Professional Documents
Culture Documents
Full download Test Bank for Mastering the World of Psychology, 6th Edition,Ellen Green Wood, Samuel E. Wood Denise Boyd file pdf free all chapter
Full download Test Bank for Mastering the World of Psychology, 6th Edition,Ellen Green Wood, Samuel E. Wood Denise Boyd file pdf free all chapter
Full download Test Bank for Mastering the World of Psychology, 6th Edition,Ellen Green Wood, Samuel E. Wood Denise Boyd file pdf free all chapter
https://testbankbell.com/product/solution-manual-for-mastering-
the-world-of-psychology-6th-editionellen-green-wood-samuel-e-
wood-denise-boyd/
https://testbankbell.com/product/test-bank-for-mastering-the-
world-of-psychology-4th-edition-samuel-e-wood/
https://testbankbell.com/product/test-bank-for-the-world-of-
psychology-7th-edition-samuel-e-wood/
https://testbankbell.com/product/solution-manual-for-mastering-
the-world-of-psychology-5th-edition-by-wood/
Solution Manual for The World of Psychology 7th Edition
by Wood
https://testbankbell.com/product/solution-manual-for-the-world-
of-psychology-7th-edition-by-wood/
https://testbankbell.com/product/test-bank-for-lifespan-
development-6th-edition-denise-boyd/
https://testbankbell.com/product/test-bank-for-laboratory-manual-
for-anatomy-physiology-6th-by-wood/
https://testbankbell.com/product/structural-wood-design-2nd-
aghayere-solution-manual/
https://testbankbell.com/product/test-bank-for-communication-
mosaics-an-introduction-to-the-field-of-communication-7th-
edition-by-julia-t-wood/
Test Bank for Mastering the World of
Psychology, 6th Edition,Ellen Green Wood,
Samuel E. Wood Denise Boyd
Full chapter at: https://testbankbell.com/product/test-bank-
for-mastering-the-world-of-psychology-6th-editionellen-
green-wood-samuel-e-wood-denise-boyd/
Test Bank for Wood 6e
Chapter 2: Biology and Behavior
Multiple Choice
2. Which of the following imaging techniques would be best for studying the activity of one
single neuron?
a) CT scan
b) PET scan
c) microelectrodes
d) magnetoencephalography
Answer: c
Skill Level: Evaluate
Difficulty: Easy
Learning Objective: 2.1.1: Describe what the electroencephalogram (EEG) reveals about the
brain
Topic: Discovering the Mysteries of the Nervous System
3. The can monitor the activity of a single neuron, or activity within it.
a) microelectrode; stimulate
b) EEG; inhibit
c) microwire; stimulate
d) PET scan; stop
Answer: a
Skill Level: Analyze
Difficulty: Easy
Copyright © 2018, 2014, 2011 Pearson Education, Inc. All rights reserved.
1
Learning Objective: 2.1.1: Describe what the electroencephalogram (EEG) reveals about the
brain
Topic: Discovering the Mysteries of the Nervous System
Copyright © 2018, 2014, 2011 Pearson Education, Inc. All rights reserved.
2
Answer: d
Skill Level: Analyze
Difficulty: Easy
Learning Objective: 2.1.1: Describe what the electroencephalogram (EEG) reveals about the
brain
Topic: Discovering the Mysteries of the Nervous System
5. When wanting a record of electrical activity in the brain in the form of brain waves, a (an)
machine would be used.
a) electroencephalogram
b) microelectrode
c) computerized X-ray
d) electrowave spectral imager
Answer: a
Skill Level: Analyze
Difficulty: Moderate
Learning Objective: 2.1.1: Describe what the electroencephalogram (EEG) reveals about the
brain
Topic: Discovering the Mysteries of the Nervous System
6. Dr. Solomon wants a record of the electrical activity in her patient’s brain during an epileptic
seizure. She would schedule the patient for a appointment.
a) magnetic resonance imaging
b) electroencephalograph
c) positron-emission tomography
d) microelectrode testing
Answer: b
Skill Level: Apply
Difficulty: Easy
Learning Objective: 2.1.1: Describe what the electroencephalogram (EEG) reveals about the
brain
Topic: Discovering the Mysteries of the Nervous System
7. Eight-year-old Daria was having some disturbances in her sleep, so her parents took her to a
children’s hospital to undergo various tests. She recalls sleeping in the hospital room with a
bunch of wires stuck to her scalp. What technique was used in Daria’s sleep study?
a) EEG
b) MEG
c) PET
d) SPECT
Answer: a
Skill Level: Apply
Difficulty: Moderate
Learning Objective: 2.1.1: Describe what the electroencephalogram (EEG) reveals about the
brain
Topic: Discovering the Mysteries of the Nervous System
Copyright © 2018, 2014, 2011 Pearson Education, Inc. All rights reserved.
3
8. Dr. Pardue wants to identify the precise neuronal origin of her patient’s epileptic seizures.
She will be using a (an) to determine this.
a) iEEG
b) fMRI
c) iPET d)
EEG
Answer: a
Skill Level: Apply
Difficulty: Moderate
Learning Objective: 2.1.1: Describe what the electroencephalogram (EEG) reveals about the
brain
Topic: Discovering the Mysteries of the Nervous System
10. Which of the following uses X-rays to detect various abnormalities of the brain including
injury sites, tumors, and evidence of recent strokes?
a) Intracranial EEG
b) Magnetic resonance imaging
c) Computerized axial tomography
d) Electroencephalogram
Answer: c
Skill Level: Evaluate
Difficulty: Easy
Learning Objective: 2.1.2: Summarize how researchers use imaging techniques to study the
nervous system
Topic: Discovering the Mysteries of the Nervous System
11. The is a diagnostic scanning technique that produces high-resolution images of the
structures of the brain.
a) MRI
b) EEG
c) PET d)
X-ray
Answer: a
Skill Level: Understand
Difficulty: Easy
Copyright © 2018, 2014, 2011 Pearson Education, Inc. All rights reserved.
4
Learning Objective: 2.1.2: Summarize how researchers use imaging techniques to study the
nervous system
Topic: Discovering the Mysteries of the Nervous System
12. The maps patterns of blood flow, oxygen use, and glucose consumption in the brain.
a) CT scan, computer axial tomography,
b) MRI, magnetic resonance imaging,
c) EEG, electroencephalogram,
d) PET scan, positron-emission tomography,
Answer: d
Skill Level: Understand
Difficulty: Moderate
Learning Objective: 2.1.2: Summarize how researchers use imaging techniques to study the
nervous system
Topic: Discovering the Mysteries of the Nervous System
14. The CT scan would be a good choice to look for which of the following?
a) A tumor in the brain
b) Abnormal brain activity
c) A sleep disorder
d) Individual neuron bundles
Answer: a
Skill Level: Analyze
Difficulty: Moderate
Learning Objective: 2.1.2: Summarize how researchers use imaging techniques to study the
nervous system
Topic: Discovering the Mysteries of the Nervous System
Copyright © 2018, 2014, 2011 Pearson Education, Inc. All rights reserved.
