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Psychology From Inquiry to
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Chapter 8: Language, Thinking, and Reasoning: Getting Inside Our Talking Heads
Multiple Choice
1. Generally speaking, _____ refers to any mental activity or processing of information, including
learning, remembering, perceiving, believing, and deciding.
A) psychophysics
B) decision-making
C) thinking
D) consciousness
Answer: C
Diff: 2 Page Ref: 290
Skill: Factual
APA LO: 2.3c
TEXT LO 8.1 Identify methods for achieving cognitive economy
Topic: Thinking and Reasoning
2. Behaviorists attempted to explain thinking in the narrow terms of

A) feeling and perceiving.
B) stimulus and response.
C) remembering and feeling.
D) believing and deciding.
Answer: B
Skill: Factual
APA LO: 2.3c
% correct 72 a = 16 b = 72 c = 2 d = 9 r = .44
3. The term cognitive _____ is used to reflect the fact that human beings seek to reduce their
mental effort as much as possible, while still being able to make accurate decisions.
A) miser
B) parsimony
C) heuristic
D) frugality
Answer: A
Skill: Factual
APA LO: 2.3c
4. What problem-solving strategies are essentially mental shortcuts?

A) Heuristics
Correct. Heuristics don’t guarantee a solution but are shortcuts to solving problems.
B) Algorithms
C) Mnemonic devices
D) Cognitive biases
Incorrect. Cognitive biases refer to our tendency to have certain styles of interpreting and thinking
about situations. They can lead us to incorrect conclusions.
Answer: A
Skill: Conceptual
APA LO: 2.3c
Copyright © 2014, 2011, 2007 Pearson Education, Inc. All rights reserved.
5. One explanation for schizophrenia holds that schizophrenic individuals have difficulty in filtering
their attention. This is most closely related to the concept of
A) cognitive economy.
Correct. Cognitive economy refers to the fact that we process a tremendous amount of
information, and need to simplify it somehow. This tendency keeps the information we need for
decision making to a manageable minimum.
B) schema development.
C) chunking.
Incorrect. Chunking is a term that refers to a memory skill of putting individual pieces of
information together and storing them as groups in short-term memory. It is not related to this
question.
D) top-down processing.
Answer: A
Diff: 3 Page Ref: 290–291
Skill: Conceptual
APA LO: 2.3c
6. Because our snap judgments are probably “good bets,” the tendency to use heuristics and
intuition might be considered
A) adaptive.
Correct. From an evolutionary perspective, if snap judgments generally lead to good outcomes,
they could be considered an adaptive behavior.
B) a maladaptation.
C) a failure of cognitive miserliness.
Incorrect. In fact, snap judgments are a good demonstration of cognitive miserliness if they lead
to good outcomes.
D) too risky to use.
Answer: A
Skill: Conceptual
APA LO: 2.3c
7. Nigel is out on a blind date. He decides after only 5 minutes with this new woman that he likes
her. Is this snap decision a wise one?
A) Yes; our mental shortcuts are accurate more often than chance, even when judging people.
Correct. Although this is a true statement, the authors warn that even these decisions can
occasionally be “wildly wrong.”
B) Yes; many people report falling in love immediately or the idea of love at first sight.
C) No; although mental shortcuts are beneficial, snap decisions concerning people are often
inaccurate.
Incorrect. As your authors point out, snap judgments, even those that involve people, tend to be
more accurate than chance; however, because they are not perfect predictors of outcomes, we
cannot rely on them exclusively.
D) No; typically when employing mental shortcuts, one needs to gather as much information as
possible about the situation.
Answer: A
Skill: Applied
APA LO: 2.3c
8. John Gottman and his colleagues were able to predict divorce rates of couples with startling
accuracy using techniques related to the concept of
A) thin slicing.
B) linear regression.
C) the availability heuristic.
D) cognitive load.
Answer: A
Skill: Factual
APA LO: 2.3c
9. Many people drew faulty conclusions about the relative safety of air travel compared to
automobile travel in the wake of the September 11, 2001, terrorist attacks. Such poor reasoning
was the result of
A) thin slicing.
B) hindsight bias.
C) mental sets.
Incorrect. Mental set is defined as the tendency to perceive and approach problems in the same
ways that have worked in the past.
D) the availability heuristic.
Correct. The availability heuristic tells us to judge the likelihood of an event on the basis of how
easy it is to generate an example of it.
Answer: D
Skill: Applied
APA LO: 2.3c
10. According to your authors, which cognitive heuristic is most salient in the formation of
stereotypes?
A) The availability heuristic
B) The representativeness heuristic
Correct. The formation of a stereotype is often related to the past experiences we have had with
people of a particular group or type.
C) Thin slicing
Incorrect. Thin slicing is an observational method that is not related to stereotype formation.
D) The door-in-the-face bias
Answer: B
Skill: Conceptual
APA LO: 2.3c
11. Dan recently watched a television program about rabies, and those animals that are typically
carriers of the disease. Last night, when he stepped outside to call his cat, he saw a raccoon
waddling across his yard. The animal acted strangely and came straight toward him. Dan
immediately decided it must have rabies. He made his decision based on
A) exemplars.
B) an algorithm.
C) a representativeness heuristic.
Incorrect. The representativeness heuristic is a thinking strategy based on how closely a new
object or situation is judged to resemble an existing prototype in memory.
D) an availability heuristic.
Correct. The availability heuristic is a heuristic that says that the probability of an event or the
importance assigned to it is based on its availability in memory.
Answer: D
Skill: Applied
APA LO: 2.3c
12. Jay, a popular TV show host, made a joke regarding Ford Pintos and the dangers of owning
them because of their “perceived” tendency to blow up. Many Pinto owners took issue with Jay’s
view as presented, in part due to a fear that they could never re-sell their car. Jay’s very public
joke and its potential to impact peoples’ perceptions is an example of a(n)
A) representative heuristic.
Incorrect. The representativeness heuristic is a thinking strategy based on how closely a new
object or situation is judged to resemble an existing prototype in memory.
B) availability heuristic.
Correct. The availability heuristic is a rule of thumb that says that the probability of an event or the
importance assigned to it is based on its availability in memory.
C) exemplar.
D) additive strategy.
Answer: B
Skill: Applied
APA LO: 2.3c
13. In the movie Grumpier Old Men, the oldest character claims that he has had bacon, alcohol,
and cigarettes every day for his entire adult life and that none of these behaviors have harmed
him. If you were to go out now and start doing these behaviors because you felt they were, in
fact, safe, you’d be falling prey to the _____.
A) explanatory bias
B) mental set
Incorrect. A mental set refers to attempting to solve the problem using past successful solution
approaches to similar problems.
C) hindsight bias
D) availability heuristic
Correct. The availability heuristic is a rule of thumb that says the probability of an event or
importance assigned to it is judged to resemble an existing prototype in memory. If the immediate
prototype is an old man who has managed to engage in unsafe behaviors without consequence,
this could affect your behaviors.
Answer: D
Skill: Applied
APA LO: 2.3c
14. Benny and Darla are driving to a concert downtown. Benny decides to drive one route, and
Darla does not object. When they get stuck in traffic, Darla mumbles, “I just knew it would have
been faster if we’d gone my way.” What sort of heuristic is Darla employing?
A) The hindsight bias
Correct. Also referred to as the “I knew it all along” bias, this occurs when we are very certain that
we could accurately have predicted an event only after it has occurred.
B) The availability heuristic
C) The representativeness heuristic
D) The confirmation bias
Incorrect. This is not a case of seeking out affirming data while ignoring disproving data.
Answer: A
Skill: Applied
APA LO: 2.3c
15. Which of the following do you think would be most applicable to a gambler who is betting on a
football game?
A) The availability heuristic
Incorrect. Nothing discussed concerning the availability heuristic would relate specifically to this
example. This is not the best answer.
B) The representativeness heuristic
C) The confirmation bias
D) The hindsight bias
Correct. A gambler may feel sure that they knew what was going to happen only after the event
takes place. This would probably occur whether they won or lost their bet.
Answer: D
Skill: Conceptual
APA LO: 2.3c
16. What term do psychologists use to describe our tendency to search for evidence that
supports our belief and to ignore evidence that might disprove it?
A) Confirmation bias
B) Attribution bias
C) Availability heuristic
D) Representativeness heuristic
Answer: A
Skill: Factual
APA LO: 2.3c
17. The brain’s tendency to streamline our thinking processes by use of preexisting knowledge is
referred to as
A) top-down processing.
B) bottom-up processing.
C) inductive reasoning.
D) taxonomic construction.
Answer: A
Skill: Factual
APA LO: 2.3c
TEXT LO 8.2 Describe what factors affect our reasoning about the world
18. The process by which your brain processes only the information that it receives, irrespective
of past experiences or expectations, is called _____ processing.
A) top-down
B) misinformed
C) bottom-up
D) dorsal-lateral
Answer: C
Skill: Factual
APA LO: 2.3c
19. Concepts are ideas that represent _____.

A) a class or category of objects, events, or activities that share core properties
B) patterns of behavior
C) higher-order conditioning and secondary reinforcers
D) tangible objects
Answer: A
Skill: Factual
APA LO: 2.3c
20. What are mental categories representing activities, objects, qualities, or situations that share
some core qualities?
A) Classes
B) Attributes
C) Patterns
D) Concepts
Answer: D
Skill: Factual
APA LO: 2.3c
21. Don tells Ray he wants to get a new sports car. Ray immediately understands why, because
he is familiar with the common characteristics of sports cars and knows what makes them
different from family cars. Ray is using mental categories called _____.
A) classes
B) concepts
Correct. Ray is using mental categories called concepts, which are ideas that represent a
category of objects or events.
C) attributes
D) classifications
Incorrect. Ray is using mental categories called concepts, which are ideas that represent a
category of objects or events. Classifications is not a term used for this process.
Answer: B
Skill: Applied
APA LO: 2.3c
22. The fact that you recognize Great Danes, Dachshunds, Collies and Chihuahuas as being
dogs is an example of a(n)
A) concept.
Correct. A concept helps to organize information based on shared features or qualities.
B) image.
C) template.
D) cohort.
Incorrect. A cohort refers to a group of peers with whom you share some common experience or
quality.
Answer: A
Skill: Applied
APA LO: 2.3c
23. A car would be an example of a(n) _____, while the way we behave at a new restaurant is an
example of a(n) _____.
A) heuristic; algorithm
B) concept; schema
Correct. A concept refers to an object, while a schema refers to a series of actions or behaviors.
C) schema; concept
Incorrect. This is the opposite of the correct answer.
D) concept; heuristic
Answer: B
Skill: Conceptual
APA LO: 2.3c
24. _____ is the process of selecting among a set of possible alternatives.

