell her de meaning why mek him
laugh. De husband said to her, “De day dat I tell you, I will surely die.
Sen’ for a carpenter mek me box an’ den I wi’ tell you!” De carpenter
come mek de box, an’ he went an’ lie down in it.
He got one rooster in his yard. De rooster come near de box an’ begin
to crow. De missis said, “Oh, go away! makin’ such a noise over yo’
master head!” De master said, “Let de bird stay!” De rooster said to his
master, “Master, you fool to gi’ up yo’ life fo’ de count of woman! Look
how much wife I have in de worl’, an’ de least nonsense all of dem
come round me, I begin to peck ’em an’ walk away from dem. So,
Master, you come out of de box an’ tek yo’ supple-jack an’ go in de
house give yo’ wife two good lick, an’ den you fin’ if she would ’noy you
again.” De man do so. He got up, he went in de house, he tek de
supple-jack an’ hit her t’ree lick over de shoulder; an’ from dat day de
woman never ax him a word again.

[Contents]
 122. The Three Pieces of Advice. [Note]

Richard Morgan, Santa Cruz Mountains.

Der is a man; he married; he got t’ree chil’ren, he became poor. He said

to his wife, “I goin’ to look somet’ing to do.” She said, “Yes, me dear
husban’.” He went an’ walk one hundred mile. When he got to a pen de
master said, “You little too late; I jus’ got a butcher dis mo’ning.” He
walk anodder one hundred mile an’ when he go he succeed a butcher.
He was doin’ his work one year, never drew no money—one hundred
pound a year. When de year was up, de missis said to him, “Out of you
money an’ t’ree advice, which one you rather?” He said, “I rather [156]de
t’ree advice.” She give him one revolver an’ give him a loaf of bread an’
give him some money to serve him on de way; was not to touch de
bread till him get home. De t’ree advice—“Not to forsake de bridge
which you cross; not to interfere in politics; you mustn’t in haste in
temper.” An’ him tek his journey.

When he was going, he went to tek anodder road; he remember de first

advice, mustn’t forsake de bridge which he cross. He go on a little
furder. He saw some people beatin’ one dead man; he went to call to
dem, but he remember de second advice. He pass. When he go on till
he saw his home, he saw his wife an’ his chil’ren an’ a man walkin’ side
on side. He took de revolver to shoot de man, he remember de t’ird
advice; de missis said, “You mus’ not haste in temper,” an’ he put it by.
When he went on a little furder, it was his wife bredder hear dat de
husband was not at home, so come to look for his sister.

When dey goin’ in de house he began to tell how many mile he went,
an’ he say to his wife, “De missis gave me t’ree advice, out of me
money which of dem I rather; I said I rather de t’ree advice, and she
give me dis loaf of bread; not to cut it till I reach home, but she give me
my pocket-money.” De wife said, “What about de t’ree advice an’ lef’ yo’
money.” De husband said, “I can’t help it.” De chil’ren cry out, “Papa,
cut de bread! papa, cut de bread!” Tek de knife, an’ after him cut de
bread, de one hundred pound scatter out upon de table.

So de t’ree advice, if he turn a different road he never will see home.

De second advice, doze people was beating de dead man, if him was
to call to ’em, dem people would destroy him. An’ de t’ird advice, he
would shoot his own bredder-in-law.

[Contents]
 123. Three Brothers and the Life-tree. [Note]

Richard Morgan, Santa Cruz Mountains.

A woman got t’ree son. One day he said, “Mamma, I gwine out to seek
fe’ a little work.” She said, “Yes, me chile, but care me little last son!” De
mudder bake two pone an’ after dey travel, de little bredder said,
“Bredder, I hungry!” He said, “De only way you will get dis pone, let I
pluck out one of yo’ eye.” De little boy said, “Pluck it out now,” an’ he
did so. After dey walk a far way again, de little bredder cry out,
“Bredder, I hungry!” He said, “De only way you will taste de odder
piece, let I pluck out de odder eye.” De little boy said, “What mus’ I do
after I hungry?” An’ him pluck out de odder eye an’ gi’ him de balance
of pone lef’. An’ de two bredder walk, lef’ dat poor one. [157]

When night come, he went feeling. He feel a tree. He went up into de

tree. After midnight, he hear people talkin’ come on an’ stop right under
de tree. So i’ was two duppy. One king from de day de king was born,
he blin’. De duppy said, “If people know dat dis tree was a life tree, dey
would tek it an’ cure de king eye.”

