Adolescent, The Development, Relationships, and Culture, 14th Edition. Kim G. Dolgin. TEST BANK by digitaldownload87

Adolescent, The Development, Relationships, and Culture, 14e Kim G. Dolgin (Test Bank All Chapters, 100% Original Verified, A+ Grade) Chapter 1 Dolgin Test Bank MULTIPLE CHOICE 1. Human growth from the stages of childhood to adulthood is a. consistent and fluid. b. inconsistent and fluid. c. gradual and uncertain. d. gradual and certain. Answer: c Topic: Terminology Applied to Adolescence Learning Objective: LO 1.1: Differentiate the terms used to describe adolescents Skill Level: Analyze It Difficulty Level: Easy 2.

The term “juvenile” typically signifies a person a. not considered an adult in the eyes of the law. b. not yet able to procreate. c. who has not yet developed secondary sexual characteristics. d. under the age of 12. Answer: a Topic: Terminology Applied to Adolescence Learning Objective: LO 1.1: Differentiate the terms used to describe adolescents Skill Level: Understand the Concepts Difficulty Level: Easy

3. Which common approach to understanding adolescence is taken by the text? a. The biological approach b. The cognitive approach c. The evolutionary approach d. The interdisciplinary approach Answer: d Topic: Approaches to Studying Adolescents Learning Objective: LO 1.2: Identify the approaches used to study adolescence Skill Level: Understand the Concepts Difficulty Level: Easy 4. If a researcher were to study an adolescent’s growth by applying the cognitive perspective, she would most likely be interested in the adolescent’s

a. b. c. d.

reasoning. biological functioning. sexual development. social development.

Answer: a Topic: Approaches to Studying Adolescents Learning Objective: LO 1.2: Identify the approaches used to study adolescence Skill Level: Analyze It Difficulty Level: Moderate

5. Karen is an adolescent researcher who studies the roles of self-concept, gender, and identity in adolescent growth. Karen most likely uses which perspective to conduct her research? a. The biological perspective b. The cognitive perspective c. The psychosexual perspective d. The social relationship perspective Answer: c Topic: Approaches to Studying Adolescents Learning Objective: LO 1.2: Identify the approaches used to study adolescence Skill Level: Understand the Concepts Difficulty Level: Easy

6. The stage between adolescence and adulthood is referred to as a. extended adolescence. b. emerging adulthood. c. delayed adulthood. d. juvenile adolescence. Answer: b Topic: Approaches to Studying Adolescents Learning Objective: LO 1.2: Identify the approaches used to study adolescence Skill Level: Understand the Concepts Difficulty Level: Easy

7. Suppose a researcher studying adolescence wanted to collect the largest sample possible of youth for her study. Based upon statistics indicating the largest population of youth, which country would she visit to collect her data? a. The United States b. Russia c. Africa d. China

Answer: d Topic: The Global Face of Adolescence Learning Objective: LO 1.3: Describe the world’s adolescent population Skill Level: Analyze It Difficulty Level: Moderate 8. Statistical forecasts predict the U.S. youth population to a. slowly increase over the next 30 years. b. steadily decline over the next 30 years. c. remain constant over the next 30 years. d. peak within 10 years and then slowly decline. Answer: a Topic: The Global Face of Adolescence Learning Objective: LO 1.3: Describe the world’s adolescent population Skill Level: Understand the Concepts Difficulty Level: Easy

9. Research indicates that juveniles and their families are typically moving away from __________ in the United States. a. Northwestern states b. Northeastern states c. Western states d. Southern states Answer: b Topic: The Global Face of Adolescence Learning Objective: LO 1.3: Describe the world’s adolescent population Skill Level: Understand the Concepts Difficulty Level: Easy

10. Society and its expectations can affect adolescents in various ways. Which aspects of an adolescent’s life can society affect? a. Development, relationships, and problems b. Relationships, intelligence, and adjustment c. Hygiene, adjustment, and relationships d. Adjustment, personalities, and intelligence Answer: a Topic: Our Evolving Society Learning Objective: LO 1.5: Characterize the adolescent cohorts that have existed since the early 1900s Skill Level: Understand the Concepts

Difficulty Level: Difficult

11. The United States has had several different historical cohorts of adolescents throughout history. The cohort that rejected previously held Victorian and rigid social codes was referred to as a. Generation X. b. the Lost Generation. c. the Baby Boomers. d. the Silent Generation. Answer: b Topic: Our Evolving Society Learning Objective: LO 1.5: Characterize the adolescent cohorts that have existed since the early 1900s Skill Level: Understand the Concepts Difficulty Level: Easy

12. Martin Luther King Jr., Bob Dylan, and John Lennon were individuals who lived in which historical U.S. cohort? a. The Silent Generation b. The Baby Boomers c. The Lost Generation d. Generation X Answer: a Topic: Our Evolving Society Learning Objective: LO 1.5: Characterize the adolescent cohorts that have existed since the early 1900s Skill Level: Analyze It Difficulty Level: Easy

13. Which particular historical U.S. cohort had many members who were considered selfabsorbed and were also referred to as the “Me Generation”? a. The Silent Generation b. Millennial c. Generation X d. The Baby Boomers Answer: d Topic: The Evolving Society Learning Objective: LO 1.5: Characterize the adolescent cohorts that have existed since the early 1900s Skill Level: Understand the Concepts

Difficulty Level: Easy

14. Suppose you read a biography about an adolescent named Ken. Ken is described as a team player, someone who respects authority, and is well-behaved. The biography also describes Ken’s parents as being attentive and child-centered. Based upon this description, which historical U.S. cohort was Ken most likely born into? a. The Lost Generation b. The Baby Boomers c. Millennial d. Generation X Answer: c Topic: The Evolving Society Learning Objective: LO 1.5: Characterize the adolescent cohorts that have existed since the early 1900s Skill Level: Apply What You Know Difficulty Level: Moderate 15. Since the 1970s, individuals’ full entrance into adulthood has been a. increasingly delayed. b. rapidly increasing. c. inconsistent. d. consistent. Answer: a Topic: The Evolving Prolongation of Adolescence Learning Objective: LO 1.6: Describe the factors prolonging the length of adolescence Skill Level: Understand the Concepts Difficulty Level: Easy

16. There are several reasons for prolonged adulthood. One explanation for this phenomenon is a. a biological/genetic predisposition in today’s youth. b. a need to gain more educational skills for the competitive job market. c. a lack of emotional maturity in today’s youth. d. the prevalence of ADHD. Answer: b Topic: The Evolving Prolongation of Adolescence Learning Objective: LO 1.6: Describe the factors prolonging the length of adolescence Skill Level: Analyze the Concepts Difficulty Level: Moderate

17. The most profound technological change in history to affect youths was a. the computer. b. the television. c. the radio. d. the VCR. Answer: a Topic: Evolving Communication and Information Technologies Learning Objective: LO 1.7: Describe the impact of technology on modern adolescents Skill Level: Understand the Concepts Difficulty Level: Easy

18. The beginnings of the Internet can be traced back to a need by which institution? a. Financial institutions and banks b. Educational institutions c. The military d. The manufacturing industry Answer: c Topic: Evolving Communication and Information Technologies Learning Objective: LO 1.7: Describe the impact of technology on modern adolescents Skill Level: Understand the Concepts Difficulty Level: Easy

19. Research by Jones et al. (2012) has found that 25% of the adolescents that they sampled have been exposed unintentionally or intentionally to _______________ on the Internet. a. fraudulent money scams b. Web-based pornography c. cyber attacks d. graphic violence Answer: b Topic: Evolving Communication and Information Technologies Learning Objective: LO 1.7: Describe the impact of technology on modern adolescents Skill Level: Analyze It Difficulty Level: Difficult

20. Researchers believe __________ is a phenomenon that might further widen the gap of achievement and education between the rich and poor. a. rates of cognitive development b. the digital divide c. the sexual revolution d. Generation X

Answer: b Topic: Evolving Communication and Information Technologies Learning Objective: LO 1.7: Describe the impact of technology on modern adolescents Skill Level: Analyze It Difficulty Level: Moderate

21. One advantage to owning a cell phone is that a. there is less need to plan ahead than there was in the past. b. one’s manual dexterity is increased. c. one’s social skills are enhanced. d. one has more job opportunities available. Answer: a Topic: Evolving Communication and Information Technologies Learning Objective: LO 1.7: Describe the impact of technology on modern adolescents Skill Level: Understand the Concepts Difficulty Level: Moderate

22. Adolescents, in general, _______due to owning a cell phone. a. are more independent than in the past b. are less independent than in the past c. are more cautious in their behaviors d. have more distant relationship with their parents Answer: b Topic: Evolving Communication and Information Technologies Learning Objective: LO 1.7: Describe the impact of technology on modern adolescents Skill Level: Analyze It Difficulty Level: Difficult 23. Research by Kasser et al. (2014) has shown that a. materialistic individuals feel better about themselves in general than less materialistic individuals. b. materialistic and less materialistic individuals are equally happy. c. materialistic individuals are happier than are less materialistic individuals. d. less materialistic individuals are happier and feel better about themselves than materialistic individuals. Answer: d Topic: Evolving World of Work and Consumption Learning Objective: LO 1.8: Evaluate how changes in parental employment status affect adolescent development Skill Level: Analyze It

Difficulty Level: Moderate

24. Hector is becoming increasingly concerned with the way he looks and the type of clothes he wears. According to the research by the Chaplin & John (2007), Hector is in what stage of life? a. He is just entering adolescence. b. He is at the end stage of adolescence. c. He is in the emerging adulthood stage. d. He is an adult. Answer: a Topic: Evolving World of Work and Consumption Learning Objective: LO 1.8: Evaluate how changes in parental employment status affect adolescent development Skill Level: Apply What You Know Difficulty Level: Difficult 25. Which of the following has significantly lengthened the American workday? a. American values b. The prevalence of ADHD c. The Internet d. The wide spread use of caffeine Answer: c Topic: Evolving World of Work and Consumption Learning Objective: LO 1.8: Evaluate how changes in parental employment status affect adolescent development Skill Level: Understand the Concepts Difficulty Level: Moderate 26. The invention of the computer has a. made less of a distinction between work and leisure. b. made a strong distinction between work and leisure. c. increased the time that workers spend with their family members. d. increased the quality of workers’ leisure time. Answer: a Topic: Evolving World of Work and Consumption Learning Objective: LO 1.8: Evaluate how changes in parental employment status affect adolescent development Skill Level: Analyze It Difficulty Level: Difficult 27. The increasing number of women in the workforce is due to a. women wanting to set a good example for their children.

b. the Internet making more jobs available. c. Americans trying to keep up with the high cost of living. d. women wanting to assert their independence. Answer: c Topic: Evolving World of Work and Consumption Learning Objective: LO 1.8: Evaluate how changes in parental employment status affect adolescent development Skill Level: Understand the Concepts Difficulty Level: Easy 28. Hirschman & Voloshin (2007) have found that 90% of high school students _______at some point during their high school career. a. are truant b. are involved in a car accident c. are bullied d. hold a formal job Answer: d Topic: Evolving World of Work and Consumption Learning Objective: LO 1.8: Evaluate how changes in parental employment status affect adolescent development Skill Level: Understand the Concepts Difficulty Level: Moderate 29. Adolescent employment is considered ______by teachers, parents, and social scientists. a. a positive experience b. unnecessary c. too time consuming d. stressful Answer: a Topic: Evolving World of Work and Consumption Learning Objective: LO 1.8: Evaluate how changes in parental employment status affect adolescent development Skill Level: Analyze It Difficulty Level: Moderate 30. Adolescents who hold formal jobs typically use their money for a. supporting their family members. b. paying educational expenses. c. desired, but unnecessary, items. d. transportation costs. Answer: c Topic: Evolving World of Work and Consumption