A) Framing
B) Problem solving
C) Decision making
D) Anchoring
Answer: C
Skill: Factual
APA LO: 2.3a
TEXT LO 8.3. Discover what influences our decision making
Topic: Thinking at Its Hardest: Decision Making and Problem Solving
25. People tend to make different decisions when they focus on what they might gain from an
action rather than what they might lose. This is an effect of
A) framing.
Correct. When an action is presented in a particular light so it emphasizes gains or losses, this is
the use of framing.
B) availability.
Incorrect. Availability refers to a heuristic that discusses the extent to which an event is
immediately available in one’s memory.
C) representativeness.
D) additive decision making.
Answer: A
Skill: Conceptual
APA LO: 2.3a
26. People with cancer tend to be more optimistic if their doctor says “You are 90% certain to
survive” as opposed to “There is a 1 in 10 chance you will die.” This is an example of
A) poor bedside manners.
B) a heuristic.
Incorrect. A heuristic is a rule of thumb for problem solving or decision making that is based on
past experience.
C) framing information.
Correct. If information is presented in a way that emphasizes advantages or disadvantages, this
is an example of framing.
D) developing a healthful concept.
Answer: C
Skill: Applied
APA LO: 2.3a
27. Fred is on a popular TV game show where you can win $1,000,000. He is currently at
$16,000 and is not totally certain if he knows the answer to the $32,000 question. His decision
could be influenced if the host says “You can take the $16,000 and go home, and that’s a lot of
money,” or “$32,000 is way more money than $16,000.” There is a tendency for the contestants
to do whatever the host suggests, and Fred will probably be no different. This is the effect of
A) an availability heuristic.
Incorrect. The availability heuristic is a rule of thumb that says that the probability of an event or
the importance assigned to it is based on its availability in memory.
B) a representativeness heuristic.
C) an additive strategy.
D) framing.
Correct. The manner in which a decision is presented—whether that presentation emphasizes
positive or negative aspects of the situation—is called framing.
Answer: D
Skill: Applied
APA LO: 2.3a
28. _____ refers to the fact that the way a question is presented—with certain wording or
emphasis on certain aspects of the question—can influence the answer that is given.
A) Metalinguistics
B) Framing
C) Pragmatizing
D) Whorfing
Answer: B
Skill: Factual
APA LO: 2.3a
29. Generating a cognitive strategy to accomplish a goal is the definition of
A) the availability heuristic.
B) a mental set.
C) decision making.
D) problem solving.
Answer: D
Skill: Factual
APA LO: 2.3f
TEXT LO 8.4 Describe some common problem-solving strategies and challenges
30. Sally is enrolled in a high school geometry course, which she describes as “drawing figures
and figuring drawings.” In a typical class, students draw geometric figures and use a formula to
calculate an aspect of the figure such as its area. Each time Sally uses a formula, she is making
use of what psychologists call _____.
A) heuristics
Incorrect. Sally is making use of algorithms because the geometric rules always work. Heuristics
don’t guarantee a solution.
B) logarithms
C) algorithms
Correct. Sally is making use of algorithms because the rules will always produce a solution.
D) convergence
Answer: C
Skill: Applied
APA LO: 2.3f
31. A step-by-step learned procedure for solving a problem is called a(n)

A) schema.
B) cognitive map.
C) heuristic.
D) algorithm.
Answer: D
Skill: Factual
APA LO: 2.3f
32. What systematic problem-solving method guarantees that all steps in solving a problem will
be addressed?
A) The heuristic method
Incorrect. The heuristic strategy is called a “rule of thumb” and does not guarantee a solution.
B) An algorithm
Correct. The systematic problem-solving method that guarantees that you will address all steps in
solving a problem is the use of an algorithm. It is useful when a solution to a problem is absolutely
required.
C) A cognitive shortcut
D) The chunking method
Answer: B
Skill: Conceptual
APA LO: 2.3f
33. The use of _____ refers to the process of finding similar structures between two problems
and thus finding similarities between their solutions.
A) heuristics
B) algorithms
C) mental sets
D) analogies
Answer: D
Skill: Factual
APA LO: 2.3f
34. When a student is given two seemingly different problems to solve, but the problems have the
same underlying logical requirements, the student may miss this similarity due to the apparent
differences in the wording of the questions. The relationship between two problems is called
A) salience of surface similarities.
B) mental sets.
C) functional fixedness.
D) parallel paradigms.
Answer: A
Skill: Factual
APA LO: 2.3f
35. If I am given 10 math problems, and I can and do solve the first nine in the same way, I may
struggle with the tenth problem if it requires a different method to solve it. This best illustrates the
concept of
A) the salience of surface properties.
B) thin slicing.
C) mental sets.
Correct. A mental set refers to attempting to solve the problem using past successful solution
D) hindsight bias.
Incorrect. The hindsight bias refers to our overestimation of our ability to predict the outcome of
an event after the event has occurred. It is not related to this question.
Answer: C
Skill: Applied
APA LO: 2.3f
% correct 77 a = 19 b = 3 c = 77 d = 1 r = .18
36. The tendency to perceive and approach problems in the same ways that have worked in the
past is called _____. This barrier to problem-solving can inhibit one’s ability to generate
alternative solutions.
A) means–end analysis
B) functional fixedness
C) prototypical idealization
D) mental set
Answer: D
Skill: Factual
APA LO: 2.3f
37. Anastasia is building a sand castle at the beach. She is frustrated by the fact that the water
keeps washing it away. She has rebuilt the castle five times already, each one a little further from
the waves. Her brother Christopher walks up, sees the problem, and proceeds to dig a channel
for the water that bypasses her latest sand castle completely. Which cognitive block was
Anastasia demonstrating?
A) Functional fixedness
Incorrect. Functional fixedness refers to the inability to look at an object and see it in flexible ways
and for uses other than its most common function.
B) Convergent thinking
C) Mental set
Correct. Mental set occurs when we get stuck in a specific problem-solving strategy and can’t see
the problem from a new angle.
D) Thin slicing
Answer: C
Skill: Applied
APA LO: 2.3f
38. Rosemary, a college professor, has not been able to give up her overhead projector and
transparencies even though her classroom has equipment that will support computer-generated
projected images. This might be an example of a(n)
A) heuristic.
B) mental set.
Correct. Rosemary continues to use a past problem-solving strategy even though there are
better, more efficient strategies available to her.
C) algorithm.
D) analogy heuristic.
Incorrect. Rosemary is not looking for a relationship to a past solution. She is reapplying a past
solution to the exclusion of other possibilities.
Answer: B
Skill: Applied
APA LO: 2.3f
39. My exposure to the typical use of objects in my culture may render me less able to find novel
solutions to problems. This is referred to as
A) functional fixedness.
Correct. Functional fixedness refers to the inability to look at an object and see it in flexible ways
and for uses other than its most common function.
C) mental sets.
D) salience of surface characteristics.
Answer: A
Skill: Conceptual
APA LO: 2.3f
40. A loose screw on the visor causes it to drop down while Ben drives; however, he keeps
forgetting to take a screwdriver out to the car to fix it. When he notices the visor drop again, he
reaches into his pocket for a dime he uses to tighten the screw holding the visor. What problem-
solving difficulty did Ben overcome?
A) Relative comparison
B) Functional fixedness
Correct. Ben overcame the problem of functional fixedness.
C) Poor problem representation
D) The representative heuristic
Incorrect. Ben overcame the problem of functional fixedness.
Answer: B
Skill: Applied
APA LO: 2.3f
41. MacGyver, a fictional TV hero, was able to solve nearly any problem with duct tape, chewing
gum, and some luck. Which of the following cognitive tendencies was one that MacGyver has
clearly overcome?
A) Functional fixedness
Correct. Functional fixedness is our tendency to have trouble imagining uses for objects other
than their originally intended uses.
B) Linguistic relativity
C) Mental sets
D) Availability heuristic
Answer: A
Skill: Conceptual
APA LO: 2.3f
42. Alex and Nicole just got married. They move into their new apartment and realize they need a
coffee table. Alex takes four stacks of old textbooks and forms the legs of the table. He then takes
an old piece of cardboard and lays it across the four “legs.” Which cognitive tendency has Alex
clearly mastered?
A) Mental set
B) Functional fixedness
C) Creative inhibition
D) Availability heuristic
Answer: B
Skill: Applied
APA LO: 2.3f
43. Using a wire coat hanger to unclog a stopped toilet or fish a hair plug out of a blocked drain
demonstrates that you are not hindered by
A) functional fixedness.
C) mental sets.
D) salience of surface characteristics.
Answer: A
Skill: Factual
APA LO: 2.3f
44. In the 1980s, many psychologists adopted the analogy of a(n) _____ to try to describe and
explain the different working processes of the human mind.
A) automobile
B) television
C) kitchen sink
D) computer
Answer: D
Skill: Factual
APA LO: 5.1a
TEXT LO 8.5 Describe various models of the human mind
45 The need for cognitive efficiency is very important, but sometimes it can lead people to poor
decision-making. For example, when considering whether or not to buy the latest “miracle diet”
program, one should balance cognitive efficiency with
A) the principle of Occam’s Razor.
B) the fact that correlation does not equal causation.
Incorrect. Nothing in this particular statement is consistent with this critical thinking concept.
C) the fact that extraordinary claims require extraordinary evidence.
Correct. When a product suggests it can do amazing things, it must have scientific evidence to
support its claims. If it does not, then it is probably going to be disappointing.
D) the premise of replicability.
Answer: C
Skill: Conceptual
APA LO: 5.1a
TEXT LO 8.5 Describe various models of the human mind
46. The ambiguity of language is BEST illustrated by which of the following examples?
A) Calling a friend about whom you are worried
B) Disagreements about the interpretations of laws
Correct. Different people reading the same words can come up with very different interpretations
of what they mean. This demonstrates the ambiguity of language.
C) Telling someone what time a party starts
D) Giving instructions for an exam
Incorrect. Provided that the instructions are clear, this should not contain any ambiguity.
Answer: B
Skill: Conceptual
APA LO: 5.2a
TEXT LO 8.6 Describe the four levels of analysis that make up language
Topic: How Does Language Work?
47. Newspaper headlines, such as “Two Convicts Evade Noose, Jury Hung,” may strike us as
funny. From the perspective of language, this is because the phrase or headline
A) is impossible to interpret.
Incorrect. Based on our understanding of social context, this headline is actually easy to interpret.
B) has ambiguous meaning.
Correct. Depending on the emphasis that you put on different words, this headline could have
very different meanings.
C) has no literal interpretation.
D) lacks subject-verb agreement.
Answer: B
Skill: Conceptual
APA LO: 5.2a
48. Which of the following statements is true about language?

