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Chapter 1—History, Theories, and Methods
MULTIPLE CHOICE
1. In ancient times and in the Middle Ages, children were often viewed as:
a. innately good. c. a tabula rasa.
b. innately evil. d. an exclusive product of genetics
ANS: B DIF: Easy REF: 1-1 The Development of the Study of
OBJ: 1-1 MSC: TYPE: Factual
2. Which thinker suggested that children are born as a "tabula rasa?"

a. Jean-Jacques Rousseau c. Alfred Binet
b. John Locke d. Sigmund Freud
ANS: B DIF: Moderate REF: 1-1 The Development of the Study of
3. Which thinker suggested that children are innately good?

ANS: A DIF: Easy REF: 1-1 The Development of the Study of
4. The concept of a “tabula rasa” suggests that children:

a. are born innately good.
b. are born innately evil.
c. are influenced by their experiences.
d. are born with all that they need for survival.
ANS: C DIF: Moderate REF: 1-1 The Development of the Study of
OBJ: 1-1 MSC: TYPE: Conceptual
5. _____ suggested that children would develop into generous and moral individuals if they were left to
their natural tendencies.
ANS: A DIF: Difficult REF: 1-1 The Development of the Study of
6. During the 20th century, children:

a. received greater legal protections than during other periods of history.
b. tended to get married younger than during previous centuries.
c. were considered the property of their parents and therefore not protected by the law from
physical and sexual abuse.
d. experienced less emphasis on education than during previous centuries.
ANS: A DIF: Moderate REF: 1-1 The Development of the Study of
7. During the Industrial Revolution, the notion of “family life”:

a. was legally defined to include three generations of relatives.
b. grew to include a broader range of family members, like cousins, aunts, and uncles.
c. was narrowed to include just the nuclear family, which included only parents and their
children.
d. shrank to include only one child per family.
ANS: C DIF: Moderate REF: 1-1 The Development of the Study of
8. The idea of “childhood” as a special time of life:

a. was concurrent with a time of ease and play for children during the Industrial Revolution.
b. became evident during the Industrial Revolution, as children became more visible.
c. declined throughout the 20th century.
d. corresponded to the Middle Ages and the importance of children in the family during this
time.
ANS: B DIF: Moderate REF: 1-1 The Development of the Study of
9. The purpose of the first intelligence test was to:

a. measure IQ scores to determine genius-level abilities in children.
b. identify children at risk of falling behind in school.
c. create separate classrooms for high- and low-intelligence children.
d. compare people of different racial and ethnic backgrounds.
ANS: B DIF: Difficult REF: 1-1 The Development of the Study of
10. __________ psychology is the discipline that studies the physical, cognitive, social, and emotional
growth of human beings over time.
a. Personality c. Social
b. Developmental d. Multicultural
ANS: B DIF: Easy REF: 1-1 The Development of the Study of
11. Lucinda wants to study a field where she will delve into different domains of growth in human beings,
including social cognitive, physical, and emotional changes. Lucinda should consider pursuing a
degree in ________.
a. developmental psychology c. psychometrics
b. sociology d. clinical psychology
ANS: A DIF: Easy REF: 1-1 The Development of the Study of
OBJ: 1-1 MSC: TYPE: Application
12. According to the ________ perspective views human development as occurring throughout the
individual’s lifetime.
a. continuous c. classical
b. categorical d. lifespan
ANS: D DIF: Moderate REF: 1-1 The Development of the Study of
OBJ: 1-1 MSC: TYPE:
13. Who is quoted as saying, "Give me a dozen healthy infants, well-formed, and my own specified world
to bring them up in, and I'll guarantee to train them to become any type of specialist I might
suggest…"
a. John Watson c. Jean Piaget
b. B.F. Skinner d. John Locke
ANS: A DIF: Easy REF: 1-2 Theories of Development
14. John Watson’s behaviorism and John Locke’s concept of the “tabula rasa”:
a. both emphasize the joint contributions of nature and nurture to one’s development.
b. both suggest that one’s genetic endowment determines one’s ideas, preferences, and skills.
c. both suggest that experience determines one’s ideas, preferences, and skills.
d. emphasize the importance of maturational processes.
ANS: C DIF: Moderate REF: 1-2 Theories of Development
15. With which of the following perspectives of child development is Arnold Gesell credited?
a. Children are inherently evil.
b. Children are inherently good.
c. Biological maturation is the main principle of development.
d. Environment is the main principle of development.
ANS: C DIF: Difficult REF: 1-2 Theories of Development
16. John Watson’s behaviorism came down on the side of _____, while Arnold Gesell’s maturational
perspective came down on the side of _____.
a. nature; nurture c. biology; genetics
b. nurture; nature d. environment; learning
ANS: B DIF: Moderate REF: 1-2 Theories of Development
17. John Watson’s approach to development focused primarily on _____, while Arnold Gesell’s
perspective focused mainly on _____.
a. behavior patterns; physical aspects of growth and development
b. physical aspects of growth and development; behavior patterns
c. heredity; biology
d. biology; learning
ANS: A DIF: Difficult REF: 1-2 Theories of Development
18. Who was the founder of the psychoanalytic perspective?

a. Horney c. Freud
b. Jung d. Darwin
19. According to psychoanalytic perspectives, children and adults are caught in conflict. Early in
development, this conflict is between the child and
a. parental expectations, social rules, moral codes, and even laws.
b. their sexual and aggressive tendencies.
c. their ids and superegos.
d. the child's external limits which have been internalized.
20. According to Freud, which aspect of our personality is present at birth?

a. the id c. the superego
b. the ego d. the archetype
ANS: A DIF: Moderate REF: 1-2 Theories of Development
21. According to _____ theory, external limits are internalized and conflict with inner forces. The child’s
observable behavior, thoughts, and feelings reflect the outcomes of these battles.
a. behavioral c. cognitive-developmental
b. learning d. psychoanalytic
ANS: D DIF: Difficult REF: 1-2 Theories of Development
22. Both Freud’s and Erikson’s psychoanalytic theories are:

a. stage theories. c. exclusively nature theories.
b. quantitative theories. d. exclusively nurture theories.
23. Freudian psychoanalytic theory focuses on:

a. observable behaviors. c. learning and education.
b. emotional and social development. d. quantitative change in development.
24. According to Freud, the id is a(n) ________ aspect of one’s personality.

a. preconscious c. unconscious
b. conscious d. social
25. Which of the following aspects of personality did Freud suggest represents our biological drives.
a. the id c. the superego
b. the ego d. the animus
26. According to Freud, the psychic structure called the ego:
a. curbs the appetites of the id and makes plans that are socially proper.
b. is driven by the quest for pleasure.
c. is our moral base that forces us to follow rules.
d. is biologically based and present at birth.
27. Freud suggested that the aspect of personality that represents the moral standards and values of one’s
parents is the ________.
a. id c. superego
b. ego d. reaction formation
28. In Freud’s psychoanalytical theory, there are five proposed stages of ________ development.
a. psychosocial. c. psychosexual.
b. epigenetic. d. emergent.
ANS: C DIF: Easy REF: 1-2 Theories of Development
29. According to Freud, during the first year of life, children are in the ____ stage of development.
a. oral c. anal
b. fixated d. latency
30. When a child is given too much or too little gratification or is presented with conflicts in gratification,
Freud suggested that she would become ________ in a stage of development.
a. defended c. repressed
b. moralized d. fixated
ANS: D DIF: Moderate REF: 1-2 Theories of Development
31. According to Freudian psychoanalytic theory, a child may become fixated in the oral stage of
development by which of the following?
a. being potty trained too strictly
b. being weaned too early or breast-fed for too long
c. concentrating on school work too long
d. playing with opposite gender children too often
ANS: B DIF: Easy REF: 1-2 Theories of Development
32. According to Freud, fixation during the anal stage of development could lead to:
a. someone who is overly dependent. c. someone who is shy and overcautious.
b. someone who is very gullible. d. someone who is careless and sloppy.
33. Marquisha is a grown woman who still sucks her thumb. Her co-workers notice that she does this, but
they are too polite to mention it. According to Freud, Marquisha is fixated at the ________ stage of
development.
a. oral c. anal
b. phallic d. genital
34. Which of the following is the correct order of Freud's psychosexual stages?
a. anal, latency, phallic, oral, genital c. phallic, oral, anal, latency, genital
b. oral, latency, anal, phallic, genital d. oral, anal, phallic, latency, genital
35. According to Freud, it is not uncommon for boys to develop strong attachments to their mothers or for
girls to develop strong attachments to their fathers during the _____ stage of development.
a. oral c. phallic
b. anal d. genital
36. Children enter the latency stage at 5 or 6 years of age and:

a. usually never progress to further stages.
b. generally stay there until puberty.
c. then enter the phallic stage at adolescence.
d. stay there until the anal stage at age 8.
37. Ashley is an 8-year-old girl whose is not aware of her unconscious sexual feelings. She spends her
time focusing on her schoolwork and developing relationships with same-sex friends. Which of
Freud's psychosexual stages is Ashley in?
a. phallic c. genital
b. latency d. oral
38. Freud's theories have been criticized for:

a. underemphasizing sexuality and instinct.
b. overemphasizing social relationships and learning.
c. relying on contacts with adults rather than observing children directly.
d. using the scientific method too carefully.
39. Which of the following is TRUE regarding Freud’s legacy for future thinkers?
a. Its focus on the scientific method has led to stronger ways of studying human
development.
b. Its emphasis on the emotional needs of children has influenced how educators understand
children’s behaviors.
c. Its focus on the importance of genetics has led to modern researchers understanding of
how genetics and environment intersect.
d. There has been no further examination of issues in human development initially identified
by Freud.
ANS: B DIF: Difficult REF: 1-2 Theories of Development
40. Erikson's psychosocial theory deviates from Freud's psychosexual theory in that Erikson:
a. increases the emphasis on intrapsychic conflict.
b. emphasizes social relationships more than sexual or aggressive instincts.
c. places greater emphasis on the id.
d. focuses more on sexual impulses than social relationships.
41. Erikson labeled the stages of his theory based on:

a. chronological age. c. life crises.
b. psychosexual conflicts. d. unhealthy patterns of parenting.
42. According to Erikson, early experiences:

a. are easily overcome under the right circumstances.
b. continue to affect future development.
c. exert very little influence on who we become.
d. only predict future development once we reach 6-8 years of age.
43. Which of the following is considered an advantage of Erikson's theory?