5
Difficulty: Difficult
Learning Objective: 2.1.2: Summarize how researchers use imaging techniques to study the
nervous system
Topic: Discovering the Mysteries of the Nervous System
16. Conrad brought his mother to the hospital when he noticed she couldn’t move one side of
her body and had great difficulty speaking. The physician informed Conrad that his mother may
have had a stroke. He wanted to confirm this speculation by using an imaging device that
utilized X-rays. Which of the following was used on Conrad’s mother?
a) MRI
b) CT scan
c) EEG
d) fMRI
Answer: b
Skill Level: Apply
Difficulty: Easy
Learning Objective: 2.1.2: Summarize how researchers use imaging techniques to study the
nervous system
Topic: Discovering the Mysteries of the Nervous System
17. Lucinda needs to find the location of her patient’s tumor, but she does not want to expose
the patient to X-rays. Which of the following imaging technologies would be best suited for this
task?
a) A microelectrode
b) A CT scan
c) A MRI
d) An EEG
Answer: c
Skill Level: Apply
Difficulty: Moderate
Learning Objective: 2.1.2: Summarize how researchers use imaging techniques to study the
nervous system
Topic: Discovering the Mysteries of the Nervous System
18. Jessica is a researcher who studies the effects of drug use in humans. She wants to
understand the action of particular drugs on the brain. Which of the following imaging
techniques will allow her to engage in this type of research?
a) CT scan
b) MRI
c) PET
d) DTI
Answer: c
Skill Level: Apply
Difficulty: Difficult
Learning Objective: 2.1.2: Summarize how researchers use imaging techniques to study the
nervous system
Topic: Discovering the Mysteries of the Nervous System
Copyright © 2018, 2014, 2011 Pearson Education, Inc. All rights reserved.
6
19. are specialized cells that conduct impulses through the nervous system.
a) Gametes
b) Neurons
c) Dendrites
d) Axons
Answer: b
Skill Level: Understand
Difficulty: Easy
Learning Objective: 2.2.1: Describe the function of each part of the neuron
Topic: The Neurons and the Neurotransmitters
20. The body of the cell that carries out the life-sustaining functions of the neuron and contains
its nucleus is called the
a) soma.
b) dendrite.
c) axon.
d) bud.
Answer: a
Skill Level: Understand
Difficulty: Easy
Learning Objective: 2.2.1: Describe the function of each part of the neuron
Topic: The Neurons and the Neurotransmitters
22. receive messages from other neurons and send messages to other neurons.
a) Axons; dendrites
b) Axons; soma
c) Soma; glial cells
d) Dendrites; axons
Answer: d
Skill Level: Understand
Difficulty: Moderate
Learning Objective: 2.2.1: Describe the function of each part of the neuron
Item Analysis: % correct 67 a = 67 b = 2 c = 35 6 = 53 r = .41
Topic: The Neurons and the Neurotransmitters
Copyright © 2018, 2014, 2011 Pearson Education, Inc. All rights reserved.
7
23. The part of a neuron that extends, tail-like, from the soma, and releases neurotransmitters
into the synapse is the
a) dendrite.
b) glial cell.
c) axon.
d) terminal bud.
Answer: c
Skill Level: Analyze
Difficulty: Easy
Learning Objective: 2.2.1: Describe the function of each part of the neuron
Topic: The Neurons and the Neurotransmitters
24. Looking like leafless branches of a tree, the are the primary receivers of signals from
other neurons, although the also receives signals directly.
a) axon; dendrites
b) dendrites; soma
c) soma; dendrites
d) dendrites; axon
Answer: b
Skill Level: Analyze
Difficulty: Moderate
Learning Objective: 2.2.1: Describe the function of each part of the neuron
Topic: The Neurons and the Neurotransmitters
25. If the dendrites of a neuron were not able to perform their function,
a) the myelin would shrink.
b) no signals would be transmitted from the neuron.
c) no signals would be received from the neuron.
d) some neural signals would still be received by the neuron.
Answer: d
Skill Level: Analyze
Difficulty: Moderate
Learning Objective: 2.2.1: Describe the function of each part of the neuron
Topic: The Neurons and the Neurotransmitters
26. If the axon of a neuron were not able to perform its function,
a) the neuron would receive no signals.
b) the neuron would send no signals.
c) the neuron would not reproduce.
d) the neuron signals would become erratic.
Answer: b
Skill Level: Analyze
Difficulty: Moderate
Learning Objective: 2.2.1: Describe the function of each part of the neuron
Topic: The Neurons and the Neurotransmitters
Copyright © 2018, 2014, 2011 Pearson Education, Inc. All rights reserved.
8
a) it has many branches, each of which ends in an axon terminal.
b) it has only one terminal.
c) it touches a dendrite or soma of another neuron.
d) it terminates in a myelin sheath.
Answer: a
Skill Level: Understand
Difficulty: Difficult
Learning Objective: 2.2.1: Describe the function of each part of the neuron
Topic: The Neurons and the Neurotransmitters
29. Tony suffers from a disease in which myelin is progressively lost. Tony’s axons will
increasingly lack
a) neurotransmitters.
b) signals.
c) insulation.
d) fluid.
Answer: c
Skill Level: Apply
Difficulty: Moderate
Learning Objective: 2.2.1: Describe the function of each part of the neuron
Topic: The Neurons and the Neurotransmitters
30. The tiny gap between an axon’s terminals and the dendrites or soma of another neuron is
called the
a) node of Ranvier.
b) myelin gap.
c) synaptic cleft.
d) neural space.
Answer: c
Skill Level: Understand
Difficulty: Moderate
Learning Objective: 2.2.2: Explain how neurons transmit messages through the nervous
system
Topic: The Neurons and the Neurotransmitters
Copyright © 2018, 2014, 2011 Pearson Education, Inc. All rights reserved.
9
a) receiving
b) sending
c) coding
d) inhibiting
Answer: b
Skill Level: Understand
Difficulty: Moderate
Learning Objective: 2.2.2: Explain how neurons transmit messages through the nervous
system
Topic: The Neurons and the Neurotransmitters
33. The sudden reversal of a neuron’s resting potential is called a(n) potential and
initiates the of a neuron.
a) firing; action
b) signaling; firing
c) action; firing
d) positive; discharge
Answer: c
Skill Level: Understand
Difficulty: Moderate
Learning Objective: 2.2.2: Explain how neurons transmit messages through the nervous
system
Topic: The Neurons and the Neurotransmitters
34. Immediately after firing, a neuron cannot fire for 1 to 2 milliseconds. This is called the
period.
a) discharged
b) resting
c) refractory
d) potential
Answer: c
Skill Level: Understand
Difficulty: Easy
Learning Objective: 2.2.2: Explain how neurons transmit messages through the nervous
system
Topic: The Neurons and the Neurotransmitters
Copyright © 2018, 2014, 2011 Pearson Education, Inc. All rights reserved.