A) It is not symbolic.
B) It can be written, spoken, or signed.
C) It is incapable of an infinite set of meaningful utterances.
D) It has no set structure or rules that must be obeyed.
Answer: B
Skill: Factual
APA LO: 5.2a
49. As symbolic systems of communication, most languages

A) generally match sounds to the meaning of words.
B) are arbitrary in the relationship between words and meaning.
Correct. The exact same word, or symbol, can have very different meanings in different contexts.
C) can be translated to another without impaired meanings of complex concepts.
Incorrect. If you’ve ever seen a sign in a foreign country translated into English, you would see
that sometimes the impairment of meanings can be very comical.
D) do not have concepts that are unique to just one particular language.
Answer: B
Skill: Conceptual
APA LO: 5.2a
50. Language is
A) a system of communication that combines symbols in rule-based ways to create meaning.
B) rarely ambiguous.
C) a communication system that includes words, but not gestures.
D) a communication system that requires little implicit processing.
Answer: A
Skill: Factual
APA LO: 5.2a
51. Much of our language use serves non-informational purposes, such as

A) establishing or maintaining social relationships.
Correct. If you’ve ever insulted a friend as a way of saying hello, you’ve used language to
maintain a social relationship rather than for the conveyance of information.
B) telling the barista that we want a skim latte.
Incorrect. While this may be a very important purpose of language, it is an informational purpose.
C) advising a friend what time to show up at a party.
D) providing directions to an event.
Answer: A
Skill: Conceptual
APA LO: 5.2a
52. We often do not consider the complexity of language. This is in part because
A) language acquisition is easy.
B) language acquisition requires little practice.
Incorrect. Anyone who has ever raised a child and tried to teach them how to use language
knows that it requires enormous patience.
C) our use of language is generally automatic.
Correct. We tend not to think very consciously about the words that we use, but rather
communicate linguistically with great automaticity.
D) humans do not often consider complex phenomena.
Answer: C
Skill: Conceptual
APA LO: 5.2a
53. Language is based on basic sound units called _____.

A) morphemes
B) semantics
C) registers
D) phonemes
Answer: D
Skill: Factual
APA LO: 5.2a
54. The sounds t, th, and sh are _____.
A) morphemes
B) phonemes
C) semantics
D) sound bytes
Answer: B
Skill: Factual
APA LO: 5.2a
55. The English language has _____ phonemes.

A) more than 100
B) between 60 and 75
C) between 40 and 45
D) no more than 15
Answer: C
Skill: Factual
APA LO: 5.2a
56. According to your textbook, different languages contain different numbers of phonemes. The
fewest number of phonemes found in any language mentioned by your authors is about _____.
A) 8
B) 15
C) 26
D) 40
Answer: B
Skill: Factual
APA LO: 5.2a
57. You are learning Russian in preparation for a trip next summer. Although you are doing a
good job recognizing the written signs you need to know, you are having trouble with the sounds
of the Russian language. Which of the following aspects of language is giving you trouble?
A) Syntax
B) Phonemes
Correct. Phonemes are the basic units of sound in a language.
C) Morphemes
Incorrect. Morphemes are the smallest units of meaning in a language; the problem in this case is
with the sounds, not their meaning.
D) Audiograms
Answer: B
Skill: Applied
APA LO: 5.2a
58. The smallest units of speech that are meaningful are referred to as
A) phonemes.
B) lingmemes.
C) anomias.
D) morphemes.
Answer: D
Skill: Factual
APA LO: 5.2a
59. The basic meaningful units of any language are called _____.
A) phonemes
B) morphemes
C) semantics
D) sound bytes
Answer: B
Skill: Factual
APA LO: 5.2a
60. How many morphemes are there in the sentence “I wanted it”?
A) Three
Incorrect. There are four morphemes, but three words. The word “wanted” has two morphemes in
it.
B) Four
Correct. There are four morphemes: I, want, ed, it.
C) Six
D) Five
Answer: B
Skill: Applied
APA LO: 5.2a
61. The meanings derived from words or sentences are collectively known as the _____ of
language.
A) semantics
B) proxemics
C) syntatics
D) pragmatics
Answer: A
Skill: Factual
APA LO: 5.2a
62. The rules that determine how sounds and words can be combined and used to communicate
meaning within a language are collectively known as _____.
A) morphemic rules
B) phonemic rules
C) linguistic relativity
D) syntax
Answer: D
Skill: Factual
APA LO: 5.2a
63. Let’s say we could teach a dolphin to understand the difference between the sentences “The
parrot kissed the dolphin” and “The dolphin was kissed by the parrot.” If this were demonstrated,
it might mean the dolphin had an understanding of _____.
A) phonemes
B) morphemes
Incorrect. Morphemes are the smallest units of meaning in a language.
C) syntax
Correct. Syntax is the system of rules for combining words and phrases to form grammatically
correct sentences.
D) pragmatics
Answer: C
Skill: Applied
APA LO: 5.2a
64. What is wrong in the following sentence? “Eggs the ham and green delicious are.”
A) Phonemes
Incorrect. Phonemes refer to the basic units of spoken sound of the language. There is nothing
phonemically incorrect about the sentence. It does, however, contain important syntax errors.
B) Morphemes
C) Syntax
Correct. Syntax refers to the grammatical rules that help us compose words into meaningful
strings.
D) Dialect
Answer: C
Skill: Applied
APA LO: 5.2a
65. When speakers of English add “ed” to a verb to indicate past tense, they are applying a
A) morphological marker.
Correct. A morphological marker is a grammatical element that modifies words by adding sounds
to them to change their meanings.
B) dialectical marker.
C) phoneme.
Incorrect. Phonemes are the basic units of sound in the language.
D) prefix.
Answer: A
Skill: Applied
APA LO: 5.2a
66. A _____ marker is a grammatical element that modifies words by adding sounds that change
their meanings.
A) phonetic
B) phonemic
C) morphological
D) syntactic
Answer: C
Skill: Factual
APA LO: 5.2a
67. The rule in English that adjectives usually come before nouns is part of
A) semantics.
Incorrect. Semantics refers to the meaning that is communicated in one’s use of language.
B) surface structure.
C) syntax.
Correct. Syntax refers to the rules for combining letters into words and words into sentences.
D) grammatics.
Answer: C
Skill: Applied
APA LO: 5.2a
68. In most cases, the rules of syntax

A) are the same across different languages.
Incorrect. Different languages have very different syntactic structures.
B) are the same across different dialects.
C) are perfectly applied in conversation.
D) are rarely followed in real-world language.
Correct. Real-world language use tends to be less formal and more casual. The rules of syntax
tend to be applied with more lenience.
Answer: D
Skill: Conceptual
APA LO: 5.2a
69. What is missing when a student who skips class copies notes from another student?
A) Extralinguistic information
Correct. Extralinguistic information includes parts of communication that aren’t part of the content
of the transmission but that are needed for interpreting its meaning, such as tone of voice and
facial expressions.
B) Syntax clues
C) Morphological markers
Incorrect. The best answer to this question is extralinguistic information, because the student who
is just getting the information from notes loses the nonverbal communication of the instructor.
D) Phonesthemes
Answer: A
Skill: Applied
APA LO: 5.2a
70. E-mail can often lead to misunderstandings. This is because
A) it lacks extralinguistic information.
Correct. Because you cannot get information such as facial expressions or voice inflection in an
e-mail, people often misunderstand the intent of what somebody else meant to communicate.
B) people misspell more often with e-mail than with pen-and-paper writing.
Incorrect. People may not misspell words quite as much, but there is a common practice of using
abbreviations in e-mails that is socially accepted. This may be misinterpreted as misspellings.
C) of decreasing literacy levels.
D) most people read e-mail more rapidly than other written forms.
Answer: A
Skill: Conceptual
APA LO: 5.2a
71. Although extralinguistic information is not a formal part of language, it does serve the purpose
of
A) generally providing entertainment value, which captures our attention.
B) providing literal and factual information.
Incorrect. It is verbal information, and not extralinguistic information, that provides literal and
factual information.
C) assisting in interpretation.
Correct. Extralinguistic information can give you cues in interpreting an ambiguous verbal
statement.
D) distracting us from the emotional aspects of communication.
Answer: C
Skill: Conceptual
APA LO: 5.2a
72. Our co-worker says, “It’s awful in here.” To understand what she means, we must
A) take into account extralinguistic information, such as location and facial expressions.
Correct. Depending on the facial expression and body posture of the co-worker, her statement
could mean many things.
B) examine the grammatical structure of her comment.
Incorrect. Examining the grammatical structure of her comment will not help us understand its
meaning. Looking at the extralinguistic information, however, will give us quite a bit of data.
C) examine the morphemes in the statement to determine the smaller units of meaning in the
sentence.
D) ignore nonverbal cues so that we are not distracted.
Answer: A
Skill: Applied
APA LO: 5.2a
73. The term dialect is used to indicate

A) distinct and different languages found in the same country.
B) language forms that are based on another language, but that do not have a syntactic structure
of their own.
C) variations of the same language based on geographical or ethnic similarities.
D) variations of a language that follow no structural patterns.
Answer: C
Skill: Factual
APA LO: 5.2a
74. A person from one part of the United States might ask you for a glass of “soda,” while a
person from a different region might ask for a glass of “pop.” Still a third person might ask for a
“Coke,” while a fourth would request a glass of “tonic.” All of these individuals want the same
thing, but the variation in how they request it demonstrates a
A) dialect.
Correct. Different regions use different dialects to express the same thought.
B) colloquialism.
C) semantic error.
Incorrect. None of these examples demonstrates a semantic error, but rather dialects that are
specific to a given region or location.
D) phonemic shift.
Answer: A
Skill: Applied
APA LO: 5.2a
75. Why do people speak in different dialects?

