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Test Bank Cognition, 6th ed. Radvansky/Ashcraft

Chapter 7: Knowing

Multiple Choice Questions:

1. Which is NOT true of semantic memory?

a. general world knowledge
b. a person’s mental encyclopedia and dictionary
c. includes language
d. critically depends on pituitary functioning
Page: 211
Type: conceptual
Answer: d

2. Semantic memory is memory for __________.

a. general world knowledge
b. the meaning of individual experiences only
c. commonly exacted behaviors (e.g., riding a bicycle)
d. things that are not reconsolidated
Page: 211
Type: factual
Answer: a

3. Hintzman (1978) referred to semantic memory as __________.

a. hierarchical memory
b. connectionist memory
c. generic memory
d. category memory
Page: 211
Type: factual
Answer: c

4. The first person to use the term “semantic memory” was __________.
a. Bartlett
b. Wundt
c. Sternberg
d. Quillian
Page: 212
Type: factual
Answer: d

5. The kind of memory that is thought to be largely similar across different people is __________.
a. paralinguistic
b. episodic
c. semantic
d. direct
Page: 212
Type: conceptual
Answer: c

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Test Bank Cognition, 6th ed. Radvansky/Ashcraft

6. Loftus and Palmer’s (1974) research showed that eyewitness reports varied as a function of the wording of
a question. This suggests that __________.
a. semantic memory knowledge biases how we remember events
b. people often do not listen closely to questions
c. semantic memory research is not very ecologically valid
d. there is an inheritance of concepts across domains
Page: 212
Type: conceptual
Answer: a

7. Which is NOT part of the Collins & Quillian model?

a. nodes
b. network
c. bridging
d. spreading activation
Page: 213
Type: conceptual
Answer: c

8. “ROBIN is a BIRD” is NOT an example of __________.

a. nodes
b. network
c. bridging
d. spreading activation
Page: 213
Type: conceptual
Answer: d

9. Concepts are represented in a semantic network by __________.

a. nodes
b. networks
c. links
d. spreading activation
Page: 213
Type: factual
Answer: a

10. Associations are represented in a semantic network by __________.

a. nodes
b. networks
c. links
d. spreading activation
Page: 213
Type: factual
Answer: c

11. In the Smith et al. (1974) model of semantic memory, __________ is the features and properties of a
concept that are essential to its meaning: for example, “bearing live young,” for “mammal.”
a. definingness
b. perceptual category
c. prototyping
d. cognitive economics
Page: 215
Type: factual
Answer: a

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Test Bank Cognition, 6th ed. Radvansky/Ashcraft

12. “Defining feature” is most associated with __________.

a. Bartlett’s mental workbench
b. connectionist models
c. Collins and Quillian’s hierarchical model
d. Smith’s feature list model
Page: 215
Type: conceptual
Answer: d

13. In a feature list model of semantic memory, the structure of semantic memory comes from __________.
a. the nodes and links
b. the structure of the lists and the retrieval processes
c. the structure of the world
d. the structure of our minds
Page: 215
Type: conceptual
Answer: b

14. Features that are common, but not essential, to the meaning of a concept, are __________.
a. characteristics
b. defining
c. necessary and sufficient
d. parallel
Page: 215
Type: factual
Answer: a

15. A simple sentence presented for a person’s yes/no decision is a __________.

a. Stage I comparison
b. Sternberg search task
c. lexical decision task
d. sentence verification task
Page: 217
Type: factual
Answer: d

16. In testing their model, Collins & Quillian __________.

a. used a lexical decision verification task
b. were unable to account for serial exhaustive memory search functions
c. demonstrated that concepts closer together in the network are responded to faster
d. used both RT and accuracy measures
Page: 217
Type: conceptual
Answer: b

17. Which of the following is NOT true of Collins & Quillian’s revised semantic network model?
a. Typical or central members of the category are connected to the superordinate node by shorter
pathways.
b. can handle typicality effects
c. retains the exclusively hierarchical organizational structure
d. has difficulty with perceptual symbols
Page: 220
Type: conceptual
Answer: c

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Test Bank Cognition, 6th ed. Radvansky/Ashcraft

18. Kounios & Holcomb concluded that the N400 ERP component reflects __________.
a. serial position effects
b. semantic priming
c. unrelatedness
d. relatedness
Page: 220
Type: factual
Answer: c

19. P300 stands for __________.

a. positive ERP
b. 300 milliseconds after presentation
c. an index of cognitive processing
d. all of the above
Page: 220
Type: factual
Answer: d

20. N400 stands for __________.

a. a node in a semantic network
b. an integrative function in the nomological network
c. negative 400 mV spike
d. negative spike at 400 ms
Page: 220
Type: factual
Answer: d

21. In semantic memory tasks, response time is speeded up or judgments are made more easily when the
concepts are closer together in semantic distance—that is, when they are more closely related. The effect is
reversed when the comparison is false; that is, RT is longer for the comparison “a whale is a fish” vs. “a
whale is a bird.” This is an example of __________.
a. superordinate effect
b. semantic relatedness effect
c. subordinate effect
d. Hampton priming
Page: 220
Type: conceptual
Answer: b

22. Which of the following could be used as evidence AGAINST a “hierarchical” organization of semantic
memory?
a. serial position curve
b. typicality effects
c. hierarchical deconstruction
d. cognitive economy
Page: 221
Type: conceptual
Answer: b

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Test Bank Cognition, 6th ed. Radvansky/Ashcraft

23. The amplitude of N400 ERPs was markedly lower in the right than in the left hemisphere for abstract
words as compared to concrete words. Both amplitudes were lower for abstract relative to concrete words.
This is evidence of __________.
a. serial position effect
b. Pavio’s dual-coding hypothesis
c. semantic priming
d. natural categories
Page: 222
Type: factual
Answer: b

24. Holcomb’s sentence “Armed robbery implies thief used a weapon” is a _________ sentence, whereas
“Armed robbery implies thief used a rose” is a __________ sentence.
a. concrete–concrete; anomalous–concrete
b. congruent–concrete; anomalous–concrete
c. congruent–abstract; anomalous–abstract
d. “right”; “wrong”
Page: 222
Type: conceptual
Answer: b

