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ch01
Student:
1. Social psychology is defined as the scientific study of how people

A. motivate,eprsuade, and hurt one another.
B. think about, influence, and relate to one another.
C. manipulate, use, and betray one another.
D. cofnorm, help, and form attitudes about one another.
2. The attributions a person makes for his or her spouse's acid remark depends upon the happiness of the
marriage. What concept does this portray?
A. Social beahvior is a function of what we believe.
B. Social behavior is a function of the objective situation.
C. Social behavior is a function of how a situation is construed.
D. Social beahvior is a function of both the objective situation and how it is construed.
3. Imagine you are approached by a large dog. You assume the dog is unfriendly, so you start screaming at
it to go away. The dog assumes you want to hurt it, so it defends itself by biting your ankle. This is an
example of a
A. self-fulfillingbelief.
B. self-defacingbelief.
C. self-defense belief.
D. self-worth belief.
4. Which of the following topics is NOT an example of what social psychologists study?
A. loev
B. confromity
C. intelligence
D. attitudes
5. According to the text, social psychology is a(n) science, and one that only began to emerge as a
vibrant field after .
A. yuong; the 1960s
B. yuong; World War II
C. old; the 1930s
D. ol;dthe turn of the century
6. The best statement about objective reality is
A. that it exists.
B. that it does not exist.
C. that we can all agree onan objective reality.
D. that reality is filteredybour values and beliefs.
7. According to Myers' discussion of intuition, which statement is TRUE?
A. Our intuitionasbout ourselves are usually true.
B. Intuitions are carefully considered beliefs.
C. Intuitioins both powerful and perilous.
D. Intuition is not important.
8. Which of the following is an example of how our attitudes and behaviors are shaped by external social
forces?
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A. Our personalityidsposition affects our choices.
B. Our inherited human nature predisposes us to react in certain ways.
C. Our ploitical attitudes influence our voting behavior.
D. Our standards regarding promptness, beauty, and equality vary with our culture.
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9. Which of the following is FALSE?
A. Social pscyhologists use experimentation more than sociologists.
B. Social psycholgoists focus less on individual differences than personality psychologists.
C. Socioloigsts focus more on groups than social psychologists.
D. Personality psychologists use experimentation more than social psychologists.
10. When explaining topics such as dating and mating, evolutionary psychologists consider how natural
selection might
A. predispose oruattitudes.
B. change our attitudes.
C. account for similarities in our attitudes.
D. reinforce oruattitudes.
11. Those who consider under-the-skin (i.e., biological) and between the skins (i.e., social) influences on
topics such as love and hate are referred to as
A. socialibologists.
B. social neruoscientists.
C. social socioloigsts.
D. social anthrooplogists.
12. Myers points out that our social behavior is shaped by
A. oruintelligence and learning.
B. our personal preferences.
C. how we were nurtured by our parents.
D. otehr people, our attitudes and personality, and our biology.
13. What is NOT true about how values affect social psychology?
A. Values influence the toipcs that are researched.
B. The values that people hlod influence those entering the field of study.
C. Social psycholgoy research shows us what to value.
D. Social pscyhologists are very interested in studying values.
14. Social representations are
A. value commitments within a culture.
B. intuitive ideas that prove to be true.
C. socially sharedebliefs, including our assumptions and cultural ideologies.
D. stereotypes that are rotoed in racism rather than in reality.
15. According to the text, values enter the work of social psychology when researchers
A. collectadta for their studies.
B. present the results of their studies.
C. summarize their studies.
D. choose the topics of their studies.
16. Hastorf and Cantril (1954) found that Princeton students identified twice as many Dartmouth violations
as Dartmouth students did when each watched the game. This emphasizes
A. hm uans' tendency to prejudge reality based on expectations.
B. hm uans' inability to be objective when watching sports.
C. football players' brutality.
D. that hm uans are objective when watching sports.
17. The enduring behaviors, ideas, attitudes, and traditions shared by a large group of people and transmitted
from one generation to the next is referred to as
A. natioanlity.
B. race.
C. social representations.
D. culture.
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18. Socially shared beliefs are widely held ideas and values, which include our assumptions and cultural
ideologies. This is a definition of
A. natioanlity.
B. race.
C. social representations.
D. culture.
19. Myers discusses how Maslow's description of "self-actualized" people was based on a sample he
personally selected. Had he selected other people to describe, his ensuing list of self-actualization
characterizations may have been different. This is an example of how values can influence
A. data.
B. results.
C. concepts.
D. methodology.
20. You ask your academic advisor what to major in, as you can't seem to decide. She suggests psychology;
however, it is important to remember that this answer likely reflects her
A. training.
B. education.
C. belief that you would make a good psychologist.
D. values.
21. Whether we label a woman as "ambitious" or "aggressive" is a reflection of our
A. gedner.
B. values.
C. culture.
D. age.
22. Your decision to call someone a "terrorist" rather than a "freedom fighter" depends on your view of the
cause. This is an example of how values can influence not only social psychology, but also
A. emotions.
B. actions.
C. intuitions.
D. everyday langauge.
23. Another name for the "I-knew-it-all-along phenomenon" is the
A. retrospective bias.
B. information bias.
C. predictionbias.
D. hidnsight bias.
24. When asked who you think will win the next presidential election, you reply that you do not know.
However, after the election results are reported, you claim that it was obvious all along. This is an
example of the
A. retrospective bias.
B. information bias.
C. predictionbias.
D. hidnsight bias.
25. The difficult 2008 world financial crisis due to lack of regulations and safeguards seems obvious now.
This is an example of
A. informationbias.
B. hindsight bias.
C. prediction bias.
D. retrospective bias.
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26. Theories help social psychologists their observations and their hypotheses.
A. test; organize
B. organize; test
C. objectify; refute
D. refute; ojbectify
27. A theory
A. is an agreed-uopn statement.
B. summarizes andexplains facts.
C. cannot be tested.
D. is less thanfact.
28. A is an integrated set of principles that can explain and predict observed events.
A. theory
B. hypothesis
C. fact
D. correlation
29. The difference between facts and theories is that
A. facts explaintheories.
B. theories explain facts.
C. facts are ideas.
D. theories are statements.
30. A testable proposition that describes a relationship which may exist between events is a
A. statement.
B. bias.
C. correlation.
D. hypothesis.
31. Which one of the following is one of the purposes of a hypothesis according to the text?
A. Hyptoheses allow us to test a theory.
B. Hypotheses provide explanations for research results.
C. Hyptoheses prove theories.
D. Hypotheses communicate the results of research studies.
32. The analogy used in the text to describe what happens when old theories are discarded employs a
discussion of how
A. oldcars are kept as antiques.
B. old cars are replaced by newer and better models.
C. new cars are often not built as well as older models.
D. new cars are frequently more fuel efficient than older models.
33. Research done in natural, real-life settings outside the laboratory is referred to as
A. correlatioanl research.
B. experimental research.
C. laboratory research.
D. field research.
34. Asking students to come to a laboratory at 3 p.m. in order to participate in a study on university students'
usage of cellular phones is an example of what type of research?
A. correlatioanl research
B. experimental research
C. laboratory research
D. field research
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35. Standing in the campus courtyard with a clipboard to record your observations of university students'
usage of cellular phones is an example of what type of research?
D. field research
36. The study of naturally occurring relationships among variables is referred to as
C. laboratory research.
D. field research.
37. In order to determine whether or not changing one variable (such as education) will produce changes in
another (such as income), one needs to conduct research.
A. survey
B. correlational
C. experimental
D. statistical
38. Studies that seek clues to cause-effect relationships by manipulating one or more factors while controlling
others describes what type of research?
D. field research
39. A psychiatrist tells you that she is interested in determining if the condition of individuals who are
clinically depressed improves with either 20 or 40 milligrams of Prozac. She decides to administer 20
milligrams to a random half of her clients, and 40 milligrams to the other half. She finds that after six
months, the clients who took 40 milligrams of Prozac are significantly less depressed than those clients
who took 20 milligrams of Prozac. Which type of study did the psychiatrist conduct?
