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Chapter 01 - Introduction
Blooms: Remember
Difficulty Level: Easy
2. (p. 7) The _____ approach to the study of development emphasizes extensive change from
birth to adolescence, especially during infancy, little or no change in adulthood, and decline in
old age.
A. prescriptive
B. constructivist
C. traditional
D. evolutionary
Blooms: Remember
Difficulty Level: Easy
1-1
© 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in
any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part
Chapter 01 - Introduction
3. (p. 7) When taking his psychology class, Professor Sharma emphasizes that developmental
change occurs throughout adulthood as well as childhood. Professor Sharma is taking a(n)
_____ approach to developmental change.
A. life-span
B. evolutionary
C. normative
D. constructivist
Blooms: Apply
Difficulty Level: Medium
1-2
© 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in
any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part
Chapter 01 - Introduction
4. (p. 7) Two developmental psychologists are having a conversation. One believes in the
traditional approach of developmental change; the other believes in the life-span approach.
Which of the following issues would they most likely differ on?
A. Whether developmental change starts at birth or at conception
B. Whether the tabula rasa or innate goodness positions were correct
C. Whether most developmental change occurs from birth to adolescence or throughout
adulthood as well as childhood
D. Whether the earlier theorists, such as Freud and Jung, were correct or whether the later
theorists such as Piaget and Skinner were correct about developmental change
Blooms: Understand
Difficulty Level: Hard
5. (p. 7) On your first day of class, Professor Red-Elk claims that for too long we have focused
on the development of young children, especially infants. She argues that the development of
adults and elderly people is just as important. This professor is articulating a(n) _____
approach.
A. evolutionary
B. constructivist
C. normative
D. life-span
Blooms: Apply
Difficulty Level: Hard
Blooms: Remember
Difficulty Level: Easy
1-3
© 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in
any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part
Chapter 01 - Introduction
7. (p. 7) Life expectancy in the United States has increased by _____ years during the twentieth
century.
A. 20
B. 10
C. 30
D. 50
Blooms: Remember
Difficulty Level: Hard
Blooms: Remember
Difficulty Level: Hard
9. (p. 7) If you subscribe to Paul Baltes' perspective of life-span development, which of the
following statements would you NOT agree with?
A. Development is lifelong
B. Development is unidirectional
C. Development is plastic
D. Development is contextual
Blooms: Understand
Difficulty Level: Medium
1-4
© 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in
any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part
Chapter 01 - Introduction
10. (p. 7) The idea that no age period dominates development highlights the life-span
perspective that development is:
A. plastic.
B. contextual.
C. multidimensional.
D. lifelong.
Blooms: Remember
Difficulty Level: Easy
11. (p. 8) Dr. Tepper-Harmon believes that life-span development cannot be studied without
considering biological, socioemotional, and cognitive dimensions. Dr. Tepper-Harmon
believes that development is:
A. lifelong.
B. contextual.
C. multidimensional.
D. plastic.
Blooms: Apply
Difficulty Level: Medium
12. (p. 8) Many individuals become wiser as they age, but their performance on tasks that
require speed in processing information starts to decline. This illustrates how throughout life,
some dimensions or components of a dimension expand and others shrink, or how
development is:
A. plastic.
B. contextual.
C. multidisciplinary.
D. multidirectional.
Blooms: Remember
Difficulty Level: Easy
1-5
© 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in
any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part
Chapter 01 - Introduction
Blooms: Remember
Difficulty Level: Easy
14. (p. 8) Tzu-Chiang is 55 years old and is currently enrolled in a college algebra course. He is
pleasantly surprised that he is performing well in the course despite not taking a formal math
class for over 30 years. Researchers would consider this an instance that illustrates how
development is:
A. plastic.
B. multidisciplinary.
C. lifelong.
D. contextual.
Blooms: Apply
Difficulty Level: Hard
15. (p. 8) "You can't teach an old dog new tricks". This old saying refutes Paul Baltes' life-span
perspective that views development as being:
A. plastic.
B. multidisciplinary.
C. lifelong.
D. contextual.
Blooms: Understand
Difficulty Level: Medium
1-6
© 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in
any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part
Chapter 01 - Introduction
Blooms: Understand
Difficulty Level: Medium
17. (p. 8) "Individuals are changing beings in a changing world". Which characteristic of
development is reflected in this statement?
A. Development is multidisciplinary
B. Development is contextual
C. Development is multidimensional
D. Development is multidirectional
Blooms: Understand
Difficulty Level: Medium
18. (p. 8-9) _____ include biological processes such as puberty and menopause. They also
include sociocultural, environmental processes such as beginning formal education and
retirement.
A. Normative age-graded influences
B. Normative history-graded influences
C. Normative life events
D. Nonnormative life events
Blooms: Understand
Difficulty Level: Medium
1-7
© 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in
any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part
Chapter 01 - Introduction
19. (p. 8-9) By age 51, most women enter menopause. This is an example of how a biological
process can exert a _____ influence on development.
A. plastic
B. multidirectional
C. normative age-graded
D. nonnormative age-graded
Blooms: Apply
Difficulty Level: Medium
20. (p. 9) Influences that generally affect a generation (for example, the effect of the Vietnam
war on the baby boomers) are considered _____ influences.