Learning Objective: LO 1.8: Evaluate how changes in parental employment status affect adolescent development Skill Level: Analyze It Difficulty Level: Easy 31. Adolescents who hold formal jobs and work long hours are significantly at risk for a. substance abuse. b. coronary heart disease. c. stress-related illnesses. d. road rage accidents. Answer: a Topic: Adolescent Evolving World of Work and Consumption Learning Objective: LO 1.8: Evaluate how changes in parental employment status affect adolescent development Skill Level: Understand the Concepts Difficulty Level: Moderate 32. Research by Voight (1999) reveals that female adolescents’ favorite activity, in general, is a. connecting with others on social media. b. shopping with peers. c. spending time with family members. d. working at a formal job. Answer: b Topic: Evolving World of Work and Consumption Learning Objective: LO 1.8: Evaluate how changes in parental employment status affect adolescent development Skill Level: Analyze It Difficulty Level: Easy 33. High school students from poor families seem to be a. non-joiners in high school activities because they cannot afford them. b. relied upon to earn most of the family income. c. relied upon as caregivers to their younger siblings. d. more materialistic than the wealthier high school students. Answer: a Topic: Evolving World of Work and Consumption Learning Objective: LO 1.8: Evaluate how changes in parental employment status affect adolescent development Skill Level: Understand the Concepts Difficulty Level: Moderate 34. Expanding technology has increased the need for a. adolescents to work at a formal job.

b. adolescents to exercise more. c. higher education. d. adolescents to have more money. Answer: c Topic: Evolving Educational Imperatives Learning Objective: LO 1.9: Summarize the factors that prolong adolescent education Skill Level: Analyze It Difficulty Level: Moderate 35. One of the outcomes for adolescents who strive for more higher education is a. a lengthened period of dependency on their parents. b. a higher dependency on controlled substances. c. an enhanced materialistic outlook. d. an increased dependency on social media. Answer: a Topic: Evolving Educational Imperatives Learning Objective: LO 1.9: Summarize the factors that prolong adolescent education Skill Level: Understand the Concepts Difficulty Level: Easy 36. The number of students who now complete high school a. has decreased dramatically in the past years. b. has not changed in the past 40 years. c. has more than doubled in the past 40 years. d. is close to 90% in the United States. Answer: c Topic: Evolving Educational Imperatives Learning Objective: LO 1.9: Summarize the factors that prolong adolescent education Skill Level: Analyze It Difficulty Level: Moderate 37. In 2013, 34% of people, age 25 and older, had completed a. a graduate school program. b. a four-year college program. c. an internship-type program. d. an apprenticeship-type program. Answer: b Topic: Evolving Educational Imperatives Learning Objective: LO 1.9: Summarize the factors that prolong adolescent education Skill Level: Analyze It Difficulty Level: Moderate

38. Research by Armstrong (2014) predicts that students in the classroom are most attentive to class lessons that are presented a. through traditional methods. b. through computer-based methods. c. through peer instruction. d. as self-learning modules. Answer: b Topic: Evolving Educational Imperatives Learning Objective: LO 1.9: Summarize the factors that prolong adolescent education Skill Level: Analyze It Difficulty Level: Easy 39. In the United States, there is a mainstream trend to a. delay the age at which one marries. b. marry earlier in life than individuals did 20 years ago. c. delay going onto to higher education immediately after high school. d. engage in apprenticeships after high school. Answer: a Topic: The Evolving Family Learning Objective: LO 1.10: Outline the impact of changing family patterns on adolescents Skill level: Understand the Concepts Difficulty Level: Easy 40. The typical American family today is a. patriarchal. b. matriarchal. c. democratic. d. socialistic. Answer: c Topic: The Evolving Family Learning Objective: LO 1.10: Outline the impact of changing family patterns on adolescents Skill Level: Understand the Concepts Difficulty Level: Easy 41. The divorce rate in the United States has a. been slowly declining since the 1980s. b. been slowly increasing since the 1980s. c. remained constant since the 1980s. d. fluctuated dramatically since the 1980s. Answer: a Topic: The Evolving Family Learning Objective: LO 1.10: Outline the impact of changing family patterns on adolescents

Skill Level: Understand the Concepts Difficulty Level: Moderate 42. Increased public awareness and knowledge surrounding sexual expression can be attributed to a. the sexual revolution and the work of Masters and Johnson. b. the government’s high profile sex education program in schools. c. a movement by parents to be more open with their children in discussions centered on sex education. d. increased immigration of foreigners with open sexual attitudes. Answer: a Topic: The Evolving Sexual Landscape Learning Objective: LO 1.11: Explain the effects of the sexual revolution on the adolescent experience Skill Level: Apply What You Know Difficulty Level: Moderate 43. Due to the sexual revolution and the widespread use of sexually explicit media, today’s youth are a. very comfortable with their sexuality. b. stable in their sexual identification. c. more confused than ever about their sexuality. d. repressing their sexuality. Answer: c Topic: The Evolving Sexual Landscape Learning Objective: LO 1.11: Explain the effects of the sexual revolution on the adolescent experience Skill Level: Analyze It Difficulty Level: Moderate 44. The three negative effects of the sexual revolution are a. an increased rate of STDs, earlier marriages, and larger families. b. a decreased rate of STDs, later marriages, and larger families. c. an increased rate of STDs, early onset of sexual activity, and an increase in adolescent pregnancies. d. a decreased rate of STDs, early onset of sexual activity, and an increase in adolescent pregnancies. Answer: c Topic: The Evolving Sexual Landscape Learning Objective: LO 1.11: Explain the effects of the sexual revolution on the adolescent experience Skill Level: Understand the Concepts Difficulty Level: Moderate

45. Research by Anderson and Dill (2002) suggests that playing violent video games a. is worse than watching violent television. b. is equivalent to watching violent television. c. is better than watching violent television. d. does not produce subsequent violent behavior in adolescents. Answer: a Topic: Evolving Safety Concerns Learning Objective: LO 1.12: Identify the types of violence adolescents may encounter Skill Level: Analyze It Difficulty Level: Moderate 46. Suppose Roan enjoys playing violent video games. Which of the following outcomes would you expect Roan to have as predicted by current research? a. Increased mental rotation skills and increased prosocial behavior b. An increased mental memory and enhanced social skills c. A decreased sense of moral reasoning and delayed development d. Enhanced communication skills and delayed cognitive development Answer: c Topic: Evolving Safety Concerns Learning Objective: LO 1.12: Identify the types of violence adolescents may encounter Skill Level: Apply What You Know Difficulty Level: Difficult 47. Which of the following is a TRUE statement regarding correlations? a. A strong positive correlation is a more meaningful finding than an equally strong negative correlation. b. A strong negative correlation is a more meaningful finding than an equally strong positive correlation. c. Correlational research involves two variables, an independent variable, and a dependent variable. d. When two variables are found to be correlated, they are known to be related, however, not specifically caused by one another. Answer: d Topic: Research Methods Learning Objective: LO 1.14: Identify the research designs used to learn about developmental change Skill Level: Understand the Concepts Difficulty Level: Moderate 48. Quasi-experimental designs a. are similar to laboratory experiments in every way, except that they are conducted outside the laboratory.

b. tend to have low generalizability. c. do not randomly assign the participants to the experimental and control groups. d. have high internal validity. Answer: c Topic: Research Methods Learning Objective: LO 1.14: Identify the research designs used to learn about developmental change Skill Level: Understand the Concepts Difficulty Level: Easy 49. If a researcher wanted to test the idea that there is an increase in various age groups of people who are now accepting homosexuality and bisexuality, which research design would she use? a. A quasi-experimental design b. A laboratory experiment c. A cross-sectional design d. A hybrid quasi-experimental design Answer: c Topic: Research Methods Learning Objective: LO 1.14: Identify the research designs used to learn about developmental change Skill Level: Apply What You Know Difficulty Level: Moderate 50. Suppose a researcher wanted to test the idea of Iverson et al. (2011) that teens raised in a violent family become violent toward their family through the years. Which research design would be the optimal design to test this hypothesis? a. A quasi-experimental design b. A laboratory experiment c. A longitudinal design d. A hybrid quasi-experimental design Answer: c Topic: Research Methods Learning Objective: LO 1.14: Identify the research designs used to learn about developmental change Skill Level: Apply What You Know Difficulty Level: Easy

SHORT ANSWER 1. Throughout American history, social scientists have grouped various cohorts of adolescents together under a general name/category. Identify and describe two historical U.S. cohorts

since the 1900s. Briefly discuss the personality characteristics and behaviors of the individuals in these cohorts. Topic: Our Evolving Society Learning Objective: LO 1.5: Characterize the adolescent cohorts that have existed since the early 1900s 2. Researchers studying adolescence can apply various perspectives to help understand adolescent behavior. Identify and describe three perspectives that adolescence researchers use, and why a researcher might use each particular perspective. Topic: Approaches to Studying Adolescents Learning Objective: LO 1.2: Identify the approaches used to study adolescence 3. Adolescence researchers use a variety of research methods to learn about developmental change. Identify and describe three research designs that an adolescence researcher might use. Briefly discuss in what circumstances the researcher might use each design. Topic: Research Methods Learning Objective: LO 1.14: Identify the research designs used to learn about developmental change 4. Researchers have found that adolescence is becoming more prolonged. Describe the phrase “prolongation of adolescence,” and briefly discuss why this phenomenon is occurring. Topic: The Evolving Prolongation of Adolescence Learning Objective: LO 1.6: Describe the factors prolonging the length of adolescence 5. The terms “adolescent,” “juvenile,” and “emerging adulthood” are concepts researchers have developed to describe various aspects of development. Define each of these terms, and briefly describe the age range each term refers to. Topic: Terminology Applied to Adolescence Learning Objective: LO 1.1: Differentiate the terms used to describe adolescents 6. Homosexuality and bisexuality are becoming increasingly accepted by society today. Describe these terms, and briefly discuss cultural and developmental factors that have contributed to this acceptance. Topic: The Evolving Sexual Landscape Learning Objective: LO 1.11: Explain the effects of the sexual revolution on the adolescent experience 7. The phenomenon of bullying has become of increasing concern to students, parents, and school staff. Define this concept, and briefly describe three negative outcomes (e.g. physical, psychological) of bullying. Topic: Evolving Safety Concerns Learning Objective: LO 1.12: Identify the types of violence adolescents may encounter 8. Adolescence researchers frequently use correlational designs to examine the relationships between variables. Describe this type of design and the benefits and disadvantages of it.

Additionally, give an example of a research question related to adolescence that might be best answered by this type of design. Topic: Research Methods Learning Objective: LO 1.13: Differentiate the methods used to determine correlation and causation

ESSAY (with Key Points) 1. The sexual revolution was responsible for much of society’s attitudes today regarding sexual expression. In one to two pages, define the term “sexual revolution,” and discuss the history of the sexual revolution, including the events leading up to it. Also analyze the negative and positive outcomes that resulted from the sexual revolution and its longlasting effects on today’s society. Learning Objective(s): LO 1.1: Differentiate the terms used to describe adolescents LO 1.5: Characterize the adolescent cohorts that have existed since the early 1900s LO 1.11: Explain the effect of the sexual revolution on the adolescent experience

Brief Outline I.

Introduction A. Define the sexual revolution. 1. What it was. 2. Timeframe it occurred. 3. Who it affected. 4. Events that were precursors to the sexual revolution.

II.

Body A. Outcomes from the sexual revolution. 1. Positive outcomes (e.g. free sexual expression, increased sexual knowledge). 2. Negative outcomes (e.g. STDs, premarital sex). 3. Long-lasting effects on society.