a. It reinforces the importance of unconscious forces in human development.
b. It suggests that childhood experiences could easily be overcome as we develop in our
lives.
c. It reminds us that humans are selfish and need to be forced to adhere to social norms.
d. It emphasizes the importance of human consciousness and choice.
44. Zack has been wetting the bed. A special pad is placed under him while he is sleeping. If the pad
becomes wet a bell rings. After several repetitions, Zack learns to wake up before wetting the pad and
eventually stops wetting the bed altogether. This is an example of the application of what theory to the
treatment of bed-wetting?
a. psychodynamic theory c. cognitive theory
b. psychosocial theory d. learning theory
ANS: D DIF: Easy REF: 1-2 Theories of Development
45. Kareem laughs whenever his neck is touched. Now his mommy says "gotcha" before touching his
neck. Eventually, as soon as his mommy says "gotcha," Kareem starts to laugh. This is an example of:
a. habituation learning c. sensitization learning
b. classical conditioning d. operant conditioning
46. Who introduced the concept of reinforcement into behaviorism?

a. Freud c. Watson
b. Skinner d. Piaget
47. Negative reinforcement occurs when one

a. decreases an unwanted behavior by presenting something unpleasant.
b. decreases an unwanted behavior by withholding something pleasant.
c. increases a desired behavior by withholding something unpleasant.
d. increases a desired behavior by presenting something pleasant.
48. Operant conditioning involves changing behavior as a result of:

a. innate processes. c. the effects the behavior causes.
b. mental evaluation of a situation. d. pairing two stimuli to produce a response.
49. Extinction of learning occurs:

a. from repeated performance of operant behavior without reinforcement.
b. when classically conditioned stimuli are removed.
c. with the passage of time, even if reinforcement continues.
d. never - once something is learned it cannot be "unlearned."
50. Which of the following is the most accurate statement about the use of punishment?
a. It should decrease the frequency of a behavior.
b. It works as well as reinforcements.
c. It is always physical, such as spanking.
d. It is considered the best method of childrearing.
51. Chris's mother offers to give him a cookie, but only if he behaves himself in the grocery store. What
concept of operant conditioning is at work here?
a. positive reinforcement
b. negative reinforcement
c. extinction
d. conditioned stimulus and conditioned response
52. Parental or teacher attention acts as a:

a. reinforcement.
b. punishment.
c. neither a reinforcement nor punishment.
d. either a reinforcement or punishment, depending on whether the behavior in question
increases or decreases in frequency.
53. Which of the following is one of the criticisms offered by your author regarding the use of punishment
with children?
a. It works even when delivery is not guaranteed.
b. It suppresses the behavior of parents and/or teachers.
c. It may cause feelings of anger and hostility.
d. It provides clear alternatives to unacceptable behavior.
54. Which of the following is one of the criticisms offered by your author regarding the use of punishment
with children?
a. It is usually more effective than reinforcement.
b. It is a good way to teach children how to deal with stress.
c. It does not suggest an alternative to unacceptable behavior.
d. all of these
55. What has research found to be the most effective way for teachers to increase appropriate behavior and
decrease disruptive or aggressive behavior in their classrooms?
a. Be very firm and harsh in response to disruption.
b. Reinforce appropriate behavior and ignore misbehavior among students.
c. Do not reinforce the positive but be sure to punish the negative.
d. Stick to classical rather than operant conditioning techniques.
ANS: B DIF: Difficult REF: p. 1-2 Theories of Development
56. Which of the following is an example of "time out from positive reinforcement?”
a. placing a child in a time out seat at the front of the classroom
b. punishing a child by making him write sentences on the board
c. refusing to put stars and fun stickers on improperly completed homework
d. placing a child away from peers for a time with no fun activities
57. Social cognitive theorists, such as Albert Bandura, suggest that:

a. children do not learn by the use of such principles as reinforcement and punishment.
b. children do not learn unless they are given hands-on practice with what is to be learned.
c. children learn much of what they learn through the observation of others.
d. children only learn through classical and operant conditioning.
58. Which of the following is an example of observational learning?

a. Jonathan jumps when he hears loud thunder.
b. Nicholas isn't given any dessert because he didn't eat his green vegetables at dinner.
c. Gina watches her mother mow the grass and then she pushes her toy lawnmower around
the lawn in a similar way.
d. Sara stops having temper tantrums in public when her father begins ignoring them.
ANS: C DIF: Easy REF: 1-2 Theories of Development
59. Which of the following theorists would be most interested in how children perceive and mentally
represent the world?
a. Freud c. Pavlov
b. Skinner d. Piaget
60. Which of the following is a cognitive theorist MOST likely to study?

a. how children confront and resolve developmental crises in their lives
b. how id, ego, and superego work together to form a healthy personality
c. how patterns of reinforcement and punishment promote learning
d. how children perceive and mentally represent the world
61. From his work at the Binet Institute in Paris, Piaget concluded that:
a. children's incorrect answers resulted from inconsistent cognitive processing.
b. only children’s correct answers demonstrated what they were thinking.
c. children's incorrect answers followed consistent cognitive processes.
d. there was nothing to learn about cognitive processes from children's incorrect answers.
62. Piaget saw children “________” who actively intend to learn about and take intellectual charge of
their world.
a. natural physicists c. innate psychologists
b. genetic explorers d. enthusiastic engineers
63. How would Piaget define a scheme?

a. a pattern of action or mental structure involved in acquiring or organizing knowledge
b. something babies suck
c. the interaction between the environment and the organism
d. an innate knowledge structure that does not change with development
64. How are schemes changed?

a. only through assimilation
b. by comparing old information with new schemes
c. by getting more complex as children age according to their genotype
d. by comparing new information with old schemes that do not fit the new information
65. Which of the following terms is not associated with Piaget's theory?
a. schemas c. equilibration
b. adaptation d. superego
66. Piaget referred to ________ as one’s tendency to interact with and respond to their environment.
a. adaptation. c. assimilation.
b. accommodation. d. referencing.
67. Baby Tyrese has an understanding of "things he can reach," such as a toy in his crib, and "things he
can't reach," such as the mobile hanging above his crib. According to Piaget, what are these cognitive
structures called?
a. theories c. assimilation categories
b. schemes d. accommodation categories
68. Which of the following is the most accurate description of Piaget’s concept of accommodation?
a. The changing of a scheme or the creation of a new scheme.
b. The elimination of an old scheme.
c. A process of restricting knowledge to avoid confusion.
d. A linkage between cognition and language.
69. Three-year old Cynthia's mother gives her an apple each day and tells her that apples are "fruit."
However one day, Cynthia's mother gives her an orange. She tells Cynthia this is also "fruit." What
happens to Cynthia's scheme of "fruit?"
a. She assimilates the new information about oranges into the existing scheme.
b. She ignores the new information about oranges.
c. She incorporates the information so that her scheme now includes apples and oranges.
d. She eliminates the concept of apple and now her scheme of fruit only contains oranges.
70. What happens when a child attempts to assimilate new information and cannot?
a. The child will ignore the contradiction at all costs.
b. The child may accommodate to restore equilibrium.
c. The child will simply accept the incongruity.
d. none of these
71. Which of the following is NOT a stage of cognitive development in Piagetian theory?
a. hypothetical c. concrete operational
b. sensorimotor d. preoperational
72. Applying Piaget's theory to educational settings would involve:

a. looking at the child's ability to repress his aggressive tendencies.
b. gearing instruction to the child's developmental level.
c. assisting children in completing problems in workbooks.
d. realizing that children of all ages process information similarly.
73. When evaluating Piaget's theory of cognitive development, which of the following is true?
a. Piaget may have overestimated the ages at which children develop basic language skills.
b. Piaget may have underestimated the ages at which children are capable of doing certain
things.
c. Cognitive development does not occur in distinct stages as Piaget believed.
d. Piaget completely misunderstood children’s ability to think logically.
74. Which of the following represents an information processing view of cognition?
a. how people encode, store, and retrieve information
b. how people develop sexual attractions for their opposite-sex parent
c. how people assimilate and accommodate information into their schemes
d. how people develop their native intelligence
75. The information processing perspective uses the _____ as a metaphor for explaining how people’s
memory and problem-solving work.
a. computer c. camera
b. camera d. digital clock
76. The information-processing perspective refers to people's strategies for problem solving as “mental
programs” or “_______.”
a. input c. software
b. hardware d. RAM
77. The most obvious applications of the information-processing perspective occur in the field of
________.
a. Medicine c. Teaching
b. Engineering d. Manufacturing
78. What is the scope of the biological perspective?

a. It deals with the ways in which children encode information.
b. It examines how children learn to act by observing models.
c. It views children as going through stages of psychosexual development.
d. It refers to development connected with hormones, heredity, and reproduction.
79. Which of the following approaches to development focuses most on instinctive, inborn behavior?
a. ethological c. behavioral
b. social cognitive d. ecological
80. Which of the following researchers were ethologists?

a. Freud and Erikson c. Piaget and Vygotsky
b. Lorenz and Tinbergen d. Bandura and Rotter
81. Adaptation and natural selection are connected with the field of ________ psychology.
a. industrial/organizational c. ethnographic
b. multicultural d. evolutionary
82. According to the biological approaches to development, built-in or instinctive behaviors are called:
a. phenotypes. c. fixed action patterns.
b. discriminative stimuli. d. releasing stimuli.
83. Birds reared in isolation have been known to build nests, even if they have never seen another bird
building a nest, or a nest itself. These built-in, instinctive behaviors are referred to by ethologists as:
a. fixed action patterns. c. survival mechanisms.
b. learned behavioral tendencies. d. reflexes.
84. Dr. Fitzsimmons is an ethologist .Given this academic background, which of the following statements
would you most expect him to make?
a. Instincts have little effect on the behavior of an individual.
b. Prenatal exposure to hormones has little effect on gender behaviors.
c. Most ethologists tend to believe that the same level of influence of biology affects humans
as it does other animals.
d. Different species have different fixed action patterns.
85. According to Urie Bronfenbrenner, an ecological systems theorist:

a. who you are at birth is who you are throughout life.
b. two-way interactions between a child and his/her parents influence the child’s
development.
c. unconscious conflicts and urges primarily influence child development.
d. interactions with parents determine what kind of adult a child becomes.
86. Which of the following is the correct order of Bronfenbrenner's 5 systems, going from narrowest to
widest ?
a. microsystem, exosystem, mesosystem, macrosystem, chronosystem
b. mesosystem, microsystem, exosystem, macrosystem, chronosystem
c. microsystem, mesosystem, exosystem, macrosystem, chronosystem
d. macrosystem, exosystem, microsystem, chronosystem, mesosystem
87. Which of the following represents a "microsystem?"
a. a child's home
b. an interaction between a child's home and school
c. a school board
d. a child's culture
88. Which of the following represents an “exosystem?”

