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Total Assessment Guide Krause and Corts
Chapter 7: Memory

468
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Total Assessment Guide Krause and Corts
Chapter 7: Memory

469
Copyright © 2013 Pearson Education, Inc. All rights reserved.
Chapter Quiz Krause and Corts
Chapter 7: Memory

CHAPTER QUIZ
1. Which type of memory can hold information for only a few seconds?
a. Semantic memory
b. Short-term memory
c. Sensory memory
d. Long-term memory
Answer: C
Module 7.1

2. “About seven” is a famous estimate for:

a. the number of memory stores in the human brain.
b. the capacity of long-term memory.
c. the number of minutes information can stay in short-term memory without rehearsal.
d. the capacity of short-term memory span.
Answer: D
Module 7.1

3. Latasha remembers visiting Gettysburg on a cloudy day when she was a child. She recalls being bored at the time,
but now wishes she had paid more attention. Latasha’s memory is an example of a(n )_____ memory.
a. episodic
b. semantic
c. sensory
d. nondeclarative
Answer: A
Module 7.1

4. Long-term potentiation refers to the ability of neurons to:

a. increase their size.
b. decrease their size.
c. strengthen their signaling with other neurons.
d. weaken their signaling with other neurons.
Answer: C
Module 7.1

5. Damage to the hippocampus is most likely to lead to the loss of:

a. long-term memories that have been consolidated.
b. recent short-term memories.
c. recent long-term memories that have not yet been consolidated.
d. procedural memories.
Answer: C
Module 7.1

6. According to the LOP framework, how well we encode long-term information is most directly related to:
a. how often we encounter the information.
b. how deeply we process the information.
c. how long we are exposed to the information.
d. how motivated we are to learn the information.
Answer: B
Module 7.2

470
Copyright © 2013 Pearson Education, Inc. All rights reserved.
Chapter Quiz Krause and Corts
Chapter 7: Memory

7. Which of the following statements is true about flashbulb memories?

a. They are far more accurate than standard memories.
b. They are typically no more accurate than standard memories.
c. They last for a much shorter period than standard memories.
d. They contain fewer details than standard memories.
Answer: B
Module 7.2

8. Early research into forgetting by Hermann Ebbinghaus found that forgetting occurs:
a. slowly over a long period of time.
b. mostly between 12 and 24 hours after the learning event.
c. slowly at first, but the rate of forgetting increases over time.
d. quickly at first, but the rate of forgetting slows over time.
Answer: D
Module 7.2

9. What role are schemas believed to play in memory?

a. Schemas store complete memories of events that can be “played back” at will.
b. Schemas ensure that memories are highly accurate.
c. Schemas organize information so that memories are easier to encode, store, and recall.
d. Schemas act as a buffer while memories are being consolidated.
Answer: C
Module 7.3

10. Terri was mugged one night while she was walking home. Later that same night, a police officer called to tell
her that the police had arrested a man wearing a red baseball cap who was found in the area. Although Terri’s
mugger was not wearing a hat when she was mugged, she now recalls the hat when she remembers the mugging.
This is an example of the:
a. levels of processing effect.
b. imagination inflation effect.
c. DRM effect.
d. misinformation effect.
Answer: D
Module 7.3

471
Copyright © 2013 Pearson Education, Inc. All rights reserved.
Main Test Bank Krause and Corts
Chapter 7: Memory

MAIN TEST BANK

Multiple Choice Items

Module 7.1: Memory Systems

Know…
• the key terminology of memory systems
Understand…
• which structures of the brain are associated with specific memory tasks and how the
brain changes as new memories form
Apply…
• your knowledge of the brain basis of memory to predict what types of damage or
disease would result in certain types of memory loss
Analyze…
• the claim that humans have multiple memory systems

1. According to the Atkinson-Shiffrin model, human memory consists of ____________ memory stores.
A) two
B) three
C) seven plus or minus two
D) a potentially infinite number of
Answer: B
Rationale: According to the Atkinson-Shiffrin model, human memory includes three memory stores: sensory
memory, short-term memory, and long-term memory.
Diff: 2 Page Ref: 237
Skill: Factual
Objective: Know the key terminology of memory systems.
APA SLO: 1.2—Demonstrate knowledge and understanding representing appropriate breadth and depth in
selected content areas of psychology: theory and research representing general domains, the history of
psychology, relevant levels of analysis, the overarching themes, and relevant ethical issues.

2. The Atkinson-Shiffrin model of memory consists of ____________, which retain information in memory without
using it for any specific purpose, and ____________, which shift information from one type of memory to another.
A) central executives; episodic buffers
B) episodic buffers; central executives
C) stores; control processes
D) control processes; stores
Answer: C
Rationale: According to the Atkinson-Shiffrin model, human memory includes three memory stores: sensory
memory, short-term memory, and long-term memory. Stores retain information in memory without using it
for any specific purpose. In addition, control processes shift information from one memory store to another.
Diff: 2 Page Ref: 237
Skill: Factual
Objective: Know the key terminology of memory systems.
APA SLO: 1.2—Demonstrate knowledge and understanding representing appropriate breadth and depth in selected
content areas of psychology: theory and research representing general domains, the history of psychology, relevant
levels of analysis, the overarching themes, and relevant ethical issues.

472
Copyright © 2013 Pearson Education, Inc. All rights reserved.
Main Test Bank Krause and Corts
Chapter 7: Memory

3. Carlos finds a friend on Facebook that he has not talked to in years. As they reminisce about things that
happened 10 years ago, the information from old memories is transferred from Carlos’ long-term memory into his
short-term memory. This process is known as
A) storage.
B) retrieval.
C) recovering memories
D) encoding
Answer: B
Rationale: Retrieval brings information from LTM back into STM; this happens when you become aware of
existing memories. In contrast, recovered memories refer to memories of a traumatic event that are suddenly
recovered after blocking the memory of that event for a long period of time, which is not what Carlos is
experiencing.
Diff: 2 Page Ref: 237
Skill: Applied
Objective: Know the key terminology of memory systems.
APA SLO: 1.2—Demonstrate knowledge and understanding representing appropriate breadth and depth in
selected content areas of psychology: theory and research representing general domains, the history of
psychology, relevant levels of analysis, the overarching themes, and relevant ethical issues.

4. Using the terminology of computer science, _____________ is the input process to long-term memory and
____________ is the output.
A) encoding; storage
B) encoding; retrieval
C) storage; retrieval
D) chunking; storage
Answer: B
Rationale: Encoding is the process of storing information in the LTM system. Retrieval brings information
from LTM back into STM. These processes are analogous to the inputting and outputting of information for
a computer’s memory.
Diff: 2 Page Ref: 237
Skill: Conceptual
Objective: Know the key terminology of memory systems.
APA SLO: 1.2—Demonstrate knowledge and understanding representing appropriate breadth and depth in
selected content areas of psychology: theory and research representing general domains, the history of
psychology, relevant levels of analysis, the overarching themes, and relevant ethical issues.

5. Which memory system provides us with a very brief image of all the stimuli present at a particular moment?
A) long-term memory
B) sensory memory
C) primary memory
D) short-term memory
Answer: B
Rationale: Sensory memory is a memory store that accurately holds perceptual information for a very brief
amount of time. For example, when we see something, that visual information is held for about one-half
second in sensory memory.
Diff: 2 Page Ref: 237
Skill: Conceptual
Objective: Know the key terminology of memory systems.
APA SLO: 1.2—Demonstrate knowledge and understanding representing appropriate breadth and depth in
selected content areas of psychology: theory and research representing general domains, the history of
psychology, relevant levels of analysis, the overarching themes, and relevant ethical issues.
% correct 87 a= 0 b= 87 c= 2 d= 10 r = .35

473
Copyright © 2013 Pearson Education, Inc. All rights reserved.
Main Test Bank Krause and Corts
Chapter 7: Memory

6. Visual images remain in sensory memory for about

A) one-half to one second.
B) two to three seconds.
C) thirty seconds.
D) one minute.
Answer: A
Rationale: Sensory memory holds iconic memory, the visual form of sensory memory, for about one-half to
one second.
Diff: 3 Page Ref: 237
Skill: Factual
Objective: Know the key terminology of memory systems.
APA SLO: 1.2—Demonstrate knowledge and understanding representing appropriate breadth and depth in
selected content areas of psychology: theory and research representing general domains, the history of
psychology, relevant levels of analysis, the overarching themes, and relevant ethical issues.

7. Echoic memory is to hearing, as ______________ memory is to vision.

A) sensory
B) long-term
C) short-term
D) iconic
Answer: D
Rationale: Iconic and echoic memories are both types of sensory memories. Echoic memory is the auditory
form of sensory memory and iconic is the visual form.
Diff: 3 Page Ref: 237
Skill: Conceptual
Objective: Know the key terminology of memory systems.
APA SLO: 1.2—Demonstrate knowledge and understanding representing appropriate breadth and depth in
selected content areas of psychology: theory and research representing general domains, the history of
psychology, relevant levels of analysis, the overarching themes, and relevant ethical issues.

8. Auditory images remain in the sensory register for about

A) one-half second.
B) five seconds.
C) thirty seconds.
D) one minute.
Answer: B
Rationale: Echoic memory, the auditory form of sensory memory, is held for about five seconds.
Diff: 3 Page Ref: 237
Skill: Factual
Objective: Know the key terminology of memory systems.
APA SLO: 1.2—Demonstrate knowledge and understanding representing appropriate breadth and depth in
selected content areas of psychology: theory and research representing general domains, the history of
psychology, relevant levels of analysis, the overarching themes, and relevant ethical issues.

474
Copyright © 2013 Pearson Education, Inc. All rights reserved.
Main Test Bank Krause and Corts
Chapter 7: Memory

9. Why is studying sensory memory so difficult?

A) Sensory memory has no effect on the way individuals perceive the world.
B) Sensory memory cannot be distinguished from long-term memory.
C) Sensory memory is not very accurate.
D) Sensory memory disappears faster than an individual can report everything that it can hold.
Answer: D
Rationale: Very precise measurements are needed to identify sensory memory, because it disappears faster
than an individual can report everything that it can hold. Despite its short duration, this highly accurate form
of memory has an important effect on how we perceive the world.
Diff: 3 Page Ref: 237
Skill: Conceptual
Objective: Know the key terminology of memory systems.
APA SLO: 1.2—Demonstrate knowledge and understanding representing appropriate breadth and depth in
selected content areas of psychology: theory and research representing general domains, the history of
psychology, relevant levels of analysis, the overarching themes, and relevant ethical issues.

10. Conrad is a participant in a memory experiment. He is shown a grid of letters for a fraction of a second, and then
quickly asked to report the letters he saw in the top, middle, or bottom row. The researchers conducting this
experiment are most likely measuring Conrad’s _____________ memory.
A) short-term
B) long-term
C) sensory
D) echoic
Answer: C
Rationale: This experiment is similar experiments conducted by George Sperling to investigate sensory
memory. Echoic memory is the auditory form of sensory memory, not the visual.
Diff: 3 Page Ref: 237
Skill: Applied
Objective: Know the key terminology of memory systems.
APA SLO: 1.2—Demonstrate knowledge and understanding representing appropriate breadth and depth in
selected content areas of psychology: theory and research representing general domains, the history of
psychology, relevant levels of analysis, the overarching themes, and relevant ethical issues.