III.

Conclusion

2. Research indicates that 90% of adolescents hold some type of formal job during high school. In one to two pages, identify cultural and societal reasons for this high adolescent employment rate. Also discuss some of the positive and negative outcomes for adolescents who work long hours and what they spend their money on. Learning Objective(s): LO 1.3: Describe the world’s adolescent population LO 1.4: Describe the changes in the American adolescent population

LO 1.7: Describe the impact of technology on modern adolescents LO 1.8: Evaluate how changes in parental employment status affect adolescent development LO 1.10: Outline the impact of changing family patterns on adolescents LO 1.12: Identify the types of violence adolescents may encounter

Brief Outline I.

Introduction A. High youth employment rate. B. Precursors that preempted this trend. 1. Social factors. 2. Technological factors. 3. Cultural factors.

II.

Body A. Discussion of outcomes for high youth employment rates. 1. Positive outcomes. 2. Negative outcomes. B. Discussion of what youths spend their income on.

III.

Conclusion

3. The development of the computer has changed education in the classroom. In one to two pages, discuss classroom instruction prior to the advent of the computer, and how this instruction has evolved to incorporate technology in the classroom. Discuss the benefits to this new method of instruction as well as the drawbacks. Learning Objective(s): LO 1.6: Describe the factors prolonging the length of adolescence LO 1.7: Describe the impact of technology on modern adolescents LO 1.9: Summarize the factors that prolong adolescent education

Brief Outline I.

Introduction A. Discussion of traditional teaching methods. B. History of the advent of the computer. C. Timeframe for the integration of the computer into the classroom. D. Current teaching methods with the computer integrated into classroom learning.

II.

Body A. Benefits to computer-integrated learning. B. Drawback to computer-integrated learning.

III.

Conclusion

4. The likelihood of getting married or having a family has changed in the last two decades. Discuss the current age trend in marriage and the size of families created. Analyze with evidence why these current trends are occurring, and the positive and negative outcomes of this behavior. Learning Objective(s): LO 1.6: Describe factors prolonging the length of adolescence LO 1.9: Summarize the factors that prolong adolescent education LO 1.10: Outline the impact of changing family patterns on adolescents LO 1.11: Explain the effects of the sexual revolution on the adolescent experience

Brief Outline I.

Introduction A. Discussion of current age trends in age of marriage in comparison to past decades. B. Discussion of current trends in family size in comparison to past decades.

II.

Body A. Why age trends in later marriages are occurring. B. Why the trend in having smaller families is occurring. C. Positive and negative outcomes of marrying later. D. Positive and negative outcomes of smaller families.

III.

Conclusion

5. An increasing number of patricides, matricides, and siblicides are occurring in our society by teens. In one to two pages, define each of these concepts, and analyze theories and ideas about factors in our society that might contribute to this violent trend, and potential remedies to reduce this behavior. Learning Objective(s): LO 1.4: Describe the changes in the American adolescent population LO 1.6: Describe factors prolonging the length of adolescence LO 1.7: Describe the impact of technology on modern adolescents LO 1.8: Evaluate how changes in parental employment status affect adolescent development LO 1.10: Outline the impact of changing family patterns on adolescents LO 1.12: Identify the types of violence adolescents may encounter

Brief Outline I.

Introduction A. Definition of the terms. 1. Patricide. 2. Matricide. 3. Siblicide. B. Examples in the news about these violent behaviors.

II.

Body A. Society factors that contribute to this violent teen behavior. B. Technological factors that contribute to this violent teen behavior. C. Remedies to reduce this violent teen behavior.

III.

Conclusion

Chapter 2 Dolgin Test Bank MULTIPLE CHOICE (50) 1. If a researcher were to take a strictly biological viewpoint of adolescence, she would believe adolescence involves only a. sexual and physical maturation. b. cognitive and sexual maturation. c. moral and sexual maturation. d. physical and cognitive maturation. Answer: a Topic: Biological Views of Adolescence Learning Objective: LO 2.1: Explain the renewed interest about biological influences on adolescent development Skill Level: Understand the Concepts Difficulty Level: Easy 2.

Adolescence researchers use the term_______ to describe genes’ actions that are greatly influenced by the environment. a. “environmental genetics” b. “deterministic genetics” c. “epigenetic” d. “genome” Answer: c Topic: Biological Views of Adolescence Learning Objective: LO 2.1: Explain the renewed interest about biological influences on adolescent development Skill Level: Understand the Concepts Difficulty Level: Easy

3. Patricia’s natural hair color is red. Her red hair is an example of a(n) a. genotype. b. phenotype. c. genome. d. epigenetic trait. Answer: b Topic: Biological Views of Adolescence Learning Objective: LO 2.1: Explain the renewed interest about biological influences on adolescent development Copyright © 2018, 2011, 2008 Pearson Education, Inc. All Rights Reserved

Skill Level: Apply What You Know Difficulty Level: Easy 4. ___________is considered the “father of adolescent psychology” and took a ______approach to studying it. a. Albert Bandura; biological b. Jean Piaget; cognitive c. G. Stanley Hall; scientific d. Erik Erikson; developmental Answer: c Topic: Biological Views of Adolescence Learning Objective: LO 2.1: Explain the renewed interest about biological influences on adolescent development Skill Level: Analyze It Difficulty Level: Moderate

5. G. Stanley Hall theorized that adolescence is a time of a. emotional growth. b. strong moral development. c. cognitive restructuring. d. storm and stress. Answer: d Topic: Biological Views of Adolescence Learning Objective: LO 2.1: Explain the renewed interest about biological influences on adolescent development Skill Level: Understand the Concepts Difficulty Level: Easy 6. “Adolescence is a time of upward development as well as spirals of upward and downward changes.” Which researcher characterized adolescent development in this manner? a. Arnold Gesell b. Sigmund Freud c. Jean Piaget d. Lev Vygotsky Answer: a Topic: Biological Views of Adolescence Learning Objective: LO 2.1: Explain the renewed interest about biological influences on adolescent development Skill Level: Understand the Concepts Difficulty Level: Moderate Copyright © 2018, 2011, 2008 Pearson Education, Inc. All Rights Reserved

7. Sigmund Freud characterized adolescence as a period of a. sexual turmoil and unrest. b. sexual upheaval and depression. c. sexual excitement and anxiety. d. sexual ambiguity and boredom. Answer: c Topic: Psychoanalytical and Psychosocial Views of Adolescence Learning Objective: LO 2.2: Differentiate the psychoanalytic and psychosocial perspectives of adolescence Skill Level: Understand the Concepts Difficulty Level: Moderate 8. If a child engaged in an autoerotic activity, according to Freud, she would be engaging in a. a displeasing activity with others. b. a pleasing activity by herself. c. a social activity with others. d. a novel activity by herself. Answer: b Topic: Psychoanalytical and Psychosocial Views of Adolescence Learning Objective: LO 2.2: Differentiate the psychoanalytic and psychosocial perspectives of adolescence Skill Level: Analyze It Difficulty Level: Moderate 9. Freud’s psychosexual stages of development consist of five stages in the following order: a. genital, latency, oral, phallic, and anal. b. oral, anal, genital, latency, and phallic. c. anal, oral, genital, phallic, and latency. d. oral, anal, phallic, latency, and genital. Answer: d Topic: Psychoanalytical and Psychosocial Views of Adolescence Learning Objective: LO 2.2: Differentiate the psychoanalytic and psychosocial perspectives of adolescence Skill Level: Understand the Concepts Difficulty Level: Easy 10. In which of the following stages of psychosexual development are the child’s sexual interests not that intense, and the object of his or her sexual desire switches from the self to others? a. Oral Copyright © 2018, 2011, 2008 Pearson Education, Inc. All Rights Reserved

b. Anal c. Latency d. Genital Answer: c Topic: Psychoanalytical and Psychosocial Views of Adolescence Learning Objective: LO 2.2: Differentiate the psychoanalytic and psychosocial perspectives of adolescence Skill Level: Understand the Concepts Difficulty Level: Moderate

11. Freud theorized that young boys work hard at identification and developing well-rounded personalities when they face a. the genital stage. b. the latency stage. c. castration anxiety. d. the Electra Complex. Answer: c Topic: Psychoanalytical and Psychosocial Views of Adolescence Learning Objective: LO 2.2: Differentiate the psychoanalytic and psychosocial perspectives of adolescence Skill Level: Analyze It Difficulty Level: Difficult 12. Because Freud’s psychoanalytic theory developed from his work with institutionalized patients, his theory has a. a positive bias. b. a negative bias. c. no bias. d. an indeterminate bias. Answer: b Topic: Psychoanalytical and Psychosocial Views of Adolescence Learning Objective: LO 2.2: Differentiate the psychoanalytic and psychosocial perspectives of adolescence Skill Level: Analyze It Difficulty Level: Difficult

13. Anna Freud theorized that ______grow(s)/increase(s) dramatically during adolescence to satisfy desires. a. the id b. the ego Copyright © 2018, 2011, 2008 Pearson Education, Inc. All Rights Reserved

c. the superego d. defense mechanisms Answer: a Topic: Psychoanalytical and Psychosocial Views of Adolescence Learning Objective: LO 2.2: Differentiate the psychoanalytic and psychosocial perspectives of adolescence Skill Level: Understand the Concepts Difficulty Level: Easy

14. Suppose Fredericka finds a wallet filled with cash on her way home from school. She immediately turns the wallet in at the school office. Which of the following was guiding her behavior? a. The id b. The ego c. The superego d. The unconscious Answer: c Topic: Psychoanalytical and Psychosocial Views of Adolescence Learning Objective: LO 2.2: Differentiate the psychoanalytic and psychosocial perspectives of adolescence Skill Level: Apply What You Know Difficulty Level: Easy

15. Unlike Freud, Erik Erikson believed that the ______was the driving force behind an individual’s behavior. a. id b. ego c. superego d. unconscious Answer: b Topic: Psychoanalytical and Psychosocial Views of Adolescence Learning Objective: LO 2.2: Differentiate the psychoanalytic and psychosocial perspectives of adolescence Skill Level: Analyze It Difficulty Level: Moderate

16. Erik Erikson developed a(n) ____-stage theory in which the individual has a(n) ____ task to master in each stage. a. five; intelligence b. six; developmental Copyright © 2018, 2011, 2008 Pearson Education, Inc. All Rights Reserved

c. seven; cognitive d. eight; psychosocial Answer: d Topic: Psychoanalytical and Psychosocial Views of Adolescence Learning Objective: LO 2.2: Differentiate the psychoanalytic and psychosocial perspectives of adolescence Skill Level: Understand the Concepts Difficulty Level: Moderate 17. Consistent with Erik Erikson’s developmental stages, if an individual develops close, meaningful relationships, then he has completed the a. ego integrity vs. despair stage. b. generativity vs. stagnation stage. c. intimacy vs. isolation stage. d. industry vs. inferiority stage Answer: c Topic: Psychoanalytical and Psychosocial Views of Adolescence Learning Objective: LO 2.2: Differentiate the psychoanalytic and psychosocial perspectives of adolescence Skill Level: Analyze It Difficulty Level: Easy

18. Michaela has developed a sense of boredom and apathy about life. Erikson would say that this is a result of the a. intimacy vs. isolation stage. b. generativity vs. stagnation stage. c. autonomy vs. shame stage. d. initiative vs. guilt stage. Answer: d Topic: Psychoanalytical and Psychosocial Views of Adolescence Learning Objective: LO 2.2: Differentiate the psychoanalytic and psychosocial perspectives of adolescence Skill Level: Apply What You Know Difficulty Level: Moderate