a. a parent’s workplace c. a child’s school
b. a child’s daycare center d. a child’s neighborhood
89. Gina's mother is a Vice President at a large company. Her work requires long hours at the office. As a
result, Gina's mom does not always make it to her soccer games. Her mother's workplace represents
which type of system for Gina?
a. mesosystem c. microsystem
b. exosystem d. macrosystem
90. Cross-cultural studies examine the effects of:

a. mesosystems. c. microsystems.
b. exosystems. d. macrosystems.
91. Studies that investigate the effects of divorce on children over time examine which of
Bronfenbrenner's systems?
a. mesosystem c. macrosystem
b. exosystem d. chronosystem
92. Which of the following names is associated with the sociocultural perspective?
a. Sigmund Freud c. Urie Bronfenbrenner
b. Erik Erikson d. Lev Vygotsky
93. Sociocultural theory:

a. illuminates the interplay between genetics and development.
b. examines the impact of social interactions between children and adults.
c. explores the importance of the unconscious on child development.
d. explains how one’s genes interact with one’s environment.
94. Vygotsky’s sociocultural theory suggests that
a. a child's interactions with adults organize the child's learning experiences.
b. children learn only through a complex interaction of rewards and punishments.
c. children are like miniature adults and need to be rigidly instructed to obtain cognitive
skills.
d. factors such as ethnicity and gender play no role in development.
95. The zone of ________ development was Vygotsky’s term for the range of skills that a child can carry
out only when they have the help of a more skilled person.
a. convergent c. guided
b. proximal d. directed
96. Omar can tie his shoes, but only with his mother's help. This suggests that tying shoes:
a. is beyond Omar's scope of capability.
b. is within Omar's zone of proximal development.
c. is an innate process that simply needs nurturing to unfold.
d. is too difficult for a child his age and should not be attempted.
97. Which of the following is an example of scaffolding?

a. tying a child's shoes for him
b. a child reading a book on her own
c. using flash cards to learn math until the child can calculate the answer in her head
d. giving a child a fork with which to eat her dinner
98. Which of the following is not emphasized by the sociocultural perspective?

a. diversity c. gender
b. ethnicity d. genetics
99. Which of the various ethnic groups are projected to grow the fastest between the year 2000 and the
year 2050?
a. European Americans and African Americans
b. European Americans and Asian Americans & Pacific Islanders
c. European Americans and Latin Americans
d. Latin Americans and African Americans
100. The nature/nurture debate is concerned with:

a. the question of why genes are more influential in development than environment.
b. the question of why the environment is more important in development than evolution.
c. the relationship(s) between heredity, environment, and human development.
d. the claim that females are more intelligent for genetic reasons.
ANS: C DIF: Moderate REF: 1-3 Controversies in Development
101. In the nature-nurture controversy, nature refers to the influence of ________.

a. heredity c. nutrition
b. culture d. the environment
ANS: A DIF: Easy REF: 1-3 Controversies in Development
102. In the nature-nurture controversy, nurture refers to the influence of ________.

a. heredity c. nutrition
b. culture d. the environment
ANS: D DIF: Easy REF: 1-3 Controversies in Development
103. Which theorist would answer the “continuity-discontinuity” debate by saying that development is
discontinuous, with maturational processes of the nervous system allowing cognitive development?
a. Piaget c. Erikson
b. Freud d. Watson
ANS: A DIF: Difficult REF: 1-3 Controversies in Development
104. Jalise is an educator who provides an open education and encourages children to explore their
environment. She most likely believes that children are:
a. passive. c. discontinuous.
b. continuous. d. active.
ANS: D DIF: Moderate REF: 1-3 Controversies in Development
105. Dr. Martinez wants to know which exhibits children prefer at the new Children's Museum. To find out,
she unobtrusively observes them to see which exhibits they choose to visit most and at which ones
they spend the most time. Which type of research method does this represent?
a. naturalistic observation c. a longitudinal study
b. the case study method d. a standardized test
ANS: A DIF: Easy REF: 1-4 How Do We Study Development?
106. Dr. Meyers has intensely studied a pair of conjoined twins for two years. This represents:
a. an experiment. c. a cross-lagged method.
b. a correlational design. d. a case study.
ANS: D DIF: Easy REF: 1-4 How Do We Study Development?
107. Which of the following represents the "strongest" correlation?
a. +.65 c. -.80
b. +.70 d. -.45
ANS: C DIF: Moderate REF: 1-4 How Do We Study Development?
108. A researcher has found that the more hours students spend partying, the lower their exam scores tend
to be. This represents:
a. a naturalistic observation. c. a positive correlation.
b. a negative correlation. d. a case study.
ANS: B DIF: Moderate REF: 1-4 How Do We Study Development?
109. Dr. Simmons has found a strong positive correlation between watching violent cartoons on TV and
children's levels of aggression toward others. What can be concluded from this research?
a. Violent TV causes aggressive behavior in children.
b. Aggressive behavior causes children to watch more violent TV.
c. The more violent TV a child watches, the less aggressive behavior the child will
demonstrate.
d. Child who watch more violent TV will demonstrate more aggressive behavior.
ANS: D DIF: Moderate REF: 1-4 How Do We Study Development?
110. The major limitation of correlational research is that it:

a. can only be used with non-human (animal) participants.
b. it is impossible to determine if the independent variable truly caused changes in the
dependent variable.
c. it cannot be used to determine cause-and-effect relationships between variables.
d. it gives the researcher so much control over the variables that the results can be easily
manipulated.
ANS: C DIF: Difficult REF: 1-4 How Do We Study Development?
111. A hypothesis is:

a. only used in correlational research.
b. a proposition to be tested.
c. always supported by the findings of an experiment.
d. useless when comparing two equal groups of participants.
ANS: B DIF: Easy REF: 1-4 How Do We Study Development?
112. Dr. Manquero forms the hypothesis that ingesting chocolate prior to an exam will improve exam
performance. She gives half of her participants chocolate and the other half gets nothing. She then
gives the participants an exam. In this experiment, what is the experimental group?
a. the group that receives nothing c. the group that eats chocolate
b. the performance on the exam d. the number of people who take the exam
gives the participants an exam. In this experiment, what is the dependent variable?
a. the group that receives nothing c. the group that eats chocolate
b. the performance on the exam d. the number of people who take the exam
ANS: B DIF: Difficult REF: 1-4 How Do We Study Development?
gives the participants an exam. In this experiment, what is the best way to divide the participants into
groups?
a. Make sure that each group wants to eat the chocolate or chew the gum.
b. How the groups are formed doesn't matter.
c. Have all males in one group and all females in the other.
d. Randomly assign the participants to the two groups.
ANS: D DIF: Difficult REF: 1-4 How Do We Study Development?
115. The purpose of having random assignment in an experiment is to:

a. prevent subjects from knowing of which experimental group they are a member.
b. provide ethical reasons for being in an experiment .
c. make sure that the results were not caused by a selection factor rather than the treatment.
d. cause a selection factor to determine how the subjects will behave in the experiment.
116. Under what circumstance would a research opt to use animals instead of human participants?
a. when the use of human participants would be considered unethical.
b. when the use of human participants would require deception on the part of the researcher.
c. when the researcher would be forced to keep a human participant’s identity confidential.
d. when it would be cheaper to use animals over human participants.
ANS: A DIF: Easy REF: 1-4 How Do We Study Development?
117. Which of the following methods involves studying development over time?
a. a longitudinal study c. a cross-sectional study
b. an experiment d. a correlational study
ANS: A DIF: Moderate REF: 1-4 How Do We Study Development?
118. Dr. Klein wants to investigate the long-term effects of antidepressant medications in children. To do
so, she randomly selects a group of subjects and assesses them every year for ten years. What type of
study is this?
a. Naturalistic c. cross-sectional
b. cross-sequential d. Longitudinal
119. Which of the following is NOT considered a drawback of the longitudinal method?
a. Subjects may die.
b. Subjects may be studied over a number of years.
c. Subjects may fall out of touch with the researchers.
d. Subjects may not want to participate for a long-term study.
120. The cohort effect:
a. occurs when similarities in behaviors are due to the fact that people were born at the same
time in history.
b. occurs when subjects know of which experimental group they are a member.
c. is a problem when subjects die off selectively from longitudinal research.
d. is a particular problem in cross-sequential research.
ANS: A DIF: Difficult REF: 1-4 How Do We Study Development?
121. Cross-sequential research:

a. takes less time than cross-sectional research.
b. is hampered by the cohort effect.
c. combines longitudinal and cross-sectional research methods.
d. has too many ethical problems to be considered an effective research method.
ANS: C DIF: Moderate REF: 1-4 How Do We Study Development?
122. The study of developmental processes by taking measures of participants of the same age group at
different times is called a time ________ study.
a. Delay c. Decay
b. Lag d. Postponing
ANS: B DIF: Difficult REF: 1-4 How Do We Study Development?
123. Four-year-old Shaunda took part in a research study that investigated the effects of fruit juice
consumption on obesity in children. When the study was published in a research journal, Shaunda's
name was used in the article. Which guideline of ethical research involving children was violated?
a. Parental participation was not obtained.
b. Identities of participants are to remain confidential.
c. Children and parents must be informed of the purposes of the research.
d. The researchers did not get proper approval for conducting the study.
ANS: B DIF: Easy REF: 1-4 How Do We Study Development?
124. Which of the following is not one of the ethical guidelines that guide research in psychology?
a. Researchers are not to use methods that may do physical or psychological harm.
b. Participants may withdraw from the study at any time, for any reason.
c. Participants should be offered information about the results of the study.
d. Participants may not be deceived by the researcher(s) at any point during the study.
125. What is the most important reason for having ethical guidelines for how research should be conducted
in psychology?
a. Because following such guidelines guarantees publication of one’s results.
b. Because these guidelines protect the welfare of the research participants.
c. Because following these guidelines will increase the chance of getting grants and other
sources of external funding.
d. Because these guidelines are essential for conducting proper research with animal
participants.
MATCHING
Match the following:

a. Believed that children actively construct k. Theory that suggests that children and
their knowledge adults are caught in conflicts
b. A type of research that follows the same l. Psychosexual stage that begins in the third
participants over many years year of life
c. Proposed the theory of psychosocial m. A proposition to be tested in research
development
d. When children place information into n. A consequence of an action that is
existing schemas designed to decrease a behavior
e. Information that is outside of one’s o. When children modify schemas to fit new
awareness information
f. A form of learning that uses consequences p. Ecological level that includes a child’s
to alter behavior cultural setting
g. Suggested that children are innately good.q. A consequence of an action that is
designed to increase a behavior
h. Psychosexual stage that occurs during the r. A form of learning where one stimulus
first year of life comes to elicit a response usually
produced by a different stimulus.
i. Proposed a theory of psychosexual s. Information of which we are currently
development aware
j. Developed the first standardized t. Proposed that children are born as a
intelligence test “tabula rasa”
1. Hypothesis 8. Accommodation
2. Oral stage 9. Longitudinal design
3. Operant conditioning 10. Punishment
4. John Locke 1.11. Unconscious
5. Sigmund Freud 2.12. Phallic stage
6. Macrosystem 3.13. Jean Piaget
7. Assimilation 4.14. Classical conditioning
5. 15. Alfred Binet 8. 18. Reinforcement
6. 16. Conscious 9. 19. Psychoanalytic theories
7. 17. Jean-Jacques Rousseau 10. 20. Erik Erikson
1. ANS: M 1. 11. ANS: E

2. ANS: H 2. 12. ANS: L
3. ANS: F 3. 13. ANS: A
4. ANS: T 4. 14. ANS: R
5. ANS: I 5. 15. ANS: J
6. ANS: P 6. 16. ANS: S
7. ANS: D 7. 17. ANS: G
8. ANS: O 8. 18. ANS: Q
9. ANS: B 9. 19. ANS: K
10. ANS: N 10. 20. ANS: C
TRUE/FALSE
1. During the Middle Ages, children were expected to reach the “age of reason” by 7 years.
ANS: T DIF: Moderate

REF: 1-1 The Development of the Study of Development OBJ: 1-1
MSC: TYPE: Factual
2. John Locke said children begin life as a clean slate.
ANS: T DIF: Difficult

MSC: TYPE: Factual
3. Jean-Jacques Rousseau believed that children were born inherently evil.
ANS: F DIF: Easy

MSC: TYPE: Factual
4. According to Freud, becoming “fixated” in a stage of psychosexual development is a result of

receiving too little or too much gratification during that stage.
ANS: T DIF: Moderate REF: 1-2 Theories of Development

5. According to Freudian psychosexual theory, children develop strong sexual attachments to the same-
sex parent during the genital stage.
ANS: F DIF: Moderate REF: 1-2 Theories of Development

6. Erikson’s psychosocial theory emphasizes the role of the ego more than Freud’s psychoanalytic theory
does.
ANS: T DIF: Difficult REF: 1-2 Theories of Development

7. According to behaviorists, once a behavior is learned it cannot be extinguished.
ANS: F DIF: Easy REF: 1-2 Theories of Development

8. Punishments such as spanking are considered less effective than types of discipline that provide
alternative, acceptable behaviors.

9. Bandura’s social cognitive theory argues that children learn by observing models.
ANS: T DIF: Easy REF: 1-2 Theories of Development

10. Ethology was heavily influenced by the work of Charles Darwin.

11. Piaget’s cognitive-developmental theory suggests that children passively respond to their
environments.
ANS: F DIF: Difficult REF: 1-2 Theories of Development

12. Children adapt to their environments through assimilation and accommodation, according to Piaget’s
cognitive-developmental theory.

13. According to ethologists, fixed action patterns are learned behaviors.

14. Scaffolding is what teachers and parents do to help children reach a higher level of performance than
they could without assistance.

15. Ecological system theory states that only genetic factors are worth studying.
ANS: F DIF: Easy REF: 1-2 Theories of Development
16. A child's peer group would be an example of an exosystem.

17. The nature-nurture controversy debates whether development is continuous or a series of stages.
ANS: F DIF: Easy REF: 1-3 Controversies in Development

18. Stage theories consider development as a discontinuous process.
ANS: T DIF: Moderate REF: 1-3 Controversies in Development

19. Case studies involve large numbers of subjects each being studied once.
ANS: F DIF: Easy REF: 1-4 How Do We Study Development?

20. Correlational studies prove causal relationships between variables.
ANS: F DIF: Moderate REF: 1-4 How Do We Study Development?

21. Independent variables are manipulated by the experimenter.
ANS: T DIF: Moderate REF: 1-4 How Do We Study Development?

22. A control group in an experiment receives the experimental treatment.
ANS: F DIF: Moderate REF: 1-4 How Do We Study Development?

23. Random assignment in an experiment is important to reduce the likelihood that a selection factor is
determining the outcome.
ANS: T DIF: Difficult REF: 1-4 How Do We Study Development?

24. The cohort effect is a potential problem in cross-sectional research.
ANS: T DIF: Difficult REF: 1-4 How Do We Study Development?

25. Cross-sequential research combines the longitudinal and cross-sectional research methods.
ANS: T DIF: Moderate REF: 1-4 How Do We Study Development?

COMPLETION
1. Jean-Jacques Rousseau considered children to be born inherently ________.
ANS: good
2. Alfred Binet created the first ________ to identify children who were at risk of falling behind in their
academic achievement
ANS: intelligence test
3. John Watson, the founder of American ________, suggested that development was a result of
experience.
ANS: behaviorism
4. ________ is the unfolding of genetically determined traits, structures, and functions.
ANS: Maturation
5. Sigmund Freud’s ________ theory suggested that development was a result of unconscious conflicts
between the id and ego.
ANS: psychoanalytic
6. The bell-and-pad method for bed-wetting uses ________conditioning to have children associate the
sound of a bell with a wet bed to train them to wake up before wetting the bed.
ANS: classical
7. ________ conditioning uses reinforcement and punishment to alter an individual’s behavior.
ANS: Operant
8. ________ results from repeated performance of operant behavior without reinforcement.
ANS: Extinction
9. ________ is the process by which new information is adjusted to fit into pre-existing schemes.
ANS: Assimilation
10. Problem-solving strategies are referred to as ________ in the information-processing theory.
ANS: Software (or mental programs)
11. ________ is the study of instinctive or inborn behavior patterns that are specific to a
species.
ANS: Ethology
12. Built-in or instinctive behaviors are known by ethologists as ________.
ANS: fixed action patterns
13. Bronfenbrenner’s ________ systems theory states that an individual’s development should be
understood in the context of his or her environment.
ANS: ecological
14. One’s home, school, and peer group are parts of their ________.
ANS: microsystem
15. The ________ is the range of tasks that a child can perform successfully
with the assistance of another but not alone.
ANS: zone of proximal development

16. Ethnicity, gender, and socioeconomic status are important to study to understand human ________.
ANS: diversity
17. Studying ________can assist educators and others working with people to treat others in culturally
sensitive ways.
ANS: diversity
18. ________ involves one’s genetic inheritance.
ANS: Nature
19. The ________ controversy asks whether inheritance or experience is more important in determining
one’s developmental outcome.
ANS: nature-nurture
20. ________ evidence is obtained only by gathering sound information and conducting research.
ANS: Scientific
21. Studying an individual in-depth over time is called a ____________________.
ANS: case study
22. High test scores are associated with a large amount of studying. This is an example of a ________
correlation.
ANS: positive
23. In a ____________________ study, participants are measured on more than one occasion over a
period of time.
ANS: longitudinal
24. The ____________________ effect is problematic for cross-sectional studies.
ANS: cohort
25. The identity of participants in a research study must be kept ________.
ANS: confidential (instructors may choose to accept “private”)
SHORT ANSWER
1. How have societal views of children changed throughout different eras in history?
ANS: There have been differing views of children throughout history. Early views considered
children to be evil and in need of harsh and persistent discipline. Other views looked upon children as
miniature adults who simply needed to grow. Advocates of this view, of course, would support putting
children to work as soon as they were “big enough” to do the work. Others looked at childhood as a
time of goodness or even “blankness,” making the child ready to experience the world and become
whatever the environment destined the child to become. John Locke, for example, believed that
children were born a “tabula rasa” or clean slate. They were not born with inborn predispositions.
This meant they were born ready to become anything. If the environment and their caregiving were
positive, they would become positive adults and do important things. If the environment and their
caregiving were negative, they were destined to wither and be less productive adults. This idea, of
course, can be seen in statements of behavioral psychologists such as John Watson. On another level,
Jean-Jacques Rousseau believed that children are innately good at birth, and that if they were given the
freedom and “room” to develop according to their own tendencies they would develop into generous
and moral individuals.
2. Give examples of the following levels of Bronfenbrenner’s ecological systems theory: microsystem,
mesosystem, exosystem, macrosystem, chronosystem.
ANS: Microsystem: parents, peers, teachers; Mesosystem: relations among Microsystems, such as
parent-teacher conferences, school-community interactions on field trips; Exosystem: parents’ work
places, poverty and unemployment of parents, school board; Macrosystem: cultural values, such as
expectations for independence of children, belief in co-sleeping of parents and children, importance of
mother staying at home with children; Chronosystem: time since divorce for family, historical events
such as Depression.
3. Describe how adaptation is used to further development, according to Piaget’s cognitive-

