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Chapter 7: Memory
Copyright © 2018, 2014, 2011 Pearson Education, Inc. All rights reserved.
358
Chapter 7
Memory:
Constructing and Reconstructing
Our Pasts
CONTENTS
CHAPTER-AT-A-GLANCE
Chapter-At-A-Glance 359
LECTURE GUIDE
How Memory Operates: The Memory Assembly Line 361
The Three Processes of Remembering 366
The Biology of Memory 368
The Development of Memory: Acquiring a Personal History 371
False Memories: When Good Memory Goes Bad 372
FULL CHAPTER RESOURCES
Learning Objectives 375
Key Terms 377
Lecture Launchers and Discussion Topics 378
Classroom Activities, Demonstrations, and Exercises 395
Writing Assignments 403
Handout Masters 405
PowerPoint Slides 411
Accessing Resources 412

Chapter 7: Memory
359
CHAPTER-AT-A-GLANCE
BRIEF OUTLINE INSTRUCTOR RESOURCES
I. HOW MEMORY OPERATES: THE MEMORY
ASSEMBLY LINE (Text p. 240)
A. The Paradox of Memory
B. The Reconstructive Nature of Memory
C. The Three Systems of Memory
Learning Objectives: 7.1a,
7.1b, 7.1c
Lecture Launchers
Episodic ≠ Semantic
Amnesia and Implicit Memory
Memory Anomalies: Beyond
Déjà Vu
Classroom Activities,
Demonstrations, and
Exercises
What Is Memory?
Do We Make Accurate Copies of
Events in Our Memories?
The Limits of Short-Term
Memory
The Value of Chunking
Chunking to Increase
Meaningfulness
Memory in Film: Memento
Decay and Interference in Short-
Term Memory
II. THE THREE PROCESSES OF MEMORY
(Text p. 251)
A. Encoding: The “Call Numbers” of the Mind
B. Storage: Filing Away Our Memories
C. Retrieval: Heading for the “Stacks”
Learning Objectives: 7.2a,
7.2b, 7.2c, 7.2d
Lecture Launchers
The Power of Schemas
Demonstrations, and
Exercises
Coding in Long-Term Memory
Context and Its Effect on
Memory
Telephone Game in the
Classroom
Schemas and Memory

Chapter 7: Memory
360
Writing Assignments
Memories of 9/11
Improving Memory
III. THE BIOLOGY OF MEMORY (Text p. 262)
A. The Neural Basis of Memory Storage
B. Where Is Memory Stored?
C. The Biology of Memory Deterioration
Learning Objectives: 7.3a, 7.3b
7.3c
Lecture Launchers
The Molecular Biology of
Memory Storage
Musical Memories
The Case of Mr. M
Gingko Biloba and Memory
Predicting Alzheimer’s Disease
IV. THE DEVELOPMENT OF MEMORY:
ACQUIRING A PERSONAL HISTORY (Text p.
268)
A. Memory Over Time
B. Infants’ Implicit Memory: Talking With Their
Feet
Learning Objectives: 7.4a
Lecture Launchers
The Lost Memories of Early
Childhood
Why You Don’t Remember Your
First Birthday Party
Aging, Culture, and Memory
Culture and Memory
V. FALSE MEMORIES: WHEN GOOD
MEMORY GOES BAD (Text p. 271)
A. False Memories
B. Implanting False Memories in the Lab
C. Generalizing from the Lab to the Real
World
D. Learning Tips: Getting the Science of
Memory to Work for Us
Learning Objectives: 7.5a, 7.5b
Lecture Launchers
The Chowchilla Kidnapping
Eyewitness Testimony
The Fallibility of Eyewitness
Testimony
Hypnosis and Memory
Demonstrations, and
Exercises
A Combined Demonstration and
Review
Patriot Games
Crossword Puzzle
Fill-in-the-Blanks
▲ Return to Chapter 7: Table of Contents