19. Identity formation is a a. process that lasts throughout one’s life. b. process that ends at adolescence. c. process that ends at adulthood. d. process that can end at any point during an individual’s life. Copyright © 2018, 2011, 2008 Pearson Education, Inc. All Rights Reserved

Answer: a Topic: Psychoanalytical and Psychosocial Views of Adolescence Learning Objective: LO 2.2: Differentiate the psychoanalytic and psychosocial perspectives of adolescence Skill Level: Understand the Concepts Difficulty Level: Moderate

20. Erik Erikson termed the lack of personal identity as a. identity nonadherence. b. identity diffusion. c. identity anomaly. d. identity confusion. Answer: b Topic: Psychoanalytical and Psychosocial Views of Adolescence Learning Objective: LO 2.2: Differentiate the psychoanalytic and psychosocial perspectives of adolescence Skill Level: Understand the Concepts Difficulty Level: Easy 21. Which of the following could be an outcome of identity diffusion? a. Working long days b. Euphoria and zest for life c. Drug and alcohol abuse d. An extroverted personality Answer: c Topic: Psychoanalytical and Psychosocial Views of Adolescence Learning Objective: LO 2.2: Differentiate the psychoanalytic and psychosocial perspectives of adolescence Skill Level: Analyze It Difficulty Level: Moderate

22. Psychologists believe that the single most important task of adolescence is a. physical growth. b. psychological growth. c. forming an identity. d. satisfying the needs of the id. Answer: c Topic: Psychoanalytical and Psychosocial Views of Adolescence Learning Objective: LO 2.2: Differentiate the psychoanalytic and psychosocial perspectives of adolescence Copyright © 2018, 2011, 2008 Pearson Education, Inc. All Rights Reserved

Skill Level: Understand the Concepts Difficulty Level: Easy

23. Gap years are a common tradition in a. Japan and China. b. Europe and Australasia. c. China and Hong Kong. d. Latin America and South America. Answer: b Topic: Psychoanalytical and Psychosocial Views of Adolescence Learning Objective: LO 2.2: Differentiate the psychoanalytic and psychosocial perspectives of adolescence Skill Level: Understand the Concepts Difficulty Level: Easy

24. Research by King (2011) indicates that most adolescents who take a gap year feel a. they benefited from it. b. they wasted that year. c. they neither benefited nor wasted that time. d. they should have not taken the year off. Answer: a Topic: Differentiate the psychoanalytic and psychosocial perspective of Adolescence Learning Objective: LO 2.2: Differentiate the psychoanalytic and psychosocial perspectives of adolescence Skill Level: Understand the Concepts Difficulty Level: Easy

25. Jean Piaget believed cognitive development is driven by a. biology and identity formation. b. physiological developments and environmental influences. c. brain maturation and personal experience. d. social influences and biology. Answer: c Topic: Cognitive Views of Adolescence Learning Objective: LO 2.3: Contrast Piaget’s and Vygotsky’s views of cognitive development Skill Level: Understand the Concepts Difficulty Level: Moderate

26. Jean Piaget would say that a child who reaches out to grasp something he wants is using a. assimilation. b. accommodation. c. a schema. d. modification. Answer: c Topic: Cognitive Views of Adolescence Learning Objective: LO 2.3: Contrast Piaget’s and Vygotsky’s views of cognitive development Skill Level: Apply What You Know Difficulty Level: Moderate 27. Suppose a child’s brown dachshund gives birth to a litter of black-and-gold puppies. The child now learns that dachshunds can be black and gold as well as brown. According to Piaget, the child is now using the concept of a. accommodation. b. assimilation. c. modification. d. schemata. Answer: b Topic: Cognitive Views of Adolescence Learning Objective: LO 2.3: Contrast Piaget’s and Vygotsky’s views of cognitive development Skill Level: Apply What You Know Difficulty Level: Moderate

28. Jean Piaget theorized that it is the desire for ______ that pushes children through to the next stage of cognitive development. a. accommodation b. assimilation c. equilibrium d. adaptation Answer: c Topic: Cognitive Views of Adolescence Learning Objective: LO 2.3: Contrast Piaget’s and Vygotsky’s views of cognitive development Skill Level: Understand the Concepts Difficulty Level: Easy

29. Jean Piaget developed four stages of cognitive development in the following chronological order: a. preoperational, concrete, formal operational, and sensorimotor. b. sensorimotor, preoperational, concrete, and formal operational. c. concrete, sensorimotor, formal operational, and preoperational. d. sensorimotor, concrete, preoperational, and formal operational. Answer: b Topic: Cognitive Views of Adolescence Learning Objective: LO 2.3: Contrast Piaget’s and Vygotsky’s views of cognitive development Skill Level: Understand the Concepts Difficulty Level: Moderate

30. If a child learns her teacher can be both a dad and a teacher, then Piaget would categorize the child in which of the following developmental stages? a. Sensorimotor b. Concrete c. Preoperational d. Formal operational Answer: b Topic: Cognitive Views of Adolescence Learning Objective: LO 2.3: Contrast Piaget’s and Vygotsky’s views of cognitive development Skill Level: Analyze It Difficulty Level: Moderate

31. If Sasha used a simile in a story she wrote in class, Piaget would categorize her cognitive development in which of the following stages? a. Concrete b. Formal operational c. Preoperational d. Sensorimotor Answer: b Topic: Cognitive Views of Adolescence Learning Objective: LO 2.3: Contrast Piaget’s and Vygotsky’s views of cognitive development Skill Level: Apply What You Know Difficulty Level: Difficult

32. A child who is able to use inductive reasoning would be at which of Piaget’s cognitive stages? a. Sensorimotor b. Formal operational c. Concrete d. Preoperational Answer: b Topic: Cognitive Views of Adolescence Learning Objective: LO 2.3: Contrast Piaget’s and Vygotsky’s views of cognitive development Skill Level: Understand the Concepts Difficulty Level: Moderate

33. Lev Vygotsky believed that children learn best a. through individual instruction. b. through social interaction. c. when they are biologically ready. d. when they are intellectually ready. Answer: b Topic: Cognitive Views of Adolescence Learning Objective: LO 2.3: Contrast Piaget’s and Vygotsky’s views of cognitive development Skill Level: Understand the Concepts Difficulty Level: Moderate 34. Based on Lev Vygotsky’s theory of cognitive development, he would support the concept of a. group learning. b. Web-based instruction. c. self-taught learning. d. parental instruction. Answer: a Topic: Cognitive Views of Adolescence Learning Objective: LO 2.3: Contrast Piaget’s and Vygotsky’s views of cognitive development Skill Level: Analyze It Difficulty Level: Moderate

b. Lev Vygotsky c. Albert Bandura d. Jean Piaget Answer: c Topic: Cognitive Views of Adolescence Learning Objective: LO 2.3: Contrast Piaget’s and Vygotsky’s views of cognitive development Skill Level: Understand the Concepts Difficulty Level: Easy

36. Suppose Frankie views another child being rewarded with candy for hitting a blowup doll. Frankie then decides to engage in similar aggressive behavior in hopes of receiving candy. Albert Bandura would view Frankie’s behavior as a result of a. vicarious reinforcement. b. negative reinforcement. c. negative punishment. d. biological determinism. Answer: a Topic: Cognitive Views of Adolescence Learning Objective: LO 2.3: Contrast Piaget’s and Vygotsky’s views of cognitive development Skill Level: Apply What You Know Difficulty Level: Moderate

37. In the 1980s, Albert Bandura expanded his social learning theory to include the role of a. social interactions. b. biological determinism. c. cognition. d. moral reasoning. Answer: c Topic: Cognitive Views of Adolescence Learning Objective: LO 2.3: Contrast Piaget’s and Vygotsky’s views of cognitive development Skill Level: Understand the Concepts Difficulty Level: Easy 38. Which adolescence researcher developed a theory using “developmental tasks”? a. Lev Vygotsky b. Jean Piaget c. Robert Havighurst Copyright © 2018, 2011, 2008 Pearson Education, Inc. All Rights Reserved

d. Erik Erikson Answer: c Topic: The Impact of Culture on Adolescents Learning Objective: LO 2.5: Differentiate theories on how culture shapes adolescent behavior Skill Level: Understand the Concepts Difficulty Level: Easy

39. Robert Havighurst supported the idea that there are a. no set time periods for teaching developmental tasks. b. correct times for teachable moments of developmental tasks. c. six developmental tasks that must be taught in childhood. d. developmental tasks that adolescents learn instinctually. Answer: b Topic: The Impact of Culture on Adolescents Learning Objective: LO 2.5: Differentiate theories on how culture shapes adolescent behavior Skill Level: Analyze It Difficulty Level: Moderate 40. Kurt Lewin’s field theory states that human behavior is a product of a. the person and his or her environment. b. biology and culture. c. instinct and social interactions. d. culture and instinct. Answer: a Topic: The Impact of Culture on Adolescents Learning Objective: LO 2.5: Differentiate theories on how culture shapes adolescent behavior Skill Level: Understand the Concepts Difficulty Level: Easy 41. Which adolescence researcher developed the concept of the “marginal man”? a. Lev Vygotsky b. Kurt Lewin c. Jean Piaget d. Erik Erikson Answer: b Topic: The Impact of Culture on Adolescents Copyright © 2018, 2011, 2008 Pearson Education, Inc. All Rights Reserved

Learning Objective: LO 2.5: Differentiate theories on how culture shapes adolescent behavior Skill Level: Analyze It Difficulty Level: Moderate

42. The research of Hong, et al. (2012) on the topic of parental abuse by adolescents supports which adolescent theorist’s model? a. Kurt Lewin b. Lev Vygotsky c. Erik Erikson d. Urie Bronfenbrenner Answer: d Topic: The Impact of Culture on Adolescents Learning Objective: LO 2.5: Differentiate theories on how culture shapes adolescent behavior Skill Level: Analyze It Difficulty Level: Difficult

43. Which of the following statements would anthropologist Margaret Mead support? a. A child from a nontechnological society will be given less responsibilities than a child from a technological society. b. A child from a nontechnological society will be given equal responsibilities as a child from a technological society. c. A child from a nontechnological society will be less submissive than a child from a technological society. d. A child from a nontechnological society will be more submissive than a child from a technological society. Answer: c Topic: The Impact of Culture on Adolescents Learning Objective: LO 2.5: Differentiate theories on how culture shapes adolescent behavior Skill Level: Analyze It Difficulty Level: Difficult

44. Anthropologist Margaret Mead theorized that play and work for children in nontechnological societies are a. the same thing. b. two different concepts. c. viewed negatively. d. viewed as optional.

