Psychology Themes and Variations Version 9Th Edition Wayne Weiten Test Bank Full Chapter PDF

Psychology Themes and Variations
Version 9th Edition Wayne Weiten Test

Bank
Visit to download the full and correct content document: https://testbankdeal.com/dow
nload/psychology-themes-and-variations-version-9th-edition-wayne-weiten-test-bank/
Chapter 7 Multiple-Choice Items
MULTIPLE CHOICE
1. The basic process in memory that involves formation of a memory code is

a. encoding.
b. storage.
c. retrieval.
d. sensation.
ANS: A PTS: 1 REF: Encoding: Getting Information into Memory
OBJ: 7.1 TOP: WWW KEY: Factual
2. In order for a memory to be stored, it must first be

a. ablated.
b. modeled.
c. retrieved.
d. encoded.
ANS: D PTS: 1 DIF: Correct = 93%
REF: Encoding: Getting Information into Memory OBJ: 7.1
KEY: Concept/Applied
3. Shayla is able to retain the vocabulary she learned in her first semester Spanish class after the class has
ended. The main memory process that accounts for the fact that Shayla can hold information in her
memory for extended periods of time is
a. encoding.
b. retrieval.
c. chunking.
d. storage.
ANS: D PTS: 1 REF: Encoding: Getting Information into Memory
OBJ: 7.1 KEY: Concept/Applied
4. If you were attempting to recall a memory, the memory process you would be using is
a. encoding.
b. storage.
c. retrieval.
d. acquisition.
ANS: C PTS: 1 REF: Encoding: Getting Information into Memory
5. Zachariah was not sure that he was ready for his midterm exams, but once he started, he found that he
was able to accurately recall the information he had learned. The main memory process that accounts
for the fact that Zachariah could access and utilize the information in his memory is
a. encoding.
b. storage.
c. retrieval.
d. rehearsal.
249
6. The memory process of storage involves
a. recovering information from memory stores.
b. forming a memory code.
c. linking new information to other information.
d. maintaining information in memory over time.
OBJ: 7.1 KEY: Factual
7. Kwan is driving to campus and his phone rings,. Based on the results of studies on divided attention,
should Kwan answer the phone?
a. No, he would experience a negative impact on his driving behavior since he would focus
more on the phone call than on traffic signals.
b. He should only answer the phone if he is an experienced driver who is driving in a familiar
location.
c. Yes, his attention system will allow him to process both traffic information and his phone
conversation equally.
d. He should only answer the phone if he has a hands-free device, so that he is not distracted
by having to hold the phone.
8. Focusing awareness on a narrowed range of stimuli or events defines

a. perception.
b. processing.
c. attention.
d. sensation.
9. When individuals are instructed to divide their attention between a memory encoding task and other
tasks, their performance on the encoding task generally shows
a. a marked improvement.
b. a small decline.
c. a large decline.
d. no significant change.
10. As part of a memory test, Kiana was given a list of words that included dog, pail, and hate. Later, she
recalled these words as dig, paint, and hard. Kiana'’s errors in recall suggest that she had encoded the
original word list
a. phonemically.
b. semantically.
c. implicitly.
d. structurally.
OBJ: 7.1 KEY: Critical Thinking
250
11. In which level of processing is an emphasis placed on the sounds of words?
a. mMorphemic
b. pPhonemic
c. mMnemonic
d. pPlatonic
ANS: B PTS: 1 DIF: Correct = 89%
12. A memory code that emphasizes the meaning of verbal input is called
a. a structural code.
b. a phonemic code.
c. a semantic code.
d. an episodic code.
ANS: C PTS: 1 DIF: Correct = 55%
KEY: Factual
13. As part of a memory test, Xavier was given a list of words that included dog, pail, and hate. Later, he
recalled these words as log, whale, and late. Xavier'’s errors in recall suggest that he had encoded the
original word list
a. phonemically.
b. structurally.
c. semantically.
d. retroactively.
14. As part of a memory test, Taryn was given a list of words that included dog, pail, and hate. Later, she
recalled these words as pup, bucket, and loathe. Taryn'’s errors in recall suggest that she had encoded
the original word list
a. proactively.
b. semantically.
c. phonemically.
d. structurally.
ANS: B PTS: 1 REF: Encoding: Getting Information into Memory
15. The deepest level of processing of information in memory, emphasizing the meaning of the
information being processed, is
a. the triarchic level of encoding.
b. the semantic level of encoding.
c. attentional encoding.
d. dyadic encoding.
KEY: Factual
251
16. Which level of processing should result in the longest lasting memory codes?
a. sStructural encoding
b. mMnemonic encoding
c. sSemantic encoding
d. pPhonemic encoding
17. Two students took a memory test that involved 20 nouns shown sequentially on a TV monitor. Mallory
tried to think of rhymes for each word as it appeared on the monitor; Bailey tried to think of ways each
word could be used in a sentence. Based on Craik and Lockhart'’s levels-of-processing theory, you
should predict that
a. Mallory will have better recall of the words because she used semantic encoding.
b. both students should have equivalent recall of the words.
c. Bailey will have better recall of the words because she used semantic encoding.
d. Bailey will have poorer recall of the words because she used structural encoding.
18. The shallowest level of processing of verbal information is ____ encoding.

a. structural
b. semantic
c. verbal
d. phonemic
19. If you are given a list of vocabulary words to study briefly before being tested on your memory of
them, as you read through the list, you should
a. count how many letters are in each word.
b. concentrate on the first letter of each word.
c. think of a word that rhymes with each word.
d. use each word in a sentence.
20. Naomi is studying for her law exam. While she is studying, she is trying to think of as many examples
as she can to illustrate key ideas. In this case, Naomi is using
a. an efficient study strategy, because examples should help her to recall key ideas.
b. an ineffective study strategy that will probably cause her to confuse many of the key ideas.
c. shallow processing that does not focus on the underlying meaning of the material she is
reading.
d. the linking method, to create a more complete semantic network.
252
21. Norm is studying for his law exam. While he is studying, he is trying to think of as many examples as
he can to illustrate key ideas. In this case, Norm is using
a. elaboration.
b. visual imagery.
c. self-referent encoding.
d. phonemic encoding.
22. Erin is studying for her anatomy exam. While she is studying, she tries to create as many pictures as
she can to illustrate key ideas. In this case, Erin is using
a. elaboration.
b. visual imagery.
c. self-referent encoding.
d. phonemic encoding.
23. The dual-coding theory argues that memory is

a. enhanced by forming both semantic and visual codes.
b. composed of declarative and procedural elements.
c. composed of episodic and semantic codes.
d. composed of schematic and nonschematic elements.
ANS: A PTS: 1 DIF: Correct = 59%
24. Which of the following is NOT listed in the textbook as a method to enrich encoding of to-be-stored
information?
a. mMotivation to remember
b. vVisual imagery
c. rRote memorization
d. eElaboration
25. When studying for her psychology exam, Amy would read each word from the list of key terms at the
end of the chapter, read the definition of the term, and then think of an example that illustrated each
term. Amy was using the process of ____ to hopefully enhance her memory of the terms.
a. elaboration
b. expanded attention
c. retrieval
d. imagery
253
26. Which theory suggests that memory is enhanced by forming both semantic and visual codes?
a. eEncoding-storage theory
b. iInformation-processing theory
c. eEnhanced imagery theory
d. dDual-coding theory
27. Which of the following words should be easiest to remember using visual imagery?
a. trust
b. liberty
c. automobile
d. justice
28. When their mom took them to the store yesterday, she asked David and Andrew to help her remember
to buy apples. While David focused his attention on how apples were his favorite fruit, Andrew
thought of seeing a bag of big red apples in the shopping cart. David was using ____ and Andrew
____.
a. elaboration; structural encoding
b. elaboration; visual imagery
c. phonemic encoding; structural encoding
d. phonemic encoding; visual imagery
29. Recent research suggests that strong motivation to remember something may actually enhance
memory, but only if the motivation is present at the time of
a. retrieval.
b. encoding.
c. storage.
d. interference.
30. Which of the following researchers conducted a classic experiment that demonstrated the brief
duration of information in sensory memory?
a. Richard Atkinson
b. Hermann Ebbinghaus
c. George Miller
d. George Sperling
ANS: D PTS: 1 REF: Storage: Maintaining Information in Memory
254
31. According to the Atkinson-Shiffrin model of memory, the memory system that allows for the sensation
of a visual pattern, sound, or touch to linger for a brief moment after the sensory stimulation is over is
called
a. semantic memory.
b. sensory memory.
c. long-term memory.
d. short-term memory.
ANS: B PTS: 1 REF: Storage: Maintaining Information in Memory
32. Cindy is watching her little sister as she skips rope. As long as the rope is turning, all Cindy can see is
a blur of color. She can only make out the shape of the skipping rope when her sister stops skipping.
The "“blurred"” image that Cindy sees while the rope is moving results from the way in which
a. flashbulb memories are formed.
b. episodic memory is encoded.
c. sensory memory works.
d. rehearsal works in short-term memory.
ANS: C PTS: 1 REF: Storage: Maintaining Information in Memory
33. Which stage, according to the Atkinson-Shiffrin model of memory, is the first stage of memory
processing?
a. sShort-term memory
b. sSensory memory
c. lLong-term memory
d. sSemantic memory
34. The function of sensory memory is to

a. put information into long-term memory.
b. hold the immediate perception of what was perceived.
c. provide additional time to recognize stimuli.
d. hold information for a lifetime.
35. Sensory memory, short-term memory, and long-term memory comprise the three components of
a. memory.
b. encoding.
c. retrieval.
d. storage.
255
36. Sensory memory
a. is the same as working memory.
b. is a limited-capacity store that can maintain unrehearsed information for up to about 20
seconds.
c. preserves information in its original sensory form for a brief time, usually only a fraction
of a second.
d. is an unlimited capacity store that can hold information over lengthy periods of time.
37. If your psychology professor brags that she has a good memory because she can remember everything
she saw one-fourth of a second ago, your professor is referring to her
a. instantaneous memory.
b. sensory memory.
c. working memory.
d. short-term memory.
38. When you listen to a lecture, the information is held in ____ memory until you write it in your notes.
a. trace
b. sensory
c. short-term
d. long-term
REF: Storage: Maintaining Information in Memory OBJ: 7.3
39. You look up the phone number of the new pizza restaurant down the street and repeat the number
silently in your head until you find a pad of paper to write it down. The process of actively repeating
the number is called
a. chunking.
b. rehearsal.
c. encoding.
d. retrieval.
40. As Kayla was introduced to the seven members of the committee who would be interviewing her for a
scholarship, she silently repeated all the names to herself, in order. Kayla was using
a. chunking to increase the capacity of her short-term memory.
b. rehearsal to temporarily store the names in short-term memory.
c. filtering to temporarily bloc other information out of short-term memory.
d. acoustic encoding to process the names semantically.
256
41. With rehearsal, information in short-term memory can be maintained for some time. Without
rehearsal, the duration of short-term memory is
a. no longer than 1 second.
b. about 5 seconds.
c. 10-20 seconds.
d. 1-2 minutes.
42. You are absorbed in reading your psychology text when the phone rings. After talking on the phone,
you can'’t remember the last thing you read. This information was lost from ____ memory, because the
phone conversation distracted you from ____ the information.
a. sensory; perceiving
b. short-term; rehearsing
c. long-term; rehearsing
d. long-term; retrieving
43. Which of the following researchers is known for identifying the capacity of short-term memory as
"“seven plus or minus two"” items?
a. Richard Atkinson
b. Hermann Ebbinghaus
c. George Miller
d. George Sperling
44. Research by George Miller suggested that the capacity of short-term memory is about ____ chunks of
unrelated acoustically coded information.
a. 3
b. 5
c. 7
d. 12
45. According to Cowan, the capacity of short-term memory has been ____ because researchers have not
controlled for ____ by participants.
a. overestimated; covert chunking
b. underestimated; covert chunking
c. overestimated; serial positioning
d. underestimated; serial positioning
ANS: A PTS: 1 REF: Storage: Maintaining Information in Memory
257
46. Mark is listening as his roommate lists 14 things that they need to buy for their apartment before the
end of the week. Based on George Miller'’s research into the capacity of short-term memory, if Mark
doesn'’t write the items down as he hears them, he is most likely to remember
a. less than 5 of the items from the list.
b. approximately 10 to 12 items from the list.
c. the entire list.
d. between 5 and 9 items from the list.
47. Jade rearranges the letters HI TRE DBA T into "“hit red bat."” This is an example of
a. chunking.
b. elaboration.
c. rehearsal.
d. clustering.
48. Chunking involves