C. controlled research
D. hypothetical research
40. You've noticed that as the temperature drops outside, you see more students wearing sweaters and heavy
coats. Your observation is most similar to
C. controlled research.
D. hypothetical research.
41. Variable X is correlated with Variable Y. Which of the following could explain this correlation?
A. X causes Y.
B. Y causes X.
C. A thirdavriable causes or influences both X and Y.
D. Allfothese are possible explanations.
42. You are interested in finding out the effect that crowding has on people's moods. You conduct a study in
a psychology research lab using two types of participants - participants who have to wait in a crowded
waiting room before completing a measure of their mood, and participants who wait in an empty room
before completing the same measure. Which type of research did you conduct?
D. both experimental and laboratory research
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43. Your psychology professor tells you that she is collecting data on the amount that students study and their
grades (i.e., she is asking each student to report how many hours he/she studies each week, so that she can
determine if there is a relationship between hours spent studying and grades). Which type of research is
this?
44. Which of the following is a disadvantage of correlational research?
A. It inovlves important variables in natural settings.
B. It provides ambiguous interpretations of causes and effects.
C. It assists in readingnewspapers and magazines.
D. It takes place ina laboratory.
45. The study by Carroll, Smith, and Bennett (1994) that is described in the text examined the link between
socioeconomic status and health using grave markers. Which type of research was this?
46. Carroll, Smith, and Bennett (1994) found that the height of graveyard markers in a Glasgow cemetery
was positively correlated with
A. gedner.
B. race.
C. affluence.
D. longevity.
47. According to the text, the postal code areas of Scotland that have the least overcrowding and the least
amount of unemployment also have the
A. greatest lnogevity.
B. least lognevity.
C. greatest lnoeliness.
D. least loneliness.
48. According to the text, studies have shown that in Britain, occupational status is correlated with
longevity.
A. psoitively
B. negatively
C. inversely
D. not
49. A serious shortcoming of a correlational study is that it cannot
A. predict oenvariable from another.
B. determine whenthere is a lack of a relationship between two variables.
C. identifywhich variable causes the other variable.
D. show relationships between naturally occurring factors.
50. Myers' discussion of the relationship between self-esteem and academic achievement concludes that
A. self-esteem causes academic achievement.
B. academic achievement causes self-esteem.
C. btoh self-esteem and academic achievement are likely caused by a third variable.
D. None otfhe above
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51. Correlational research allows us to
A. infer cause andeffect.
B. make predictions.
C. uncover independent variables.
D. control variables.
52. Time-lagged correlations, according to the text, are an advanced correlational technique that can reveal
the variables or events, such as achievement and self-esteem.
A. relationsihp between
B. differences between
C. sequence of
D. confounding
53. Myers argues that the major strength of correlational research is the
A. cause-effect sequencingof events.
B. ambiguityfothe results.
C. ability to extract the influence of confounded variables.
D. fact that it occurs inreal-world settings.
54. A sample in which every person in the population being studied has an equal chance of inclusion is called
a sample.
A. mixed
B. diverse
C. fair
D. randm o
55. To get information from a survey that you can generalize to the whole country, you will need to get
information from people.
A. 105
B. 12,00
C. 50,00
D. 1,000
56. The major purpose of random assignment in an experiment is to
A. maximize the differences betweenrgoups.
B. minimize the differences betweenrgoups.
C. control the inedpendent variable.
D. control the dependent variable.
57. An important factor in survey research is how closely the sample reflects the population under study. This
is referred to as sample
A. fairness.
B. strategy.
C. size.
D. representativeness.
58. Suppose you ask all the students who are failing a class if they believe the course is too difficult, and you
find that they indeed think it is. Although you have conducted a basic survey, the results of it are limited
because of your sample
A. fairness.
B. strategy.
C. size.
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59. If you ask conservative, liberal, independent, and green party voters their opinions of political candidates,
rather than just conservative voters, you are attempting to ensure that your sample is
A. fair.
B. large enoguh.
C. representative.
D. randm o.
60. Ann Landers' 1984 survey of women readers' opinions about romantic affection and sex was probably
A. ntovalid because it did not include men.
B. flawedebcause it was not representative of the population.
C. worthless because the sample size was too small.
D. as valid andinformative as other more "scientific" surveys.
61. In 1936, the news magazine Literary Digest obtained the opinions of over two million Americans
regarding the presidential election. The results suggested that Landon would win in a landslide over
Franklin D. Roosevelt. A few weeks later, FDR won in a landslide. The results of the survey were not
valid, and this was due to
A. a lackof random assignment.
B. a sampling bias.
C. poor wording of questions' variables.
D. a lackof experimental control.
62. There is an example discussed in the text about how the meat lobby rejected a new U.S. food labeling law
that required declaring meat as "30 percent fat" rather than "70 percent lean, 30 percent fat." This is an
example of how may influence human decisions and expressed opinions.
A. framingof questions
B. order of qeustions
C. wording of questions
D. resposne options
63. Research on the wording of survey questions suggests that
A. hwo questions are framed can influence how they are answered.
B. how questions are framed has very little influence on how they are answered.
C. wordingis an unimportant element of survey research.
D. framing the questions differently will not influence the results.
64. Research indicates that survey results often depend on the
A. nm uber of questions asked.
B. gender of the surveyro.
C. gender of the respodnent.
D. wordingand order of the questions.
65. If you wanted more people to donate organs upon their death, you would
A. ptunothing on their drivers' license about organ donation.
B. give a default otpion of ‘yes' and a space to check to "opt out."
C. give a default otpion of ‘no' and a space to check to donate.
D. gievthem a ‘yes' or ‘no' choice to check.
66. The experimental factor that a researcher manipulates in a study is called the variable.
A. cotnrol
B. indeepndent
C. dependent
D. correlatioanl
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67. A study of women, by Gortmaker and colleagues (1993), found that these women were less likely
to be married and less likely to earn high salaries than women in a comparison group.
A. racial minority
B. sexual minority
C. obese
D. disabled
68. The finding that obese women earned lower salaries than women in a non-obese comparison group was
the result of which type of research study?
A. exeprimental
B. correlational
C. laboratory
D. field
69. As a result of random assignment, the people in both groups of an experiment
A. differ inimportant ways.
B. do not know which group they are in.
C. are less likely to be alike.
D. are more likely toebabout the same in every way.
70. In Snyder and Haugen's research on obesity and social status (1994; 1995), male students were shown a
picture of a normal or obese woman before having a conversation with a female student. In this study, the
independent variable was the
A. nromal or overweight woman's picture.
B. social skills of the woman being interviewed.
C. conevrsation topic chosen by the students.
D. status of the male student.
71. In Snyder and Haugen's research on obesity and social status (1994; 1995), male students were shown a
picture of a normal or obese woman before having a conversation with a female student. In this study, the
dependent variable was the
A. woman's side of the conevrsation.
B. man's resposne to the woman.
C. man's resposne to the picture.
D. woman's weight status.
72. In Boyatzis' (1995) study of the influence television has on aggressive behavior in children, the results
indicated that the viewers of Power Rangers committed aggressive acts per two-minute interval
compared to those children who did not watch this program.
A. slightly less
B. significantly more
C. about the same number of
D. significantly less
73. The results of Boyatzis' (1995) research indicated that can be one cause of children's aggressive
behavior.
A. suagr consumption
B. poor impulse control
C. lack of parental guidance
D. television viewing
74. Which of the following was the dependent variable in Boyatzis' (1995) research study on the effects of
television viewing on children?
A. lyingto parents
B. aggressive behavior
C. poor academic performance
D. early sexual promiscuity
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75. Which of the following was the independent variable in Boyatzis' (1995) research study on the effects of
television viewing on children?
A. agrgessive behavior
B. poor academic performance
C. television viewing
D. early sexual promiscuity
76. The variable being measured in an experiment, so called because it may depend on manipulations of
another variable, is called the variable.