developmental theory.
ANS: Adaptation is a biological necessity that people have to respond to changes in their
environment, using the processes of assimilation and accommodation. Infants are born with basic
schemas which they use to understand their environments, through the process of assimilation. When
the schemas are no longer able to work with new information, the schemas are changed through the
process of accommodation. Through a series of disequilibrium and equilibrium states, cognitive
processes are altered to fit the needs of the environment and the individual, and when there is a balance
between assimilation and accommodation states a person will be in a state of equilibration. The
individual manipulates the environment like a scientist, testing hypotheses and reaching higher levels
of cognitive abilities in a series of stages from sensorimotor to preoperational, concrete operational,
and finally formal operational thought.
4. Compare and contrast Freud’s psychosexual theory and Erikson’s psychosocial theory of development.
ANS: Freud’s theory considers the id to be the primary focus of development. The id, the instinctual
needs, requires gratification which the ego must supervise. During the psychosexual stages, fixation
may occur if gratification is either over- or under-filled. Once fixation has occurred, it is difficult or
impossible to repair. The psychosexual stages begin at birth and end during adolescence. Erikson’s
theory considers the ego to be the primary focus of development. During the psychosocial stages,
social conflicts must be resolved to have optimal development, although revisiting these conflicts later
is possible. The psychosocial stages cover birth through late adulthood. While the primary emphasis
of Freud’s theory is the satisfaction of sexual and instinctive needs during the childhood years, Erikson
emphasized the social interactions that one has with others in their lives and did not focus on sexuality
as a prime component of personality development.
5. How do behaviorism and ethology differ in their approaches to explaining human development?
ANS: Behaviorism suggests that children are like clay, ready to be molded. It is primarily parents,
through patterns of reinforcement and punishment, who are thought to provide this molding. Theorists
operating from this biological perspective look at maturation (the predetermined and orderly unfolding
of abilities) and ethology examines instinctive or inborn behavior patterns. Behaviorism assumes that
the individual will start with few abilities, except for basic learning patterns, based on classical and
operant conditioning, responding to the environment while the ethological theorists assume that the
individual brings a host of skills to bear from genetic inheritance.
6. How does the information-processing theory use the computer metaphor to describe human cognition?
ANS: The computer, with its random access memory, storage capacity, and software, is used as a
metaphor for human cognition. Information is encoded or inputted into the “computer” and then
manipulated in working memory (RAM). Information may be stored in a storage device (short- or
long-term memory) and retrieved when needed. Problem solving strategies are considered to be
“mental programs” or “software”, while the brain is the “hardware”. Limitations in thinking may be a
result of limited memory capacity, retrieval problems, and ability to run multiple programs.
7. Describe the three controversies in human development discussed by your author in this chapter.
ANS: The main controversies are: (1) nature vs. nurture, (2) continuity vs. discontinuity, and (3)
active vs. passive. The nature vs. nurture controversy is not as much a controversy as it is a debate.
The issue is to delineate how much and what aspects of development are due to genetic influences and
which are due to environmental influences. The issue of continuity or discontinuity concerns the
orderliness and linearity of child development. Continuity theories assume that development is steady,
gradual, stage-like, and sequential. Discontinuity theories stress individual differences in development
and that development involves both gains and losses. The active vs. passive controversy focuses on
how big a role the child plays in her own development. Theorists, such as Freud, seemed to think that
development was something that happened to children (passive) while Piaget stressed the active role
children take in their own cognitive development.
8. Briefly discuss several different research methods used in developmental psychology, including the
steps of a formal experiment.
ANS: From observation, researchers may generate theories about why development might occur in
certain ways. Hypotheses may be generated that are specific testable predictions that can then be used
to formulate experiments and conduct research. People may be studied using naturalistic observation.
You might, for example, watch children at a daycare center and document gender differences in
amount and type of aggressive behaviors. Experiments may be conducted if ethical and not harmful to
children. Individuals may be randomly assigned to groups and comparisons made. Let’s say you have
the hypothesis that giving rewards for good behavior will increase those behaviors. You randomly
assign 10 children to a “reward” group (the experimental group) and 10 to a “non-reward” group (the
control group). You complete the first phase of the study by comparing the number of positive
behaviors elicited by each child (this establishes that your groups are comparable in the number of
positive behaviors elicited prior to the second phase of the study). During the second phase of the
study, you reward the positive behaviors of the children in the reward group and not in the control
group. During the third phase of the study, you count the number of positive behaviors elicited by the
children in each group and then make comparisons. If the children in the reward group are engaging in
more positive behaviors than those in the control group, you might conclude that this is due to the
presence of the reward in one group and the absence of reward in the other group.
9. What are the costs and benefits of the longitudinal, cross-sectional, and cross-sequential research
methods?
ANS: Longitudinal studies examine longer-range development of a group of individuals over time.
They may have selective dropout or death of subjects and cost more time and money than other
methods. Cross-sectional studies compare different groups of individuals at the same time on one
occasion. Many find that groups have different experiences based on when they were born, so cohort
effect may be problematic. Cross-sequential studies require less time overall than longitudinal studies,
since they compare different groups of individuals over a shorter period of time and can make time-lag
comparisons. Cross-sequential studies avoid the cohort effect, since they compare more than one
group (cohort) with each other and over time.
10. What ethical considerations must researchers make when determining a study of human development?
ANS: To manage ethical considerations, researchers must protect subjects from physical and
psychological harm, inform subjects of purpose of research and methods to be used. Participants must
be allowed to provide voluntary consent to participate as well as withdraw from the study at any time.
Participants must be provided with information about the outcome of the study. The identity of
participants must be kept confidential at all times. In order to proceed on such a study, the researchers
must present their plans for their study to a group of peers and receive approval prior to beginning the
study.
Another random document with
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people here are all winged, and move around so easily that separate
languages haven’t had a chance to evolve.
His heart was beating faster, with an eagerness that he found a little
ludicrous. He had never suspected even in his own dreams how
much it would mean to him to belong at last to a race that could
accept him as one of its own. Bruce Hallam had set his machine in
the aggregate pattern of the whole mutant group, knowing as he did
so how unlikely it was that more than one of them could hope for an
equivalent world on a single planet. But Bruce’s skill being what it
was, Kern told himself there was no reason to be surprised that the
expected had happened.
This world was his own. A winged world. He was luckiest and first of
the group to find a place where he belonged. Exultation closed up his
throat with the joy of being no longer alien.
“Or maybe I’m building too much on one example,” he warned himself
aloud. “Are we all winged in this world, girl? Say something, quick. I
want to learn your language! Answer me, girl—are you an alien too,
or is this the world where I belong?”
She laughed at him, recognizing the half-serious tone of his voice
though the words meant nothing. And then her glance went across
his shoulder, and a look of subtle withdrawal crossed her face. She
said something in her guttural tongue and nodded toward the trees
behind Kern.
He turned. A third winged figure was walking toward them under the
still-roaring trees, wings whipped by the wind until the newcomer
staggered now and then when the full blast caught him.
Kern was aware at first only of profound thankfulness. Another