10
35. A neuron has received a signal, causing ion channels to open in the cell membrane, letting
positively charged ions flow in. This has caused the membrane potential to change suddenly
from –70 to +50 millivolts. This will cause a (an) to occur.
a) resting state
b) action potential
c) negative charge
d) positive charge
Answer: b
Skill Level: Analyze
Difficulty: Moderate
Learning Objective: 2.2.2: Explain how neurons transmit messages through the nervous
system
Topic: The Neurons and the Neurotransmitters
36. When a neuron carries the electrical potential of millivolts, it is in the state called
37. The strength of the brain’s response to a weak or strong stimulus is a result of
a) how many and how fast neurons fire.
b) the all or none rule.
c) how many millivolts the neuron has.
d) whether action potential occurs.
Answer: a
Skill Level: Analyze
Difficulty: Difficult
Learning Objective: 2.2.2: Explain how neurons transmit messages through the nervous
system
Topic: The Neurons and the Neurotransmitters
38. The most important factor in speeding action potential on its way is the fatty, white coating
wrapped around most axons. This is called the
a) node of Ranvier.
b) myelin sheath.
c) synaptic fluid.
d) sclerotic coating.
Answer: b
Copyright © 2018, 2014, 2011 Pearson Education, Inc. All rights reserved.
10
Skill Level: Understand
Difficulty: Easy
Learning Objective: 2.2.2: Explain how neurons transmit messages through the nervous
system
Topic: The Neurons and the Neurotransmitters
39. Multiple sclerosis results in loss of coordination, jerky movement, muscular weakness, and
speech disturbance through the deterioration of
a) axons.
b) neurons.
c) myelin.
d) neural membranes.
Answer: c
Skill Level: Apply
Difficulty: Easy
Learning Objective: 2.2.2: Explain how neurons transmit messages through the nervous
system
Topic: The Neurons and the Neurotransmitters
40. The myelin sheath and nodes of Ranvier are important because they
a) protect the neuron.
b) speed neural impulses.
c) create action potential.
d) prevent refractory periods.
Answer: b
Skill Level: Analyze
Difficulty: Moderate
Learning Objective: 2.2.2: Explain how neurons transmit messages through the nervous
system
Topic: The Neurons and the Neurotransmitters
41. Which of the following are tiny sacs in the axon terminal that hold chemicals that are
released into the synapse?
a) synaptic vesicles
b) synaptic nodes
c) terminal buttons
d) synaptic gaps
Answer: a
Skill Level: Understand
Difficulty: Moderate
Learning Objective: 2.2.3: Describe how neurotransmitters send and receive messages in the
brain
Item Analysis: % correct 65 a = 65 b = 22 c = 10 d = 3 r = .36
Topic: The Neurons and the Neurotransmitters
42. A chemical found in the sacs within an axon terminal which, when released, has an effect on
a nearby neuron is called a
a) glial cell.
Copyright © 2018, 2014, 2011 Pearson Education, Inc. All rights reserved.
11
b) neurotransmitter.
c) precursor cell.
d) synapse.
Answer: b
Skill Level: Understand
Difficulty: Easy
Learning Objective: 2.2.3: Describe how neurotransmitters send and receive messages in the
brain
Item Analysis: % correct 74 a = 4 b = 74 c = 4 d = 18 r = .34
Topic: The Neurons and the Neurotransmitters
43. When a(n) arrives at the axon terminal, it causes the release of neurotransmitters.
a) precursor
b) receptor
c) action potential
d) node of Ranvier
Answer: c
Skill Level: Understand
Difficulty: Moderate
Learning Objective: 2.2.3: Describe how neurotransmitters send and receive messages in the
brain
Topic: The Neurons and the Neurotransmitters
44. Neurotransmitters have distinct molecular shapes; so do the they bind to.
a) myelin sheaths
b) presynaptic neurons
c) vesicles
d) receptors
Answer: d
Skill Level: Understand
Difficulty: Moderate
Learning Objective: 2.2.3: Describe how neurotransmitters send and receive messages in the
brain
Topic: The Neurons and the Neurotransmitters
Copyright © 2018, 2014, 2011 Pearson Education, Inc. All rights reserved.
12
46. Reuptake refers to the process by which neurotransmitters in the synaptic cleft are
a) sent back into receptors again.
b) moved back into their axon terminal.
c) broken apart.
d) absorbed by the receiving neuron.
Answer: b
Skill Level: Analyze
Difficulty: Moderate
Learning Objective: 2.2.3: Describe how neurotransmitters send and receive messages in the
brain
Topic: The Neurons and the Neurotransmitters
47. Running to class, is causing muscle fibers in your leg to contract so you can move,
and it will stimulate the neurons you need for learning new information.
a) serotonin
b) dopamine
c) endorphin
d) acetylcholine
Answer: d.
Skill Level: Apply
Difficulty: Moderate
Learning Objective: 2.2.3: Describe how neurotransmitters send and receive messages in the
brain
Topic: The Neurons and the Neurotransmitters
48. You just accomplished a goal and rewarded yourself with a delicious treat. The pleasant
feelings that result from these behaviors are made possible by the release of
a) acetylcholine.
b) GABA.
c) dopamine.
d) epinephrine.
Answer: c
Skill Level: Apply
Difficulty: Moderate
Learning Objective: 2.2.3: Describe how neurotransmitters send and receive messages in the
brain
Topic: The Neurons and the Neurotransmitters
49. You just took a tumble and your arm really hurts. You are wishing your brain would release
a lot of to help relieve the pain.
a) acetylcholine
b) dopamine
c) serotonin
d) endorphins
Answer: d
Skill Level: Apply
Difficulty: Moderate
Learning Objective: 2.2.3: Describe how neurotransmitters send and receive messages in the
Copyright © 2018, 2014, 2011 Pearson Education, Inc. All rights reserved.
13
brain
Topic: The Neurons and the Neurotransmitters
50. Researchers have identified about substances that are made in our body and brain
that act as neurotransmitters.
a) 10
b) 1,000
c) 100
d) 20
Answer: c
Skill Level: Understand
Difficulty: Easy
Learning Objective: 2.2.3: Describe how neurotransmitters send and receive messages in the
brain
Topic: The Neurons and the Neurotransmitters
53. All of the nerves outside your spinal cord and brain make up the
a) central nervous system.
b) sympathetic nervous system.
c) sensory nervous system.
d) peripheral nervous system.
Answer: d
Skill Level: Understand
Copyright © 2018, 2014, 2011 Pearson Education, Inc. All rights reserved.
14
Difficulty: Easy
Learning Objective: 2.3.1: Describe the functions of the structures within the peripheral
nervous system
Topic: The Human Nervous System
54. Sensory and motor nerves are part of the nervous system.
a) somatic
b) autonomic
c) sympathetic
d) parasympathetic
Answer: a
Skill Level: Understand
Difficulty: Easy
Learning Objective: 2.3.1: Describe the functions of the structures within the peripheral
nervous system
Topic: The Human Nervous System
55. You have a great deal of conscious control over the nerves of the nervous system,
but not over the nerves of the nervous system.
a) somatic; autonomic.
b) autonomic; somatic.
c) peripheral; autonomic.
d) central nervous system; peripheral nervous system.
Answer: a
Skill Level: Evaluate
Difficulty: Moderate
Learning Objective: 2.3.1: Describe the functions of the structures within the peripheral
nervous system
Topic: The Human Nervous System
56. The two divisions of the autonomic nervous system are the and the
a) somatic; peripheral.
b) sympathetic; parasympathetic.
c) central; peripheral.
d) brain; spinal cord.