A) The culture and environment in which a person is raised impacts the way they communicate
linguistically.
Correct. Because language is at least in part imitative, dialects tend to be transmitted from
generation to generation.
B) Dialects represent grammatical errors that are reinforced by one’s surroundings.
C) People in different areas have genetic variations that impact the way their brains interpret
language skills.
D) People from different countries naturally speak different languages, and that is all a dialect
really is.
Incorrect. A dialect represents variations in the usage of the same language.
Answer: A
Skill: Conceptual
APA LO: 5.2a
76. Language is a very complex form of communication that separates humans from other animal
groups. For this reason, _____ theorists believe that language must offer a survival advantage.
A) psychoanalytic
B) cognitive
C) evolutionary
D) behaviorist
Answer: C
Skill: Factual
APA LO: 5.2a
77. A key difficulty in explaining how language evolved is the _____ phonemes, words, and rules
of syntax.
A) consistency of
Incorrect. Phonemes, words, and syntax represent very different concepts.
B) arbitrariness of
Correct. Some scholars suggest that the arbitrariness of language allows for a necessary
flexibility in communication.
C) resemblance of meaning to
D) rigidness and uniformity of
Answer: B
Skill: Conceptual
APA LO: 5.2a
78. Using words like hee-haw or cocka-a-doodle-doo to describe the sound that a donkey or
rooster might make provides us with examples of
A) onomatopoeia.
Correct. Onomatopoeia refers to a word that resembles the sound to which it refers.
B) anomia.
C) a morphological marker.
D) a dialect.
Incorrect. A dialect refers to variations in the way the same language is used in different regions
or locations.
Answer: A
Skill: Applied
APA LO: 5.2a
79. Which of the following is an example of onomatopoeia?

A) car
B) grass
C) hair
D) buzz
Answer: D
Skill: Factual
APA LO: 5.2a
80. The textbook authors note that the word for mother in most languages begins with an “m” or
“n” sound. They speculate that this may be because
A) these phonemes tend to be the first that children acquire.
Correct. Because these tend to be the easiest phonemes to say, they are related to the first
words that children acquire.
B) all languages have the same origin.
C) these are the most common phonemes in all languages.
Incorrect. There is nothing in your chapter that refers to the most common phonemes across
languages.
D) they all derive from the Latin word mater.
Answer: A
Skill: Conceptual
APA LO: 5.2a
81. Using the _____ paradigm, researchers have found that infants can recognize sounds to
which they were exposed in utero.
A) habituation
B) high-amplitude sucking
C) auditory cliff
D) Cat in the Hat
Answer: B
Skill: Factual
APA LO: 5.2a
TEXT LO 8.7 Trace the development of language acquisition in children
82. Babies can hear inside the womb

A) by the second month.
B) no earlier than the seventh month.
C) by the fifth month.
D) only after the sixth month.
Answer: C
Skill: Factual
APA LO: 5.2a
83. Newborn infants show a preference for

A) the English language.
B) the Spanish language.
C) their mother’s native language.
D) any language if it is spoken by a familiar voice.
Answer: C
Skill: Factual
APA LO: 5.2a
84. Babies engage in intentional vocalizations that sound meaningful, but are not. This is referred
to as
A) babbling.
B) telegraphic speech.
C) holographic speech.
D) two-word utterances.
Answer: A
Skill: Factual
APA LO: 5.2a
85. Linda’s 3-month-old infant keeps saying “ga-ga” and “doh-doh.” Should she be worried?
A) Yes; parents should not encourage nonsense language in their infants, because it can lead to
language problems later on.
B) Maybe; her 3-month-old should be saying at least a couple of words by now.
C) No; this behavior is called babbling and it is normal for infants.
Correct. Babbling (any intentional vocalization that lacks specific meaning) is normal for infants.
D) No, although the infant should start to string these syllables together to form words in the next
month or two.
Incorrect. In fact, it will be several months before Linda’s child starts putting syllables together to
form words.
Answer: C
Skill: Applied
APA LO: 5.2a
86. Your friend’s six-month-old baby has begun to vocalize long strings of repeated syllables in a
continuous stream. For example, the baby vocalizes “Malamalamalamalamala.” This baby is in
the _____ stage.
A) cooing
B) babbling
Correct. Babbling refers to the repetition of individual syllables.
C) syllables
D) holophrastic speech
Incorrect. Holophrastic speech refers to the use of one word to represent an entire concept.
Answer: B
Skill: Applied
APA LO: 5.2a
87. By the age of ten months, an infant will generally

A) use only the phonemes of the native language of adult speakers around them.
B) be in the cooing stage of vocalization.
C) have a vocabulary of approximately 100 words.
D) speak in two-word “sentences.”
Answer: A
Skill: Factual
APA LO: 5.2a
88. Which of the following represents the most accurate statement about how children learn
language?
A) Reduplicative babbling precedes the syllables stage of vocalization.
B) Children can produce many more words than they can understand.
Incorrect. On the contrary, children tend to understand far more words than they can produce at
an early age.
C) Comprehension of words precedes production.
Correct. Typically infants will understand words before they start to use them.
D) Most children recognize their own names as early as two months.
Answer: C
Skill: Conceptual
APA LO: 5.2a
89. Should Serina be surprised that her 10-month-old infant understands her command to pick up
her rattle?
A) Yes, because most infants don’t develop true comprehension until after their first birthday.
B) No, because most infants can comprehend hundreds of words by their first birthday.
Incorrect. While infants may be able to understand several words by their first birthday, the
estimate of hundreds is an exaggeration.
C) Yes, because although most infants can produce hundreds of words before their first birthday,
comprehension usually lags behind.
D) No, because infants’ comprehension of their world precedes their production ability.
Correct. In early word learning, children can understand words before they can produce them.
Answer: D
Skill: Applied
APA LO: 5.2a
90. Your family dog is named “Happy.” Any time your young child sees a dog, she calls out
“Happy.” This is an example of
A) overextension.
Correct. Overextension refers to the application of one word to many related but different
concepts.
B) undergeneralization.
C) incorrect word meaning.
D) comprehension before production.
Incorrect. This refers to the fact that children tend to be receptive to language before they can
produce it, but it is not related to this question.
Answer: A
Skill: Applied
APA LO: 5.2a
91. When a child applies a word in a much narrower sense than is needed—for example, thinking
that the word “house” refers only to their own house—they are engaging in
A) overextension.
B) overregulation.
C) underextension.
D) underregulation.
Answer: C
Skill: Factual
APA LO: 5.2a
92. Marcy is having lunch with her mother when a friend stops by the table to say hello. “Marcy,
this is my friend, and her name is Marcy, too,” the mother says. The child looks up and says, “You
can’t be named Marcy. That is my name.” In a linguistic sense, this example demonstrates
A) overregulation.
Incorrect. Overregulation is the overly broad application of the rules of grammar and a lack of
recognition where the exceptions to those rules occur.
B) overextension.
C) underregulation.
D) underextension.
Correct. This narrow application of a word is an example of underextension.
Answer: D
Skill: Applied
APA LO: 5.2a
93. One-year old Matthew wanders into the kitchen where his father is making dinner for the
family. He points to the counter and says, “Nana!” His father looks down and says, “Do you want
to eat a banana?” Matthew then gets very excited and starts jumping up and down. Matthew is
currently in the _____ stage of language development.
A) holographic
B) one-word
C) telegraphic
D) fast-mapping
Answer: B
Skill: Applied
APA LO: 5.2a
94. By the time children reach _____, they have usually acquired most of the syntactic rules of
their language.
A) preschool
B) kindergarten
C) first grade
D) second grade
Answer: A
Skill: Factual
APA LO: 5.2a
95. Which of the following was the individual who was chained to a potty chair in the back of a
bedroom and deprived of social interaction until she was 13 years old?
A) Helen Keller
B) Genie
C) Noam Chomsky
D) Raymond
Answer: B
Skill: Factual
APA LO: 5.2a
96. The case of Genie and her failure to acquire meaningful language ability best supports
A) the nativist approach.
B) the limitations of bilingualism.
C) metalinguistic deficiency.
Incorrect. Metalinguistic insight refers to our awareness of how language is structured and used.
The case of Genie does not involve a deficit of metalinguistic insight.
D) the critical period theory.
Correct. A critical period is a window of time in development in which an organism must learn an
ability if it’s going to learn it at all.
Answer: D
Skill: Conceptual
APA LO: 5.2a
97. A group of deaf children was discovered after a terrible earthquake had nearly destroyed the
town. The children had been hiding together for nearly a month.When an interpreter was brought
in, she could not make sense of the signs she saw, yet the children were clearly communicating
with one another. What is the most likely explanation?
A) The children were engaged in cryptophasia.
B) The children were just pretending to use sign language.
Incorrect. These children were not pretending to use anything. They were engaged in a form of
communication called homesign.
C) The interpreter was not fluent in signed English.
D) The children had developed a form of homesign.
Correct. In situations in which children are not instructed in any language, they may invent their
own signs; this phenomenon is called homesign.
Answer: D
Skill: Applied
APA LO: 5.2a
98. A _____ period is a time during which people are more receptive to learning and can acquire
knowledge more easily.
A) critical
B) sensitive
C) receptive
D) potentiated
Answer: B
Skill: Factual
APA LO: 5.2a
99. Susan would like for her child to learn a second language. If she wants the child to be fluent in
the second language, research suggests that she should begin instruction no later than age
A) three.
B) five.
C) seven.
Correct. Researchers found that skills for learning language proficiency seemed to drop off after
the age of seven.
D) ten.
Incorrect. Generally speaking, the earlier a child is exposed to a language, the more proficient he
or she will become at that language. Prior to the age of seven, however, appears to be the best
time to teach a new language.
Answer: C
Skill: Applied
APA LO: 5.3d
TEXT LO 8.8 Identify the pros and cons of bilingualism
100. If you didn’t already know sign language and you observed two deaf persons using signs,
you would probably
A) have an easy time deciphering their conversation.
B) understand little to nothing about what was being communicated.
Correct. Sign language is a fully productive language with its own phonemes, words, syntax, and
extralinguistic information. ASL has little in common with any spoken language and would not be
decipherable to someone who is not fluent.
C) have to rely on their facial expressions.
Incorrect. Facial expressions are an important part of sign language, but it is not adequate to read
the facial expressions to understand the conversation is taking place.
D) be able to join in the conversation after a few minutes.
Answer: B
Skill: Conceptual
APA LO: 5.2a
101. Which of the following is true of sign language?