11. In the partial report method of Sperling’s study of sensory memory, the participants were to report
A) one of three lines of letters as indicated by the sound of a tone immediately presented after the letters had
disappeared.
B) only one or two of the letters in the cued line.
C) the first letter of each line only.
D) the middle letter of each line.
Answer: A
Rationale: In the partial report condition devised by Sperling, researchers flash a set of letters on the screen,
but the display is followed immediately by a tone that is randomly chosen to be low, medium, or high. After
hearing the tone, participants are to report the corresponding line—bottom, middle, or top. Under these
conditions, participants still report only three or four of the letters, but they can report them from any
randomly selected line.
Diff: 3 Page Ref: 237
Skill: Factual
Objective: Know the key terminology of memory systems.
APA SLO: 1.2—Demonstrate knowledge and understanding representing appropriate breadth and depth in
selected content areas of psychology: theory and research representing general domains, the history of
psychology, relevant levels of analysis, the overarching themes, and relevant ethical issues.
% correct 68 a= 68 b= 4 c= 11 d= 17 r = .42
% correct 89 a= 89 b= 3 c= 5 d= 3 r = .35

475
Copyright © 2013 Pearson Education, Inc. All rights reserved.
Main Test Bank Krause and Corts
Chapter 7: Memory

12. Using the partial report method, Sperling found the capacity of iconic memory could hold
A) about four or five letters.
B) about nine or ten letters.
C) all the letters present.
D) about one to two letters.
Answer: C
Rationale: Using the partial report method, participants were only asked to report only three or four of the
letters they had seen, but they could report them from any randomly selected line. Thus Sperling argued that
iconic memory had to hold all 12 letters as a mental image.
Diff: 3 Page Ref: 237
Skill: Factual
Objective: Know the key terminology of memory systems.
APA SLO: 1.2—Demonstrate knowledge and understanding representing appropriate breadth and depth in
selected content areas of psychology: theory and research representing general domains, the history of
psychology, relevant levels of analysis, the overarching themes, and relevant ethical issues.

13. Without sensory memory, which of the following would be likely?

A) Moving objects would appear to be a series of isolated still images.
B) We would have trouble remembering the smell of our grandmother’s old house.
C) We could not be conditioned to fear a tone.
D) We could not perform mental arithmetic.
Answer: A
Rationale: If not for iconic sensory memory, our visual experience would probably be similar to that of
looking around a room with a strobe light flashing—everything would appear to be a series of isolated and
still images. Instead, iconic sensory memory holds images long enough to provide smooth, continuous
perceptions. Sensory memory lasts for too short a duration to play a prominent role in the other listed
abilities.
Diff: 2 Page Ref: 237-238
Skill: Factual
Objective: Know the key terminology of memory systems.
APA SLO: 1.2—Demonstrate knowledge and understanding representing appropriate breadth and depth in
selected content areas of psychology: theory and research representing general domains, the history of
psychology, relevant levels of analysis, the overarching themes, and relevant ethical issues.

14. Alice was distracted when her friend asked her a question. She started to ask her friend to repeat the question,
when she suddenly realized what her friend had been asking her. This is likely because the question was still stored
in her
A) working memory.
B) short-term memory.
C) long-term memory.
D) sensory memory.
Answer: D
Rationale: Sensory memory is a memory store that accurately holds perceptual information for a very brief
amount of time. The fact that auditory information is briefly held in sensory memory allows us to access
information for a few seconds after we hear it.
Diff: 3 Page Ref: 238
Skill: Applied
Objective: Know the key terminology of memory systems.
APA SLO: 1.2—Demonstrate knowledge and understanding representing appropriate breadth and depth in selected
content areas of psychology: theory and research representing general domains, the history of psychology, relevant
levels of analysis, the overarching themes, and relevant ethical issues.

476
Copyright © 2013 Pearson Education, Inc. All rights reserved.
Main Test Bank Krause and Corts
Chapter 7: Memory

15. What system of memory has the longest duration?

A) iconic memory
B) long-term memory
C) sensory memory
D) short-term memory
Answer: B
Rationale: Long-term memory is a memory store that holds information for extended periods of time, if not
permanently. In contrast, short-term memory generally lasts for less than 1 minute, and sensory memories
(including iconic sensory memory) last only seconds.
Diff: 1 Page Ref: 238
Skill: Factual
Objective: Know the key terminology of memory systems.
APA SLO: 1.2—Demonstrate knowledge and understanding representing appropriate breadth and depth in
selected content areas of psychology: theory and research representing general domains, the history of
psychology, relevant levels of analysis, the overarching themes, and relevant ethical issues.

16. Steve just joined a fraternity. He was introduced to 55 new “brothers.” If asked to recall all of their names, which
ones would he be most likely to struggle with?
A) the names of brothers in the middle of the group
B) the names of brothers at the beginning of the group
C) the names of brothers at the end of the group
D) any names that were strange or peculiar
Answer: A
Rationale: According to the serial position effect, in general, most people will recall the first few items from a
list and the last few items, but only an item or two from the middle. This finding holds true for many types of
information, ranging from simple strings of letters to the ads you might recall after watching the Super Bowl.
Diff: 2 Page Ref: 238-239
Skill: Applied
Objective: Know the key terminology of memory systems.
APA SLO: 1.2—Demonstrate knowledge and understanding representing appropriate breadth and depth in
selected content areas of psychology: theory and research representing general domains, the history of
psychology, relevant levels of analysis, the overarching themes, and relevant ethical issues.
% correct 88 a= 88 b= 7 c= 5 d= 0 r = .49

17. According to the serial-position effect, if you are shown a list of items and then asked to immediately recall them
A) you will most easily recall items from the beginning and the middle of the list.
B) you will most easily recall items from the beginning and the end of the list.
C) you will most easily recall items from the middle and the end of the list.
D) retention of any particular item is based on emotional valence, not its position in the list.
Answer: B
Rationale: According to the serial position effect, in general, most people will recall the first few items from a
list and the last few items, but only an item or two from the middle.
Diff: 1 Page Ref: 238-239
Skill: Factual
Objective: Know the key terminology of memory systems.
APA SLO: 1.2—Demonstrate knowledge and understanding representing appropriate breadth and depth in
selected content areas of psychology: theory and research representing general domains, the history of
psychology, relevant levels of analysis, the overarching themes, and relevant ethical issues.

477
Copyright © 2013 Pearson Education, Inc. All rights reserved.
Main Test Bank Krause and Corts
Chapter 7: Memory

18. Margeaux is introduced to the following people when she arrives at the party: Derek, Kayla, Calvin, Debbie,
Rose, Melanie, Garrett, Tom, Francis, Jane, and Vincent. According to the serial-position effect, it will be most
DIFFICULT to remember the names of
A) Derek, Kayla, Jane, and Vincent.
B) Tom, Francis, Jane, and Vincent.
C) Derek, Kayla, Melanie, and Garrett.
D) Debbie, Rose, Melanie, and Garrett.
Answer: D
Rationale: According to the serial position effect, in general, most people will recall the first few items from a
list and the last few items, but only an item or two from the middle. This finding holds true for many types of
information, ranging from simple strings of letters to the ads you might recall after watching the Super Bowl.
Diff: 2 Page Ref: 238-239
Skill: Applied
Objective: Know the key terminology of memory systems.
APA SLO: 1.2—Demonstrate knowledge and understanding representing appropriate breadth and depth in
selected content areas of psychology: theory and research representing general domains, the history of
psychology, relevant levels of analysis, the overarching themes, and relevant ethical issues.

19. The tendency to recall items at the beginning of a list is known as the ___________ effect, and the tendency to
recall of items at the end of a list is known as the ___________ effect.
A) recency; primacy
B) primacy; recency
C) serial-position; primacy
D) serial-position; recency
Answer: B
Rationale: According to the serial position effect, in general, most people will recall the first few items from a
list (the primacy effect) and the last few items (the recency effect), but only an item or two from the middle.
Diff: 2 Page Ref: 239
Skill: Factual
Objective: Know the key terminology of memory systems.
APA SLO: 1.2—Demonstrate knowledge and understanding representing appropriate breadth and depth in
selected content areas of psychology: theory and research representing general domains, the history of
psychology, relevant levels of analysis, the overarching themes, and relevant ethical issues.

20. Adrianna is trying to memorize the names of the bones in the hand. She had gone through a list of them when
her phone rang. After she gets off the phone, she is MOST likely to remember the first few bone names because of
the
A) elaboration effect.
B) recency effect.
C) primacy effect.
D) maintenance effect.
Answer: C
Rationale: The first few items of a long list are remembered relatively easily. This is known as the primacy
effect.
Diff: 2 Page Ref: 239
Skill: Applied
Objective: Know the key terminology of memory systems.
APA SLO: 1.2—Demonstrate knowledge and understanding representing appropriate breadth and depth in
selected content areas of psychology: theory and research representing general domains, the history of
psychology, relevant levels of analysis, the overarching themes, and relevant ethical issues.

478
Copyright © 2013 Pearson Education, Inc. All rights reserved.
Main Test Bank Krause and Corts
Chapter 7: Memory

21. According to the primacy effect, if your father read you a list of 10 items to pick up at the hardware store you
would most easily recall those items
A) from early in the list.
B) in the middle of the list.
C) from the end of the list.
D) that are most distinctive.
Answer: A
Rationale: The first few items of a long list are remembered relatively easily. This is known as the primacy
effect.
Diff: 1 Page Ref: 239
Skill: Applied
Objective: Know the key terminology of memory systems.
APA SLO: 1.2—Demonstrate knowledge and understanding representing appropriate breadth and depth in
selected content areas of psychology: theory and research representing general domains, the history of
psychology, relevant levels of analysis, the overarching themes, and relevant ethical issues.
% correct 72 a= 72 b= 7 c= 21 d= 0 r = .40

22. Proactive interference as used in the study of memory refers to when

A) older information already in memory interferes with the retrieval of newer information.
B) newer information interferes with the retrieval of older information.
C) information is not attended to and fails to be encoded.
D) information that is not accessed decays from the storage system over time.
Answer: A
Rationale: Proactive interference occurs when the first information learned interferes with the learning of
newer information.
Diff: 3 Page Ref: 239
Skill: Conceptual
Objective: Know the key terminology of memory systems.
APA SLO: 1.2—Demonstrate knowledge and understanding representing appropriate breadth and depth in
selected content areas of psychology: theory and research representing general domains, the history of
psychology, relevant levels of analysis, the overarching themes, and relevant ethical issues.
% correct 61 a= 61 b= 37 c= 2 d= 0 r = .35

23. _______________ is defined as forgetting that occurs when previously stored material interferes with the ability
to remember similar, more recently stored material.
A) Recency effect
B) Proactive interference
C) Decay
D) Retroactive interference
Answer: B
Rationale: Proactive interference occurs when the first information learned interferes with the learning of
newer information.
Diff: 3 Page Ref: 239
Skill: Factual
Objective: Know the key terminology of memory systems.
APA SLO: 1.2—Demonstrate knowledge and understanding representing appropriate breadth and depth in
selected content areas of psychology: theory and research representing general domains, the history of
psychology, relevant levels of analysis, the overarching themes, and relevant ethical issues.
% correct 43 a= 6 b= 43 c= 3 d= 46 r = .57

479
Copyright © 2013 Pearson Education, Inc. All rights reserved.
Main Test Bank Krause and Corts
Chapter 7: Memory

24. Retroactive interference as used in the study of memory refers to when

A) older information already in memory interferes with the retrieval of newer information.
B) newer information interferes with the retrieval of older information.
C) information is not attended to and fails to be encoded.
D) information that is not accessed decays from the storage system over time.
Answer: B
Rationale: Retroactive interference occurs when recently learned information overshadows some older
memories.
Diff: 3 Page Ref: 239
Skill: Conceptual
Objective: Know the key terminology of memory systems.
APA SLO: 1.2—Demonstrate knowledge and understanding representing appropriate breadth and depth in
selected content areas of psychology: theory and research representing general domains, the history of
psychology, relevant levels of analysis, the overarching themes, and relevant ethical issues.
% correct 70 a= 30 b= 70 c= 0 d= 0 r = .48

25. __________ occurs when recently learned material interferes with the ability to remember older information.
A) Replacement
B) Retroactive interference
C) The primacy effect
D) Proactive interference
Answer: B
Rationale: Retroactive interference occurs when recently learned information overshadows some older
memories.
Diff: 3 Page Ref: 239
Skill: Conceptual
Objective: Know the key terminology of memory systems.
APA SLO: 1.2—Demonstrate knowledge and understanding representing appropriate breadth and depth in
selected content areas of psychology: theory and research representing general domains, the history of
psychology, relevant levels of analysis, the overarching themes, and relevant ethical issues.