Answer: b
Skill Level: Understand
Difficulty: Easy
Learning Objective: 2.3.1: Describe the functions of the structures within the peripheral
nervous system
Topic: The Human Nervous System
57. Jerry is having difficulty with the motor nerves in his leg. His problem is in the
nervous system.
a) autonomic
b) somatic
c) central
Copyright © 2018, 2014, 2011 Pearson Education, Inc. All rights reserved.
15
d) muscle
Answer: b The somatic nervous system controls skeletal muscles.
Skill Level: Apply
Difficulty: Easy
Learning Objective: 2.3.1: Describe the functions of the structures within the peripheral
nervous system
Topic: The Human Nervous System
58. Justin is walking down the street when a loud bang comes from an industrial factory. He
drops to the ground, sure it is a drive-by shooting in progress. Justin’s nervous system
just kicked into high gear.
a) somatic
b) parasympathetic
c) sympathetic
d) peripheral
Answer: c
Skill Level: Apply
Difficulty: Easy
Learning Objective: 2.3.1: Describe the functions of the structures within the peripheral
nervous system
Topic: The Human Nervous System
59. Malcolm is studying alone in his room when he hears a loud noise downstairs. His heart rate
and respiration speed up. He wonders if a burglar has entered the house. When he looks
downstairs, he sees that his cat just knocked over a plant. He begins to relax and his heart rate
and breathing slow down. Which part of his nervous system is working to return him to a normal
state?
a) Spinal cord
b) Somatic nervous system
c) Parasympathetic nervous system
d) Central nervous system
Answer: c
Skill Level: Apply
Difficulty: Moderate
Learning Objective: 2.3.1: Describe the functions of the structures within the peripheral
nervous system
Topic: The Human Nervous System
60. Mekala’s sympathetic nervous system has been activated. Which of the following is true?
a) Her digestion sped up.
b) Her pupils dilated.
c) Her heart rate slowed down.
d) The blood flow to her internal organs increased.
Answer: b
Skill Level: Analyze
Difficulty: Moderate
Learning Objective: 2.3.1: Describe the functions of the structures within the peripheral
nervous system
Copyright © 2018, 2014, 2011 Pearson Education, Inc. All rights reserved.
16
Topic: The Human Nervous System
61. Michael notices that every time he gets what he calls an “adrenalin rush,” his heart rate and
pulse quicken and he feels a surge of energy. He also notices that lately it takes his body longer
than normal to return to feeling calm and normal. What might explain Michael’s delay in coming
down from his “adrenalin rush”?
a) His sympathetic nervous system might be too slow.
b) Michael’s parasympathetic nervous system may not be activating as quickly as usual.
c) Michael’s somatic nervous system might be interfering.
d) Michael’s parasympathetic nervous system may be overly active.
Answer: b
Skill Level: Apply
Difficulty: Difficult
Learning Objective: 2.3.1: Describe the functions of the structures within the peripheral
nervous system
Topic: The Human Nervous System
62. Tasha’s sympathetic nervous system is not working. Which of the following would be a likely
result?
a) Tasha is experiencing an excess of flight or fight response.
b) Tasha’s digestion will be constantly slowed down.
c) Tasha’s heart will not speed up when she is in an emergency situation.
d) Tasha will develop health problems from chronic stress.
Answer: c
Skill Level: Apply
Difficulty: Difficult
Learning Objective: 2.3.1: Describe the functions of the structures within the peripheral
nervous system
Topic: The Human Nervous System
64. The long bundle of neurons that carries messages to and from the body to the brain and is
responsible for fast, life-saving reflexes is called the
a) spinal cord.
Copyright © 2018, 2014, 2011 Pearson Education, Inc. All rights reserved.
17
b) brain.
c) reflex arc.
d) interneuron.
Answer: a
Skill Level: Understand
Difficulty: Easy
Learning Objective: 2.3.2: Describe the functions of the structures within the central nervous
system
Item Analysis: % correct 89 a = 89 b = 0 c = 2 d = 9 r = .31
Topic: The Human Nervous System
65. Corrado touched a hot radiator and instantly pulled his hand away. The neurons responsible
for this protective reflex are the
a) brain, spinal cord, and interneurons.
b) sensory, interneurons, and motor neurons.
c) somatic, autonomic, and parasympathetic neurons.
d) automatic, reflexive, and sympathetic neurons.
Answer: b
Skill Level: Apply
Difficulty: Easy
Learning Objective: 2.3.2: Describe the functions of the structures within the central nervous
system
Topic: The Human Nervous System
66. Why do many reflexes, such as pulling your hand away from a hot iron, happen so quickly?
a) They involve the neurotransmitter GABA rather than dopamine.
b) The message involved does not have to go all the way to the brain.
c) The speed of processing is faster in the frontal lobes than in the occipital lobes.
d) The path that reflexes follow to the brain is direct and does not involve any neurotransmitters.
Answer: b
Skill Level: Analyze
Difficulty: Difficult
Learning Objective: 2.3.2: Describe the functions of the structures within the central nervous
system
Item Analysis: % correct 49 a = 17 b = 49 c = 14 d = 21 r = .51
Topic: The Human Nervous System
67. Heart rate, respiration, blood pressure and other functions vital to maintain life are controlled
by the
a) hindbrain.
b) cerebellum.
c) midbrain.
d) limbic system.
Answer: a
Skill Level: Understand
Difficulty: Easy
Learning Objective: 2.3.2: Describe the functions of the structures within the central nervous
system
Topic: The Human Nervous System
Copyright © 2018, 2014, 2011 Pearson Education, Inc. All rights reserved.
18
68. Tanae was drowsy, but when she heard her child call out, she felt immediately wide awake
and alert. A part of her brain that plays a crucial role in her arousal level and attention is the
a) medulla.
b) pons.
c) cerebellum.
d) reticular formation.
Answer: d
Skill Level: Analyze
Difficulty: Easy
Learning Objective: 2.3.2: Describe the functions of the structures within the central nervous
system
Topic: The Human Nervous System
69. Hunter was in a car accident and sustained damage to his cerebellum from a whiplash
injury. Which problem would he be most likely to experience after the accident?
a) Trouble speaking
b) Being in a coma
c) Breathing and heart problems
d) Problems coordinating his movements
Answer: d
Skill Level: Apply
Difficulty: Moderate
Learning Objective: 2.3.2: Describe the functions of the structures within the central nervous
system
Topic: The Human Nervous System
70. Without the in your midbrain, you could not ride a bike without giving each movement
conscious thought.
a) substantia nigra
b) thalamus
c) limbic system
d) pons
Answer: a
Skill Level: Apply
Difficulty: Moderate
Learning Objective: 2.3.2: Describe the functions of the structures within the central nervous
system
Topic: The Human Nervous System
71. Which of the following brain structures is involved in regulating hunger, thirst, temperature,
and sexual behavior?
a) Pons
b) Thalamus
c) Amygdala
d) Hypothalamus
Copyright © 2018, 2014, 2011 Pearson Education, Inc. All rights reserved.