25. The study by Pecher, Zeelenberg, & Barsalou (2003) supports the use of perceptual symbols in semantic
memory in that __________.
a. people showed priming based on abstract concepts
b. people showed priming based on perceptual modality
c. there was evidence that priming was greater when the probes were shown perceptually
d. there was evidence that priming was greater when the probes were shown abstractly
Page: 224
Type: factual
Answer: b

26. According to Barsalou (1999), the idea that semantic memory cues perceptual symbols suggests that
__________.
a. semantic memory is built up from sensory and motor elements derived from experience
b. there is no utility in people forming categories
c. a reanalysis of Collins and Quillian’s model shows it to be correct
d. semantic memory is the same thing as episodic memory
Page: 224
Type: factual
Answer: a

27. Which is NOT true of connectionism?

a. localist representation
b. a framework in which interconnected nodes in a network, pathways, and priming can be studied
c. The nodes can represent almost any kind of information, from simple line segments (letter recognition)
to complex features (e.g., has wings, red breast, can fly, etc.).
d. In principle, any type of knowledge can be represented by nodes and the weighted connections
between them.
Page: 225
Type: conceptual
Answer: b

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Test Bank Cognition, 6th ed. Radvansky/Ashcraft

28. Connectionist models of memory are inspired by what?

a. the nervous system
b. telephone switchboards
c. computer motherboards
d. the grand interconnectivity of life
Page: 225
Type: factual
Answer: a

29. Which is NOT a purported advantage of using connectionist modeling to study cognition?
a. structural similarity to neural connections
b. Individual units within connectionist models are “similar” to neurons.
c. The yes/no of neural firing mirrors the on/off binary aspect of connectionist units.
d. Massive parallel functions allow us to extrapolate beyond what computers can model.
Page: 225
Type: conceptual
Answer: d

30. Connectionist models embody the idea that semantic memories are __________.
a. localized in certain, precise spots
b. not really semantic after all
c. an innate part of who we are at birth
d. two across a network
Page: 225
Type: conceptual
Answer: d

31. Anomia is a __________.

a. deficit in reading due to brain injury
b. deficit in comprehension due to brain injury
c. deficit in word finding due to brain injury
d. deficit in memory due to brain injury
Page: 228
Type: factual
Answer: c

32. A person who has difficulty retrieving the names of things from semantic memory has a condition called
__________.
a. anomia
b. ataxia
c. agraphia
d. amusia
Page: 228
Type: factual
Answer: a

33. Lexical means __________.

a. meaning
b. dictionary
c. response time
d. network
Page: 228
Type: factual
Answer: b

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Test Bank Cognition, 6th ed. Radvansky/Ashcraft

34. A person with anterograde amnesia would be expected to show __________ semantic priming effects,
compared to normal controls.
a. similar
b. larger
c. smaller
d. adaptive
Page: 234
Type: conceptual
Answer: a

35. Priming effects reveal what about semantic memory?

a. when it was learned
b. how it is structured
c. when a connectionist network has transformed into a semantic network
d. that there is functionally no end to semantic memory
Page: 230
Type: conceptual
Answer: b

36. The proper term for better-than-baseline response (generally a result of useful advance information) is
__________.
a. facilitation
b. typicality
c. prototyping
d. stroop
Page: 230
Type: factual
Answer: a

37. SOA is __________.

a. semantic order of activation
b. semantics and orthographic analysis
c. a timing measure
d. a measure of semantic relatedness
Page: 230
Type: factual
Answer: c

38. The term “cost” is used in cognitive research under what circumstances?
a. prototypic processing
b. functional amnesty
c. negative influence on processing
d. an indication of larger semantic networks
Page: 231
Type: factual
Answer: c

39. “Lag 2” in a priming task reflects __________.

a. cost
b. facilitation
c. two intervening items or trials
d. the time increase required for participants to perform the more difficult task
Page: 231
Type: factual
Answer: c

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Test Bank Cognition, 6th ed. Radvansky/Ashcraft

40. In a priming experiment using lexical decision, what is the best “neutral” condition?
a. truck–robin
b. XXXX–dog
c. France–Switzerland
d. doctor–nurse
Page: 231
Type: applied
Answer: b

41. Loftus & Loftus (1974) report a priming experiment using prime target pairs with a prime target delay of
either 0 ms or 2500 ms. They also performed cross-trial priming with a lag of zero or two. Which did they
NOT find?
a. Related primes produced facilitation.
b. Repeating categories produced facilitation.
c. Priming effects increased with increasing SOA.
d. Priming effects increased with lag.
Page: 231
Type: factual
Answer: d

42. Neely (1977) used an SOA manipulation in a lexical decision task with the participants either expecting a
category switch (BODY–robin) or not expecting a switch (BODY–arm). The data illustrate __________.
a. standard semantic priming when a category shift was to-be-expected
b. Standard semantic priming when a category shift was to-be-expected at (only) the long SOA condition
c. that at the short SOA, he found standard semantic priming regardless of whether the shift was expected
or unexpected
d. that at the long SOA (but not the short SOA), he found standard semantic priming regardless of
whether the shift was expected or unexpected
Page: 233
Type: factual
Answer: c

43. Neely (1977) used an SOA manipulation in a lexical decision task to illustrate __________.
a. long-term memory storage
b. short-term memory storage
c. the dual-coding hypothesis
d. that both automatic and controlled processing can be implicated in priming
Page: 233
Type: conceptual
Answer: d

44. Which is NOT true?

a. Semantic priming can occur even in the absence of conscious awareness of prime identity.
b. In artificial categorization tasks, participants can be successfully oriented to classify on the basis of
“diagnostic” features or “prototypical” features using short-term memory storage.
c. Semantic memory is organized according to semantic relatedness among concepts. Both automatic and
controlled processing can be implicated in priming.
d. Regardless of SOA, implicit priming will overwhelm explicit priming.
Page: 233
Type: conceptual
Answer: d

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Test Bank Cognition, 6th ed. Radvansky/Ashcraft

45. In what way was the foundational research by Bartlett different from than by Ebbinghaus?
a. the use of delayed recall
b. It focused on meaningful materials.
c. using human research subjects
d. carefully controlling the materials to be memorized
Page: 235
Type: conceptual
Answer: b