Me’while de poor blin’ boy hearing dem. De boy feel an’ tek de leaf an’
rub his two eye. De two eye were open. De boy came down. Nex’ day
morning tek two of de leaves an’ went to de king yard. After he went de
soldier said, “My man, what you want?” He said, “I want to see de king.”
Dey let him in. When he gwine to de king he said, “O king!” He said,
“What do you want?” De boy said, “I hear dat yo’ eye blind; I come to
open it.” He said, “O my boy, you cannot open my eye again!” De boy
said, “I will open it; but when I rub it you mus’ not mek alarm.” De boy
took de leaf out of his pocket and rubbed de king eye. De king eye
were open, an’ de king let de boy married to his daughter.
An de same week dem two bredder which injure his little bredder eye
hear dat de same young king which married lately have plenty of work.
So de two bredder went in an’ ax fe work. De king said, “O me men, if
you come a little sooner! my son-in-law jus’ go down to de village.” Dey
went down after him. When de men go down, ’ey saw him own bredder
an’ do not know him at all. Dey said, “Good-morning, king!” Dey said,
“Yo’ fader-in-law send we down here to get some work.” De king said,
“Oh, yes!” He said, “Seem like you feel hungry.” Dey said, “Oh, yes,
king!” He let de people den pick some breadfruit an’ dey roast it.
Me’while dey eating dey was talkin’. De king said, “But, my men, where
is de odder bredder that travelled togedder?” He said, “He knock up in
de way, so we have to leave him; so we don’ know whether if he alive
or not.” De king said, “Dis is yo’ lost brother which you pluck out de eye
for that two piece of pone!” An’ dey was ’stonish.

So de bredder said all how him get de eye open, an’ dey never stop to
work again; dey travel on to de said life tree, an’ when dey get dere,
dey go up in de tree. Part of de night dey hear two somebody talkin’;
soon as dey ketch to de tree dey stop dere to res’. One of de duppy
said, “But you know, dis odder night when we was talkin’ here, some
one mus’ hear me when I was talkin’ ’bout dis life tree, for I hear dat de
king eye open.” An’ after he said dat, one said, “I scent fresh blood!” an’
he [158]run right up in de tree an’ ketch de two men an’ break dem neck.

An’ come to a time de king an’ his wife go pay de mudder a visit. An’ ’e
mudder askin’ for de rest. He tell his ma all what de bredder hev done
to him, an’ if don’t two duppy, ’he never would see him no more.

[Contents]
 124. The Skilful Brothers. [Note]

Richard Morgan, Santa Cruz Mountains.

One woman got t’ree son. One of de son name Look-up-in-de-sky, de

odder one name Fling-me-stick, de t’ird one name Brer Buck. One day,
Look-up-in-de-sky saw a eagle flyin’ away wid de mudder. He said,
“Fling-me-stick, de eagle tek away me mudder!” Fling-me-stick lick out
of de eagle mout’. Brer Buck stoop down an’ ketch de mudder. An’ de
mudder lef’ t’irty pound fe t’ree of dem. Out of doze t’ree son, which of
dem deserve de money?

Some said, “Look-up-in-de-sky deserve it!” Odder said, “Fling-me-stick!”

De nex’ one said, “Brer Buck!” But if Look-up-in-de-sky didn’t see de
mudder, de eagle would fly away wid her. If Fling-me-stick didn’t fling
an’ lick out de mudder out of de eagle mout’, she would be gone. If Brer
Buck didn’t stoop down an’ ketch de mudder, she would mash up. So,
out of de t’ree of dem, de t’ree deserve de ten pound apiece.

[Contents]
 125. The Three Sillies. [Note]

Charles Roe, Maroon Town, Cock-pit country.

There was a young man one day was courting a young lady. So when
he got to the house, it was one of the young ladies and father and
mother in the yard. So the mother said to the daughter, “You mus’ go
look for some orange for the gentleman breakfas’.” So when the young
lady gone, the mother wait till she catches the young lady come with
the orange. So when she (the mother) come, she say, “Hi! what you
doing so long you can’t come with the orange?” So the young lady say
to her, “Mamma, me considering when me have the first pic’niney, what
fe gi’ ’im name. So the mother say, “Yes, missis.” So they sit down and
was considering the name. So the father wait until he can’t see them
come. Him start, an’ when he go to orange tree him say, “Hi! what you
so long you can’t come yet?” The mother say, “Me husband, me an’ me
daughter considering what to give the [159]first pickney name.” So the
father sit down and say, “Yes, missis, we consult now.”