A) There is one universal form of sign language.
B) Most deaf babies are born to deaf parents.
C) There are complex syntax structures.
D) It lacks generativity.
Answer: C
Skill: Factual
APA LO: 5.2a
102. According to research, which of the following aspects of language is the least susceptible to
the effects of age?
A) Syntax
B) Pronunciation
C) Vocabulary
D) Pragmatics
Answer: C
Skill: Factual
APA LO: 5.2a
103. Buck has a friend who is deaf and was born to deaf parents who used sign language. It is
most likely that his friend
A) developed sign language in much the same way Buck learned to speak.
Correct. Sign language is a fully productive language with its own phonemes, words, syntax, and
extralinguistic information. Though 90 percent of deaf children are born to hearing parents, babies
born to fluent signers do not experience significant challenges to learning language.
B) learned sign language as a whole rather than a series of stages.
C) has not learned to sign because he can lip read.
Incorrect. In fact, research has found that lip reading is not terribly effective as a form of receptive
communication, and the use of lip reading does not impair the development of sign language
skills.
D) developed a secret language with his parents that only they can understand.
Answer: A
Skill: Applied
APA LO: 5.2a
104. Even those who are well-skilled at reading lips can pick up only about _____ percent of what
is being said, because most of our verbal expression is done inside of the mouth.
A) 5–10
B) 10–20
C) 20–30
D) 30–35
Answer: D
Skill: Factual
APA LO: 5.2a
105. Which of the following is the most accurate statement regarding sign language and talking?
A) Learning a sign language speeds up the process of learning to talk.
B) Deaf children who rely on sign language rarely acquire any true vocal skills.
C) Children who are partially deaf and who use sign language have the worst chance of learning
to talk because they use sign language as a “crutch.”
D) Research has found that only deaf children who get cochlear implants ever truly learn to talk
effectively.
Answer: A
Skill: Factual
APA LO: 5.2a
106. The best predictor of whether someone will achieve fluency in a second language is
A) motivation.
B) IQ.
C) age of acquisition.
D) the simplicity of the second language’s structure.
Answer: C
Skill: Factual
APA LO: 5.3d
107. Henry hears German spoken in his home, but he is exposed only to English in school. It is
likely that Henry
A) will fail to experience difficulties in either language.
B) will have improved metalinguistic ability.
Correct. People who are bilingual tend to have a better understanding of metalinguistics.
C) will show metalinguistic deficits.
Incorrect. On the contrary, people who speak more than one language tend to have metalinguistic
advantages.
D) will have difficulties in vocabulary, but not syntax.
Answer: B
Skill: Applied
APA LO: 5.3d
108. _____ insight refers to our awareness of how language is structured and used.
A) Metacognitive
B) Metalinguistic
C) Linguistico-pragmatic
D) Semantico-linguistic
Answer: B
Skill: Factual
APA LO: 5.3d
109. Proponents of the imitation theory of language acquisition suggest that this model is the
simplest for explaining the varieties of how children gain language skills. These theorists are
banking on which principle of critical thinking to support their views?
A) Ruling out rival hypotheses
B) Replicability
Incorrect. Nothing in this question speaks about replicability, or repeating research with the aim of
coming up with the same results.
C) Occam’s Razor
Correct. Occam’s Razor suggests that the simplest explanation for a phenomenon is usually the
correct explanation. It is sometimes referred to as the rule of parsimony.
D) Extraordinary claims
Answer: C
Skill: Conceptual
APA LO: 5.2a
110. When psychologists say language is generative, they mean that

A) children learn syntax gradually.
B) language acquisition is solely a function of nurture.
C) language is a function of social pragmatics.
D) a limited number of symbols can be used to create an unlimited number of sentences.
Answer: D
Skill: Factual
APA LO: 5.2a
Another random document with
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must have food, specially Luke apparently! Her spirits were sinking to zero.
"And now I shall leave you," said Mrs. Greville rising. She glanced at Rachel,
and noticed that she was looking tired and not particularly bright, so she
added kindly, "Don't worry. It seems strange at first, no doubt, but you will
soon get into our ways. You look as if you needed a night's rest after your
journey. I hope Luke will not keep you sitting up for him to a late hour. He
forgets everything when he is interested in his work. I shall have to give him a
hint that he must go slowly for a time, and consider his wife."
Rachel flushed. The idea of his mother telling him of his duty to his wife was
repugnant in the extreme. She could not endure the thought. It hurt her pride.
"Please do nothing of the sort," she exclaimed. "I don't wish Luke to come
home a minute earlier for my sake. His work must come first."
Mrs. Greville not knowing how her words had stung her daughter-in-law, and
being quite unconscious of the storm that she had raised in her heart, gave
her a warm kiss as she left, saying, "That's right. That is the way to keep
Luke's love. I am glad to hear you give out your views like that. I was a little
afraid you might not see things in that light, but be somewhat exigent.
Goodnight. I know you will do all you can to help my dear boy in his work. And
be sure you feed him well."
Rachel turned away, and put her hands up to her hot face. "I can't, I can't love
her," she murmured. "I never shall. I've never met that type of person before.
Oh! I hope she won't spoil it all!"
Rachel indulged in a few tears, and then set to work to think what she could
give her husband on his return from the meeting. She went to look in the
larder and found a good sized piece of cheese and some macaroni.
Evidently Mrs. Greville had thought of macaroni and cheese for their supper,
but Rachel had no idea how to make it.
"We must have the cheese for supper Polly," she said. "Lay the table in good
time and then if Mr. Greville is late you can go to bed. I'm going to finish my
unpacking."
About half an hour later Polly knocked at her door saying, with a broad smile,
"Mrs. Greville has just been and left two meat pies, Ma'am, and said I was to
be sure to ask you to see that the master eats them both as he'll be mighty
hungry; but I think you ought to have one of 'em."
Rachel laughed—how queer and surprising everything was—particularly Polly.
Polly went to bed at nine, and Rachel sat down to read and to wait. It was past
ten o'clock before she heard her husband's footstep.
She ran to meet him at the door. He put his arm round her as after hanging up
his hat they made their way into the dining-room.
"How did the meeting go off?" she asked.
"Excellently. And I had congratulations from all sorts of people on my