A. nonnormative multidirectional
B. normative age-graded
C. nonnormative age-graded
D. normative history-graded
Blooms: Apply
Difficulty Level: Medium
21. (p. 9) The cultural makeup of the U.S. population has changed over the past few years due
to immigration and other factors. Such long-term changes in the genetic and cultural makeup
of a population are part of:
A. nonnormative multidirectional change.
B. normative historical change.
C. nonnormative life events.
D. nonnormative demographic change.
Blooms: Understand
Difficulty Level: Medium
1-8
© 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in
any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part
Chapter 01 - Introduction
22. (p. 9) When she was a child, Anna's home was wrecked by a tornado and her neighbor was
killed. More than 30 years later, she is still terrified of storms. This is an example of how a
____ event can influence a person's development.
A. normative age-graded
B. normative generational
C. nonnormative life
D. normative history-graded
Blooms: Apply
Difficulty Level: Hard
Blooms: Remember
Difficulty Level: Easy
24. (p. 9) Keith has won the lottery and now has more money than he ever dreamed of having.
This incident will likely affect Keith's development and is an example of a:
A. normative history-graded influence.
B. nonnormative life event.
C. nonnormative history-graded influence.
D. normative age-graded influence.
Blooms: Apply
Difficulty Level: Hard
1-9
© 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in
any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part
Chapter 01 - Introduction
25. (p. 9) Agatha is 83 years old. According to Baltes and his colleagues, _____ and _____ in
her capacities will take center stage.
A. growth; maintenance
B. maintenance; regulation of loss
C. regulation of loss; augmentation
D. growth; regulation of loss
Blooms: Apply
Difficulty Level: Hard
26. (p. 10) _____ encompasses the behavior patterns, beliefs, and all other products of a
particular group of people that are passed on from generation to generation.
A. Culture
B. Genotype
C. Social policy
D. Ethnocentricity
Blooms: Remember
Difficulty Level: Easy
27. (p. 10) Dr. Wilman is researching the place women occupy in families in Japan and the U.S.
Dr. Wilman is conducting a(n) _____ study.
A. longitudinal
B. ethnocentric
C. cross-cultural
D. decentralized
Blooms: Apply
Difficulty Level: Medium
1-10
© 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in
any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part
Chapter 01 - Introduction
Blooms: Understand
Difficulty Level: Medium
29. (p. 11) _____ is(are) a national government's course of action designed to promote the
welfare of its citizens.
A. Social policy
B. Generational policy
C. Cultural legislation
D. Socialized equity programs
Blooms: Remember
Difficulty Level: Easy
30. (p. 13) Going by current trends, 86-year-old Matilda is likely to be living:
A. with a spouse.
B. with children.
C. by herself.
D. with grandchildren.
Blooms: Apply
Difficulty Level: Medium
1-11
© 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in
any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part
Chapter 01 - Introduction
31. (p. 13) Compared with earlier decades, U.S. adults today are:
A. more likely to be married.
B. more likely to be childless.
C. less likely to be living alone.
D. less likely to need social relationships and support.
Blooms: Understand
Difficulty Level: Medium
32. (p. 15) Two concepts that help provide a framework for describing and understanding an
individual's development are:
A. developmental attributes and behavior.
B. developmental characteristics and traits.
C. developmental challenges and opportunities.
D. developmental processes and periods.
Blooms: Remember
Difficulty Level: Easy
33. (p. 15) Changes in motor skills, nutrition, exercise, the hormonal changes of puberty, and
cardiovascular decline are all examples of _____ processes that affect development.
A. cognitive
B. biological
C. socioemotional
D. cultural
Blooms: Understand
Difficulty Level: Easy
1-12
© 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in
any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part
Chapter 01 - Introduction
34. (p. 15) _____ processes refer to changes in the individual's thought, intelligence, and
language.
A. Cognitive
B. Biological
C. Socioemotional
D. Cultural
Blooms: Remember
Difficulty Level: Easy
35. (p. 15) _____ processes involve changes in the individual's relationships with other people,
changes in emotions, and changes in personality.
A. Cognitive
B. Biological
C. Socioemotional
D. Polycentric
Blooms: Remember
Difficulty Level: Easy
36. (p. 15) The connection across biological, cognitive, and socioemotional processes is most
obvious in the two rapidly emerging fields of:
A. developmental cognitive neuroscience and developmental social neuroscience.
B. developmental biological neuroscience and developmental social neuroscience.
C. developmental socioemotional pharmacology, developmental biological pharmacology.
D. developmental cognitive biology and developmental cognitive biology.
Blooms: Remember
Difficulty Level: Easy
1-13
© 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in
any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part
Chapter 01 - Introduction
37. (p. 15) The developmental period, when one is an infant, adolescent, or middle-aged person,
refers to:
A. a historical circumstance common to people of a particular generation.
B. a time frame in a person's life that is characterized by certain features.
C. a time frame in which a person experiences maximum change.
D. a time frame in a nation's history that is characterized by rapid development.
Blooms: Understand
Difficulty Level: Medium
38. (p. 16) The _____ period is the time from conception to birth.
A. perinatal
B. prenatal
C. neonatal
D. postnatal
Blooms: Remember
Difficulty Level: Easy
39. (p. 16) Jonathan is almost completely dependent on his parents for his wants and needs and
is only just beginning to acquire language skills and sensorimotor coordination. Which of the
following development periods is Jonathan in?
A. Late childhood
B. Middle childhood
C. Early childhood
D. Infancy
Blooms: Apply
Difficulty Level: Medium
1-14
© 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in
any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part
Chapter 01 - Introduction
40. (p. 16) Mary is three years-old, and in preschool. Identify the development period that Mary
is currently in.
A. Infancy
B. Early childhood
C. Middle childhood
D. Late childhood
Blooms: Apply
Difficulty Level: Medium
41. (p. 16) Joey has shot up in height over the past year, has developed a deeper voice, and is
starting to grow facial hair. He is preoccupied with the pursuit of independence and identity
and is spending more time with friends and less with family. Which of the following periods
of development is Joey in?