46. Schemata aid in what aspect of memory?

a. reconstructive processes
b. reproductive recall
c. analogical reasoning
d. propositional coding
Page: 236
Type: conceptual
Answer: a

47. What nature of memory is best illustrated by the operation and influence of schemata during memory
retrieval?
a. forgetting
b. compartmentalization
c. learning
d. reconstruction
Page: 236
Type: conceptual
Answer: d

48. What are the mental representations that serve as a framework or body of knowledge for commonly
experienced aspects of life called?
a. lexicons
b. parsecs
c. schemata
d. partonomies
Page: 237
Type: factual
Answer: c

49. Mental categories allow us to __________.

a. predict the ways in which we should interact with new instances
b. spend more time trying to figure out what things are
c. find the needle in the haystack
d. overcome our biases and prejudices derived from stereotypes
Page: 243
Type: conceptual
Answer: a

50. In semantic categories, the degree to which items are viewed as typical, central members of a category; the
central tendency of a category: __________.
a. semantic activation
b. typicality
c. inheritance
d. priming
Page: 245
Type: conceptual
Answer: b

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Test Bank Cognition, 6th ed. Radvansky/Ashcraft

51. According to the classic view of categorization, which of the following would NOT be used by people to
create their semantic categories?
a. necessary features
b. sufficient features
c. rules
d. prototypes
Page: 244
Type: conceptual
Answer: d

52. Rips (1975) reported an experiment in which subjects read a story about an island inhabited by only eight
species of animals: sparrows, robins, eagles, hawks, ducks, geese, ostriches, and bats. The evidence
indicated __________.
a. support for prepositional theories of representation
b. support for PDP models
c. support for the dual-coding hypothesis
d. evidence for prototype effects
Page: 245
Type: conceptual
Answer: d

53. In semantic memory research, the result that typical members of a category tend to be judged as members
of the category more rapidly than atypical members is called the __________.
a. typicality effect
b. redundancy gain
c. feature effect
d. familiarity bias
Page: 245
Type: factual
Answer: a

54. In semantic memory, which of the following is NOT a characteristic of mental categories?
a. typicality effects
b. rule-based organization
c. correlated attributes
d. family resemblance
Page: 245
Type: conceptual
Answer: b

55. An abstract central core of a mental category is a(n) __________.

a. core feature list
b. exemplar
c. prototype
d. ad hoc category
Page: 246
Type: factual
Answer: c

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Test Bank Cognition, 6th ed. Radvansky/Ashcraft

56. Which is NOT a principle proposed to contribute to classification and categorization?

a. prototype comparison
b. Type II class action
c. exemplar-based representation
d. explanation-based organization
Page: 247
Type: conceptual
Answer: b

57. Which is NOT true of categories?

a. Mental categories involve fuzzy boundaries.
b. Typical members resemble the prototype of the category.
c. Diffusion reduces the priming effects for central categorical membership.
d. Evidence supports the notion that multiple types of categorization are used.
Page: 247
Type: conceptual
Answer: c

58. When are ad hoc categories created?

a. over a long period of time
b. on the fly
c. during childhood
d. after a great deal of experience
Page: 247
Type: factual
Answer: b

59. Which theory of semantic memory is most consistent with the existence of ad hoc categories?
a. semantic networks
b. classic view of categorization
c. connectionist
d. temporal lobe theories
Page: 247
Type: conceptual
Answer: c

60. The idea that people treat members of a category as if they had some shared common underlying quality is
__________.
a. psychological essentialism
b. prototypicality
c. exemplarism
d. extractionistics
Page: 248
Type: factual
Answer: a

True/False Questions:

61. A semantic network represents the order in which different types of information were learned. FALSE ( p.
213)
62. Collins & Quillian demonstrated that property pathways were stronger than isa pathways. FALSE (p. 213)
63. In a feature list theory, each concept captures the relative importance of various features. TRUE (p. 215)
64. Semantic memory is organized according to semantic relatedness among concepts. TRUE (p. 215)

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Test Bank Cognition, 6th ed. Radvansky/Ashcraft

65. The amplitude of N400 ERPs was markedly lower in the right than in the left hemisphere for abstract
words as compared to concrete words. Both amplitudes were lower for abstract relative to concrete words.
TRUE (p. 223)
66. Abstract words activate right and left hemisphere processing equally. FALSE (p. 223)
67. Embodied cognitive processes play no role in semantic memory. FALSE (p. 223)
68. The more you know about something, the more complex your representational schema is, and the harder it
is to access specific information. FALSE (p. 224)
69. Most connectionist networks will include both facilitating and inhibitory connections. TRUE (p. 226)
70. In connectionist models, the weight of a connection determines its strength. TRUE (p. 226)
71. The lexical decision task requires that people know the meaning of the target word. FALSE (p. 230)
72. Lexical decision performance logically requires semantic access. FALSE (p. 230)
73. Lexical decision performance is typically measured by response time. TRUE (p. 230)
74. Priming effects always show facilitation relative to baseline. FALSE (p. 233)
75. There is an implicit component to priming. TRUE (p. 234)
76. Schemata are a form of episodic memory. FALSE (p. 234)
77. People use schemata and scripts to help them reconstruct memories of past events. TRUE (p. 236)
78. Schemata both help and hurt memory. TRUE (p. 236)
79. According to the classic view of mental categorization, categories are based around necessary and
sufficient features. TRUE (p. 244)
80. The classic view of categorization has stood the test of time and captures much of how people mentally
create and use categories. FALSE (p. 244)
81. Most people’s definition of “teddy bear” could be used to demonstrate the concept of a category central
tendency. TRUE (p. 245)
82. Explanation-based theories of categorization are based on probabilistic information. FALSE (p. 247)

Fill in the Blank/Short Answer:

83. Semantic memory captures ________________________ information.

(GENERIC/GENERAL/ENCYCLOPEDIC)
84. Hintzman referred to semantic memory as ________ memory. (GENERIC)
85. In a semantic network, concepts are represented by ________ and associations are represented by
________. (NODES; LINKS)
86. In connections networks, knowledge is represented in the strength of the ____________.
(CONNECTIONS/LINKS)
87. SOA stands for ________________________. (STIMULUS ONSET ASYNCHRONY)
88. In a priming task, the first stimulus is called the _____________, and the next stimulus is called the
____________. (PRIME; TARGET)
89. In studies of mental processing, the number of intervening trials between a prime and a target is the
____________. (LAG)
90. What type of memory process does a schema or script aid in? (RECONSTRUCTIVE)
91. A type of mental representation that is similar to a schema, but which captures the temporal order of events,
is called a(n) _____________. (SCRIPT)
92. The two kinds of probabilistic categorization are the _____________ and _________________ views.
(PROTOTYPE; EXEMPLAR)
93. The idealized average of all category members is called a(n) _________. (PROTOTYPE)
94. A category that is created on the fly is called a(n) __________ category. (AD HOC)

Essay Questions:

95. What is an advantage of feature list theories of semantic memory compared to semantic network models?
96. Why would semantic memory have characteristics that reflect embodied cognition?
97. With respect to models of the mind, what is connectionism?
98. What are the four frequently mentioned advantages of using connectionism to study cognition?
99. Describe how a priming task can be used to demonstrate both implicit and explicit processing.
100. Describe a situation in which a cost relative to a baseline might be demonstrated in a priming task.
101. How are schemata likely to change of the course of one’s life?

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Test Bank Cognition, 6th ed. Radvansky/Ashcraft

102. Describe (define) the dissociation referred to as a category-specific deficit.

103. What are the relative advantages and disadvantageous of the various theories of mental categorization?
104. In what ways are schemata and categories similar, and in what ways are they different?
105. To what degree do mental categories reflect the way the world is, and to what degree to they reflect how
we mentally organize the world?

107
Another random document with
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[Contents]
 17. House in the Air. [Note]

[Contents]

a. Tracking Anansi.

Simeon Falconer, Santa Cruz Mountains.

Anansi live into a tree with wife and children, then go about and robber
the others and they can’t find where he live. So Tiger and Bredder
Tacoomah dog him and see when he send down the rope and swing
up whatever he provide for the family. So Bredder Tiger go to a tin-
smith to give him a fine v’ice and went to the tree and him sing,

“Mama, mama, sen’ down rope,

Sen’ down rope, Brer Nansi deh groun’ a!”

Then the mother find out it was not Bredder Nansi from the coarseness
of the v’ice. So he go to a gold-smith now, and he come back again
and sing again. Now he get a v’ice same as Bredder Nansi.

“Mama, mama, sen’ down rope,

Sen’ down rope, Brer Nansi deh groun’ a!”

Then the mother let the rope down to receive him. Brer Nansi coming
from a distance see the mother swinging him up in the tree now and
say,

“Mama, cut de rope! mama, cut de rope!”

And she cut the rope and Bredder Tiger fell and broke his neck.
Bredder Nansi tak him and have him now for him dinner. They couldn’t
eat Bredder Nansi at all; him was the smartest one of all.
[Contents]

b. Rabbit and Children going up to Heaven.

William Saunders, Mandeville.

Once de Rabbit an’ chil’ren was going up to Heaven. Dey was singin’
dat dey goin’ up to Heaven t’-day, an’ Brar Anansi want to go along wid
dem to have a feed. Having got in de merit dey sing,

“Mammy an’ Harry,

Pull up de merit, pull up de merit!”

An’ when Anansi quite away on de journey was goin’ up to heaven, he

was singin’,

“Pull up de merit, pull up de merit!”

an’ de Rabbits say, “What is dat? Dat is Anansi voice!” De chil’ren say,
“Yes, dat is Anansi voice.” Rabbits say,

“Mammy an’ Harry,

Cut down de merit, cut down de merit!”

an’ de merit cut down an’ from dat day poor Anansi’s waist was cut off,
leave a little bit! [21]

[Contents]

c. Duppy’s House in the Air.

Harold Tulloch, Queen Anne’s Bay.

Once Brer Duppy 1 make his house in de air. So he have a sling to sling
down himself every morning, an’ as soon as he’ come down he say to
de sling, “Go up, me chin-chin, go up!” So Bredder Nansi come to find
out Duppy house, an’ he was wondering how to get up in dis house, so
he dodge one side in de evening. An’ when Bredder Duppy come he
said, “Come down, me chin-chin, come down!” an’ it came right down.
He get in an’ said, “Go up, me chin-chin, go up!” an’ it go right up. By
dis time Anansi was listening. Nex’ morning, as soon as Bredder
Duppy move off about a mile, Bredder Nansi went right up an’ said,
“Come down, me chin-chin, come down!” an’ it came down. Den
Bredder Nansi get in it and said, “Go up, me chin-chin, go up!”

After he went up, he search de house an’ eat off all what he found in
de house. He want to come down now, but he couldn’t remember de
name. So he lay off dere until de duppy come catch him in de house.
Brer Duppy said to him, “Lawd! Brer Anansi, what you doin’ up heah?”
He said, “Brer Duppy, was jus’ goin’ up a-top heah to look fe me family,
win’ ketch me on de way an I’ stop heah.” An’ Bredder Duppy tak some
boiling water an’ t’row on him an’ he was dead.

[Contents]

d. Carencro’s 2 House with a Key.

Richard Morgan, Santa Cruz Mountains.

Kyan-crow got a house. De libber de key to de house. When him gwine

out den ca’ out, “Libber me yum yum!” Ev’ry door shut up. Hanansi
stan’ aside saw; when him gone, him go up said, “Libber me yum
yum!” de door open. An’ get inside. As him go in he say, “Libber me
yum yum!” de door shet. De fust t’ing him do, him eat de libber so den
when Brar Kyan-crow come an’ ca’ out, “Libber me yum yum!” do’
kyan’t open. An’ say, “Somet’ing de matter a me house t’-day!” When
den get little crebbice a de windah gwine in at de house, den didn’t see
de key at all. Well, Hanansi run out, an’ him ketch Hanansi.

Hanansi say, “Brar Kyan-crow, you know you do? You no lob dance? I
wi’ play fe you!” Kyan-crow say all right. Hanansi say, “But me banjo
kyan’ play widout hot water.” When dey goin’ along hall, when de banjo
playin’ “Ba cimba cimba,” Hanansi say, [22]“All right, Brar Kyan-crow,
turn back-way come.” He tak de packey, he dippy up full of de hot
water an’ say, “All right, Brar Kyan-crow, dance come now!” As Kyan-
crow come, he meet him wid de packey hot water. Kyan-crow tumble
down. So from dat day every Kyan-crow got peel-head.