A. exeprimental
B. control
C. independent
D. dependent
77. An experimenter exposed participants to different room temperatures to determine their effects on
aggression. Aggression was the
A. inedpendent variable.
B. depenednt variable.
C. control variable.
D. confounding variable.
78. An experimenter exposed participants to different room temperatures to determine their effects on
aggression. The room temperatures were the
A. inedpendent variable.
B. depenednt variable.
C. control variable.
D. confounding variable.
79. Two essential ingredients in a social-psychological experiment are
A. deceptionand payment for participation.
B. the use of surveys and the use of deception.
C. framing and biases.
D. cotnrol and random assignment.
80. The process of assigning participants to the conditions of an experiment such that all persons have the
same chance of being in a given condition is referred to as
A. randm o sampling.
B. random assignment.
C. random surveying.
81. Putting participants in one of two conditions by flipping a coin illustrates
A. randm o sampling.
B. sampling bias.
C. randm o assignment.
D. representative sampling.
82. Random sampling helps researchers , while random assignment helps researchers .
A. whoare conducting correlations; who are conducting surveys
B. infer cause and effect; generalize to a population
C. generalize toa population; infer cause and effect
D. determinceause and effect; develop correlations
83. helps researchers generalize to a population.
A. Randm o sampling
B. Randm o assignment
C. Random surveying
D. Informed consent
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84. You conduct a study that examines the role of exercise on depression alleviation. You assign the first 50
people who are motivated to sign up to the experimental group, and the second group of 50 people, who
sign up much later, to the control group. After one month, you find that the experimental group (who
exercised three times a week on average) is significantly less depressed than the control group (who
exercised one time a week on average). Although you may be tempted to conclude that exercise helps
stave off depression, you cannot because of a lack of in your study.
A. randm o sampling
B. randm o assignment
C. random surveying
D. objectivity
85. The degree to which an experiment is superficially similar to everyday situations refers to
A. realistic experimentatio.n
B. televised reality.
C. mundane realism.
D. exeprimental realism.
86. The degree to which an experiment absorbs and involves its participants in real psychological processes
refers to
A. realistic experimentatio.n
B. televised reality.
C. mundane realism.
D. exeprimental realism.
87. According to the text, realism is not as important in social psychological research as
realism is.
A. mudnane; experimental
B. social; psychological
C. experimental; mnudane
D. pscyhological; social
88. The use of deception in social-psychological research occurs when the researchers require in their
study.
A. realistic experimentation
B. televised reality
C. mundane realism
D. exeprimental realism
89. You are participating in a social-psychological research experiment, and the researcher reads the
instructions to you and the other participants so that each of you hears exactly the same instructions. By
standardizing the instructions, the researcher is attempting to control the
A. deepndent variable.
B. experimental otucome.
C. demandcharacteristics.
D. framingeffect.
90. occur(s) in research when participants are misinformed or misled about the method and purposes
of the study.
A. Nonrandm o sampling
B. Nonrandm o assignment
C. Deception
D. Demandcharacteristics
91. The cues in an experiment that tell the participants what behavior is expected are called
A. sulbiminal messages.
B. demandcharacteristics.
C. deceptiontactics.
D. cofnounding variables.
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92. When participating in a psychology research experiment, you are told that the purpose of the study is to
find out if tall people are more prejudiced than short people. Because you want to behave accordingly,
you agree with questions on a survey of prejudice more so than you would otherwise. Your behavior in
this study is a result of
A. yuor true attitudes.
B. your repressed attitudes.
C. theedmand characteristics of the experiment.
D. the samplingmethod of the experiment.
93. You are participating in a psychology research experiment and the researcher invites you to return after
the experiment to learn more about it and to explore your feelings about it. This is called
A. informed consent.
B. debriefing.
C. demand characterization.
D. experiment framing.
94. is an ethical principle requiring that research participants be told enough to enable them to choose
whether they wish to participate.
A. A demandcharacteristic
B. Deception
C. Munadne realism
D. Informed consent
95. A major requirement of the ethical principles of social-psychological research is that the researcher
A. use randm o sampling and assignment.
B. protect participants from harm and significant discomfort.
C. refrain from usingany deception in the research design.
D. ensure that all participants know what is expected of them.
96. Deception in an experiment is
A. uenthical.
B. always required.
C. used only if it is essential and justified.
D. useful in affectingsubjects' willingness to participate.
97. Regarding social-psychological research, Myers warns that we must be cautious about
A. the use orfandom assignment.
B. inferring cause and effect from experiments.
C. the types of subjects used.
D. geenralizing from the laboratory to life.
98. You have just participated in a research study that required you to choose which picture you preferred
among several pairs. At the end of the study, the researcher explained that she was trying to identify
correlations between age, gender, and racial groups when making preferences. The researcher's disclosing
of the true purpose of the study is part of the process.
A. derbiefing
B. deception
C. informed consent
D. experimental honesty
99. Experimental laboratory research findings in social psychology
A. canebgeneralized to everyday life.
B. are specific to tehresearch only.
C. cane'tver be generalized to everyday life.
D. should cautiously be generalized to everyday life.
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100.Good theories do all of the following except
A. summarizeboservations.
B. make predictions that prove theories.
C. make predictions that generate new researchprojects.
D. suggest practical applications.
101.Describe how behavior in this class is influenced by our social culture.
102.Describe the hindsight bias and explain how it could influence how much the typical student prepares for
a social psychology exam.
103.Discuss the evidence regarding the role of self-esteem in academic achievement.
104.Review the research on factors that may alter the results one acquires from survey research. Include
issues related to samples, wording of questions, and order of responses to questions.
105.Compare and contrast correlational and experimental research. Be sure to address the strengths and
weaknesses of each approach.
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106.Provide an example of an experimental research study on studying and grades. Be sure to indicate what
the independent and dependent variables are.
107.Distinguish between random sampling and random assignment. Provide an example of each.
108.Provide an example of a demand characteristic that could unintentionally alter the results of an
experimental research study.
109.Explain the ethical requirements of social-psychological researchers.
110.Explain how values can affect the study of social psychology.
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ch01 Key
1. (p. 4) B
2. (p. 4) D
3. (p. 4) A
4. (p. 5) C
5. (p. 4) B
6. (p. 6) D
7. (p. 7) C
8. (p. 8) D
9. (p. 4) D
10. (p. 8) A
11. (p. 9) B
12. (p. 9) D
13. (p. 10) C
14. (p. 11) C
15. (p. 10) D
16. (p. 5, 11) A
17. (p. 11) D
18. (p. 11) C
19. (p. 12) C
20. (p. 12) D
21. (p. 12) B
22. (p. 12) D
23. (p. 14) D
24. (p. 14) D
25. (p. 16) B
26. (p. 17) B
27. (p. 17) B
28. (p. 17) A
29. (p. 17) B
30. (p. 17) D
31. (p. 17) A
32. (p. 18) B
33. (p. 18) D
34. (p. 18) C
35. (p. 18) D
36. (p. 18) A
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37. (p. 18) C
38. (p. 18) B
39. (p. 18) B
40. (p. 18-19) A
41. (p. 18-19) D
42. (p. 18) D
43. (p. 19) A
44. (p. 18) B
45. (p. 18) A
46. (p. 18) D
47. (p. 18) A
48. (p. 18) A
49. (p. 18) C
50. (p. 19-20) C
51. (p. 19) B
52. (p. 20) C
53. (p. 20) D
54. (p. 21) D
55. (p. 21) B
56. (p. 25-26) B
57. (p. 21) D
58. (p. 21) D
59. (p. 21) C
60. (p. 21) B
61. (p. 22) B
62. (p. 23) A
63. (p. 23) A
64. (p. 23) D
65. (p. 23) B
66. (p. 24) B
67. (p. 24) C
68. (p. 24) B
69. (p. 26) D
70. (p. 24) A
71. (p. 24) B
72. (p. 24-25) B
73. (p. 24-25) D
74. (p. 24-25) B
USTESTBANK.COM
75. (p. 24-25) C
76. (p. 25) D
77. (p. 25) B
78. (p. 25) A
79. (p. 25) D
80. (p. 26) B
81. (p. 26) C
82. (p. 26) C
83. (p. 26) A
84. (p. 26) B
85. (p. 26) C
86. (p. 26) D
87. (p. 26) A
88. (p. 26) D
89. (p. 27) C
90. (p. 26) C
91. (p. 27) B
92. (p. 26-27) C
93. (p. 27) B
94. (p. 27) D
95. (p. 27) B
96. (p. 27) C
97. (p. 28) D
98. (p. 27) A
99. (p. 28) D
100. (p. 18) B
101. (p. 7) Answers will vary
103. (p. 20-21) Answers will vary
USTESTBANK.COM
ch01 Summary
Category # of Questions
Blooms Taxnoomy: Aanlysis 1
Blooms Taxnoomy: Application 22
Blooms Taxnoomy: Comprehension 20
Blooms Taxnoomy: Konwledge 76
Blooms Taxnoomy: Synthesis 1
Difficulty LevelB:asic 61
Difficulty LevelD: ifficult 19
Difficulty LevelM: oderate 40
Learning Goals: Define social psychoalnodgyexplain what oites. d 6
Learning Goals: Examine the m dsethothat make soscyiaclholpogy a science. 75