Chapter 7: Memory
361
LECTURE GUIDE
I. HOW MEMORY OPERATES: THE MEMORY ASSEMBLY LINE (Text p. 240)
> Lecture Launchers
Episodic  Semantic
Amnesia and Implicit Memory
Memory Anomalies: Beyond Déjà Vu
> Classroom Activities, Demonstrations, and Exercises
What Is Memory?
Do We Make Accurate Copies of Events in Our Memories?
The Limits of Short-Term Memory
The Value of Chunking
Chunking to Increase Meaningfulness
Memory in Film: Memento
Decay and Interference in Short-Term Memory
A. Memory illusion activity—induce students to misremember hearing (or seeing) the
word sleep, when in fact they didn’t hear (or see) the term.
1. Memory illusion—a false but subjectively compelling memory, which is likely
a by-product of our brain’s generally adaptive tendency to go beyond the
information it has at its disposal.
2. Illustrates representativeness heuristic from Chapter 2—we simplify things to
make them easier to remember, which can lead to memory illusions.
B. Memory—the retention of information over time.
C. The Paradox of Memory
1. Our memories are surprisingly good in some situations and surprisingly poor
in others.
a. The same memory mechanisms that serve us well in most
circumstances can sometimes cause us problems in others.
2. When Our Memories Serve Us Well
a. Research shows that our memories are often astonishingly accurate:
i. Research study by Standing, Conezio, & Haber (1970): After
briefly showing college students 2,560 photographs of various
objects or scenes, researchers showed subjects each original
photograph paired with a new photograph three days later and
asked them to say which was which; students correctly picked
out the original photographs 93 percent of the time.
ii. Rajan Mahadevan—memorized the number pi to more than
38,000 digits (Figure 7.1, Text p. 241).
3. When Our Memories Fail Us
a. Under the right conditions, most of us are prone to false memories.
b. Increasing evidence indicates that suggestive memory techniques
often create recollections that were never present to begin with.

Chapter 7: Memory
362
D. The Reconstructive Nature of Memory
1. Our memories frequently fool us and fail us.
2. Our memories are far more reconstructive than reproductive.
a. When we try to recall an event, we actively reconstruct our memories
using cues and information available to us.
b. We don’t passively reproduce our memories.
c. We should be skeptical of widespread claims that certain vivid
memories or even dreams are exact “photocopies” of past events.
E. The Three Systems of Memory
1. Most psychologists distinguish among three major systems of memory
(sensory memory, short-term memory, and long-term memory), described by
Atkinson and Shiffrin (1968); these systems differ along at least two
dimensions (Figure 7.2, text p. 242):
a. Span—how much information each system can hold.
b. Duration—how long a period of time that system can hold information.
2. Sensory Memory
a. Sensory memory—brief storage of somewhat large amounts of
perceptual information before it is passed to short-term (working)
memory.
b. Sperling (1960) demonstrated existence of iconic memory (visual
sensory memory) using the method of partial report (Figure 7.3, text
p. 243).
i. Flashed grid of 12 letters in front of subjects and then had
them recall as many as they could, but subjects generally
recalled only 4–5 letters.
ii. Concluded that iconic memories fade so fast that we can’t
access all the information before they fade.
c. Echoic memory (auditory sensory memory) lasts longer than iconic
memory (between 5 and 10 seconds).