a. the internal repetition of material a person is trying to remember.
b. forming connections between new information and information already in memory.
c. creating visual images of information to be stored in memory.
d. rearranging incoming information into meaningful or familiar patterns.
49. Which of the following statements concerning short-term memory is FALSE?

a. Short-term memory is also referred to as working memory
b. The storage capacity of short-term memory is approximately seven items
c. Unrehearsed information is usually maintained in short-term memory for approximately
five minutes
d. The capacity of short term memory can be increased using chunking.
50. Rehearsal is most beneficial for maintaining information in ____ memory.

a. sensory
b. short-term
c. intermediate-term
d. long-term
OBJ: 7.3 TOP: WWW KEY: Concept/Applied
258
51. While driving with her two young children, Kathy'’s car broke down. She called her husband on her
cell phone, and he told her the phone number of a towing company to call. If the children'’s behavior
prevents her from repeating the phone number to herself, most likely Kathy will need to dial the phone
number within the next ____ or she will forget the number.
a. minute
b. 45 seconds
c. 20 seconds
d. 2 seconds
52. While at a yard sale, you and your roommate find a great old sofa. As you are trying to decide if it will
fit in your dorm room if you rearrange the beds, dressers, and desks, you would be using the ____
component of working memory.
a. visuospatial sketchpad
b. semantic buffer
c. executive control system
d. phonological rehearsal loop
53. Which memory system is referred to in your text as "“working memory"”?

a. sSensory memory
b. sShort-term memory
d. aAll of these collectively
KEY: Factual
54. The stable ability to hold information in conscious attention is referred to as

a. working-memory capacity.
b. short-term memory.
c. long-term memory.
d. destination memory.
KEY: Factual
55. A personal trait that is influenced by heredity and appears to play a role in intelligence, creativity, and
musical ability is
a. neuroticism.
b. sensory memory.
c. working memory capacity.
d. destination memory.
259
KEY: Factual
56. When you mentally picture the road between your house and school, you are relying on which
component of working memory?
a. tThe visuospatial sketchpad
b. tThe conceptual hierarchy
c. tThe rehearsal loop
d. tThe executive control system
57. As Art was walking out the door of his apartment, he quickly ran through a mental list of all the things
he was supposed to take with him. He went through the complete list of items four or five times, just to
make sure he hadn'’t forgotten anything. Based on Baddeley'’s model of working memory, Art was
utilizing
a. the visuospatial sketchpad to arrange all the information he needed.
b. the phonological loop to temporarily hold his list of essential items.
c. the central executive system to juggle all the information he needed to consider.
d. his prospective memory to remember the actions he still needed to perform.
58. Mia was trying to figure out how to fit the box that contained her new computer into the trunk of her
car. She mentally manipulated the position of the box, trying to figure out a way to make it fit. Based
on Baddeley'’s model of working memory, Mia was utilizing
a. the visuospatial sketchpad to mentally manipulate the box'’s position.
b. the phonological loop while she worked repeatedly on the problem.
c. the central executive system to juggle all the information she needed to consider.
d. her prospective memory to remember the actions she would need to perform.
59. Baddeley'’s concept of working memory

a. integrates sensory memory, short-term memory, and long-term memory into a single,
complex system.
b. expands the functions and processes of short-term memory.
c. takes the place of the old concept of sensory memory.
d. expands the functions and processes of long-term memory.
KEY: Factual
60. The ____ component of working memory serves as the interface between working and long-term
memory.
a. episodic buffer
b. semantic buffer
d. visuospatial sketchpad
260
61. The ____ component of working memory controls the allocation of attention.
a. episodic buffer
b. semantic buffer
d. visuospatial sketchpad
62. The memory system that has an almost unlimited storage capacity is
a. time-based memory.
b. long-term memory.
c. working memory.
d. auditory sensory memory.
63. Information decays LEAST rapidly in

a. time-based memory.
b. sensory memory.
c. short term memory.
d. long term memory.
64. Unusually vivid and detailed recollections of momentous events are called
a. episodic memories.
b. flashbulb memories.
c. sensory memories.
d. nondeclarative memories.
65. Miles has very vivid memories of a car accident he witnessed five years ago. When he closes his eyes
and thinks about the accident, he feels as if he can recall every detail of it, right down to the brand
name printed on the tires of one of the cars. This type of memory is called
a. sensory memory.
b. procedural memory.
c. a flashbulb memory.
d. an implicit memory.
261
66. An organized cluster of knowledge about a particular object or event abstracted from previous
experiences with the object or event is known as
a. a schema.
b. a cluster.
c. a stereotype.
d. category.
REF: Retrieval: Getting Information out of Memory OBJ: 7.6
KEY: Factual
67. A student'’s organized set of expectations about how a college professor is supposed to act is an
example of a
a. schema.
b. chunk.
c. semantic network.
d. script.
68. Brock was describing the inside of his doctor'’s office to one of his friends. In his description, he
mentions that there were two diplomas on the wall, even though this doctor does not have any
diplomas displayed. Brock'’s error in recall illustrates
a. the role of semantic networks in long-term memory.
b. the need for conceptual hierarchies in long-term memory.
c. the need for a good executive control system in short-term memory.
d. the role of schemas in long-term memory.
ANS: D PTS: 1 REF: Retrieval: Getting Information out of Memory
69. Which of the following statements concerning schemas is NOT correct?

a. Schemas sometimes cause individuals to remember information inaccurately.
b. Schemas always result in increasing the accuracy of individual'’s memory.
c. People are more likely to remember things that are consistent with their schemas.
d. Schemas sometimes make individuals more likely to remember unusual events.
ANS: B PTS: 1 REF: Retrieval: Getting Information out of Memory
70. Christine says the birthday party she just attended was a lot of fun: "“We played games, had cake and
ice cream, and got goodie bags."” In reality, the ice cream was served with a brownie and not birthday
cake. Christine'’s inaccurate memory most likely resulted from
a. her birthday party schema.
b. the misinformation effect.
c. the source-monitoring error.
d. repression.
ANS: A PTS: 1 REF: Retrieval: Getting Information out of Memory
262
71. If you try to remember something but cannot, yet you know the information is in memory, you are
experiencing the
a. tip-of-the-tongue phenomenon.
b. psuedoamnesia phenomenon.
c. Krensky syndrome.
d. retrieval-delay phenomenon.
72. Adan has been trying to recall the name of the musical artist who released the song that was #1 when
he was 14. Adan feels somewhat frustrated because he is certain he knows the artist'’s name, but he
just can'’t seem to recall it at this moment. Adan is experiencing something referred to as
a. retrograde amnesia.
b. the tip-of-the-tongue phenomenon.
c. proactive interference.
d. a source-monitoring error.
73. A retrieval cue is

a. a brain structure stimulus used to locate a particular memory.
b. the same thing as an elaboration encoding variable.
c. a stimulus associated with a memory that is used to locate that memory.
d. always based on the mood you were in when a memory was first encoded.
KEY: Factual
74. Ten-year-old Kylee is trying to remember the capital of North Carolina. Her father tells her to think of
the letter "“R,"” and she quickly comes up with Raleigh. In this case, Kylee'’s memory was assisted
using
a. an effective retrieval cue.
b. semantic network activation.
c. the method of loci.
d. transfer-appropriate processing.
75. A visit to your elementary classroom might help you remember more of the names of some of your
classmates because you are
a. using the serial position effect.
b. relying on a flashbulb memory.
c. in the same context as you were when you learned them.
d. relying on schemas to enhance the retrieval process.
263
ANS: C PTS: 1 REF: Retrieval: Getting Information out of Memory
76. Research on hypnosis most clearly demonstrates that hypnosis leads subjects to report
a. more correct information.
b. more incorrect information.
c. less confidence in their memories.
d. accurate past-life events.
77. Investigators asked employees at a construction site what they were doing last Tuesday, at 10 pm.
Some of the workers had a difficult time remembering details until the foreman reminded them that the
foundations for the building were poured that morning. If the workers are now able to recall details of
their actions, the foreman has been able to
a. prime the workers'’ conceptual hierarchies.
b. successfully reinstate the context.
c. effectively overcome proactive interference.
d. activate transfer-appropriate processing.
78. The memory process of retrieval is associated with

a. only short-term memory.
b. only long-term memory.
c. both short-term and long-term memory.
d. sensory, short-term, and long-term memory.
79. The tip-of-the-tongue phenomenon can be best described as an instance of

a. complete storage failure.
b. complete retrieval failure.
c. partial retrieval.
d. partial storage.
80. Often individuals are not able to answer a straightforward question such as, "“Who was president after
Richard Nixon?"”, but they can remember the answer (Gerald Ford) when given a hint such as, "“He
has the same name as a type of car."” The hint serves as a
a. tip-of-the-tongue cue.
b. semantic cue.
c. rehearsal cue.
d. retrieval cue.
264
81. The work of researchers like Loftus on errors in memory suggests that memory is best viewed as
a. a tape recording.
b. storage on a computer disc.
c. a literal record of events.
d. a reconstruction of events or materials.
82. Loftus'’s work on eyewitness testimony has clearly demonstrated that