26. All night, Pedro has been staring at Samantha from across the dance floor. At the end of the night, he finally gets
the courage to ask her for her telephone number. His mental repetition of the number on the drive home is one
example of
A) chunking.
B) the power of suggestion.
C) rehearsal.
D) transference of memory.
Answer: C
Rationale: Rehearsal is the repeating information until you do not need to remember it anymore. In this
example, Pedro is using rehearsal to keep the phone number in his short-term memory until he has an
opportunity to write it down. Rehearsal can also sometimes help memories transfer to long-term memory.
Diff: 2 Page Ref: 240
Skill: Applied
Objective: Know the key terminology of memory systems.
APA SLO: 1.2—Demonstrate knowledge and understanding representing appropriate breadth and depth in selected
content areas of psychology: theory and research representing general domains, the history of psychology, relevant
levels of analysis, the overarching themes, and relevant ethical issues.

480
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Chapter 7: Memory

27. After you finish reading this sentence, the information will remain in your ________ as you consider each of the
answers below.
A) long-term memory
B) photographic memory
C) sensory memory
D) working memory
Answer: D
Rationale: Working memory is a model of short-term remembering that includes a combination of memory
components that can temporarily store small amounts of information for a short period of time while you use
or work with it. Sensory memory only lasts for a few seconds, therefore sensory memory is too short to be
useful while trying to solve a multiple choice problem.
Diff: 2 Page Ref: 240
Skill: Conceptual
Objective: Know the key terminology of memory systems.
APA SLO: 1.2—Demonstrate knowledge and understanding representing appropriate breadth and depth in
selected content areas of psychology: theory and research representing general domains, the history of
psychology, relevant levels of analysis, the overarching themes, and relevant ethical issues.
% correct 83 a= 0 b= 0 c= 17 d= 83 r = .20

28. Sarah is doing an arithmetic problem, and this component of her memory contains the numbers and the
instructions for doing the necessary operations for each step as she goes through the problem.
A) serial-position memory
B) tool-box memory
C) working memory
D) episodic memory
Answer: C
Rationale: Working memory is a model of short-term remembering that includes a combination of memory
components that can temporarily store small amounts of information for a short period of time while you use
it or work with it.
Diff: 2 Page Ref: 240
Skill: Applied
Objective: Know the key terminology of memory systems.
APA SLO: 1.2—Demonstrate knowledge and understanding representing appropriate breadth and depth in
selected content areas of psychology: theory and research representing general domains, the history of
psychology, relevant levels of analysis, the overarching themes, and relevant ethical issues.

29. Which memory system can be divided into four interrelated systems: central executive, visual sketchpad,
episodic buffer, and the phonological loop?
A) sensory memory
B) working memory
C) long-term memory
D) procedural memory
Answer: B
Rationale: The working memory model for short-term remembering can be subdivided into three storage
components—the phonological loop, visuospatial sketchpad, and an episodic buffer. In addition, working
memory includes one component that is not primarily used for storing information. Instead, the central
executive is the control center of working memory; it coordinates attention and the exchange of information
among the three storage components.
Diff: 1 Page Ref: 240
Skill: Factual
Objective: Know the key terminology of memory systems.
APA SLO: 1.2—Demonstrate knowledge and understanding representing appropriate breadth and depth in
selected content areas of psychology: theory and research representing general domains, the history of
psychology, relevant levels of analysis, the overarching themes, and relevant ethical issues.

481
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Chapter 7: Memory

30. The _______________is a storage component of working memory that relies on rehearsal and stores information
as sounds, or an auditory code.
A) phonological loop
B) central executive
C) episodic buffer
D) visuospatial sketchpad
Answer: A
Rationale: The phonological loop is a storage component of working memory that relies on rehearsal and
stores information as sounds, or an auditory code. It engages some portions of the brain that specialize in
speech and hearing, and it can be very active without affecting memory for visual and spatial information.
Diff: 1 Page Ref: 240
Skill: Factual
Objective: Know the key terminology of memory systems.
APA SLO: 1.2—Demonstrate knowledge and understanding representing appropriate breadth and depth in
selected content areas of psychology: theory and research representing general domains, the history of
psychology, relevant levels of analysis, the overarching themes, and relevant ethical issues.

31. Recent research suggests that working memory includes a(n) _______________, which acts as a storage
component of working memory that combines the images and sounds from the other two components into coherent,
story-like episodes.
A) phonological loop
B) central executive
C) episodic buffer
D) visuospatial sketchpad
Answer: C
Rationale: The episodic buffer is a storage component of working memory that combines the images and
sounds from the other two components into coherent, story-like episodes. These episodes include the relevant
information to make sense of the images and sounds.
Diff: 1 Page Ref: 240
Skill: Factual
Objective: Know the key terminology of memory systems.
APA SLO: 1.2—Demonstrate knowledge and understanding representing appropriate breadth and depth in
selected content areas of psychology: theory and research representing general domains, the history of
psychology, relevant levels of analysis, the overarching themes, and relevant ethical issues.

32. When an individual repeats a piece of information to themselves so they don’t forget it, which part of working
memory are they making use of?
A) the phonological loop
B) the central executive
C) the episodic buffer
D) the visuospatial sketchpad
Answer: A
Rationale: The phonological loop is a storage component of working memory that relies on rehearsal and
stores information as sounds, or an auditory code. It engages some portions of the brain that specialize in
speech and hearing. When an individual repeats information—such as a telephone number—to themselves,
they are using the phonological loop.
Diff: 2 Page Ref: 240
Skill: Conceptual
Objective: Know the key terminology of memory systems.
APA SLO: 1.2—Demonstrate knowledge and understanding representing appropriate breadth and depth in
selected content areas of psychology: theory and research representing general domains, the history of
psychology, relevant levels of analysis, the overarching themes, and relevant ethical issues.

482
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Main Test Bank Krause and Corts
Chapter 7: Memory

33. Gillian is assembling a bookcase. She studies one of the diagrams in the instructions and then looks for the parts
she needs and begins to put them together. According to the working memory model discussed in your textbook,
which part of Gillian’s memory remembers what the parts in the diagram looked like while she works?
A) the phonological loop
B) the central executive
C) the episodic buffer
D) the visuospatial sketchpad
Answer: D
Rationale: The visuospatial sketchpad is a storage component of working memory that maintains visual
images and spatial layouts in a visuospatial code. In this example, the visuospatial sketchpad stores the image
of the diagram, so Gillian can compare it to the parts she is actually looking at.
Diff: 2 Page Ref: 240
Skill: Applied
Objective: Know the key terminology of memory systems.
APA SLO: 1.2—Demonstrate knowledge and understanding representing appropriate breadth and depth in
selected content areas of psychology: theory and research representing general domains, the history of
psychology, relevant levels of analysis, the overarching themes, and relevant ethical issues.

34. Which part of working memory does not actually store information, but instead guides attention and ensures that
the other components are working on the appropriate task?
A) the phonological loop
B) the central executive
C) the episodic buffer
D) the visuospatial sketchpad
Answer: B
Rationale: The central executive is the control center of working memory; it coordinates attention and the
exchange of information among the three storage components.
Diff: 2 Page Ref: 240-241
Skill: Conceptual
Objective: Know the key terminology of memory systems.
APA SLO: 1.2—Demonstrate knowledge and understanding representing appropriate breadth and depth in
selected content areas of psychology: theory and research representing general domains, the history of
psychology, relevant levels of analysis, the overarching themes, and relevant ethical issues.

35. The Magical Number of short-term memory is

A) fifteen plus or minus two.
B) nine plus or minus two.
C) seven plus or minus three.
D) seven plus or minus two.
Answer: D
Rationale: Miller famously described the capacity of STM as 7 ± 2. This is referred to as the “magic
number.”
Diff: 2 Page Ref: 241
Skill: Factual
Objective: Know the key terminology of memory systems.
APA SLO: 1.2—Demonstrate knowledge and understanding representing appropriate breadth and depth in
selected content areas of psychology: theory and research representing general domains, the history of
psychology, relevant levels of analysis, the overarching themes, and relevant ethical issues.
% correct 92 a= 0 b= 0 c= 8 d= 92 r = .22

483
Copyright © 2013 Pearson Education, Inc. All rights reserved.
Main Test Bank Krause and Corts
Chapter 7: Memory

36. When asked to recall single-digit numbers presented in various digit span sizes, the typical adult would
probably start to encounter difficulty once they got past ________ digits.
A) 3
B) 4
C) 5
D) 7
Answer: D
Rationale: The average capacity of short-term memory is general thought to be around 7 items.
Diff: 2 Page Ref: 241
Skill: Applied
Objective: Know the key terminology of memory systems.
APA SLO: 1.2—Demonstrate knowledge and understanding representing appropriate breadth and depth in
selected content areas of psychology: theory and research representing general domains, the history of
psychology, relevant levels of analysis, the overarching themes, and relevant ethical issues.

37. The system of memory that can hold approximately 7 "chunks" of information is called
A) long-term memory.
B) permastore memory.
C) sensory memory.
D) short-term memory.
Answer: D
Rationale: The average capacity of short-term memory is general thought to be around 7 items.
Diff: 2 Page Ref: 241
Skill: Factual
Objective: Know the key terminology of memory systems.
APA SLO: 1.2—Demonstrate knowledge and understanding representing appropriate breadth and depth in
selected content areas of psychology: theory and research representing general domains, the history of
psychology, relevant levels of analysis, the overarching themes, and relevant ethical issues.
% correct 83 a= 3 b= 0 c= 14 d= 83 r = .22

38. One way to store more information in short-term memory is called ____________, which involves organizing
smaller units of information into larger, more meaningful units.
A) rehearsal
B) consolidation
C) chunking
D) dual coding
Answer: C
Rationale: Because the average capacity of short-term memory is 7 “units” of items, one way to store more
information is to rearrange smaller units into larger “chunks” of information, a process known as chunking.
Diff: 1 Page Ref: 241
Skill: Factual
Objective: Know the key terminology of memory systems.
APA SLO: 1.2—Demonstrate knowledge and understanding representing appropriate breadth and depth in
selected content areas of psychology: theory and research representing general domains, the history of
psychology, relevant levels of analysis, the overarching themes, and relevant ethical issues.