Chapter 7: Memory
363
3. Short-Term Memory
a. Short-term memory—memory store for information that we are
currently thinking about, attending to, or processing actively, and is
sometimes referred to as working memory.
b. The Duration of Short-Term Memory
i. Peterson & Peterson (1959) determined the duration of short-
term memory to be quite brief.
c. Memory Loss from Short-Term Memory: Decay versus Interference
i. Some studies suggest that we lose information from short-term
memory due to decay—the fading of information due to lack of
attention.
ii. Stronger evidence points to the role of interference in
memory loss, meaning that information leaves memory
because of competition from additional incoming information.
a. Retroactive interference—interference with retention of
old information due to acquisition of new information.
b. Proactive interference—interference with acquisition of
new information due to previous learning of information.
c. Both retroactive and proactive interference are more likely
to occur when old and new stimuli are similar.
d. The Capacity of Short-Term Memory: The Magic Number
i. Short-term memory doesn’t last very long.
ii. Miller suggests that limit = 7 +/– 2 bits.
iii. The Magic Number is the universal limit of short-term
memory, applying to just about all the information we
encounter.
a. It may be an overestimate. Our limit may be as low as 4.
b. Short-term memory is extremely limited.
e. Chunking
i. Chunking—organizing material into meaningful groupings.
ii. We can expand our short-term memory by using chunking.
a. Explains Rajan’s ability to memorize pi.

Chapter 7: Memory
364
f. Rehearsal
i. Rehearsal—repeating information in one’s head or out loud.
a. Maintenance rehearsal—repeating stimuli in original
form, not attempting to change original stimuli in any way.
b. Elaborative rehearsal—linking stimuli we need to
remember to other information we have in some
meaningful way, perhaps by visualizing them or trying to
understand their interrelationship (Figure 7.5, text p.
247).
(i) Paired associate task helps to clarify differences
between types of rehearsal.
(ii) Elaborative rehearsal tends to work better than
maintenance rehearsal.
(iii) Demolishes a widely held myth that rote
memorization is best means of retaining
information.
g. Depth of Processing
i. Levels of processing—the more deeply we transform
information, the better we tend to remember it.
ii. Three levels of processing of verbal information.
iii. Criticism of model
a. It’s largely unfalsifiable.
b. It’s virtually impossible to determine how deeply we’ve
processed a memory in the first place.
c. Proponents of level-of-processing theory seem to be
equating “depth” to how well subjects later remember.
4. Long-Term Memory
a. Long-term memory—our permanent store of information, including
facts, experiences, and skills acquired over a lifetime.
b. Differences Between Long-Term and Short-Term Memory
i. Compared to short-term memory, long-term memory capacity
is huge.
a. Information in short-term memory vanishes quickly, while
information in long-term memory can endure for years
(Figure 7.6, text p. 248).
(i) Permastore—type of long-term memory that
appears to be permanent.
b. Mistakes we commit in long-term memory differ from
those we make in short-term memory.
(i) Long-term memory errors tend to be semantic, that
is, based on the meaning of the information we’ve
received.
(ii) In contrast, short-term memory errors tend to be
acoustic, or based on the sound of the information.

Chapter 7: Memory
365
c. Primacy and Recency Effects
i. Psychologists can predict which items people are more likely
to forget and which they’re more likely to remember.
ii. Primacy effect—the tendency to remember words early in a
list.
iii. Recency effect—the tendency to remember words later in a
list.
iv. Serial position curve—a graph with the position of the word
in the list plotted against the percentage of subjects who
accurately remembered the word, demonstrating primacy and
recency effects (Figure 7.7, text p. 249).
v. Most researchers agree that primacy and recency effects
reflect the operation of different memory systems.
a. The recency effect seems to reflect workings of short-term
memory.
b. The primacy effect seems to reflect workings of long-term
memory.
d. Types of Long-Term Memory
i. Some psychologists argue that long-term memory isn’t just
one system, but many (Figure 7.8, text p. 251).
ii. Explicit memory—the process of recalling information
intentionally, also called declarative memory.
a. Semantic memory—knowledge of facts about the world;
tends to activate the left frontal cortex more than right
frontal cortex.
b. Episodic memory—recollection of events in our lives;
tends to activate the right frontal cortex more than left
frontal cortex.
iii. Implicit memory—the process of recalling information that we
don’t remember deliberately and that doesn’t require
conscious effort on our part.
a. Procedural memory—memory for motor skills and
habits.
b. Priming—our ability to identify a stimulus more easily or
more quickly when we’ve previously encountered similar
stimuli.
c. Stem completion task—task in which an individual fills in
missing letters of a word, and which can be used to
demonstrate priming.