a. memory errors come mostly from erroneous original encoding.
b. most memory errors are constructive.
c. information given after an event can alter a person'’s memory of the event.
d. most memory errors are simply omissions of details of the event.
83. Recent research yielded the surprising finding that questioning an eyewitness immediately after he
viewed an event
a. decreased source monitoring.
b. increased the misinformation effect.
c. decreased interference.
d. increased self-referent encoding.
84. Tyler witnessed an automobile accident and heard one of the bystanders casually mention that the
driver was probably intoxicated. Even though the driver had not been drinking and never crossed the
center line, Tyler tells the police officer who is investigating the accident that the car had been
"“weaving all over the road."” Tyler'’s faulty recall illustrates
a. proactive interference.
b. implicit memory readjustment.
c. the misinformation effect.
d. mood-dependent memory.
85. When an individual'’s memory for an event is altered by the later introduction of inaccurate or
misleading information, it is referred to as the
a. reconstruction effect.
b. postcontext effect.
c. source-monitoring effect.
265
d. misinformation effect.
86. The process of making attributions about the origins of memories is referred to as
a. reality monitoring.
b. source monitoring.
c. buffering.
d. a contraindication.
87. During a party, Michael talked to a friend about the symbolism involved in a recent movie. Michael
attributed the explanation of the symbolism to a prominent movie critic, when actually he heard it from
his roommate. This example illustrates which of the following phenomena?
a. aAmnesia
b. cCryptomnesia
c. sSource-monitoring error
d. sSerial position effect
88. Jack and Sophia are debating a recent news story. Sophia finally decides to bring in the latest issue of
the Weekly Bulletin to show Jack that she is correct, but now she can'’t find the story and wonders
where else she might have read it. In this example, Sophia
a. appears to have made a reality-monitoring error.
b. is showing the misinformation error.
c. is experiencing proactive interference.
d. has apparently made a source-monitoring error.
89. The study of source monitoring, the process of making attributions about the origins of memories, is
MOST closely associated with which of the following researchers?
a. Brenda Milner
b. Endel Tulving
c. Marcia Johnson
d. Elizabeth Loftus
90. Gregory is telling Molly a joke when she suddenly stops him and tells him that she told him that same
joke last week. In this example, Gregory
a. has apparently made a source-monitoring error.
b. appears to have made a reality-monitoring error.
c. is showing the misinformation error.
d. is experiencing proactive interference.
266
91. The first person to conduct scientific studies of forgetting was

a. Sigmund Freud.
b. Hermann Ebbinghaus.
c. John Watson.
d. George Miller.
ANS: B PTS: 1 REF: Forgetting: When Memory Lapses
92. Ebbinghaus used which of the following as stimuli in his classic studies of forgetting?
a. gGeometric shapes
b. nNonsense syllables
c. cCommon English words
d. uUncommon English words
93. Ebbinghaus'’s original forgetting curves, which graphed his retention over time, suggested that most
forgetting occurs
a. very gradually over long periods of time.
b. only after several days have passed.
c. as a result of interference with other information.
d. very rapidly after learning something.
ANS: D PTS: 1 REF: Forgetting: When Memory Lapses
94. Imagine you complete a computer programming course, but never have a chance to use the
programming language once the course is over. Based on the research results reported by Ebbinghaus,
over the years, you should expect
a. there will be a constant, steady decline in what you are able to recall from the
programming course.
b. most of what you learned will be forgotten early, but later, there will be a slow, steady
increase in what you are able to recall from the programming course.
c. very little of what you learned will be forgotten early, but later, there will be a rapid
decline in what you are able to recall from the programming course.
d. most of what you learned will be forgotten early, and there will continue to be a slow
decline in what you are able to recall from the programming course.
95. The probable reason that Ebbinghaus'’s forgetting curves were so steep was that Ebbinghaus
a. had a poor memory.
b. learned too many lists.
c. used very meaningless materials.
267
d. used autobiographical materials.
ANS: C PTS: 1 REF: Forgetting: When Memory Lapses
96. In studies of forgetting, the retention interval is the length of time

a. between the presentation of stimuli and the complete forgetting of the information.
b. between the presentation of stimuli and the measurement of forgetting.
c. during which the stimulus material is available to be studied by the subjects.
d. over which the subject has 100 percent recall of the material.
97. Roberto was attacked while he was walking in the park. The police who are investigating the crime ask
Roberto to describe his attacker in as much detail as possible. The police are basically using
a. transfer-appropriate encoding to recover information from Roberto'’s memory.
b. a recall task to recover information from Roberto'’s memory.
c. a recognition task to recover information from Roberto'’s memory.
d. a misinformation task to recover information from Roberto'’s memory.
98. LeAnn had her purse snatched as she walked out to her car. The police who are investigating the
crime ask LeAnn to try to pick the purse-snatcher out of a line-up of eight suspects. The police are
basically using
a. a recognition task to recover information from LeAnn'’s memory.
b. a recall task to recover information from LeAnn'’s memory.
c. transfer-appropriate encoding to recover information from LeAnn'’s memory.
d. a misinformation task to recover information from LeAnn'’s memory.
ANS: A PTS: 1 REF: Forgetting: When Memory Lapses
99. The measure of memory that requires subjects to reproduce information on their own, without any
cues, is
a. recall.
b. recognition.
c. relearning.
d. reiteration.
100. A relearning measure requires subjects to

a. memorize information a second time to determine how much time or effort is saved.
b. select previously learned information from an array of options.
c. reproduce information on their own without any cues.
d. indicate whether a given piece of information is familiar.
268
REF: Forgetting: When Memory Lapses OBJ: 7.8 KEY: Factual
101. Noah had learned to play Mozart'’s Concerto Number 21 when he was eight years old. He is now 30
and hasn'’t played the piano for 12 years, but his sister has asked him to play the concerto at her
wedding. When Noah sits down to practice, he finds that he has the piece mastered in just a few hours,
even though it took him weeks to learn the first time. This example illustrates
a. recognition as a measure of memory retention.
b. recall as a measure of memory retention.
c. relearning as a measure of memory retention.
d. the impact of pseudoforgetting.
102. A history teacher who asks his students to state from memory the first ten amendments to the U.S.
Constitution is assessing retention by using the ____ method.
a. recall
b. recognition
c. relearning
d. recitation
103. The recognition measure of retention requires an individual

a. to reproduce information on her own without any cues.
b. to select previously learned information from an array of options.
c. to predict how well she will perform on a later memory test.
d. to memorize information a second time to determine how much time or effort is saved.
104. Savings scores are associated with the ____ method of measuring forgetting.
a. recognition
b. retention
c. recall
d. relearning
105. Pseudoforgetting is information loss due to ineffective

a. encoding only.
b. storage only.
c. retrieval only.
d. encoding, storage, and retrieval.
269
106. Joel is asked to provide a description of his neighbor'’s car after the car and the neighbor both
disappear. He is surprised to find that he really can'’t accurately recall the make of the car or any
special details that might help in identifying it. In this case, Joel may be experiencing
b. retrograde amnesia.
c. pseudoforgetting.
d. cryptomnesia.
107. ____ would best explain your behavior if as you are reading this question you cannot think of the
correct term and you say to yourself, "“I can'’t believe I forgot this,"” when in reality you never knew
the answer in the first place.
a. Retrieval failure
b. Interference
c. Pseudoforgetting
d. Decay
108. According to interference theory,

a. people forget information because of competition from other material.
b. forgetting is due to ineffective encoding.
c. the principal cause of forgetting should be the passage of time.
d. the events that occur during the retention interval do not affect forgetting.
REF: Forgetting: When Memory Lapses OBJ: 7.9 KEY: Concept/Applied
109. Decay theory suggests that forgetting is due to

a. ineffective encoding.
b. impermanent storage.
c. retrieval failure.
d. interference effects.
110. Imagine that researchers find some memories are lost very quickly from memory, while other
memories last much longer. This evidence would create the MOST problems for
a. the decay theory of forgetting.
b. the interference theory of forgetting.
c. the repression theory of forgetting.
d. the neurochemical theory of forgetting.
270
111. In studies of long-term memory, researchers have found that
a. the mere passage of time is the sole cause of forgetting.
b. the passage of time is more influential in forgetting than what happens during the time
interval.
c. the passage of time is not as influential as what happens during the time interval.
d. subjects who sleep during the retention interval forget more than those who remain awake.
112. ____ occurs when new information impairs the retention of previously learned information.
a. Retroactive interference
b. Proactive interference
c. Retrograde amnesia
d. Anterograde amnesia
113. You move to a new house and memorize your new phone number. Now, you can'’t remember your old
phone number. This is an example of
a. retroactive interference.
b. proactive interference.
c. retrograde amnesia.
d. motivated forgetting.
114. Curtis has been testing a new software package for the past two months. However, he decides not to
switch and goes back to using his old software. Unfortunately, he is now having some problems in
recalling how to do certain tasks with the old software, and often finds himself trying to do things the
way he did with the new software he was testing. Curtis'’s problems illustrate the effects of
b. state-dependent forgetting.
d. memory reconstruction.
115. Interference effects on retention are greatest when the interfering learning is
a. similar to the material to be remembered.
b. dissimilar to the material to be remembered.
c. unrelated to the material to be remembered.
d. similarity of the materials does not seem to affect retention.
271
116. Isabella spent one hour studying American History prior to 1800 and then spent one hour studying
European History prior to 1800. Victor spent one hour studying American History prior to 1800 and
then spent one hour studying calculus. In this example, it is likely that
a. Victor will have better recall of events in early American History.
b. Isabella will have better recall of events in early American History.
c. both students will have equivalent recall of events in early American History.
d. neither student will have good recall of the material studied during the second hour.
117. Proactive interference occurs when

a. new information impairs the retention of previously learned information.
b. previously learned information interferes with the retention of new information.
c. a person loses memories of events that occurred prior to a head injury.
d. a person loses memories of events that occur after a head injury.
118. Your female friend recently got married and changed her last name to that of her husband'’s. You have
difficulty remembering her new last name because of
b. retroactive interference.
c. memory decay.
d. response inhibition.
119. Allen was recently traded to a new basketball team, and he is having a hard time remembering all the
new plays because he keeps using the plays from his former team. Allen'’s problems illustrate the
effects of
b. state-dependent forgetting.
d. memory reconstruction.
120. Ivan'’s bank assigned him a personal identification number (PIN) of 8624 when he was first issued his
credit card. Last week, a different company bought out the credit card division and issued him a new
PIN of 9317. If Ivan experiences proactive interference when he enters his PIN, you would expect that
he will enter the digits
a. 9317, his new PIN.
b. 9324, using the last two digits of his old number in error.
c. 8617, using the first two digits of his old number in error.
d. 8624, his old PIN.
272
121. Research suggests that when information is forgotten from long-term memory, ____ exerts a stronger
influence on forgetting than ____.
a. the passage of time; interference
b. interference; the passage of time
c. ineffective encoding; interference
d. ineffective encoding; the passage of time
122. The principle that proposes that the values of a retrieval cue depend on how well it corresponds to the
memory code is known as
a. tip of the tongue.
b. encoding specificity.
c. long-term potentiation.
d. transfer appropriate.
123. You meet a man at a party and carefully store his name along with an image of his face. The next day,
he calls you on the phone, but you can'’t remember his name. According to the encoding specificity
principle, this is because
a. the sound of his voice is an inappropriate retrieval cue.
b. you never paid attention to his name in the first place.
c. the name is no longer in your long-term memory.
d. the name is in your sensory store only.
124. The concept of motivated forgetting is based largely on the work of which of the following early
psychologists?
a. Hermann Ebbinghaus
b. Sigmund Freud
c. John Watson
d. Wilhelm Wundt
125. According to Sigmund Freud, the process that is at work when distressing thoughts and feelings
remain buried in the unconscious is
c. repression.
d. Korsakoff'’s syndrome.
273
126. Following a rape, the victim had no memory of the event but became very anxious if approached by a
man. According to Freud'’s view of memory, this would be an example of
a. repression.
b. anterograde amnesia.
d. Korsakoff'’s syndrome.
127. Martin can'’t remember who invented flush toilets because he was flirting with a classmate when his
history professor described this momentous event. His forgetting appears to be due to
a. ineffective encoding.
b. motivated forgetting.
c. time decay.
d. proactive interference.
128. Anna is currently 55 years old. When she was 7 years old, she saw her grandfather fall down the stairs
after he had a stroke. At the time, she visited him in the hospital every day for the 6 months it took him
to recover. Today, Anna has no memory of her grandfather, his stroke, or her visits to him in the
hospital. According to Freud, Anna may be
a. showing signs of proactive interference.
b. experiencing retrograde amnesia.
c. suffering from Korsakoff'’s syndrome.
d. using repression to push the memories out of her conscious awareness.
129. Krista is 28 years old. She was burned quite badly in a kitchen accident when she was 7 years old.
Today, even though her parents still sometimes mention the kitchen accident, Krista has no memory of
ever being burned. According to Freud, Krista may be
a. showing signs of proactive interference.
b. experiencing retrograde amnesia.
c. experiencing the misinformation effect.
d. using repression to keep the distressing memories buried in the unconscious.
130. Freud'’s concept of repression involves a specific type of