484
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Main Test Bank Krause and Corts
Chapter 7: Memory

39. If one wants to increase the capacity of short-term memory, more items can be held through the process of
A) chunking.
B) decoding.
C) rote rehearsal.
D) data compression.
Answer: A
Rationale: Because the average capacity of short-term memory is 7 “units” of items, one way to store more
information is to rearrange smaller units into larger “chunks” of information, a process known as chunking.
Diff: 1 Page Ref: 241
Skill: Conceptual
Objective: Know the key terminology of memory systems.
APA SLO: 1.2—Demonstrate knowledge and understanding representing appropriate breadth and depth in
selected content areas of psychology: theory and research representing general domains, the history of
psychology, relevant levels of analysis, the overarching themes, and relevant ethical issues.
% correct 96 a= 96 b= 0 c= 0 d= 4 r = .30
% correct 97 a= 97 b= 0 c= 0 d= 3 r = .27

40. Chunking is a means of

A) immediately forgetting irrelevant details.
B) combining information into meaningful units.
C) arranging details into a hierarchy from most to least important.
D) storing long-term memories.
Answer: B
Rationale: Because the average capacity of short-term memory is 7 “units” of items, one way to store more
information is to rearrange smaller units into larger “chunks” of information, a process known as chunking.
Diff: 1 Page Ref: 241
Skill: Factual
Objective: Know the key terminology of memory systems.
APA SLO: 1.2—Demonstrate knowledge and understanding representing appropriate breadth and depth in
selected content areas of psychology: theory and research representing general domains, the history of
psychology, relevant levels of analysis, the overarching themes, and relevant ethical issues.
% correct 96 a= 1 b= 96 c= 2 d= 1 r = .28
% correct 96 a= 0 b= 96 c= 0 d= 3 r = .21

41. Loni is asked to memorize the letters I K T E A L N in no particular order. She memorizes them by reorganizing
them into the words INK and LATE. This tactic is called
A) cueing.
B) shadowing.
C) rote rehearsal.
D) chunking.
Answer: D
Rationale: Because the average capacity of short-term memory is 7 “units” of items, one way to store more
information is to rearrange smaller units into larger “chunks” of information, a process known as chunking.
Diff: 1 Page Ref: 241
Skill: Applied
Objective: Know the key terminology of memory systems.
APA SLO: 1.2—Demonstrate knowledge and understanding representing appropriate breadth and depth in
selected content areas of psychology: theory and research representing general domains, the history of
psychology, relevant levels of analysis, the overarching themes, and relevant ethical issues.
% correct 95 a= 2 b= 2 c= 1 d= 95 r = .21

485
Copyright © 2013 Pearson Education, Inc. All rights reserved.
Main Test Bank Krause and Corts
Chapter 7: Memory

42. Maria finds that it is easier to remember her student ID number if she thinks of it in segments, such as the first
three digits, then the next two, and then the final four. Each of these short segments of the number are called
A) codes.
B) cues.
C) chunks.
D) stores.
Answer: C
Rationale: Because the average capacity of short-term memory is 7 “units” of items, one way to store more
information is to rearrange smaller units into larger “chunks” of information, a process known as chunking.
Diff: 2 Page Ref: 241
Skill: Applied
Objective: Know the key terminology of memory systems.
APA SLO: 1.2—Demonstrate knowledge and understanding representing appropriate breadth and depth in
selected content areas of psychology: theory and research representing general domains, the history of
psychology, relevant levels of analysis, the overarching themes, and relevant ethical issues.

43. Most people cannot store the following list of letters in short-term memory.
G O T O Y O U R B E D R O O M
However, if the letters are grouped meaningfully into words, they fit short-term's memory span: Go to your
bedroom. This illustrates
A) chunking.
B) backward masking.
C) verbal coding.
D) selective attention.
Answer: A
Rationale: Because the average capacity of short-term memory is 7 “units” of items, one way to store more
information is to rearrange smaller units into larger “chunks” of information, a process known as chunking.
Diff: 1 Page Ref: 241
Skill: Applied
Objective: Know the key terminology of memory systems.
APA SLO: 1.2—Demonstrate knowledge and understanding representing appropriate breadth and depth in
selected content areas of psychology: theory and research representing general domains, the history of
psychology, relevant levels of analysis, the overarching themes, and relevant ethical issues.
% correct 89 a= 89 b= 1 c= 9 d= 1 r = .39

44. Telo convinces a woman he finds attractive to give him her telephone number. Unfortunately, the number is ten
digits long with the area code, and Telo cannot find a place to write it down. As he looks for a pen and paper, what
can Telo do to help him remember the number?
A) Nothing will help because 10 digits is beyond short-term memory capability.
B) Thinking of something else will help Telo.
C) “Chunking” the numbers into fewer units will help Telo.
D) Using his sensory memory will help Telo
Answer: C
Rationale: Because the average capacity of short-term memory is 7 “units” of items, one way to store more
information is to rearrange smaller units into larger “chunks” of information, a process known as chunking.
Diff: 2 Page Ref: 241
Skill: Applied
Objective: Know the key terminology of memory systems.
APA SLO: 1.2—Demonstrate knowledge and understanding representing appropriate breadth and depth in selected
content areas of psychology: theory and research representing general domains, the history of psychology, relevant
levels of analysis, the overarching themes, and relevant ethical issues.

486
Copyright © 2013 Pearson Education, Inc. All rights reserved.
Main Test Bank Krause and Corts
Chapter 7: Memory

45. Which fact does NOT support the idea that the amount of information that can be stored in short-term memory
(STM) is determined by the number of chunks?
A) Organizing digits into larger numbers allows people to remember more digits at one time.
B) There is a limit to the number of units of information that can be stored in STM at one time.
C) Chunking can increase the amount of information people can place in STM.
D) Individuals can remember more words from a list of single-syllable words than they can from a list of four- or
five-syllable words.
Answer: D
Rationale: People remember more one-syllable words (sum , pay , bar, …) than four- or five-syllable words
(helicopter, university, alligator, …) in a short-term task. This is known as the word-length effect. This
conflicts with the idea that the capacity of STM is determined by the number of “chunks” of information
because, although both “bar” and “alligator” are single chunks, you remember more chunks if they are
single syllables.
Diff: 3 Page Ref: 241-242
Skill: Conceptual
Objective: Know the key terminology of memory systems.
APA SLO: 1.2—Demonstrate knowledge and understanding representing appropriate breadth and depth in
selected content areas of psychology: theory and research representing general domains, the history of
psychology, relevant levels of analysis, the overarching themes, and relevant ethical issues.

46. If research participants are not allowed to rehearse the information, about how long can they keep a meaningless
trigram in phonological memory?
A) 2 seconds
B) 15 seconds
C) 1 minute
D) 20 minutes
Answer: B
Rationale: With this particular kind of stimulus and interference to prevent rehearsal, the forgetting takes
place within 15 to 18 seconds. Thus the duration of the phonological memory is believed to be approximately
15 seconds.
Diff: 3 Page Ref: 242
Skill: Factual
Objective: Know the key terminology of memory systems.
APA SLO: 1.2—Demonstrate knowledge and understanding representing appropriate breadth and depth in
selected content areas of psychology: theory and research representing general domains, the history of
psychology, relevant levels of analysis, the overarching themes, and relevant ethical issues.

47. In the Brown-Peterson test, subjects read a trigram (an unpronounceable series of three letters), and are then
asked to count backwards by threes from a given number. What is the purpose of having the subjects count
backward?
A) To test if the subject can multitask.
B) To test if they can remember how to subtract.
C) To interfere with the subject’s ability to rehearse the trigram.
D) To determine if numerical and phonetic memories are stored in different areas of the brain.
Answer: C
Rationale: In the Brown-Peterson test, subjects are asked to count backwards from a given number so that
they cannot repeat the trigram they are trying to remember to themselves.
Diff: 3 Page Ref: 242
Skill: Conceptual
Objective: Know the key terminology of memory systems.
APA SLO: 1.2—Demonstrate knowledge and understanding representing appropriate breadth and depth in selected
content areas of psychology: theory and research representing general domains, the history of psychology, relevant
levels of analysis, the overarching themes, and relevant ethical issues.

487
Copyright © 2013 Pearson Education, Inc. All rights reserved.
Main Test Bank Krause and Corts
Chapter 7: Memory

48. Similar to chunking, the visuospatial process of combining visual features into a single unit is called
A) feature binding.
B) visual buffering.
C) voxel smoothing.
D) sketchpadding.
Answer: A
Rationale: Visuospatial working memory may use a form of chunking. This process of combining visual
features into a single unit goes by a different name, however: feature binding.
Diff: 2 Page Ref: 242
Skill: Factual
Objective: Know the key terminology of memory systems.
APA SLO: 1.2—Demonstrate knowledge and understanding representing appropriate breadth and depth in
selected content areas of psychology: theory and research representing general domains, the history of
psychology, relevant levels of analysis, the overarching themes, and relevant ethical issues.

49. Visuospatial memory can accurately retain approximately ________ whole objects.
A) four
B) seven
C) ten
D) fifteen
Answer: A
Rationale: Unlike non-visual information like words and numbers, visuospatial memory can only accurately
retain approximately four whole objects.
Diff: 3 Page Ref: 242
Skill: Factual
Objective: Know the key terminology of memory systems.
APA SLO: 1.2—Demonstrate knowledge and understanding representing appropriate breadth and depth in
selected content areas of psychology: theory and research representing general domains, the history of
psychology, relevant levels of analysis, the overarching themes, and relevant ethical issues.

50. The state psychology association has invited teams from all the colleges in the state to compete in a Psych
Bowl. The teams will answer questions such as "Who founded the first psychology laboratory?" Where is this
information stored?
A) long-term memory
B) short-term memory
C) conceptual memory
D) primary memory
Answer: A
Rationale: Memories lasting more than about 1 minute without rehearsal are stored in long-term memory.
This is an example of a semantic long-term memory.
Diff: 2 Page Ref: 243
Skill: Applied
Objective: Know the key terminology of memory systems.
APA SLO: 1.2—Demonstrate knowledge and understanding representing appropriate breadth and depth in
selected content areas of psychology: theory and research representing general domains, the history of
psychology, relevant levels of analysis, the overarching themes, and relevant ethical issues.
% correct 82 a= 82 b= 2 c= 9 d= 8 r = .39

488
Copyright © 2013 Pearson Education, Inc. All rights reserved.
Main Test Bank Krause and Corts
Chapter 7: Memory

51. Memories that we are consciously aware of and can be verbalized, including facts about the world and one’s
own personal experiences, are called ______________ memories.
A) phonological
B) procedural
C) nondeclarative
D) declarative
Answer: D
Rationale: This is the definition of declarative memories.
Diff: 1 Page Ref: 243
Skill: Factual
Objective: Know the key terminology of memory systems.
APA SLO: 1.2—Demonstrate knowledge and understanding representing appropriate breadth and depth in
selected content areas of psychology: theory and research representing general domains, the history of
psychology, relevant levels of analysis, the overarching themes, and relevant ethical issues.

52. Which two types of memories are both considered to be types of declarative memory?
A) semantic and episodic
B) semantic and procedural
C) episodic and conditioning
D) procedural and conditioning
Answer: A
Rationale: Declarative memory comes in two varieties: episodic and semantic. In contrast, procedural and
some types of conditioning are nondeclarative memories.
Diff: 2 Page Ref: 243-244
Skill: Factual
Objective: Know the key terminology of memory systems.
APA SLO: 1.2—Demonstrate knowledge and understanding representing appropriate breadth and depth in
selected content areas of psychology: theory and research representing general domains, the history of
psychology, relevant levels of analysis, the overarching themes, and relevant ethical issues.

53. ___________ memories could be called “knowing that” memories, while ____________ memories could be
called “knowing how” memories.
A) Procedural; declarative
B) Nondeclarative; procedural
C) Declarative; nondeclarative
D) Nondeclarative; declarative
Answer: C
Rationale: Declarative memories are memories that include facts about the world and one’s own personal
experiences. Nondeclarative memories include actions or behaviors that you can remember and perform
without awareness. Some have referred to this distinction as the difference between knowing that something is
true (declarative) and knowing how to do something (nondeclarative).
Diff: 3 Page Ref: 243
Skill: Conceptual
Objective: Know the key terminology of memory systems.
APA SLO: 1.2—Demonstrate knowledge and understanding representing appropriate breadth and depth in
selected content areas of psychology: theory and research representing general domains, the history of
psychology, relevant levels of analysis, the overarching themes, and relevant ethical issues.

