Life Span Development 16th Edition Santrock Test Bank Full Chapter PDF

Life Span Development 16th Edition
Santrock Test Bank

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Chapter 07
Test Bank
1. The Reggio Emilia approach is a(n):
A. nutrition program for young children.
B. educational program for young children.
C. program for training kindergarten and elementary school teachers.
D. parenting education program.
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Accessibility: Keyboard Navigation
APA LO: 1.1
Bloom's: Remember
Difficulty Level: Easy
Learning Objective: 7.4: Evaluate different approaches to early childhood education.
Topic: Early Childhood Education
2. Sandra has been informed by a pediatrician about the weight gained by her four-year-old son, Manuel, over the last one year. She learns that
Manuel has gained six pounds. Sandra should:
A. be alarmed because this is too much weight gain.
B. be concerned because this is too little weight gain.
C. be positive and change Manuel's diet.
D. be content that this is normal for Manuel's age.
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APA LO: 1.3
Bloom's: Apply
Difficulty Level: Medium
Learning Objective: 7.1: Identify physical changes in early childhood.
Topic: Height and weight
3. During early childhood, girls are _____ than boys.

A. much lighter
B. more muscular
C. slightly smaller
D. considerably taller
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4. By the end of early childhood, girls have more _____ tissue than boys.
A. fatty
B. muscle
C. epithelial
D. nervous
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Bloom's: Remember
5. When comparing the heights and weights of preschool children around the world, it can be observed that there are:
A. congenital differences.
B. ethnic differences among them.
C. no visible differences.
D. cases of hyperthyroidism.
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APA LO: 1.2
Bloom's: Understand
7-1
Copyright © 2017 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of
McGraw-Hill Education.
6. What are the two most important contributors to height differences among children all over the world?
A. Nationality and culture
B. Education and exercise
C. Prenatal care and emotional challenges
D. Ethnic origin and nutrition
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7. Who among the following five-year-olds is most likely to be the tallest?

A. Timothy—White boy, urban, middle-socioeconomic-status, and later-born
B. Tina—White girl, urban, middle-socioeconomic-status, and firstborn
C. Tyrone—African American boy, urban, middle-socioeconomic-status, and firstborn
D. Tucker—African American boy, rural, lower-socioeconomic-status, and later-born
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Bloom's: Apply
8. The absence or deficiency of growth hormone produced by the pituitary gland to stimulate the body to grow is called:
A. pituitarian deficiency.
B. growth hormone deficiency.
C. perceptual development deficiency.
D. glandular deficiency.
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Bloom's: Understand
9. Which of the following statements about brain development and early childhood is TRUE?
A. The development that occurs inside the brain ends at the onset of adolescence.
B. By the time a child is three years of age, the brain is 25 percent of its adult size.
C. By age six, the brain has reached about 95 percent of its adult size.
D. The brain of a five-year-old is 60 percent the size of an adult brain.
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Topic: Brain development
10. _____ is a process in which nerve cells are covered and insulated with a layer of fat cells.
A. Centration
B. Myelination
C. Tropism
D. Neurogenesis
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Bloom's: Remember
11. _____ involves an increase in the speed and efficiency of information traveling through the nervous system during brain development in children
between the ages of 3 and 15.
A. Centration
B. Myelination
C. Tropism
7-2
D. Neurogenesis
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Bloom's: Understand
Difficulty Level: Hard
12. Scientists have found that there _____ the brains of children between the ages of 3 and 15.
A. are dramatic changes in local patterns within
B. are phenomenal increases in the overall size of
C. are insignificant anatomical changes in
D. are hardly any internal metamorphisms within
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13. Which of the following statements is not true?

A. Researchers have found that contextual factors like poverty and parenting quality are linked to the development of the brain.
B. A study found that higher levels of maternal sensitivity in early childhood were associated with higher total brain volume.
C. Growing up in poverty has no influence on brain development.
D. The brain does not show dramatic growth in overall size from the 3 to 15 year age range.
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14. Researchers have found that in children from three to six years of age, the most rapid growth takes place in the_____ lobe areas of the brain.
A. temporal
B. parietal
C. frontal
D. occipital
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15. Toby is three years old. His parents are concerned because he is always running and jumping around. He cannot seem to sit still. Even when
watching his favorite movie on TV, he fidgets and wiggles. It is especially frustrating for his parents when Toby does not sit still through dinner.
Which of the following should Toby's parents do?
A. They should have him tested for attention deficit disorder.
B. They should start him on a behavior modification program.
C. They should provide structured, cognitively challenging activities for Toby to develop his attention span.
D. They should treat this behavior as normal and avoid being panicked, as Toby’s behavior is normal for kids in his age group.
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Bloom's: Apply
Topic: Gross motor skills
16. When four- and five-year-olds scramble over jungle gyms and race their friends, they demonstrate their:
A. cognitive skills.
B. fine harboring skills.
C. gross motor skills.
D. reflective skills.
7-3
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Bloom's: Understand
17. Fred and Wayne are four-year-olds. When they are together, they often wrestle, run, race, push, and shove each other. Although their level of
activity often aggravates their parents, these activities will:
A. help the boys develop their gross motor skills.
B. stop when their brains become better myelinated.
C. be temporary as they will not be friends for long.
D. help the boys overcome narcolepsy.
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Bloom's: Apply
18. Gross motor skills are to fine motor skills as _____ is to _____.
A. jumping; writing
B. running; swimming
C. laughing; shouting
D. hopping; walking
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Bloom's: Understand
Topic: Fine motor skills
19. Debra is a very active child. She loves to tumble and show off. She is always trying what her parents consider hair-raising stunts. She also loves
running and believes she can run faster than her parents. This type of activity level and confidence is most characteristic of:
A. one-year-olds.
B. two-year-olds.
C. three-year-olds.
D. five-year-olds.
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Bloom's: Apply
20. Three-year-old Ashley is putting together a jigsaw puzzle. As is typical of her age, she:
A. places the pieces awkwardly.
B. is focused and excels in the task.
C. cannot identify the correct sections.
D. is precise in joining the bits.
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Bloom's: Apply
21. Four-year-old Nathan is good at stacking his playing blocks to make tall structures. However, he still knocks them over occasionally. Which of
the following is the most likely reason for this?
A. His gross motor skills are underdeveloped.
B. He tries to place each block perfectly on top of the other, upsetting those already stacked.
C. His coordination skills are not developing normally for his age.
D. He is showing signs of dyslexia.
7-4
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22. Leopold asks his pediatrician how many hours of sleep his young child should be getting each night. He is told that _____ hours of sleep is
essential for the child.
A. 8 to 9
B. 7 to 8
C. 9 to 10
D. 11 to 13
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Bloom's: Apply
Topic: Sleep
23. Children can experience a number of sleep problems including narcolepsy which is characterized by:
A. extreme daytime sleepiness.
B. difficulty in going to sleep.
C. difficulty in staying asleep.
D. nightmares.
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Bloom's: Remember
Topic: Sleep
24. Researchers have found that children who have sleep problems:
A. exhibit no related outcomes in adolescence.
B. are less likely to consume alcohol in adolescence.
C. are unlikely to show any variations in brain development.
D. are more likely to be overweight.
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Bloom's: Remember
Topic: Sleep
25. Short sleep duration in children is linked with being:

A. dyslexic.
B. myopic.
C. overweight.
D. paraplegic.
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Bloom's: Remember
Topic: Sleep
26. Alex had sleep problems in early childhood, which a study has shown could lead to ______ up into early adolescence
A. anxiety problems
B. attention problems
C. increased vocabulary
D. difficulty napping
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Bloom's: Remember
7-5
Topic: Sleep
27. Which of the following pieces of information about sleep is false?

A. Research has demonstrated that a consistent bedtime routine in 3 to 3.5-year-old children is linked to increased nightly sleep.
B. Preschool children with a longer sleep duration are more likely to have better peer acceptance and social skills.
C. For 2 to 5-year-olds, each additional hour of daily screen time makes the eyes tired and leads to oversleeping.
D. For 2 to 5-year-olds, each additional hour of daily screen time is associated with decreased sleep time and later bedtime.
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Bloom's: Remember
Topic: Sleep
28. Which of the following should be minimized in order to improve eating behavior of children?
A. Competing activities
B. A predictable schedule
C. Parents eating healthy food
D. Making mealtimes pleasant occasions
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Bloom's: Remember
Topic: Obesity
29. Which of the following determines the categories for obesity, overweight, and at risk for being overweight?
A. Weight
B. Average calories consumed daily
C. Waist-to-hip ratio
D. Body mass index
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Topic: Obesity
30. According to the Centers for Disease Control and Prevention, only children and adolescents at or above the_____ percentile are classified as
obese.
A. 97th
B. 95th
C. 90th
D. 88th
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Bloom's: Remember
Topic: Obesity
31. According to the Centers for Disease Control and Prevention, a person with a BMI at the 90th percentile is:
A. obese.
B. overweight.
C. at risk of being overweight.
D. underweight.
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Bloom's: Remember
Topic: Obesity
7-6
32. Six-year-old Gina has a BMI at the 95th percentile. According to the Centers for Disease Control and Prevention, she is:
A. obese.
B. overweight.
C. at risk for being overweight.
D. not at risk for being overweight.
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Bloom's: Apply
Topic: Obesity
33. Which of the following statements about childhood obesity is true?