a. retrieval failure.
b. ineffective encoding.
c. interference.
d. decay.
274
131. MacMillan and colleagues (1997) surveyed a random sample of almost 10,000 adults and found that
approximately ______ of women reported having been victims of sexual abuse during childhood.
a. 7%
b. 13%
c. 25%
d. 66%
132. A 45-year-old woman suddenly becomes aware of long-forgotten memories of being sexually abused
by her father when she was 6 years old. Her father denies the allegations. This case can be described as
a typical example associated with the
a. memory reconstruction controversy.
b. false allegation controversy.
c. recovered memory controversy.
d. memory retrieval controversy.
133. Which of the following statements BEST reflects the current view of the repressed memories
controversy?
a. It seems likely that most cases of recovered memories are authentic.
b. It appears that many therapists are deliberately creating false memories in their patients.
c. Recovered memories of childhood abuse can be summarily dismissed.
d. We should be extremely careful about accepting recovered memories of abuse in the
absence of convincing corroboration.
134. Psychologists who doubt the accuracy of recovered memories of abuse maintain that
a. the recovered memories result from the ineffective encoding of everyday events.
b. the recovered memories are accurate accounts of earlier events.
c. the recovered memories are inadvertently created in individuals after a therapist makes
suggestions of childhood abuse.
d. individuals purposely make up stories of abuse to damage the reputation of the accused
individual.
135. In regard to the recovered memory controversy, psychologists who rely on research on the
misinformation effect are MOST likely to
a. have no opinion on the accuracy of recovered memories.
b. doubt the accuracy of recovered memories.
c. believe the accuracy of recovered memories.
d. be equally likely to doubt or believe the accuracy of recovered memories.
275
136. Research demonstrates that the recovered memories of sexual abuse most likely to be corroborated are
those that are recovered
a. as a result of hypnosis.
b. gradually over a long period of therapy.
c. quickly and spontaneously.
d. through age regression.
137. In anterograde amnesia,

REF: In Search of the Memory Trace: The Physiology of Memory
138. Retrograde amnesia is a type of organic amnesia in which

139. Dave is thrown from his motorcycle and suffers a severe blow to the head, resulting in loss of memory
for events that occurred before the accident. This is an example of
b. anterograde amnesia.
c. motivated forgetting.
d. retroactive interference.
140. Adrianna was skiing when she fell and hit her head. When the operators of the ski resort ask her what
she was doing just before she fell, she really can'’t remember. Adrianna'’s memory loss is consistent
with
a. cryptomnesia.
c. anterograde amnesia.
d. pseudoforgetting.
ANS: B PTS: 1
276
141. Victims of organic amnesia who can recall memories stored before a head injury but cannot recall
information processed after the injury are showing
b. pseudoforgetting.
d. retroactive interference.
ANS: C PTS: 1
142. Damage to which of the following is MOST likely to cause deficits in long-term memory?
a. Limbic system
b. Hippocampal region
c. Sympathetic nervous system
d. Broca'’s area
ANS: B PTS: 1
143. The profound anterograde amnesia that H. M. experienced after undergoing surgery to control his
epilepsy suggests that
a. the prefrontal lobes are the storage area for most long-term memories.
b. the hippocampal complex plays a key role in the consolidation of long-term memories.
c. the cortex houses exact recordings of past experiences and events.
d. long-term memories are processed and stored in the cerebellum.
ANS: B PTS: 1
144. Faith had brain surgery to remove a small tumor from her temporal lobe. While recovering from the
surgery, Faith appeared to be fine, and she was able to talk about events from both her childhood and
just before the surgery. However, she really cannot remember anything that has happened since the
surgery. Faith'’s memory difficulties are consistent with those seen in
b. cryptomnesia.
d. pseudoforgetting.
ANS: C PTS: 1
145. The hypothetical process involving the gradual conversion of information into durable memory codes
stored in long-term memory is known as
a. long-term potentiation.
b. consolidation.
c. pseudomemory.
277
d. cryptomnesia.
ANS: B PTS: 1
146. The current thinking is that memories are consolidated in the ____ and stored in the ____.
a. limbic system; cerebellum
b. hippocampal region; cortex
c. cortex; limbic system
d. cerebellum; hippocampus
ANS: B PTS: 1
147. The text described the case of H. M. who following brain surgery developed a severe case of
anterograde amnesia. Which of the following statements does NOT accurately describe H. M.'’s
memory?
a. He could not form new long-term memories for events that occurred after the surgery.
b. He could remember events that occurred prior to surgery.
c. He could not remember events that occurred between one year prior to and one year after
his surgery.
d. His short-term memory was normal.
ANS: C PTS: 1
148. The consolidation view suggests that after the consolidation of a long-term memory, the memory is
stored in a region of the
a. hypothalamus.
b. hippocampus.
c. cerebellum.
d. cerebral cortex.
ANS: D PTS: 1
149. Eric Kandel earned a Nobel Prize for his research showing that specific memories depend on
a. biochemical alterations in transmission at specific synapses.
b. the creation of localized neural circuits in the brain.
c. hormonal fluctuations.
d. long-term potentiation in specific synapses along a specific neural pathway.
ANS: A PTS: 1
150. Studies by Richard Thompson and colleagues suggest that specific memories depend on localized
neural circuits in the brain. Thompson traced the pathway that accounts for a rabbit’’s memory of
a. a conditioned eyeblink.
b. a rewarding food.
278
c. the path through a maze.
d. a painful stimulus.
ANS: C PTS: 1
151. Scientists studying the neurological basis of memory have discovered new brain cells are formed
constantly in the
a. dentate gyrus of the hippocampus.
b. dentate gyrus of the amygdala.
c. subcortical areas of the prefrontal cortex.
d. basilar sulcus of the cerebellum.
ANS: A PTS: 1
152. Animal studies show that manipulations that suppress neurogenesis lead to
a. enhanced learning on many types of tasks.
b. organic anterograde amnesia.
c. nonorganic retrograde amnesia.
d. memory impairments on many types of learning tasks.
ANS: D PTS: 1
153. Natasha asks Oscar for directions to his house. When he tells her to turn on 4th Street, she asks what
color the house is on the corner where she turns. Oscar is surprised that he actually knows the house is
blue, since he never really thought about it. In this instance, it is likely that the house color was stored
in Oscar'’s
a. nondeclarative memory.
c. declarative memory.
d. prospective memory.
ANS: C PTS: 1 REF: Different Types of Memory Systems
154. The memory system that contains words, definitions, events, and ideas is the
a. episodic memory system.
b. declarative memory system.
c. procedural memory system.
d. assimilative memory system.
REF: Different Types of Memory Systems OBJ: 7.13
KEY: Factual
155. Hayden is explaining the rules of his new computer game to Shane. The information about the rules is
being retrieved from Hayden'’s
a. prospective memory.
b. declarative memory.
279
c. procedural memory.
d. implicit memory.
ANS: B PTS: 1 REF: Different Types of Memory Systems
156. The memory system that contains the memory for how to type on a typewriter or drive an automobile
is the
a. cerebellum memory system.
b. schematic memory system.
c. procedural memory system.
d. episodic memory system.
157. Your memory of how to do something, such as how to shoot a free throw in basketball, is contained
in your
a. declarative memory.
b. nondeclarative memory.
c. episodic memory.
d. semantic memory.
ANS: B PTS: 1 REF: Different Types of Memory Systems
158. Which memory system is characterized by both requiring little effort to recall a memory and not
declining much over long retention intervals?
a. dDeclarative memory
b. eEpisodic memory
c. nNondeclarative memory
d. sSemantic memory
159. Memory of "“chronological"” and "“dated"” personal experiences is referred to as

a. semantic memory.
b. declarative memory.
c. implicit memory.
d. episodic memory.
KEY: Factual
160. Dave is reminiscing about the first car he owned in high school and how he felt the first time he drove
it through town. This information is stored in his
a. procedural memory.
b. non-declarative memory.
c. episodic memory.
d. semantic memory.
280
161. Ruben and Maya are describing their recent trip to Brazil. They describe all the interesting things they
did while they were there and all the interesting people that they met. In describing their trip, Ruben
and Maya are largely relying on their
a. semantic memory.
c. episodic memory.
162. General knowledge that is NOT tied to the time when the information was learned is contained in
a. episodic memory.
b. semantic memory.
c. implicit memory.
d. procedural memory.
KEY: Factual
163. Cierra is taking a test in geography and is trying to recall the capital of Turkmenistan. In answering
this question, Cierra is largely relying on her
a. episodic memory.
c. semantic memory.
164. Your psychology professor asks you for the name of the individual who started the behavioral
approach to the study of psychology. To answer this question correctly, you need to rely on your
a. semantic memory.
b. episodic memory.
ANS: A PTS: 1 REF: Different Types of Memory Systems
165. Remembering to perform actions in the future involves