marriage. They are arranging a large At Home in the Parish Room in your
honour, at which I am told their congratulations are to take a more tangible
form. They are wonderfully hearty people, and I'm impatient for you to know
them."
They sat down to supper and Rachel found that she had no difficulty in
persuading her husband to eat both pies. He was so engrossed with the
account of the meeting that he never noticed what he was eating or that his
wife had to content herself with bread and cheese. Neither did he question as
to where the pies came from. In fact he was hardly conscious that he was
eating pies at all! Rachel felt sure that it would have made no difference to him
if he had had only bread and cheese like herself to eat. His enthusiasm for his
work was as good as food to him. She loved him for it, but she wondered at
the same time if he had forgotten that this was the first evening they had spent
in their home, and she was conscious of a little pain at her heart to which she
would pay no attention.
But suddenly he looked across at her as if he had just awakened to the fact of
her presence, saying, "What could I want more! God—work—and you! It is all
more wonderful than I even anticipated."
And Rachel registered a vow in her heart; "I will never worry him with my
stupid fears and littlenesses, and I will pray night and morning to be made
more worthy of him;" but her sensitive spirit did not fail to notice that "you"
came last.
CHAPTER IV.
AN INCAPABLE HOUSEKEEPER.
Rachel stood looking down at the sirloin of beef she had ordered from the
butcher and which now lay on the kitchen table. She was rather dismayed at
the size of it and wondered how it ought to be cooked. She was determined
that Luke should be well fed so that his mother should have no excuse to
accuse her of not taking proper care of her son.
Polly was upstairs doing the bedrooms, and Rachel was thankful that she was
not near to see her perplexity. Then the front door opened and she heard Mrs.
Greville calling her. Vexed at being taken by surprise, Rachel resolved to lock
the front door in future. She went into the hall to meet her mother-in-law,
closing the kitchen door behind her. Mrs. Greville gave her a hearty kiss.
"I thought I would just look round," she said, "to know if you would like any
advice about dinner or would care for me to give you a lesson in cooking this
morning. I am due at Mrs. Stone's at twelve to help her to cut out for the
working party, but I can spare you an hour or so if you like. What have you got
for dinner?"
"A sirloin of beef; and I thought of having a rice pudding, that is to say if Luke
likes milky puddings. I see you have provided us with rice and tapioca."
"A sirloin! That will never do; it must be changed at once," said Mrs. Greville,
making her way to the kitchen. "It is the most expensive part of beef that you
can have. You and Luke won't be able to indulge in that kind of thing. You
must remember that you are a poor parson's wife, and must cut your coat
according to your cloth."
Rachel flushed and wondered if she would ever be able to call her house and
her food her own.
"I'll take it round to the butcher;" said Mrs. Greville as she surveyed the sirloin.
"He's very obliging, and I know he will change it for a piece of the rump or a
little liver. Wrap it up in several pieces of paper and put it in a basket and I will
take it round at once."
"But it's too heavy for you and it's raining."
"Never mind the rain. It must be done or Luke won't get any dinner and this is
a heavy day for him. I'll come back in a few minutes and give you a hint or two
about to-day's meal."
Rachel bit her lip. She could scarcely bear this interference, yet she knew she
was herself to blame for it, as she was utterly incapable. But if only she could
be left alone she would learn from her very mistakes; and why need Mrs.
Greville always be reminding her of the necessity of economy. She was sure it
could not be necessary: she ought anyhow to have had a good general at first
so that she could have learnt from her how to do things. As it was she was not
even allowed to order her own dinner.
But as she saw her mother-in-law leave the house with the heavy joint in the
basket, her anger melted. She remembered that she was only trying to help
her exceedingly incapable daughter-in-law, and after all, she needed to be told
how to cook the beef she had bought. It was no use ordering a nice dinner for
Luke if she could not cook it for him!
When Mrs. Greville opened the door again with her basket considerably
lightened, vexation at her own incapacity had taken the place of anger in
Rachel's heart.
"I'm afraid," she said, as she took the basket from her mother-in-law's hands,
"that you must think that Luke has married the wrong wife."
Mrs. Greville smiled kindly. Rachel's sudden humility touched her and she was
pleased.
"Well, my dear, you may make yourself easy as Luke anyhow does not think
so. He is under the impression that he has married perfection, and we won't
undeceive him. It is just as well for a man not to know that his wife is not so
capable as he imagines. Besides which," she added, as she took Rachel's
apron off the kitchen door and tied it round herself, "if you pay attention to
what I am teaching you there is no reason why you should not be as good a
cook as I am. But don't look so melancholy I beg of you, nor so dreamy. I must
tell you that there is no time in the life of a clergyman's wife to dream. You will
find that every moment is important if you mean to look well to the ways of
your household and also to help in the parish. A Vicar's wife has very little
time in which to play."
Rachel pulled herself together though almost every word that had been
spoken seemed to hurt her. She determined to pay all attention to what Mrs.
Greville was going to teach her, not only for Luke's sake but that she could
dispense with the cooking lessons as quickly as possible.
"There now," said Mrs. Greville, after showing Rachel exactly what to do,
"you'll get on I'm sure."
Then noticing a look of depression on the girl's face, she added kindly, "And
don't be downhearted. Although you've been taught nothing of this nature,
unfortunately, you'll soon get into it. But whatever you do don't allow yourself
to get depressed. A man when he comes home, after a hard day's work and a
great many tiresome people to satisfy, needs a bright face to welcome him.
For his sake, my dear, be plucky and do all you can to make up for lost time.
Why girls are not taught really useful things I can't imagine. However, matters
are improving in that direction. By-the-bye," she added, as she stood by the
front door, "it's the working party this afternoon and you'll be expected. Luke
will tell you where Mrs. Stone lives. It isn't far, and if you are not too long over
your dinner you'll just have time to get there. Mind you're not late. A Vicar's
wife has to set the example of being punctual. Good-bye again, and I hope
you and Luke will enjoy your dinner. You may tell him that it was cooked by his
mother; that will give him an appetite."
Rachel felt all on edge and wondered how she could bear many more
mornings like the one she was spending. Yet she was well aware that Mrs.
Greville meant all she said and did in kindness. And now and then she had
noticed quite a nice smile flit across her face. Yes, she must try to love her;
but this type of person she had never come across. Somehow she had never
imagined for a moment that the mother, whom Luke loved so devotedly, would
be like Mrs. Greville. She could not but compare her with her own sweet pussy
mother, with her low, musical voice. Then a great longing for her mother took
possession of her, and she ran up into her room and locking the door gave
way to a flood of tears.
But there was twelve o'clock striking and Luke might be coming in, anyhow his
dinner would have to be ready by one o'clock, and she had a hundred and
one things to do before going to the working party. She must look her best and
be her best.
She rather anticipated the working party. For one thing it would be her first
appearance at a Parish meeting and she felt on her metal. No doubt she could
get a little fun out of it. The prospect that Mrs. Greville had held out to her of a
life without any time to play, had sounded dull, and she determined that the
description given to her should not be correct. She would not lead a dull life,
why should she? Having a sense of humour she often saw fun where others
saw just the reverse. Anyhow she was determined to be in a gay mood at the
working party and if it was possible to get any fun out of it, she would. She
was not fond of her needle but that did not signify, and indeed could not be
helped.
Rachel looked through her dresses and with a little chuckle chose one which,
as she told Luke afterwards, would astonish the "natives." It was not exactly a
dress for a working party, but she resolved that now she was to make her first
appearance she should be dressed prettily for Luke's sake. So determined to
forget the morning cooking lesson, she started off directly dinner was over, in
a merry mood. Luke had had only time to sit down to a hurried meal before he
was due at a clerical meeting, so she had not the pleasure of showing her
pretty frock to her husband before leaving the house.
Arrived at Mrs. Stone's house, she was shown into the drawing-room which
seemed full to overflowing of ladies, all elderly and all talking, till she made her
appearance. Then the buzz ceased for a moment and Rachel felt conscious of
about thirty pairs of eyes scrutinising her. But she was nothing daunted being
quite used to meeting strangers and to being made much of by them. She was
shown a seat near Mrs. Stone who at once took her under her wing, and
Rachel congratulated herself on this fact, for her face was pleasant and
smiling, and she looked as if humour was not left out of her composition.
Rachel felt at home at once and before long Mrs. Greville, glancing across the
room, wondered what caused the quiet ripple of laughter that came from the
corner where Rachel sat. She noticed that her daughter-in-law was looking
exceedingly pretty and happy. There was no distressed frown on her brow
which she had noticed in the morning; she looked the gayest of the gay. Mrs.
Greville wished that she had put on a more suitable dress and a hat that did
not look as if it had come out of Bond Street. She was quite a foreign element
in the room and it rather worried Luke's mother to see how the ladies round
her daughter-in-law laid down their work again and again to listen more easily
to Rachel's conversation. Could it be possible that she heard Polly's name?
Surely Rachel was not making fun of the girl she had secured for her. Besides
there was nothing whatever to laugh at in Polly. She was a staid little body and
a thoroughly good teachable girl. But yes; there it was again. No doubt Mrs.
Stone who looked so thoroughly amused was drawing her out. It was really
very awkward and tiresome. She only wished that Rachel was more staid and
more what a clergyman's wife should be.
Mrs. Greville looked longingly at the clock, it was just upon four. She would
propose to Rachel that she should not wait for tea as Luke might be wanting
his. It would be quite easy to do, and natural.
Rachel rose delighted at Mrs. Greville's suggestion made in a low tone of