19
Answer: d
Skill Level: Evaluate
Difficulty: Easy
Learning Objective: 2.3.2: Describe the functions of the structures within the central nervous
system
Topic: The Human Nervous System
73. Tram’s hippocampus was damaged by encephalitis. Which of the following would be true?
a) Tram would not be able to remember anything.
b) Tram would become angry and aggressive.
c) Tram would have difficulty forming new memories.
d) Tram would have difficulty with her vision.
Answer: c
Skill Level: Apply
Difficulty: Difficult
Learning Objective: 2.3.2: Describe the functions of the structures within the central nervous
system
Topic: The Human Nervous System
74. The is the part of the brain where cognitive and voluntary motor functions are
controlled.
a) hindbrain
b) midbrain
c) limbic system
d) forebrain
Answer: d
Skill Level: Understand
Difficulty: Moderate
Learning Objective: 2.3.2: Describe the functions of the structures within the central nervous
system
Topic: The Human Nervous System
75. The right and left halves of the cerebrum are called the
a) cerebral hemispheres.
b) corpus callosi.
Copyright © 2018, 2014, 2011 Pearson Education, Inc. All rights reserved.
20
c) cerebral halves.
d) cerebral lobes.
Answer: a
Skill Level: Understand
Difficulty: Easy
Learning Objective: 2.4.1: List the components of the cerebrum
Topic: A Closer Look at the Thinking Part of the Brain
76. The right and left halves of Shawna’s cerebrum can no longer communicate with each other
because her was destroyed.
a) Thalamus
b) Cortex
c) Corpus callosum
d) Corpus cerebrum
Answer: c
Skill Level: Understand
Difficulty: Easy
Learning Objective: 2.4.1: List the components of the cerebrum
Topic: A Closer Look at the Thinking Part of the Brain
77. The area of the brain primarily responsible for higher mental processes such as thinking and
language is the cerebral
a) callosum.
b) cortex.
c) cerebellum.
d) white matter.
Answer: d
Skill Level: Understand
Difficulty: Moderate
Learning Objective: 2.4.1: List the components of the cerebrum
Topic: A Closer Look at the Thinking Part of the Brain
78. Gray matter gets its color from whereas white matter gets its color from
a) cell bodies; dendrites.
b) myelinated axons; dendrites.
c) cell bodies; myelinated axons.
d) synaptic clefts; neurotransmitters.
Answer: c
Skill Level: Understand
Difficulty: Moderate
Learning Objective: 2.4.1: List the components of the cerebrum
Topic: A Closer Look at the Thinking Part of the Brain
79. The cerebral cortex contains three types of areas. These are the _, , and
areas.
a) sensory, motor, association
b) cerebrum, cerebellum, callosum
Copyright © 2018, 2014, 2011 Pearson Education, Inc. All rights reserved.
21
c) emotion, thinking, language
d) organ, skin, muscle
Answer: a
Skill Level: Understand
Difficulty: Moderate
Learning Objective: 2.4.1: List the components of the cerebrum
Topic: A Closer Look at the Thinking Part of the Brain
80. Memories, thought, perception and language are housed in the area of the cerebrum.
a) sensory
b) limbic
c) association
d) dopaminergic
Answer: c
Skill Level: Understand
Difficulty: Moderate
Learning Objective: 2.4.1: List the components of the cerebrum
Topic: A Closer Look at the Thinking Part of the Brain
81. The cerebral cortex of humans is so large it should not fit in our skull. The only reason it
does is because of its
a) shrinkage during gestation.
b) convolutions.
c) extension into the spinal cord.
d) absence of fluid.
Answer: b
Skill Level: Understand
Difficulty: Easy
Learning Objective: 2.4.1: List the components of the cerebrum
Topic: A Closer Look at the Thinking Part of the Brain
82. Research suggests that the amount of is associated with performance on intelligence
tests.
a) white matter
b) brain volume
c) glia
d) gray matter
Answer: d
Skill Level: Understand
Difficulty: Moderate
Learning Objective: 2.4.1: List the components of the cerebrum
Topic: A Closer Look at the Thinking Part of the Brain
Copyright © 2018, 2014, 2011 Pearson Education, Inc. All rights reserved.
22
d) cerebrum and limbic areas.
Answer: c
Skill Level: Understand
Difficulty: Moderate
Learning Objective: 2.4.2: Compare the specialized functions of the left and right cerebral
hemispheres
Topic: A Closer Look at the Thinking Part of the Brain
86. Which of the following statements is true regarding right and left hemisphere functioning?
a) Scientific research supports the claim that “right-brained” people are more creative.
b) Scientific research supports the claim that “left-brained” people are more logical.
c) Each hemisphere does have some specialized functions but they work together.
d) Scientific research suggests that there is no specialized function in either hemisphere.
Answer: c
Skill Level: Evaluate
Difficulty: Moderate
Learning Objective: 2.4.2: Compare the specialized functions of the left and right cerebral
hemispheres
Topic: A Closer Look at the Thinking Part of the Brain
87. Because the corpus callosum connects the left and right hemispheres of the brain, which of
the following statements is most accurate?
a) Some people are left-brained and some people are right-brained.
Copyright © 2018, 2014, 2011 Pearson Education, Inc. All rights reserved.
23
b) Lateralization to the left hemisphere is more pronounced in women.
c) Right-brained activities consume more physical and mental energy than do left-brained
activities.
d) People are neither “left-brained” nor “right-brained,” but rather “whole-brained;” we use both
hemispheres all the time.
Answer: d
Skill Level: Understand
Difficulty: Moderate
Learning Objective: 2.4.2: Compare the specialized functions of the left and right cerebral
hemispheres
Topic: A Closer Look at the Thinking Part of the Brain
88. The right hemisphere controls movement on the side of the body and handles most
functions.
a) left; motor
b) right; language
c) right; auditory
d) left; visual-spatial
Answer: d
Skill Level: Understand
Difficulty: Difficult
Learning Objective: 2.4.2: Compare the specialized functions of the left and right cerebral
hemispheres
Topic: A Closer Look at the Thinking Part of the Brain
89. The left hemisphere controls movement on the side of the body and handles most
functions.
a) left; motor
b) right; language
c) right; auditory
d) left; visual-spatial
Answer: b
Skill Level: Understand
Difficulty: Difficult
Learning Objective: 2.4.2: Compare the specialized functions of the left and right cerebral
hemispheres
Topic: A Closer Look at the Thinking Part of the Brain
Copyright © 2018, 2014, 2011 Pearson Education, Inc. All rights reserved.
24
Topic: A Closer Look at the Thinking Part of the Brain
91. People with severe, uncontrollable epilepsy, who have frequent grand mal seizures, have
been helped by an operation that
a) severs the communication between hemispheres.
b) removes excitatory neurons.
c) severs the substantia nigra and basal ganglia.
d) removes most of the right hemisphere.
Answer: a
Skill Level: Understand
Difficulty: Easy
Learning Objective: 2.4.2: Compare the specialized functions of the left and right cerebral
hemispheres
Topic: A Closer Look at the Thinking Part of the Brain
92. If we briefly flashed the image of an orange to the right field of vision of an individual after
split-brain surgery, the person will most likely say she or he saw
a) nothing.
b) an orange.
c) something but be unable to name it.
d) only something round.