A. Middle childhood
B. Adolescence
C. Early adulthood
D. Late childhood
Blooms: Apply
Difficulty Level: Medium
42. (p. 16) Brittany is preoccupied with the pursuit of independence and identity and is spending
more time with friends and less with family. Her thoughts are more logical, abstract, and
idealistic. She is also experiencing rapid physical changes such as gains in height and weight.
Which of the following periods of development is Brittany most likely in?
A. Middle childhood
B. Late adulthood
C. Late childhood
D. Adolescence
Blooms: Apply
Difficulty Level: Medium
1-15
© 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in
any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part
Chapter 01 - Introduction
43. (p. 17) _____ is a time of establishing personal and economic independence, career
development, and, for many, selecting a mate, learning to live with someone in an intimate
way, starting a family, and rearing children.
A. Early adulthood
B. Late adolescence
C. Middle adulthood
D. Late adulthood
Blooms: Understand
Difficulty Level: Medium
44. (p. 17) Travis spends a great deal of time working and trying to establish his career. He is
also wondering if he should move in with his girlfriend and about their long-term prospects.
Travis is most likely in the _____ period of development.
A. late adolescence
B. early adulthood
C. middle adulthood
D. late adulthood
Blooms: Apply
Difficulty Level: Medium
45. (p. 17) Palma and her husband Frankie are in their mid-forties. Which of the following
developmental periods are they currently in?
A. Central adulthood
B. The nesting years
C. Middle adulthood
D. Mate adulthood
Blooms: Apply
Difficulty Level: Medium
1-16
© 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in
any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part
Chapter 01 - Introduction
46. (p. 17) Peter is a senior partner at his law firm and is an important member of his church and
community. Both his children are in college. Peter's situation is most representative of which
period of development?
A. Early adulthood
B. Middle adulthood
C. Late adulthood
D. Retirement
Blooms: Apply
Difficulty Level: Medium
Blooms: Understand
Difficulty Level: Medium
48. (p. 17) Jessica spends a lot of time thinking about the choices she has made in her life and
the events she has witnessed. She is adjusting to decreasing strength and health, and she has
made several lifestyle changes as a result. Jessica is most likely in the _____ period of
development.
A. adolescence
B. early adulthood
C. middle adulthood
D. late adulthood
Blooms: Apply
Difficulty Level: Medium
1-17
© 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in
any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part
Chapter 01 - Introduction
49. (p. 17) _____ has the longest span of any period of development and the number of people in
this age group has been increasing dramatically.
A. Middle and late childhood
B. Adolescence
C. Middle adulthood
D. Late adulthood
Blooms: Remember
Difficulty Level: Easy
50. (p. 17) Katie-Lou is 88 years old. Katie would most likely be characterized as:
A. young-old.
B. old-old.
C. oldest-old.
D. late-old.
Blooms: Apply
Difficulty Level: Medium
51. (p. 17) Which of the following statements about the "young-old" is true?
A. They are people between 60 and 65 years of age.
B. They have little potential for physical and cognitive fitness.
C. They show considerable loss in cognitive skills.
D. They can develop strategies to cope with the gains and losses of aging.
Blooms: Understand
Difficulty Level: Medium
Blooms: Apply
Difficulty Level: Medium
1-18
© 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in
any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part
Chapter 01 - Introduction
53. (p. 17) Life-span developmentalists who focus on adult development and aging describe life-
span development in terms of four "ages". The "third age" in this conceptualization spans
from:
A. adolescence to prime adulthood.
B. twenties through fifties.
C. approximately 60 to 79 years of age.
D. approximately 80 years to the time of death.
Blooms: Remember
Difficulty Level: Easy
54. (p. 18) Determining _____ age involves knowing the functional capacities of a person's vital
organs.
A. social
B. chronological
C. biological
D. psychological
Blooms: Remember
Difficulty Level: Easy
55. (p. 18) Ramada, 69, an avid golfer and fitness enthusiast, recently got a comprehensive
health exam done, and her physician remarked that her vital organs were in such good shape
that her _____ age was about 10 years less than her chronological age.
A. social
B. mental
C. biological
D. psychological
Blooms: Apply
Difficulty Level: Medium
1-19
© 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in
any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part
Chapter 01 - Introduction
56. (p. 18) _____ age is an individual's adaptive capacities compared with those of other
individuals of the same chronological age.
A. Social
B. Psychological
C. Physical
D. Biological
Blooms: Remember
Difficulty Level: Easy
57. (p. 19) In predicting an adult woman's behavior, it may be more important to know that she
is the mother of a 3-year-old child than to know whether she is 20 or 30 years old. This
reflects the concept of:
A. chronological age.
B. social age.
C. psychological age.
D. biological age.
Blooms: Understand
Difficulty Level: Medium
58. (p. 19) The 35-year-old grandmother, the 65-year-old father of a preschooler, the 15-year old
surgeon, and the 70-year-old student, all serve to illustrate that:
A. old assumptions about the proper timing of life events no longer govern our lives.
B. developmental age is becoming increasingly irrelevant.
C. chronological age is becoming a more accurate predictor of life events in our society.
D. biological age is becoming increasingly relevant.
Blooms: Understand
Difficulty Level: Hard
1-20
© 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in
any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part
Chapter 01 - Introduction
59. (p. 19) In the nature-nurture issue, nature refers to an organism's _____, nurture to its:
A. personality traits; abilities.
B. attributes; ecological heritage.
C. biological inheritance; environmental experiences.
D. acquired traits, heredity.
Blooms: Remember
Difficulty Level: Easy
60. (p. 20) The _____ issue involves the degree to which early traits and characteristics persist
through life or alter.