1 A duppy is a ghost, spirit, or any supernatural apparition, but here probably refers
to the Devil. ↑
2 Crow’s name in French stories. ↑

[Contents]
 18. Goat on the Hill-side. [Note]

Julia Gentle, Santa Cruz Mountains.

The time hard. Anansi said to Tacoomah, “How going to manage wid
de hard time?” So Tacoomah said, “You know we do? I will get me
machete 1 an’ I go half shut de door, den I will say, ‘Police, I sick!’ ” Den,
when people come, Tacoomah take de machete an’ chop dem, put
dem in de barrel for de hungry time. Anansi say, “Brar Tacoomah,
barrel nearly full?”—“No, Brar.” He cry out again how Tacoomah poorly;
an’ de people come an’ as dey come, he kill dem put in barrel to serve
in hungry time.

Den Goat up on de hill-side say he see everybody goin’ in, nobody

come out; de house so little, how is it gwine to hold all doze people?
So Goat come down now off de hill-side to see how Tacoomah. He
peep in. Tacoomah say, “Come in!” an’ Goat run right back up hill-side.
An’ from dat day, Goat stay up on hill-side.

1 A machete is a broad heavy knife used to clear brush, cut cane, etc. ↑

[Contents]
 19. Dog and Dog-head. [Note]

Richard Morgan, Santa Cruz Mountains.

Hanansi an’ Tacoomah dey goin’ out huntin’ to steal cow. De two of
dem have der dog. Dey walk. Hanansi, hungry tak him; he eat de dog
body an’ tak de dog-head put into his side-bag. Me’while dey gwine in
de bush, Tacoomah dog tackle a cow. Hanansi run drive away
Tacoomah dog an’ tak fe him dog-head fasten on de cow an’ call out to
Tacoomah, “I tackle one fellah!”

Tacoomah know dat was fe him dog ketch de cow. Tacoomah lef’ him
went away get one whip an’ go to clear place. He fire de whip an’ say,
“A no me, sah! a pupa, sah!” Hanansi holla, “Brar, wha’ dat?”
Tacoomah fire de whip again, say, “Don’ my dog ketch buckra cow,
sah! a pupa dog ketch it!” Hanansi call out to Tacoomah, “Tacoomah,
you fool! you ever hear so-so 1 dog-head kyan ketch cow?” So Hanansi
run leave de cow; Tacoomah go an’ clean it up. [23]

1 So-so means “only.” ↑

[Contents]
 20. Tacoomah’s Corn-piece. [Note]

Adolphus Iron, Claremont, St. Ann.

Tacoomah plant a piece of corn. When it commence to dry, den begin

to t’ief it. Tacoomah charge Hanansi. Hanansi say, “Brar, no me!” By
dis time Hanansi was a fiddler. Hanansi tell Tacoomah say, “Brar, you
say me broke you’ corn, you mek one dance an’ get me fe play.”
Tacoomah say yes. De night of de dance, Hanansi get one gang tell
dem say, “As you hear me begin play, you start a-brekkin’.” De tune
Hanansi play was dis fe de whole night:

“Two two grain, broke dem go ’long,

Eb’rybody broke, broke dem go ’long,
Green an’ dry, broke dem go ’long.”

In de morning when de dance finish, Tacoomah go down a him

cornpiece. Him holla out, “Lawd! Brar Nansi, come heah! not one lef’.”
Hanansi turn ’roun’ say, “T’ink you say a me a t’ief you corn. Las’ night
you no get me fe play a you dance? den if dem broke out you corn,
how you say a me?” Tacoomah tak it to heart an’ drop down dead.

[Contents]
 21. Anansi and the Tar-baby. [Note]

[Contents]

a. The Escape from Tiger.

Richard Morgan, Santa Cruz Mountains.

Tiger got a groun’ plant some peas an’ get Hanansi to watch it.
Me’while Hanansi are de watchman, himself stealin’ de peas. Tiger tar
a ’tump, put on broad hat on de ’tump. Hanansi come an’ say, “Who
are you in de groun’?” Him don hear no answer. He hol’ him. His han’
fasten. He hol’ him wid de odder han’. Dat han’ fasten. He said, “Aw
right! you hol’ me two han’, I bet you I buck you!” He head fasten. Said,
“I bet you, I kick you!” Him two feet fasten. Den he say, “Poor me bwoy!
you a watchman an’ me a watchman!” So begin to sing,

“Mediany dead an’ gone.”

Nex’ mawnin’ Tiger come an’ say, “Why Brar Hanansi, a you been
mashin’ me up?” 1 Tiger tak him out. Tiger said wha’ fe him do wid him
now? Hanansi say, “What you fe do? Mak a fire, bu’n me.” Tiger go
’way, mak up him fire, ketch Hanansi go fe t’row him in de fire. Hanansi
say, “Brer Tiger, you don’ know to burn somebody yet? You mus’ jump
ober de fire t’ree time, den [24]me a count.” Tiger jump one, an’ jump
again, two, an’ jump again, t’ree, an’ go fe jump again. Hanansi kick
down Tiger into de fire, den go back now go finish off de peas.

[Contents]
 b. The Substitute.

George Parkes, Mandeville.

Tacoomah is Anansi friend an’ neighbor, live very near in one house
but different apartment, so whenever one talk the other can hear.
Anansi an’ Tacoomah both of them work groun’ together at one place.
Anansi don’t wait upon his food till it is ripe, but dig out an’ eat it.
Tacoomah wait until it fit to eat it. After Anansi eat off his own, he turn
to Tacoomah an’ begin to t’ief it. Every morning Tacoomah go, he find
his groun’ mashed up. He said, “Brar Nansi, tak care a no you deh
mash up me groun’ a night-time!” Anansi said, “No-o, Brar, but if you
t’ink dat a me deh t’ief a yo’ groun’ a night-time, you call me t’-night see
if me no ’peak to you.”