Answer: b
Skill Level: Apply
Difficulty: Difficult
Learning Objective: 2.4.2: Compare the specialized functions of the left and right cerebral
hemispheres
Topic: A Closer Look at the Thinking Part of the Brain
93. Lyta sustained damage to her left hemisphere. Which of these areas is she most likely to
have difficulty with as a result of left hemisphere damage?
a) Language
b) Control of the left side of her body
c) Interpreting facial expressions
d) Perceiving visual-spatial relationships
Answer: a
Skill Level: Apply
Difficulty: Moderate
Learning Objective: 2.4.2: Compare the specialized functions of the left and right cerebral
hemispheres
Topic: A Closer Look at the Thinking Part of the Brain
94. Which of the following represents an example of how damage to right hemisphere language
areas might affect your language functions?
a) You might not understand the causal link between “I fell down” and “My knee hurts.”
b) You might not be able to speak.
c) You might not understand any language.
d) You might not be able to read out loud.
Copyright © 2018, 2014, 2011 Pearson Education, Inc. All rights reserved.
25
Answer: a
Skill Level: Analyze
Difficulty: Moderate
Learning Objective: 2.4.2: Compare the specialized functions of the left and right cerebral
hemispheres
Topic: A Closer Look at the Thinking Part of the Brain
95. Much of what we know about left and right hemisphere specializations comes from the study
of people who had split-brain surgery. This surgery
a) splits the lobes of the brain apart.
b) severs the corpus callosum between hemispheres.
c) severs the nerves from the spinal cord to the right hemisphere.
d) severs the substantia nigra between hemispheres.
Answer: b
Skill Level: Understand
Difficulty: Moderate
Learning Objective: 2.4.2: Compare the specialized functions of the left and right cerebral
hemispheres
Topic: A Closer Look at the Thinking Part of the Brain
96. Roger Sperry won a Nobel Prize in medicine in 1981 for work which revealed, among other
things, that the
a) left hemisphere can’t recognize objects.
b) right hemisphere can’t recognize objects.
c) left hemisphere can recognize, but not name, objects.
d) right hemisphere can recognize, but not name, objects.
Answer: d
Skill Level: Apply
Difficulty: Difficult
Learning Objective: 2.4.2: Compare the specialized functions of the left and right cerebral
hemispheres
Topic: A Closer Look at the Thinking Part of the Brain
97. The largest of the brain’s lobes, the lobe, is where multiple cognitive functions are
performed.
a) temporal
b) prefrontal
c) frontal
d) parietal
Answer: c
Skill Level: Understand
Difficulty: Easy
Learning Objective: 2.4.3: Describe the functions that are associated with each of the four
lobes of the cerebral cortex
Topic: A Closer Look at the Thinking Part of the Brain
Copyright © 2018, 2014, 2011 Pearson Education, Inc. All rights reserved.
26
98. Known for “executive processing,” the is part of the frontal lobe that coordinates
many cognitive functions into a unified experience.
a) hippocampus
b) occipital cortex
c) prefrontal cortex
d) processing cortex
Answer: c
Skill Level: Understand
Difficulty: Easy
Learning Objective: 2.4.3: Describe the functions that are associated with each of the four
lobes of the cerebral cortex
Topic: A Closer Look at the Thinking Part of the Brain
99. Phineas Gage is a famous example of someone who sustained damage to his prefrontal
cortex and lost the ability to
a) think.
b) speak.
c) control impulses.
d) coordinate movement.
Answer: c
Skill Level: Understand
Difficulty: Easy
Learning Objective: 2.4.3: Describe the functions that are associated with each of the four
lobes of the cerebral cortex
Topic: A Closer Look at the Thinking Part of the Brain
100. As the case of Phineas Gage illustrated, the prefrontal cortex contributes to
functioning in addition to cognitive functioning.
a) personality
b) motor
c) visual
d) auditory
Answer: a
Skill Level: Understand
Difficulty: Easy
Learning Objective: 2.4.3: Describe the functions that are associated with each of the four
lobes of the cerebral cortex
Topic: A Closer Look at the Thinking Part of the Brain
101. Moving toward the back of the head, the last area of the frontal lobe contains the
a) visual cortex.
b) sensory cortex.
c) motor cortex.
d) parietal lobe.
Answer: c
Skill Level: Understand
Difficulty: Easy
Learning Objective: 2.4.3: Describe the functions that are associated with each of the four
Copyright © 2018, 2014, 2011 Pearson Education, Inc. All rights reserved.
27
lobes of the cerebral cortex
Topic: A Closer Look at the Thinking Part of the Brain
105. Directly behind the frontal lobe is the lobe, where sensory information registers in
the cortex.
a) postfrontal; sensory
b) preoccipital; visual
c) temporal; auditory
d) parietal; somatosensory
Answer: d
Copyright © 2018, 2014, 2011 Pearson Education, Inc. All rights reserved.
28
Skill Level: Understand
Difficulty: Moderate
Learning Objective: 2.4.3: Describe the functions that are associated with each of the four
lobes of the cerebral cortex
Topic: A Closer Look at the Thinking Part of the Brain
106. At the very back of the cerebrum, the lobe contains the primary cortex.
a) occipital; visual
b) parietal; sensory
c) auditory; temporal
d) limbic; emotional
Answer: a
Skill Level: Understand
Difficulty: Easy
Learning Objective: 2.4.3: Describe the functions that are associated with each of the four
lobes of the cerebral cortex
Topic: A Closer Look at the Thinking Part of the Brain
107. Slightly above the ears, the lobes contain the primary cortex, which receives
sound input from our ears.
a) auditory; temporal
b) temporal; auditory
c) hearing; sound
d) parietal; sensory
Answer: b
Skill Level: Understand
Difficulty: Moderate
Learning Objective: 2.4.3: Describe the functions that are associated with each of the four
lobes of the cerebral cortex
Topic: A Closer Look at the Thinking Part of the Brain
108. Speech sounds register first in the primary cortex; they are then sent to area
where they are unscrambled into meaningful patterns of words.
a) temporal; Broca’s
b) parietal; sensory
c) auditory; Wernicke’s
d) sensory; prefrontal
Answer: c
Skill Level: Understand
Difficulty: Moderate
Learning Objective: 2.4.3: Describe the functions that are associated with each of the four
lobes of the cerebral cortex
Topic: A Closer Look at the Thinking Part of the Brain
Copyright © 2018, 2014, 2011 Pearson Education, Inc. All rights reserved.
29
Another random document with
no related content on Scribd:
But should the authorities by any chance discover Mullen’s
connection with the Burgoynes and learn in the course of their
subsequent inquiries that he had gone down the river in a five-ton
yawl, painted white, belonging to Mr. Burgoyne, it would in all
probability be down the river that they would go in search of a boat
answering to that description. Mullen was not the man to omit this
view of the case from his calculations, and knowing as I did the
methodical way in which he always set to work to cover up his traces
after every move, I felt absolutely sure that he had taken some
precaution for setting possible pursuers upon the wrong tack.