a. proactive memory.
b. retrograde memory.
c. prospective memory.
d. retrospective memory.
281
KEY: Factual
166. When, during a psychology test, you try to remember something your instructor said in class last week,
you are using what researchers call
a. proactive memory.
b. retrograde memory.
c. prospective memory.
d. retrospective memory.
ANS: D PTS: 1 REF: Different Types of Memory Systems
167. Kelly is taking antibiotics for an ear infection, but she finds she often forgets to take the medication
when she is supposed to. She has tried leaving the container for the medication in plain view, but she
still forgets on occasion. Kelly'’s difficulty in remembering to take her medication illustrates
b. pseudoforgetting.
d. a failure in prospective memory.
168. Dennis is reminiscing about the trip he took with his parents to visit the house where his father grew
up. He can still remember the wide front porch with the swing and the big trees in the backyard. As
Dennis recalls this trip, he is relying on his
a. retrospective memory.
b. semantic memory.
ANS: A PTS: 1 REF: Different Types of Memory Systems
169. Which two types of memories are both considered to be divisions of declarative memory?
a. pProspective and episodic
b. pProspective and procedural
c. sSemantic and procedural
d. sSemantic and episodic
170. The reconstructive nature of memory BEST reflects which of the following unifying themes of
your textbook?
a. Psychology is empirical.
b. Psychology evolves in a sociocultural context.
c. Behavior is determined by multiple causes.
d. People'’s experience of the world is highly subjective.
ANS: D PTS: 1 REF: Reflecting on the Chapter'’s Themes
282
171. The fact that your memory for a specific event may be influenced by the amount of attention you pay
to the event, the level at which you process information about the event, how you organize the
information, and the amount of interference you experience reflects which of the following unifying
themes of your textbook?
a. Psychology is empirical.
b. Behavior is determined by multiple causes.
c. Our behavior is shaped by our cultural heritage.
d. Our experience of the world is highly subjective.
ANS: B PTS: 1 REF: Reflecting on the Chapter'’s Themes
172. Schemas, the misinformation effect, source monitoring, and the repressed memory controversy all
reflect which unifying theme in psychology?
a. People'’s experience of the world is highly subjective.
b. Behavior is shaped by cultural heritage.
c. Heredity and environment jointly influence behavior.
d. Psychology is theoretically diverse.
ANS: A PTS: 1 REF: Reflecting on the Chapter'’s Themes
173. Studies show that taking an exam on material increases performance on a later exam even more than
studying for an equal amount of time. This is referred to as
a. elaboration.
b. sensitization.
c. the testing effect.
d. the overlearning effect.
REF: Personal Application: Improving Everyday Memory OBJ: 7.16
KEY: Factual
174. According to the serial-position effect, subjects tend to show better recall for items ____ of a list than
for items ____.
a. at the beginning and end; in the middle
b. in the middle; at the beginning and end
c. at the end; at the beginning
d. in the middle; at the beginning
ANS: A PTS: 1
KEY: Factual
283
175. Craig is being introduced to the members of the fraternity he has just joined. There are 15 members
who he has not met before, and once the introductions are over, he finds he can only remember the
names of the first three and the last two people he was introduced to. He can'’t recall the names of any
of the other members. The memory difficulty that Craig is experiencing is consistent with
a. late-selection filtering.
b. the misinformation effect.
c. non-distributed practice.
d. the serial-position effect.
ANS: D PTS: 1
176. Distributed practice refers to learning

a. through several different senses.
b. over several sessions.
c. all at once.
d. from several different sources.
KEY: Factual
177. Massed practice refers to learning material

a. across several large sessions.
b. all at once.
c. in a quiet place with no distractions.
d. with large numbers of people.
KEY: Factual
178. Corbin is convinced that he remembers the material from his text much better when he studies for 3
hours straight through on the night before the exam, rather than when he studies for 30 minutes each
night on 6 consecutive nights. Corbin'’s experience is NOT consistent with memory research that has
documented the effectiveness of
a. chunking.
b. distributed practice.
c. massed practice.
ANS: B PTS: 1
179. Why does the text advocate the spacing of study sessions as a method for improving your memory?
a. Too much studying makes you a dull person.
b. Research indicates that people have limited attention spans.
c. Research suggest that spaced practice helps you avoid the serial-position effect.
d. Evidence suggests that massed study sessions leads to poor retention.
284
ANS: D PTS: 1
KEY: Critical Thinking
180. Children often have difficulty remembering the letters in the middle of the alphabet because of
a. overlearning the first letters in the alphabet.
c. the serial-position effect.
d. the use of mnemonic devices.
ANS: C PTS: 1
181. Strategies designed to enhance memory through the use of either verbal cues or visual imagery to
enrich encoding are termed
a. acronyms.
b. mnemonic devices.
c. methods of loci.
d. serial-position identifiers.
ANS: B PTS: 1
KEY: Factual
182. The empirical finding that outlining material from textbooks can enhance retention of the material is
MOST consistent with which of the following approaches for improving memory?
a. mMassed practice
b. dDistributed practice
c. oOrganization
d. dDeep processing
ANS: C PTS: 1
183. It is beneficial when you take the time to develop a mnemonic device such as an acronym or acrostic
to help you remember information because it causes you
a. to engage in a deeper level of processing.
b. to organize the information.
c. to make the information more meaningful.
d. all of the above
ANS: D PTS: 1
KEY: Critical Thinking
184. Using the phrase "“Every good boy does fine"” to remember the order of musical notes is an example
of a(n)
a. narrative.
b. acrostic.
c. rhyme.
d. acronym.
285
185. Sabrina forms an image of her dog wearing a formal dress and foaming at the mouth. She is hoping
that this interactive image will help her remember to pick up dog food, her dry cleaning, and shaving
cream for her son. Sabrina'’s strategy illustrates the use of
a. the method of loci.
b. passive encoding.
c. the link method.
d. structural encoding.
ANS: C PTS: 1
186. Elliot is trying to memorize a speech for one of his classes. He stands in different locations in his
apartment and reads each line of the speech out loud. Later, when he is in front of his classmates, he
visualizes a walk through his apartment and is able to successfully recall the entire speech. Elliot'’s
memory strategy BEST illustrates the mnemonic device known as
a. the link method.
c. acrostics.
d. the method of loci.
ANS: D PTS: 1
187. If you associate a word with an image to represent the word, you are using
a. an acrostic.
b. the link method.
c. the keyword method.
d. a semantic network.
KEY: Factual
188. Which of the following is NOT a mnemonic device that involves verbal encoding?
a. aAcronym
b. aAcrostic
c. lLink method
d. rRhymes
ANS: C PTS: 1
KEY: Factual
189. If you remember the names of the Great Lakes (Huron, Ontario, Michigan, Erie, Superior) by recalling
the word "“HOMES"” as a cue, you are using a(n)
a. acrostic.
b. acronym.
c. link method.
286
d. method of loci.
ANS: B PTS: 1
190. Samantha remembers items on a shopping list by imagining the items placed at certain locations along
the route she normally drives through her neighborhood. Samantha is using
a. the method of loci.
b. the link method.
c. a narrative story.
d. an acronym.
ANS: A PTS: 1
191. The tendency to mold our interpretation of the past to fit how events actually turned out is called
a. the misinformation effect.
b. the serial-position effect.
c. hindsight bias.
d. the overconfidence effect.
ANS: C PTS: 1
REF: Critical Thinking Application: Understanding the Falliability of Eyewitness Accounts
192. The fact that recall by eyewitnesses can be distorted by information introduced after the event by
police officers, attorneys, etc., is BEST explained by which of the following?
a. tThe misinformation effect
b. tThe serial-position effect
c. eErrors in source monitoring
d. mMemory reconstruction
ANS: A PTS: 1
193. Knowing that a particular person has been arrested and accused of the crime in question can influence
the recollections of eyewitnesses. This finding can BEST be explained by
a. hindsight bias.
b. the overconfidence effect.
c. the misinformation effect.
d. the serial-position effect.
ANS: A PTS: 1
194. The correlation between eyewitness confidence and eyewitness accuracy can BEST be characterized as
a. strongly positive.
b. strongly negative.
c. moderate.
d. nonexistent.
287
ANS: C PTS: 1
195. Overconfidence in recalling information is MOST likely to be fueled by which of the following errors
in thinking?
a. sSource-monitoring errors
b. rReality-monitoring errors
c. tThe fundamental attribution error
d. tThe failure to seek disconfirming evidence
ANS: D PTS: 1
REF: Critical Thinking Application: Understanding the FallabilityFallibility of Eyewitness Accounts
196. The memory improvement strategies of elaboration, using visual imagery, and engaging in deeper
processing all involve which memory process?
a. eEncoding
b. sStorage
c. rRetrieval
d. iInterference
KEY: Integrative
197. Which of the following terms includes all of the others?