A. growth-decline
B. stability-change
C. traits-characteristics
D. permanence-evanescence
Blooms: Remember
Difficulty Level: Easy
61. (p. 20) Gina's therapist attributes her delinquent behavior to heredity and to the gross neglect
she suffered as a baby at the hands of her alcoholic mother. Gina's therapist appears to be
emphasizing the _____ aspect of her development.
A. personality
B. life-long learning
C. discontinuity
D. stability
Blooms: Apply
Difficulty Level: Hard
1-21
© 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in
any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part
Chapter 01 - Introduction
62. (p. 20) In the continuity-discontinuity issue in development, continuity refers to _____,
while discontinuity implies:
A. abrupt change; stability.
B. gradual change; distinct stages.
C. qualitative change; quantitative change.
D. discrete stages; gradations.
Blooms: Remember
Difficulty Level: Easy
Blooms: Understand
Difficulty Level: Medium
64. (p. 21) Dr. Drew is a scientist interested in the effects of music on cognitive development.
Which of the following describes the sequence he should go through?
A. Collect data, conceptualize a process or problem to be studied, analyze data, and draw
conclusions.
B. Conceptualize a process or problem to be studied, collect data, analyze data, and draw
conclusions.
C. Collect data, analyze data, conceptualize a process or problem to be studied, and draw
conclusions.
D. Conceptualize a process or problem to be studied, draw conclusions, collect data, and
analyze data.
Blooms: Apply
Difficulty Level: Hard
1-22
© 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in
any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part
Chapter 01 - Introduction
65. (p. 21) Dr. Perkins predicts that children who spend years playing a musical instrument are
smarter than children that do not play music. This testable prediction is known as a(n) _____.
A. hypothesis
B. classification
C. variable
D. axiom
Blooms: Apply
Difficulty Level: Hard
66. (p. 21) _____ theories describe development as primarily unconscious and heavily colored
by emotion.
A. Behavioral
B. Social-cognitive
C. Evolutionary
D. Psychoanalytic
Blooms: Remember
Difficulty Level: Easy
67. (p. 21-22) Dr. Berenstein holds the view that behavior is merely a surface characteristic and
that a true understanding of development requires analyzing the symbolic meanings of
behavior and the deep inner workings of the mind. Dr. Berenstein can be described as a(n):
A. psychoanalytic theorist.
B. evolutionary theorist.
C. cognitive theorist.
D. behavioral theorist.
Blooms: Apply
Difficulty Level: Medium
1-23
© 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in
any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part
Chapter 01 - Introduction
68. (p. 22) Identify the correct sequence of the five stages of psychosexual development
described in Freud's theory of development.
A. Genital, oral, anal, phallic, and latency
B. Oral, anal, phallic, latency, and genital
C. Anal, genital, oral, phallic, and latency
D. Oral, phallic, anal, latency, and genital
Blooms: Remember
Difficulty Level: Easy
69. (p. 22) According to Freud, our adult personality is determined by:
A. the way we resolve conflicts between home life and professional life.
B. the resolution of adult realities versus childhood fantasies.
C. the way we maintain a balance between family and friends.
D. the way we resolve conflicts between sources of pleasure at each stage and the demands of
reality.
Blooms: Remember
Difficulty Level: Easy
70. (p. 22) Most contemporary psychoanalytic theorists believe that Sigmund Freud:
A. proposed a theory that has stood the test of time and needs no revisions.
B. overemphasized sexual instincts.
C. overemphasized cultural experiences as determinants of an individual's development.
D. underestimated the role of the unconscious mind in determining development.
Blooms: Understand
Difficulty Level: Medium
1-24
© 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in
any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part
Chapter 01 - Introduction
71. (p. 22) The theory that was created by Erik Erikson is known as the _____ theory of
development.
A. psychobiological
B. psychogenic
C. psychosocial
D. psychoanatomical
Blooms: Remember
Difficulty Level: Easy
72. (p. 22) One of the differences between Sigmund Freud and Erik Erikson is that:
A. Freud underestimated the role of the unconscious mind in determining the life-span
development of an individual.
B. Erikson believed that development lasted only until the age of 20.
C. Erikson emphasized the importance of both early and later experiences.
D. Erik Erikson overemphasized the role of sexuality in the life-span development of an
individual.
Blooms: Understand
Difficulty Level: Hard
Blooms: Understand
Difficulty Level: Medium
1-25
© 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in
any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part
Chapter 01 - Introduction
Blooms: Remember
Difficulty Level: Easy
75. (p. 22) Kelly responds to her infant son's needs in a consistent and timely way. When he is
tired she puts him down for a nap, and when he is hungry she feeds him. Erikson would say
that Kelly is helping her son to develop a sense of:
A. autonomy.
B. initiative.
C. trust.
D. integrity.
Blooms: Apply
Difficulty Level: Hard
76. (p. 22) Two-year old Julia is learning to talk, and her parents would say that her favorite
word is "no". This would be considered normal for a child in Erik Erikson's life-span stage
of:
A. initiative versus guilt.
B. intimacy versus isolation.
C. autonomy versus shame and doubt.
D. trust versus mistrust.
Blooms: Apply
Difficulty Level: Hard
1-26
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any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part
Chapter 01 - Introduction
77. (p. 22) McKenzie, age 2, wants to do everything on her own. Her mother punishes her when
she attempts to pour her own milk or tries to answer the phone. Erikson would say that
McKenzie is likely to develop a sense of:
A. initiative.
B. autonomy.
C. stagnation.
D. shame and doubt.
Blooms: Apply
Difficulty Level: Medium
78. (p. 22) Johnny is attempting to resolve the crisis of initiative vs. guilt. According to Erik
Erikson, he is most likely in _____.