winged person was almost the answer to his remaining doubt. Where
there were two, surely there must be many.
This was a man. Like the girl, he wore thin, tight leather and a dagger
at his belt. His hair was red, and so were his silky wings, but his face
was duskily tanned and Kern caught the flash of sidelong, light eyes
as the man approached them. He saw, too, in another moment, that
the newcomer was a hunchback. Between the shining reddish wings
the man’s back was slightly crooked, so that he looked up at them
with his head awry. He had a young face, with beautiful clear planes,
beneath the darkness of his tan.
“Gerd—” the girl called, and then hesitated. He flashed the light eyes
at her, and Kern decided it was probably his name.
The pale gaze moved back to Kern, and watched him searchingly as
the hunchback fought the wind to the shelter of their tree. The man
was wary, ready for distrust before he so much as saw Kern’s face. It
was odd, in a way.
They talked, the girl excitedly in her contralto voice, guttural words
tumbling over each other. Gerd’s answers were brief, in an
unexpectedly deep tone. Presently he unsheathed his dagger and
with it gestured toward Kern and the valley below them.
Kern bristled a little. There was no need for threats. If these people
were still in a state of undevelopment where knives were their
customary weapon, he was far beyond them in some ways at least. It
was not a pleasant introduction to this world, where he felt himself
already native, to have those first directions pointed out with a bare
blade.
The girl, seeing his scowl, laughed gently and came forward to take
his arm. She gestured Gerd away with her other hand, and he smiled
grimly and stood back. The girl fluttered her wings a little and made a
swooping gesture of her hand to indicate flight. She pointed to the
valley. Then she stepped away to the brow of the hill, unfolded her
wings, tested the dying wind with them, and leaned forward with
sublime confidence into the void.
The updraft caught her beneath the pinions and bore her aloft on a
beautiful sweep, her pale hair blowing like a banner. In midair she
twisted to beckon, and Kern laughed in sheer delight and ran to follow
her, spreading his dark wings so that at the fourth stride, with a leap,
suddenly he was airborne. It was a glorious feeling to fly without
shame or need of concealment. He scarcely heard the beat of wings
behind him as the hunchback took to the air in their wake. The joy of
flying in company was great enough just now to shut out all other
thoughts from Kern’s mind.
They swept high along the slow-running river of wind over a winding
valley. Kern, watching for the companions with whom he had entered
this wonderful world, saw no motion at all among the trees they
soared over. He caught sight presently of a cluster of roofs far ahead,
at the top of the valley, built around a stream that wound to and fro
among the houses, and was filled with excited speculation as they
neared the village.
My people, he thought. My own people. What kind of a town will it be,
and what sort of culture? How fast can I learn the language? There’s
so much to find out.
The thought broke in his mind. For something—he had no name for it
—was stirring very strangely through his body.
For an instant the whole airy world went blind around him. It was as if
a new pair of lungs had opened up within him and he had drawn a
deep, full breath of such air as no human ever tasted before. It was
as if new eyes had opened in his head and he had looked on a new
dimension with multiple sight. It was like neither of these, nor was it
like anything a man ever experienced before. New, new, inexpressibly
new!
And it was gone.
In flight Kern staggered a little, his wings forgetting to beat the
sustaining air. The thing had come and gone so quickly, and yet it
was not a wholly unfamiliar thing, after all. Once before something
like it had happened. Something, different, but at the time heart-
breakingly new. It was when he first felt the wings thrust out upon his
shoulders. When he first felt the change within himself that cut him off
from mankind.
“Am I changing again?” he asked himself fiercely. “Isn’t the mutation
over yet? I won’t change! I belong here now—I won’t let anything
spoil that!”
The feeling was gone. He could not remember even now what it had
been actually like. He would not change! He would fight change while
breath remained in him. Whatever strange new mutation struggled
now for being in his mysterious flesh he would strangle before he let it
come between him and these people with wings.
It had gone, now. He would forget it. It should be as if it had never
happened.
CHAPTER III
Gathering Danger
Sunlight winked from the diamond-paned windows of the village.
They circled above the rooftops and came in against the wind for a
landing on the high, flat roof of the central building, its open square
paved with tiles painted in bright, crude pictures of flying men and
women.
From above Kern could see the cobbled streets winding narrowly
past overhanging eaves, little stone bridges arching the stream that
gushed rapidly down through the village. Flowers were bright in
narrow, ordered bands around the houses. There were steep streets
that rose in steps around the curves of the hill upon which the town
was based.
The roofs were steeply pitched, arguing a heavy snowfall in winter,
but each of them had a landing area on the highest part of the house,
usually facing a low door let into a gable. And Kern’s last doubt
departed. This was indeed a village of flying people. He had come
into his own world at last.
His content lasted about five minutes.
Then they came down upon the brightly tiled landing-roof of what was
probably the townhall, and Kern, already fluttering his wings for a
landing, saw something that made him instinctively tighten the chest-
muscles that controlled his wings so that they stiffened into broad
pinions again. He soared and made a second circle about the rooftop.
The girl had reversed herself and was reaching with one foot for a
landing when she saw what had startled him. She laughed and
looked up, beckoning through the cloud of her settling hair.
Kern made a third circle, fighting the updraft among the houses while
he looked down dubiously at the two dead men sprawled upon the
roof. Both were young and both were winged. The girl walked
delicately by them as if they were not there, settling her wings
precisely. She stepped over the pool of blood, still liquid, that ran from
a wound in the nearer man’s neck, streaked across the width of his
quiet pinion, and that puddled the brilliant tiles with a color of even
brighter hue.
There was a measured beating of the air above Kern, and he looked
up to see the hunchback hovering on silky red wings above him.
Sunlight flashed on a bared knife-blade. Gerd gestured down. And
there was something about his poise in the air, the way he handled
his muscular, twisted body, that warned Kern not to precipitate a
struggle. It occurred to him for the first time that fighting in midair
must be an art requiring skills he had never learned—yet.
Gingerly he circled again and came down very lightly at the edge of
the roof, holding his wings half-open until he was sure of his footing.
The girl was waiting for him. She smiled, her blue glance flicking the
dead men. Then she slapped her own dagger significantly, glanced at
the bodies and back at Kern, and with a careless beckoning motion
turned to enter the roof door.
A little dazed, Kern followed. Did she mean she herself had killed
them? What extraordinary sort of culture had he found ready-made
for him here? The first doubts stirring in his mind, he stooped his
wings under the door-frame and groped down a narrow, curving
stairway behind the floating hair of his guide. Behind him he heard
Gerd’s feet thump uncompromisingly from step to step.
Voices came up the stair-well as they descended. At the bottom of
the flight Kern followed the girl into a big stone-paved room, low-
ceilinged, smoky from the fire that blazed in a huge cavern of
whitewashed brick at one end of the roof.
The room was full of the living and the dead. Bewildered. Kern
glanced about at the winged bodies which had obviously been
dragged carelessly out of the center of the room and heaped against
the walls. Blood lay in coagulating pools here and there on the flags.
The men about the fireplace seemed to be debating something in
loud voices. They looked up sharply as the girl entered. Then there
was a clattering rush and a clamor of guttural voices as they hurried
to greet her.
Kern made out one word among their sentences that seemed to be
her name.
“Elje—Elje!”
Their voices echoed under the low ceiling, their wings made a rustle
and soft clatter as they shouldered together around her. If it had not
been for the unconsidered dead at their feet, Kern would have been
happy without reservation, knowing at last beyond any doubt that this
was a world of the winged.
They were talking about him, obviously. Elje, braiding her disordered
hair, spoke rapidly and glanced from Kern to her companions and
back again. Kern did not wholly like the looks of the men. Without
wings, they would have seemed an undisciplined, violent group. Their
faces were scarred and weather-beaten. All of them wore knives, and
they had clearly been in a hard fight within the last few hours.
Among the dead on the floor there were men without wings. There
were also, he saw now, a few women, some winged, some not. Two
races? Somehow he surmised that was not true; there was a subtle
likeness among them all, the wingless and the winged, that marked
them of the same racial stock.
Presently he began to notice that the unwinged were all either elderly
or adolescent. He remembered that his own wings had not begun to
grow until he was past eighteen. Was it only in their prime that this
race could fly? And would he, with advancing years, lose again this
glorious attribute he had only now begun to enjoy?
The thought damped that surge of exultation which still flooded his
mind beneath the surface bewilderment. And then he grinned wryly to
himself, thinking:
“Maybe it won’t happen. Maybe I won’t live that long!”
For the looks of the grim men around him were not encouraging. If he
had guessed right about a universal language in this world, it was not
strange that his ignorance of it gave them room for suspicion. And in
a village where life was held as cheaply as it was held here, he could
probably expect direct and violent reactions to suspicion.
He was not far wrong. The men spoke among themselves in brawling
voices a moment or two longer, the girl Elje braiding her hair
carelessly and putting in a word now and then. While Kern stood
there, debating with himself what was best to do, the argument came
to a swift climax. Elje called something in a clear voice and, directly
behind him, Kern heard a guttural monosyllable in answer, and the
rustle of wings, and felt something cold and edged laid against the
side of his neck.
He stood quite still. Then the hunchback, Gerd, sidled around into his
view, holding the sharp knife with a steady hand against Kern’s
jugular. The pale eyes in the dark young face were steady and full of
cold threat.
Someone moved across the flagstones behind him and Kern felt
hands draw his wrists together, felt the roughness of rope pulled tight
around them. He did not protest. He was too surprised, and too
unaccustomed to violence in his daily life, to know just now what
course he should take. And he was filled still with the thought that
these were his own people.
A something heavy and clinging fell suddenly across his wings. He
jumped and looked back. It was a net, which a man with a scarred
face and suspicious, squinting eyes was rapidly knotting together at
the base of his pinions.
The hunchback grunted another monosyllable and drove the point of
his knife against Kern’s shoulder, jerking his red head toward a flight
of stairs across the room. The winged men drew back to let the two
pass, silent now and watching with impassive faces. Elje, finishing the
last of the second braid, tossed the pale silken rope of it across her
shoulder and would not meet Kern’s eyes as he went by.
The stairs twisted unevenly through narrow stone walls. At the third
level the hunchback threw open a heavy, low door and followed Kern
into the room beyond. It was rather a pleasant little place, circular,
with tile-banded walls and a tiled floor. The single window was barred
and looked out over rooftops and distant hills. There was a low bed, a
table, two chairs, nothing more.
The hunchback pushed Kern roughly toward one of the chairs. Both
of them, Kern noticed, had low backs to clear the wings of those who
might sit in them. He sank down and looked at the red-winged man
expectantly. What happened then was the last thing, perhaps, that he
might have expected to hear.
Gerd held out his dagger, level across his palm, pointed to it with the
other hand and growled, “Kaj.” He slapped his sheath then, said,
“Kajen,” and dropped the dagger into it. His pale eyes bored into
Kern’s.
Unexpectedly, Kern heard himself laughing. Partly it was relief, for he
would not have been surprised to feel the edge of that knife called kaj
sink into his throat once the door had closed behind them.
Instead, apparently this was to be a lesson in language....
Once, in the night, he awoke briefly. Strange stars were shining
through the bars of his window. He thought there was someone
stealthily looking at him from beyond the bars, and sleepily realized
that it would take as great skill to fly in silence as to walk without
noise. But he saw no one. He slept again and dreamed it was Elje at
the window, touching the bars with light fingertips as she smiled in at
him in the starlight, her face dabbled with blood.
For two weeks he saw no one but Gerd. The pale eyes in the dark
face became very familiar to him, and gradually the deep voice
became familiar and understandable too. Gerd was a patient and
indefatigable teacher, and the language was a simple one, made for a
simple culture. Indeed, Kern learned it so rapidly that he began to
catch Gerd’s suspicious sidelong glances, and once, from his door,
overheard a conversation on the stair outside when Gerd and Elje
met.
“I think he may be a spy,” the hunchback’s deep guttural said.
Elje laughed. “A spy who doesn’t speak our language?”
“He learns it too readily. I wonder, Elje—The Mountain is cunning.”
“Hush,” was all she answered. But Kern thereafter was careful to
pretend he knew less of the language than he really did.
The Mountain. He thought of that in the long hours when he was
alone. A mountain, strange of shape, the color of clouds, towering
halfway up the heavens. It was more than inert matter, if these
winged people spoke of it with that hush in their voices.
For a fortnight he waited and listened and learned. Once more, in the
night, with the nameless stars looking in at the window, he felt that
inexplicable stirring of, alien life deep within him, and was frightened.
It passed quickly, and was gone too fast for him to put any name to it,
or to remember it clearly afterward. Mutation? Continuing change, in
some unguessable form? He would not think of it.
On the fourteenth night, the Dream came.