Answer: a Topic: The Impact of Culture on Adolescents Learning Objective: LO 2.5: Differentiate theories on how culture shapes adolescent behavior Skill Level: Analyze It Difficulty Level: Moderate 45. In Arnett’s (2000) study involving markers of adulthood, 90 percent of adolescents believed that adulthood was signified by a. accepting responsibility for one’s actions. b. letting go of past mistakes. c. accepting one’s intelligence level. d. liking who you are. Answer: a Topic: The Impact of Culture on Adolescents Learning Objective: LO 2.5: Differentiate theories on how culture shapes adolescent behavior Skill Level: Analyze It Difficulty Level: Difficult

46. Research on the concept of sturm und drang a. does not support the idea. b. supports the idea. c. has been inconclusive on the topic. d. has been biased on the topic. Answer: b Topic: Storm and Stress Revisited Learning Objective: LO 2.6: Summarize the current perspective on sturm und drang during adolescence Skill Level: Understand the Concepts Difficulty Level: Easy

47. Adolescence researchers with a biological view see the period of adolescence a. with a pessimistic outlook. b. with an optimistic outlook. c. with a neutral outlook. d. with caution. Answer: a Topic: Storm and Stress Revisited

Learning Objective: LO 2.6: Summarize the current perspective on sturm und drang during adolescence Skill Level: Understand the Concepts Difficulty Level: Moderate

48. Which researcher, based upon his or her cultural observations, challenged the notion of stage theory development? a. Urie Bronfenbrenner b. Albert Bandura c. Jean Piaget d. Margaret Mead Answer: d Topic: Storm and Stress Revisited Learning Objective: LO 2.6: Summarize the current perspective on sturm und drang during adolescence Skill Level: Understand the Concepts Difficulty Level: Moderate

49. Which two researchers would support the idea that adolescent turmoil is not universal? a. Urie Bronfenbrenner and Margaret Mead b. Albert Bandura and Ruth Benedict c. Margaret Mead and Ruth Benedict d. Erik Erikson and Albert Bandura Answer: c Topic: The Impact of Culture on Adolescence Learning Objective: LO 2.5: Differentiate theories on how culture shapes adolescent behavior Skill Level: Analyze It Difficulty Level: Moderate

50. Suppose Harris has developed several meaningful relationships with other adolescents his age. He feels comfortable with what his body looks like and does not need to rely emotionally on his parents as much as he did in the past. Which adolescence researcher would say that Harris is emerging successfully into adulthood based upon these specific behaviors? a. Urie Bronfenbrenner b. Robert Havighurst c. Margaret Mead d. Ruth Benedict Answer: b Copyright © 2018, 2011, 2008 Pearson Education, Inc. All Rights Reserved

Topic: The Impact of Culture on Adolescents Learning Objective: LO 2.5: Differentiate theories on how culture shapes adolescent behavior Skill Level: Apply What You Know Difficulty Level: Moderate

SHORT ANSWER 1. G. Stanley Hall is considered the “father of adolescent psychology.” Describe the strongest influence on Hall’s theory of adolescent development, and how he viewed the period of adolescence. Identify the personality characteristics he believed to be associated with adolescence. Topic: Biological Views of Adolescence Learning Objective: LO 2.1: Explain the renewed interest about biological influences on adolescent development

2. Sigmund Freud developed a psychosexual theory of development. Within the theory, Freud discusses the Oedipal complex and the Electra complex. Describe each of these complexes, and at which stages of Freud’s psychosexual theory that they occur. Also include how each complex is resolved. Topic: Psychoanalytic and Psychosocial Views of Adolescence Learning Objective: LO 2.2: Differentiate the psychoanalytical and psychosocial perspectives of adolescence

3. The psychoanalytic theory proposes three personality structures that are in constant conflict with each other especially during adolescence. Identify and describe each of these personality structures, and why they are in conflict with one another. Also include how this conflict is resolved. Topic: Psychoanalytical and Psychosocial Views of Adolescence Learning Objective: LO 2.2: Differentiate the psychoanalytic and psychosocial perspectives of adolescence

4. Discuss Erik Erikson’s perspective on identity crises in adolescence. Define the concept of an identity crisis, and why one might occur in an adolescent. Also provide behavioral outcomes of an individual who is experiencing an identity crisis. Topic: Psychoanalytical and Psychosocial Views of Adolescence Learning Objective: LO 2.2: Differentiate the psychoanalytic and psychosocial perspectives of adolescence

5. An increasing number of adolescents are taking gap years. Define this term, and where it originated. Also discuss two psychological benefits adolescences gain from a gap year. Topic: Psychoanalytical and Psychosocial Views of Adolescence Learning Objective: LO 2.2: Differentiate the psychoanalytic and psychosocial perspectives of adolescence 6. Jean Piaget developed a cognitive stage theory of adolescence. Define his concepts of accommodation and assimilation. Give an example of each concept, and discuss at which stage of his theory these concepts occur. Topic: Cognitive Views of Adolescence Learning Objective: LO 2.3: Contrast Piaget’s and Vygotsky’s views of cognitive development

7. Lev Vygotsky discusses the concept of scaffolding in his cognitive theory of development. Describe the concept, and give an example of how it might occur in the classroom. Also discuss the type of learning environment in which scaffolding would thrive. Topic: Cognitive Views of Adolescence Learning Objective: LO 2.3: Contrast Piaget’s and Vygotsky’s views of cognitive development 8. Albert Bandura developed the social learning theory. Describe Bandura’s theory of development and the concept of modeling. Give an example of modeling negative behavior and the effect that vicarious reinforcement plays on future adolescent behaviors. Topic: Cognitive Views of Adolescence Learning Objective: LO 2.3: Contrast Piaget’s and Vygotsky’s views of cognitive development

ESSAY (with Key Points) 1. Robert Havighurst theorized there were major developmental tasks during adolescence. In one to two pages, describe Havighurst’s psychosocial theory of development. Discuss factors that influenced the development of his theory, and the optimal time for learning these developmental tasks. Identity and provide examples of four of the eight tasks. Discuss the behavioral and psychological outcomes of adolescents who do not complete those tasks. Learning Objective(s): LO 2.3: Contrast Piaget’s and Vygotsky’s views of cognitive development LO 2.5: Differentiate theories on how culture shapes adolescent behavior

LO 2.6: Summarize the current perspective on sturm und drang during adolescence

Brief Outline I.

II.

III.

Introduction A. Describe Havighurst’s psychosocial theory. 1. Factors that influenced the theory’s development. 2. Developmental tasks. 3. Teachable moments. Body A. Four developmental tasks. 1. Descriptions of each task. 2. Examples of each task. 3. Behavioral outcomes of each task. Conclusion

2. Kurt Lewin developed the field theory that explains why adolescents vacillate between mature and childish behavior. In one to two pages, describe the components that make up the field theory and the influences that helped Lewin develop this theory. Analyze how the concepts of “changing group membership” as well as the “marginal man” play into a child’s transition to adulthood and the behavioral outcomes of this transition. Learning Objective(s): LO 2.4: Summarize Albert Bandura’s social learning theory LO 2.5: Differentiate theories on how culture shapes adolescent behavior. LO 2.6: Summarize the current perspective on sturm und drang during adolescence

Brief Outline I.

Introduction A. Description of the field theory. 1. Components of the theory. 2. Factors that influenced the development of the theory.

II.

Body A. Discussion of changing group membership. 1. Behavioral outcomes related to this concept. B. Discussion of the marginal man. 2. Behavioral outcomes related to this concept.

III. Conclusion

3. Anthropologist Margaret Mead challenged the truths of adolescent stage theories based upon her observations of the Samoan culture. Discuss Mead’s cultural research findings with regard to continuity of development and why she challenged stage theories. Discuss the difference in adolescent roles in nontechnological vs. technological societies. Provide and analyze three psychological and behavioral outcomes these roles produce in adolescents. Learning Objective(s): LO 2.3: Contrast Piaget’s and Vygotsky’s views of cognitive development LO 2.5: Differentiate theories on how culture shapes adolescent behavior LO 2.6: Summarize the current perspective on sturm und drang during adolescence

Brief Outline I.

II.

III.

Introduction A. Discussion of Mead’s research. 1. Integration of the concepts of continuity and discontinuity. 2. Reasons Mead challenged stage theories. Body A. Discussion of adolescent roles in nontechnological and technological societies. 1. Psychological and behavioral outcomes of adolescents in these various roles. Conclusion

4. Adulthood is a stage recognized by cultures all over the world. In one to two pages, discuss the criterion for reaching adulthood by nontechnological vs. technological societies. Discuss whether adolescents agree with this criterion. If they do not, what types of psychological and/or behavioral markers do adolescents use as criteria for adulthood? Additionally, include at what age adolescents in technological societies feel adulthood is achieved, and why. Learning Objectives(s): LO 2.1: Explain renewed interest about biological influences on adolescent development LO 2.5: Differentiate theories on how culture shapes adolescent behavior LO 2.6: Summarize the current perspective on sturm und drang during adolescence

A. Define the concept of adulthood. B. Discuss the criteria for reaching adulthood by nontechnological and technological societies. II. Body A. Discussion of whether adolescents agree with this criteria for adulthood. B. Discussion of psychological and behavioral markers that adolescents use to mark adulthood. C. Discussion of age in technological societies that adolescent feel that they have reached adulthood. 1. Reasons why this age is appropriate. III. Conclusion 5. The period of adolescence has been called sturm und drang. In one to two pages, define this term and trace its origins. Discuss whether sturm und drang still applies to the period of adolescence today, and why or why not. Learning Objective(s): LO 2.1: Explain the renewed interest about biological influences on adolescent development LO 2.6: Summarize the current perspective on sturm und drang during adolescence. I.

Introduction A. Define sturm und drang. B. Discuss the origins of sturm und drang.

II.

Body A. Discussion of research on sturm und drang. 1. The relevance of the term today and why or why not.

III.

Conclusion

Chapter 3 Dolgin Test Bank MULTIPLE CHOICE 1. Individuals of low socioeconomic status typically a. face insecurity. b. have lower intelligence levels. c. come from larger families. d. have more health issues than other youth. Answer: a Topic: Adolescents of Low Economic Status Learning Objective: LO 3.1: Describe the limitations faced by adolescents of low socioeconomic status Skill Level: Understand the Concepts Difficulty Level: Moderate 2.

According to Garbarino (2008), youth of low socioeconomic status are immersed in a. social ambiguity. b. social toxicity. c. cognitive dissonance. d. ambivalence. Answer: b Topic: Adolescents of Low Economic Status Learning Objective: LO 3.1: Describe the limitations faced by adolescents of low socioeconomic status Skill Level: Understand the Concepts Difficulty Level: Moderate

3. Funk, et al. (2012) proposed the cycle of poverty. Which factor initiates the cycle of poverty? a. Poor health b. Poor decision making c. Low level of education d. Low level of ability and talent Answer: c Topic: The Cycle of Poverty and Deprivation Learning Objective: LO 3.2: Explain the cycle of poverty Skill Level: Understand the Concepts Difficulty Level: Easy

4. Suppose the Reuter family started off economically advantaged and then fell into poverty. According to the text, the parents of this family would feel _____about their children’s future. a. fairly pessimistic b. fairly optimistic c. ambivalent d. helpless Answer: b Topic: The Cycle of Poverty and Deprivation Learning Objective: LO 3.2: Explain the cycle of poverty Skill Level: Analyze It Difficulty Level: Difficult

5. According to a meta-analysis of 74 families that examined the relationship between educational achievement and poverty, families who live in neighborhoods where poverty is high have children who a. do poorly in school. b. engage in disruptive behavior. c. engage in risky health behavior. d. have lower intelligence levels. Answer: a Topic: The Cycle of Poverty and Deprivation Learning Objective: LO 3.2: Explain the cycle of poverty Skill Level: Understand the Concepts Difficulty Level: Difficult

6. Low-SES families are less stable than families of higher-SES because of a. lower intelligence levels and lower motivation levels. b. early marriages and economic struggles. c. larger families and lower intelligence levels. d. poor health and lower motivation levels. Answer: b Topic: The Cycle of Poverty and Deprivation Learning Objective: LO 3.2: Explain the cycle of poverty Skill Level: Analyze It Difficulty Level: Moderate

7. Which of the following factors do individuals of low-SES have a high rate of? a. Out-of-wedlock birthrates b. Emergency room visits

c. Credit card debt d. Early death rate Answer: a Topic: The Cycle of Poverty and Deprivation Learning Objective: LO 3.2: Explain the cycle of poverty Skill Level: Analyze It Difficulty Level: Moderate 8. Many homeless adolescents in the United States a. do not take advantage of government aid. b. try to emigrate to less expensive countries. c. are found in psychiatric wards. d. turn to panhandling. Answer: d Topic: The Cycle of Poverty and Deprivation Learning Objective: LO 3.2: Explain the cycle of poverty Skill Level: Understand the Concepts Difficulty Level: Easy