Chapter 7: Memory
366
II. THE THREE PROCESSES OF REMEMBERING (Text p. 251)
> Lecture Launchers
The Power of Schemas
Coding in Long-Term Memory
Context and Its Effect on Memory
Telephone Game in the Classroom
Schemas and Memory
> Writing Assignments
Memories of 9/11
Improving Memory
A. Encoding: The “Call Numbers” of the Mind
1. Encoding—the process of getting information into memory.
a. Most events we’ve experienced are never encoded.
b. Events we do encode include only some of the details of the
experience.
2. The Role of Attention
a. To encode something, we must first attend to it.
i. This explains the popular belief that our brains preserve a
record of all events we encounter.
ii. Penny recognition example (Figure 7.10, text p. 253)
3. Mnemonics: Valuable Memory Aids
a. Mnemonic—a learning aid, strategy, or device that enhances recall,
helps us organize information meaningfully during encoding, aiding
later retrieval.
b. To be used effectively, mnemonics require training, patience, and
creativity.
c. Mnemonic approaches:
i. Pegword method—rhyming to recall lists of words.
ii. Method of loci—use of imagery of places.
iii. Keyword method—using a word that reminds you of the word
you are trying to remember.
iv. Music—putting material-to-be-learned to a familiar melody.
B. Storage: Filing Away Our Memories
1. Storage—the process of keeping information in memory.
2. The Value of Schemas
a. Schema—an organized knowledge structure or mental model stored in
memory.
i. Schemas affect how we store memory information (actually,
schemas play a role in all three stages of memory).
ii. Schemas equip us with frames of reference for interpreting
new situations.

Chapter 7: Memory
367
3. Schemas and Memory Mistakes
a. Schemas can lead us to remember things that never happened.
i. Schemas simplify, which is good as they help us make sense
of the world.
ii. But schemas sometimes oversimplify, which can be bad
because they can produce memory illusions.
C. Retrieval: Heading for the “Stacks”
1. Retrieval—reactivation or reconstruction of experiences from our memory
stores.
a. To remember something, we need to fetch it from our long-term
memory banks.
i. Many types of forgetting result from failures of retrieval (Table
7.1, text p. 259).
ii. Retrieval cue—hint that makes it easier for us to recall
information.
2. Measuring Memory
a. Recall and Recognition
i. Recall—generating previously remembered information.
ii. Recognition—selecting previously remembered information
from an array of options.
iii. Recall tends to be more difficult than recognition because it
requires both generating an answer and determining whether it
seems correct, whereas recognition requires only determining
which item from a list seems most correct.
b. Relearning
i. We learn information more quickly when we study something
we’ve already studied relative to when we studied it the first
time.
ii. Relearning—reacquiring knowledge that we’d previously
learned but largely forgotten over time.
a. Hermann Ebbinghaus studied memory and found that
most forgetting occurs almost immediately after learning
new material, with increasingly less after that (Figure
7.12, text p. 259).
b. He also found that he learned more quickly the second
time around.
iii. Relearning shows that memory for a skill or knowledge is still
in your brain somewhere.
iv. Relearning is a more sensitive measure of memory than recall
or recognition.
v. Distributed versus massed practice—studying information
in small increments over time (distributed) versus in large
increments over a brief amount of time (massed).
a. We tend to remember things better when we spread our
learning over longer intervals.
b. This is one of the best replicated effects in psychology.