Tacoomah went to his groun’ and get some tar an’ tar a ’tump an’ lef’ it
in de center of de groun’. Now night come, Anansi get a gourd, fill it
wid water, bore a hole underneat’ de gourd jus’ as much as de water
can drop tip, tip, tip. He cut a banana-leaf an’ put it underneat’ de
gourd so de water could drop on it. After dey bot’ went to bed, every
now and again Tacoomah called out and Anansi say, “Eh!” Afterward
Anansi say, “Me tired fe say ‘eh’, me wi’ say ‘tip’.” So Anansi put de
gourd of water up on a stand wid de banana-leaf underneat’, so when
Tacoomah say, “Anansi?” de water drop “tip.” An’ at dis time Anansi
gone to de groun’.

He saw de black ’tump which Tacoomah tar an’ lef’ in de groun’. So

Anansi open his right han’ an’ box de ’tump. His right han’ fasten. He
said to de ’tump, “If you no let me go I box you wid de lef’ han’!” He box
him wid de lef’, so bot’ han’ fasten now. He say now, “Den you hol’ me
two han’? If you not le’ me go I kick you!” He then kick the ’tump an’
the right foot fasten first. He kick it with the lef’ foot an’ the lef’ foot
fasten too. He say, “Now you hol’ me two han’ an’ me two foot! I gwine
to buck you if you don’ le’ go me han’ an’ foot!” He den buck de ’tump
an’ his whole body now fasten on de ’tump. He was deh for some
minutes. He see Goat was passing. He said, “Brar Goat, you come
heah see if you kyan’t more ’an we t’-day.” So Goat come. Anansi say,
“Brar Goat, you buck him!” Goat buck de ’tump; Anansi head come off
an’ Goat head fasten. He said, “Brar Goat, you kick him wid you two
foot!” An’ Goat kick him an’ Anansi two [25]han’ come off an’ Goat two
foot fasten. He said, “Brar Goat, now you push him!” Goat push him,
an’ Anansi two foot come off an’ Anansi free an’ Goat fasten. So
Anansi go back home an’ say to Tacoomah, “Me tired fe say ‘tip’, now;
me wi’ say ‘eh’.”

In de morning, bot’ of dem went to groun’. Anansi say, “Brar

Tacoomah, look de fellah deh t’ief yo’ groun’, dat fe’ a Goat!” Goat say,
“No, Brar Tacoomah, Anansi firs’ fasten on de ’tump heah an’ he ask
me fe buck him off!” Anansi say, “A yaie, 2 sah!” an’ say, “Brar
Tacoomah, no me an’ you sleep fe de whole night an’ ev’ry time yo’ call
me, me ’peak to you?” Tacoomah say yes. He say Tacoomah, “Mak we
ki’ de fallah Goat!” So dey kill Goat an’ carry him home go an’ eat him.

[Contents]

c. The Grave.

Stanley Jones, Claremont, St. Ann.

Once Mrs. Anansi had a large feed. She planted it with peas. Anansi
was so lazy he would never do any work. He was afraid that they
would give him none of the peas, so he pretended to be sick. After
about nine days, he called his wife an’ children an’ bid them farewell,
tell them that he was about to die, an’ he ask them this last request,
that they bury him in the mids’ of the peas-walk, but firs’ they mus’
make a hole thru the head of the coffin an’ also in the grave so that he
could watch the peas for them while he was lying there. An’ one thing
more, he said, he would like them to put a pot and a little water there at
the head of the grave to scare the thieves away. So he died and was
buried.

All this time he was only pretending to be dead, an’ every night at
twelve o’clock he creep out of the grave, pick a bundle of peas, boil it,
and after having a good meal, go back in the grave to rest. Mistress
Anansi was surprised to see all her peas being stolen. She could catch
the thief no-how. One day her eldest son said to her, “Mother, I bet you
it’s my father stealing those peas!” At that Mrs. Anansi got into a
temper, said, “How could you expect your dead father to rob the peas!”
Said, “Well, mother, I soon prove it to you.” He got some tar an’ he
painted a stump at the head of the grave an’ he put a hat on it.

When Anansi came out to have his feast as usual, he saw this thing
standing in the groun’. He said, “Good-evening, sir!” got no reply. Again
he said, “Good-evening, sir!” an’ still no reply. “If you don’ speak to me
I’ll kick you!” He raise his foot an’ kick the stump an’ the tar held it there
like glue. “Let me go, let me go, [26]sir, or I’ll knock you down with my
right hand!” That hand stuck fast all the same. “If you don’ let me go, I’ll
hit you with my lef’ hand!” That hand stick fas’ all the same. An’ he
raise his lef’ foot an’ gave the stump a terrible blow. That foot stuck.
Anansi was suspended in air an’ had to remain there till morning.
Anansi was so ashamed that he climb up beneath the rafters an’ there
he is to this day.

1 Colloquial for “getting me into trouble.” ↑

2 “A lie, sir!” ↑
[Contents]
 22. Inside the Cow. [Note]

George Parkes, Mandeville.

Anansi an’ Tacoomah while they were frien’s they had a quarrel, so it
was an envy between both of them an’ they never speak. One day
Anansi sen’ one of his chil’ over to Tacoomah’s yard fe some fire.
Tacoomah give him the fire an’ some beef-fat. Anansi see the fat in the
chil’ han’, said, “Whe’ yo’ get dat nasty t’ing from?” So the chil’ said,
“Brar Tacoomah give it to me.”—“Mak a t’row it away, nasty t’ing!” The
chil’ give it to him. He turn away from the chil’ an’ do so (like him fling it
away), an’ put it in his mouth; he then out the fire an’ send back
another chil’ fe more fire. She come with the fire an’ some more fat that
Tacoomah give to her. Anansi said, “You carry back that nasty thing
come here again? you give it to me here!” He turn his back an’ did
same as he did on first occasion. He himself now go to Tacoomah
yard, said, “Mawning, Brar Tacoomah.” Tacoomah said, “Mawning,
Brar Nansi.” Anansi said, “A wha’ you get all the fat heah from, an’ yo’
won’t tell me mak me go get some too?” Tacoomah say, “I would tell
you, but yo’ so craving you will go deh an’ go mak trouble.” Anansi
said, “Oh, no, Brar! you t’ink if you tell me wha’ such good t’ings is, me
wen’ deh go mak trouble?” Tacoomah say, “All right. Tomorrow four
o’clock, when you hear cow-boy deh drive up cow a ribber-side, you
come wake me an’ you an’ me go.”