489
Copyright © 2013 Pearson Education, Inc. All rights reserved.
Main Test Bank Krause and Corts
Chapter 7: Memory

54. ____________ memories include actions or behaviors that can be remembered and performed without
awareness.
A) Declarative
B) Nondeclarative
C) Semantic
D) Episodic
Answer: B
Rationale: This is the definition of nondeclarative memories. Both episodic and semantic memories are types
of declarative memories.
Diff: 1 Page Ref: 243
Skill: Factual
Objective: Know the key terminology of memory systems.
APA SLO: 1.2—Demonstrate knowledge and understanding representing appropriate breadth and depth in
selected content areas of psychology: theory and research representing general domains, the history of
psychology, relevant levels of analysis, the overarching themes, and relevant ethical issues.

55. After Tanya has practiced a dance for her ballet class for a while, she feels as if her muscles know exactly what
to do at each point in the piece. This is an example of a _____________ memory
A) episodic
B) semantic
C) declarative
D) nondeclarative
Answer: D
Rationale: This is an example of a procedural memory, which consists of patterns of learned muscle
movements. Procedural memories are one type of nondeclarative memory.
Diff: 2 Page Ref: 243
Skill: Applied
Objective: Know the key terminology of memory systems.
APA SLO: 1.2—Demonstrate knowledge and understanding representing appropriate breadth and depth in
selected content areas of psychology: theory and research representing general domains, the history of
psychology, relevant levels of analysis, the overarching themes, and relevant ethical issues.

56. Because classical conditioning can occur without a person’s knowledge, it can be considered one type of
____________ memory.
A) procedural
B) semantic
C) declarative
D) nondeclarative
Answer: D
Rationale: Some types of classical conditioning are considered nondeclarative memories, which include
actions or behaviors that you can remember and perform without awareness.
Diff: 1 Page Ref: 243
Skill: Factual
Objective: Know the key terminology of memory systems.
APA SLO: 1.2—Demonstrate knowledge and understanding representing appropriate breadth and depth in
selected content areas of psychology: theory and research representing general domains, the history of
psychology, relevant levels of analysis, the overarching themes, and relevant ethical issues.

490
Copyright © 2013 Pearson Education, Inc. All rights reserved.
Main Test Bank Krause and Corts
Chapter 7: Memory

57. Which of the following would be a nondeclarative memory?

A) your father’s first name
B) how to pitch a curveball
C) the time you broke your leg
D) how it felt to break up with a boyfriend of girlfriend for the first time
Answer: B
Rationale: Nondeclarative memories include actions or behaviors that you can remember and perform
without awareness. Learning to pitch a curveball in baseball requires developing a nondeclarative,
procedural memory for the required pattern of muscle movements. A pitcher does not necessarily need to
consciously know or understand this precise pattern in order to perform the action.
Diff: 2 Page Ref: 243
Skill: Applied
Objective: Know the key terminology of memory systems.
APA SLO: 1.2—Demonstrate knowledge and understanding representing appropriate breadth and depth in
selected content areas of psychology: theory and research representing general domains, the history of
psychology, relevant levels of analysis, the overarching themes, and relevant ethical issues.

58. The terms “muscle memory” and “motor memory” are synonymous with which type of memory?
A) procedural memory
B) episodic memory
C) classically conditioned memory
D) sensory memory
Answer: A
Rationale: Procedural memories are memories for patterns of muscle movements such as how to walk, play
piano, or shift gears while driving. People often refer to these as muscle or motor memories.
Diff: 1 Page Ref: 243
Skill: Conceptual
Objective: Know the key terminology of memory systems.
APA SLO: 1.2—Demonstrate knowledge and understanding representing appropriate breadth and depth in
selected content areas of psychology: theory and research representing general domains, the history of
psychology, relevant levels of analysis, the overarching themes, and relevant ethical issues.

59. Which type of memory is concerned with remembering the day your parents bought you a car?
A) nondeclarative memory
B) semantic memory
C) episodic memory
D) procedural memory
Answer: C
Rationale: Episodic memories are declarative memories for personal experiences that seem to be organized
around “episodes” and are recalled from a first-person (“I” or “my”) perspective. The memory of an event
like the day your parents bought you a car would be an episodic memory.
Diff: 2 Page Ref: 243
Skill: Applied
Objective: Know the key terminology of memory systems.
APA SLO: 1.2—Demonstrate knowledge and understanding representing appropriate breadth and depth in
selected content areas of psychology: theory and research representing general domains, the history of
psychology, relevant levels of analysis, the overarching themes, and relevant ethical issues.
% correct 88 a= 5 b= 6 c= 88 d= 1 r = .35

491
Copyright © 2013 Pearson Education, Inc. All rights reserved.
Main Test Bank Krause and Corts
Chapter 7: Memory

60. Steve was recalling his first day in college, including walking into the wrong class, dropping his books as he
left, and the long line at the registrar's office he encountered when he had to switch classes. These memories are
examples of
A) semantic memory.
B) nondeclarative memory.
C) procedural memory.
D) episodic memory.
Answer: D
Rationale: Episodic memories are declarative memories for personal experiences that seem to be organized
around “episodes” and are recalled from a first-person (“I” or “my”) perspective.
Diff: 2 Page Ref: 243
Skill: Applied
Objective: Know the key terminology of memory systems.
APA SLO: 1.2—Demonstrate knowledge and understanding representing appropriate breadth and depth in
selected content areas of psychology: theory and research representing general domains, the history of
psychology, relevant levels of analysis, the overarching themes, and relevant ethical issues.
% correct 90 a= 7 b= 1 c= 2 d= 90 r = .28

61. Your memories of personal information such as what you wore to work yesterday or what you ate for breakfast
this morning are stored in
A) procedural memory.
B) semantic memory.
C) episodic memory.
D) nondeclarative memory.
Answer: C
Rationale: Episodic memories autobiographical memories for personal experiences. Because what you ate or
wore yesterday are autobiographical and likely to be associated with specific events, they would most likely
be episodic memories.
Diff: 2 Page Ref: 243
Skill: Conceptual
Objective: Know the key terminology of memory systems.
APA SLO: 1.2—Demonstrate knowledge and understanding representing appropriate breadth and depth in
selected content areas of psychology: theory and research representing general domains, the history of
psychology, relevant levels of analysis, the overarching themes, and relevant ethical issues.
% correct 81 a= 2 b= 14 c= 81 d= 2 r = .54

62. Which of the following is an example of episodic memory?

A) words
B) concepts
C) symbols
D) events
Answer: D
Rationale: Episodic memories are declarative memories for personal experiences that seem to be organized
around “episodes” or events. In contrast, memories for words, concepts, and symbols would be semantic
memories.
Diff: 1 Page Ref: 243
Skill: Conceptual
Objective: Know the key terminology of memory systems.
APA SLO: 1.2—Demonstrate knowledge and understanding representing appropriate breadth and depth in
selected content areas of psychology: theory and research representing general domains, the history of
psychology, relevant levels of analysis, the overarching themes, and relevant ethical issues.
% correct 91 a= 3 b= 5 c= 2 d= 91 r = .25

492
Copyright © 2013 Pearson Education, Inc. All rights reserved.
Other documents randomly have
different content
 “We asked to see the commandin’ officer, an’ when we found
him we reported to him as scouts belongin’ to Gen’ral Santa Anna’s
head-quarters, an’ that we had come with very important news for
Gen’ral Cortinas. What that news was we didn’t know ourselves; but
we knowed that we could get up a purty good story when the time
come.
“‘All right,’ said the Greaser cap’n. ‘I’m goin’ up to Gen’ral
Cortinas’ camp to-morrow, an’ you can ride right up with me.’
“We touched our hats to him an’ left the room. I hated mighty
bad to salute that dirty Greaser jest as I would my kurnel. I had
rather put a bullet in his yaller hide; but we war in for it, an’ we
knowed that the hull thing depended on our behavin’ ourselves
properly. As we passed out o’ the house we met the women, an’ I
begun to shake in my boots agin, ’cause I knowed them women had
sharp eyes, an’ I war afeered it war all up with us. But they didn’t
suspect nothin’, an’ I knowed that we war safe; ’cause if they
couldn’t see through the game we war playin’, nobody could.
“Wal, we went out into the yard an’ eat supper, an’ lay down
around the fire with them ar dirty Mexikins, an’ listened to their
insultin’ talk agin the Americans, an’, in course, jined in with ’em.
They thought me an’ ole Bill war lucky dogs in bein’ with a great
gen’ral like Santa Anna; but I couldn’t see what there war great in a
man who, with an army o’ fifty thousand men, would run from six
thousand. But we told ’em a good many things about the gen’ral
that I guess they never heered afore, an’ we hadn’t heered of ’em
neither; but they believed every thing we said war gospel truth, an’
we made our kalkerlations that in less nor a month the American
army would all be prisoners.
“The next mornin’ we made an ’arly start, an’ that arternoon
drew up in the Mexikin camp. It war a purty sight, I tell you—nothin’
to be seen but white tents as far as our eyes could reach. There
warn’t less nor a hundred thousand men in that ar camp, an’ I
begun to feel rather shaky when I thought of our small army at
Monterey. While me an’ Bill war lookin’ about, a spruce little Greaser
come up, an’ said that Gen’ral Cortinas war waitin’ to see us. We
found the rascal in a large tent, with a sentry afore the door, an’
when I sot eyes on him, my fingers ached to ketch him by the
throat. He looked jest as he did when me an’ him set out from
Monterey together, only he had on a blue uniform.
“‘Wal, boys,’ said he, smilin’ an’ motionin’ us to set down, ‘I
understand that you’re from Gen’ral Santa Anna, an’ have news for
me.’
“‘Yes, gen’ral,’ said ole Bill, takin’ off his slouch-hat, an’
scratchin’ his head as if thinkin’ what to say. ‘We’ve got news for
you. If you want to ketch Cap’n Morgan an’ his band o’ cutthroats,
I’ll tell you jest how you can do it.’
“‘How can it be done, my good feller,’ said the gen’ral, rubbin’
his hands. ‘I thought I should capture him the other night, but he
had too many men for me.’
“‘Wal,’ said ole Bill, ‘me an’ this feller here’—pintin’ to me—’war
in Monterey yesterday, an’ heered an order read to Cap’n Morgan to
march out o’ the city at midnight, an’ jine Cap’n Davis at Alamo.
Now, if you want to ketch him, all you have got to do is to take fifty
men, an’ wait for him in the mountains. He has got jest twenty-eight
men in his company.’
“‘I’ll do it,’ said the Greaser. ‘But I’ll take a hundred men, to
make sure of him. Which road is he going to take?’
“‘That’s what we can’t tell exactly,’ said ole Bill. ‘But me an’ this
feller thought that we would come an’ tell you, so that you could
have every thing ready, an’ then go back and find out all their plans.’
“‘Very well,’ said the Greaser; an’, arter writin’ somethin’ on a
piece o’ paper, he handed it to ole Bill, sayin’: ‘Here’s a pass for you
an’ your friend to go in an’ out o’ the lines whenever you please.
Now, you go back to Monterey, an’ find out all Cap’n Morgan’s plans,
an’ I’ll go out with a hundred men an’ ketch him.’
“This war exactly what me an’ Bill wanted. We were afeered at
first that he would send some one else instead o’ goin’ himself; but
now we knowed that we war all right; the gen’ral war ourn, an’ no
mistake.
“As soon as we got out o’ sight o’ the camp, we made good
time, an’ afore midnight we war in the kurnel’s head-quarters. As
soon as he heered our story, he sent for one o’ his officers, an’ told
him to march ’arly the next evenin’ with eighty men, an’ draw up an
ambush, in a deep gorge, through which ran the road that led to
Alamo. An’ he ordered Cap’n Morgan, who had reached Monterey
the day afore, to be ready to march through that gorge at midnight.
“Arter me an’ Bill had rested a little while, we set out on fresh
hosses, an’, in a few hours, were back in the Mexikin camp agin.
That arternoon we rid out, side by side, with Gen’ral Cortinas, an’
about ten o’clock in the evenin’ we reached the gorge. Every thing
war as silent as death; but I knowed that eighty Western rifles war
stowed away among the trees, on each side o’ the road, an’ behind
’em war sturdy hunters an’ trappers, achin’ to send a bullet in among
us.
“Arter the gen’ral had fixed his men to suit him, we drawed back
into the bushes, an’ waited for Cap’n Morgan to come up. Jest a little
afore midnight we heered a faint tramp, an’ in a few minits the
rangers swept down into the gorge. For a minit nothin’ war heered
but the noise o’ their hosses’ hoofs on the road. It war a fine sight to
see them brave men ridin’ right down into that ambush, knowin’, as
they did, that death war on each side o’ them. Nigher an’ nigher
they come; an’ the gen’ral war about to give the order to fire, when,
all to onct, a yell like an Injun’s burst from among the trees, an’ the
reports of eighty rifles echoed through the mountains. You never
seed a more astonished Greaser nor that Gen’ral Cortinas war about
that time.
“‘Carrajo,’ he yelled, ‘you have betrayed me.’
“‘Shouldn’t wonder if we had, you tarnal yaller-hided scoundrel,’
said ole Bill; an’ afore the Greaser could make a move, we had him
by the arms, an’ two six-shooters were lookin’ him in the face. His
cowardly men didn’t fire a shot, but throwed down their guns, an’
run in every direction. But our boys closed up about ’em, an’ out o’
them ar hundred men that come out to ketch Cap’n Morgan, not half
a dozen escaped. The only prisoner we tuk back to Monterey war
the gen’ral.”
After Dick had got through his tale, the hunters held a
consultation over the state of their larder. As their coffee, bread, and
other supplies were exhausted, and they did not like the idea of
living on venison and water, they concluded to break up camp. The
next morning they packed their baggage into the sled, and, taking a
last look at the place where they had spent so many happy hours,
set out for Uncle Joe’s cabin, which they reached a little before dark.
 CHAPTER XVI.
The Lost Wagon-Train.