A. preschool
B. elementary school
C. junior high school
D. high school
Blooms: Apply
Difficulty Level: Medium
79. (p. 22-23) Erik Erikson's developmental theory consists of _____ stages that last from the first
year of life to:
A. seven; early adulthood.
B. eight; late adulthood.
C. six; adolescence.
D. nine; death.
Blooms: Remember
Difficulty Level: Easy
1-27
© 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in
any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part
Chapter 01 - Introduction
80. (p. 22-23) Edwin was a neglected child in his infancy. Now, at 31 years of age, he is highly
cynical about the world and feels that no one can be relied upon. Whenever he is in a
relationship with a woman, he has tremendous feelings of suspicion toward his partner, and
these feelings eventually lead to the breakup of the relationship. According to Erikson's
psychosocial theory, this is a good indication that Edwin did not successfully resolve the
_____ stage of development, which in turn is causing him to experience _____ in his current
developmental stage.
A. identity versus identity confusion; stagnation
B. trust versus mistrust; isolation
C. autonomy versus shame and doubt; confusion
D. trust versus mistrust; despair
Blooms: Apply
Difficulty Level: Medium
81. (p. 23) The elementary school years where children need to direct their energy toward
mastering knowledge and intellectual skills is when Erikson's stage of _____ takes place.
A. intimacy versus isolation
B. integrity versus despair
C. autonomy versus shame and doubt
D. industry versus inferiority
Blooms: Remember
Difficulty Level: Easy
82. (p. 23) Jessica, 16, is in the process of deciding what she wants to study in college. She
wants to be an engineer one day and a painter the next day. Erik Erikson would say Jessica is
in the _____ stage of development.
A. intimacy versus isolation
B. identity versus identity confusion
C. initiative versus guilt
D. industry versus inferiority
Blooms: Apply
Difficulty Level: Medium
1-28
© 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in
any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part
Chapter 01 - Introduction
83. (p. 23) During early adulthood, Erik Erikson's developmental stage of _____ occurs.
A. intimacy versus isolation
B. integrity versus despair
C. initiative versus guilt
D. industry versus inferiority
Blooms: Remember
Difficulty Level: Easy
84. (p. 23) Caitlin, age 25, has a good job as a financial analyst but she has few friends and has
had no success in dating. She admits that being close to others is a problem for her. According
to Erikson's psychosocial theory, Caitlin is at a risk of reaching the state of:
A. stagnation.
B. guilt.
C. isolation.
D. shame and doubt.
Blooms: Apply
Difficulty Level: Hard
85. (p. 23) The term "generativity" as described in Erikson's seventh stage of development
primarily reflects a concern for:
A. helping the younger generation to develop and lead useful lives.
B. forming healthy friendships and an intimate relationship with another.
C. developing healthy ego boundaries.
D. feeling secure in one's job.
Blooms: Understand
Difficulty Level: Medium
1-29
© 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in
any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part
Chapter 01 - Introduction
86. (p. 23) The final stage of Erik Erikson's developmental theory is:
A. generativity versus stagnation.
B. trust versus mistrust.
C. integrity versus despair.
D. intimacy versus isolation.
Blooms: Remember
Difficulty Level: Easy
87. (p. 23) Roger looks back on his life and feels that he failed to reach his potential, squandered
opportunities, and hurt a lot of people. At 82 years of age, he knows it is too late to make
amends. Roger is slipping into:
A. stagnation.
B. identity confusion.
C. despair.
D. mistrust.
Blooms: Apply
Difficulty Level: Medium
88. (p. 23) Dr. Wong is a cognitive developmental theorist, so we know that he will stress the
importance of _____ in understanding development.
A. conscious thoughts
B. repressed memories
C. biological processes
D. the effects of genes and evolution on the development of intelligence
Blooms: Apply
Difficulty Level: Medium
1-30
© 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in
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The lighter shades of yellow chrome are made by a cold
precipitation process, or (as is usual for the deeper shades of
chrome, orange, and red) by boiling the ingredients—lead acetate,
pulp white lead, bichromate of potash and soda, and sulphate of
soda—while barytes is added as the colour is being made. Danger in
the first method does not arise (or only in minor degree when steam
is injected to bring about more speedy solution) until drying and
grinding (in edge-runners), sieving, and packing, are effected. The
dust, when inhaled, is quickly absorbed, and in all these dry
processes danger, in the absence of very carefully thought out
exhaust ventilation, is great. In processes involving ebullition, danger
is present in the steam which carries up with it chromate of lead in
fine particulate state. Vats and vessels, therefore, in which the
boiling is effected require partial hooding over and connection of the
hood with an efficient exhaust. In subsequent wet processes of
pressing the cakes of chromate of lead, the hands, arms, and
overalls become thickly coated with pigment. Danger from chrome
greens is practically limited to the dust created in dry grinding,
usually effected in large edge-runners.
For references, see end of Chapter XVII.
CHAPTER XVII
DESCRIPTION OF PROCESSES—Continued
(1) and (2) have been described under tinning of metals, as the
processes are similar, and in the year 1909 they were included along
with tinning of hollow-ware under the same code of regulations.
Tempering of steel buffer springs (3)[37], carried on in Sheffield,
gives rise to poisoning from fumes of molten metal into which the
springs are immersed, and from dust of skimmings, unless there is
efficient hooding and exhaust. A sample of dust collected from a
lampshade over a melting-pot was found in the Government
laboratory to contain 48·1 of metallic lead, or 51·8 per cent. of lead
monoxide. In testing the springs under a hydraulic press, and
subsequent straightening by hammering on an anvil, the thin coating
of lead on the surface scales off, and may be inhaled.