He had not thought very much about Bruce Hallam. Kua and the
others. Subconsciously, he did not want to. This was his world and
the other mutants were actually intruders, false notes in the harmony.
Danger he might find here, even death, but it was a winged world,
and his own.
There were dreams at night. Voices whispering, whose tones he half-
recognized and would not allow himself to remember when he awoke.
Something was searching for his soul.
Before that final contact on the fourteenth night, he had
eavesdropped enough on other conversations held on the stairs
between Gerd and Elje to understand a little of what went on around
him.
Gerd was urging that they leave the town and return somewhere, and
Elje was adamant.
“There’s no danger yet.”
“There is danger whenever we’re away from the eyrie. Not even the
Mountain can guide enemies through the poison winds. Our safety
has always been a quick raid, Elje, and then back to the eyrie. But to
stay here, gorging ourselves—in a town—is madness.”
“I like the comfort here,” Elje said naively. “It’s been a long time since
I’ve eaten and drunk so well, and slept on such a bed.”
“You’ll sleep on a harder bed soon, then,” Gerd said dourly. “The
towns will gather. They must know already that we’re here.”
“Are we afraid of the townsmen?”
“When the Mountain walks—” the hunchback said, and left the
sentence unfinished.
Elje’s laughter rang false.
That night, Kern felt seeking fingers try again the doors of his mind,
and this time his subconscious resistance could not keep them out.
He recognized the mind behind that seeking—the infinitely sad,
infinitely wise mind of the mutant Byrna, with the lovely voice and the
pale, unlovely face.
For a moment he floundered, lost in the depths of that intelligence so
much more fathomless than his own. For a moment timeless sorrow
washed him like the waters of the sea. Then he found himself again,
and was looking, somehow, through new and different eyes, into a
grassy hollow filled with starlight. Into Kua’s beautiful honey-colored
face and her great single eye. Into Sam Brewster’s veiled gaze.
Dimly he groped for Bruce Hallam, who had opened the door for them
all. Bruce was missing. And as for Byrna—it was Byrna’s eyes
through which he saw them. Her mind, gripping his like the clasp of
hands, cupping his like a bowl of still water. Soundlessly through
space came a voice. Kua’s voice.
“Byrna, have you found him?”
“I think—yes. Kern! Kern!”
Without words, he answered them.
“Yes, Kua. Yes, Byrna. I’m here.”
There was resentment in Kua’s voice—the voice of her mind, for no
words were spoken in this curious seance. Kern found time to wonder
briefly if Byrna had always possessed this strange ability to bridge
distances, or if it had burgeoned in her here as something struggled
in himself for new being.
“We’ve been trying a long time, Kern,” Kua said coldly. “You were
hard to reach.”
“I—I wasn’t sure you’d be here any longer.”
“You thought we’d have gone on to other worlds. Well, we would
have, if we could. But Bruce was hurt. In the storm.”
“Badly?”
She hesitated. “We—can’t be sure. Look.”
Through Byrna’s eyes Kern saw Bruce Hallam’s motionless figure,
lying silent on a bed of boughs. He looked oddly pale, almost ivory in
color. His breathing was nearly imperceptible. And Byrna’s mind,
groping through the void for his, found only a strange, dim spinning—
something too far away and too abstract for the normal mind to grasp.
She touched it briefly—and it spun out of contact and was gone.
“A trance?” Kua said. “We don’t know, yet. But we’ve used Byrna’s
vision and learned a little about this world. How much do you know,
Kern?”
Kern told them then, with Byrna’s tongue, too absorbed in the needs
of the moment to realize fully what a strange meeting this was of
more than human minds, over unguessed distances of alien land. He
told them what he knew, what he had guessed from overheard
conversations—not much, but a general picture.
“The planet’s mostly ocean. A small continent, about the size of
Australia, I think. City-states all over it. Elje’s band are outlaws. They
have a hideout somewhere, and they raid the towns. They seem—
well, scornful of the townspeople, and a little afraid, too. I can’t quite
understand that.”
“This—Gerd? He spoke of a Mountain?” Kua said.
“Yes. Something about—when the Mountain walks.”
“You know the Mountain,” Kua said. “The storm came from there.
Those vortices of light and energy rose out of it.”
Kern remembered the spindles of blinding brilliance that strode

across the land in the maelstrom of the winds. “We don’t understand
much of it yet,” Kua was saying in a troubled tone. “We know there’s
danger connected with that Mountain. I think there is life there,
something we don’t know about. Something that probably couldn’t
have developed on Earth. The conditions could have been too alien.
But here anything is possible.”
Kern felt the thought forming in his brain—in Byrna’s brain.
“Life? Intelligent life? What do you know about it?”
“Maybe not life as we understand the word. Call it a—force. No, it’s
more tangible than that. I don’t know—” The thought-voice of Kua
faltered. “Dangerous. We may learn more of it, if we live. This much
we’ve seen, though, through Byrna’s vision, and mine. We’ve sensed
forces reaching out from the Mountain, into the minds of men. The
minds of the winged townspeople. Assembling them for war.” She
hesitated. “Kern, do you know they’re on their way now, to your town,
where the outlaws are?”
He was instantly alert.
“Now? From where? How soon can they get here?”
“I’m not sure. They aren’t in my sight yet—over the horizon, that is.
Byrna, tell him.”
The mind that held Kern’s stirred, and through it he saw as through a
haze rank upon rank of winged beings flying with steady beasts of
their pinions over a dark night-time terrain. Byrna’s thought
murmured,
“You see, I can’t tell how far. It’s new, this clairvoyance since we
came from Earth. I could always see but not so clearly, and I never
could show others what was in my mind. So I only know these men
are flying against your village.”
“And the force of men—the Mountain, I think, has armed them
somehow,” Kua put in. “Byrna has seen the weapons they carry.
You’d better warn your friends—your jailers or whatever they are.
Otherwise you may be caught in the middle of a fight.”
“I will.” Kern’s mind was full now of something new. “You say you’ve
developed this clairvoyance since the time when you came here,
Byrna. Has it happened to the others, too?”
“To me, maybe, a little,” Kua said slowly. “A sharpening of focus, not
much more than that. To Sam—” Her thought form glanced sidewise
to Sam Brewster, sitting silent, with the hood of his secondary lids
drawn over his terrible eyes, “—I think nothing’s happened. He can’t
join our talk now, you see. Byrna’s mind can’t reach into his at all.
We’ll have to tell him all that’s been said, later. And Bruce.” She
shrugged. “Perhaps the winged people will tell you how we can help
him. The edge of one of the vortices caught him, and he’s been like
this ever since. We’d hoped to go on, you know, Kern, to find our own
worlds as you—perhaps—have found yours. But without Bruce, we’re
helpless.”
Kern was aware of a tightening and strengthening of his own mind as
a problem at last came before him that must be met. Until now he had
been almost in a trance of wonder and delight and dismay at the new
things of this new, winged world. But the time for lassitude was over.
He gathered his thoughts for speech, but Kua’s voice cut his
beginning phrases short.
“Kern, there’s danger in the Mountain. The—thing—whatever it is,
knows we’re here. It lives in the Mountain, or perhaps it is the
Mountain. But Byrna has sensed hatred from it. Malevolence.”
There was a sudden harshness to her thought.
“Kern, you’re a soft fool!” Kua said. “Did you think you could reach
Paradise without earning it? Whether you help us or not, you’ve got to
face danger before you’ll find your place in this world, or any other. I
don’t think you can manage without us. And we need your help, too.
Together, we may still lose the battle. Separately, there’s no hope for
any of us. We know! The Mountain may be a mutation as far beyond
us as we are beyond the animals. But we’ve got to fight.”
Her voice blurred suddenly, faded to a thin drone. The starlit hill and
the faces before him swirled and melted in Kern’s sleeping sight. He
struggled for a moment against intangible danger—something
formless and full of strong malevolence. He saw—what was it? A
vast, coiling Something like a ribbon of fire, moving lazily in darkness
and aware of him—terribly aware.
Far off in the void he felt the quiver of fright in a mind he knew—
Byrna’s mind. But he lost the contact instantly, and then someone
was shaking him by the shoulder and saying something in insistent,
guttural tones.
He opened his eyes.
CHAPTER IV
Evil Mountain
In his vision, the coiling flame had left so brilliant an image upon his
eyelids that for an instant he could see nothing but the blue-green
scar of after-sight swimming upon his vision. Then that faded and he
was staring up into Gerd’s darkly handsome young face.
Kern struggled to sit up, beating his wings a little to help him rise. The
gust stirred Kern’s red hair and sent motes dancing in the beam of
sunlight falling across the bed. Kern in the aftermath of amazement
and terror forgot to dissemble his knowledge of the winged men’s
tongue. The simple syllables raced off his lips.
“Gerd, Gerd, you’ve got to listen to me! I’ve been finding out things I
didn’t suspect until now. Let me up. The townspeople are coming!”
Gerd put a hard palm against his chest.
“Not so fast. You seem to have learned our language in your sleep.
No, stay there.” His voice rose. “Elje!”
She was a moment or two in coming, and Gerd stood back with his
hand on his dagger and his pale, suspicious eyes unswerving as he
watched Kern. When Elje came, bright-faced in the morning sun, her
ashen braids wound in a coronet that glistened against the high arch
of her wings, he spoke without taking his eyes from Kern.
“Our guest awoke this morning with a strangely fluent knowledge of
speech. I told you before of the danger from spies, Elje.”
“All right, I do know more of your language than I pretended,” Kern
admitted. “I just learned it faster than you believed, that’s all. That
doesn’t matter now. Do you know the townspeople are coming to
attack?”
Gerd bent forward swiftly, half-open wings hovering above him in the
sunlight.
“How do you know that? You are a spy!”
“Let him talk, Gerd,” Elje said. “Let him talk.”
Kern talked....
In the end, he could see that they did not yet fully trust him. It was not
surprising, for the tale would have bewildered anyone. But the
prospect of an advancing army was enough to divide their thoughts.
“If I were a spy, would I warn you they were coming?” Kern
demanded, seeing their dubious glances fixed on him at the end of
his story.
“It isn’t the army you’d be spying for,” Gerd said reluctantly.
“Your other world—Earth,” Elje murmured, her eyes searching Kern’s.
“If that were true, it could explain some things. But we know of no
other worlds.”
Briefly Kern thought that it might be easier for one of Elje’s culture to
believe in the existence of other worlds than for a denizen of some
more sophisticated civilization. The people of this winged race had
not yet closed their minds to all they could not see. It was not a race
so sure of its own omnipotence that it denied all unfamiliar things
existence.
“How could I hurt you now?” Kern said. “Why should I warn you, if I
were on their side?”
“It’s the Mountain,” Elje said surprisingly. “Why do you suppose we
kept you here in this bare room, without furnishings, without anything
you could build into a weapon? Or do you know?”
Bewildered, he shook his head.
“We were not sure if you were a slave to the Mountain. If you were, a
coil of wire, a bit of iron—anything—would have been dangerous to
us in your hands.” Her eyes were questioning.
Again Kern shook his head. Gerd began to speak, his voice faintly
derisive.
“A long story and an evil one. Perhaps you know it. At any rate, we’re
the only free people in this world. Oh, there may be a few others, but
not many, and they don’t live long. The Mountain is jealous of its
slaves. Aside from our group, all the rest of mankind belongs to the
Mountain. All!”
“This Mountain?” Kern said. “What is it?”
Gerd shrugged his red wings.
“Who knows? Demon—god. If we ever had a history, no one knows it
now. No legend goes back beyond the coming of the Mountain. We
only know that it has always been there, and from it, whispers float
out to men in their sleep, and they become slaves to the whisper.
Something happens in their minds. For the most part they live as they
choose, in their cities. But sometimes that voice comes again, and
then they’re mindless, doing as the Mountain bids them.”
“We don’t know what the Mountain is,” Elje said. “But we know that
it’s intelligent. It can guide men’s hands to make weapons, when
there’s a need for weapons. And it can send out storms, such as the
one in which we found you. Not for a long, long while has there been
a storm out of the Mountain. If you’re not a spy, how do you explain
the fact that your coming and the storm happened in the same hour?”
He shrugged. About that, he also was puzzled.