A. Children who are overweight at age 3 are also at the risk of being overweight at age 12.
B. There is no indication that overweight children will become overweight adults.
C. Obesity is not linked to type 2 (adult-onset) diabetes in children.
D. Obesity actually leads to decrease in hypertension levels in children when they are 5 years of age.
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Bloom's: Understand
Topic: Obesity
34. Guidelines recommend that young children engage in _____ of physical activity per day.
A. half an hour
B. three hours
C. one hour
D. four hours
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Bloom's: Understand
Topic: Exercise
35. Which of the following helps in increasing the physical activity of preschool children?
A. Family members watching sports on TV together
B. Parents' perception that it is safe for their children to play outside
C. Participating in sedentary outdoor play
D. Incorporation of an "observe and learn" activity curriculum
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Bloom's: Understand
Topic: Exercise
36. Shawn's mother took him to the doctor as he frequently complained of fatigue. The doctor diagnosed his condition as _____ that results from the
failure to eat adequate amounts of quality meats and dark green vegetables.
A. growth hormone deficiency
B. binge eating disorder
C. iron deficiency anemia
D. hemophilia
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Bloom's: Apply
Topic: Malnutrition
37. Young children from _____ families are the most likely to develop iron deficiency anemia.
A. urban
B. elementary
C. nuclear
7-7
D. low-income
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Bloom's: Remember
Topic: Malnutrition
38. The leading cause of death in young children in the United States is:
A. heart disease.
B. malnutrition.
C. motor vehicle accidents.
D. domestic violence.
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Bloom's: Understand
Topic: Illness and death
39. Which of the following statements about parental smoking is true?

A. Children are at risk for health problems when they live in homes in which a parent smokes.
B. Most children and adolescents in the United States are exposed to tobacco smoke in the home.
C. Children exposed to tobacco smoke in the home are not more likely to develop asthma than children in nonsmoking families.
D. Parental smoking is the leading cause of death in young children in the United States.
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40. Which of the following can enhance a child's safety and reduce the likelihood of injury?
A. Decreasing home/school partnerships
B. Reducing playground hazards
C. Reducing pool fencing
D. Reducing frequent parent protective behaviors
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Bloom's: Understand
41. The poor are the majority in nearly one of every _____ nations of the world.
A. five
B. ten
C. two
D. eight
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Bloom's: Remember
42. Deaths in young children due to HIV/AIDS especially occur in countries:

A. in the northern hemisphere.
B. with high rates of poverty and low levels of education.
C. where other common children's health problems like malnutrition do not exist.
D. where the society is affluent.
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Bloom's: Remember
7-8
43. Many of the deaths of young children around the world could be prevented by a reduction in:
A. nutrition.
B. sanitation.
C. poverty.
D. education.
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Bloom's: Remember
44. The second Piagetian stage of development is the preoperational stage that lasts from approximately _____ years of age.
A. 1 to 3
B. 2 to 7
C. 4 to 10
D. 5 to 12
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Learning Objective: 7.2: Describe three views of the cognitive changes that occur in early childhood.
Topic: Preoperational stage
45. Six-year-old Patricia loves to draw pictures and describe them. Her ideas are more balanced now. She has started to analyze and understand
things. However, she is egocentric and holds what her parents describe as "magical beliefs." Patricia is in Piaget's _____ stage of development.
A. sensorimotor
B. concrete operational
C. formal operational
D. preoperational
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46. Piaget's preoperational stage is so named because he believed that children in this stage of development:
A. cannot yet perform reversible mental actions.
B. cannot yet form stable concepts.
C. are unable to reason.
D. cannot operate electronic devices like TVs.
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47. Three-year-old Betty's favorite pastime is scribbling designs that represent her parents, cat, bicycle, and home. This indicates that Betty is in the
_____ substage of Piaget's preoperational stage.
A. symbolic function
B. intuitive thought
C. operational
D. sensorimotor
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Bloom's: Apply
Topic: Symbolic function substage
7-9
48. Three-year-old Ruth draws a picture with lavender, purple, and blue colors intermixed with green, yellow, and brown. "It is a boat in the ocean at
sunset, with whales jumping all around it!" she explains to her teacher. Which of the following does this explain?
A. Animism
B. Conservation
C. Intuitive thought
D. Symbolic function
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49. The inability to distinguish between one's own perspective and someone else's perspective is known as:
A. animism.
B. empathy.
C. egocentrism.
D. symbolism.
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Bloom's: Remember
50. While talking to his grandmother on the phone, five-year-old Danny suddenly exclaims "Oh, look at that pretty bird!" When his grandmother asks
him to describe the bird, Danny says "Out there, out there! Right there, Grandma!" He finally gets frustrated and hangs up. This is an example of:
A. animism.
B. egocentrism.
C. intuitive thought.
D. symbolic function.
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Bloom's: Apply
51. A young child might be heard saying "That tree pushed the leaf off and it fell down." The child's belief that the tree is capable of action is referred
to as:
A. egocentrism.
B. conservation.
C. animism.
D. kineticism.
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52. "My computer doesn't like me. It keeps eating my pictures" says three-year-old Kimberly. This is an example of:
A. animism.
B. intuitive thinking.
C. conservation.
D. egocentrism.
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53. The second substage of preoperational thought, occurring between approximately four and seven years of age, is characterized by the use of:
7-10
A. reversible mental actions.
B. egocentric views.
C. primitive reasoning.
D. symbolic thought.
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Topic: Intuitive thought substage
54. Four-year-old Ethan reasons that every time he sees a lightning bolt in the sky, angels are turning on their flashlights. Ethan's primitive reasoning
about lightning is characteristic of:
A. symbolic function.
B. intuitive thought.
C. egocentrism.
D. centration.
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Bloom's: Apply
55. Piaget called the second substage in preoperational thought intuitive because of the absence of the use of _____ by children in this stage.
A. symbolic function
B. primitive reasoning
C. centration
D. rational thinking
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Bloom's: Understand
56. Juan and his little sister, Anne, are each given a large cookie. Their mother breaks Anne's cookie into four pieces to enable her to eat it easily.
Juan immediately begins to cry and says that it is not fair for his sister to get so many cookies when he only has one. Juan is showing a lack of:
A. constancy.
B. conservation.
C. intuition.
D. symbolic function.
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Bloom's: Apply
Topic: Conservation
57. Which of the following best describes the relation between centration and conservation?
A. Conservation requires centration.
B. Centration is due to lack of conservation.
C. Centration is reflected in lack of conservation.
D. Conservation is independent of centration.
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Bloom's: Understand
Topic: Centration
58. Centration inhibits the ability to categorize items because it prevents one from:
A. focusing only on one feature.
B. considering combinations of features.
C. having a perspective that is different from one's own.
7-11
D. distinguishing between animate and inanimate objects.
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Topic: Centration
59. In general, conservation involves the ability to understand that changes in physical arrangement:
A. do not change an object's basic properties.
B. affect an object's inherent features.
C. determine the total volume needed for a given task.
D. must be considered before the characteristics of an object can be determined.
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Topic: Centration
60. In Piaget's theory, failing the conservation-of-liquid task demonstrates:

A. that a child is at the sensorimotor stage of cognitive development.
B. that a child is unable to think fluidly.
C. centration.
D. rational thought.
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Bloom's: Understand
Topic: Centration
61. According to Rochel Gelman, _____ is especially important in explaining conservation.

A. the age of a child
B. heredity
C. attention
D. intuition
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Bloom's: Remember
Topic: Centration
62. Zone of proximal development (ZPD) is Vygotsky's term for:

A. a young adult's cognitive development achieved through interaction with children.
B. the variety of work that a child can do with ease at a particular stage of cognitive development.
C. how the environment and a child's genetically programmed learning ability interact during a critical period.
D. the range of tasks difficult for a child to master alone but that can be learned with help from adults.
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Topic: Zone of proximal development
63. A toddler is likely to learn something in the zone of proximal development (ZPD) if:
A. the toddler has mastered all the skills necessary.
B. parents or teachers do not interfere.
C. the task is too difficult for the child to accomplish on his own.
D. the toddler takes no help from a parent or teacher.
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7-12
64. Kevin is just learning to walk. He can take a few steps by himself if he uses both hands to hold on to a piece of furniture for support. He can walk
into the middle of a room only if one of his parents holds his hands. Which of the following represents the lower limit of Kevin's zone of proximal
development (ZPD) for walking?
A. Kevin learning to run after he has mastered walking by himself
B. Kevin going back to crawling when he becomes frustrated trying to walk by himself
C. Kevin walking alone by holding onto a piece of furniture with his hands
D. Kevin learning to walk by having his parents hold one of his hands
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65. Three-year-old Sharon can solve 4-piece jigsaw puzzles on her own but needs her parents' help to solve 6-piece jigsaw puzzles. Which of the
following represents the upper limit of Sharon's zone of proximal development (ZPD) for solving such puzzles?
A. Sharon moving on to 10-piece puzzles
B. Sharon solving a 6-piece puzzles on her own
C. Sharon helping her two-year-old brother with 4-piece puzzles
D. Sharon mastering 4-piece puzzles
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66. Which of the following did Vygotsky call the "buds" or "flowers" of development?
A. Tasks a child can accomplish independently
B. Intuitive thinking and rational thinking
C. A child's cognitive skills in the process of maturing
D. A child's gross motor skills that are fully developed
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Bloom's: Understand
67. When adults are working with young children, they often provide a lot of hints, assistance, instructions, and other support to help the children
succeed. As the children indicate that they can do more for themselves, the adults begin to withdraw the support. This shows the adults' involvement
in the children's:
A. zone of proximal development.
B. development of conservational abilities.
C. enhancement of intuitive reasoning.
D. process of centration.
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68. Which of the following refers to teachers' adjustment of their level of support and guidance to the level of skill of the student?
A. Accommodation
B. Regulation
C. Scaffolding
D. Assimilation
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7-13
Topic: Scaffolding
69. Over the past week, Walter has been trying to learn to tie his shoelaces. Initially, his mother held his hands and worked his fingers through the
process. Now that Walter is better at it, she only guides him verbally. Which of the following is this an example of?
A. How heredity shapes cognitive development
B. Intuitive reasoning
C. Scaffolding
D. Conservation
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Bloom's: Apply
70. When four-year-old Jared plays, he often talks to himself. This form is self-talk is used for self-regulation. Developmentalists call this:
A. mindstream.
B. drawling.
C. lisping.
D. private speech.
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Bloom's: Apply
Topic: Language and thought
71. Which of the following describes what Lev Vygotsky believed about the development of thought and language?
A. Thought and language are merged early in development and later separate.
B. Thought depends on language, so they are merged throughout development.
C. Thought and language develop independently at first and merge later in development.
D. Thought and language are two separate functions that remain independent throughout development.
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72. In the development of language and thought, _____.