Chapter 7: Memory
368
3. Tip-of-the-Tongue (TOT) Phenomenon
a. Tip-of-the-tongue (TOT) phenomenon—experience of knowing that
we know something but are unable to access it (Table 7.2, text p.
260).
b. Tells us that there’s a difference between something we’ve forgotten
because it wasn’t stored in memory and something that we can’t quite
retrieve.
4. Encoding Specificity: Finding Things Where We Left Them
a. Encoding specificity—phenomenon of remembering something
better when the conditions under which we retrieve the information are
similar to the conditions under which we encoded it.
b. Context-dependent learning—superior retrieval when the external
context of the original memories matches the retrieval context.
i. Students tend to do better on exams when they’re tested in
the same classroom in which they learned the material (Figure
7.13, text p. 261).
c. State-dependent learning—superior retrieval of memories when the
organism is in the same physiological or psychological state as it was
during encoding.
III. THE BIOLOGY OF MEMORY (Text p. 262)
> Lecture Launchers
The Molecular Biology of Memory Storage
Musical Memories
The Case of Mr. M
Gingko Biloba and Memory
Predicting Alzheimer’s Disease
B. The Neural Basis of Memory Storage
1. The Elusive Engram
a. Beginning in the 1920s, psychologist Karl Lashley tried to locate the
engram: physical traces of memory in the brain.
b. In an effort to discover where in the brain memory was stored, Lashley
taught rats how to run various mazes.
c. He then lesioned different parts of their brains to see if the rats forgot
how to find their way.
d. Although Lashley found no engram, he learned two important things:
i. The more brain tissue he removed, the worse the rat
performed on the maze.
ii. No matter where he removed brain tissue, the rat retained at
least some memory of the maze.
e. These findings led Lashley to conclude that memory isn’t located in a
single place.

Chapter 7: Memory
369
2. Long-Term Potentiation—A Physiological Basis for Memory (Figure 7.14,
text p. 263)
a. Long-term potentiation (LTP)—gradual strengthening of the
connections among neurons from repetitive stimulation over time;
results in an increased release of glutamate.
b. Most neuroscientists agree that LTP plays a key role in learning and
that the hippocampus plays a key role in forming lasting memories.
c. LTP and Glutamate
i. LTP tends to occur at synapses where the sending neuron
releases glutamate into the synapse.
C. Where Is Memory Stored?
1. The hippocampus is critical to memory, but learned information is not stored
permanently in the hippocampus itself.
2. Memories distribute themselves throughout many areas of the cortex.
3. Amnesia—Biological Bases of Explicit and Implicit Memory
a. Explicit and implicit memories are governed by different brain systems.
i. Evidence for this comes from research on amnesia.
ii. Retrograde amnesia—loss of memories from our past.
iii. Anterograde amnesia—inability to encode new memories
from our experiences.
b. Amnesia Fictions and Facts
i. Generalized amnesia in which a person loses all previous
memories is exceedingly rare.
ii. Memory recovery from amnesia tends to occur gradually, if at
all.
c. Case Studies of Amnesia: H. M. and Clive Wearing
i. H. M. suffered from severe epileptic seizures: following
surgery to remove large chunks of his temporal lobes, H. M.
developed virtually complete anterograde amnesia, and
couldn’t encode new memories. Brain imaging used to explore
H. M.’s brain found damage to the hippocampus, the
surrounding cortex, and the amygdala.
ii. Clive Wearing had his hippocampi damaged from a herpes
virus. Clive suffered from virtually complete anterograde
amnesia, like H. M.