9. Which of the following parenting styles would research (Crnic & Low, 2002) predict that a parent from a low-SES single household use when raising his or her children? a. Punitive b. Relaxed c. Ambivalent d. Authoritative Answer: a Topic: The Cycle of Poverty and Deprivation Learning Objective: LO 3.2: Explain the cycle of poverty Skill Level: Apply What You Know Difficulty Level: Moderate

10. Children from low-SES families tend to have _____ties with their parents and _____ties with their peers. a. strong; strong b. weak; weak c. strong; weak d. weak; strong Answer: d Topic: The Cycle of Poverty and Deprivation Learning Objective: LO 3.2: Explain the cycle of poverty

Skill Level: Analyze It Difficulty Level: Moderate

11. It is hypothesized that low-SES adolescents become very peer-oriented to a. gain financial support. b. receive educational support. c. obtain a sense of security. d. gain social status. Answer: c Topic: The Cycle of Poverty and Deprivation Learning Objective: LO 3.2: Explain the cycle of poverty Skill Level: Analyze It Difficulty Level: Moderate 12. When low-SES youths start to feel that they are “outcasts,” they typically seek a. friendships with out-of-school youths. b. the help of school administrators. c. the guidance of their parents. d. the help of relatives. Answer: a Topic: The Cycle of Poverty and Deprivation Learning Objective: LO 3.2: Explain the cycle of poverty Skill Level: Analyze It Difficulty Level: Easy

13. Youths exposed to long durations of poverty are more likely to have which of the following outcomes? a. Few peer relationships b. Cardiac problems c. Mental health issues d. Gender identity issues Answer: c Topic: The Cycle of Poverty and Deprivation Learning Objective: LO 3.2: Explain the cycle of poverty Skill Level: Understand the Concepts Difficulty Level: Moderate

14. One particular health condition that adolescents who live in poverty tend to have is a. ulcers.

b. chronic high blood pressure. c. gluten-intolerance. d. poor circulation. Answer: b Topic: The Cycle of Poverty and Deprivation Learning Objective: LO 3.2: Explain the cycle of poverty Skill Level: Understand the Concepts Difficulty Level: Difficult

15. If a researcher wanted to pinpoint where the majority of the rural poor live in the United States, which section of the map would he examine? a. The Northeastern states b. The Southwestern states c. The Southeastern states d. The Midwest Answer: c Topic: The Cycle of Poverty and Deprivation Learning Objective: LO 3.2: Explain the cycle of poverty Skill Level: Analyze It Difficulty Level: Moderate

16. Minority adolescents share one commonality, which is that a. they have poor nutritional habits. b. they have lower self-esteem levels. c. they have consistently lower levels of education. d. they are readily identifiable. Answer: d Topic: Minority Adolescents Learning Objective: LO 3.3: Describe the aspects of racism faced by minority adolescents Skill Level: Understand the Concepts Difficulty Level: Easy

17. Research indicates that it is ___________that most consistently influences minority youth today, and not a. being in the minority; cultural differences. b. cultural differences; being in the minority. c. self-esteem; being in the minority. d. one’s physique; cultural differences. Answer: a

Topic: Minority Adolescents Learning Objective: LO 3.3: Describe the aspects of racism faced by minority adolescents Skill Level: Apply What You Know Difficulty Level: Difficult

18. _____ systematic disadvantage of identifiable groups of people. a. Segregation is a b. Stereotypes are a c. Prejudice is a d. Racism is a Answer: d Topic: Minority Adolescents Learning Objective: LO 3.3: Describe the aspects of racism faced by minority adolescents Skill Level: Understand the Concepts Difficulty Level: Easy

19. Felicia is a minority adolescent, and she has recently begun to feel negatively about herself in general and based upon her race. Felicia is most likely experiencing a. internal racism. b. cognitive dissonance. c. self-activated racism. d. esteem-relevant racism. Answer: a Topic: Minority Adolescents Learning Objective: LO 3.3: Describe the aspects of racism faced by minority adolescents Skill Level: Apply What You Know Difficulty Level: Moderate

20. If an African American adolescent received a harsher legal sentence than a Caucasian adolescent, this would be considered ________ racism. a. impartial b. institutional c. unequivocal d. stereotypical Answer: b Topic: Minority Adolescents Learning Objective: LO 3.3: Describe the aspects of racism faced by minority adolescents Skill Level: Apply What You Know Difficulty Level: Moderate

21. Stefan recently lost his job and was unemployed for 14 months. During this time period, he experienced low self-esteem and anxiety. However, after applying for many jobs and never giving up, he was hired at a local accounting firm, and his self-esteem and anxiety are back to normal levels. Researchers would use the term ____to describe Stefan’s personality and comeback. a. “tenacious” b. “conditioned strength” c. “resiliency” d. “learned tenacity” Answer: c Topic: Minority Adolescents Learning Objective: LO 3.3: Describe the aspects of racism faced by minority adolescents Skill Level: Apply What You Know Difficulty Level: Moderate 22. Individuals with resilient personalities are found to be a. soft-spoken and passive. b. energetic and assertive. c. introverted and sensitive. d. extroverted and head strong. Answer: b Topic: Minority Adolescents Learning Objective: LO 3.3: Describe the aspects of racism faced by minority adolescents Skill Level: Analyze It Difficulty Level: Moderate 23. Research indicates that resilient youth are a. likely to finish college early. b. of low intelligence. c. high goal setters. d. of low-SES. Answer: c Topic: Minority Adolescents Learning Objective: LO 3.3: Describe the aspects of racism faced by minority adolescents Skill Level: Understand the Concepts Difficulty Level: Easy 24. Lucia has the strong belief that she can positively influence what happens in her life. Lucia’s personality trait is termed a. “an internal locus of control.” b. “focused determinism.”

c. “an external locus of control.” d. “willed determinism.” Answer: a Topic: Minority Adolescents Learning Objective: LO 3.3: Describe the aspects of racism faced by minority adolescents Skill Level: Apply What You Know Difficulty Level: Easy 25. Adolescents who have a _________are more likely to be resilient individuals. a. neutral ethnic identity b. weak ethnic identity c. conflicting ethnic identity d. strong ethnic identity Answer: d Topic: Minority Adolescents Learning Objective: LO 3.3: Describe the aspects of racism faced by minority adolescents Skill Level: Analyze It Difficulty Level: Moderate 26. Which of the following determines the self-esteem level of adolescent African Americans? a. Their relationship with their parents b. Their health status c. Student–teacher interactions d. Having a white-collar job Answer: a Topic: African American Adolescents Learning Objective: LO 3.4: Summarize the inequalities African American adolescents encounter Skill Level: Analyze It Difficulty Level: Moderate 27. Poverty rates among African Americans are a. substantially higher than in the past. b. down in comparison to the past. c. growing exponentially. d. similar to two decades ago. Answer: b Topic: African American Adolescents Learning Objective: LO 3.4: Summarize the inequalities African American adolescents encounter Skill Level: Understand the Concepts Difficulty Level: Moderate

28. Today, African Americans are still segregated a. in the workplace. b. in counties and communities. c. with regard to healthcare benefits. d. on the playground. Answer: b Topic: African American Adolescents Learning Objective: LO 3.4: Summarize the inequalities African American adolescents encounter Skill Level: Understand the Concepts Difficulty Level: Difficult 29. More than half of the inhabitants in our nation’s capital are a. Hispanic. b. African American. c. Caucasian. d. immigrants. Answer: b Topic: African American Adolescents Learning Objective: LO 3.4: Summarize the inequalities African American adolescents encounter Skill Level: Understand the Concepts Difficulty Level: Easy 30. Blacks and Whites still attend segregated, or largely segregated schools because a. races are not well-integrated residentially. b. prior laws enforce this regulation. c. school boards have been neglectful. d. of their personal school choices. Answer: a Topic: African American Adolescents Learning Objective: LO 3.4: Summarize the inequalities African American adolescents encounter Skill Level: Analyze It Difficulty Level: Moderate 31. Research indicates that Blacks, more than their White counterparts, are more likely to choose careers based upon a. prestige rather than economic earning power. b. their intrinsic interests. c. economic earning power rather than prestige. d. their family’s influence.

Answer: c Topic: African American Adolescents Learning Objective: LO 3.4: Summarize the inequalities African American adolescents encounter Skill Level: Understand the Concepts Difficulty Level: Moderate 32. Statistically, Blacks are more likely to work in ________ than Whites. a. the public sector b. white collar positions c. intrinsically oriented careers d. nonprofit organizations Answer: a Topic: African American Adolescents Learning Objective: LO 3.4: Summarize the inequalities African American adolescents encounter Skill Level: Understand the Concepts Difficulty Level: Easy 33. According to the text, Black women a. make up very little of the Black workforce. b. make up almost the entire Black workforce. c. make up more than half of the Black workforce. d. make up none of the Black workforce. Answer: c Topic: African American Adolescents Learning Objective: LO 3.4: Summarize the inequalities African American adolescents encounter Skill Level: Understand the Concepts Difficulty Level: Moderate 34. The wage gap between Blacks and Whites has a. widened in the past 20 years. b. been reduced significantly in the past 10 years. c. stayed the same within the past 20 years. d. doubled in the past 20 years. Answer: a Topic: African American Adolescents Learning Objective: LO 3.4: Summarize the inequalities African American adolescents encounter Skill Level: Understand the Concepts Difficulty Level: Difficult

35. According to recent statistics, 37.5% of inmates in federal prisons are a. White. b. Black. c. Hispanic. d. immigrants Answer: b Topic: African American Adolescents Learning Objective: Summarize the inequalities African American adolescents encounter Skill Level: Understand the Concepts Difficulty Level: Easy 36. In a typical African American household, how would you expect the household duties between a husband and wife to be split? a. The wife would take on the majority of the household duties. b. The duties would be split in an egalitarian manner. c. The children would take on the majority of the household duties. d. The husband would take on the majority of the household duties. Answer: b Topic: African American Adolescents Learning Objective: LO 3.4: Summarize the inequalities African American adolescents encounter Skill Level: Analyze It Difficulty Level: Moderate 37. ________ is/are the glue that binds African American families together. a. Family get-togethers b. Television c. The African American church d. Computers Answer: c Topic: African American Adolescents Learning Objective: LO 3.4: Summarize the inequalities African American adolescents encounter Skill Level: Analyze It Difficulty Level: Easy 38. Flexible gender roles are most commonly seen in which minority group? a. Hispanics b. Blacks c. Asians d. Middle Eastern Americans

Answer: b Topic: African American Adolescents Learning Objective: LO 3.4: Summarize the inequalities African American adolescents encounter Skill Level: Analyze It Difficulty Level: Moderate 39. _____ percent of American Latinos are citizens of the United States. a. Twenty-five b. Fifty c. Seventy-five d. Ninety Answer: c Topic: Latino Adolescents Learning Objective: LO 3.5: Identify cultural strengths that help overcome problems faced by American Latino adolescents Skill Level: Understand the Concepts Difficulty Level: Moderate 40. One of the biggest inequities in the Latino community in comparison to other minority groups is a. educational attainment. b. healthcare benefits. c. earning potential. d. homelessness. Answer: a Topic: Latino Adolescents Learning Objective: LO 3.5: Identify cultural strengths that help overcome problems faced by American Latino adolescents Skill Level: Analyze It Difficulty Level: Moderate 41. Traditional Mexican families have a a. matriarchal orientation. b. patriarchal orientation. c. equalitarian orientation. d. fluid orientation. Answer: b Topic: Latino Adolescents Learning Objective: LO 3.5: Identify cultural strengths that help overcome problems faced by American Latino adolescents Skill Level: Understand the Concepts Difficulty Level: Easy