Learning Goals: Explore who social psylcohgoys theories provide new intsoightthe mhaun cnodition. 3
Learning Goals: Identify adnedscribe the centcroanlcepts behindsocial psycholog.y 7

Learning Goals: Identify the ways that values pew neotrkatefostohceial psychologists. 10
Myers - Chapter 01 110
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CONTENTS
Preface.
Story of Islands’ Formation and Origin of Race.

CHAPTER PAGE
I. Prefatory Remarks 2
II. Birth of the Islands 6
III. About Wakea 12
IV. Genealogy of the Islands of Hawaii 16
V. Story of Opuukahonua 20
VI. Genealogy of Opuukahonua 24
VII. First Sight of Foreigners 28
Legend of Aukelenuiaiku.
I. Aukele and His Unkind Brethren 32

II. How Aukele Fell into the Pit of Kamooinanea and Profited
Thereby 38
III. Return of Aukele and the Benefits He Received in Facing
Death 42
IV. How Aukele Sailed with His Brothers in Search of Land 46
V. Battle Fought by the Brothers of Aukele and Their Death 52
VI. How Aukele Got out of Trouble and Was Rewarded 56
VII. How Aukele Became the Husband of Namakaokahai 62
VIII. How Aukele Was Carried off to the Cliff by Halulu 64
IX. How Aukele and Namakaokahai Showed Their Useful
Things 68
X. How the Brothers-in-law of Aukele Taught Him to Fly 72
XI. How Namakaokahai Gave Everything to Aukele, and the 74
Battle Between Kuwahailo and Aukele
XII. Relating to Kaumaiilunaoholaniku 80
XIII. How Aukele Went in Search of the Water of Life of Kane 82
XIV. How Aukele Brought Back to Life His Nephew and
Brothers 96
XV. How Namakaokahai Quarreled with Her Cousins Pele and
Hiiaka 102
XVI. Aukele’s Trip to Kuaihelani 108
History of Moikeha.
I. Moikeha, After a Sojourn in Tahiti, Returns to Hawaii 112

II. Moikeha’s Residence on Kauai 118
III. Prophecy in the Presence of Kila, and How Laamaikahiki
Could Be Found 126
IV. Reign of Kila and Jealousy of His Brothers 128
V. How Kila Was Left at Waipio and His Life There 132
VI. Kaialea’s Trip to Waipio and His Meeting with Kila 136
VII. Meeting Between Kaialea and Messengers from His
Mother Hooipoikamalanai 142
VIII. Kila Makes Himself Known to His Relatives 148
IX. Hooipoikamalanai and Sister at Waipio and Their Return
to Kauai 152
X. Story of Olopana and His Wife 154
Legend of Kila.
The Moikeha Family—Kila, the Youngest Son, Favored—Is

Sent to Tahiti to Slay Moikeha’s Enemies—Meets Them and
Avenges His Father’s Wrongs—Succumbs to Luukia 160
[1]
[Contents]
PREFACE.
After many years of collecting the antiquarian and traditional lore of

the Polynesian Race in general, with the object of identifying the
origin and migrations of the Hawaiians in particular, which formed the
basis of his scholarly work on that subject, Abraham Fornander, with
a corps of native helpers of known ability (notably S. M. Kamakau,
the historian; J. Kepilino, and S. N. Haleole), gathered from among
the people throughout the group a most valuable collection of
material covering Hawaiian mythology, traditions, meles and
genealogies. Following his death in 1887, after a residence in the
land of his adoption of forty-five years, this collection of manuscripts
was purchased from his estate for preservation by the late Charles
R. Bishop, and later was turned over by him to the Trustees of the
Bernice P. Bishop Museum.
Upon examination and translation of the various papers comprising

the collection, the Trustees decided to share this treasure with the
reading public by issuing it, in several series, among the Memoirs of
the Museum. Most of the translation was completed under the late
Dr. W. D. Alexander’s supervision. Following his death it devolves
upon another to carry out the desires of the Trustees in its revision
and editing for publication. In doing so several amendments and
extensions are embodied, but only such changes as the collector
himself would doubtless have made had its preparation for the press
passed through his experienced and painstaking hands, with the
view of preserving it as “The Fornander Collection” of antiquities,
traditions, legends, genealogies and meles of Hawaii. The order in
which they were designed by him is observed, except in the
enlargement of this first series to embrace the historic traditional
papers in relatively chronological order. The rest of the series
comprises the legendary, antiquarian and miscellaneous papers and
meles.
This collection of Hawaiian folk-lore was gathered, as stated, some

forty or more years ago. Several of the papers have been published
in the native press, and a few, from translations which have
appeared, will be found familiar to English readers, but by far the
largest part comes to the reading public, Hawaiians and foreigners,
for the first time; issued as Hawaiian literature, simply, irrespective of
variance in writers, or inaccuracy in historic narrations. Although
some of these papers are lengthy, yet if any demerit is to be ascribed
to the collection, it likely would be due to incompleteness, or brevity,
rather than to undue extension—a fault that has of late years come
into vogue in Hawaiian story-writing. Nor could these tales be
secured from original sources today. The bards, or haku mele, and
chanters have passed away, and even those capable of interpreting
the mele and antiquarian subjects are few. Therefore, the
preservation by publication of this collection in the vernacular, with
translations thereof, will increase not only its literary interest, but will
add to its scientific value, while the notes accompanying the English
version will aid the reader in the interpretation of ancient Hawaiian
thought and customs.
Thos. G. Thrum, Editor. [2]

[Contents]
Story of the Formation of these Islands and Ka moolelo o ka

Origin of this Race. Aina ana ma keia
mau Mokupuni a
me ka laha ana o
keia Lahuikanaka.
CHAPTER I. MOKUNA I.
Prefatory Remarks. He mau olelo

mua.
There are twelve islands in this group and they are situated in the He umikumamalua ka nui
Pacific Ocean to the north of the Equator and between latitude 18° 54′ o keia mau Mokupuni, aia
and 22° 17′, in west longitude 154° 54′. The wise people are not all lakou e ku ana ma ka
agreed as to the origin of these islands, and some have thought that moana Pakifika nei ma ka
they appeared or grew up from the sea. But according to the history of akau o ka Poaiwaena ma
Hawaii, the ideas of the learned historians were entirely different from waena o ka latitu 18° 54′
that theory. According to the traditions of Wakea 1 and his wife Papa, a hiki aku i ka 22° 17′; ma
these islands were the real children of this pair, being born of Papa and ka lonitu komohana 154°
having Wakea for their father. Hawaii was the first child of Papa and 54′. Aole he akaka loa o
Wakea, and some time afterwards Maui was born, and in this manner ka manao o ka poe
there were successive births of eleven islands. But Kahoolawe was not naauao, i loaa ai keia
born of Papa and Wakea, but according to the tradition or legend of mau Mokupuni, ua
Haumea, Hina 2 was the one who gave birth to this island and it was manao kekahi poe, ua
called Kahoolawe. puka mai keia mau aina
mai loko mai o ka moana.
Aka ma ka moolelo o
Hawaii nei, he okoa loa
ka manao o na kakaolelo
akamai no keia mau
Mokupuni. Ma ka moolelo
nae o Wakea laua me
kana wahine me Papa, i
hanau maoliia mai keia
mau aina mai loko mai o
laua. O Hawaii ke keiki
mua a Papa laua me
Wakea, a mahope hanau
mai o Maui, a pela i
hanau ai a he
umikumamakahi moku, a
o Kahoolawe ka moku
aole i pili i loko o Wakea
laua me Papa. Aka, ma
ka moolelo hoi o
Haumea, ua oleloia na
Hina i hanau aku o
Kahoolawe, loaa ai he
moku o Kahoolawe.
In the tradition of Opuukahonua 3 it is therein claimed that the island of Ma ka moolelo hoi o
Hawaii was found by a fisherman, and that Opuukahonua was the Opuukahonua, ua oleloia,
progenitor of this race; and this is the story as told by the historian i loaa o Hawaii nei i
named Kahakuikamoana, one of the famous men belonging to the lawaia ia, a o
order of priesthood. It is handed down in mele or poetic form: Opuukahonua ke kupuna
mua o ka laha ana o keia
lahui. A penei ka olelo a
kekahi kanaka kakaolelo
o Kahakuikamoana kona
inoa, kekahi kanaka
kaulana o loko o ka papa
kahuna o ka
oihanakahuna. Ua hakuia
ma ke mele:
Then arose Hawaiinuiakea, 1 Ea mai Hawaiinuiakea, 1