a. sSemantic memory
b. eEpisodic memory
d. pProcedural memory
ANS: C PTS: 1 KEY: Integrative
198. Which of the memory stores can hold the FEWEST pieces of information?
a. sSensory
b. sShort-term
c. lLong-term
d. dDeclarative
OBJ: Integrative KEY: Factual
199. When you attempt to recall the name of a high school classmate by imagining yourself back in English
class with her, you are making use of
a. retrieval cues.
b. context cues.
c. schemas.
d. recognition cues.
OBJ: 7.6 TOP: SG KEY: Concept/Applied
288
200. It is very easy to recall the name of your high school because it has been subjected to extensive
a. deep processing.
b. clustering.
c. chunking.
d. rehearsal.
ANS: D PTS: 1
289
Another random document with
no related content on Scribd:
which had deep rich colors like the colors in the rugs, made her eyes shine,
her color heighten.
Mrs. Brownley met them at the house and took them to their rooms
herself. Mrs. Thorstad had a big pleasant room in a wing of the house given
up to guest chambers and Freda’s was a small one connected with it.
“My daughters are looking forward so much to meeting you,” Mrs.
Brownley said easily to Freda. “They are out just now, but when you come
down for dinner they will be home. We usually dine at seven, Mrs.
Thorstad. It isn’t at all necessary to dress.”
“She is nice, isn’t she?” said Freda, as the door closed after their hostess,
“maybe it won’t be so bad. Anyway, all experience is good. Glad I
remember that much Nietzsche. It often helps.”
Mrs. Thorstad put her trim little hat on the closet shelf and began to
unpack her suit-case. Freda explored the bath.
“It’s like a movie,” she came back to say, “I feel just like the second reel
when the heroine is seduced by luxury into giving herself—”
“Freda!”
“Truly I do. She always takes a look into the closet at rows of clothes
and closes the door virtuously, gazes rapturously at the chaise longue all
lumpy with pillows and stiffens herself. But she never can resist the look
into the bath room—monogramed towels, scented soap, bath salts. I know
just exactly how the poor girls feel. Certain kinds of baths are for
cleanliness—others make a lady out of a sow’s ear—you know.”
“Why are you wearing that dress?” asked her mother, rousing from her
nap fifteen minutes later. “I was going down in my waist and skirt.”
“Mother—you can’t. That wasn’t what she meant by not dressing. She
meant not evening dress. You’ll have to put on your blue silk.”
“I wanted to save that for afternoon affairs.”
“You won’t wear it out to-night. Come, mother, I’ll hook you up.”
They were down at five minutes before seven. Barbara was not visible
but Allie and her mother and father waited for them in the drawing-room.
Crossing the threshold of that room seemed to take all Freda’s courage. If
her mother had not been so absorbed in thinking of the way she meant to
interest Mr. Brownley in her career, she would have heard the quick little
catch of breath in Freda’s throat as she came through the velvet curtains
behind her. She did see the quickened interest on Allie’s face and Mrs.
Brownley’s measured glance of approval at Freda. Freda had been right.
The Brownleys were dressed for dinner, quite elaborately it seemed to her.
She made no note of the discrimination in evening clothes, that Mrs.
Brownley’s velvet dress was high at the neck and Mr. Brownley’s tie black
instead of white. Allie came forward with her rough and tumble welcome,
shaking hands casually with Mrs. Thorstad and frankly admiring Freda.
Allie herself had dressed in a hurry and was noticeable chiefly for the high
spots of rouge on each cheek.
“Sorry I wasn’t home when you came. I had to go to a luncheon and then
to the theater. Couldn’t get out of it. It was a party for a friend of mine who
is to be married and I’m in the bridal party, you see. She’s an awfully nice
girl—marrying the most awful lemon you ever saw.”
Freda knew all about that marriage. It had been heralded even in
Mohawk. Gratia Allen and Peter Ward. But she gave no sign of knowing
about it.
“Isn’t it funny,” she answered, getting Allie’s note with amazing
accuracy, “how often that happens? The nicest girls get the queerest men.”
“Not enough decent men to go around any more.”
So it was all right until Barbara came in. A little party gathered in the
meantime—the Gage Flandons, and Margaret Duffield with Walter
Carpenter. Margaret was beginning to be asked as a dinner companion for
Walter fairly often now. And as a concession to the young people Mrs.
Brownley had asked three young men, Ted Smillie and the Bates boys, who
traveled in pairs, Allie always said. They were all there when Barbara came
in. Obviously she had some one, either the unknown guest or her friend
Ted, in mind when she dressed, for she was perfectly done. Smoothly
marcelled hair, black lace dress carrying out the latest vagaries in fashion,
black slippers with jeweled buckles. As she gave her hand to Freda with the
smile which held a faint hint of condescension, Freda bent her knuckles to
hide the nail she had torn yesterday closing the trunk. She felt over dressed,
obvious, a splash of ugly color. Ted had been talking to her but by a simple
assumption that Freda could have nothing of interest to say, Barbara took up
the thread of talk with him, speaking of incidents, people that were
unknown to Freda. The Bates boys were talking to Allie. Freda stood alone
for a moment—an interminable awkward moment, in which no one seemed
to notice her. Then Gage Flandon crossed to her side and she gave him a
smile which made him her friend at once, a smile of utter gratitude without
a trace of pose.
“How nice of you,” she said, simply, “to come to talk to me. I feel so
strange.”
“My wife says you’ve never met any of us before. No wonder.”
“It isn’t just that. I’m a little afraid I’m here without much reason.
Mother brought me but I’m not a political woman and I’m not”—with a
rueful little glance at Barbara—“a society girl at all. I’m afraid I’ll be in
everybody’s way.”
She said it without any coquetry and it came out clearly so—as the plain
little worry it was. Gage, who had found himself a little touched by the
obvious situation of the girl felt further attracted by her frankness. She
seemed an unspoiled, handsome person. That was what Helen had told him,
but he had grown so used to sophistication and measured innocence that he
had not expected anything from the daughter of this little political speaker.
He had come to size up Mrs. Thorstad, for her name had been presented as
a possibility in a discussion with some of his own friends as they went over
the matter of recognizing women in the political field. As Mrs. Thorstad
gave her hand to him he had seen what he came to see. She had brains. She
had the politician’s smile. She could be used—and doubtless managed as
far as was necessary. But the daughter was different. He liked that dress she
was wearing. It showed her slimness, suppleness, but it didn’t make her
indecent like that lace thing on Bob Brownley.
“I often feel like that,” he answered her, “I’m not much of a society
person either and I can’t keep up with these wonderful women we’re seeing
everywhere. Women with a lot of brains frighten me.”
Idle talk, with his real, little prejudice back it, which Freda by accident
uncovered immediately. She was talking against time so he would not leave
her unguarded, and it was chance that she pleased him so much.
“Women have a lot of brains now,” she said, “in politics and—society
too, I suppose. But I wonder if we weren’t more attractive when we weren’t
quite so brilliant. I don’t mean when we had huge families and did the
washing and made the butter. I mean when we were more romantic and not
quite so—”
She stumbled a little. She was conscious of being historically at sea,
vague in her definition of romance. But she had said that several times
before and it came easily to her tongue. She stopped, feeling awkward and
then amazed at Mr. Flandon’s enthusiasm.
“That’s it!” he exclaimed, “that’s what I miss. Women have stopped
being romantic. They’ve done worse. They’ve penetrated our souls and dug
out the romance and analyzed it among themselves.”
But she could not answer. Some one announced dinner and Freda moved
with the rest to get her first enchanted sight of the Brownley dining table
with its wedge wood vases full of roses and narcissus, its shining perfection
of detail.
She was near her hostess’ end of the table, Mr. Flandon at her left and
one of the Bates boys at her right. Mrs. Brownley had wanted to talk to
Gage and had decided, as she placed the cards, that Freda would take as
little of his attention as any one present. She started in after the consommé
to find out what Gage thought about the Republican committee. It was most
unsatisfactory for he seemed to be absorbed in telling something to Miss
Thorstad and gave answers to his hostess as if his mind were on something
else. As for Gage, he was talking more animatedly than he had talked to any
woman in years, thought his wife, watching him.
“What heresy is my husband pouring into your ears, Miss Thorstad?”
she asked, leaning forward.
Freda blushed a little as the attention turned to her.
“He is telling me the arguments I’ve been wanting to hear—against
being a perfectly modern woman.”
“Proselytizing!” said Margaret. “Wait a bit, Miss Thorstad. Let me get
the other ear after dinner.”
“Freda likes to tease,” explained her mother to their host.
Barbara looked a little disdainful, making some remark sotto voce to
Ted. But he was not listening. Freda had, in the rise of her spirits, given him
a smile across the table, the kind of come-there smile she gave David Grant
of Mohawk when she wanted to skate with him or dance with him—a smile
of perfectly frank allure. He returned it with interest.
Helen did not follow up her remark. It had been scattered in the
comments. Gage caught her eye and she gave him a look which said, “I told
you there was something in that girl.” Gage immediately wanted to leave
the table and tell Helen all about it. But Mrs. Brownley wanted to know
something again. He turned to her.
It was fairly easy for Freda after all, in spite of Barbara, whose
measuring eyes made her nervous whenever they were turned on her. She
had a difficult time concealing the broken finger-nail and she was not at all
sure whether to lift the finger bowl off the fruit plate with the lace doily or
to leave the doily. Otherwise there were no great difficulties. There was a
bad moment after dinner when it became clear to her that there was some
altercation among the young people which concerned her. She could not
guess what it was, but she saw Allie and Barbara in heated conclave. Then,
with a little toss of her head, Allie came to her.
“We thought that you and I and Fred and Tony would go down to the
Majestic. We had six tickets but Bob seems to think she and Ted have
another date.”
And then Ted ruined things. He turned from where he and Tony Bates
were smoking by the mantelpiece and strolled over to Freda.
“We’re going to the Majestic—and I’m going to sit next to you,” he
announced.
III
The Majestic was a vaudeville house, presenting its seven acts weekly
for the delectation of its patrons, servant girls, business men, impecunious
boys in the gallery, suburbanites, shop girls with their young men, traveling
men, idle people, parties of young people like the Brownley girls, one of
those heterogeneous crowds that a dollar and a half price for a best seat can
bring in America. When the young Brownleys arrived, the acrobatic act
which led the bill was over and the two poorest comedians, put on near the
beginning of the bill before the audience grew too wearily critical, were
doing a buck and wing dance to the accompaniment of some quite
ununderstandable words.
With a great deal of noise and mysterious laughter the late arrivals
became seated finally, taking their places with the lack of consideration for
the people behind them which was characteristic of their arrogance, making
audible and derogatory comments about the act on the stage and curiously
enough not seeming to anger any one. The girls with their fur coats, hatless,
well dressed hair, the sleek dinner coated young men interested the people
around them far more than they bothered them by their noisiness.
They left during the last act and before the moving picture of “Current
Events,” all six of them getting into the Bates’ sedan and speeding at forty
miles an hour out to the Roadside Inn which was kept open only until
midnight.
The Roadside Inn was a brown mockery of Elizabethan architecture,
about thirty miles out of the city on a good road. The door opened invitingly
on a long low room full of chintz-covered chairs and wicker tables and at
this time of year there was always a good open fire to welcome any comers.
Back of that a dining room and, parallel with the two, a long dance room,
where three enforcedly gay negroes pounded out melodies in jungle time
hour after hour every evening. Upstairs there were half a dozen small bed
rooms for transient automobilists who wanted to stay in the country for
some reason or other or whose cars had broken down.
The place was on the fence between decency and shadowy repute. It was
frequented by people of all kinds, people who were respectable and people
suspected of not being so. The landlady ignored any distinctions. She had
made the place into a well-paying institution, had put its decoration into the
hands of a good architect with whom she always quarreled about his
charges and she asked no questions if her customers paid their bills.
Probably she saw no difference between those of her guests who were of
one kind and those of another. They all danced in much the same manner,
were equally noisy, equally critical of the extremely good food and that was
as far as her contact or comment went. If the food had not been so good, the
place would have suffered in patronage, but that was unfailing. The cook
was ready now at five minutes’ notice to concoct chicken a la king and
make coffee for the Brownley party and as they came back from the dance
room after having tried out the floor and the music, their supper was ready.
Freda had not acquitted herself badly there either. Without having all the
tricks of the Brownleys, she had a grace and sense of rhythm which helped
her to adapt herself. Besides she had the first dance with Ted. He held her
close, hardly looking at her. That was his way in dancing.
“You must be very gay in Mohawk,” said Barbara when they were all at
the table in the dining room again.
The edge of her malice was lost on Freda.
“No—not at all. Why?”
“You seem very experienced.”
A little glimmer of amusement came into Freda’s eyes.
“Well—not first hand experience. We read—we go to moving pictures.”
“I suppose lots of people are picking up ideas from the moving pictures,”
Barbara commented carelessly.
One of the Bates boys was drawing something from his pocket. Barbara
looked at it indifferently, Allie with a frown of annoyance.
“Didn’t I tell you, Tony, to cut that stuff out?”
“We’ll all be cutting it out soon enough,” said Tony. “Won’t be any. This
is all right. Tapped father’s supply. A taste for every one and a swallow for
me.”
He was a sallow thin young person whom the sight of his own flask
seemed to have waked into sudden joviality.
“I don’t want any,” said Allie. “Don’t waste it.”
Then as Tony Bates ignored her protest, she drained her glass
accustomedly.
Barbara took her highball without a change of expression or color. Freda
tried to refuse but they laughed at her.
“Come. You came to the city to have a good time.”
She felt that she couldn’t refuse without seeming prudish. She has a fear
of what the liquor might do to her, a desire to do what the rest did.
Her head felt a little light, but that was all, and that only for a moment. It
wasn’t unpleasant.
They all finished the flask. They danced again, Freda with Tony Bates,
Barbara with Ted. Then Ted sought Freda again. He danced as he had the
first time but he held her even closer, more firmly, making his position into
an embrace, and yet dancing perfectly. From over one of the young men’s
shoulders, Barbara saw it. Her face did not show any feeling.
On the way home the embracing was a little promiscuous. Allie, dull
from the liquor, lay sprawling against Tony’s rather indifferent shoulder.
Bob let the other Bates boy paw her lazily and Freda found herself rather
absorbed in keeping Ted from going to lengths which she felt were hardly
justified even by three or four highballs.
It was when they were home again after the young men had left that
Freda felt the dislike of the other girl. It was as if Barbara had been waiting
for the young men to go to make Freda uncomfortable.
“I hope Ted didn’t embarrass you, Miss Thorstad?’
“Embarrass me?”
“Ted is such a scandalous flirt that he is apt, I think, to embarrass people
who aren’t used to him. I always keep him at a distance because he talks
about girls most awfully.”
“Oh, does he?”
“I’m glad he didn’t bother you. Don’t let him think you like him. He
makes the most terrific game of people who let themselves in for it.”
“Lots of people do let themselves in for it too,” said Allie with meaning.
Barbara steered away from the dangers of that subject.
“I hope you’re going to enjoy yourself, Miss Thorstad. There are no end
of things going on.”
“You mustn’t bother about me,” said Freda, “I’m afraid that I am going
to be a burden.”
Barbara let a minute pass, a minute of insult.
“No—not at all.”
“Nonsense,” said Allie, “everybody’ll be crazy about you. You dance
stunningly and the Bateses and Ted were nutty about you. You don’t have to
worry.”
Freda said good night and left them. She went slowly up the staircase,
thinking what fun it would be to climb that staircase every night, to go
down it by natural right, to belong to it.
The sense of Barbara’s dislike pervaded everything else. She felt that she
must have made a fool of herself with that young fellow. He must have
thought her a dreadful idiot. Ah, well, the first evening was over and she’d
had some experience. She had been at a dinner where there was an entrée,
she had used a fish fork, she had danced at a roadhouse. She laughed at
herself a little.
“I’ve been draining the fleshpots of Egypt,” she said, sitting on the
bottom of her mother’s bed. Her mother’s prim little braids of hair against
the pillow were silhouetted in the moonlight.
“You were very nice to-night,” said her mother practically. “Mrs.
Flandon wants us both to go there for dinner Thursday night.”
“I like Mr. Flandon a lot.”
“Very little idealism,” commented Mrs. Thorstad, wisely.
CHAPTER V
A HUSBAND
Y ET something was hurting Gage Flandon. He had tried to decide that