42. Goyo is a Hispanic male and just turned 18. One of the most important traits that his parents are looking to see him display is a. intellectual curiosity. b. machismo. c. empathy. d. extraversion. Answer: b Topic: Latino Adolescents Learning Objective: LO 3.5: Identify cultural strengths that help overcome problems faced by American Latino adolescents Skill Level: Apply What You Know Difficulty Level: Easy 43. Which minority group in the United States has the lowest standard of living according to the text? a. African Americans b. Native Americans c. Asian Americans d. Puerto Ricans Answer: b Topic: Native American Adolescents Learning Objective: LO 3.6: Differentiate the experiences of Native American adolescents and Caucasian American adolescents Skill Level: Understand the Concepts Difficulty Level: Moderate 44. A typical traditional Native American family a. does not exist. b. consists of a matriarchal system. c. consists of a patriarchal system. d. is common. Answer: a Topic: Native American Adolescents Learning Objective: LO 3.6: Differentiate the experience of Native American adolescents and Caucasian American adolescents Skill Level: Analyze It Difficulty Level: Moderate 45. Research indicates Native Americans, in general, are a. future-oriented individuals. b. past-oriented individuals. c. present-oriented individuals.

d. time-oriented individuals. Answer: c Topic: Native American Adolescents Learning Objective: LO 3.6: Differentiate the experience of Native American adolescents and Caucasian American adolescents Skill Level: Understand the Concepts Difficulty Level: Difficult 46. Which minority group in the United States has been most successful at achieving the American Dream? a. Hispanics b. African Americans c. Native Americans d. Asian Americans Answer: d Topic: Asian American Adolescents Learning Objective: LO 3.7: Identify the most common cultural backgrounds of Asian American adolescents Skill Level: Understand the Concepts Difficulty Level: Easy 47. Well-educated ______have lower rates of divorce, mental illness, and public assistance than the general U.S. population. a. African Americans b. Chinese Americans c. Puerto Ricans d. Native Americans Answer: b Topic: Asian American Adolescents Learning Objective: LO 3.7: Identify the most common cultural backgrounds of Asian American adolescents Skill Level: Analyze It Difficulty Level: Easy 48. Arab American adolescents are faced with increasing pressure to a. not obtain an education and enter the workforce immediately. b. obtain an education early, then marry later in life. c. participate in activities that conflict with their religious beliefs. d. bring extended family members into the United States. Answer: c Topic: Asian American Adolescents

Learning Objective: LO 3.7: Identify the most common cultural backgrounds of Asian American adolescents Skill Level: Analyze It Difficulty Level: Moderate 49. The largest groups of immigrants to the United States come from these countries in the following order: a. Vietnam, Mexico, and the Philippines. b. Mexico, India, and China. c. China, Cuba, and Mexico. d. Mexico, Cuba, and El Salvador. Answer: b Topic: Immigrants and Refugees Learning Objective: LO 3.8: List the challenges faced by immigrant and refugee youth Skill Level: Understand the Concepts Difficulty Level: Moderate 50. The biggest factor that refugees face, in general, is a. acculturation stress. b. conflicting religious beliefs with the host nation. c. lack of native food available to them. d. mental illness. Answer: a Topic: Immigrants and Refugees Learning Objective: LO 3.8: List the challenges faced by immigrant and refugee youth Skill Level: Understand the Concepts Difficulty Level: Easy

SHORT ANSWER 1. There are four major limitations of adolescents with low socioeconomic status (SES). Identify each of these four limitations, and briefly discuss the psychological or behavioral outcome(s) each has on adolescents. Topic: Adolescents of Low Socioeconomic Status Learning Objective: LO 3.1: Describe the limitations faced by adolescents of low socioeconomic status 2. Funk, et al. (2012) created a visual depiction of the cycle of poverty. Briefly discuss the purpose of the cycle of poverty, the components that make up the cycle, and how those components influence each other. Topic: Cycle of Poverty and Deprivation Learning Objective: LO 3.2: Explain the cycle of poverty

3. There are six widely accepted reasons as to why homelessness has recently seen significant increases in the United States. Identify four of the reasons, and explain how they contribute to homelessness. Topic: Cycle of Poverty and Deprivation Learning Objective: LO 3.2: Explain the cycle of poverty 4. Define and discuss the difference between the terms “institutional racism” and “internal racism.” Provide an example of each term. Topic: Minority Adolescents Learning Objective: LO 3.3: Describe the aspects of racism faced by minority adolescents 5. The concept of “resiliency” has become increasingly significant in today’s society. Define this term, and discuss how this trait can be applied to minority adolescents. Briefly describe individual traits, assets, or resources that make an adolescent more likely to be resilient. Topic: Minority Adolescents Learning Objective: LO: 3.3: Describe the aspects of racism faced by minority adolescents 6. There are several positive characteristics of African American families that allow them to function and survive. Identify three of these characteristics, and provide an example of each. Topic: African American Adolescents Learning Objective: LO 3.4: Summarize the inequalities African American adolescents encounter 7. Latino Americans make up the largest minority group in the United States. Discuss the origins of this group of minorities, where the largest percentage of this group lives and the general citizenship status of this group. Topic: Latino Adolescents Learning Objective: LO 3.5: Identify cultural strengths that help overcome problems faced by American Latino adolescents 8. Latino American adolescents have many cultural strengths they can draw upon to overcome problems and achieve success in life. Identify three of these cultural strengths discussed in the text, and provide an example of each. Topic: Latino Adolescents Learning Objective: LO 3.5: Identify cultural strengths that help overcome problems faced by American Latino adolescents

ESSAY (with Key Points) 1. The Black unemployment rate consistently has been twice that of the White unemployment rate. In one to two pages, identify three reasons why the Black unemployment rate is consistently higher than the White unemployment rate. Also discuss the types of jobs that Blacks aspire to hold, and why.

Learning Objective(s): LO 3.1: Describe the limitations faced by adolescents of low socioeconomic status LO 3.2: Explain the cycle of poverty LO 3.3: Describe the aspects of racism faced by minority adolescents LO 3.4: Summarize the inequalities African American adolescents encounter

Brief Outline I.

Introduction A. Discuss levels of Black unemployment rates in comparison to White unemployment rates. B. Identify three reasons for high Black unemployment rate.

II.

Body A. Discussion of the types of jobs Black aspire to hold. 1. Reasons for why Blacks hold these jobs. 2. Outcomes for holding these types of jobs.

III.

Conclusion

2. In one to two pages, identify three terms that describe youth who are from lower social classes and are poor. Also describe family factors that contribute to low-SES youth, and how these factors affect the youths’ future and behavior. Learning Objective(s): LO 3.1: Describe the limitations faced by adolescents of low socioeconomic status LO 3.2: Explain the cycle of poverty

Brief Outline I.

Introduction A. Define three terms used to describe youth from lower social classes and poor. B. Define low-SES.

II.

Body A. Discussion of family factors that contribute to low-SES youth. 1. Future and behavioral outcomes for low-SES youths.

III.

Conclusion

3. Asian Americans, in general, have been significantly more successful at achieving the American Dream than other immigrants. In one to two pages, discuss the origins of Asian Americans and the factors that contribute to this minority group achieving the American Dream. Learning Objective(s): LO 3.1: Describe the limitations faced by adolescents of low socioeconomic status LO 3.7: Identify the most common cultural backgrounds of Asian American adolescents LO 3.8: List the challenges faced by immigrant and refugee youth

Brief Outline I.

Introduction A. Define the term Asian American. 1. Countries Asian Americans emigrated from. 2. Percentage of Asian Americans in the United States.

II.

Body A. Discussion of the American Dream. B. Factors that contribute to Asian Americans achieving the American Dream. 1.Cultural values. 2.Education. 3.Personality characteristics. III. Conclusion

4. Native Americans typically have the lowest standard of living in comparison to other minority groups in the United States. In one to two pages, describe the origins of Native Americans, their current living arrangements and factors that contribute to this low standard of living. Also, include behavioral and psychological outcomes that result from this way of living. Learning Objective(s): LO 3.1: Describe the limitations faced by adolescents of low socioeconomic status LO 3.2: Explain the cycle of poverty LO 3.6: Differentiate the experiences of Native American adolescents and Caucasian American adolescents

Brief Outline I.

Introduction A. Definition of a Native American. 1. Origins of Native Americans.

2. Current living arrangements or locations of Native Americans. II.

III.

Body A. Discussion of factors that contribute to Native Americans’ low standard of living. 1. Behavioral and psychological outcomes of low standard of living. Conclusion

5. Adolescent immigrants and refugees in our society face many challenges. In one to two pages, define the terms “immigrant” and “refugee,” and then discuss some of the regions that current adolescent immigrants and refugees are fleeing from and why. Include a discussion of the challenges these adolescents face, and some of the resources they use to overcome them. Learning Objective(s): LO 3.1: Describe the limitations faced by adolescents of low socioeconomic status LO 3.2: Explain the poverty cycle LO 3.8: List the challenges faced by immigrant and refugee youth.

Brief Outline I.

II.

III.

Introduction A. Define the terms immigrant and refugee. 1. Regions where these adolescents are fleeing from. 2. Reasons why refugees are fleeing. Body A. Discussion of the challenges both immigrants and refugees face in society. 1. Resources that these adolescents use to face the challenges. 2. Behavioral and psychological outcomes of facing the challenges. Conclusion

Chapter 4 Dolgin Test Bank MULTIPLE-CHOICE 1. Which two hormones are secreted in both genders? a. Progesterone and testosterone b. Estrogens and androgens c. Estrogens and progesterone d. Progesterone and androgens Answer: b Topic: Biochemical Basis of Puberty Learning Objective: LO 4.1: Outline the role of the endocrine glands in puberty Skill Level: Understand the Concepts Difficulty Level: Easy 2.

Suppose a woman’s menstrual cycle from ovulation to menstruation is 13 days. Which hormone is responsible for the length of this portion of her cycle? a. Oxytocin b. Estrogen c. Progesterone d. Androgen Answer: c Topic: Biochemical Basis of Puberty Learning Objective: LO 4.1: Outline the role of the endocrine glands in puberty Skill Level: Apply What You Know Difficulty Level: Moderate

3. Rachel is 13 years old and has started to develop breasts, while her hips and thighs are gaining fat. Which hormone is responsible for these developments? a. Progesterone b. Androgen c. Estrogen d. LH Answer: c Topic: Biochemical Basis of Puberty Learning Objective: LO 4.1: Outline the role of the endocrine glands in puberty Skill Level: Apply What You Know Difficulty Level: Easy

4. According to the textbook, the male hormone system is _______, and the female hormone system is a. constant; cyclic. b. cyclic; constant. c. cyclic; cyclic. d. constant; constant. Answer: a Topic: Biochemical Basis of Puberty Learning Objective: LO 4.1: Outline the role of the endocrine glands in puberty Skill Level: Understand the Concepts Difficulty Level: Easy 5. According to the textbook, the process of spermatogenesis takes about a. five days. b. 10 days. c. two weeks. d. four weeks. Answer: b Topic: Maturation and Functions of Male Sex Organs Learning Objective: LO 4.2: Describe the changes in male sex organs during puberty Skill Level: Understand the Concepts Difficulty Level: Easy 6. A male athlete who takes an anabolic steroid while going through puberty is at risk for a. decreased muscle mass. b. decreased body fat. c. degradation of the prostate. d. permanently shortened stature. Answer: d Topic: Maturation and Functions of Male Sex Organs Learning Objective: LO 4.2: Describe the changes in male sex organs during puberty Skill Level: Analyze It Difficulty Level: Moderate 7. Which female glands secrete fluid during sexual excitement? a. The Cowper’s glands b. The adrenal glands c. The Bartholin’s glands d. The endocrine glands Answer: c Topic: Maturation and Functions of Female Sex Organs