Anansi scarcely sleep fo’ the night, only listening out fo’ cow-boy. While
on the way Tacoomah said to Anansi, “When you go to de cow, you fe
say, ‘Open, sesema, open’, an’ cow will open de belly; an’ when you go
in you fe say, ‘Shet, sesema, shet’, an’ then you mus’ cut de fat out of
de belly. But you mustn’t cut de back-string, fo’ if you cut it de cow will
dead an you can’t get fe come out again. So after you done cut de fat,
you mus say, ’Open, sesema, open’, an cow will open an’ you come
out. You say, ‘Shet, sesema, shet’, an’ de cow will shet.”

So both of them go down. Anansi go to one cow, an’ Tacoomah go to

one use the same word, “Open, sesema, open!” Anansi go [27]in, say,
“Shet, sesema, shet!” an’ the cow shet; an’ then he cut a whole basket
of fat an, after the basket fill he said, “Open, sesema, open!” an’ cow
open. He come out, say, “Shet, sesema, shet!” an’ cow shet. An’ both
of them went home.

The nex’ morning, Anansi, as he hear the cow-boy, never call to

Tacoomah at all. He run down to the river-side an’ go to a fat cow an’
said, “Open, sesema, open!” The cow open. He go in an’ said, “Shet,
sesema, shet!” The cow shet. He begun to cut. Whilst cutting he cut
the back-string. The cow now drop down dead.

The cow-boy went an’ tell the master an’ he order them to have it
cleaned up. Anansi hide in the ma. The master give his darter the belly
to go an’ wash at the river. She carry it in a bowl, dash it down in the
water. Anansi then jump out an’ say to the girl, “Look! I in the river
having a bathe an’ yo’ carry that nasty t’ing come an’ t’row on me!” The
girl begun to fret an’ cry. Anansi say, “You got to carry me to your father
mak him pay me for it!” She then tak Anansi to the father an’ Anansi
say will tak a cow in payment.

Anansi said he not going to carry the cow come home so to give any of
his family any, so he went into a t’ick wood, kill the cow, mak up a large
fire an’ put it in to roast. He then started to look for ol’ yams in the
bush. He saw two eyes in the earth. He said, “Lawd, from me bwoy
bo’n is de firs’ me know say dirtee can hab yeye!” So now he start to
dig out dese yeye, 1 dig up Bredder Dry-head. 2 He go fe put him down
back in de eart’. Dry-head say, “No, jus’ carry me go where dat big
smoke is yonder!” Anansi refuse to carry him. Dry-head said to him, “If
yo’ don’ carry me, de whole of you’ body will catch fire!” Anansi start to
run. His whole body begin to blaze, have to run back an’ tak up Dry-
head. On reaching the fire, Dry-head order Anansi to bring the cow to
him. Anansi with a sulky heart got to comply with Dry-head’, order. Dry-
head start eating the cow an’ eat off every bit,—Anansi never taste it!

1 Yeye is Jamaican for “eyes”. ↑

2 “Dry-head is one of the same species, but he is a different man from them.” “Dry-
head is a man always hide himself in the bush to eat up what Anansi or Tacoomah
have,” Parkes says.—He figures as a kind of old man of the sea in the Anansi
stories. ↑

[Contents]
 23. Cunnie-More-Than-Father. [Note]

George Parkes, Mandeville.

Anansi has seven children. He ask them how they would like to name.
Six of them like different name, but one boy say he would [28]like to
name “Cunnie-mo’-than father.” So for every tack 1 Anansi put up,
Cunnie-mo’n-father break it down. One time he work a groun’ very far
away into the bush, an’ in going to that bush he pass a very broad flat
rock. So one day a man give him a yam-plant; that yam name “yam
foofoo.” 2 The same day plant the yam, it been bear a very big one
same day. So nobody in the yard know the name of that yam save him,
Anansi, alone. So when he go home, he cook the yam an’ call the wife
an’ chil’ren aroun’ to eat, an’ say, “Who know name, nyam; who no
know name, don’ nyam!” So as no one know the name, they didn’t get
none of it; Anansi alone eat off that yam that night. The nex’ day go
back to the groun’ and the yam bear a larger one. He bring it home an’
bile it again, call the wife an’ chil’ren an’ say, “Who know name, nyam;
who no know name, don’ nyam!” The nex’ day he went back an’ the
yam bear a larger one than the previous day. He cut it an’ carry it
home, cook it, call up the wife an chil’ren; he alone eat it.

Cunnie-mo’n-father say, “Look here! I mus’ fin’ out the name of that
yam!” He got some okra an’ went to the place where the broad rock is
an’ mash up the okra an’ have the place quite slippery, an’ hide himself
away in the bush near by. Anansi now coming with a larger yam this
time. As he reach to the rock, he make a slide, fa’ down, an’ the yam
smash. He said, “Lawd! all me yam foofoo mash up!” Cunnie-mo’-n-
father now catch the name, an’ he ran home now an’ tell mother an’
other chil’ren, “Remember! yam foofoo!” Anansi then take up the
pieces, put them together and carry home. He cook it an’ ca’ all of
them roun’ to eat. He say, “Who know name, nyam; who no know
name, no nyam.” They began to guess all sort of name; after that,
whole of them say, “Yam foofoo! yam foofoo!” Anansi get vex, say,
“Huh! eat! nobody fin’ it out but Cunnie-mo’n-father!”