Chapter 7: Memory
370
4. Emotional Memory
a. The Role of the Amygdala
i. Emotional components of memories, especially fear, are
stored (Figure 7.16, text p. 265).
ii. Studies with patients with damage to the hippocampus (W. S.)
and the amygdala (S. M.) helped differentiate the role of each
structure.
b. Erasing Painful Memories
i. The hormones adrenaline and norepinephrine are released in
response to stress and stimulate protein receptors on nerve
cells, which solidify emotional memories.
ii. Studies have shown that the drug propranolol, which blocks
the effects of adrenaline on beta-adrenergic receptors, can
dampen recall of emotional memories.
D. The Biology of Memory Deterioration
1. After age 65, humans begin to experience memory problems and some
degeneration in the brain.
a. Senility isn’t inevitable.
b. Scientists disagree as to how much memory loss is “normal” during
aging.
c. Alzheimer’s disease is the most common but not the only cause of
senility.
i. Dementia—severe memory loss.
d. Alzheimer’s disease accounts for 50 to 60 percent of cases of
dementia.
i. Another cause is multiple strokes in the brain.
e. Cognitive impairments of Alzheimer’s disease relate to memory and
language, which corresponds to patterns of cortical loss in these
patients (Figure 7.17, text p. 267).
i. Alzheimer’s patients forget recent events first.
ii. They forget grandchildren’s names before forgetting the
names of their own children.
iii. They experience disorientation regarding their current location
or current information.
f. Alzheimer’s brains contain many senile plaques and neurofibrillary
tangles that might contribute to the loss of synapses and loss and
death of cells in the hippocampus and cerebral cortex.
g. No treatment to date halts or reverses Alzheimer’s disease.
h. Researchers look to people’s lifestyles for possible risks for
Alzheimer’s disease.

Chapter 7: Memory
371
IV. THE DEVELOPMENT OF MEMORY: ACQUIRING A PERSONAL HISTORY (Text p. 268)
> Lecture Launchers
The Lost Memories of Early Childhood
Why You Don’t Remember Your First Birthday Party
Aging, Culture, and Memory
Culture and Memory
A. Memory Over Time
1. Memory changes as we age, but considerable continuity remains across
development.
2. Memory span and ability to use strategies increase dramatically across the
infant, toddler, preschool, and elementary school years.
3. Children’s memories become increasingly sophisticated.
4. Memory span increases with age, which may be due to better use of
strategies.
5. Conceptual understanding increases with age, along with the ability to chunk
related items and store memories in meaningful ways.
6. Meta-memory—knowledge about one’s own memory abilities and limitations.
B. Infants’ Implicit Memory: Talking With Their Feet
1. Study found that children as young as 2 months retained memories of a
previous experience.
a. Span of recall increased quickly.
C. Mysteries of Psychological Science: Why Can’t We Remember the First Few Years
of Our Lives?
1. Infantile Amnesia—inability to remember personal experiences that took
place before an early age.
2. Infantile amnesia and pop psychology
a. Proponents of some forms of psychological treatment have ignored
evidence about infantile amnesia.
b. There is no evidence that fetuses retain memories from the womb.
c. Fetuses can’t accurately make out sentences heard from within the
womb.
d. There is no evidence that memories last.
3. Explanations for infantile amnesia
a. Hippocampus is only partially developed during infancy.
b. Memories before 2 or 3 years of age are not trustworthy.
c. Culture may shape the age and content of our first memories.
d. Infants possess little or no concept of self.
i. Without this sense of self, infants can’t encode or store
memories meaningfully.
e. Infants’ lack of verbal encoding may make some early memories
inaccessible.

Chapter 7: Memory
372
V. FALSE MEMORIES: WHEN GOOD MEMORY GOES BAD (TEXT P. 271)
> Lecture Launchers
The Chowchilla Kidnapping
Eyewitness Testimony
The Fallibility of Eyewitness Testimony
Hypnosis and Memory
A Combined Demonstration and Review
Patriot Games
Crossword Puzzle
Fill-in-the-Blanks
A. False Memories
1. Flashbulb Memories
a. Flashbulb memories—emotional memories that are extraordinarily
vivid and detailed.
b. Phantom flashbulb memory—the idea that many seemingly flashbulb
memories are false.
2. Source Monitoring: Who Said That?
a. Source monitoring—ability to identify the origins of a memory.
b. Source monitoring confusion—lack of clarity about the origin of a
memory.
c. According to source monitoring view of memory, we try to identify the
origins of our memories by seeking cues about how we encoded them.
d. In many cases, source monitoring works well by helping us avoid
confusing our memories with our fantasies.
e. In some cases, we can be fooled.
f. Some studies suggest that fantasy-prone people and the elderly are
more likely to experience memory illusions on memory illusion tasks.
g. Cryptomnesia—failure to recognize that our ideas originated with
someone else.
h. Some cases of plagiarism may reflect cryptomnesia.