Arose from inside, from the inner darkness. Ea mai loko, mai loko mai
Then appeared the island, the land, o ka po.
The row of islands of Nuumea, Puka mai ka moku, ka
The group of islands on the borders of Tahiti. aina,
Maui was born an island, a land, 2 Ka lalani aina o Nuumea,
A dwelling place for the children of Kamalalawalu. Ka pae aina o i kukulu o
Kuluwaiea of Haumea as the husband, 3 Tahiti.
Of Hinanuiakalana as the wife Hanau o Maui he moku,
Was born Molokai, a god, a priest, he aina, 2
The first morning light 4 from Nuumea. Na kama o Kamalalawalu
Here stands the king, the heavenly one, 5 4 e noho.
The life-giving water-drops, from Tahiti. Na Kuluwaiea o Haumea
Lanai was found, an adopted child. he kane, 3
It was Keaukanai who had married, 5 Na Hinanuialana he
Had married with Walinuu from Holani, [4] wahine
The sacred albino 6 of Uluhina. Loaa Molokai, ke akua,
Kahoolawe was born, a foundling. 7 he kahuna,
Uluhina then was called upon, 6 He pualena no Nuumea,
The navel of the little one was cut, Ku mai ke alii ka lani. 4
The afterbirth of the child that was thrown Ka haluku wai ea o Tahiti.
Into the folds of the rolling surf, Loaa Lanai he keiki
The froth of the heaving sea, hookama.
Then was found the loin cloth for the child. Na Keaukanai i moe aku,
Molokini the island 5
Is the navel string, the island is the navel string. Moe ia Walinuu o Holani,
Now stands forth Ahukinialaa, 7 [5]
A chief from the foreign land, He kekea kapu no
From the gills of the fish, Uluhina,
From the overwhelming billows of Halehalekalani. Hanau Kahoolawe, he
Then was born Oahu, a wohi, 8 lopa.
A wohi through Ahukinialaa. Kiina aku Uluhina 6
From Laakapu, who was the man, 8 Moku ka piko o ke
From Laamealaakona a woman kamaiki,
Who sickened of the child conception, Ka iewe o ke keiki i lele
Who sickened carrying the chief Nuupoki, I komo i loko o ka ape
At the sacred temple of Nonea nalu,
During the lightning in the sacred night of Makalii. 9 Ka apeape kai aleale,
Then was born Kauai, a chief, a prince, a kingly scion Loaa ka malo o ke kama,
Of the chiefly cluster belonging to Hawaii; O Molokini ka moku
Hawaii the foremost head of the islands He iewe ia-a. He iewe ka
That was spread out by Kalani. 10 9 moku.
The ships sailed freely to Holani, Ku mai Ahukinialaa, 7
To the sacred precincts of freedom. He alii mai ka nanamu,
Stand firm for the land of Kane Kanaloa, Mai ka api o ka ia,
The barbed spear from Polapola, Mai ka ale poi pu o
That pricked and uplifted Wanalia. Halehalekalani.
Wanalia was the man 10 Loaa Oahu, he wohi,
And Hanalaa was the woman, He wohi na Ahukinialaa.
Of them was born Niihau, a land, an island, Na Laakapu he kane ia, 8
A land at the roots, 11 the stem of the land. Na Laamealaakona he
There were three children among them, wahine.
Born in the same day, Hookauhua, hoiloli i ka
Niihau, Kaula, ending with Nihoa. Nuupoki alii,
The mother then conceived no more, Ka heiau kapu a Nonea
No island appeared afterwards. I kauila i ka po kapu o
It is Kalani who consecrates the islands, 11 Makalii.
Exalted in Nuumea Hanau Kauai he alii, he
Among the royal cluster of Kaialea. kama, he pua alii,
It is the conqueror 12 who governs the islands. He huhui alii, a Hawaii,
The thirds were joined together by Kalani; 13
Hilo, and Puna, and Kau were thrown in. Na ke poo kelakela o na
Kalani stands forth with the priest moku.
And inspected Maui of Kama. 14 I paholaia e Kalani. 9
It was not long when he circuited the island Holo wale na moku i
Through the support given by Kalanimakahakona, Holani,
The young brave that was foremost and highest, I ka wewehi kapu a ka
The great soldier of victories, lanakila.
The one who conquered Oahu, Kulia i ka moku a
And the islands heard to their ends Kanekanaloa,
To the relief of Kauai through peace. Ka ihe laumaki i
All the islands were circled by Kalani, Polapola.
By Kalanialonoapii, 15 Nana i mahiki Wanalia.
From the royal stem of Haloa. O Wanalia ke kane, 10
Then Hawaii the island became prominent; O Hanalaa ka wahine,
Became prominent and victorious. Hanau Niihau he aina, he
moku,
He aina i ke aa i ka mole
o ka aina.
Ekolu lakou keiki,
I hanau i ka la kahi,
O Niihau, o Kaula, Nihoa
pau mai,
Pa ka makuwahine,
Oili moku ole mai
mahope.
Na Kalani e hoolaa na
moku, 11
Kau iluna o Nuumea
I ka ahui alii o Kaialea.
Na ka lanakila e au na
moku.
I huia na kolu e Kalani;
O Hilo, O Puna, o Kau,
lele wale.
Ku mai Kalani me ke
kahuna,
Kilohi mai ia Maui a
Kama.
Aole e u aku puni ka aina
Ke kalele a
Kalanimakahakona,
A ka uiaa i kilakila,
Ke koa nui o lanakila,
Nana i keehi Oahu.
Nakolo na moku i ka pea
I ka maha o Kauai, malia.
Puni na aina ia Kalani,
Ia Kalanialonoapii,
Ke kumu alii o Haloa.
Ha mai Hawaii ka moku;
Ea pu me ka lanakila-la.
[not finished 16] (aole i pau)
According to this song (or mele) composed by Kahakuikamoana the Ma keia mele i hakuia e
historical legend of the derivation of these islands is explained, and it Kahakuikamoana, ua
seems it was from Tahiti that the first people of this race came, but it is maopopo ka
not made plain by the lines of this song [6]how the race spread mookuauhau o ka loaa
throughout the group. It is only the birth of the islands that is referred to ana o keia mau aina. A
and made plain by this history, tradition or recital of events, and it is mehe mea la no loko mai
well to look at the genealogy of the islands and see how they (the o Tahiti ka hoomaka ana
islands) became land according to the setting of historical events e loaa na kanaka ma keia
shown in the following chapter. mau mokupuni, aka, aole
i maopopo ma keia mau
lalani [7]mele ka laha ana
o na kanaka ma keia Pae
Aina. O ka hanau wale
ana no o na Mokupuni ka
mea i hoomaopopo ia ma
keia mookuauhau, a he
pono ke nana i ka
moolelo o ka aina ana ma
keia mau aina e like me
ka hoonohonoho ana ma
ka Mokuna II malalo iho.
CHAPTER II. MOKUNA II.
According to this tradition Hawaii just rose up from the ocean, together Ma keia moolelo o keia
with the group of islands of Tahiti, and it would seem the Tahitian mokuna, ua hoea wale
Islands were the first group in this Pacific Ocean, and Hawaii was of a mai o Hawaii mai ka
later appearance, as shown by the lines in the mele composed by moana mai, i huipuia me
Kahakuikamoana running thus: ka lalani aina o Tahiti, a
mehe mea la o ka Pae
Aina o Tahiti ka mua o na
aina ma ka Pakifika nei, a
he hope o Hawaii e like
me kela lalani mele a
Kahakuikamoana, penei:
“Now cometh forth Hawaiinuiakea, “Ea mai Hawaiinuiakea,
Appeareth out of darkness. Ea mai loko mai o ka po.
An island, a land is born, Puka ka moku, ka aina.
The row of islands from Nuumea; Ka lalani aina o Nuumea;
The group of islands at the borders of Tahiti.” Ka pae aina i kukulu o
Tahiti.”
According to these lines of the song the origin of Hawaii is made clear Ma keia mau lalani mele,
and it would seem it arose from the ocean, which theory would agree ua maopopo kahi i puka
with that of some of the scientific discoveries of the present day, and mai ai o Hawaii, mehe
such is the belief of travelers. mea mai ka moana mai e
like me ka manao o
kekahi poe naauao imi
aina o ka honua nei, aka
pela io no ka manao o ka
poe makaikai honua.
In looking to ascertain the origin of Maui it would seem that it was the Ma ka nana ana i kahi i
same as Hawaii’s, just appearing from out of the sea, and here are puka mai ai o Maui, ua
some of the lines of the mele composed by Kahakuikamoana before like ko laua loaa ana me
mentioned in Chapter I touching on that subject: Hawaii, i puka wale mai
no loko mai o ka moana,
a penei ke ano o ka
heluhelu ana o kekahi
mau lalani mele o ua
mele la a
Kahakuikamoana i hoike
ia ma ka Mokuna I.
“Maui was born an island, a land, “Hanau o Maui he moku,