So the man there waiting say, “Let me see what these three people
gone look for orange in the house, can’t come yet!” So when he come
he say, “What you a doing so long? You no come pick this orange fe
me, I hungry killing me at the yard.” Said young lady, “My dear, we
considering the first pickney we have, what mus’ we give him name.”
The young man said, “I goin’ away. So if I meet t’ree fool as unoo (you),
I will come back an’ marry you.”

So he start, an’ when he get to the firs’ cross-road, he see one man he
wet him finger an’ pick it up an’ grab it out of the road. So he say, “What
you doing?” The man say, “I pick up the gravel out of the road, see if I
could pick out all of the gravel out of the road.” The man say, “I saw one
fool!”
Him pass him an’ go on, till he see another one cut two stick an’ hol’ up
his trousers an’ run jump see if he can jump into his trousers. So he
say, “Oh! you fool, hol’ your trousers an’ put you’ two foot in. This make
two fool I have buck up since I leave the other three fool!”

So pass this one an’ go on to the sea-side an’ see another one get a
pan an’ fetch out water, see if he could dry the sea. So him say, “Well
done, O you fool! This make three fool since I lef’ the other three fool
behin’. How mus’ you dry the sea? You may fetch water until you are
dead you never may dry the sea.”

So then he turn back. So when he got back he say, “Well, my dear, I

buck up three fool fooler than you three; so I come back to marry you.”

[Contents]
 126. A Misunderstanding. [Note]

Florence Tomlinson, Lacovia.

There was a gentleman engaged to a young lady and he was out riding
one evening. And the young gentleman made the lady believe he was
rich, go along to a logwood property and told her ’all was his’. And go
on an’ go on an’ come to another property covered with stock—cow
and sheep—and told her it was his. That was two property now. And
went to the next property where were horses and mules, and said
(wiping his face), “All these are mine, me dear.” The lady believed he
was rich, and they got married and went home and lived together until
all the house things were going, all the crockery was going, want a
fresh supply. And she [160]said to him, “Me dear, everything is going
now, want a fresh supply. Let me have some money.”

“No, me dear, I havn’t got any.”

“Then why don’t you sell some of the things off some of the property?”

“Oh, I have no property, me dear!”

“Yes! don’t you remember when we used to go out riding you showed
me three properties? One had logwood, one had cows and sheep, and
the next had horses. Why don’t you sell some of those things?”

“Oh, ho! ho! ho! ho! me dear, I wipe with me pocket handkerchief and I
mean me whiskers!”

[Contents]
 127. Big-head, Big-belly, and Little-foot. [Note]

a. Arthur Brown, St. Ann’s Bay.

Once there was a man have three sons, one name Big-head, one
name Big-belly, one name Little-foot. Dey went for a walk one evening.
Big-head saw a berry-tree. He went up on it an’ pick one of de berry an’
taste it. Big-belly ask him if it sweet. He bow his head; his head drop
off. Big-belly laugh at him till his belly burst. Little-foot start running
home to tell the news, his foot broke. That was the end of the three.

b. James Smith, Claremont, St. Ann.

Three little brother went out to catch meat. So them hunt till the day
was in and caught nothing. Return home hungry and jokify, coming out
of the forest saw a tar-apple tree have on two fruit on it. Big-Belly
couldn’t climb. Maugre-Foot couldn’t climb. Maugre-Neck climb the
tree, pull the first fruit, eat off that one. Pull the second fruit, bite it and
tempting the others, his little head broke off fell on the ground. Big-belly
laugh till him belly pop. Maugre-Foot set out run fo’ carry home the
news, till him little foot broke off a pass.

Jack man dory, this story done!

[Contents]
 128. The Goat in the Lion’s Den. [Note]

Henry Spence, Bog, Westmoreland.

Goat wid two kids were trabbling one day long trabbling, an’ trabble till
almost evening, an’ rain commence to fa’ now. So [161]’eh see a great
rock, an’ mudder an’ two kids went under de rock to shelter, didn’t know
dat was de lion house. So de lion see de t’ree goat coming, he grunt
like a great rolling. De mudder of de goat frighten. ’he said to de lion,
“Good-evening, minister!” an’ de lion tell him “Evening.” An’ he said to
de lion him looking fe a minister to baptize dese two kids, an’ say, want
to give dese two kid a name. De lion said to him, “Dis one name is
‘Dinner’ an’ dis one name is ‘Breakfas’ tomorrow’ an’ you, de mudder,
name is ‘Dinner tomorrow’!”