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Before starting she crossed her fingers and then the whole way to the
butcher shop kept her fingers crossed.

If she met any playmates and they asked her to stop and play
cross-tag or jackstones or all-around-the-mulberry-bush or the-
green-grass-grew-all-around or drop-the-handkerchief, she told
them, “My fingers are crossed and I am running to the butcher shop
for a soup bone.”
One morning running to the butcher shop she bumped into a big
queer boy and bumped him flat on the sidewalk.
“Did you look where you were running?” she asked him.
“I forgot again,” said Shovel Ears. “I remember worse and worse. I
forget better and better.”
“Cross your fingers like this,” said Pig Wisps, showing him how.
He ran to the butcher shop with her, watching her keep her fingers
crossed till the butcher gave her the soup bone.
“After I get it then the soup bone reminds me to go home with it,”
she told him. “But until I get the soup bone I keep my fingers
crossed.”
Shovel Ears went to his father and began helping his father open
oysters. And Shovel Ears kept his fingers crossed to remind him to
pick out the pearls.
He picked a hundred buckets of pearls the first day and brought
his father the longest slippery, shining rope of pearls ever seen in
that oyster country.
“How do you do it?” his father asked.
“It is the crossed fingers—like this,” said Shovel Ears, crossing his
fingers like the letter X. “This is the way to remember better and
forget worse.”
It was then the oyster king went and told the men who change the
alphabets just what happened.
When the men who change the alphabets heard just what
happened, they decided to put in a new letter, the letter X, near the
end of the alphabet, the sign of the crossed fingers.
On the wedding day of Pig Wisps and Shovel Ears, the men who
change the alphabets all came to the wedding, with their fingers
crossed.
Pig Wisps and Shovel Ears stood up to be married. They crossed
their fingers. They told each other other they would remember their

promises.
And Pig Wisps had two ropes of pearls twisted down her back and
a sweet young face saying, “Here we come—where from?”

Kiss Me
Many years ago when pigs climbed chimneys and chased cats up
into the trees, away back, so they say, there was a lumber king who
lived in a river city with many wildcats in the timbers near by.
And the lumber king said, “I am losing my hair and my teeth and I
am tired of many things; my only joy is a daughter who is a dancing
shaft of light on the ax handles of morning.”
She was quick and wild, the lumber king’s daughter. She had never
kissed. Not her mother nor father nor any sweetheart ever had a love
print from her lips. Proud she was. They called her Kiss Me.
She didn’t like that name, Kiss Me. They never called her that
when she was listening. If she happened to be listening they called
her Find Me, Lose Me, Get Me. They never mentioned kisses because
they knew she would run away and be what her father called her, “a
dancing shaft of light on the ax handles of morning.”
But—when she was not listening they asked, “Where is Kiss Me to-
day?” Or they would say, “Every morning Kiss Me gets more
beautiful—I wonder if she will ever in her young life get a kiss from a
man good enough to kiss her.”
One day Kiss Me was lost. She went out on a horse with a gun to
hunt wildcats in the timbers near by. Since the day before, she was
gone. All night she was out in a snowstorm with a horse and a gun
hunting wildcats. And the storm of the blowing snow was coming
worse on the second day.