A dwelling place for the children of Kamalalawalu.” he aina,
Na kama o Kamalalawalu
e noho.”
As for Molokai the birth of that island is referred to in the lines of the A o ka moolelo o ka loaa
same song in this wise: ana o Molokai i aina ai,
ma ka nana iho i kona
mau lalani mele e pili ana
ia Molokai penei:
“It was Kuluwaiea of Haumea who was husband, “Na Kuluwaiea o Haumea
It was Hinanuialana the wife, he kane,
Then was born Molokai, a god, a priest, Na Hinanuialana he
A yellow flower 17 from Nuumea.” wahine,
Loaa Molokai he akua, he
kahuna,
He pualena no Nuumea.”
It would seem that Kuluwaiea was a husband of Haumea, 18 but went Mehe mea la o
after Hinanuialana who conceived Molokai, a god and priest. Kuluwaiea he kane ia na
Haumea nae, alaila moe
aku, moe ia
Hinanuialana, hanau o
Molokai, he akua, a he
kahuna.
As to the tradition in regard to Lanai, it is not stated where it appeared Ma ka moolelo hoi o
from, but it is told in the tradition that Lanai was a foster child. That is Lanai, aole i haiia mai
clearly shown in the mele of Kahakuikamoana in the fourth verse kona wahi i puka mai ai,
reading thus: aka, ua ikeia ma kona
moolelo he keiki
hookama o Lanai; pela e
maopopo ai ma ke mele
a Kahakuikamoana ma
ka pauku 4 o ua mele la,
a penei ka heluhelu ana:
“Here stands the king, the heavenly one, “Ku mai ke alii, ka lani,
The life-giving water-drops, from Tahiti. Ka haluku wai ea o Tahiti.
Lanai was found an adopted child.”[8] Loaa o Lanai he keiki
hookama.”
But in the tradition regarding Kahoolawe its origin is assured, it was Ma ka moolelo hoi o
born a foundling. Because Keaukanai was the man, he married with Kahoolawe ua maopopo
Walinuu, a woman from Holani, and Kahoolawe was the offspring of kahi i puka mai ai o
that union. And this is the way the mele runs in the fifth verse: Kahoolawe, ua hanau
lopaia mai oia. No ka
mea, o Keaukanai ke
kane, moe aku ia
Walinuu, ka wahine, no
Holani mai, hanau o
Kahoolawe. A penei e
heluhelu ai i ke mele ma
ka pauku 5:
“Keaukanai is the one who married, “Na Keaukanai i moe

Married with Walinuu from Holani, aku,
The sacred semen 19 of Uluhina. Moe ia Walinuu o Holani,
Kahoolawe was born a foundling.” He keakea kapu no
Uluhina,
Hanau Kahoolawe, he
lopa.”
This is the strange thing in the tradition of Kahoolawe, it would seem O ka mea kupanaha keia
Keaukanai belonged to Hawaii nei, and Walinuu came from Holani. In i ka nana ana i ka
the traditions of Molokini it is said, it was from the loin cloth of Uluhina, moolelo no Kahoolawe,
a very high chief. He was a chief who cut the navel of new born babes. mehe mea la no Hawaii
And this is the legend concerning Molokini: “When Walinuu gave birth nei o Keaukanai, a no
to Kahoolawe Uluhina was called upon to come and cut the navel of Holani mai o Walinuu. O
the child Kahoolawe, and when he came and had cut the navel he took ka moolelo hoi no
the placenta and girt it on as a loin cloth. He then threw it into the sea Molokini, ua oleloia, he
and Molokini arose formed from the afterbirth of Kahoolawe and the malo no Uluhina, he alii
loin cloth of Uluhina,” the very name Molokini being a contraction of the nui, he alii oki piko no na
words malo and Uluhina and should read this way in the song, verse 6: keiki hanau hou. A penei
ke kaao ana no Molokini.
I ka manawa i hanau ae
ai o Walinuu ia
Kahoolawe, kiiia aku o
Uluhina e hele mai e oki i
ka piko o Kahoolawe, a
hiki mai la ua o Uluhina, a
oki ae la i ka piko o
Kahoolawe, alaila hume
ae la o Uluhina i ka iewe,
a kiola aku la i loko o ke
kai loaa ai o Molokini, he
iewe, a o ka inoa o
Molokini, ua kapaia i ka
malo o Uluhina; a penei e
heluhelu ai ma ke mele,
pauku 6.
“Uluhina then was called upon, “Kiina aku Uluhina,

The navel of the little one was cut, Moku ka piko o ke
The afterbirth of the child that was thrown kamaiki,
Into the folds of the rolling surf; Ka iewe o ke keiki i lele
The froth of the heaving sea, I komo i loko o ka ape
Then was found the loin cloth for the child. nalu;
Molokini the island Ka apeape kai aleale,
Is the navel string, Loaa ka malo o ke kama.
The island is a navel string.” O Molokini ka moku
He iewe ia -a-,
He iewe ka moku.”
In the tradition of Oahu, it is said Oahu was a very high chief, a prince Ma ka moolelo hoi o
of the blood, born of Ahukini-a-Laa and Laamea-laakona, and this is Oahu, ua oleloia, he alii
how it reads in verse 7: nui o Oahu, he wohi na
Ahukinialaa, na laua o
Laamealaakona, a penei
ka heluhelu ana ma ka
pauku 7.
“Now stands forth Ahukini-a-Laa, “Ku mai Ahukinialaa,

A chief from the foreign land; He alii mai ka nanamu;
From the gills 20 of the fish; Mai ka ape o ka ia;
From the overwhelming billows of Halehalekalani. Mai ka ale poi pu o
Then was born Oahu, a wohi, Halehalekalani,
A wohi through Ahukinialaa Loaa o Oahu, he wohi,
By Laamealaakona, the wife.”[10] He wohi na Ahukinialaa
Na Laamealaakona he
wahine.”
In the tradition of Kauai, it is said Oahu and Kauai had one mother and Ma ka moolelo hoi o
had different fathers. Because Ahukinialaa lived with Laamealaakona Kauai, ua oleloia, hookahi
and Oahu was born a wohi, then Laakapu lived with Laamealaakona makuawahine o Oahu me
and Kauai was born and this is how the legend runs: When Kauai, a ua okoa na
Laamealaakona first had the child-sickness when conceiving Kauai, makuakane; no ka mea,
she was in the sacred house in the enclosure of the heiau (temple) of o Ahukinialaa kai noho
Nonea, and on a day of the month of Makalii, the day in which the aku ia Laamealaakona,
lightnings flashed around this heiau, that was the day Kauai was born, hanau Oahu he wohi; a
and this is the king who united with the royal line of Hawaii. And this is noho aku hoi o Laakapu
how the legend runs in the part concerning Kauai in the mele ia Laamealaakona,
commencing with verse 8: hanau o Kauai. A penei
ke kaao ana no Kauai. I
ka manawa i hookauhua
ai o Laamealaakona ia
Kauai, i loko no o ka hale
kapu kahi i hookauhua ai,
maloko o ka heiau a
Nonea, a i ka la i ka
malama o Makalii, i ka la i
kauwila ai ua heiau la, oia
ka la i hanau ai o Kauai;
a o keia ke alii i huipuia
me ka mooalii o Hawaii.
A penei e heluhelu ai i ka
moolelo no Kauai ma ke
mele e hoomaka ana ma
ka pauku 8:
“From Laakapu who was a man, “Na Laakapu he kane ia,