he was not getting enough exercise, that he was smoking too much, not
sleeping enough. But petty reforms in those things did not help him. He
felt surging through him, strange restlessness, curious probing
dissatisfactions. He was angry at himself because he was in such a state; he
was morbidly angry with his wife because she could not assuage what he
was feeling nor share it with him.
Everywhere he was baffled by his passion for Helen. After six years of
married life, after they had been through birth, parenthood together, surely
this state was neurotic. Affection, yes, that was proper. But not this constant
sense of her, this desire to absorb her, own her completely and segregate her
completely. He knew the feeling had been growing on him lately since her
friend had come to the city, but his resentment was not against Margaret. It
was directed against his wife and that he could not reason this into justice
gnawed at him.
He was spending a great deal of time thinking about what was wrong
with women. He would hit upon a phrase, a clever sentence that solved
everything. And then he was back where he had begun. He could resolve
nothing in phrases. He and Helen would discuss feminism, masculinism,
sex, endlessly, and always end as antagonists—or as lovers, hiding from
their own antagonism. But they could not leave the subjects alone. They
tossed them back and forth, wearily, impatiently. Always over the love for
each other which they could not deny, hung this cloud of discussion,
making every caress suspected of a motive, a “reaction.”
When Gage had been sent at twelve years of age to a boys’ military
preparatory school, it had been definitely done to “harden him.” He was a
dreamy little boy, not in the least delicate, but with a roving imagination, a
tendency to say “queer things” which had not suited his healthy perfectly
grown body, his father felt. Some one had suspected him of having hidden
artistic abilities. His parents were intelligent people and they tried that out.
He was given instructions in music on the piano and the violin. Nothing
came of them but ridges on the piano where he had kicked it in his
impatience at being able to draw no melodies from it. With infinite patience
they tried to see if he had talent for drawing. He had none. So, having
exhausted their researches for artistic talent, his parents decided that there
was a flaw in his make-up which a few years contact with “more manly
boys” might correct. They prided themselves on the result. He succumbed
utterly to all the conventions of what makes a manly boy and came home
true to form.
In college the quirk came out again once in a while. But Gage never
became markedly queer. Impossible for an all-American half-back to do
that. And he never mixed with the “queer ones.” What eccentricities he had,
what flights of imagination he took were strictly on his own.
In due course he was admitted to the bar and on the heels of that came
Helen. Those who saw him in his pursuit of Helen said that he seemed
possessed. For once his imagination had found an outlet. For once all those
desires which rose above his daily life and his usual companions had found
a channel through which they could pour themselves. Eager for life as
Helen was, full of dreams, independences, fresh from her years at college,
she could not help being swept under by the torrent of desire and worship
that he became. They soared away together—they lost themselves in
marriage, in the marvel of child creation.
The war came. Gage met it gravely, a little less spread-eagle than most
of his friends. He had a year in France and came back with a fallen
enthusiasm. He never talked about that. He had plunged into money
making. The small fortune his father had given him on his marriage had
been absorbed in starting a home and Helen had nothing of her own. They
needed a great deal of money and Gage got it, trampling into politics, into
business, practicing law well all the time. He was now thirty-eight and had
accumulated a remarkable store of influence and power. Very close to the
Congressman from his district, keen and far sighted, as honest in keeping
promises as he was ruthless in dealing with political obstructionists, he was
recognized as the key man to his very important district. He knew politics
as he knew law but he built no ideals on it. It was perhaps his very thorough
knowledge of the deviousness of its methods which made him reluctant to
have Helen meddle with it. For although he had accepted the suffrage of
women as a political phenomenon which had to be taken in hand and dealt
with, he had no belief that the old game would change much.
He nearly always looked his full age. His face was one of those into
which deep lines come early, well modeled, but with no fineness of detail.
And his large built body, always carelessly dressed, was the same. Yet there
were times, Helen knew, when his eyes became plaintive and wondering
and he looked as the little boy who was sent away to be “hardened” must
have looked. Only he was learning to cover those times with a scowl.
He was finding that he could not quiet all the mental nightmares he had
with his love for Helen. Because that love itself was infested by this strange
new “woman problem.” What securities of opinion had been swept away by
study, by war, what questions in him were left unsatisfied—those things
were hidden in him. He had clung to love and faith in marriage. And now
that stronghold was being attacked. He was hearing people who called it all
fake, all false psychology. And he did not know how much Helen believed
these people. He felt her restlessness in horror. He saw no direction in
which she might go away from him where she would not meet destruction,
where false, incomplete ideas would not ruin her. It was making him a
reactionary.
For, because he had no solution himself, he was forced to fall back on
negations. He denied everything, sank back into an idealism of the past.
“I liked that girl,” he said to his wife about Freda, “no fake.”
“None,” answered Helen. “I hoped you’d like her, Gage.”
“She says that the trouble with women is that they’ve lost the spirit of
romance and that they’ve dug the romance out of men’s souls too.”
It was what he himself had said but it was easier to put to Helen in that
way.
“Young thing—full of phrases.” His wife laughed lightly.
It was the night on which Freda and her mother were to dine with them.
Gage, dressed before his wife, had dropped in to watch her. He loved to see
her do her hair. She seemed exquisitely beautiful to him when she deftly
parted and coiled the loose masses of it—more than beautiful—exquisitely
woman. He loved to see the woman quality in her, not to awaken passion or
desire but for the sense of wonder it gave him. He loved to cherish her.
“We’re all full of phrases,” he said, a little hurt already. “But she has
something behind her phrases. She’s unspoiled yet by ideas.”
“She’s full of ideas. You should see the things that young modern reads.
She’s without experience—without dogmas yet. But she’ll acquire those. At
present she’s looking for beauty. You might show it to her, she may find it
in Margaret; perhaps she’ll find it in her canting little mother.”
“She would find it in you if you’d let her see you.”
“Do you think I’m anything to copy? You seem dissatisfied so often,
Gage.”
“Don’t, Helen.” He came over to where she sat and bent to lay his cheek
against her hair. Her hand caressed his cheek and his eyes closed.
She wanted to ask him what would happen to them if they could not
bury argument in a caress but she knew the torch that would be to his anger.
He felt her lack of response.
“I’m not dissatisfied with you. I’m dissatisfied because I can’t have you
completely to myself. I’m dissatisfied because you can’t sit beside me,
above and indifferent to a host of silly men and women parading false
ideas.”
“I’m not so sure they are false. I can’t get your conviction about
everything modern. I want to try things out.”
“But, Helen, it’s not your game. Look—since Margaret came you’ve
been dabbling in this—that—politics, clubs, what not. You are bored with
me.”
“Impossible, darling. But you really mustn’t expect the good, old-
fashioned, clinging vine stuff from me. I’m not any good at it. Now please
hurry down, dear, and see if there are cigars and cigarettes, will you? And
you’ll have to have your cocktail alone because if I had one before Mrs.
Thorstad she’d think I was a Scarlet Woman.”
There was nothing for Gage to do but go with that familiar sense of
failure.
After he had gone, Helen’s face lost some of its lightness and she sat
looking at herself in the glass. Without admiration—without calculation.
She was wondering how much of love was sex—wondering how she could
fortify herself against the passing of the charms of sex—wondering why
Gage had such a frantic dislike of women like Margaret who hadn’t
succumbed to sex—wondering if that was the reason. She thought of the
pretty Thorstad child. Gage liked her. That too might be a manifestation of
vague unadmitted desire. She shivered a little. Such thoughts made her very
cold. Then with a conscience smitten glance at her little porcelain clock she
slipped into her dress and rang for the maid to hook it.
The nurse maid came and entertained Helen, as she helped her, with an
account of the afternoon she had spent with Bennett and Peggy. Peggy had
learned to count up to ten and Bennett was trying to imitate her. Helen
wished she had heard them. She hated to miss any bit of the development of
her fascinating children. It was a feeling that Margaret had told her she had
better steel herself against.
II
It was a wonderful evening for Freda. In the thoroughly friendly