NCLE Joe met them at the door, and, while they were
relieving themselves of their overcoats and weapons,
asked innumerable questions about their sojourn in
the woods. Dick took the part of spokesman, and
described, in his rude, trapper’s style, the scenes
through which they had passed, dwelling with a good
deal of emphasis on the “keerlessness” displayed by
the Young Naturalist in attacking the moose, and in starting off alone
to fight the panther. The trapper tried hard to suppress the feelings
of pride which he really felt, and favored the young hunter with a
look that was intended to be severe, but which was, in fact, a
mingling of joy and satisfaction.
Frank bore the scolding which Uncle Joe administered with a
very good grace, for he knew that he deserved it.
“I’d like to take the youngster out on the prairy,” said Dick,
seating himself before the fire, and producing his never-failing pipe.
“I’ll bet that, arter he had follered me and Useless a year or two, he
wouldn’t be in no great hurry to pitch into every wild varmint he
come acrost.”
Frank made no reply, but taking the cubs from the pockets of
his overcoat, allowed them to run about the cabin—a proceeding
which the dogs, especially Brave, regarded with suspicion, and which
they could not be persuaded to permit, until they had received
several hearty kicks and cuffs from their masters.
“You can’t blame the critters,” said the trapper, puffing away at
his pipe. “It’s their natur’, an’ I sometimes think that them dogs have
a deal more sense than their human masters, an’”——
“Supper’s ready,” interrupted Bob, the cook and man-of-all-work,
and this announcement put an end to all further conversation on the
subject.
The boys were highly delighted to find themselves seated at a
well-filled table once more, and Uncle Joe’s good things rapidly
disappeared before their attacks. It made no difference to the
trapper, however. With him a few weeks “roughing it” in the woods
was, of course, no novelty. A log for a table, and a piece of clean
bark for a plate, answered his purpose as well as all the
improvements of civilization, which those who have been brought up
in the settlements regard as necessary to their very existence.
After supper, they drew their chairs in front of the fire, and
Uncle Joe and his brother solaced themselves with their pipes, while
Bob busied himself in clearing away the table and washing the
dishes.
“This Bill Lawson,” said the trapper, after taking a few puffs at
his pipe, to make sure that it was well lighted, “used to take it into
his head onct in awhile to act as guide for fellers as wanted to go to
Californy. He knowed every inch of the country from St. Joseph to
the mines, for he had been over the ground more’n you ever
traveled through these yere woods, an’ he was called as good a
guide as ever tuk charge of a wagon-train. In course, I allers went
with him on these trips, as a sort o’ pack-hoss an’ hunter, cause ole
Bill couldn’t think o’ goin’ anywhere without me; an’ I have often
thought that the reason why he made them trips as guide, was jest
to get a good look at the folks; it reminded him o’ the time when he
had parents, an’ brothers an’ sisters. He never laughed an’ joked
round the camp-fires, as he used to do when me and him war off
alone in the mountains. He hardly ever said a word to any body
besides me, an’ allers appeared to be sorrowful. This give him the
name of ‘Moody Bill,’ by which he was knowed all through the
country. Every trader on the prairy war acquainted with him, an’ he
allers tuk out a big train. I never knowed him to lose but one, an’ he
lost himself with it. The way it happened war this:
“One night, arter we had got about a week’s journey west of
Fort Laramie, we stopped in a little oak opening, where we made our
camp. It war right in the heart o’ the wust Injun country I ever see,
an’ near a place where me an’ ole Bill had often cached our furs an’
other fixins, an’ which we used as a kind o’ camp when we war in
that part o’ the country trappin’ beaver an’ fightin’ Injuns. It war a
cave in the side of a mountain, an’ the way we had it fixed nobody
besides ourselves couldn’t find it. We never went in or come out of it
until arter dark, ’cause the Comanches were a’most allers huntin’
’bout the mountains, an’ we didn’t want em to break up our
harborin’ place. We had made up our minds that, arter we had seed
our train safe through, we would come back to our ‘bar’s hole,’ as we
called it, an’ spend a month or so in fightin’ the Comanches an’
skrimmagin’ with the grizzlies in the mountains.
“Wal, as I war sayin’ we made our camp, an’ while I war
dressin’ a buck I had shot, ole Bill, as usual, leaned on his rifle, an’
watched the emigrants unpack their mules an’ wagons, an’ make
their preparations for the night. Arter supper he smoked a pipe, an’
then rolled himself up in his blanket an’ said——‘Dick, you know this
place, but you ain’t no trapper;’ an’, without sayin’ any more, he lay
down and went to sleep, leavin’ me to station the guards, an’ see
that every thing went on right durin’ the night.
“I knowed well enough what ole Bill meant when he said, ‘Dick,
you ain’t no trapper.’ He had seed Injun sign durin’ the day, an’ war
pokin’ fun at me, cause I hadn’t seed it too. I don’t know, to this
day, how it war that I had missed it, for I had kept a good look-out,
an’ I had allers thought that I war ’bout as good an Injun hunter as
any feller in them diggins, (allers exceptin’ ole Bill and Bob Kelly;)
but the way the ole man spoke tuk me down a peg or two, an’ made
me feel wusser nor you youngsters do when you get trounced at
school for missin’ your lessons.
“Wal, as soon as it come dark, I put out the guards, an’ then
shouldered my rifle, an’ started out to see if I could find any sign o’
them Injuns that ole Bill had diskivered. It war as purty a night as
you ever see. The moon shone out bright an’ clear, an’, savin’ the cry
of a whippoorwill, that come from a gully ’bout a quarter of a mile
from the camp, an’ the barkin’ o’ the prairy wolves, every thing war
as still as death. You youngsters would have laughed at the idea o’
goin’ out to hunt Injuns on such a night; but I knowed that there
must be somethin’ in the wind, for ole Bill never got fooled about
sich things. Here in the settlements he wouldn’t have knowed
enough to earn his salt; but out on the prairy he knowed all about
things.
“Wal, I walked all round the camp, an’ back to the place where I
had started from, an’ not a bit of Injun sign did I see. There war a
high hill jest on the other side of the gully, an’ I knowed that if there
war any Injuns about, an’ they should take it into their heads to
pounce down upon us, they would jest show themselves in that
direction; so I sot down on the prairy, outside o’ the wagons, which
war drawn up as a sort o’ breastwork round the camp, and begun to
listen. I didn’t hear nothin’, however, until a’most midnight, and then,
jest arter I had changed the guards, an’ was goin’ back to my place,
I heered somethin’ that made me prick up my ears. It war the
hootin’ of an owl, an’ it seemed to come from the hill.
“Now, you youngsters would’n’t have seed any thing strange in
that; but a man who has spent his life among wild Injuns and
varmints can tell the difference atween a sound when it comes from
an owl’s throat, and when it comes from a Comanche’s; an’ I to onct
made up my mind that it war a signal. Presently from the gully come
the song of a whippoorwill. It didn’t sound exactly like the notes I
had heered come from that same gully but a few minits afore, an’ I
knowed that it war another signal. When the whippoorwill had got
through, I heered the barkin’ of a prairy wolf further up the gully to
the right o’ the camp; an’ all to onct the wolves, which had been
barkin’ an’ quarrelin’ round the wagons, set up a howl, an’
scampered away out o’ sight. This would have been as good a sign
as I wanted that there war Injuns about, even if I hadn’t knowed it
afore; so I sot still on the ground to see what would be the next
move.
“In a few minits I heered a rustlin’ like in the grass a little to one
side of me. I listened, an’ could tell by the sound that there was
somebody in there, crawlin’ along on his hands an’ knees. Nearer an’
nearer it come, an’ when it got purty clost to me it stopped, an’ I
seed an’ Injun’s head come up over the top o’ the grass, an’ I could
see that the rascal war eyein’ me purty sharp. I sot mighty still,
noddin’ my head a leetle as if I war fallin’ asleep, keepin’ an’ eye on
the ole feller all the time to see that he didn’t come none of his
Injun tricks on me, and finally give a leetle snore, which seemed to
satisfy the painted heathen, for I heered his ‘ugh!’ as he crawled
along by me into camp.
“What made you do that?” interrupted Archie, excitedly. “Why
didn’t you muzzle him?”
“That the way you youngsters, what don’t know nothin’ about
fightin’ Injuns, would have done,” answered the trapper, with a
laugh, “an’ you would have had your har raised for your trouble. But,
you see, I knowed that he had friends not a great way off, an’ that
the fust motion I made to grab the rascal, I would have an arrer
slipped into me as easy as fallin’ off a log. But I didn’t like to have
the varlet behind me; so, as soon as I knowed that he had had time
to get into the camp, I commenced noddin’ agin, an’ finally fell back
on the ground, ker-chunk.
“I guess them Injuns that were layin’ round in the grass laughed
some when they see how quick I picked up my pins. I got up as
though I expected to see a hull tribe of Comanches clost on to me,
looked all round, an’, arter stretchin’ my arms as though I had
enjoyed a good sleep, I started along toward the place where one o’
the guards war standin’. I walked up clost to him, an’ whispered:
“‘Don’t act as though you thought that any thing was wrong,
but keep your eyes on the grass. There’s Injuns about.’
“The chap turned a leetle pale when he heered this; but
although he was as green as a punkin, as far as Injun fightin’ war
consarned, he seemed to have the real grit in him, for he nodded in
a way that showed that he understood what I meant. I then
dropped down on all-fours, an’ commenced crawlin’ into the camp to
find the Injun. The fires had burned low, an’ the moon had gone
down, but still there war light enough for me to see the rascal
crawlin’ along on the ground, an’ making toward one of the wagons.
When he reached it, he raised to his feet, an’, arter casting his eyes
about the camp, to make sure that no one seed him, he lifted up the
canvas an’ looked in. Now war my time. Droppin’ my rifle, I sprung
to my feet, an’ started for the varlet; but jest as I war goin’ to grab
him, one o’ the women in the wagon, who happened to be awake,
set up a screechin’. The Injun dropped like a flash o’ lightnin’, an’,
dodgin’ the grab I made at him, started for the other side o’ the
camp, jumpin’ over the fellers that were layin’ round as easy as if he
had wings. I war clost arter him, but the cuss run like a streak; an
finding that I war not likely to ketch him afore he got out into the
prairy, I jumped back for my rifle an’ tuk a flyin’ shot at him, jest as
he war divin’ under a wagon. I don’t very often throw away a chunk
o’ lead, an’, judgin’ by the way he yelled, I didn’t waste one that
time. He dropped like a log, but war on his feet agin in a minit, an’,
without waitin’ to ax no questions, set up the war-whoop. I tell you,
youngsters, the sound o’ that same war-whoop war no new thing to
me. I’ve heered it often—sometimes in the dead o’ night, when I
didn’t know that there war any danger about, an’ it has rung in my
ears when I’ve been runnin’ for my life, with a dozen o’ the yellin’
varlets clost to my heels; but I never before, nor since, felt my
courage give way as it did on that night. Scarcely a man in the hull
wagon-train, exceptin’ me an ole Bill, had ever drawed a bead on an
Injun, an’ I war a’most sartin that I should have a runnin’ fight with
the rascals afore mornin’.
“The whoop war answered from all round the camp, an’ the way
the bullets an’ arrers come into them ar wagons warn’t a funny thing
to look at. My shot had ’wakened a’most every one in[Pg camp, but
there warn’t much sleepin’ done arter the Injuns give that yell. Men,
women, an’ children poured out o’ the wagons, an’ run about, gettin’
in everybody’s way; an’ sich a muss as war kicked up in that ar camp
I never heered afore. There war about seventy men in the train, an’
they war all good marksmen, but there war scarcely a dozen that
thought o’ their rifles. They kept callin’ on me an’ ole Bill to save
’em, an’ never onct thought o’ pickin’ up their we’pons an’ fightin’ to
save themselves; an’, in spite of all we could do, them ar cowardly
sneaks would get behind the women an’ children for protection. It
war enough to frighten any one; an’ although that ar warn’t the fust
muss o’ the kind I had been in, I felt my ole ’coon-skin cap raise on
my head when I thought what a slaughter there would be when
them Comanches onct got inside o’ the camp. There war only a few
of us to fight ’em, an’ we did the best we could, sendin’ back their
yells, an’ bringin’ the death-screech from some unlucky rascal at
every shot. But the Injuns warn’t long in findin’ out how the land lay,
an’, risin’ round us like a cloud, they come pourin’ into camp.”
 CHAPTER XVII.
The Struggle in the Cave.