Other contact with molten metal (4) includes operations which do
not differ from several already described, in which danger is incurred
from either fumes and dust in skimming the dross or subsequent
handling, such as manufacture of solder, coating cables, filling
copper cylinders with molten lead for the purpose of bending them,
and subsequently re-immersing them in the bath to melt out the lead,
tinning of nails, making lead patterns for fenders (in which there may
be danger, also, from use of a wire brush to get rid of adhering
sand), etc.
Handling lead and dust from metallic lead (5) includes operations
such as die-stamping, stamping tickets and other articles on a
leaden slab (where the danger is akin to, though probably less in
degree than in file-cutting), examining bullets, manufacture of
metallic capsules, lining boxes with sheet lead, lead glazing (where
the danger is essentially that of plumbing work), etc.
It includes also a number of cases which were reported previous
to 1905 in the markers of testing ranges at a small-arms factory.
Duckering[38], who investigated these cases, found that the bullets
were stopped by dry sand in boxes 8 feet long. On entering the sand
the bullets became disintegrated, so that, after being in use for some
time, the sand contained a large amount of lead, and had to be
removed. In doing this the box was turned over, and the sand
deposited on the floor immediately behind the targets. The lead was
then separated by sifting by hand, and the sand used over again. In
these operations much floating dust was produced, which was
inhaled by the markers, who stood in an open trench immediately in
front of and below the targets.
Metallic Capsules.—Some cases have occurred from the
manufacture of capsules for bottles. The capsule consists of a lead
leaf rolled between two leaves of tin. Cases arising in the early
processes of casting and rolling do not differ from those described as
due to contact with molten metal and handling of lead. The most
difficult to deal with are those which occur in the final process of
cleaning and colouring. Before colouring with varnish paint, the
capsule is placed on a rapidly revolving lathe, and the hand of the
worker, carrying a cloth containing whitening, is placed lightly on the
capsule. A slight amount of dust is inevitably raised, and this dust,
collected from the bench, was found to contain from 11·5 to 25·6 per
cent. of lead; while dust which had settled on a beam 9 feet from the
floor contained 9·3 per cent. Of thirty-one workers employed in
cleaning and colouring, fifteen showed evidence of lead absorption
in a blue line on the gums, and in one there was considerable
weakness of the left wrist. Similar experience of lead poisoning in
this industry has been noted in German and Austrian factories.
Periodical medical examination at quarterly intervals has been
instituted in the principal factory, with good results, as it enables
those who show early signs of lead absorption to be transferred to
other processes. Exhaust ventilation has been tried, but, except at
the few lathes where cleaning alone is done, without complete
success, in view of the nature of the work.
Shot-making.—Cases in shot-making arise from the dust given
off when sifting the shot into different sizes—an operation which
should be carried on in sieves entirely closed in and under negative
pressure. Dust collected from the glass casing over a sifting machine
contained 60·3 per cent. of metallic lead. The sample was free from
arsenic.
Heading of Yarn dyed with Chromate of Lead.—Cotton yarn
is dyed (10) on a considerable scale with chromate of lead, chiefly
for Oriental markets; and it is the orange chrome—that most heavily
weighted with lead—which is most in demand there. The orange
chrome colour is obtained by dipping hanks of yarn into solution of
lime, and then into acetate of lead. The process is repeated a
second time, after which the chromate is formed by dipping in
bichromate of soda, and finally boiling in lime-water[39].
In production of yellow chrome colour, the yarn is treated only
once in a bath of lead acetate. Other colours made are lemon
chrome and (by addition of an indigo bath) chrome green.
The early processes of dyeing rarely give rise to poisoning, but the
strong solution of bichromate of soda readily causes characteristic
ulceration of the skin—“chrome holes.” Danger arises from dust in
the process of heading or “noddling,” as it is sometimes called, of the
dried yarn over posts. The hanks of yarn are tugged and shaken by
women as a rule, and in the case of orange chrome very
considerable quantities of dust are liberated. We have been told that
a hank of this kind of yarn does not commend itself to an Oriental
buyer unless, when shaken, dust is visible.
The industry was certified as dangerous in 1895, in view of serious
illness and death in Glasgow and Manchester, and special rules
were made to apply, not only to the heading operations, but also to
the winding, reeling, and weaving, of the dyed yarn—processes in
which cases of poisoning are very rare.
Detailed inquiry was made in 1906 in eleven factories where yarn
was dyed on a considerable scale by means of chromate of lead—in
eight mainly for export to India, and in three for the home market.
Yarn dyed for the home market gives off less dust when headed, as
the material undergoes additional washing in water and in dilute
acid; and it is also sometimes passed through a sizing of starch,
which fixes the chromate of lead to the yarn more securely.
Proof of the greater danger from orange chrome is found in the
fact that Dupré was able to wash 1 pound of dust (0·29 per cent.)
from 345 pounds of heavy orange yarn, and only 1 pound (0·03 per
cent.) could be washed from 3,300 pounds of light yellow or green
yarn.
In none of the factories were the workers engaged solely on the
dangerous yellow and orange chrome-dyed yarn. In some the work
may last an hour or two every day, in others for an hour or two every
day in alternate weeks, or for one week in every three or four weeks,
and perhaps in a dozen factories the work may not be done more
frequently than half a day a month, or even one in three months.
Particular attention was paid to the nature of the exhaust
ventilation at the “heading” posts, as this is the most important point
in the protection of the workers. It was provided in eight out of the
nine principal yarn-dyeing factories. The exception was one where
the work was said to be solely for the home market. In one a 2 foot 6
inch Blackman fan was placed in the wall without connection of the
“heading” posts with it by means of ducts and hoods. In four, hoods
and ducts of wood, square in section, with right-angle bends, had
been locally applied to the posts. In other four, hoods and ducts were
of metal, circular in section. The velocities in feet per minute
(obtained with a Davis self-timing anemometer) were taken at the
opening into the branch duct behind or under the post. The value of
anemometric tests in detecting blockages or interference in the ducts
is evident from the table on p. 300.