Anansi then get to hate Cunnie-mo’n-father, want to make an end of

him, but he didn’t know what way was to do it. So one night Brar Tiger
came to pay a visit to Anansi at his house. While both of them sittin’ an’
talkin’, at that time Cunnie-mo’n-father was lying down underneath the
table fawning sleep. 3 Anansi said to Tiger, “Look heah! ev’ry tack dat I
put up, Cunnie-mo’-n-father break it down. I wan’ to mak an end of
him, but I don’ know what way to do it.” That time, Cunnie-mo’-n-father
listen. Tiger [29]said, “I wi’ kill him fo’ you.” Anansi say, “How you will
manage it?” So Tiger said to Anansi, “You mus’ put up a tack, an’ I wi’
ketch him.” Anansi said, “Look heah! Tomorrow night jus’ at dinner-time
you come here hide yo’self in the pepper-tree; behin’ that fattest limb,
you hide yo’self there, an’ I will sen’ him to pick some pepper an’ as he
put his han’ on the pepper-tree, you mus’ hol’ him.” So the nex’ night at
dinner-time Tiger went to hide himself there. Anansi call Cunnie-mo’n-
father, say, “Go get pepper from the pepper-tree.” Cunnie-mo’n-father
start for de pepper-tree. On his way going he call in the kitchen an’
take a fire-stick, an’ as he went to the pepper-tree, he shove the fire-
stick right in Tiger face. Tiger cry out, “W’y-ee!” an’ gallop away.
Cunnie-mo’n-father return to Anansi an’ say he hear something in the
pepper-tree cry, so he don’ pick any. Anansi eat his dinner that night
without pepper.

A few minutes after, Tiger come back in the house an’ tol’ Anansi what
have taken place. Anansi say, “Well, the boy have tack! but we mus’
ketch him.” At that time the boy go under the table lay down an’ study
for them again. Tiger say, “How mus’ we ketch him?” Anansi said, “You
come here tomorrow twelve o’clock an’ I’ll sen’ him up on a cocoanut
tree an’ while he in the tree, you wait underneath; when he come down
you ketch him.” The nex’ morning, Cunnie-mo’n-father get two bags, fill
it with red ants go up same cocoanut tree an’ hide it, preparing for
Tiger. At twelve o’clock Tiger come to Anansi yard. Anansi call for
Cunnie-mo’n-father an’ said, “Go an’ get me some cocoanuts off’n that
tree.” He went, an’ Tiger lay wait under the tree for him. He shout to
Tiger he mus’ look up an’ show him the bes’ cocoanut he want, an’
while Tiger do that, he open one of the bag an’ throw it down in Tiger
face. Ant begun to bite him an’ he has to run away. Cunnie-mo’n-father
slip right down off the cocoanut tree, so he didn’t get any cocoanut.

In the evening, Tiger went back to Anansi to tell him how Cunnie-mo’n-
father do him again. While the two of them was talking an’ setting up
another tack, Cunnie-mo’n-father was underneath table listening to
them again. Anansi said, “The boy smart! but I goin’ to put you up a
tack fo’ ketch him! Look heah! Tomorrow at twelve o’clock, you fin’
yo’self at me groun’ an’ you will see a fat root of yam near to a tree.
You mus’ hide yo’self in the bush an’ I will sen’ him there to come cut
yam, an’ as he come there, hol’ him.” Tiger then went an’ fix himself in
the yam bush. At twelve o’clock Anansi call Cunnie-mo’n-father an’
sen’ him to groun’ to cut yam an’ tell him that very spot whe’ he is to
dig them. [30]Cunnie-mo’n-father went to the groun’ an’ shout out “Yam-
o-e-e! yam-o-ee! yam-o-ee!” t’ree times. Nobody answer. Cunnie-mo’n-
father say, “I t’ink father tell me say that when I come to groun’ call fo’
yam, yam wi’ speak, an’ de yam don’ speak!” Call again, “Yam-o-ee!”
So Tiger answer him, “O-ee-e!” So Cunnie-mo’n-father say, “From me
bwoy born, the firs’ I hear that yam can talk!” So run home back lef’
Tiger.

So Tiger leave the groun’ an’ come home an’ tell Anansi what happen.
Anansi said, “Well, ’cunnie mo’ than me’ fe trew, but we goin’ to ketch
him!” At that time Cunnie-mo’n-father underneath the table fe listen, an’
unfortunately he fell fas’ asleep. So Anansi an’ Tiger ketch him an’
make a coffin an’ put him in. Anansi tell Tiger he mus’ take him t’row
him far away in the sea where he kyan’t come back again. Tiger lif’ up
the coffin, put it on his head an’ start on the journey. On reaching to a
bush he help down the coffin an’, as the sun was so hot, went
underneath a tree an’ fall asleep. Now there was a little hole in the
coffin, an’ looking thru that hole, Cunnie-mo’n-father saw an ol’ man
comin’ along drivin’ a flock of sheep. He began to cry, sayin’ they want
him to go to heaven an’ he don’ ready to go yet. The ol’ man said,
“Bwoy, you too foolish! Heaven’s a good place an’ you don’ ready to go
there yet? You open the coffin put me in!” The ol’ man open the coffin,
Cunnie-mo’n-father come out, put in the ol’ man an’ nail up the coffin
back with him in it. He then drove the sheep a little way up inside the
bush. Tiger now wake out of his sleep, lif’ up the coffin an’ away he
went to the sea with it, an’ go as far he could an’ t’row the coffin down
in the sea drown the ol’ man, fe’ a heaven he want to go! He then go
back to Anansi yard an’ tell him that he has finish with the fellow,—no
more of him, fe’ he has drown’ him in the deepest part of the sea.

Later in the evening, while Anansi an’ Tiger was sitting down an’ talking
about the badness of Cunnie-mo’n-father, Anansi look an’ see a flock
of sheep was coming up to his house an’ some one driving it. The
driver was Cunnie-mo’n-father. Anansi says to Tiger, “But now look at
the bwoy what you drown’ to-day, look at him driving a flock of sheep
coming up!” Tiger said, “No! ’cause I t’row him in the farthest part of the
sea!” They waited until he drove them up to the yard. Tiger said to him,
“Boy, don’t it was you I t’row into the sea to-day?” Cunnie-mo’n-father
said, “Yes, the place whe’ you t’row me I get these sheep, an’ if you did
t’row me a little further, I would get double more than this!” Anansi,
hearing that, said that he would like to get some himself [31]an’ Cunnie-
mo’n-father mus’ carry him an’ t’row him at the part where he can get
the sheep. Cunnie-mo’n-father then get a coffin make an’ put Anansi in
it carry him to the sea-side, hire a boat, an’ carry him far far away in
the sea an’ drown him. An’ that was the las’ of poor Anansi in that
story.

1 Tack means a “trick”. ↑

2 A yellow yam, the favorite vegetable food of the negro is called “afoo yam”. ↑
3 Fawning means “feigning”. ↑