E an ole Bill warn’t hired to run away, an’ we wouldn’t

need to have done it if them ar cowards had stood up
to the mark like men; but when I seed them Injuns
comin’, I knowed that the game war up—it warn’t no
use to fight longer. I jest ketched a glimpse of ole Bill
makin’ for his hoss, an’ I did the same, ’cause I
knowed that he would stay as long as there war any
chance o’ beatin’ back the Injuns.
“To jump on my hoss, an’ cut the lasso with which he war
picketed, warn’t the work of a minit, an’ then, clubbin’ my rifle, I laid
about me right an’ left, an’ my hoss, knowin’ as well as I did what
war the matter, carried me safely out o’ the camp.
“As I rode out on to the prairy, the Injuns started up on all sides
o’ me, but my hoss soon carried me out o’ their reach. As soon as I
thought I war safe, I hauled up to load my rifle, an’ wait for ole Bill.
I felt a leetle oneasy about him, ’cause, if the Comanches should
onct get a good sight at him, they would be sartin to know who he
war, an’ wouldn’t spare no pains to ketch him; an’ if they succeeded,
he couldn’t expect nothin’ but the stake.
“Wal, arter I had loaded up my rifle, an’ scraped some bullets, I
started back toward the camp, to see if I could find any thing o’ Bill;
an’ jest at that minit I heered a yell that made my blood run cold. By
the glare o’ the camp-fires, which the Comanches had started agin, I
seed the cause of the yell, for there war ole Bill on foot, an’ makin’
tracks for the gully, with a dozen yellin’ varlets clost at his heels. In
course I couldn’t help the old man any; an’, besides, I knowed that
they would take him alive at any risk, an’ that, if I kept out o’ the
scrape, I might have a chance to save him. Wal, jest at the edge o’
the gully he war ketched, an’ arter a hard tussle—for the ole man
warn’t one of them kind that gives up without a fight—he war bound
hand an’ foot, an’ carried back to the camp.
“In course the news spread among the Comanches like lightnin’,
an’ it had the effect o’ stoppin’ the slaughterin’ that war goin’ on, for
the Injuns all wanted to have a look at the man who had sent so
many o’ their best warriors to the happy huntin’-grounds.
“Finally, some o’ the varlets yelled out my name—the rest took it
up, an’ clouds of the warriors went scourin’ through the camp an’
over the prairy to find me; ’cause they knowed that whenever the
ole man war to be found, I warn’t a great way off. It begun to get
mighty onhealthy for me in them diggins, so I turned my hoss, an’
made tracks acrost the prairy. I rid some, now, I reckon, an’, in a
short time, war out o’ hearin’ o’ the yells o’ the savages.
“As soon as I thought I war safe, I camped down on the prairy,
an’, with my hoss for a sentinel, slept soundly until mornin’. I then
started for the camp, or, rather, the place where the camp had been,
for when I got there, I found nothin’ but its ruins. The Injuns had
burned every thing they did not want or could not carry away, an’
made off with their prisoners. Their trail war plain enough, an’ I to
onct commenced follerin’ it up, determined that I would either save
ole Bill or die with him; an’, on the fourth day, durin’ which time I
had lived on some parched corn I happened to have in the pockets
o’ my huntin’-shirt, an’ war in constant danger of being ketched by
stragglers, I seed the Injuns enter their camp. In course there war a
big rejoicin’ over the prisoners an’ plunder they had brought in, an’ it
war kept up until long arter dark.
“The camp, which numbered ’bout fifty lodges, war pitched in a
small prairy, surrounded on three sides by the woods. The nearest I
could get to it without bein’ diskivered war half a mile; an’ here I
tied my hoss in the edge o’ the woods, an’ lay down to sleep.
“’Arly the next mornin’ I war aroused by a yellin’ and the noise
o’ drums, an’ found the hull camp in motion. Near the middle o’ the
village war a small clear spot, where the prisoners war stationed.
They war not bound, but a single glance at a dozen armed warriors,
who stood at a little distance, showed that escape warn’t a thing to
be thought of. All except two o’ the prisoners sot on the ground,
with their heads on their hands, as if they wished to shut out all
sights an’ sounds o’ what war going on around ’em. The two who
were standin’ seemed to take matters more easy. They stood leanin’
against a post with their arms folded, an’ watched the motions o’ the
Injuns as though they war used to sich sights. One o’ these I picked
out as ole Bill, but, in course, I couldn’t tell sartin which one war
him, it war so far off.
“A little way from the prisoners were the principal chiefs o’ the
tribe, holdin’ a palaver regardin’ what should be done, an’ a little
further off stood the rest o’ the tribe—men, women, an’ children—
waitin’ the word to begin their horrid work.
“It war nigh noon afore the council broke up; then one o’ the
chiefs commenced shoutin’ some orders, an’ one o’ the prisoners
was led out o’ the camp by two Injuns, while the rest o’ the varlets
set up a yell, an’ armin’ themselves with whatever they could lay
their hands on, commenced formin’ themselves in two lines; the
prisoner, whoever he was, must run the gauntlet. While the savages
war fixin’ themselves, the white chap stood between the Injuns who
had led him out, watchin’ what war goin’ on, an’ I could easy tell
what he war thinkin’ of, ’cause I had been in sich scrapes myself. I
knowed that, as he looked through them long lines o’ screechin’
Injuns, an’ seed the tomahawks, clubs, knives, an’ whips, all ready
to give him a cut as he passed, he thought of every thing he had
done durin’ his life. But he warn’t given much time for thinkin’, for,
purty quick, the chief set up a yell to let the prisoner know that the
time had come. The chap didn’t hesitate a minit, but jumped from
the place where he war standin’, like a streak o’ lightnin’. I see him
disappear atween the lines, and made up my mind that that chap
war a goner, when, all to onct, out he come, all right, and made
toward the place where I war standin’. I guess them Injuns never
see any thing done quite so purty afore, an’ I knowed well enough
now who the fellow war, ’cause there warn’t but one man livin’ that
could come through them lines in that way, an’ that war Bill Lawson.
In course, the hull tribe, yellin’ an’ screechin’ like a pack o’ wolves,
war arter him in less nor the shake of a buck’s tail, and tomahawks,
bullets, an’ arrers whizzed by the prisoner in a mighty onpleasant
kind o’ way; but Bill kept jumpin’ from one side to the other in a way
that made him a mighty onhandy mark to shoot at, an’ the way he
did climb over that prairy was somethin’ for owls to look at. But, fast
as he run, I could see that there war one Injun gainin’ on him, an’ I
made up my mind that if the ole man could hold out long enough to
fetch him within pluggin’ distance o’ my shootin’-iron, I would put an
end to his jumpin’ for awhile. Nearer an’ nearer they come, the Injun
all the while gainin’ purty fast, an’ when they got within ’bout forty
rod o’ me, I could see that the varlet war gettin’ ready to throw his
tomahawk. I watched him until he raised his arm, an’ sent a bullet
plumb atween his eyes. The next minit the ole man jumped into the
bushes.
“There warn’t no time for talkin’ or sayin’ how de do?’ for the
rest o’ the Injuns war comin’ up, an’ we must put a good stretch o’
prairy atween us an’ them afore we war safe.
“‘Bill, says I, there’s my hoss. I’m younger nor you be, so jump
on him, and be off in a hurry; I’ll meet you at the ole bar’s hole,
Good-by.’
“I didn’t wait to give the ole man a chance to say a word, ’cause
I knowed that he didn’t like to take that hoss; but I made off
through the bushes. Ole Bill seed that I war gone, an’ jumpin’ on the
hoss, he rode out on the prairy in plain sight, to get the Comanches
to foller him, which some of ’em did; but the ole braves, who had
heered my shot, an’, in course, knowed that there war more’n one
feller ’bout, couldn’t be fooled easy, an’ thinkin’ they could ketch a
man on foot sooner nor a man on hossback, they kept on arter me.
But I war fresh for a long run—a week’s travelin’ acrost the prairy on
foot warn’t no new thing for me—an’ as I never see the Injun yet
that could beat me in a fair race, I felt safe, an’ knowed that I
should come out all right. I didn’t waste time in tryin’ to throw ’em
off my trail, but kept straight ahead at a steady pace, an’ whenever
an Injun come in sight, me an’ my rifle settled things with him in a
tarnal hurry. This made ’em kind o’ keerful, an’ afore sundown I war
out o’ hearin o’ their yells, an’ a greenhorn wouldn’t have thought
that there war an Injun in them woods. But I war too ole a coon to
believe that they had give up the chase, an’ it warn’t until the next
mornin’ that I camped to take a leetle sleep, an’ eat a squirrel I had
shot.
“Wal, I traveled for ’bout ten days, durin’ which time I didn’t see
a bit o’ Injun sign, an’ finally found myself gettin’ purty nigh the ole
bar’s hole. As soon as I come to the woods that run down from the
mountain, I tuk to a creek that run clost by the cave, an’ walked
along in the water, all the while keepin’ a good look-out for Injun
sign an’ for ole Bill. Arter I had gone ’bout a mile, I come to the
mouth o’ the cave. It war a hole jest large enough for a man to
squeeze himself through, an’ so covered up with bushes that a feller
might hunt a week without findin’ it. The cave itself war ’bout as
large as this yere cabin; an’ right acrost from the entrance war a
passage which led up to the top o’ the hill. Me an’ ole Bill had made
this ourselves, so that, in case our harborin’ place should be
diskivered, we would have a chance for escape.
“When I come to the cave it war purty dark; so, arter listenin’
awhile for signs of Injuns, if there war any around, I crawled along
into the hole, which war, in course, as dark as pitch, an’ commenced
fumblin’ around for a torch that I had left stuck into the wall o’ the
cave, all ready to be lighted. Arter searchin’ ’bout for a long time I
found it—not where I had left it, but lyin’ on the ground in the
middle o’ the cave. This seemed suspicious, an’ I begun to be afraid
that something war wrong. I hadn’t seed no Injun sign near the
cave, neither had I seed any thing of ole Bill, an’ I knowed that that
torch couldn’t get moved clear acrost that cave without somebody
had been foolin’ with it. I reckon my hand war none o’ the steadiest,
as I lifted the torch an’ commenced feelin’ in my possible-sack for
my flint an’ steel, thinkin’ that as soon as I could strike a light, I
would jest examine into things a leetle.
“Wal, I hadn’t made more ’n one blow at my flint, when the
cave echoed with the war-whoop, an’ the next minit I found myself
lyin’ flat on my back, with a big Comanche on top o’ me.
“When I first heered the yell, I thought the cave war full of
Injuns, an’ I’ll allow it made me feel a heap easier when I found that
the feller that clinched me war alone, for I knowed that if any one
Injun could master my scalp, he must be a tarnal sight smarter nor
any red-skin I had ever met; an’, without waitin’ to ask no questions,
I made a grab at the varmint, an’, by good luck, ketched the hand
that held his knife; an’ then commenced one o’ the liveliest little
fights I war ever in.
“The Injun war mighty strong, an’ as wiry as an eel, an’,
although I could keep him from usin’ his knife, I could not get him
off me, neither could I get my left arm free, which, in fallin’, he had
pinned to my side; but I kept thrashin’ about in a way that made it
mighty onhandy for him to hold me. But findin’ that I could do
nothin’ in that way, I all to onct let go the hand that held the knife,
an’ give him a clip ’side the head that would have knocked down a
buck. It kinder staggered his daylight some, I reckon’, for I made out
to get my arm free, an’, ketchin’ the varlet by the scalp-lock, I had
him on his back in a minit. He yelled an’ kicked wusser nor I I did
when he had me down, an’ slashed right an’ left with his scalpin’-
knife; but it didn’t take long to settle matters, an’ all fears that our
harborin’ place had been broke up war put at rest by the death o’
the Comanche.”
 CHAPTER XVIII.
End of the Trapper and Black Mustang.