A. internal speech precedes private speech
B. internal and external speech develop simultaneously
C. external speech precedes internal speech
D. external speech develops after internal speech
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73. Four-year-old Michelle talks to herself frequently and especially when she is trying to solve a difficult problem. Lev Vygotsky would say that
Michelle is:
A. engaging in egocentric and immature thinking.
B. likely to be socially competent.
C. functioning at the upper limit of her zone of proximal development (ZPD).
D. engaging in scaffolding.
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Bloom's: Apply
7-14
74. Three-year-old Amy walks by her grandmother's collection of glass animals and says "Those are a 'no-no'; don't touch." It would appear that Amy
is using _____ to regulate her own behavior.
A. mindstream
B. intuitive reasoning
C. private speech
D. symbolic function
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Bloom's: Apply
75. Which of the following is true of Lev Vygotsky's educational applications?

A. IQ should be assessed to test a child's learning capabilities.
B. A child should learn on his or her own to realize his or her capabilities.
C. A child's use of private speech reflects immaturity and egocentrism.
D. Teaching should begin toward the upper limit of a child's zone of proximal development.
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Topic: Teaching strategies
76. Which of the following scenarios best represents Lev Vygotsky's view of mental and behavioral development?
A. A teacher assigns challenging tasks that students must complete on their own.
B. An instructor helps students with laboratory work showing them how to do things the students cannot yet do.
C. A teacher waits patiently for students to come up with good answers and assesses their learning capabilities.
D. An instructor systematically offers standardized tests to students to evaluate their mental abilities on varying subjects.
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Bloom's: Analyze
77. Which of the following educational strategies would Vygotsky say should be incorporated in classrooms?
A. Making each child responsible for his or her work without relying on peers or teachers for support
B. Formal, standardized tests to assess children's learning
C. Discouraging distractions like self-talk or private talk
D. Offering just enough assistance to a child to accomplish a task
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Bloom's: Understand
78. Vygotsky's view of the importance of _____ on children's development fits with the current belief that it is important to evaluate the contextual
factors in learning.
A. autonomy
B. sociocultural influences
C. economic status of teachers
D. scaffolding
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Bloom's: Remember
Topic: Evaluating Vygotsky's theory
79. In moving from Piaget to Vygotsky, the conceptual shift is one from:
A. the individual to collaboration.
7-15
B. collaboration to sociocultural activity.
C. construction to discovery.
D. socializing to operational thought.
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80. Vygotsky believed that children construct knowledge through:

A. self-discovery.
B. social interaction.
C. reorganization of existing knowledge.
D. transforming previous knowledge.
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81. Tools of the Mind is a program that is grounded in _____ theory of cognitive development.
A. Vygotsky's
B. Erikson's
C. Sternberg's
D. Piaget's
Page: 216
APA LO: 1.1
Bloom's: Remember
82. In a Tools of the Mind classroom, _____ has a central role.

A. nutrition
B. didactic lecture
C. dramatic play
D. abstract presentation
Page: 216
APA LO: 1.1
Bloom's: Remember
83. Tale is in a Tools of the Mind classroom. His teacher guides him to plan his own message by drawing a line to stand for each word he says. Tale
then repeats the message, pointing to each line as he says the word. Finally, he writes on the lines, trying to represent each word with some letters or
symbols. This process is called:
A. model drawing.
B. scaffolding writing.
C. word visualizing.
D. positive role-play.
Page: 216
APA LO: 1.3
Bloom's: Apply
84. Which of the following is a criticism of Vygotsky's theory?

A. Vygotsky was specific about age-related changes and generalized all individuals.
B. Vygotsky overemphasized the role of language in thinking.
C. Vygotsky particularly described how changes in socioemotional capabilities contribute to cognitive development, which is highly subjective.
D. Vygotsky laid no emphasis on guidance, which plays an important role in learning.
7-16
Page: 216
APA LO: 1.2
Bloom's: Understand
85. _____ attention involves action planning, allocating attention to goals, error detection and compensation, monitoring progress on tasks, and
dealing with novel or difficult circumstances.
A. Salient
B. Relevant
C. Executive
D. Sustained
Page: 218
APA LO: 1.1
Bloom's: Remember
Topic: Attention
86. _____ attention is focused and extended engagement with an object, task, event, or other aspect of the environment.
A. Salient
B. Relevant
C. Executive
D. Sustained
Page: 218
APA LO: 1.1
Bloom's: Remember
Topic: Attention
87. A police officer visits Ben and Heather's class to discuss safety rules. To attract the children's attention, the officer brings colorful balloons and
many jars of bubbles for the children to blow. Later, Heather tells her parents all about the balloons and bubbles but cannot remember any of the
safety rules the officer presented. Heather obviously paid more attention to what was:
A. salient.
B. relevant.
C. habituated.
D. intended.
Page: 218
APA LO: 1.3
Bloom's: Apply
Topic: Attention
88. A police officer visits Timothy and Evelyn's class to discuss safety rules. To attract the children's attention, the officer brings colorful balloons
and many jars of bubbles for the children to blow. Later, Timothy tells his parents about all the safety rules the officer discussed. Timothy obviously
paid attention to what was:
A. salient.
B. relevant.
C. habituated.
D. superfluous.
Page: 218
APA LO: 1.3
Bloom's: Apply
Topic: Attention
89. After the age of _____, children attend more efficiently to the dimensions of the task that are relevant.
A. three or four
B. four or five
C. six or seven
D. five or six
7-17
Page: 218
APA LO: 1.1
Bloom's: Remember
Topic: Attention
90. The ability of preschool children to control and sustain their attention is related to:
A. school readiness and focus.
B. decreased likelihood of obesity.
C. increased short-term memory capacity.
D. increase in implicit memory.
Page: 219
APA LO: 1.1
Bloom's: Remember
Topic: Attention
91. When experimenters ask children to judge whether two complex pictures are the same, preschool children tend to use a haphazard comparison
strategy, not examining all of the details before making a judgment, exhibiting a lack of:
A. conservation.
B. attention to the salient.
C. centration.
D. planfulness.
Page: 218
APA LO: 1.3
Bloom's: Apply
Topic: Attention
92. In Central European countries, such as Hungary, kindergarten children participate in exercises designed to improve their _____. An eye-contact
exercise in which the teacher sits in the center of a circle of children and each child is required to catch the teacher's eye before being permitted to
leave the group is an example of this type of exercise.
A. hand-eye coordination
B. attention
C. social skills
D. creativity
Page: 218
APA LO: 1.1
Bloom's: Remember
Topic: Attention
93. In short-term memory, individuals retain information for up to _____ if there is no rehearsal of the information.
A. 30 seconds
B. 15 minutes
C. 5 hours
D. 2 days
Page: 219
APA LO: 1.1
Bloom's: Remember
Topic: Memory
94. Irene is taking a test where she hears a random list of numbers that she is asked to repeat in the right order. Irene is having her _____ memory
tested.
A. recognition
B. implicit
C. procedural
D. short-term
7-18
Page: 219
APA LO: 1.3
Bloom's: Apply
Topic: Memory
95. Using rehearsal, we can keep information in short-term memory for a much longer period. In this context, rehearsal means:
A. preparing for a memory-span test.
B. doing mental exercises daily to keep the mind sharp.
C. repeating information after it has been presented.
D. taking regular memory-span tests.
Page: 219
APA LO: 1.2
Bloom's: Understand
Topic: Memory
96. Research with the memory-span task suggests that:

A. short-term memory increases during early childhood.
B. long-term memory reaches maturation by early childhood.
C. memory span depends on one's ethnic origin.
D. heredity is one of the major factors affecting memory.
Page: 219
APA LO: 1.2
Bloom's: Remember
Topic: Memory
97. In a study comparing the memory spans of preschool and elementary school children, the latter group consistently scored better. This apparent
increase in memory span with age could be explained partly by how:
A. the peer group plays a part in short-term memory.
B. older children rehearse the digits from the test more than younger children do.
C. elementary schools practice scaffolding.
D. memory-span tests are not always an accurate measure of short-term memory.
Page: 219
APA LO: 1.1
Bloom's: Analyze
Topic: Memory
98. Six-year-old Shirley, a witness to a robbery, was asked to testify at the trial. The defense argued that her testimony would be invalid because:
A. at her age, she has no long-term memories.
B. her memories are highly susceptible to suggestion.
C. she is more likely to embellish her memories.
D. children cannot recall details of events sequentially.
Page: 219
APA LO: 1.3
Bloom's: Apply
Topic: Memory
99. ________________ refers to an umbrella-like concept that consists of a number of higher level processes connected to the prefrontal cortex that
play a role in managing thoughts to engage in goal-directed behavior and self-control.
A. Executive attention
B. Executive function
C. Prefrontal control
D. Prefrontal inhibition
APA LO: 1.3
Bloom's: Remember
7-19
Topic: Memory
100. The theory of _____ refers to awareness of one's own mental processes and the mental processes of others.
A. self-awareness
B. recognition
C. mind
D. consciousness
Page: 222
APA LO: 1.1
Bloom's: Remember
Topic: Theory of mind
101. In the context of perception, by _____ years of age, a child recognizes that another person will see what is in front of his or her own eyes instead
of what is in front of the child's eyes.
A. two
B. three
C. four
D. five
Page: 222
APA LO: 1.1
Bloom's: Remember
102. 18-month-old Alan hates spinach but says "Yum!" when he sees his mother eating her favorite spinach casserole. This indicates that:
A. he will also like spinach when he grows up.
B. he recognizes that someone else may have different desires from his own.
C. he has started to recognize false beliefs.
D. he has started to understand that people can have ambivalent feelings.
Page: 222
APA LO: 1.3
Bloom's: Apply
103. The realization that people can have false beliefs develops in a majority of children by the time they are _____ years old.
A. two
B. three
C. four
D. five
Page: 223
APA LO: 1.1
Bloom's: Remember
104. One of the criticisms for using a false-belief task as an indicator for understanding the thoughts of children is that:
A. a false-belief task is a complicated one that involves a number of factors.
B. it has at least four possible outcomes.
C. a false belief task is too simple.
D. it is irrelevant, as by the preschool years children have a deepening appreciation of the mind.
Page: 223
APA LO: 1.2
Bloom's: Understand
7-20
105. It is only by age seven that children begin to recognize all of the following EXCEPT:
A. there can be more than one correct opinions on an issue.
B. people's behaviors do not necessarily reflect their thoughts and feelings.
C. people have different interpretations of the same event.
D. people can have ambivalent feelings.
Page: 223
APA LO: 1.1
Bloom's: Understand
106. Several operations, such as inhibition and planning, that are important for flexible, future-oriented behavior and may also be connected to theory
of mind development are known as:
A. operational thought.
B. instrumental activities.
C. executive function.
D. intuitive reasoning.
Page: 224
APA LO: 1.1
Bloom's: Remember
107. A group of children were put through a task in which they were asked to say the word "night" when they saw a picture of a sun and the word
"day" when they saw a picture of a moon and stars. This is an example of a(n) _____ function that describes several functions, such as inhibition and
planning, that are important for flexible, future-oriented behavior.
A. executive
B. social
C. recall
D. dynamic
Page: 224
APA LO: 1.3
Bloom's: Apply
108. Approximately _____ children is estimated to have some sort of autism spectrum disorder.
A. 1 in 50
B. 1 in 150
C. 1 in 300
D. 1 in 500
Page: 223
APA LO: 1.1
Bloom's: Remember
109. It is now accepted that autism is linked to:

A. genetic and brain abnormalities.
B. personality characteristics of the parents.
C. ineffective vaccination.
D. proximity to toxic waste disposal sites.
Page: 223
APA LO: 1.1
Bloom's: Remember
7-21
110. Cynthia shows a number of behaviors different from children her age, including deficits in social interaction and communication as well as
repetitive behaviors or interests. She is indifferent toward others and prefers to be alone. She is more interested in objects than people. It is MOST
likely that she suffers from:
A. insomnia.
B. narcolepsy.
C. anemia.
D. autism.
Page: 223
APA LO: 1.3
Bloom's: Apply
111. Which of the following statements regarding autism in children is TRUE?

A. Higher-functioning children with autism show reasonable progress in understanding others' desires.
B. Children with autism have difficulty in understanding others' beliefs and emotions solely due to theory of mind deficits.
C. Children with autism are a homogeneous group.
D. Children with autism usually perform well on false-belief tasks.
Page: 224
APA LO: 1.2
Bloom's: Understand
112. Pointing to a tree, young Leo says "Bird flied away." Leo's interesting but incorrect use of "-ed" in "flied" shows that he is trying to learn the
_____ rules of language.
A. phonological
B. morphological
C. pragmatic
D. syntactic
Page: 225
APA LO: 1.3
Bloom's: Apply
Learning Objective: 7.3: Summarize how language develops in early childhood.
Topic: Understand phonology and morphology
113. 3-year-old Zelda always asks questions like "Where Daddy is going?" and "What Mommy is doing?" This indicates that she is yet to learn the
auxiliary-inversion rule and also to apply the rules of:
A. pragmatics.
B. morphology.
C. syntax.
D. phonology.
Page: 226
APA LO: 1.3
Bloom's: Apply
Topic: Changes in syntax and semantics
114. Jean Berko's experiment involving "wugs" demonstrated that young children who took part in the experiment knew:
A. the phonological rules.
B. the rules of syntax.
C. the pragmatic rules.
D. the morphological rules.
Page: 226
APA LO: 1.2
Bloom's: Understand
115. By the time they enter first grade, it is estimated that children know about _____ words.
7-22
A. 1,200
B. 8,000
C. 14,000
D. 5,000
Page: 226
APA LO: 1.1
Bloom's: Remember
116. Around _____ years of age, children learn to change their speech style to suit the situation.
A. six to seven
B. seven to eight
C. two to three
D. four to five
Page: 227
APA LO: 1.3
Bloom's: Remember
Topic: Advances in pragmatics
117. Five-year-old Donna speaks in shorter, simpler sentences to her baby brother. She speaks in a very informal way with her friends and uses a
more formal language with her father's friends. Donna is demonstrating her grasp of:
A. pragmatics.
B. morphology.
C. syntax.
D. phonology.
Page: 227
APA LO: 1.3
Bloom's: Apply
Topic: Advances in pragmatics
118. Developmentally appropriate practices at the kindergarten level are likely to be:
A. child-centered.
B. standardized.
C. purpose-centered.
D. achievement-oriented.
Page: 229
APA LO: 1.2
Bloom's: Understand
Topic: Early Childhood Education
119. The _____ is a philosophy of education in which children are given considerable freedom and spontaneity in choosing activities.
A. child-centered kindergarten
B. Montessori approach
C. developmentally appropriate practice
D. developmentally inappropriate practice
Page: 229
APA LO: 1.1
Bloom's: Remember
Topic: Montessori approach
120. Nurturing is a key aspect of the _____, which emphasizes the education of the whole child and concern for his or her physical, cognitive, and
socioemotional development.
A. child-centered kindergarten
B. Montessori approach
C. developmentally appropriate practice
7-23
D. Reggio Emilia approach
Page: 229
APA LO: 1.1
Bloom's: Remember
Topic: Child-centered education
121. Dorothy is enrolled in a preschool where she spends much of her time in unstructured activity. She plays with the different toys she chooses, and
her teacher acts as a facilitator rather than a director. Which of the following approaches is Dorothy's preschool using?
A. Kindergarten
B. Rogerian
C. Montessori
D. Success-oriented
Page: 229
APA LO: 1.3
Bloom's: Apply
122. Which of the following is a criticism related to the Montessori approach?

A. It lays too much emphasis on social interaction.
B. It does not employ self-corrective materials.
C. It lays too much emphasis on imaginative play.
D. It neglects children's socioemotional development.
Page: 229
APA LO: 1.2
Bloom's: Understand
123. _____ is based on knowledge of the typical progress of children within an age span, as well as the uniqueness of the child.
A. The child-centered kindergarten
B. Developmentally appropriate practice
C. The Montessori approach
D. The success-oriented approach
Page: 230
APA LO: 1.1
Bloom's: Remember
Topic: Developmentally appropriate practice
124. In 1965, the federal government began an effort to break the cycle of poverty and poor education for young children in the United States
through:
A. the Maria Montessori Program.
B. Emancipation Undertaking.
C. the Reggio Emilia Project.
D. Project Head Start.
Page: 231
APA LO: 1.1
Bloom's: Remember
Topic: Project head start
125. Early Head Start was established in 1995 to serve children from _____ of age.
A. three to five years
B. birth to six years
C. five to seven years
D. birth to three years
7-24
Page: 231
APA LO: 1.1
Bloom's: Remember
126. Which of the following is TRUE about Head Start programs?

A. They only provide for low-income families.
B. They focus on children of a particular ethnic origin.
C. They have negative effect on young children's language development.
D. They are funded by the private corporate sector.
Page: 231
APA LO: 1.2
Bloom's: Understand
127. Two current controversies in early childhood education involve:

A. curriculum and universal preschool education in the United States.
B. the quality of inner-city schools and free education to all.
C. the use of corporal punishment in schools and the use of uniforms.
D. Christian holidays for all and boarding schools.
Page: 232
APA LO: 1.1
Bloom's: Remember
Topic: Curriculum
128. Competent early childhood programs should focus:

A. on cognitive development and socioemotional development.
B. exclusively on cognitive development.
C. on preoperational skills.
D. on academics alone.
Page: 231
APA LO: 1.1
Bloom's: Remember
Topic: Curriculum
129. Which of the following was cited by Zigler and his colleagues supporting universal preschool in the United States?
A. It is more important to improve preschool education for young children who are disadvantaged rather than funding preschool education for all
four-year-old children.
B. The quality of inner-city schools has often been found to be questionable.
C. Research has proven that the gains attributed to preschool and kindergarten education are often overstated.
D. Universal preschool would bring billions of dollars of cost savings because of a diminished need for remedial and justice services.
Page: 231
APA LO: 1.2
Bloom's: Understand
Topic: Universal preschool education
130. Critics of universal preschool education argue that:

A. quality preschools prepare children for school readiness and academic success.
B. research has not proven that non-disadvantaged children benefit from attending a preschool.
C. the gains attributed to preschool and kindergarten education are often understated.
D. quality preschool programs increase the likelihood that the child will drop out of school later.
Page: 231
APA LO: 1.2
Bloom's: Understand
7-25
131. Critics of universal preschool education say that:

A. quality preschools prepare children for school readiness and academic success.
B. it is more important to improve preschool education for young children who are disadvantaged rather than funding preschool education for all
four-year-old children.
C. preschool programs decrease the likelihood that once children go to elementary and secondary school they will be retained in a grade or drop out
of school.
D. there is too much pressure on young children to achieve and that universal preschool education does not provide any opportunities to actively
construct knowledge.
Page: 232
APA LO: 1.2
Bloom's: Understand
132. Identify the researcher who showed that when the child's attention to relevant aspects of the conservation task is improved, the child is more
likely to conserve.
Rochel Gelman
Page: 212
APA LO: 1.1
Bloom's: Remember
Topic: Centration
133. Identify a cognitive theorist who emphasized the social contexts of learning and the construction of knowledge through social interaction.
Lev Vygotsky
Page: 213
APA LO: 1.1
Bloom's: Remember
134. Identify an Italian physician-turned-educator who at the beginning of the twentieth-century crafted a revolutionary approach to young children's
education. In this approach, children are given considerable freedom and spontaneity in choosing activities.
Maria Montessori
Page: 229
APA LO: 1.1
Bloom's: Remember
135. Identify a common nutritional problem in early childhood that results from the failure to eat adequate amounts of quality meats and dark green
vegetables and causes chronic fatigue.
Iron deficiency anemia
Page: 208
APA LO: 1.1
Bloom's: Remember
Topic: Exercise
136. Identify the substage of preoperational thought in which the young child gains the ability to mentally represent an object that is not present.
Symbolic function substage
Page: 210
APA LO: 1.1
Bloom's: Remember
137. Identify the inability to distinguish between one's own perspective and the perspective of another.
7-26
Egocentrism
Page: 211
APA LO: 1.1
Bloom's: Remember
138. Identify the term for awareness of young children that helps them to know that altering an object's or a substance's appearance does not change
its basic properties.
Conservation
Page: 211
APA LO: 1.1
Bloom's: Remember
Topic: Conservation
139. Identify the term for the range of tasks that are too difficult for children to master alone but that can be learned with the guidance and assistance
of adults or more-skilled children.
Zone of proximal development
Page: 214
APA LO: 1.1
Bloom's: Remember
140. Identify the term that refers to the awareness of one's own mental processes and the mental processes of others.
Theory of mind
Page: 222
141. Au
APA LO: 1.1
Bloom's: Remember
141. Aubrey is in a school that takes into account the typical development of children within an age span as well as the uniqueness of the child. It also
emphasizes the importance of creating settings that encourage active learning and reflect the child's interests and capabilities. This view represents a
________.
developmentally appropriate practice (DAP)
Page: 230
APA LO: 1.1
Bloom's: Apply
Topic: Developmentally appropriate practice
142. What are signs of vision problems in children?
Children with vision problems rub their eyes, blink or squint excessively, and appear annoyed when they play games that require good distance
vision, shutting or covering one eye, and tilting the head or thrusting it forward when looking at something.
Page: 205
APA LO: 1.1
Bloom's: Remember
Topic: Visual Perception
143. Define what Piaget meant by an operation. What would be one task that preoperational children fail at because they lack operations?
An operation is a reversible mental action that allows children to do mentally what before they could only do physically. Tasks that illustrate lack of
operations could be conservation, serration, the three mountain task, and so on.
Page: 210
APA LO: 1.3
Bloom's: Apply
7-27
144. Briefly describe the two stages of preoperational thought. Provide an example of children's thinking at each stage.
The Piagetian preoperational stage in cognitive development can be divided into two substages: the symbolic function substage and the intuitive
thought substage. The symbolic function substage occurs roughly between the ages of two and four. In this substage, the young child gains the ability
to mentally represent an object that is not present but still suffer from limitations like egocentrism and animism. The intuitive thought substage
occurs between approximately four and seven years of age when children begin to use primitive reasoning and want to know the answers to
questions.
Page: 210
APA LO: 1.2
Bloom's: Understand
145. What is the zone of proximal development (ZPD)? What are its lower and upper limits? How can one use peer scaffolding to teach children
mathematics within the zone?
The zone of proximal development (ZPD), developed by Lev Vygotsky, consists of the range of tasks that are too difficult for children to master
alone but can be learned with the guidance and assistance of adults or more-skilled children. The lower limit of the ZPD is the level of skill reached
by the child working independently. The upper limit is the level of additional responsibility the child can accept with the assistance of an able
instructor.
Page: 215
APA LO: 1.2
Bloom's: Apply
Topic: Scaffolding
146. List three ways by which Lev Vygotsky's theory can be incorporated in classrooms.
Some of the ways by which Vygotsky's theory can be incorporated in classrooms are:
1) Assess the child's zone of proximal development.
2) Use the child's ZPD in teaching.
3) Use more-skilled peers as teachers.
4) Place instruction in a meaningful context.
5) Transform the classroom with Vygotskian ideas.
Page: 215
APA LO: 1.1
Bloom's: Remember
147. Briefly state two criticisms leveled against Vygotsky's theory of cognitive development.
One criticism of Vygotsky's theory is that Vygotsky was not specific enough about age-related changes. Another criticism is that Vygotsky did not
adequately describe how changes in socioemotional capabilities contribute to cognitive development.
Page: 217
APA LO: 1.1
Bloom's: Remember
148. Describe two reasons for developmental changes in memory span.
One of the reasons that memory span improves with age is that rehearsal of information is important in increasing short-term memory. Older children
rehearse the digits from the test more than younger children do. Speed—especially the speed with which memory items can be identified—and
efficiency of processing information are important, too.
Page: 210
APA LO: 1.2
Bloom's: Understand
7-28
Topic: Memory
149. Identify the factors that can influence the accuracy of a young child's memory.
Several factors can influence the accuracy of a young child's memory. There are age differences in children's susceptibility to suggestion.
Preschoolers are the most suggestible age group in comparison with older children and adults. There are individual differences in susceptibility.
Some preschoolers are highly resistant to interviewers' suggestions, whereas others immediately succumb to the slightest suggestion. Interviewing
techniques can produce substantial distortions in children's reports about highly salient events.
Page: 219-220
APA LO: 1.2
Bloom's: Understand
Topic: Memory
150. Arielle took part in one of Walter Mischel’s delay of gratification studies. She was able to stop herself from eating the marshmallow by
humming a song to herself. What does research suggest about her future?
Research suggests that Arielle will be more successful than those who failed to delay gratification, as delaying gratification relates to higher SAT
scores, a higher GPA at the end of college, as well as improved stress coping as an adolescent and emerging adult. Furthermore, Arielle would be
more likely to have a lower BMI and be happier than those who couldn’t delay gratification in preschool.
Page: 221
APA LO: 1.3
Bloom's: Apply
Topic: Memory
151. Briefly describe what is meant by a child's theory of mind? How are false-beliefs tasks useful in assessing the theory of mind?
Even young children are curious about the nature of the human mind. They have a theory of mind, which refers to awareness of one's own mental
processes and the mental processes of others. One of the ways to assess a child’s theory of mind is by false-belief tasks. The realization that people
can have false beliefs—beliefs that are not true—develops in a majority of children by the time they are five years old. This point is often described
as a pivotal one in understanding the mind— recognizing that beliefs are not just mapped directly into the mind from the surrounding world, but that
different people can also have different, and sometimes incorrect, beliefs.
Page: 222
APA LO: 1.2
Bloom's: Understand
152. What factors influence improved literacy in children?
Children must be actively involved in listening, talking, reading, and writing experiences. Additionally, those who had mothers who were more
educated showed higher levels of literacy then those whose mothers had less education. For low income families, how often the child is read to, the
quality of the mother’s engagement, and being surrounded by age appropriate books improved vocabulary development.
Page: 221
Bloom's: Remember
Topic: Literacy
153. What are the criticisms of the Montessori approach to early education?
Critics of the Montessori approach believe that it neglects children's socioemotional development. For example, although Montessori fosters
independence and the development of cognitive skills, it deemphasizes verbal interaction between the teacher and child and between peers.
Montessori's critics also argue that it restricts imaginative play and that its heavy reliance on self-corrective materials may not adequately allow for
creativity and for a variety of learning styles.
APA LO: 1.1

Bloom's: Understand
154. What are the current controversies in early childhood education?
7-29
Two current controversies in early childhood education involve (1) what the curriculum for early childhood education should be, and (2) whether
preschool education should be universal in the United States.
APA LO: 1.1