From Laamealaakona a woman Na Laamealaakona he
Who sickened of the child conception, wahine
Who sickened carrying the chief Nuupoki Hookauhua hoiloli,
At the sacred temple of Nonea I ka Nuupoki alii,
During the lightning on the sacred night of Makalii. Ka heiau kapu a Nonea
Then was born Kauai, a chief, a prince, a kingly scion, I kauwila i ka po kapu o
Of the chiefly cluster belonging to Hawaii; Makalii,
The foremost head of all the islands.” Hanau Kauai he alii, he
kama, he pua alii.
He huhui alii na Hawaii,
Na ke poo kelakela o na
moku.”
So in looking over the histories of Oahu and Kauai, it is true, it seems Ma ka nana aku i ka
as if they had one mother, for the voice indicates the resemblance. moolelo o Oahu me
Kauai, he oiaio, me he
mea la hookahi io no
makuawahine o laua, no
ka mea, ma ke ano o ka
leo ka like ana.
In the traditions of Niihau, Kaula and Nihoa, they had the same Ma ka moolelo o Niihau,
parents, because Wanalia was the husband who lived with Hanalaa, a o Kaula, ame Nihoa,
woman, and to them was born Niihau, Kaula and Nihoa. They were hookahi no o lakou mau
triplets, and with them the mother became barren. No islands were makua. No ka mea, o
born afterwards. And the mele composed by Kahakuikamoana should Wanalia ke kane, noho
read like this, in verse 10: aku ia Hanalaa, he
wahine ia, hanau mai o
Niihau, o Kaula, a me
Nihoa, he mau mahoe
pakolu lakou, ia lakou no
pa ka makuawahine, aole
i hanau moku mahope
mai. A penei e heluhelu
ai i ke mele a
Kahakuikamoana ma ka
pauku io.
“Wanalia was the man “O Wanalia ke kane,

And Hanalaa was the woman; O Hanalaa ka wahine.
Of them was born Niihau, a land, an island. Hanau Niihau he aina, he
There were three children of them moku,
Born in the same day; Ekolu lakou keiki
Niihau, Kaula, ending with Nihoa. I hanau i ka la kahi.
The mother then conceived no more, O Niihau, o Kaula, Nihoa
No other island appeared afterwards.” pau mai.
Pa ka makuawahine,
Oili moku ole mai
mahope.”
In looking for stories of these islands it is shown in that mele composed Ma ka nana ana i ka
by the great historian, one of the chiefs’ most renowned historians of moolelo o keia mau aina,
Hawaii nei. But we cannot certify to the absolute truth of the story; ua hoomaopopoia ma
there are several other stories very much like these, but which one is kela mele a kela
the real truth it is hard to tell. In the story or tradition of Wakea the kakaolelo nui, kekahi o ko
origin of these islands is plainly told, and there are also meles reciting ke alii mau kakaolelo
the doings of Wakea with regard to the peopling of these islands. One kaulana o Hawaii nei.
of the songs was composed by Pakui, 21 a historian and a famous Aka aole nae e hiki ke
composer of songs, and he was classed among the high priests of the hooiaio a hoohiki no ka
order of priesthood. [12] pololei o ka moolelo, no
ka mea, he nui na
moolelo e ae e like ana
me keia, a owai la o na
mea pololei oia mau
moolelo. Ma ka moolelo
hoi o Wakea, ua hai
maopopoia mai kahi i
puka mai ai keia mau
moku, a he mau mele no
e hoomaopopo ana i ka
moolelo o Wakea, no ka
laha ana o keia mau
moku. Ua hakuia kekahi
mele e Pakui, kekahi
kakaolelo, he haku mele
kaulana, ua helu puia oia
ma ka mookahuna o na
kahuna nui o ka
oihanakahuna. [13]
In the tradition of Opuukahonua it is told in that story that they were the Ma ka moolelo hoi o
progenitors of Hawaii nei. There were twenty-four generations before Opuukahonua, ua oleloia
Wakea, and as there were seventy-five generations from the time of i loko oia moolelo, oia na
Wakea would make ninety-nine generations from Opuukahonua to that kupuna mua o Hawaii
of Kamehameha, therefore, till the reign of Kamehameha IV makes nei, he iwakalua-
one hundred and one generations. kumamaha hanauna
mamua aku o Wakea,
alaila huipu mai me ko
Wakea hanauna he
kanahiku-kumamalima, a
i ka hui ana, he
kanaiwakumamaiwa
hanauna mai a
Opuukahonua a hiki ia
Kamehameha, alaila e
hui mai mai laila mai a
hiki ia Kamehameha IV
he haneri kumamakahi
hanauna.
CHAPTER III. MOKUNA III.
About Wakea. No Wakea.
In the tradition of Wakea it has been generally stated that they were the Ma ka moolelo o Wakea,
first parents of these lands, and that it was by them that the people ua olelo nui ia, oia na
were propagated, and that they were the ancestors of the chiefs of kupuna mua o keia mau
these islands. It is told in the history of Wakea and his wife Papa that aina, a ma o laua la i laha
these islands were born from them. And some of the historians mai ai na kanaka, a o
believed that these islands were really made and put together by the laua na kupuna alii o keia
hands of Wakea. But one of the priests, called Pakui, who was a great noho ana. Ua oleloia ma
historian of Kamehameha’s time and a lineal descendant of historians ko Wakea mookuaahau
from the very darkest ages, says “these islands were really born.” And laua a me kana wahine o
this is how he composed his mele reciting the events which gave birth Papa, ua hanau mai keia
to these islands: mau moku mai loko mai o
laua. A manao hoi o
kekahi poe kakaolelo, ua
hana maoli ia me na lima
o Wakea keia mau moku.
Aka o ka manao o kekahi
kahuna, o Pakui kona
inoa, he kakaolelo nui no
Kamehameha, kumu
kakaolelo mai ka po mai,
ua hanau maoliia keia
mau moku. A penei kana
haku ana i ke mele, no ka
loaa ana mai o keia mau
aina.
THE SONG OF PAKUI. KA MELE A PAKUI.
Wakea Kahiko Luamea, 22 O Wakea Kahiko