Y first job, arter I war sartin that the Comanche war

done for, war to light the torch an’ examine the cave.
First makin’ sure that thar war no more Injuns about,
I crawled along up the passage that led to the top o’
the hill, where I found that the log which covered the
hole had been moved, an’ I knowed in a minit that
that war the place where the Comanche had come in.
I didn’t care ’bout showin’ myself much, ’cause I didn’t know how
many more o’ the savages there might be about; so I pulled the log
over the hole agin’ an’ crawled back into the cave. I stuck my torch
in the ground, an’ arter movin’ the Comanche up in one corner out
of the way, I pulled over a pile of hemlock-boughs, that had many a
time served me an’ ole Bill for a bed, an’ found a kag o’ spruce beer,
an’ enough jerked meat to last a month. Me an’ Bill allers took good
keer to leave plenty o’ provender at the cave when we left, so that if
we should get hard pressed by the Injuns, or game should get
scarce, we would know where to go to find good livin’. As I hadn’t
had a good meal since we lost the train, I eat a heap o’ that jerked
meat, an’ then lay down to sleep, hopin’ that when I woke I should
find ole Bill with me. I warn’t much anxious about him, ’cause I
knowed he war on as good a hoss as ever tracked a prairy, an’ war
too ole in Injun fightin’ to be ketched easy; an’ I went to sleep,
sartin that he would turn up all right afore daylight.
“Wal, I slept like a top until ’arly the next mornin’, but didn’t see
nothin’ of ole Bill. Arter a breakfast on jerked meat an’ spruce beer, I
smoked a pipe, an’ crawled up the passage to the top o’ the hill,
pushed off the log, an’ settled down to listen. For two days, I kept
watch at that hole, listenin’ an’ peepin’, but there war no signs of ole
Bill. On the second arternoon, I heered the tramp of a hoss in the
creek, an’ a’most at the same minit a big Comanche poked his head
over the bushes not ten foot from where I war, an’ looked toward
the place where the sound come from. How the rascal got there
without seein’ me, I didn’t stop to think; but, risin’ to my feet, I
chucked my tomahawk at him, an’ there war one Injun less in them
woods. Nigher and nigher come the trampin’ o’ the hoss, an’ I war
sartin it war ole Bill; so when he got within yellin’ distance, I give the
gobble of a turkey, jest to let him know that there war danger
ahead. The ole man heered it, for the trampin’ o’ the hoss stopped,
an’, for a minit, the woods war as still as death; but all to onct I
heered the crack of a rifle, follered by the death-screech of a
Comanche, an’ then the clatter of hoofs an’ a loud laugh told me
that the ole man war retreatin’. I knowed there warn’t no use o’
watchin’ any more, so I pulled the log over the hole agin, crawled
back into the cave, an’ went to sleep. It war night when I woke, an’
takin’ my rifle, I crawled out into the gully an’ lay down in the shade
o’ the bushes. I lay there till near midnight without hearin’ any thing,
an’ had a’most made up my mind that ole Bill warn’t comin’, when
the low hootin’ of an owl come echoin’ down the gully. I answered it,
an’, in a few minits, up come Bill an’ crawled into the cave.
“‘Here I am,’ said he, ’an’ I had mighty hard work to get here,
too—the timmer’s chuck full o’ the outlyin’ varlets.’
“‘Where’s my hoss?’ I asked.
“‘He’s down in the bushes, all right side up with keer, an’ hid
away where the rascals will have to hunt a long time to find him.
He’s worth his weight in beaver-skins, that hoss is.
“Ole Bill eat his supper in silence; but, arter fillin’ his pipe, said:
“‘Dick, them ’ar Comanches have got my hoss, an’ I’m goin’
back arter it.’
“Now a feller would think that, arter what Bill had gone through,
he wouldn’t be in no hurry about goin’ back among the Injuns agin.
But sich scrapes warn’t no new thing to him; an’ when he said ‘Go,’
in course I warn’t goin’ to stay behind. So, arter takin’ another
smoke, the ole man tuk the knife and tomahawk o’ the Injun I had
killed in the cave, an’ led the way out into the gully. As he had said,
the timmer was full of Injuns, an’, as we crawled along on our hands
an’ knees, we could hear ’em talkin’ to each other all around us. But
we got past ’em all right, an’ as soon as we got out o’ the gully, the
ole man rose to his feet and said:
“‘That hoss knows that there’s somethin’ wrong; he hasn’t
moved an inch; he knows a’most as much as a human man, he
does;’ an’ pullin’ aside the branches of a thicket of scrub pines, I see
my hoss standin’ as quiet an’ still as could be, jest as Bill had left
him. He seemed mighty glad to see me agin, an’ rubbed his head
agin my shoulder, as I fastened on the saddle an’ jumped on his
back.
“It war a good two weeks’ work to get back to that camp, for
the prairy an’ woods war full o’ Comanches huntin’ around for Bill,
an’ sometimes we had to go miles round to get out o’ their way.
“When we reached the camp, we found it nearly deserted by
the braves; still, there war enough left to ketch me an’ ole Bill, if we
should be diskivered. Wal, we lay round in the woods until dark, but
not a glimp could we get o’ the ole man’s mustang. The critter might
be in the camp, but more ’n likely as not he war carryin’ a Comanche
on his back, an’ scourin’ the prairy in search o’ Bill.
“As soon as it war fairly dark, the ole man stuck out his hand,
and said:
“‘Dick, I’m goin’ now. Good-by.’
“I never before felt so bad at partin’ from him. Somehow I
knowed that somethin’ mighty onpleasant war goin’ to happen; but
it warn’t no use to try to keep him from goin’; so I bid him good-by,
an’ he commenced crawlin’ through the grass toward the camp. I
watched him as long as he war in sight, an’ then settled back agin a
tree, an’ waited to see what would turn up. For two hours I sot there
listenin’, an’ thinkin’ of all the fights me an’ ole Bill had been in, an’
wonderin’ when the time would come when we must part—not as
we had now, for a little while, but forever—when all to onct I heered
the barkin’ of a dog in the camp. In course the hull village war
aroused to onct, an’ a loud yell told me that ole Bill had been
diskivered. The yell was follered by the crack of a rifle, an’ the ole
man come gallopin’ out o’ the camp on his own hoss, shoutin’:
 “‘Come on now, Dick, I’m even with the rascals. There’s one less
Comanche in the world.’
“The Injuns were clost on to Bill’s trail, an’ come pourin’ out o’
the camp on foot an’ on hossback; an’, seem’ one big feller far
ahead of the others, I hauled up for a minit, sent him from his
saddle, an’ then, jumpin’ on my hoss, started arter the ole man. In
course the yellin’ hounds war soon left behind, ’cause there warn’t
no hosses on them prairies that could hold a candle to ourn; an’ we
war beginnin’ to grow jolly over our good luck, when, the fust thing
we knowed, crack went a couple o’ rifles, an’ Bill throwed his arms
above his head an’ fell from his saddle.
“We had run chuck into a party o’ Comanches who had been out
huntin’ the ole man, an’ had give up the chase, an’ were ’turnin’ to
camp. The minit ole Bill fell I war by his side, an’, while I war liftin’
him from the ground, the rascals charged toward us with loud yells,
sartin that they had now got both of us in their power.
“‘Dick,’ said the ole man, a’most in a whisper, ‘I’ve sent a good
many o’ them screechin’ imps out o’ the world, an’ it’s my turn to go
now. They have finished me at last. You can’t help me—so save
yourself; but remember that every Comanche that crosses your trail
falls, to pay for this. Leave me.’
“‘Bill, me an’ you have been together too long for that. When I
leave you it’ll be arter this, said I, an’, liftin him in my arms, I got
him on my hoss, an’ started off agin. The way that little mustang got
over the ground carried us ahead of all except two o’ the
Comanches, who kept bangin’ away at us as fast as they could load
their rifles. If I hadn’t had ole Bill in my arms I would have put an
eend to their shootin’ an’ yellin’ in a tarnal hurry.
“It war no light load that hoss had to carry, an’ I knowed that
we must come to closer quarters soon, ’cause he couldn’t stand that
gait long. But he carried us five mile ’bout as quick as I ever
traveled, an’ then, all to onct, commenced to run slow. He war givin’
out fast. The yellin’ varlets kept comin’ nearer an’ nearer, an’ I had
only one chance for life, an’ a poor one at that. I would stick to the
hoss as long as he could step, an’ then try it on foot. So I turned
toward a strip o’ woods which lay ’bout a mile off, but he hadn’t