voice. She had enjoyed herself and had talked freely about some of her
difficulties in house keeping, quite unconscious of the fact, that she was being
drawn out by some members of the working party with not altogether kind
motives. She had addressed most of her conversation to Mrs. Stone, whom
she liked, feeling instinctively that she was a woman to be trusted, but she
gradually began to feel a little uneasy at the probing questions of some of the
others; questions which she felt they had no right to ask; and which there was
no necessity to answer; but she was so anxious to make friends with Luke's
people and not to annoy them by showing her own annoyance that she was
conscious that she was talking more than she ought. So when Mrs. Greville
proposed to her to go home in case Luke was back from the clerical meeting,
she rose with alacrity, and was pleased when Mrs. Stone said that she was so
sorry that she had to leave as she had added greatly to the pleasure of the
afternoon.
When the door closed behind her, an amused smile passed from one to the
other of those who had been sitting near her.
"The Vicar has certainly given us a surprise," said one in a low voice, so that
Mrs. Greville could not hear. "She has roused us all up this afternoon."
"A more unsuitable clergyman's wife I cannot imagine," said another.
"Her hat must have cost three pounds at least," remarked a third, "and as for
her dress!"
"She was not a surprise to me," said a friend of Mrs. Greville's. "For I gathered
from hints of the Vicar's mother that she was quite incapable. Not that she
does not like her, and is thankful that she is devoted to her son, but she
wishes he had chosen another kind of girl for his wife."
"Mrs. Greville," said Mrs. Stone, in a voice that all could hear, "I'm delighted
with your daughter-in-law. She is so sunny and amusing. She will do us all
good."
Mrs. Greville smiled with pleasure but shook her head a little.
"She is very young," she said, "only nineteen, and it will, I fear, take a long
time before she settles down to undertake the responsibilities of being head of
the parish."
"But," said Mrs. Stone, "surely there is no need to take that position yet. We
have you and could not have anyone better. Let her have a little more time
before being weighed down with the needs of a parish. She is full of fun and
vitality, and should not have too much put upon her all at once. Let her take up
the duties gradually; it is not as if she had been brought up to it."
Mrs. Greville sighed audibly.
Meanwhile Rachel hurried home. She had not known that there was a chance
of her husband coming back to tea, and was delighted with the prospect. She
felt happy, and a little elated, hoping that she had made a good impression on
the working party. Mrs. Stone had been particularly nice to her, and so had
one or two others. At the same time she could not forget the grave face of a
lady who sat near enough to hear all the fun and nonsense she had been
talking. This lady had not once looked up from her work, and had actually
shaken her head over one or two of Rachel's remarks. The remembrance of
her and the look of evident surprise on the faces of others rather weighed
upon her spirits as she neared home. Had she talked too much? Had she
been frivolous? She hoped not. She wanted to help Luke and not to hinder
him, and she could not forget Mrs. Greville's words, about the necessity of the
Vicar's wife setting an example to the parish.
Her face was a little grave as she opened the dining-room door, but the sight
of her husband's smile of welcome as he looked up from the letter he was
writing, cheered her.
"I did not stop to tea," he said, "as I have to write some important letters
before the choir practice this evening, I know you won't mind me not talking."
Rachel ran upstairs to take off her hat and then busied herself in getting the
tea. So he was going out again this evening! She was disappointed. However,
she congratulated herself that she had him to tea.
"Well," he said, as he laid down his pen at Rachel's announcement that tea
was ready. "How did you get on at the working party? I'm glad they have seen
you."
"But they didn't like me," said Rachel laughing, "at least some of them did not."
"Nonsense. How could they help it?" He took her face between his hands, and
looked lovingly into her eyes.
"They think I'm too young and frivolous, and moreover incapable, and not half
worthy of their Vicar," answered Rachel. "I read it all in their faces, and I'm
quite sure that with the exception of Mrs. Stone and one or two others I
shocked them. But let me go and pour out your tea. You have a lot to do."
Luke seated himself at the table and began cutting the loaf of bread.
"What did you say to shock them?" he said.
"I enlarged upon Polly's peculiarities. I like Polly, she amuses me immensely,
and I really feel that I could make quite a nice little maid of her, if only I knew
how things ought to be done myself. Happily there are a few things I do know,
and I take pains to inform Polly of them. But she is the queerest little creature I
have ever seen."
Luke was not listening. He was looking at Rachel, thinking what a radiant wife
God had given him; and a fear arose in his heart, lest marrying him might be
the cause of her high spirits being quenched, and of life taking on a too sober
hue. Sin abounded in his parish and he did not see how Rachel could learn of
all the evil, and be as bright and happy as she now was.
"You must not let those ladies who looked gravely upon you this afternoon,
count too much," he said. "Some of them have been at the work for years, and
have got too solemn and severe."
Rachel laughed.
"Don't be afraid," she said. "I could not imagine myself not seeing the fun in
things; my only fear is that I shall be too frivolous for them."
Luke did not smile; he was still wondering if he had done right in bringing
Rachel into the midst of all the sadness of his world. She seemed made for
happiness and flowers and the singing of birds. She had loved the country
and the trees and the beauties of the world; and now he had brought her into
a sordid town, and into a poky little house with the saddest of outlooks. He
had never realised, as he did this afternoon, what he had done.
"Now what are you considering?" she said playfully, as his eyes still dwelt
gravely on her face. "Are you disappointed in me too? Well, if so you will have
to put up with me 'till death us do part.' Are you glad Luke?" She looked at him
over the tea pot, leaning forward towards him, with the sweetest of smiles.
"It is just that; I am not sure that I am glad," he said slowly.
Rachel laughed again. She knew he did not mean what his words implied.
"Well, here I am, and you must make the best of me. But please don't look at
me any more, but eat your tea or you won't get through your letters. I wish I
could help you to write them."
"That unfortunately you could not do as they are private. However, there is
something else you might do. Do you think you can come with me to the choir
practice and play the organ? Crewse had to go home on business, and will
not be back in time, so if you don't come I shall have to do my best. But bad is
the best; besides if I am paying attention to the organ, I can't look at the boys.
You do play the organ, don't you?"
"I should love to do it," said Rachel. Here was at least an opportunity of
helping Luke. She had begun to wonder when the chance of doing so would
come her way, as all the posts in the parish seemed to be filled up, and those
that were not were appropriated by her mother-in-law.
"You must not expect a good choir," said Luke. "There are not many musical
people, and what there are, are caught up naturally by the mother parish.
However, we are doing what we can, and you won't anyhow have to suffer by
listening to anthems. I have put down my foot at that. If anthems are sung I
believe in them being sung perfectly, so that people may not be prevented
worshipping God as they listen, by hearing discordant sounds and wrong
notes. So you will be spared that."
Rachel did not think that she would mind even that, so long as Luke was in
the church, but she did not say so.
The church was built of red brick, red both inside and out. It lacked beauty of
architecture, and Rachel missed the wonderful feeling there is in the thought
that for generations worship to God has ascended from the place. But on the
other hand it was kept beautifully clean and was very airy and bright, and
Luke was devoted to it.
Rachel seated at the organ sent up a prayer of thanksgiving, that she was
allowed to help her husband, and hoped fervently that the choir master might
often have to go away on business so that she could take his place. Moreover,
besides the pleasure it gave her to help Luke, she loved playing the organ,
and had been used to doing so in her little village church at home, and this
evening she saw Luke in a new light. This was the first time she had seen him
among his people, and it interested her much. Also she saw how very much
reverence counted in his estimation. He evidently never forgot that he and his
choir were in Church and in the presence of God, and Rachel noticed how this
sense of God's Presence was communicated to the men and boys, and
indeed to herself. As she played the organ she felt that she was not only
serving Luke, but One much higher than Luke.
When the practice was over and the choir dispersed, he still remembered that
they were in a sacred building and lowered his voice as he spoke to her, and
took her round the church.
"I have it always open," he explained to her, "so that those who live in
crowded rooms can have a quiet place to come and pray."
"And do they come?" asked Rachel.
"I have only once found anyone here," he said, "but I often remind them of the
fact, that it is possible for them to pray in quiet. And I'm quite determined that
the Church shall be kept as it should be. We Evangelicals, sometimes err in
not looking after material things such as neat hassocks, and dusted benches.
We think so much of the spiritual side of the work, that the material is
neglected."
"Our little Church at home, for instance," said Rachel, "the door is kept shut all
the week and so it always has a musty smell on Sunday. It is such a pity."
"I have heard people remark in discussing St. Mary's Church, that the way it is
kept would put people off going there if they did not know what a splendid
preacher Mr. Simpson is. As it is, the place is crowded. I don't suppose the
Rector has the faintest idea of the state of his church. He is thinking altogether
of more important matters, but it is a pity. They have not anything like so good
a preacher at our Church," he added, laughing, "but they have a cleaner and
more airy building and I intend that it should be kept so."
"Don't you think Mr. Crewse will be obliging and leave the organ to me?" said
Rachel. "I should love to be your Organist. I play rather nicely, does he play as
well?"
"Not nearly as well. That is to say he does not take pains with the expression
as you do. His great aim seems to be to make the boys sing loud. However,
he has his very good points and I fear I must not fill up his post," he added. "It
would break his heart."
"That would be a bad beginning for me."
CHAPTER V.
TWO POINTS OF VIEW.
Rachel found it a little difficult to keep up her spirits as the days passed. Luke
was so engrossed with Parish matters that she saw little of him; and when he
was at home, his thoughts were apparently full of his work. He did not realise
how little he talked of anything else, nor how long his silences were. His great
desire to keep all sorrowful things from his wife prevented him sharing his
worries with her, and instead of coming home after a meeting he would often
turn in to 10, High Street, and discuss the difficulties with his mother, while
Rachel tried to occupy herself in things over which she had to concentrate her
attention so as not to worry over his long absences.
At times he would suddenly awake to the consciousness that Rachel was not
looking quite as bright as usual and felt remorse at having taken her away
from her home.
On these occasions he would try and manage to get a free day off and take
her for a jaunt. But he felt it an effort and it put him back in his work. These
free days, however, were days of bliss to his wife, till she recognised the fact
that it was only when he was not engaged in his life work that they had
communion with one another. She was of no help to him in the most important
times of his life. This knowledge made her grow restless and unhappy.
At last she spoke to him of her longing to help him more. They had gone by
train to some woods not far off and had lunch in a lovely spot they had
discovered. The morning was bright and sunny, and as weather had a great
effect on Rachel she was in a merry mood which communicated itself to her
husband. Then, as after lunch they still sat on enjoying the rest and the smell
of the damp earth, Rachel sighed.
"Isn't this heavenly?" she said. "I wish we lived in the country, don't you?"
"No, I don't," said Luke. "I should die of ennui! and I cannot imagine life
without plenty of work. My work is my life."
"And I am kept outside," said Rachel. The moment the words were out of her
mouth she regretted them.
Luke looked down at her in surprise.
"How do you mean?" he asked.
Rachel, her hands clasped round her knees, looked up into the branches of
the tree above her, saying slowly, "I mean that there does not seem any
possible way in which I can help you or share your life; for you say your work
is your life. I am outside your work."
Luke did not answer. He was conscious that what she said was true. Had he
not taken pains that her bright spirit might not be quenched by knowing all the
sin that abounded in his parish? He could not bear the thought of his wife
hearing the sad stories that she would inevitably come across if she worked in
the parish. He felt convinced that the shock she would receive would be too
much for her sensitive spirit. No, she was meant for happiness; why cloud it
before the time? After a moment of troubled silence, he said:
"As for helping me, you can best do that dearest, by being happy. You cannot
tell what it is to me when I come home to find you there; and to know that you
have not been troubled by the sin that has weighed upon my own heart all
day. The very fact of being with someone who is unconnected with it is a
tremendous help."
Rachel was silent. It did not seem to cross Luke's mind that it was difficult to
keep happy and bright so long as she had only the house and its cares to
think about. She needed outside interests to fill her unoccupied time and
thoughts.
"I suppose your mother shares your difficulties with you?" she said.
"Yes. My mother always has done so. She has a happy knack of letting
troubles of that sort drop away from her like water off a duck's back. That is
one of the great differences between you and her. She is not sensitive as you
are, and she has worked so long at this kind of thing that she does not feel it
as you would. My mother is just the one that I need in my work. I can discuss
anything with her and I lean considerably on her judgment." He did not see the
change of expression on his wife's face, nor that the sun had gone out of it,
but he noticed her silence.
"You understand, don't you?" he said.
Rachel did not answer, but kept her eyes on the top branches of the tree
above her. He did not know her eyes were full of tears. He thought he had
explained the situation to her satisfaction, and supposed she knew him well
enough to understand that it was his great love for her that was the cause of
his decision not to worry her with his troubles.
And Rachel, sitting by his side on the soft moss, kept her eyes away, and
wondered if all men were as ignorant of a woman's heart as Luke, or whether
it was just because he lived so much up in the clouds that he had never
studied human nature.
Luke flung himself back on the moss with his hands behind his head and
looked in the same direction as his wife. The silence between them struck him
as beautiful and restful, and he felt certain that Rachel was enjoying it to the
full, as he was. Silence is the greatest proof of friendship, and it was a luxury
to him.
Rachel on the other hand, felt she had rather too much of that luxury. As yet
she had made no real friends. Mrs. Stone was the one that she liked best, but
they were not on sufficiently intimate terms for her to feel she could run into
her house should she be dull. So that with the exception of Polly and her
mother-in-law she had no conversation except when callers came. And the
callers were not always of the stamp of people with whom she could exchange
thoughts. Besides, they often talked about people and things of which she
knew nothing, as Luke was not communicative. She sometimes felt in an
awkward position in consequence.
"What!" they would exclaim. "Did not the Vicar tell you?"
So now as Luke lay back enjoying the quiet and fully convinced that his wife,
whom he loved as his own soul, was equally enjoying it, Rachel sat looking
away from him feeling miserable and lonely, conscious that Luke had not
found her the helpmeet he had expected her to be. She was feeling it all so
much that she knew if the subject was again touched upon she would burst
into tears, and cause her husband surprise and worry; so when she had
successfully controlled her feelings she turned the conversation to the beauty
of the trees. She felt it almost difficult to think of anything to talk about that
would interest him, as he had just told her that his work was his life, and she
was debarred from taking any part in it.
But Luke, quite unconscious of the sad thoughts of his wife, enthusiastically
agreed in her admiration of the trees and began reciting a poem on the
subject, thus giving Rachel time to try to get over her sore feelings; before the
poem was finished she was able to turn and smile upon him.
"I never indulged in these holidays before I married," he said laughing,