So after him get dese t’ree name, de goat was well frighten how to
come out back; an’ de two kid hear de name dem got, so de heart
commence to leap bup, bup, bup! De lion ax de mudder what’s de
matter wid de two kid. De mudder said, “As de room is so hot, dey
seem terrify.” An’ de mudder said as dey is in heah, kyan’ go, if he
would jus’ allow de two kid to go outside get a little air. De lion agree,
until when dinner-time come on ’em mus’ go in back. An’ de mudder
whisper to de two kid mus’ mek de way as sharp as ever dey can mek it
befo’ dusk. So when de lion see it coming on evening an’ no see de two
kid come back, commence to roll again, she commence wonder how
dem stay out too long, so ax de lion if de lion allow him to go bring dem
back in befo’ de time too late. De lion agree. An’ when de mudder go
out, neber see one back—eb’rybody gone!

Meaning of dat, a woman have more knowledge dan a man.

[Contents]
 129. The Donkey, the Cat and the Lion’s Head.
[Note]

Joseph Macfarlane, Moneague, St. Ann.

One day a donkey an’ a cat was out trab’ling an’ when dey went half
way, dey saw some lion head, an’ de cat pick i’ up, put i’ in de donkey
hamper. An’ when dey went round de corner, dey saw two lions working
on de road, an’ dey lef de hamper roun’ de corner wid de lion head. De
lions said, “We are jus’ having breakfas’!” De Donkey an de Cat said,
“We have plenty!” Donkey said, “Brer Puss, you go tek up de lions’
heads fe see which one we eat to-day.” Puss went, took up de head an’
said, “Dis one?” Donkey said, “De odder one.” An’ said, “Dis one?”
Donkey said, “De odder one,” till dey count about twenty (when it was
only one). De lions whisper to each odder, say, “Dey kill so many lion
one day, what you t’ink of we couple?” An’ dey eat an’ went home. [162]

[Contents]
 130. Clever Molly May. [Note]

Emily Alexander, Mandeville.

Once Anansi went out to invite a friend to dinner. Little Molly May was
his servant, so he left her to roast a turkey for dinner. Anansi filled the
wine-jug, laid the table, put on his frock coat and his top hat, took his
walking-stick and went out for his friend. Molly May roasted the turkey.
Seeing that it looked so nice and charming, she thought that she would
take a piece; so she did, and it tasted so nice she took another piece.
That tasted so nice she took a next piece and a sip of the wine, and
she sipped and tasted till at last she had eaten up the whole turkey and
drunk the whole of the wine.

She saw the master coming; so she ran in swift haste, took up the
bones, fixed them nicely in the dish, covered the dish, and carried it
and laid it on the table. When the master came, he sent the visitor into
the house and said to Molly May, “Hullo, deh! everyt’ing all right?” She
said, “Yes, sah! all is right.” So the master took up the carving-knife and
went outside to sharpen it. Molly ran inside and told the visitor that the
master was sharpening the knife to cut off one of his hands; the visitor
in swift haste left the house. Then Molly went outside and told the
master that the visitor had eaten all the turkey and drunk the wine. The
master ran through one door and, seeing all the bones on the table,
went through the other. The visitor was running for his life and Anansi
went running after him, calling “Leave one! leave one!” He meant leave
one (side of) the turkey, but the visitor thought he meant one of his
hands, so he ran for his life.
[Contents]
 131. Dancing to Anansi’s Fiddle. [Note]

Sarah Vassel, Bog, Westmoreland.

Assono a run a gang. Assono sen’ one of de men for water. When he
go a take water, him couldn’t take it; Anansi play fiddle into de water-
hole—

“Zing a little ting!”

T’row down de gourd an’ begin to dance. Assono a come to look fe de

man. When he come, (Anansi stop playing). He call to him say, “Massa,
no quarrel!” Him come give de massa de gourd a go fill it. Anansi begin
playing. De Massa t’row down de gourd, begin dance. Assono dance till
him drop. Anansi cut off him head an’ tek de head make a water-cup.
[163]

[Contents]
 132. Anansi claims the dinner. [Note]

Edward Daley, Mandeville.

Anansi an’ certain number of men was going to a certain place. Certain
men give dey own names; Anansi start to give his name now, said,
“Mine is ‘Dem-men-came-here-las’-night’.” When deh get where deh go
to, deh bring out dinner. Deh say it is for ‘de-men-came-here-las’-night’.
Anansi claim de dinner, an’ nobody else get any.

[Contents]