Bloom's: Understand
Topic: Curriculum
Category # of Questions
Accessibility: Keyboard Navigation 131
APA LO: 1.1 69
APA LO: 1.2 41
APA LO: 1.3 43
Bloom's: Analyze 2
Bloom's: Apply 41
Bloom's: Remember 68
Bloom's: Understand 43
Difficulty Level: Easy 61
Difficulty Level: Hard 29
Difficulty Level: Medium 64
Learning Objective: 7.1: Identify physical changes in early childhood. 44
Learning Objective: 7.2: Describe three views of the cognitive changes that occur in early childhood. 84
Learning Objective: 7.3: Summarize how language develops in early childhood. 7
Learning Objective: 7.4: Evaluate different approaches to early childhood education. 19
Topic: Obesity 1
Topic: Advances in pragmatics 2
Topic: Attention 8
Topic: Brain development 6
Topic: Centration 6
Topic: Changes in syntax and semantics 1
Topic: Child-centered education 1
Topic: Conservation 2
Topic: Curriculum 3
Topic: Developmentally appropriate practice 2
Topic: Early Childhood Education 2
Topic: Evaluating Vygotsky's theory 8
Topic: Exercise 3
Topic: Fine motor skills 3
Topic: Gross motor skills 5
Topic: Height and weight 7
Topic: Illness and death 6
Topic: Intuitive thought substage 4
Topic: Language and thought 6
Topic: Literacy 1
Topic: Malnutrition 2
Topic: Memory 10
Topic: Montessori approach 5
Topic: Obesity 5
Topic: Preoperational stage 4
Topic: Project head start 3
Topic: Scaffolding 2
Topic: Sleep 6
Topic: Symbolic function substage 9
Topic: Teaching strategies 4
Topic: Theory of mind 14
Topic: Understand phonology and morphology 3
Topic: Universal preschool education 3
Topic: Visual Perception 1
Topic: Zone of proximal development 9
7-30
Another random document with
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The Project Gutenberg eBook of Outside Saturn
This ebook is for the use of anyone anywhere in the United States
and most other parts of the world at no cost and with almost no
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under the terms of the Project Gutenberg License included with this
ebook or online at www.gutenberg.org. If you are not located in the
United States, you will have to check the laws of the country where
you are located before using this eBook.
Title: Outside Saturn
Author: Robert E. Gilbert
Illustrator: Richard Kluga
Release date: October 5, 2023 [eBook #71815]
Language: English
Original publication: New York, NY: Royal Publications, Inc, 1957
Credits: Greg Weeks, Mary Meehan and the Online Distributed

Proofreading Team at http://www.pgdp.net
*** START OF THE PROJECT GUTENBERG EBOOK OUTSIDE

SATURN ***
OUTSIDE SATURN
By ROBERT ERNEST GILBERT
Illustrated by RICHARD KLUGA
Gangsters were out of date, and the ice-sweeper

was an unlikely thing to steal. But Vicenzo
was a streak, so what else could Henry do?
[Transcriber's Note: This etext was produced from

Infinity January 1958.
Extensive research did not uncover any evidence that
the U.S. copyright on this publication was renewed.]
CHAPTER I
Aziz ripped the radio from Henry's spacesuit and carefully resealed
the panel. "Dis'll be the weldin' of ya, kid," Aziz said, crinkling his
round, sallow face in an attempt to smile. "Yer name'll be in ever' yap
—in our orbit, dat is."
"But what—" Henry tried to say.
"No doubt at all," Vicenzo agreed, cleverly shorting Henry's drive
tube.
"I don't—" Henry said.
"Vicenzo figured it right, kid," Aziz said. He gestured with powerful
arms too long for his short body. "Ya'll hit dat ole sweeper square on
the bulb. Vicenzo's a streak."
"I'm a genius," Vicenzo admitted. He smoothed the black bangs
covering his forehead to the eyebrows, and he fingered the pointed
sideburns reaching to his chin. "You jump into space, Henry, and
then we'll increase velocity and sink into the Rings."
Aziz begged, "Do us a blazer, kid. We won't go far. Too low on fuel."
He lowered the helmet over Henry's bushy, blond hair and ruddy
face and clamped it shut.
Vicenzo and Aziz left Henry in the airvalve and closed the inner door.
When the valve emptied to vacuum, Henry reluctantly lowered the
outer door and stepped to the magnetized platform.
Henry stood twenty meters above Ring B of the Rings of Saturn.
Below him, balls of ice, metal, rock, and assorted cosmic debris
flowed slowly past with stars occasionally visible between the
whirling particles. To either side, the billions of tiny moons blended
with distance to form a solid, glaring white band. Henry bent his
knees and dived into space.
Holding his body stiff with a practiced rigidity, and cautiously moving
arms and legs to check any tendency to tumble, Henry glided above
the Rings. Turning his head, he saw exhaust spurt from the
collection of spherical cabins, tanks, and motors that was the
spaceship; and the craft moved from his line of sight, leaving him
alone.
Henry drifted above a flat surface more than sixty-six thousand
kilometers wide. To his left, Ring B extended to the black circle of the
Cassini Division which separated it from the less brilliant Ring A. To
his right, the gleam of Ring B abruptly changed to the dimness of the
Crape Ring through which the surface of Saturn was visible. Of the
giant planet, forty-three thousand kilometers away, Henry saw but
half a crescent marked with vague white and yellow bands and
obscure spots.
Red and green lights blinked ahead. Most of the approaching ice-
sweeper was shadowed and invisible against the blackness of
space. Henry saw no lighted windows, but he experimentally aimed
his signal torch at a dome on top of the space station.
Moving with the exact velocity of the Ring, the sweeper, a bundle of
huge cylindrical tanks bound together with fragile girders, apparently
grew larger. A rectangular snout, swinging from side to side and
probing into the Ring, dangled below the front of the sweeper.
Dancing in mutual gravitational attraction, the tiny moons constantly
closed the open lane behind the snout.
Henry blinked his torch and saw its red reflection in the sweeper's
observation dome, but no one answered the signal. Gaudy with
lights, the station drifted past below Henry's level and nearly one
hundred meters away.
Henry struggled futilely in his suit and tumbled through space. He

saw the flaming arch of the Milky Way and then the immense
shadow of Saturn stretching black across the Rings. Somewhere,
the bright exhaust of a distant spaceship streaked across the stars.
By missing the ice-sweeper, he would continue on a spiral course
down toward Saturn, until he at last fell into the methane; or, if his
falling body accelerated enough, he might establish an orbit closer to
the planet and revolve around it, until he died of thirst. Vicenzo and
Aziz would never find him and would probably not search long.
Fire shot past Henry's gyrating figure. A thin cable followed the small
rocket. Henry's flailing arms struck the cable, and his gauntleted
hands gripped the strands. He pulled back the spent rocket, and the
missile's magnetic head clanked against his spacesuit. The lifeline
reeled him toward the station.
A hairless, brown, deeply wrinkled face watched Henry from a small
window beside an open airvalve. The cable pulled Henry to the
muzzle of a rocket launcher. He jerked the magnetic head loose and
shut himself into the valve. He slid the inner door open and, weakly
kicking his legs, floated on his back into the sweeper.
An old man, the owner of the wrinkled face, stopped Henry from
drifting into the far wall of the cramped compartment. The old man
wore shorts and a sleeveless shirt, and his shrunken limbs seemed
to have no muscles. He drew Henry down to the magnetized deck
and removed the space helmet.
"You're just a boy!" the man wheezed in a cracked voice. "Where'd
you come from, boy?"
Henry, watching through half-closed eyes, almost said that he was
twenty years old. Then he remembered to mutter, "Water."
The old man said, "How'd you get out here? There's been no ships in
days. What are you doing here all by yourself? I almost missed you.
You'd been on a bad course if I had. Just happened to see your torch
twirling around out there. Ain't many people can come that close with
a life rocket and not hit a fellow. For a second, I thought the rocket
was going to bust you. Of course, being skillful the way I am, it didn't
seem likely, but I—"
"Water," Henry moaned.
"Water? Why sure. How long you been drifting, boy? Must be mighty
thirsty. What's your name? I'm Ranjit. I've never got used to people
not telling their last names. Of course, even when I was your age,
most people called each other by their first names. I can't hardly
remember what my last name is. You might not think it to look at me,
but I'm 107 years old. Here, let's get you out of that suit and see
what kind of shape you're in."
Horizontal and vertical wrinkles formed ragged crosshatching on
Ranjit's forehead. His nose and ears were large and grotesque with
age. He unsealed the spacesuit at the waist and, holding Henry
against the deck with one hand, pulled off the top section.
"Water!" Henry gasped. Peeping secretly, he saw that the teletype,
near the airvalve, was dismantled, with the parts tied in bunches
floating over the empty case. He located the radio above an
aluminum desk in the far corner. He could see no visular set
anywhere.
Ranjit dragged off the lower section of the suit, leaving Henry
resplendent in orange knickers and red blouse. "How do you feel?"
Ranjit asked. "What ship are you from? I don't see how they could
just leave you. I'd better report this. They must be looking for you.
Funny I haven't heard about it. Of course, the teletype's out of
whack. I'm fixing it. I'm handy that way, fixing things. The heater
broke down the other day, but I've got it going good now. I've started
melting ice again. The tanks were about empty after that last ship
fueled up. The Asteroid Ann, it was, or was it the Mimas Mae?
They've both been by lately, but—"
"Water!" Henry pleaded. He had to do something to make Ranjit
leave the compartment. He tried to listen for sounds that would
locate the other crew members. Holding his handsome blond head in
his hands, he sat up. The movement lifted his body from the deck,
leaving his metal-soled shoes attached, so that he sat in mid-air.
"Water?" said Ranjit. "If there's one thing I've got, it's water. Let me
see, there must be a flask someplace." He rummaged in the netting
that covered two opposite walls of the compartment and secured an
incredible clutter of weightless tools, books, food cases, clothing,
oxygen tanks, spacesuit parts, wire, tubing, and other items. Still
talking, Ranjit vanished through an opening almost concealed by the
net.
Henry leaped to the radio. He whipped a pair of insulated snips from

his pocket and cut through the electric cord in four places. He thrust
the severed pieces behind the desk and stood listening. Somewhere,
Ranjit continued talking, but Henry heard no answering voices. The
only other sounds were the whine of electric motors and the throb of
pumps. Henry pulled out a screwdriver and paused as he noticed a
sign above the desk. The sign said:
AAAAAAA CCCCC D EEEEE