The very fact that he had told Gunnell he was to call for a friend at
Sheerness and had started off in that direction made me suspicious.
What was to hinder him, I asked, from running back past Gravesend
under cover of darkness and going up the river in search of a place
where he could get the boat repainted or otherwise disguised? The
more I thought of it the more certain I felt that to go in search of the
“Odd Trick” before I had satisfied myself that nothing of the sort had
occurred, would be to start on a fool’s errand, and I decided at last to
hire a small sailing-boat from a waterman and to sail down the river
as Mullen had done and then to beat back past Gravesend and
towards London.
This I did, working the river thoroughly and systematically, and
missing no boatyard or other likely place for effecting such a purpose
as that with which I credited Mullen. It was a wearisome task, for the
inquiries had to be made with tact and caution, and it was not until I
had reached Erith that I learned anything which promised to repay
me for my pains. There I was told that a small yacht had recently put
into a certain boat-builder’s yard for repairs, but what these repairs
had been my informant could not tell me. The yard in question was
higher up the river, and thither I betook myself to pursue my
inquiries. The man in charge was not a promising subject, and
doggedly denied having executed any such job as that indicated.
Mullen—if it were he—had no doubt paid him, and paid him well, to
hold his tongue, and I thought none the worse of the fellow for being
faithful to his promise, especially as I was able to obtain elsewhere
the information I needed. The boat which had put into the yard for
repairs had come by night and had left by night; but every waterside
place has its loungers, and the less legitimate work your habitual
lounger does himself, the more incumbent upon him does he feel it
to superintend in person the work which is being done by other
people. From some of the loungers who had witnessed the arrival of
the boat which had been put in for repairs I had no difficulty in
ascertaining that her hulk was painted white when she entered the
yard and chocolate brown when she left, and that the time of her
arrival coincided exactly with the date upon which the “Odd Trick”
had left Gravesend. Nor was this all, for two different men who had
seen her come in, and afterwards had watched her go out, were
absolutely sure that, though she went out a cutter, she came in a
yawl. This was an important difference, and would so alter the
appearance of the boat that the very skipper who had been sailing
her might well have been pardoned for not knowing his own craft.
I had played my cards sometimes wisely, but more often foolishly,
while conducting my search for Captain Shannon, but the wisest and
the luckiest deal I made throughout the business was my
determination to spare no pains in ascertaining what step the fugitive
had taken to cover up his tracks, before I set out to look for a five-ton
yawl, painted white, picked out with gold, and bearing the name of
the “Odd Trick.”
But for that determination and the discoveries which resulted from
it I should in all probability have passed unnoticed the little brown
cutter that I saw lying at anchor to the west of Southend as I passed
by in the small steam launch which I hired for the purpose of carrying
on my investigation. And had I passed that cutter unnoticed Captain
Shannon would in all probability have reached America or Australia
in safety, and it is more than likely that this narrative would never
have been written.
To the comment “And small loss too!” which may rise—and not
unreasonably—to the lips of some critics, I can only reply that I
undertook my search for Captain Shannon to please myself, and in
search of excitement. It is the plain story of the adventures which
befell me, and not a literary study, which is here set forth, and I am
quite content to have it written down as such, and nothing more. The
one thing I can safely assert about it is that it is not a story dealing
with the New Woman. If it has any peculiarity at all, it is that it tells of
one of the few pieces of mischief which have happened in this world
since the days of Eve, concerning which it may, without fear of
contradiction, be affirmed that no woman had a hand in it; for, with
the exception of the mere mention of Mrs. Stanley Burgoyne—who
never once comes upon the scene in person—this is a story without
a woman in it.
CHAPTER XXIII
HOW I GOT WEDGED IN A WINDOW, AND LEFT
BEHIND
It was some half-mile or so to the west of Southend pier that the little
brown cutter referred to in my last chapter was lying, and, as I had
seen no other boat up or down the river which in any way
corresponded with the description of the boat I was looking for, I at
once decided that before extending my researches in other
directions round the coast I must satisfy myself that the craft in
question was not the “Odd Trick.” In order to do so, and in order also
that the person on board, whoever he might be, should not give me
the slip, I told my man to anchor the steam launch off the pier-head,
where steam launches are often to be seen lying. It did not take long
to discover, by the aid of field-glasses, that there were two people on
board the cutter, one of whom was evidently a paid hand and the
other presumably his employer. That the latter in any way resembled
the man for whom I was looking I could not—much as I should have
liked to lay that flattering unction to my soul—find justification for
thinking—at all events on the evidence of the field-glasses. And as I
observed that he invariably went below if any other boat passed
close to the cutter, it did not seem worth while to attract his attention,
and perhaps arouse his suspicions, by attempting to come to close
quarters in order to make a nearer inspection. The fact that he
seemed anxious to keep out of sight was in itself curious, although
no one who was not watching his movements very narrowly would
have noticed it. Somewhat curious too was another circumstance
which happened soon after our arrival. A small yacht, with three or
four young men on board, dropped anchor about a hundred yards
from the brown cutter. She had not been there long before I saw that
the cutter was getting under way for a cruise; but that the cruise in
question was taken chiefly as an excuse to change her quarters I
had reason to suspect, for after sailing a little way out and circling
once round a buoy, as if for the look of the thing, she sailed in again
and brought up a quarter of a mile further west, at a spot where no
other boat was lying.
To any one who had watched this manœuvre as closely as I did it
must have seemed a little strange too that the boat was sailed
entirely by the man who was evidently the paid skipper, his employer
neither taking the tiller nor lending a hand with the sheets. As a rule
a yachtsman who yachts for the love of the thing prefers to handle
his boat himself, and would not give a “thank you” for a sail in which
he plays the part of passenger. Probably I should not have noticed
this trifling circumstance had I not learned from Gunnell that “Mr.
Cross” was no sailor. I had from the first believed that Cross’s story
about his picking up a friend at Sheerness who was to help him with
the boat was a fabrication, and that he had in all probability run in to
shore as soon as he was out of sight of Gunnell and had secured the
services of one of the many watermen who are on the look-out for a
job.
Anyhow the circumstances in connection with the brown cutter
were sufficiently suspicious to warrant me in making sure that she
was not the boat I was in search of, and I decided that a watch must
be kept upon her not only by day but also by night. If Mullen were
really on board, and had any intention of changing his quarters, the
probability was that the flitting would be effected by night. I was
ready to go bail for the cutter’s good conduct by day, but if an eye
was to be kept upon her by night it was very necessary that I should
have some one to share my watch. The two men who constituted my
crew I knew nothing of personally, and was not inclined to take into
my confidence, so I sent a letter to Grant, who was still on guard
over the “Cuban Queen” at Canvey, asking him to come to Southend
by the first train next morning and to meet me at the pier-head,
whither I would row out to join him in the dinghy.