“I wish I knew. But I’ll find out, if any human can. Do you mean the
army that’s coming against you is sent by the Mountain? Why?”
“As long as we remain free, the Mountain will try to enslave us,” Elje
said. “And we’ll fight the townsmen for the things we need, since we
don’t dare fight the Mountain. We’ve stayed too long in this village—
yes, Gerd, I know! We’ll return to the eyrie now. If an army of the
townsfolk is coming, they’ll have weapons the Mountain made them
build, and the weapons will be dangerous, whatever they may be this
time.”
“The prisoner may know all this already,” Gerd said dourly. “That
doesn’t matter. But it will matter if we take him to the eyrie. He could
lead our enemies there, Elje.”
“Through the poison winds?” But Elje drew in her lower lip
thoughtfully. “He tells a mad story, Gerd. I know that. Could it be
true?”
“Well, what then?”
“These companions he spoke of. They sound like gods. And they
talked of fighting against the Mountain.”
“Fight against the stars,” Gerd said and laughed. “But not the
Mountain. Not even gods could win such a war.”
“They aren’t gods,” Kern said. “But they have powers none of us
know. I think our coming marks a turning place in the history of your
race, Elje—Gerd. You can kill us or abandon us and go on as you
always have, or you can believe me and help us, and fight this time
with a chance of winning. Will you do it?”
Elje was silent for a moment. Then she laughed and stood up
suddenly with a flutter of her wings.
“I’ll go along with you and talk to your friends,” she said. “If they’re as
you say—yes, Kern, I’ll believe you. For the Mountain never has
changed human flesh. It can touch our minds, but not our bodies. I
think in the beginning were men whose brains had some weakness
that let the whisper come in, and those men were armed by the
Mountain and killed their fellows, until only we outlaws remained.
“Our minds over the generations have been bred to resist invasion as
the townspeople were bred to welcome it. I think—I know—if the
Mountain could reach into our bodies and make that tiny change that
would open our mind to it, then it would win. But it can’t. It can’t alter
our bodies except by killing us. If I see with my own eyes these
companions of Kern’s, I’ll know there is a power greater than the
Mountain. And we’ll fight together, Kern!”
A little later, floating high above the nest of hills which cradled the
village, Kern rocked on spread wings and pressed his eyes tightly
shut, thinking with all the strength of his mind:
“Byrna, Byrna! Answer me, Byrna! Help me find you. Byrna, do you
hear?”
Silence, except for the small noises drifting up from far below, distant
shouts as Elje’s winged band collected in haste the loot they would
take with them to their eyrie. Kern’s vision swam with the flecked
clouds of sunlight on closed lids. Deliberately he blanked his mind to
receive an answer. None came.
“Byrna! There may not be time to waste. Byrna, Kua, answer me!”
In his eagerness and impatience he remembered again what he had
glimpsed dimly through Byrna’s memory, the ranks of armed fliers
moving through the night on steadily beating wings toward the village.
Perhaps from so far away they would not arrive for many hours—
perhaps so near that the cloud on the horizon now was not mist, but
armed men....
“Byrna! Do you hear me?”
“Kern!” The answer he sought came with sharp impact, like a blow in
the face. As if she were almost at his side and speaking with dreadful
violence. He caught terror in the contact of minds, cold, controlled
terror that chilled him so the sunny air turned suddenly icy around
him. He knew instantly that she had heard him before, had been
hedging for just the right contact so that there need be no wasted
moments of groping and finding focus upon one another. He caught
the hard impact and the terror and the urgency in the moment their
minds met. Then her thoughts tumbled into his mind:
“Kern! Hurry! No time to waste. Do you see the grove of blooming
trees left on the horizon? Come! Make new contact there.”
She blanked as suddenly as she had entered his mind. And because
thoughts are so infinitely more rapid than words she had conveyed
those four ideas—identification, haste, locality and a promise of future
contact—in almost no lapse of time at all. But in that brief instant
while their minds did meet, something happened.
Kern rocked on shaken wings as if a blow had jolted him. He
snatched his mind back from the brief touch with Byrna’s quickly,
quickly, scorched with the incandescent hatred that had blazed in the
void between them. For the coiled ribbon of fire which had swum so
strangely through nothingness when he woke from his clairvoyant
dream was awake and alive now, and terribly avid.
It had been waiting, he knew in the instant while his mind leaped back
in recoil from that burning contact. It had found them as he waked
slowly from the long, leisured conversation in the seance.
Since that moment it had lain, coiled, in waiting. It?
Folding his wings, he dropped forward in a long, breathtaking dive,
the air screaming past his ears. From a tiled rooftop far below, he saw
two figures rise, one on pale wings, one on glossy red. He spread his
own pinions then, exulting in the strain on his chest-muscles when
the broad surfaces checked his dive, bore him up in a steep arc that
made the air feel warm and solid as he carved a long curve through
it.
“That way,” he told Elje, pointing, when she rose within hearing. “We’ll
have to hurry. There’s something wrong. I think perhaps the
Mountain, or Something in the Mountain, knows we’re here.”
Elje’s clear bright color blanched in the sunlight. Behind her, Gerd’s
eyes flashed sideward in the dark face, suspicious, mistrusting still.
“Why do you say that?”
Kern told them as they flew, the grove of blossoming trees on the
horizon seeming to slip rapidly down the edge of the skyline and draw
nearer far below. It was not easy to talk and fly. Kern’s breath began
to come fast, and his chest and wings ached with the speed, after so
many days of inactivity. When he finished speaking there was silence.
“The eyrie lies that way,” Elje said presently, in a controlled voice. She
pointed right with a smooth bare arm. “I’ve sent most of the men on
with our loot. Gerd chose twenty to follow us. You don’t know where
or how far the Mountain’s men are?”
Kern shook his head. “Maybe I can find out at the next meeting with
Byrna.”
He glanced behind them and saw the little band of Elje’s bodyguard
flying a few minutes in their rear, big men all of them, with stolid,
hard-eyed faces. Several carried light wicker squares looped up with
straps.
“Seats for your friends, Kern,” Elje explained. “We need them when
we carry our young people or our old ones, who no longer have the
power to fly.” Her face darkened, as Kern knew their faces always did
when the winged people thought of the days in which they would no
longer travel the lanes of air.
It occurred to him then that their battles might be ferocious things,
fought by men as fanatic in their own way as those who fought on
Earth for entry into an imagined paradise. For these men fought their
own old age as surely as they fought an enemy. No one who has

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Test Bank for Discovery Series Introduction to

Chapter 1—History, Theories, and Methods

2. Which thinker suggested that children are born as a "tabula rasa?"

3. Which thinker suggested that children are innately good?

4. The concept of a “tabula rasa” suggests that children:

6. During the 20th century, children:

7. During the Industrial Revolution, the notion of “family life”:

8. The idea of “childhood” as a special time of life:

9. The purpose of the first intelligence test was to:

18. Who was the founder of the psychoanalytic perspective?

20. According to Freud, which aspect of our personality is present at birth?

22. Both Freud’s and Erikson’s psychoanalytic theories are:

23. Freudian psychoanalytic theory focuses on:

24. According to Freud, the id is a(n) ________ aspect of one’s personality.

36. Children enter the latency stage at 5 or 6 years of age and:

38. Freud's theories have been criticized for:

41. Erikson labeled the stages of his theory based on:

42. According to Erikson, early experiences:

43. Which of the following is considered an advantage of Erikson's theory?

46. Who introduced the concept of reinforcement into behaviorism?

47. Negative reinforcement occurs when one

48. Operant conditioning involves changing behavior as a result of:

49. Extinction of learning occurs:

52. Parental or teacher attention acts as a:

57. Social cognitive theorists, such as Albert Bandura, suggest that:

58. Which of the following is an example of observational learning?

60. Which of the following is a cognitive theorist MOST likely to study?

63. How would Piaget define a scheme?

64. How are schemes changed?

72. Applying Piaget's theory to educational settings would involve:

78. What is the scope of the biological perspective?

80. Which of the following researchers were ethologists?

85. According to Urie Bronfenbrenner, an ecological systems theorist:

88. Which of the following represents an “exosystem?”

90. Cross-cultural studies examine the effects of:

93. Sociocultural theory:

97. Which of the following is an example of scaffolding?

98. Which of the following is not emphasized by the sociocultural perspective?

100. The nature/nurture debate is concerned with:

101. In the nature-nurture controversy, nature refers to the influence of ________.

102. In the nature-nurture controversy, nurture refers to the influence of ________.

110. The major limitation of correlational research is that it:

111. A hypothesis is:

115. The purpose of having random assignment in an experiment is to:

121. Cross-sequential research:

Match the following:

1. ANS: M 1. 11. ANS: E

ANS: T DIF: Moderate

2. John Locke said children begin life as a clean slate.

ANS: T DIF: Difficult

3. Jean-Jacques Rousseau believed that children were born inherently evil.

ANS: F DIF: Easy

4. According to Freud, becoming “fixated” in a stage of psychosexual development is a result of

ANS: T DIF: Moderate REF: 1-2 Theories of Development

ANS: F DIF: Moderate REF: 1-2 Theories of Development

ANS: T DIF: Difficult REF: 1-2 Theories of Development