Out into the snowstorm
Flax Eyes rode that day
It was then the lumber king called in a long, loose, young man with
a leather face and hay in his hair. And the king said, “Flax Eyes, you
are the laziest careless man in the river lumber country—go out in
the snowstorm now, among the wildcats, where Kiss Me is fighting
for her life—and save her.”
“I am the hero. I am the man who knows how. I am the man who
has been waiting for this chance,” said Flax Eyes.
On a horse, with a gun, out into the snowstorm Flax Eyes rode that
day. Far, far away he rode to where Kiss Me, the quick wild Kiss Me,
was standing with her back against a big rock fighting off the
wildcats.
In that country the snowstorms make the wildcats wilder—and
Kiss Me was tired of shooting wildcats, tired of fighting in the snow,
nearly ready to give up and let the wildcats have her.
Then Flax Eyes came. The wildcats jumped at him, and he threw
them off. More wildcats came, jumping straight at his face. He took
hold of those wildcats by the necks and threw them over the big rock,
up into the trees, away into the snow and the wind.
At last he took all the wildcats one by one and threw them so far
they couldn’t come back. He put Kiss Me on her horse, rode back to

the lumber king and said lazy and careless, “This is us.”
The lumber king saw the face of Flax Eyes was all covered with
cross marks like the letter X. And the lumber king saw the wildcats
had torn the shirt off Flax Eyes and on the skin of his chest,
shoulders, arms, were the cross marks of the wildcats’ claws, cross
marks like the letter X.
So the king went to the men who change the alphabets and they
put the cross marks of the wildcats’ claws, for a new letter, the letter
X, near the end of the alphabet. And at the wedding of Kiss Me and
Flax Eyes, the men who change the alphabets came with wildcat
claws crossed like the letter X.

Blue Silver
Long ago when the years were dark and the black rains used to
come with strong winds and blow the front porches off houses, and
pick chimneys off houses, and blow them onto other houses, long ago
when people had understanding about rain and wind, there was a
rich man with a daughter he loved better than anything else in the
world.
And one night when the black rain came with a strong wind
blowing off front porches and picking off chimneys, the daughter of
the rich man fell asleep into a deep sleep.
In the morning they couldn’t wake her. The black rain with the
strong wind kept up all that day while she kept on sleeping in a deep
sleep.
Men and women with music and flowers came in, boys and girls,
her playmates, came in—singing songs and calling her name. And
she went on sleeping.
All the time her arms were crossed on her breast, the left arm
crossing the right arm like a letter X.
Two days more, five days, six, seven days went by—and all the time
the black rain with a strong wind blowing—and the daughter of the
rich man never woke up to listen to the music nor to smell the
flowers nor to hear her playmates singing songs and calling her
name.

She stayed sleeping in a deep sleep—with her arms crossed on her
breast—the left arm crossing the right arm like a letter X.
So they made a long silver box, just long enough to reach from her
head to her feet.
And they put on her a blue silver dress and a blue silver band
around her forehead and blue silver shoes on her feet.
There were soft blue silk and silver sleeves to cover her left arm
and her right arm—the two arms crossed on her breast like the letter
X.
They took the silver box and carried it to a corner of the garden
where she used to go to look at blue lilacs and climbing blue morning
glories in patches of silver lights.
Among the old leaves of blue lilacs and morning glories they dug a
place for the silver box to be laid in.
And men and women with music and flowers stood by the silver
box, and her old playmates, singing songs she used to sing—and
calling her name.
When it was all over and they all went away they remembered one
thing most of all.
And that was her arms in the soft silk and blue silver sleeves, the
left arm crossing over the right arm like the letter X.
Somebody went to the king of the country and told him how it all
happened, how the black rains with a strong wind came, the deep
sleep, the singing playmates, the silver box—and the soft silk and
blue silver sleeves on the left arm crossing the right arm like the
letter X.
Before that there never was a letter X in the alphabet. It was then
the king said, “We shall put the crossed arms in the alphabet; we
shall have a new letter called X, so everybody will understand a
funeral is beautiful if there are young singing playmates.”

Psychology From Inquiry to Understanding 4th Edition Lilienfeld Solutions Manual

TRANSCRIBER’S NOTES
1. Silently corrected typographical errors and variations in
spelling.
2. Archaic, non-standard, and uncertain spellings retained as
printed.

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