(1) (2) (3) (5) (6) (7) (8) (10)
Fan. Fan. Fan. Fan. Fan. Fan. Fan. Fan. Fan. Fan. Fan. Fan.
240 820 330 Nil 1,200 420 450 210 780 570 700 850
450 450 20 420 510 210 570 700
480 270 450 270 780 360 420 390 660 540 490 850
480 (750) 420 270 360 420 430 540 570 570
480 330 Nil 250 270 120 420 510 540 530
450 (440) Nil 300 300 120 490 540 540
324 320 300 180 350 480 450 300 300 450
280 (420) 250 150 290 480 420 300 450
Nil
Nil
(1) The draught here was obtained from the main chimney-shaft.
The small velocities at the end post, it was subsequently found,
arose from the fact that the double heading post was connected by
means of a very small duct to the end of the large duct which served
the other posts.
(2) Wooden duct connected up with fan. The area of the openings
into the duct could be enlarged or diminished by means of a shutter.
The figures in brackets were those obtained when the shutter was
fully opened.
(3) In this factory originally a 2 foot 6 inch fan was simply placed in
the wall. Subsequently they were boxed in and ducts of wood
brought within a foot of the noddling bar. Four of the branch ducts
were found to be blocked.
(5) Wooden ducts and hoods behind bar both close to the fan.
(6) Circular metal ducts with curved angles, and placed about 8 to
10 inches behind post; all connected up with a 4 foot 6 inch fan. The
small velocities (120 feet) at two posts was due to loose connection
of the branch ducts allowing air to be drawn in at the foot.
(7) Metal duct distant about 2¹⁄₂ feet from the post, and situated
immediately below and not behind the bar. Dust was prevented from
rising above the post by a glass screen, the projection of which also
prevented the worker from coming too near to, or getting his head
over, the post.
(8) Metal ducts, 9¹⁄₂ inches in diameter. Evidence of ill-health was
greatest here, notwithstanding good draught, because the branch
ducts were not brought close enough to the point where “heading”
was done, but were distant 15 inches from the centre of the post,
and “noddling” was done at a distance of 2 feet from the duct, one
man standing between the draught and the bar.
(10) Draught arranged as in (7), below the bar, without protection
of the worker by a glass screen.
Regulations now apply to the industry. So clear is it that locally-
applied exhaust ventilation is of paramount importance in prevention
of poisoning, that, however intermittent the operation of “heading,”
exemption from this requirement cannot be permitted. Determination
periodically by the occupier of the speed of the draught at each
exhaust opening should prevent blockage of ducts.
The regulations do not apply to the winding of, and weaving with,
yarn dyed with chromate of lead. Rarely in the spinning and weaving
factories of Blackburn does the amount of the particular yarn in
question constitute as much as 5 per cent. of the total quantity of
coloured yarn used. Section 74, 1901, is sufficient to meet the
isolated cases where injury to health arises. The habit of biting
chrome-dyed thread has given rise to lead poisoning. Nor do the
regulations apply to treatment of calico or cloth into which lead may
enter. Such poisoning as may occur must be practically confined to
persons employed in the paint-mixing house.
Manufacture of India-rubber.[9]—Litharge, massicot, red lead,
and sulphide of lead, are
generally mixed with rubber. Litharge is regarded not only as a
valuable filler for rubber, but has the faculty of hastening
vulcanization. All dry-heat goods depend upon it where a dark or
black effect is wanted.
Every year a few cases are reported in the process of mixing the
batches in the weighing room of the rubber factory, or more
frequently at the hot calender rolls, where the batch of dry powder
containing the lead compound is gradually distributed by hand on to
the rubber so as to effect an intimate mixture. The heated air over
the rollers causes dust to rise. According to the purpose for which
the rubber is wanted, the quantity of litharge in the batch varies. In
one factory of fourteen men employed at the calender rolls, ten
showed a blue line, five were markedly anæmic, one had weakness
of the wrists, and two weakness of grasp[40]. Only one case has
been reported since exhaust ventilation was applied locally over
each calender roll. In a rubber tyre factory five cases followed one
another in quick succession, all in persons employed on the rolls.
There should be no hesitation in requiring exhaust ventilation
wherever employment in mixing the batches or at the rolls is
constant. In general, however, the work in weighing out is
intermittent, and reliance is placed on the wearing of a respirator.
No attempt has been made to enumerate all the industries and
processes in which lead poisoning may arise. The task would
become wearisome, as they are so numerous. Nor is it necessary to
give details of all that are known, as it is doubtful whether there can
be any different in nature or requiring different treatment from the
many which have been described.
REFERENCES.
[1] Special Report on Dangerous or Injurious Processes in the Smelting of
Materials containing Lead, and in the Manufacture of Red and Orange
Litharge and Flaked Litharge, by E. L. Collis, M.B. Cd. 5152. 1910. Wyman
and Sons, Ltd. Price 6d.
[2] Annual Report of the Chief Inspector of Factories for 1901, p. 213.
[3] Ibid., p. 242.
[4] Ibid. for 1906, p. 272.
[5] H. O. Hofman: Metallurgy of Lead. 1906.
[6] Annual Report of the Chief Inspector of Factories for 1900, p. 438.
[7] Ibid. for 1910, p. 154.
[8] Special Report above, p. 15.
[9] Layet: Quoted by Oliver in Dangerous Trades, p. 288.
[10] Dixon Mann: Forensic Medicine and Toxicology, p. 477.
[11] Sommerfeld: Bekämpfung der Bleigefahr, p. 220.