atmosphere she expanded. She made it wonderful for Gage too. He had the
sense of an atmosphere freed from all censoriousness of analysis. Freda was
drinking in impressions, finding her way by feeling alone. He basked in the
warm worshipful admiration she gave his wife.
They left early and Gage drove them home, leaving Freda at her hostess’
door with a promise to give her a real drive some day and an admonition
not to fall in love with any young wastrel. Part of their bantering
conversation had been about Freda’s falling in love and how completely she
was to do it.
“I’ll let you look him over if you will, Mr. Flandon.”
“Fine,” he said, “I’ll see if he’s the right sort.”
He had told Helen he was going to drop in at the club for a few minutes
and see if he could find a man he wanted to see. But the object of his search
was not to be seen and Gage was about to leave the lounge when Walter
Carpenter called him. Carpenter lived at the club. He was stretched in one
of the long soft chairs before the fire, his back to the rest of the room. Gage
stopped beside him.
“How’s everything?”
“So-so.”
Walter offered a cigar, and indicated a chair.
“No—I think I’ll go on home,” said Gage, taking the cigar.
“Better smoke it here.”
For all his casualness it was clear that Walter wanted company. Gage
dropped into the nearby chair and they talked for a few minutes, without
focusing on anything. Then Walter began.
“Wonderful girl, that Vassar friend of Helen’s.”
“Margaret Duffield? Think so?”
“I’ve never seen a girl I liked as much,” said Walter.
He said it in the cool, dispassionate way that he said most things, without
any embarrassment. Embarrassments of all sorts had been sloughed off
during the fifteen years of Walter’s business and social achievements. Gage
looked at him frowningly.
“You don’t mean you’re serious—you?”
“Why not—I?” repeated Carpenter, grinning imperturably.
He didn’t look serious or at least impassioned, Gage might have said.
His long figure was stretched out comfortably. It was slightly thickened
about the waist, and his sleek hair was thinning as his waist was thickening.
His calm, well-shaven face was as good looking as that of a well-kept, well-
fed man of thirty-seven is apt to be. It was losing the sharpness and the
vitality of youth but it did not yet have the permanent contours of its middle
age. And it bore all the signs of healthy living and living that was not only
for the sake of satisfying his appetites.
“Why—it never occurred to me,” said Gage, puffing a little harder at his
cigar.
“That I might get married?”
“I don’t know. I rather thought that if you married you’d pick a different
sort of a girl.”
“I might have done that a long time ago. I’ve seen enough sorts. No—I
never have seen one before who really—”
He paused reflectively, unaccustomed in the language of emotion.
“She’s a fine looking girl.” Gage felt he must pay some tribute.
“She is fine looking. She has a face that you can’t forget—not for a
minute.”
“But,” said Gage, “you must know that she’s the rankest kind of a
woman’s righter—a feminist.”
“What’s a feminist?” asked Walter calmly.
“Damned if I know. It means anything any woman wants it to mean. It’s
driven everybody to incoherence. But what I mean is that that kind of
woman doesn’t make any concessions to—sex.”
They lifted the conversation away from Margaret into a generalization.
Both of them wanted to talk about her but it couldn’t be done with her as an
openly acknowledged example.
“Well,” answered Carpenter, “perhaps that was coming to us. Perhaps we
were expecting women to make too many concessions to sex. There are a
lot of uncultivated qualities in women you know. They can’t devote all their
time to our meals and our children.”
“I don’t object to their devoting their time to anything they like. I do
object to their scattering themselves, wearing themselves out on a lot of
damned nonsense. Let them vote. Granted we’ve got to have a few female
political hacks like this Thorstad woman. It won’t hurt her any. It’s all right
for Mrs. Brownley—and that type of wise old girl—to play at politics. But
for a woman—a young woman who ought to be finding out all the things in
life that belong to her, who ought to be—letting herself go naturally—being
a woman—for her to go in for a spellbinder’s career is depressing and
worse.”
Walter smiled quizzically.
“Haven’t women always been just that, spellbinders? Isn’t that the job
we gave them long ago? Haven’t women been spellbinders for thousands of
years?”
“God knows they have,” said Gage.
He was silent for a moment, recollecting his argument, then plunged on.
“It was all right when it was instinctive and natural but now it’s so
damned self-conscious. They’re picking all their instincts to pieces, reading
Freud on sex, analyzing every honest caress, worrying about being
submerged in homes and husbands. It’s wrecking, I tell you, Walter. It’s
spoiling their grain. And I’ll tell you another thing. It’s the women’s
colleges that start it all. If I had my way I’d burn the things to the ground.
They start all the trouble.”
Walter broke the silence again.
“The reason I wanted to talk to you was because some of the difficulties
you suggest were simmering in my own mind. And it always seemed to me
that you and Helen got away with the whole business so well. You’ve had
children—you’ve managed to keep everything—haven’t you worked it out
for yourself anyway?”
“You can’t work it out,” said Gage, impatiently, “by just having children.
It doesn’t end the chapter.”
“It’s a difficult time.”
“It’s a rotten time. You know I can’t help feeling, Walter, that the women
of this generation are potentially all that they claim to be actually. It isn’t
that I’d deny them any chance. But to let them be guided by fakirs or by
their own inexperience will land them in a worse mess than ever. Look at
some of them who have achieved prominence-pictures in the New York
Times anyway. Their very pictures show they are neurasthenic. Look at the
books written about them that they feed on. Books which won’t allow a
single natural normal impulse or fact of sex to go unanalyzed. Books which
question every duty. Books which are merely tracts in favor of barrenness.
Books written almost always by people who live abnormally. After a diet of
that, can any woman live with a man wholesomely—can she keep her mind
clear and fine?”
Walter shook his head—then laughed.
“Well—what are you going to do about it?”
“I’m not going to do a damned thing but growl about it, I suppose. As a
matter of fact I don’t care what most women do. But when I see the fakirs
lay their hands on Helen—Helen, who is about as perfect a woman—” he
stopped abruptly, and then went on. “I’m not a very good person to talk to
on this woman question. I’m balled up, you see. I only know that the trend
is dangerous. They got their inch of political equality. Now they want an ell.
They don’t want to be women any longer.”
“It’s all interesting,” answered Walter. “Of course, it’s difficult not to
think in terms of one’s own experiences. Now I never have seen a woman
like Miss Duffield. Of course I haven’t an idea that she’ll have me. But
personally I’d be quite willing to trust to her terms if she did. I’ve never
seen a woman of more essential honesty.”
They were disinclined to talk further. Gage, after a few trivialities, left
Walter to his dream, conscious that what he had said had produced no
disturbance or real question in the other’s mind. It was easy for one to
transcend generalities with the wonderful possibilities of any particular
case, Gage knew. He’d done it himself.
III
Unconsciously as he went toward his home, he was doing it again. He

had never lost the magic of going home to his wife. Entering the still hall,
where the single lamp cast tiny pools of light through the crystal chandelier,
he was pervaded by her presence. Somewhere, awake or asleep, above that
stairway, was Helen. The gentle fact of it put him at peace.
Her door was closed and he went softly past it to his own room. Then, in
a dressing gown, he settled himself in an easy chair by a reading lamp, no
book before him, cherishing that mental quiet which surrounded him.
Down the hall he heard her door open quietly and her footfall on the soft
rug. She had heard him come in and was come to say good night. With a
quick motion he turned out the light beside him and waited.
“Asleep, Gage?” She spoke softly, not to awaken him, if he were asleep.
“No—resting—here by the window.”
She found her way to him and he gathered her up in his arms.
“You wonderful bundle of relaxation! Have you any idea how I love you
like this?”
“Do you know, Gage, I think that for all our bad moments that we are
really happier than most people?”
“There’s no one in the world, dear, as happy as I am at this moment.”
“And it isn’t just because I’m—”
He bent his head to her, stifling her sentence.
“You mustn’t talk—don’t say it. It isn’t because of anything. It just is.”
“I know. And when it is—it swallows up the times when it isn’t.”
“Hush, sweetheart. Let’s not—talk. Let’s just rest.”
He felt her grow even easier in his arms. All the instinct for poetry in
him, starved, without vehicle, sought to dominate the relentlessness of her
mind, working, working in its tangles of thought. The meaning of his
inexpressible love for her must come through his arms, must be compelling,
tender. They sat together in the big chair enfolded in peace. And the same
little secret thought ran from one to the other, comforting them. This is the
best.
CHAPTER VI
MARGARET
M ARGARET made the faintest little grimace of dismay at the long

florist’s box for which she had just signed the receipt presented by the
messenger. It wasn’t a grimace of displeasure but a puzzled look as if
the particular calculation involved was an unresolved doubt. Then she cut
the pale green string and lifted the flowers out.
There were flowers for every corner, fresia, daffodils, narcissus—
everything that the florist’s windows were blooming with during this
second week of May. She touched them with delight, sorted them, placed
them in every bit of crockery she could find. But Mrs. Thorstad sat in a
chair drawn up before the mission oak table in Margaret’s little rented
apartment and waited. She was impatient that the flowers should have come
at a moment when their discussion hinged on a crisis. And as if her respect
for Margaret had fallen a little, she eyed the display without appreciation.
Margaret talked, as she placed the flowers, however, as if she could separate
her mental reactions from her esthetic.
“Well,” she said, “you saw the way the thing went. It was absolutely cut
and dried. I knew there was no chance of getting a woman elected as one of
the regular delegates to the National Convention. Pratt and Abbott were the
slate from the beginning. Every one knew Gage Flandon wanted them and
every one knew that meant they were Joyce’s choice if Flandon wanted
them. I had talked to Mr. Flandon about it but he wouldn’t tell me anything
really revealing. Except that the slate was made up and while they were
very glad to have the women as voters that it might be better to wait another
four years before they gave them a chance to sit in at a National
Convention. He didn’t intend to have a woman and especially he didn’t
intend to have one because he knew there was some agitation to send his
own wife.”
“That was what the mistake was, I think, Miss Duffield. I think another
candidate might have done better.”

Psychology Themes and Variations Version 9Th Edition Wayne Weiten Test Bank Full Chapter PDF

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Psychology Themes and Variations Version 9Th Edition Wayne Weiten Test Bank Full Chapter PDF

Uploaded by

Copyright:

Available Formats

Psychology Themes and Variations

Version 9th Edition Wayne Weiten Test

1. The basic process in memory that involves formation of a memory code is

2. In order for a memory to be stored, it must first be

8. Focusing awareness on a narrowed range of stimuli or events defines

18. The shallowest level of processing of verbal information is ____ encoding.

23. The dual-coding theory argues that memory is

34. The function of sensory memory is to

48. Chunking involves

49. Which of the following statements concerning short-term memory is FALSE?

50. Rehearsal is most beneficial for maintaining information in ____ memory.

53. Which memory system is referred to in your text as "“working memory"”?

54. The stable ability to hold information in conscious attention is referred to as

59. Baddeley'’s concept of working memory

63. Information decays LEAST rapidly in

69. Which of the following statements concerning schemas is NOT correct?

73. A retrieval cue is

78. The memory process of retrieval is associated with

79. The tip-of-the-tongue phenomenon can be best described as an instance of

82. Loftus'’s work on eyewitness testimony has clearly demonstrated that

91. The first person to conduct scientific studies of forgetting was

96. In studies of forgetting, the retention interval is the length of time

100. A relearning measure requires subjects to

103. The recognition measure of retention requires an individual

105. Pseudoforgetting is information loss due to ineffective

108. According to interference theory,

109. Decay theory suggests that forgetting is due to

117. Proactive interference occurs when

130. Freud'’s concept of repression involves a specific type of

137. In anterograde amnesia,

138. Retrograde amnesia is a type of organic amnesia in which

159. Memory of "“chronological"” and "“dated"” personal experiences is referred to as

165. Remembering to perform actions in the future involves

176. Distributed practice refers to learning

177. Massed practice refers to learning material

197. Which of the following terms includes all of the others?

Y ET something was hurting Gage Flandon. He had tried to decide that

It was a wonderful evening for Freda. In the thoroughly friendly

Unconsciously as he went toward his home, he was doing it again. He

M ARGARET made the faintest little grimace of dismay at the long

You might also like