He turned up true to time, and, as we had the pier-head to
ourselves, we sat down where we could not be seen by any one on
board the cutter, while Grant related his experiences and I mine. His
were soon told, for no “Mrs. Hughes” had come back to break the
monotony of existence on the “Cuban Queen,” nor had anything
occurred at Canvey which concerned the enterprise in which we
were engaged. Then I told my story, after hearing which and my
suspicions in regard to the cutter, Grant agreed with me that it was
highly desirable an eye should be kept upon her at night as well as
by day.
“I’ll tell you what I think will be a good plan,” he said. “I know a
man who has a little boat down here which he isn’t using, and I’m
sure I can arrange to get the loan of her for a week or two. Suppose I
anchor her about as far away on the other side of the brown cutter
as your steam launch is on this side. Then I can keep an eye upon
the cutter at night, and if by any chance she tried to give us the slip,
and made, as I expect she would, for the open sea, she’d have to
run almost into your arms to do it. I should of course follow and hail
you to give chase as I went by, when you could soon overtake her. If,
on the other hand, she goes up the river, it’ll be as easy as driving a
cow into a pen, for once in she’ll have us behind her like a cork in the
neck of a bottle; and even if she gets a bit of a start at first, a sailing-
boat would stand no chance in a race against steam. What do you
think of it?”
I replied that I thought it capital, and after we had arranged a
means of communication I got into the dinghy to row back to the
steam launch, and Grant set off again for Southend to put his plan
into effect.
The very next morning, as I was cooking a haddock for breakfast,
one of my men put his head into the little cabin.
“Are you expecting any one from Southend, sir?” he said. “There’s
a man coming out in the skiff, and I think he’s making for us. Seems
in a hurry too.”
I stepped outside and looked in the direction indicated, and there,
sure enough, was a rowing-boat coming along at a great pace, and
apparently heading directly for the steam launch. As soon as the skiff
was within hailing distance its occupant looked over his shoulder,
relinquished a scull, and, arching his hand to windward over his
mouth, hailed us lustily.
“Ahoy there! Are you the ‘Maybelle’?”
“‘Maybelle’ it is,” I bellowed, and, once more bending to his task,
the fellow was alongside of us in half a minute.
“Mr. Max Rissler?” he inquired.
“Yes, my man, I’m Mr. Rissler. What is it?” I replied.
“A letter, sir. I was to be as quick as I could about it,” he said,
handing me with his right hand a note which he had taken from the
lining of his cap, and smearing his forehead with the back of his left
hand, as if to hint that if he were damp outside he was dry within.
“Give him some beer,” I said to my skipper, as I opened the note.
It was in Grant’s writing, and was as follows:—
Here was a pretty kettle of fish! For the first desperate moment wild
thoughts of pulling the connecting cord and stopping the train
peeped in my brain like the mad faces seen at the windows of an
asylum. But as the mad faces vanish at the return of the keeper, so
in the next moment wiser counsels prevailed and I was considering
the situation with the seriousness which the facts demanded.
And first I had to ask myself what could be the red-bearded
passenger’s motive for booking to London, and then suddenly
changing his plans and getting out at an unimportant country
station? Could it be that he was indeed James Mullen, and that he
was at his old tricks of covering up his tracks?
If he had reason to believe himself shadowed from Southend, he
could have done nothing wiser than to alight at Hornchurch. A
detective who suspected the traveller’s identity and had watched him
enter the train at one end would in all probability telegraph to the
police to meet the train at the other end and effect an arrest. By
getting out at Hornchurch, Mullen would not only dodge this possible
danger, but would, so to speak, force his adversary to come out into
the open, for though shadowing can be carried on with small risk of
detection in London, where the person so engaged is only a unit in a
crowd, a shadower cannot possibly hope to escape notice in a
country village.
Altogether I had to admit that, even if I had seen the red-bearded
man get out at Hornchurch in time for me to follow him, I should have
been uncertain how to act. Probably not more than two passengers
would be likely to leave the train at such a place, and it would be
comparatively easy for a man like Mullen to decide who had
legitimate business in the neighbourhood and who had not. Had I
been one of these passengers I should have brought myself under
his direct notice, and this I was anxious to avoid, as it was quite
possible that, in order to obtain evidence of his identity,
circumstances might render it necessary for me to come in personal
contact with him.
So far as I knew, he was at that time unaware of my connection
with Green and Quickly, whose action in constituting themselves
private detectives he might reasonably suppose had been taken
upon their own responsibility, and in the hope of enriching
themselves by obtaining the offered reward.
Knowing, as I did, how long was Mullen’s arm and how merciless
his vengeance, I could not help thinking that had he been aware of
my connection with the two men I have mentioned, and of my
intentions towards himself, he would before this have made an
attempt to bestow upon me some such unmistakable mark of his
personal attention as he had bestowed upon them. That no such
attempt had been made argued—so at least I tried to persuade
myself—that I had been lucky enough to escape his notice and the
honour of being entered upon his black list. To have got out at
Hornchurch and denounced the red-bearded man as Captain
Shannon, when I had no shred of actual evidence in support of my
statement, and when it was more than possible he might be some
one else, would not only render me ridiculous, but would mean
trumping my own card by making known to the real Captain
Shannon, as well as to the public generally, the enterprise upon
which I was engaged.
All things considered, the incident which had prevented me from
seeing the man I was shadowing leave the train at Hornchurch until it
was too late to follow him was not an unmixed evil, for it was
possible that had I been compelled to act upon the spur of the
moment I might have adopted a course which I should afterwards
have reason to regret.
While I had been coming to this conclusion the train had been
trundling along towards the next station, and was already slowing off
for a stoppage. If I were to take action I must do so immediately, and
for the moment I found it difficult to decide whether it would be best
to go on to London or to get out and make my way back to
Hornchurch, in order to pursue inquiries about the red-bearded man
and his movements.
If he were, as I suspected, James Mullen, the chances were that
he had got out at Hornchurch, not because he had any business
there, but to put a possible pursuer at fault. In that case he would go
on to London—which was in all probability his destination—by a later
train, or it was possible that he might seek other means of reaching
town than by the line on which he had set out.
And then, all in a moment, I recollected what I ought to have
recollected at first,—that Hornchurch is but a half an hour’s walk
from Romford, where there is a station on the Great Eastern railway.
Might it not be, I asked myself, that Mullen, knowing this, had got
out at Hornchurch in order that he might walk to Romford, and
thence continue his journey to town by another line? Such a
manœuvre as this was just what one might expect from him, and I
promptly decided to act upon the assumption that he had done so.
At Fenchurch Street I joined Grant, and told him in a few hurried
words what had happened, and what were my suspicions.
“If Redbeard has got upon the Great Eastern line at Romford,” I
said, “he can’t go farther than Liverpool Street, the terminus. He may
of course ‘do’ us by getting out at some station immediately
preceding the terminus, but that I must chance, and it’s not at all
unlikely he may come on by an express that doesn’t stop at the
intermediate stations. Anyhow, I’m going to cab it to Liverpool Street
to watch all the Romford trains. You stay here—where you can’t be
seen, of course—and keep an eye upon the other trains that come
in. If you see Redbeard, shadow him, and wire me to the club when
you’ve got any news. But remember Quickly and Green, and take
care of yourself. Good-bye.”
CHAPTER XXV
JAMES MULLEN AND I MEET AT LAST