G H IIIIH LLLL MM NNNNNNNNN
OO PP Q RR S TTTTT UUUUU
Shaking his head, Henry released the clamps, turned the radio, pried
off the back, and stabbed and slashed at the interior with the
screwdriver. He replaced the back and returned to his position on the
deck just in time.
"—really should," Ranjit continued, walking through the door. "You're
lucky I saw you at all. Of course, I'm watchful all the time. Would you
believe I've been right here on this sweeper for nine years? Here's
some water, boy."
Henry squirted water from the flexible flask into his mouth. Ranjit
said, "You ain't as thirsty as I thought you was. How come you wasn't
calling for help?"
"No radio," Henry mumbled. "The drive tube wouldn't work either."
"What were you doing in a bunged-up suit like that? You'll never live
to be as old as me if you take such chances. If this station had
visular, I'd have picked you up in that, but the company said I
wouldn't have no use for it."
"Where is everybody?" Henry asked, pushing himself unsteadily to
his feet.
"Everybody who? Are you hungry? How long since you had anything
to eat? There's nobody here but me. Karoly and Wilbur both passed
beyond, Wilbur just two weeks ago. He was only 94 too. The
company's sending some help, they say. I don't see how they expect
one man to run an ice-sweeper, even if he is handy like me. This is a
dangerous job, although you might not think so. Do you realize,
young fellow, we're whizzing around Saturn once every nine hours,
four minutes, and twelve seconds? That's an orbital velocity of
nineteen point eight kilometers per second! We've got to go that fast
to stay in this orbit."
"There's no one else here but you?" Henry said.
"Think what would happen if something slowed us down!" Ranjit
exclaimed. "We'd start falling toward Saturn and finally crash!
Meteors are scarce out here, but what if a spaceship came around
retrograde and smashed this station head-on? There ain't a thing I
can do if it starts falling. Part of it's a ship, but the company took the
motor out. All I've got is the flywheel steering gear. The control
room's right up there above my bunk."
Ranjit pointed to a sandwich bunk hoisted against the pipes and
conduits that crisscrossed the ceiling in abstract patterns. He said, "I
can spin this sweeper like a top, if I want to, but I can't accelerate it."
He squinted through the small window beside the airvalve.
"Speaking of spaceships," he rambled, "there's one out there now.
Wonder who it is? There's not a thing on the schedule. Looks like
they would've called in."
Moving to the radio, the old man fumbled with knobs and switches
and pounded on the cabinet with his fist. "This radio's deader than a
asteroid!" he yelled. "First the teletype and now the radio. I'm
supposed to report all ships to Titan, but how can I with no
equipment? Maybe that's your ship come hunting you. What did you
say your name is?"
"Henry," said Henry.
"Henry, huh? My name's Ranjit. I better get up to the big valve. That
ship'll be clinching in a minute."
"What does that sign mean?" said Henry, seizing the old man's bony
wrist.
"Sign? Oh, there over the desk? I just put that there to confuse
people. It's a puzzle that spells out something in an old-time
language, Latin maybe. Christian Huygens published that way back
in 1655. He used a puzzle while he was checking some more. He
was the first man to figure out what was around Saturn. It means
something like, 'There's a flat ring that's inclined to the ecliptic that
circles the planet without touching it.' Well, let go of me. I've got to
see about that ship."
"Just stay here and be calm, Ranjit," Henry said.
"What?"
"Be good, and you won't get hurt."
"Get hurt? What are you talking about, Henry? That's no way to talk
to a fellow that saved your life. If it hadn't been for me, you'd still be
falling. You were slower than the sweeper. I saved your life!"
Henry blushed in sudden shame and released Ranjit's arm. "Why,
why, I—I guess you did!" he stammered.
Henry lived in an era that had been preceded by wars which
destroyed more than half the people of Earth. It was a time of rigidly
controlled population, highly specialized training, and constantly
increasing life expectancy. Each human life was considered a
distinct and invaluable thing. Since the end of the final war, the
Crime War, seventy years before, murder had become an obscene
and almost meaningless word, and natural death was rarely
mentioned. Saving another person's life was considered the most
magnificent act that anyone could perform, and almost the only way
to become a public hero, since actors, entertainers, policemen, and
officials were thought to be no better than anyone else.
"I'm—I'm sorry," Henry said, blushing until he perspired. "I'm all
mixed up."
"That's all right, Henry. You were out there a long time."
Something struck twice against the hull of the ice-sweeper. "There's
a clumsy pilot!" Ranjit yelled. "I better go see what he's trying to do."
"Wait," Henry said, grabbing the old man's arm again. "I—" He
stopped speaking and frowned in confusion. When he considered
recent events, he realized that Vicenzo and Aziz, by their inexpert
maneuvering, had almost caused him to pass beyond. All of Henry's
education, haphazard as it had been, emphasized the belief that a
person who caused another to pass beyond could only be regarded
with loathing. A person who saved a life must be treated with eternal
gratitude and veneration by the beneficiary.
Ranjit said, "Let's go, Henry! What are you up to? I've had a feeling
you ain't exactly zeroed."
"I—I think I should tell you," Henry said.
"Listen. Somebody coming aboard," Ranjit said, jerking his arm from
Henry's relaxed grip and facing the doorway in the netting. Henry
waited for Vicenzo and Aziz to enter the compartment.
CHAPTER II
Two people entered, but they were not Vicenzo and Aziz. The first
was a small, thin man with a long, sad face. He wore a somber black
oversuit. The second was a girl no older than Henry.
"Please, Joachim," the girl whispered, "don't antagonize them. Ask
about the fuel first."
Henry gaped at the girl, and his face grew hot. Since he had spent
his young life among the Moons and Asteroids, never going farther
sunward than Pallas, he had seen few girls his own age and none as
beautiful as this one. Her hair, dyed in tiger stripes of black and
yellow, was parted in the middle and, held by silver wires, extended
from the sides of her head like wings. She wore blue hose, silver fur
shorts, and a golden sweater sparkling with designs in mirror thread.
Metal-soled shoes too large for her feet slightly marred the total
effect.
"High," said the man with the sad face. "I am Joachim, Second Vice-
President of the SPRS. This is our Corresponding Secretary, Morna."
His deep voice rolled around the compartment as if the lower keys of
an orchestrana had been struck.
"Low," Ranjit responded. "I'm Ranjit, and this is Henry. Why didn't
you make an appointment? The tanks are about empty, and you may
have to wait several hours. What do you feed your atomics, water or
hydrogen? It'll be even longer if you need hydrogen. I haven't done
any electrolysis today. I wasn't expecting—Look at that girl, Henry!
I'm 107 years old, but I can still appreciate a sight like that! I don't
see how a homely fellow like you, Joachim, ever got such a luscious
girl."
"Ours is strictly a business relationship," said Morna with indignant
formality. "We do need fuel, Ranjit. We planned to refuel on Dione,
but the moon was not where Joachim thought it should be. If—"
"Later, Morna," Joachim interrupted in a hollow voice. "I have come
thirteen hundred million kilometers on a mission, and I intend to fulfill
it! I represent the SPRS. We have written to you, Ranjit, but you
have never answered."
Ranjit said, "The SPRS? Oh, yeah, you're the ones are always
sending me spacemail. It's about all I ever get, and I appreciate it. I
don't get much mail, out here, and I don't see many people. This
fellow here, Henry, was the first I'd seen in days. I saved Henry's life,
or did he tell you?"
"How wonderful!" Morna exclaimed in awe. "I've never spoken to a
Saver before! Think of it, Joachim! Ranjit saved Henry!"
"That is very nice," Joachim admitted, "but—"
"You're a hero!" Morna cried, seizing Ranjit's hands. "How does it
feel to be a Saver? It must be sublime!" She turned to Henry and
grasped his arms. "How do you feel, Henry? You must almost
worship Ranjit! Such a noble man!"
Ranjit cackled. "Look at him blush! I don't believe he's been around
girls much. Since Joachim don't have no claim on her, Henry, I'd do
some sweet talking if I was your age. I pulled Henry in on a lifeline,
or he'd be falling into the methane by now."
"Isn't that wonderful?" Morna marveled, smiling glamorously.
Joachim said, "Everyone be quiet and allow me to finish! I have
come thirteen hundred million kilometers on a mission, and I intend
to fulfill it! I am Second Vice-President of the Society for the
Preservation of the Rings of Saturn. You, Ranjit, and the people on
the other three stations in the Rings are destroying the most glorious
and inspiring feature of the Solar System! The divine pinnacle of
Creation! A miracle that may be unique in the Universe! You are
destroying the Rings of Saturn for the greedy, selfish purpose of
selling fuel to spaceships!"
"Spaceships got to have fuel," Ranjit said, "and don't talk so loud. Ice
is scarce, you know, unless you want to chase comets. One side of
Iapetus has a sheet, and Titan has some. If you go on in, you'll find a
little on some of the Moons of Jupiter, and a few of the Asteroids are
—"
Joachim said, "You are destroying the Rings of Saturn! This is the
most despicable crime in a long history of the devastation of nature
by greedy men! When you have eventually melted the last crystal of
ice and departed with your hoard, Saturn will spin desolately alone
through the night, shorn of his glorious halo that has been the solace
and inspiration of man since prehistoric times!"
"Not when they never had telescopes, it wasn't very inspiring," Ranjit
said. "I don't see why you're jumping on me, Joachim. I never
answered your letters because there wasn't nothing to say. I just
work here. You'll have to talk to the company to—"
"The Saturnine Fuel and Oxygen Company is headed by stubborn
men!" Joachim said. "They refuse to consider or answer our
demands! That is why I have come to appeal directly to the
operators of these ice-sweepers! You must immediately stop
sweeping the Rings into your tanks! You must tell your superiors that
you refuse to destroy the crowning glory of the Solar System!"
Ranjit said, "They'd just hire somebody else. I don't know as we are
destroying the Rings very fast. This was the first sweeper put in orbit
nine years ago, and I can't tell no difference in Ring B. There's an
awful lot of stuff in the Rings. Some of the balls are solid ice, but
some are just ice coated, so we melt it off and throw out the core.
Some don't have ice on it, so we throw it back. We don't use
hydroponics on the sweepers. We get plenty of oxygen when we
take off hydrogen, so we toss a lot of solid CO2 overboard, too. No,
we ain't taking as much from the Rings as you think. They'll get ionic
motors to working, one of these days, and it won't take hardly no fuel
at all."
"Nevertheless, I believe—" Joachim tried to say.
"You've got a hard hull, anyhow," Ranjit said, "coming out here telling
me to stop when you need fuel yourself. Supposing I stopped right
now. How would you get away? And what would I do? I got a bad
heart. About half of it's artificial. That's why I've been living under
zero G for fifteen years. I can't go back to Earth. The docs say more
than four-tenths G would do for me. Before I got this job, I was living
in a hulk orbiting around Titan, just waiting to pass beyond. Now I got
something useful to do and something to live for. I may last till I'm
120."
Henry, who had been stupidly smiling at Morna with too much
intensity to follow the discussion, jerked his head around and
gasped, "You, you can't stand acceleration?"
Ranjit said, "Not enough to go anywhere. I got a bad heart, a very
bad heart. About half of it's—"
Vicenzo and Aziz, spacesuited, crowded into the compartment
through the doorway in the netting. "Dis is a stickup!" Aziz
announced over a loudspeaker on the chest of his suit.
"Don't move," Vicenzo growled, scowling beneath his black bangs.
Since deadly weapons were extremely rare and difficult to obtain, the
pair had armed themselves with long, hand-made knives. Vicenzo
also carried a cumbersome rocket launcher, a remodeled lifeline
tube.
"Gangsters!" Ranjit wheezed. "I ain't seen a gangster in twenty