"consequently I revel in them with you beside me. You can't think Rachel what
it is to come home and find you always there. It is a little heaven on earth.
Don't say again that you are outside my life or don't help me. It just makes all
the difference to me and to my work. Do you know that sometimes in the very
midst of it I suddenly think of you and thank God for giving you to me."
Rachel flushed with happiness. If this really was so, and Luke was not one to
flatter, perhaps her longing to be near him in the battle with evil and sin in the
belief that she could help him, was a mistake. She was more of a help to him,
apparently, in seeing to his house and welcoming him back from his work than
if she was actually fighting, as it were, by his side.
Suddenly her thoughts were interrupted by Luke saying, as he had said on

that moonlight night at Southwold, which seemed now so long ago:
"Sing Rachel."
Rachel hesitated. "I don't know what to sing," she said.
"Sing what you sang at Southwold, on the sea. What a perfect night that was,
do you remember?"
Remember! Rachel could never forget it. How often had the thought of it
saddened her. Somehow things had not been just as she had hoped and
expected on that moonlight evening when she and Luke had been alone on
the great wide sea. She had never had him quite so absolutely to herself since
that day; ever since then she had had to share him with others. No, she could
not sing those words just now. They seemed sacred to that wonderful time
which they had spent in the pathway of the moon.
"Not that Luke," she remonstrated.
"Well sing something else," he said, not having noticed the slight tremor in her
voice. "I want to hear your voice among the trees."
"I'll sing the two last verses of your favourite hymn," she said.
"Drop Thy still dews of quietness,

Till all our strivings cease;
Take from our souls the strain and stress
And let our ordered lives confess
The beauty of Thy peace.
Breathe through the heats of our desire
Thy coolness and Thy balm,
Let sense be dumb, let flesh retire,
Speak through the earthquake, wind and fire.
O still small voice of calm."
Luke did not move. He lay looking up at the green leaves above him. Then he
said:
"How is it you always know exactly the right words to sing? My soul has been
full of strain and stress lately. A great deal of sadness is going on among my
people. I need to let the peace of God rule my heart, and to listen to 'the still
small voice of calm,' and to remember that there is my wife at home praying
for me."
Rachel forgot her own trials to think of his.
"I did not know you had been so worried," she said, her voice full of sympathy.
"Have people been horrid?"
"No, not horrid to me; but the devil is playing havoc in the place, and it is a
strain."
Rachel felt ashamed. Luke had been enduring the strain and stress of battle
with the enemy, thinking altogether of his people, while she had been
engrossed in her own little trials, caused by an insane jealousy of the one who
was the only person who could advise and help him. How small she was! How
poor and mean! How unlike the good Christian that Luke supposed her to be.
She was filled with shame and scorn of herself.
CHAPTER VI.
THE STUDY.
Luke was beginning to feel acutely the great necessity of a study. When his
mother had lived with him she had left the dining-room entirely for his use in
the mornings, and had been careful not to interrupt him by going in and out. In
fact, in those days they had kept no servant, and Mrs. Greville had been so
busy in the house that she had not needed to use the room at all.
But since Luke had married and Polly had come as maid, things had been
different. Rachel was constantly in the room, and though she took pains to be
as quiet as possible, and sometimes sat so still working, that, had it not been
that Luke had heard her enter, he would not have known she was there, he
was more or less conscious of her presence, and this very consciousness was
an interruption.
Luke at this time was not only busy with his parish and his sermons; he was
grappling with the great enemy in his own soul.
The literature of the day was flooded with scepticism, and the truths he held
most dear were questioned, not only by avowed unbelievers, but by those
who held important positions in the Church; and for the sake, not only of his
own soul but for those of his people, he had to face these questions and to
answer them to his own perfect satisfaction.
He felt that the only way to fight the great enemy was by hard study and
constant prayer. And both these duties were almost impossible under the
present circumstances. He needed to be alone with God, and not to be
subject to continual interruptions even from his wife. Moreover he felt that a
study was necessary, so that people who needed spiritual advice or comfort
might not be afraid of coming to see him.
Then he had suffered considerably from Rachel's efforts to keep the dining-
room tidy. The papers that he left lying about his writing table had been often
neatly arranged in heaps, and he had spent several minutes in sorting them.
Yet he felt he could not blame the dear hands that had done it, for he
happened to know that Polly was not allowed to touch his writing table; Rachel
undertook its dusting and arrangement herself. Had he a study he could safely
leave his papers about and make a rule that they should not be touched
except by himself.
Yes, a study was absolutely necessary.
One morning its necessity was borne in upon him more than ever. He had
some very important letters to write and in the midst of them, Polly came in to
lay the cloth for dinner. Some of his papers he had put on the table and the
laying of the cloth involved their removal. He was just in the midst of
answering a very difficult question and felt he could not possibly be
interrupted.
"Ask Mrs. Greville to put off dinner for half an hour," he said. Rachel ran in.
"Do you really want dinner put off Luke?" she asked. "It will, I fear, all be
spoilt."
"I'm sorry, but it can't be helped. This letter has to go by the 3 o'clock post.
Don't let Polly come in again till I tell you."
To Rachel, Luke's dinner was of more importance than any number of letters,
but she saw he was a little worried and so left the room at once. Half an hour
afterwards she heard the front door slam.
"Quick Polly," she said, "Mr. Greville has evidently gone to the post, lay the
table as fast as you can."
But Luke must have gone further than the post. Ten minutes passed away and
he had not returned.
"I do believe he has forgotten dinner," said Rachel, looking at Polly with a
woe-begone face.
"It is a shame," said Polly, "and you've got such a nice one for him. It's just like
the master; he don't think of himself a bit. He's thinking of them people."
And Luke, perfectly unconscious of the surprised distress he had left behind
him, knowing that he was late for an engagement, hurried into a pastry cooks,
bought a penny bun, and went off to his meeting, thinking to himself, "I must
have a study somehow or other. It is impossible to do my work without it."
Should he suggest to Rachel to turn the little spare room into a study? No,
that would prevent her having her sister to stay with her upon which, he knew,
she had set her heart. He felt almost inclined to go to the extravagance of
renting a room in the house where his mother lived. That was not a bad idea
at all. He would talk it over with his mother.
When he returned home, to his surprise he found Rachel looking worried.
"Oh Luke," she said, as she glanced up from her work when he opened the
door. "What have you been doing? Do you know that you have had no dinner
and that Polly and I waited for ours till three o'clock, hoping that you would
come. It is really too bad of you." Rachel was evidently ruffled.
"I've had lunch, so don't worry dear," he said, "I'm a bad boy I fear."
Rachel laughed.
"You are a very bad boy indeed," she said, "and don't a bit deserve to have a
wife who has prepared a particularly nice dinner for you. But what have you
had, and where did you have it?"
"I got a bun, and that supported me well all through the meeting for which I
was nearly late."
"A bun! only a bun! Oh Luke, you really are impossible. Of course," she added
as she rose, "you must have a proper meal now."
"No, have tea early and give me an egg. That's all I feel inclined for."
He made his way towards his writing table, then stopped short.
"Who has been moving my papers?" he asked.
Rachel started. She had never heard Luke speak so irritably before.
"I have been tidying up," she said, "I hope I have done no mischief. All the
letters I have put in the top drawer. See, here they are," opening the drawer
quickly, "and your larger papers and books I have laid together. They are quite
all right. I was most careful of them."
Luke checked the expression of impatience that he was about to use, and
only said:
"I'd rather that they had been left just as I put them. It delays me to have to
hunt for letters."
"But the room had to look tidy," said Rachel distressed, "and I thought that if
anyone came in to see me and happened to be shown into the dining-room
you would not care for your letters to be strewn about. You remember you left
in a hurry."
"So I did," he said. "I had forgotten. And you are quite right; the letters ought
not to be left about where any one can see them. However," he added, sitting
down at his writing table and beginning to look through the top drawer, "it all
makes my way plainer. It is positively necessary to have a study where need
not be disturbed."
"Why not have dinner in the drawing-room on the days you are at home in the
mornings," said Rachel, anxious to help him.
"Oh no, I could not think of that. What I feel I must do is to get a room
somewhere; in the house, for instance, where my mother lodges. I must
manage it somehow."
Rachel standing by his side while he sorted his papers was quite silent. It was
all that she could do not to cry out, "Oh Luke, why are you so blind; why do
you hurt me so?" As it was, she stood perfectly still and silent.
The days on which Luke wrote his sermons were red letter days. She loved to
sit near him and work; and she had had the impression that the sense of her
presence helped him. She had told him once that she sat praying for him as

Psychology From Inquiry To Understanding 3Rd Edition Lilienfeld Test Bank Full Chapter PDF

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Psychology From Inquiry to

Understanding 3rd Edition Lilienfeld

2. Behaviorists attempted to explain thinking in the narrow terms of

4. What problem-solving strategies are essentially mental shortcuts?

19. Concepts are ideas that represent _____.

24. _____ is the process of selecting among a set of possible alternatives.

31. A step-by-step learned procedure for solving a problem is called a(n)

48. Which of the following statements is true about language?

49. As symbolic systems of communication, most languages

51. Much of our language use serves non-informational purposes, such as

53. Language is based on basic sound units called _____.

55. The English language has _____ phonemes.

68. In most cases, the rules of syntax

73. The term dialect is used to indicate

75. Why do people speak in different dialects?

79. Which of the following is an example of onomatopoeia?

82. Babies can hear inside the womb

83. Newborn infants show a preference for

87. By the age of ten months, an infant will generally

101. Which of the following is true of sign language?

110. When psychologists say language is generative, they mean that

"How did the meeting go off?" she asked.

"Excellently. And I had congratulations from all sorts of people on my

"But it's too heavy for you and it's raining."

Rachel rose delighted at Mrs. Greville's suggestion made in a low tone of

"A more unsuitable clergyman's wife I cannot imagine," said another.

Mrs. Greville sighed audibly.

"What did you say to shock them?" he said.

"It is just that; I am not sure that I am glad," he said slowly.

"And do they come?" asked Rachel.

"That would be a bad beginning for me."

Luke looked down at her in surprise.

"How do you mean?" he asked.

"You understand, don't you?" he said.

"I never indulged in these holidays before I married," he said laughing,

Suddenly her thoughts were interrupted by Luke saying, as he had said on

Rachel hesitated. "I don't know what to sing," she said.

"Not that Luke," she remonstrated.

"Drop Thy still dews of quietness,

Rachel forgot her own trials to think of his.

Yes, a study was absolutely necessary.

When he returned home, to his surprise he found Rachel looking worried.

"Who has been moving my papers?" he asked.

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