Papa that gives birth to islands was the wife, Luamea,
Tahiti of the rising and Tahiti of the setting sun was born, 23 O Papa, o
Was born the foundation stones, Papahanaumoku ka
Was born the heavenly stones, 5 wahine,
Was born Hawaii; Hanau Tahiti-ku, Tahiti-
The first-born island, moe,
Their first-born child Hanau Keapapanui,
Of Wakea together with Kane Hanau Keapapalani, 5
And Papa of Walinuu the wife. 10 Hanau Hawaii;
Papa conceived an island, Ka moku makahiapo,
Was sick of child-sickness with Maui. Keiki makahiapo a laua.
Then was born Mauiloa, an island; O Wakea laua o Kane,
Was born with a heavenly front. O Papa o Walinuu ka
A heavenly beauty, heavenly beauty, 15 wahine. 10
Was caught in the kapa of waving leaves. 24 Hookauhua Papa i ka
Mololani was a great one to Ku, to Lono, moku,
To Kane, and also to Kanaloa. Hoiloli ia Maui,
Was born during the sacred pains. 25 Hanau Mauiloa he moku;
Papa was prostrated with Kanaloa, an island, 20 I hanauia he alo lani,
Who was born as a birdling; 26 as a porpoise; He Uilani-uilani, 15
A child that Papa gave birth to, Hei kapa lau maewa.
Then Papa left and went back to Tahiti, He nui Mololani no Ku, no
Went back to Tahiti at Kapakapakaua. Lono,
Wakea then slept with Kaula wahine 25 No Kane ma laua o
And Lanai Kaula was born, Kanaloa.
The first-born child of that wife. Hanau kapu ke kuakoko,
Then Wakea turned around and found Hina, Kaahea Papa ia Kanaloa,
Hina was found as a wife for Wakea, he moku, 20
Hina conceived Molokai, an island; 30 I hanauia he punua he
Hina’s Molokai is an island child. naia,
The plover Laukaula told the tale He keiki ia na Papa i
That Wakea had slept with a woman. hanau,
Fierce and fiery was the anger of Papa. Haalele Papa hoi i Tahiti,
Papa came back from within Tahiti; 35 Hoi a Tahiti
Was angry and jealous of her rivals; Kapakapakaua.
Was wild and bad-tempered toward her husband, Wakea, Moe o Wakea moe ia
And slept with Lua for a new husband. Kaulawahine 25
Oahu-a-Lua was born, Hanau o Lanai Kaula.
Oahu-a-Lua, an island child; 40 [14] He makahiapo na ia
A child of Lua’s leaf-opening days. 27 wahine.
Went back and lived with Wakea. Hoi ae o Wakea loaa
Papa was restless with child-sickness, Hina,
Papa conceived the island of Kauai Loaa Hina he wahine
And gave birth to Kamawaelualanimoku. 28 45 moe na Wakea,
Niihau is the last droppings; Hapai Hina ia Molokai, he
Lehua was a border, moku, 30
And Kaula the closing one O Molokai a Hina he keiki
For the low coral islands; moku.
The low white-marked isles of Lono, 50 Haina e ke kolea o
The Lord Lono of Kapumaeolani. 29 Laukaula
The rain dispelling conch 30 of Holani, Ua moe o Wakea i ka
The big-rain dispelling conch of Kahaimakana. wahine.
It was the second lordly child, Kaponianai, O ena kalani kukahaulili o
From the I, the sacred I 31 of Kaponialamea. 55 Papa.
The dark dye, blue dye, the black dye, 32 Hoi mai Papa mai loko o
The anointed; the anointed destined to war; Tahiti; 35
That is Papa-a. Papa-a. Inaina lili i ka punalua;
Hoohokukalani, Hae, manawaino i ke
The high chiefess, Hoohokukalani, 33 60 kane, o Wakea,
The chiefess of the loud voice, Moe ia Lua he kane hou
Reverberating, crackling, sharpened. ia.
That is modified and pared down Hanau Oahu-a-Lua,
As leaves which are worn to thinness. Oahu-a-Lua, ke keiki
Wakea was the resemblance, 65 moku, 40 [15]
It was Haloa 34 that was theirs, He keiki makana lau na
It was Piimai, Wailoa, and Kakaihili 35 Lua.
That was settled by the royal owl, Hoi hou aku no moe me
The owl of the still eyes 36 Wakea.
That sails on the beach and to windward 70 Naku Papa i ka iloli,
As a kite of the sacred chief Hoohapuu Papa i ka
That was folded and united in the same wohi moku o Kauai
That was Ahukaiolaa and was Laa- -a-. Hanau
Laamaikahiki was the chief. Kamawaelualanimoku, 45
Then Ahukinialaa, 75 He eweewe Niihau;
Kukonaalaa, He palena o Lehua,
And the parent Laulialaa; He panina Kaula.
The triplets of Laamaikahiki O ka Mokupapapa.
The sacred first-born of Laa Na papa kahakuakea o
Who were born on the same day. 80 Lono, 50
The birth-water broke, gushed forth with the birth showing. O Kahakulono o
The navel is Ahulumai, Kapumaeolani.
The royal navel, O Kapuheeua o Holani.
The very innermost royal heated navel. 37 Kapuheeuanui o
The offspring of Kalani, the heavenly one, 85 Kahaimakana,
Was Puaakahuoi, Na Kekamaluahaku,
Kamalea and Makahiko of Piliwale, Kaponianai,
Kamaiolena, Kahaloalena, I ka I, kapu I o
Halolenaula, Kalanimanuia, Kaponialamea 55
The highly praised one of Manuia. 90 Ponihiwa, Poniuli,
The yellow dog that was reddened Poniele,
To beget full friendship, Kaponi, Kaponi,
That is Kaunui of Kanehoalani. Kaponiponikaua;
This is the water-gourd of Hoalani, O Papa-a-, O Papa-a-.
It is Kaeho Kumanawa 95 O Hoohokukalani.
At the liver near the chest bone, Ka lani, o Hoohokukalani,
The changing thought 38 60
That controls the muscles of the eye He lani hoowawa,
Which is uncovered and unties the knot. Wawa, wawaka,
The floating flower on the royal platform. 100 nihoniho.
I am Kapuakahi 39 Kuaana from Kane, I nihia i kolia.
The wife who lived with Iwikauikaua 40 I pipaia ka lau a lahilahi.
Who begat Kaneikauauwilani, O Wakea ka maka, 65
The crest-breaking surf O Haloa ka hiona.
That breaks double; 41 105 O Piimai, o Wailoa, o
The high-combing wave that broke over the royal foam, Kakaihili.
The broken waves that suck and draw towards the deep,
That twisted and absorbed Liloa, Nononoho kau e ka pueo
The one of the royal belt: [16] alii,
Liloa of Paakaalana, the adept in heavenly lore. 110 Ka pueo makalulu
The royal offspring was Hakau. I loha i ke kaha i ka pea
The message that was shot outside was 70
The sounding conch that disputes the claims of Umi, I ka lupe o na lani kapu
Which was a bravado of Umi’s at the royal precincts. 42 I Apikina, i huia lakou a
The great precinct of Mako 115 ka wohi kahi,
Of Makakaualii, the heavenly chief; Ahukaiolaa-a, O Laa-a-
The rift in the heavenly depths, Laamaikahiki ke alii.
The white thunder clap of Kapaikauanalulu. O Ahukinialaa, 75
The water-stone of Hina of the sounding drops, O Kukonalaa,
The very topmost sprouting leaves of the heavenly bud. 120 O Laulialaamakua,
From thence sprang Kuauwa, 43 a chiefly branch, O na pukolu a
Kamehameha that stands alone at Kawaluna. Laamaikahiki.
The lower step, the highest step at Hakawili He mau hiapo kapu a Laa
That is heavy and burdened by the kapus. Hookahi no ka la i hanau
The sacred sweat from Maheha, 44 125 ai. 80
The black lips that Hakau hung up on Hawaii. Naha mai ka nalu, ke
ewe, ka inaina.
O Ahulumai ka piko,
Ka piko alii,
Ka pikopiko iloko, ka
enaena alii.
Ke ewe o Kalani, ka lani,
85
O Puaakahuoi.
O Kamalea-Makahiko o
Piliwale.
Kamaiolena,
Kahaloalena,
Halolenaula, o
Kalanimanuia.
O Kaihikapu a Manuia. 90
O ka ilio hulu ii i ula ia
I mahamahaoo,
O Kaunui a Kanehoalani
kena.
O Ipuwai a Hoalani keia,
O Kaehokumanawa. 95
I ka pilina ake i ke kea
manawa,
Naau manawa kee.
I na io hoiimo maka.
I huaina i wehea ka naki
Kapuaululana awai alii.
100

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1. Social psychology is defined as the scientific study of how people

103.Discuss the evidence regarding the role of self-esteem in academic achievement.

109.Explain the ethical requirements of social-psychological researchers.

110.Explain how values can affect the study of social psychology.

13. (p. 10) C

14. (p. 11) C

15. (p. 10) D

16. (p. 5, 11) A

17. (p. 11) D

18. (p. 11) C

19. (p. 12) C

20. (p. 12) D

21. (p. 12) B

22. (p. 12) D

23. (p. 14) D

24. (p. 14) D

25. (p. 16) B

26. (p. 17) B

27. (p. 17) B

28. (p. 17) A

29. (p. 17) B

30. (p. 17) D

31. (p. 17) A

32. (p. 18) B

33. (p. 18) D

34. (p. 18) C

35. (p. 18) D

36. (p. 18) A

38. (p. 18) B

39. (p. 18) B

40. (p. 18-19) A

41. (p. 18-19) D

42. (p. 18) D

43. (p. 19) A

44. (p. 18) B

45. (p. 18) A

46. (p. 18) D

47. (p. 18) A

48. (p. 18) A

49. (p. 18) C

50. (p. 19-20) C

51. (p. 19) B

52. (p. 20) C

53. (p. 20) D

54. (p. 21) D

55. (p. 21) B

56. (p. 25-26) B

57. (p. 21) D

58. (p. 21) D

59. (p. 21) C

60. (p. 21) B

61. (p. 22) B

62. (p. 23) A

63. (p. 23) A