years! I fought them in the Crime War! I—"
"Shut up, old man," Vicenzo ordered. His sideburns twitched around
his cruel mouth. "Everything fixed here, Henry?"
"Are you into this, Henry?" Ranjit said.
Vicenzo snarled, "I told you to shut up!"
"Let me talk to you alone, Vicenzo," Henry said.
"Spill it now. Is this all the crew? Did you smash communications?"
"Yes," Henry admitted. "The old man is the crew. The others just
came aboard."
"Why didn't you fix the other ship?" Vicenzo said. "We had to clamp
on, because it was blocking the valve. We came through it, and you
hadn't even smashed the radio. There might've been a crew aboard,
for all you knew."
"Vicenzo's a streak, kid," Aziz said. The short, wide man's sallow
face looked horrible behind the faceplate. "You oughta done like
Vicenzo said," he advised. "You won't get nowhere goofin' like dat or
—Hey, take a check on the doll! I never thought to see nothin' like
dat on a sweeper! Lucky me!"
"She's not in this," Henry said. "She's from the other ship. Leave her
alone, Aziz."
"Don't yap at me like dat, kid," Aziz warned.
Morna, who had stood as if frozen, turned to Henry and squealed,
"You're a gangster? How awful, after I thought you were nice, letting
Ranjit save your life!"
"Shut up, girl," Vicenzo said.
"A gangster!" Morna shrieked. She slapped Henry twice across the
face, knocking his shoes loose from the magnetic deck. He flipped
and fell against the net with his feet touching the ceiling.
In the confusion, Joachim broke from his terrified trance and dived
through the door. "I'll get 'im!" Aziz roared and, waving his knife,
followed the fleeing Second Vice-President.
As Henry struggled to regain an erect position, Morna wailed in his
ear, "I thought you were good and handsome, but you're a gangster!
You didn't deserve to be saved!" She slapped him again, knocking
him to the deck, and began to weep wildly. Under no gravity, the
tears spread in a film across her face. Surprised, she stopped crying
and wiped her cheeks with her hands. A few tears flew into the air as
shimmering globes.
Joachim floated into the compartment. His long chin was bruised,
and he muttered, "Save the Rings!" Aziz, grinning, followed and
stood on guard before the door. Morna gasped, darted to her
employer, and made helpless gestures.
"All right, now," Vicenzo said. "Let's get this jaunt moving. Henry, tie
these cubes up and—"
"We can't do it, Vicenzo," Henry said, staring in horror at Joachim's
half-conscious body.
"What?"
Henry said, "It's the old man. His heart's bad. The acceleration would
k-kill him!"
"Dat's the chance he's gotta take," Aziz sneered.
"You mean you don't care if you m-murder someone?"
"It's all in the orbit," Vicenzo said. "I told you that when you clinched
with us."
"I didn't believe you," Henry said. "You can't hurt Ranjit! He saved my
life!"
"Dat's what he was supposed to do, so's ya could get aboard," Aziz
said.
"But he really did save me! He pulled me in on a lifeline. I would've
missed the station. I wouldn't be surprised if you two tried to m-
murder me! I'm checking out. The whole deal's off. Both of you get
back in the ship and go! I'll give you that much of a chance. I'll stay
here and take Revision, or whatever's coming to me."
"The kid's stripped his cogs," Aziz laughed through his loudspeaker.
Vicenzo aimed his rocket launcher at Henry's midriff. He growled,
"Too bad you turned cube, Henry."
"Don't fire that thing in here!" Ranjit yelled. "You'll blow a hole
through the hull! What are you fellows up to? I never saw such
mixed-up goings on."
Henry said, "They're going to steal the ice-sweeper. That's why I had
to be taken aboard, so I could wreck your equipment and keep you
from reporting us or calling the other stations. The sweeper is
supposed to vanish without a trace. I'm sorry I ruined your radio,
Ranjit. I was supposed to try to keep the crew from becoming
suspicious while Vicenzo and Aziz were clinching. They're going to
move the sweeper into a Sun orbit, somewhere, and use it for a
base. They're going to hijack spaceships."
"Of all the crazy schemes!" Ranjit snorted. "You gangsters are space
happy! You're ready for the psychodocs! You can't get away with
gangstering these days! I fought your grandfathers in the Crime War.
I was in the Battle of Jupiter Orbit. We whipped you good, and nearly
wiped you out, but, ever so often, a few of you still turn up and try
silly stuff like this. Solar Government will get you!"
Vicenzo said, "Shut up, old man! Aziz, hold the girl. If the rest of you
don't behave while I'm tying you, Aziz will stab her."
"Dat'd be a awful waste," Aziz said, twisting Morna's arms behind her
back. Morna began to cry again. Teardrops floated like tiny planets.
Vicenzo pulled a long cord from his pack and lifted Joachim with one
hand. "Save the Rings," Joachim mumbled. "You are desecrating the
glory of the Solar System." Vicenzo lashed Joachim's wrists to an
overhead pipe.
Vicenzo said, "All right, Henry, you and the old man put your hands
against that pipe."
Ranjit said, "I'm 107 years old, but never in my life—"

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Life Span Development 16th Edition

Santrock Test Bank

3. During early childhood, girls are _____ than boys.

7. Who among the following five-year-olds is most likely to be the tallest?

13. Which of the following statements is not true?

Topic: Gross motor skills

25. Short sleep duration in children is linked with being:

27. Which of the following pieces of information about sleep is false?

33. Which of the following statements about childhood obesity is true?

39. Which of the following statements about parental smoking is true?

42. Deaths in young children due to HIV/AIDS especially occur in countries:

60. In Piaget's theory, failing the conservation-of-liquid task demonstrates:

61. According to Rochel Gelman, _____ is especially important in explaining conservation.

62. Zone of proximal development (ZPD) is Vygotsky's term for:

72. In the development of language and thought, _____.

75. Which of the following is true of Lev Vygotsky's educational applications?

80. Vygotsky believed that children construct knowledge through:

82. In a Tools of the Mind classroom, _____ has a central role.

84. Which of the following is a criticism of Vygotsky's theory?

96. Research with the memory-span task suggests that:

109. It is now accepted that autism is linked to:

111. Which of the following statements regarding autism in children is TRUE?

122. Which of the following is a criticism related to the Montessori approach?

126. Which of the following is TRUE about Head Start programs?

127. Two current controversies in early childhood education involve:

128. Competent early childhood programs should focus:

130. Critics of universal preschool education argue that:

131. Critics of universal preschool education say that:

142. What are signs of vision problems in children?

148. Describe two reasons for developmental changes in memory span.

152. What factors influence improved literacy in children?

APA LO: 1.1

154. What are the current controversies in early childhood education?

APA LO: 1.1

Title: Outside Saturn

Author: Robert E. Gilbert

Illustrator: Richard Kluga

Release date: October 5, 2023 [eBook #71815]

Original publication: New York, NY: Royal Publications, Inc, 1957

Credits: Greg Weeks, Mary Meehan and the Online Distributed

*** START OF THE PROJECT GUTENBERG EBOOK OUTSIDE

By ROBERT ERNEST GILBERT

Illustrated by RICHARD KLUGA

Gangsters were out of date, and the ice-sweeper

[Transcriber's Note: This etext was produced from

Henry struggled futilely in his suit and tumbled through space. He

Henry leaped to the radio. He whipped a pair of insulated snips from

AAAAAAA CCCCC D EEEEE

"Gangsters!" Ranjit wheezed. "I ain't seen a gangster in twenty

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