Technology and Learning by Factory Workers
The Stretch-Out at Lowell, 1842
Dados Bibliográficos
| ID | 10105096 |
|---|---|
| Autores | James Bessen (0000-0003-1841-9785, autor correspondente) |
| Ano | 2003 |
| Volume | 63 |
| Fascículo | 1 |
| Páginas | 33-64 |
| Data de publicação | 2003-03-01 |
| Peer Reviewed | Sim |
| Open Access | Sim |
| Tipo | ARTICLE |
| Periódico | The Journal of Economic History (JOURNAL) |
| Identificadores do periódico | ISSN: 0022-0507 • E-ISSN: 1471-6372 |
| Editora | Cambridge University Press (CUP) (PUBLISHER) |
| DOI | 10.1017/s0022050703001724 |
| OpenAlex | W2093025803 |
| Idioma | EN |
| Citações recebidas | 7 |
| Referências citadas | 24 |
In 1842 Lowell textile firms increased weaving productivity by assigning three looms per worker instead of two. This marked a turning point. Before, weavers at Lowell were temporary and mostly literate Yankee farm girls; afterwards, firms increasingly hired local residents, including illiterate and Irish workers. An important factor was on-the-job learning. Literate workers learned new technology faster, but local workers stayed longer. These changes were unprofitable before 1842, and the advantages of literacy declined over time. Firm policy and social institutions slowly changed to permit deeper human-capital investment and more productive implementation of technology
Business · Demographic economics · Economic growth · Economics · Factory (object-oriented programming · Human capital · Investment (military · Irish · Labour economics · Point (geometry · Political science · Productivity · Weaving · Yankee · Computer Science · Economic Theory and Institutions · Engineering · Historical Economic and Social Studies · Labor market dynamics and wage inequality · Law · Mechanical Engineering
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National Leadership and Competing Technological Paradigms
Education and Catch-up in the Industrial Revolution
Human capital and economic growth in Spain, 1850–2000
The Relationship between Unit Cost and Cumulative Quantity and the Evidence for Organizational Learning-by-Doing
After the great inventions
Learning Curves in Manufacturing
Making of the English Working Class
Embodiment, Disembodiment, Learning by Doing, and Returns to Scale in Nineteenth-Century Cotton Textiles
Women at Work. the Transformation of Work and Community in Lowell, Massachusetts, 1826–1860
The Early New England Cotton Manufacture
Why Apprenticeship Persisted in Britain But Not in the United States
Exogenous or Endogenous Growth? The Industrial Revolution Reconsidered
The Growth of Manufacturing in Early Nineteenth-Century New England
Why Isn't the Whole World Developed? Lessons from the Cotton Mills
Skilled labor and nineteenth century Anglo-American managerial behavior
Was the transition from the artisanal shop to the nonmechanized factory associated with gains in efficiency
Powerloom profitability and steam power costs
The “horndal effect” in early U.S. manufacturing
Beyond Becker
A Devil in Petticoats” and Just Cause
The Female School Teacher in Ante-Bellum Massachusetts
Skill and the English Working Class, 1870-1914
Anglo-American Wage Differences in the 1820's
The Spinning Mule
A New Look at Productivity in the New England Cotton Textile Industry, 1830-1860
How skilled were Lancashire cotton factory workers in 1833?1
Economic History of a Factory Town. A Study of Chicopee, Massachusetts
The New England Mill Village, 1790-1860
When Did New England Women Acquire Literacy
| Obras citantes distintas | 7 |
|---|---|
| Citações por ano | 0,44 |
| Intervalo de citações | 2010 - 2024 (15) |
| Velocidade de citação | recent |
| Altamente citado | Não |
| Tipos de citação | Neutras: 7 |