[12] Sommerfeld: Quoted by Silberstein below, p. 257.
[13] Silberstein: Die Krankheiten der Buchdrucker, in Weyl’s Handbuch der
Arbeiterkrankheiten, p. 257. Gustav Fischer, Jena, 1908.
[14] Tatham: Decennial Supplement to Sixty-fifth Annual Report of the
Registrar-General. Cd. 2619.
[15] Third Interim Report of the Departmental Committee on Certain
Miscellaneous Dangerous Trades. C. 9073. 1898.
Report on the Draft Regulations for File-Cutting by Hand, by Chester Jones.
Cd. 1658. 1903.
[16] Annual Report of the Chief Inspector of Factories for 1904, p. 125.
[17] Ibid. for 1906, p. 273.
[18] Special Report on Dangerous or Injurious Processes in the Coating of
Metal with Lead or a Mixture of Lead and Tin, by Miss A. M. Anderson, H.M.
Principal Lady Inspector of Factories, and T. M. Legge, M.D., H.M. Medical
Inspector of Factories; together with a Report on an Experimental
Investigation into the Conditions of Work in Tinning Workshops, and
Appendices, by G. Elmhirst Duckering, one of H.M. Inspectors of Factories.
Cd. 3793. London: Wyman and Sons, 1907.
Annual Report of the Chief Inspector of Factories for 1902, pp. 296-318.
Report on Draft Regulations on the Tinning of Metal Articles, by E. T. H.
Lawes.
The Cause of Lead Poisoning in the Tinning of Metals, by G. E. Duckering.
[19] The Health of Brass Workers, by T. M. Legge. Annual Report of the
Chief Inspector of Factories for 1905, pp. 388-397.
[20] Ibid. for 1898, pp. 119-123; and many references in later Annual
Reports.
[21] The Bischof Process for the Manufacture of White Lead, by Professor
Sir William Ramsay, K.C.B., D.Sc. 1906.
[22] Report of the Departmental Committee on the Use of Lead, and the
Danger or Injury to Health arising from Dust and Other Causes in the
Manufacture of Earthenware and China: vol. i., Report; vol. ii., Appendices.
Cd. 5277-8. 1910.
Lead Compounds in Pottery: Report to H.M. Principal Secretary of State for
the Home Department on the Employment of Compounds of Lead in the
Manufacture of Pottery; their Influence upon the Health of the Workpeople;
with Suggestions as to the Means which might be adopted to Counteract
their Evil Effects, by Professor T. E. Thorpe, LL.D., F.R.S., Principal of the
Government Laboratory; and Professor Thomas Oliver, M.D., F.R.C.P.,
Physician to the Royal Infirmary, Newcastle-on-Tyne. London: Eyre and
Spottiswoode, February, 1899. Price 5¹⁄₂d.
[23] Work of the Government Laboratory on the Question of the Employment
of Lead Compounds in Pottery, by Professor T. E. Thorpe. Cd. 679. 1901.
[24] H. R. Rogers: Report of a Series of Experiments for Determining the
Amount of Lead in the Glaze of Finished Ware, based on the Method
described by Sir Henry Cunynghame, K.C.B., in his evidence before the
Departmental Committee on the Use of Lead (see 22, above).
[25] See 22, above, pp. 93, 94.
[26] C. R. Pendock: Unpublished Report.
[27] Special Report on Dangerous and Injurious Processes in the
Enamelling and Tinning of Metals, by Miss A. M. Anderson and T. M. Legge,
in Annual Report of the Chief Inspector of Factories for 1902, pp. 296-318.
[28] Annual Report of the Chief Inspector of Factories for 1910, p. 154.
[29] Zeitschrift für Gewerbehygiene, Unfall Verhütung und Arbeiter-
Wohlfahrtseinrichtungen, January, 1902.
[30] Annual Report of the Chief Inspector of Factories for 1901, pp. 221-229.
Die in electrischen Akkumulatoren Fabriken beobachteten
Gesundheitsschädigungen. Arbeiten aus dem Kaiserlichen
Gesundheitsamte, by Dr. Wutzdorff. 1898.
[31] Third Interim Report of the Departmental Committee appointed to
inquire into and report upon Certain Miscellaneous Dangerous Trades, pp.
16-19. C. 9073. 1898.
[32] D’Arcy Ellis: Brit. Med. Journ., vol. ii., pp. 406-408, 1901.
[33] Report on the Manufacture of Paints and Colours containing Lead, as
affecting the Health of the Operatives employed, by T. M. Legge, M.D. Cd.
2466. 1905.
Painters’ Colours, Oils, and Varnishes, by G. H. Hunt, Griffin, p. 357. 1901.
[34] Annual Report of the Chief Inspector of Factories for 1905, pp. 366-368,
and references in other Annual Reports.
[35] Report of the Departmental Committee appointed to inquire into the
Dangers attendant on Building Operations, Appendix IX., pp. 184-187. Cd.
3848. 1907.
Painters’ Colours, Oils, and Varnishes, by G. H. Hunt, Griffin. 1901.
[36] Annual Report of the Chief Inspector of Factories for 1910, pp. 175-176.
[37] Ibid. for 1906, pp. 272, 273.
[38] Annual Report of the Chief Inspector of Factories for 1905, pp. 368,
369.
[39] Dangerous Trades Committee’s Final Report, C. 9509, pp. 26-30.
Alex. Scott: Minutes of Evidence of Various Lead Industries Committee,
1894, C. 7239-1, pp. 105-108.
J. S. Clayton: Industrial Lead Poisoning among Yarn Workers. Brit. Med.
Journ., vol. i., p. 310, 1906.
[40] Annual Report of the Chief Inspector of Factories for 1901, p. 231.