Learning Objective: LO 4.3: Summarize the changes in female sex organs that begin at puberty Skill Level: Understand the Concepts Difficulty Level: Easy 8. The onset of menstruation signals the __________ of the process of puberty in girls. a. precursor b. beginning c. middle d. end Answer: c Topic: Maturation and Functions of Female Sex Organs Learning Objective: LO 4.3: Summarize the changes in female sex organs that begin at puberty Skill Level: Understand the Concepts Difficulty Level: Moderate 9. According to the textbook, a regular menstrual cycle is a. quite common for women at all reproductive ages. b. quite rare for women at all reproductive ages. c. typical for women who have just finished puberty. d. typical for women approaching menopause. Answer: b Topic: Maturation and Functions of Female Sex Organs Learning Objective: LO 4.3: Summarize the changes in female sex organs that begin at puberty Skill Level: Understand the Concepts Difficulty Level: Easy 10. Which of the following phases is considered the first phase of a woman’s reproductive cycle? a. The menstrual phase b. The follicular phase c. The luteal phase d. The fallopian phase Answer: a Topic: Maturation and Functions of Female Sex Organs Learning Objective: LO 4.3: Summarize the changes in female sex organs that begin at puberty Skill Level: Understand the Concepts Difficulty Level: Easy 11. When a mature ovum erupts from its follicle, it is triggered by a spurt of a. FSH.

b. LH. c. estrogen. d. progesterone. Answer: b Topic: Maturation and Functions of Female Sex Organs Learning Objective: LO 4.3: Summarize the changes in female sex organs that begin at puberty Skill Level: Apply What You Know Difficulty Level: Moderate 12. Research by Simes & Berg (2001) indicates that ads about sanitary products for women induce a sense of _______regarding the menstruation process. a. diminished self-esteem b. guilt-free living c. security d. taboo Answer: a Topic: Maturation and Functions of Female Sex Organs Learning Objective: LO 4.3: Summarize the changes in female sex organs that begin at puberty Skill Level: Analyze It Difficulty Level: Difficult 13. The term “menhorrhagia” in relationship to menstrual flow indicates a. the absence of menstrual bleeding. b. bleeding from the uterus at times other than menstruation. c. painful or difficult menstrual cramps. d. excessive menstrual bleeding.

Answer: d Topic: Maturation and Functions of Female Sex Organs Learning Objective: LO 4.3: Summarize the changes in female sex organs that begin at puberty Skill Level: Understand the Concepts Difficulty Level: Moderate 14. In general, girls who have been menstruating for three or more years have ______attitudes about menstruation than premenstrual young women. a. less positive b. more positive c. ambivalent d. conflicted

Answer: b Topic: Maturation and Functions of Female Sex Organs Learning Objective: LO 4.3: Summarize the changes in female sex organs that begin at puberty Skill Level: Analyze It Difficulty Level: Moderate 15. An enlarged larynx, the presence or absence of body hair, and increased muscle mass are all examples of a. primary sexual characteristics. b. the side effects of anabolic steroid use. c. secondary sexual characteristics. d. the byproducts of progesterone use. Answer: c Topic: Development of Secondary Sexual Characteristics Learning Objective: LO 4.4: Differentiate male and female secondary sexual characteristics Skill Level: Apply What You Know Difficulty Level: Moderate 16. Asglaede et al. (2009) has found that the average age of sexual maturity has been decreasing over the years. One factor that researchers believe is likely contributing to this phenomenon is a. the fact that today’s youths weigh more. b. that mothers are waiting later in life to have children. c. sex education in schools. d. sexual content on television. Answer: a Topic: Development of Secondary Sexual Characteristics Learning Objective: LO 4.4: Differentiate male and female secondary sexual characteristics Skill Level: Analyze It Difficulty Level: Difficult 17. A young female who is experiencing low energy levels and amenorrhea visits her doctor. During her visit, the doctor diagnoses her with osteoporosis. Upon analyzing all three factors—low energy, amenorrhea, and osteoporosis—the doctor should ultimately conclude that this young woman is a. a normal, young athlete. b. starting puberty. c. in the early stages of pregnancy. d. battling food allergies. Answer: a Topic: Development of Secondary Sexual Characteristics Learning Objective: LO 4.4: Differentiate male and female secondary sexual characteristics

Skill Level: Analyze It Difficulty Level: Difficult 18. Lee & Houk (2008) have found that 70% of young boys starting puberty experience a. clumsiness on the athletic field. b. temporary bald patches. c. temporary enlargement of their breasts. d. discolored skin patches. Answer: c Topic: Development of Secondary Sexual Characteristics Learning Objective: LO 4.4: Differentiate male and female secondary sexual characteristics Skill Level: Understand the Concepts Difficulty Level: Moderate 19. In general, which is the first sign that boys are starting puberty? a. They have a growth spurt. b. Their voices become deeper. c. They develop facial hair. d. Their testes begin to grow. Answer: d Topic: Development of Secondary Sexual Characteristics Learning Objective: LO 4.4: Differentiate male and female secondary sexual characteristics Skill Level: Understand the Concepts Difficulty Level: Moderate 20. In general, which is the first sign that girls are starting puberty? a. Breast buds begin to show. b. They develop hair under their arms. c. Their voices become deeper. d. They begin to gain weight. Answer: a Topic: Development of Secondary Sexual Characteristics Learning Objective: LO 4.4: Differentiate male and female secondary sexual characteristics Skill Level: Understand the Concepts Difficulty Level: Moderate 21. According to the textbook, girls begin to grow rapidly ________ boys. a. two years later than b. two years earlier than c. at the same rate as d. at varying rates compared to Answer: b

Topic: Growth in Height and Weight Learning Objective: LO 4.5: Identify the physical signs of puberty in males and females Skill Level: Understand the Concepts Difficulty Level: Easy 22. Huang et al. (2009) found that girls who mature early tend to a. have smaller breasts than those girls who mature later. b. develop osteoporosis earlier than those girls who mature later. c. be heavier adults than those girls who mature later. d. be shorter adults than those girls who mature later. Answer: d Topic: Growth in Height and Weight Learning Objective: LO 4.5: Identify the physical signs of puberty in males and females Skill Level: Analyze It Difficulty Level: Difficult 23. Miguel is almost 45 years old and has noticed that his hairline is starting to recede. What typically causes this phenomenon? a. Testosterone b. Anabolic steroid abuse c. Androgen d. Mercury poisoning Answer: a Topic: Growth in Height and Weight Learning Objective: LO 4.5: Identify the physical signs of puberty in males and females Skill Level: Apply What You Know Difficulty Level: Moderate 24. According to the textbook, men tend to have higher blood pressure than women. This is due to men having a. surges of the hormone androgen. b. larger lungs and hearts than women. c. “fast-twitch” muscle fibers. d. “slow-twitch” muscle fibers. Answer: b Topic: Growth in Height and Weight Learning Objective: LO 4.5: Identify the physical signs of puberty in males and females Skill Level: Analyze It Difficulty Level: Moderate 25. If an individual was described as having a wrestler-type body with a heavy trunk and limbs, their body type might also be described as a. ectomorph.

b. mesomorph. c. pesomorph. d. endomorph. Answer: d Topic: Body Image Learning Objective: LO 4.6: Relate body image to self-esteem during adolescence Skill Level: Understand the Concepts Difficulty Level: Easy 26. Javier has an athletic build and looks like he engages frequently in strenuous physical activity. His body type might be described as a. ectomorph. b. mesomorph. c. pesomorph. d. endomorph. Answer: b Topic: Body Image Learning Objective: LO 4.6: Relate body image to self-esteem during adolescence Skill Level: Understand the Concepts Difficulty Level: Easy 27. According to the textbook, young adolescent girls who are dissatisfied with their body type would ideally like to have which body type? a. Ectomorph b. Mesomorph c. Pesomorph d. Endomorph Answer: a Topic: Body Image Learning Objective: LO 4.6: Relate body image to self-esteem during adolescence Skill Level: Understand the Concepts Difficulty Level: Moderate 28. Seigel et al. (1999) found that adolescent girls were more depressed than adolescent boys. The main reason found for this higher rate of depression in girls involved a. hormonal imbalances. b. poor body image. c. poor nutritional habits. d. lack of exercise. Answer: b Topic: Body Image Learning Objective: LO 4.6: Relate body image to self-esteem during adolescence

Skill Level: Analyze It Difficulty Level: Moderate 29. Research indicates that as boys move through adolescence, they tend to feel _____ about their bodies, and girls a. better; do not feel better about their bodies. b. worse; feel better about their bodies. c. better; feel better about their bodies. d. worse; do not feel better about their bodies. Answer: a Topic: Body Image Learning Objective: LO 4.6: Relate body image to self-esteem during adolescence Skill Level: Analyze It Difficulty Level: Moderate 30. According to the textbook, which of the following is true about early maturing girls? a. They are likely to experience externalizing disorders. b. They are likely to have poor coordination. c. They are likely to develop eating disorders. d. They are likely to hang around younger boys. Answer: c Topic: Early and Late Maturation Learning Objective: LO 4.7: Differentiate the emotional and social effects of early and late physical maturation Skill Level: Analyze It Difficulty Level: Moderate 31. According to the textbook, early maturing boys are likely to engage in which of the following behaviors? a. Overeating b. Negative self-talk c. Risk-taking d. Internalizing problems Answer: c Topic: Early and Late Maturation Learning Objective: LO 4.7: Differentiate the emotional and social effects of early and late physical maturation Skill Level: Apply What You Know Difficulty Level: Moderate 32. Researchers believe that some children (10 and 11 year olds) cannot handle the stresses and increased pressures of adolescence. To support this viewpoint, the __________was developed.

a. b. c. d.

Maturational Deviance Theory Peer Socialization Theory Stage Termination Hypothesis Contextual Amplification Theory

Answer: c Topic: Early and Late Maturation Learning Objective: LO 4.7: Differentiate the emotional and social effects of early and late physical maturation Skill Level: Understand the Concepts Difficulty Level: Easy 33. Early maturation is a stressor. However, if it is the only stressor in an adolescent’s life (or one of very few), he or she will be fine. Which theory or hypothesis describes this point of view? a. The Maturational Deviance Theory b. The Peer Socialization Theory c. The Stage Termination Hypothesis d. The Contextual Amplification Theory Answer: d Topic: Early and Late Maturation Learning Objective: LO 4.7: Differentiate the emotional and social effects of early and late physical maturation Skill Level: Understand the Concepts Difficulty Level: Easy 34. According to the textbook, late-maturing girls tend to a. temporarily lose their social status. b. have nothing in common with boys their own age. c. experience sharp criticism from their parents. d. be envied by their female friends. Answer: a Topic: Early and Late Maturation Learning Objective: LO 4.7: Differentiate the emotional and social effects of early and late physical maturation Skill Level: Analyze It Difficulty Level: Difficult 35. According to the textbook, early-maturing boys tend to engage in risk-taking behavior only when they have a. peers who have matured early as well. b. detectable stressors in their lives. c. relatives who model this behavior. d. poor nutritional habits.

Answer: b Topic: Health Status Learning Objective: LO 4.8: Outline the causes of adolescent mortality Skill Level: Understand the Concepts Difficulty Level: Moderate 36. _______is the leading cause of death among adolescents in the United States. a. Drug abuse b. Alcohol abuse c. Traffic injury d. Cancer Answer: c Topic: Health Status Learning Objective: LO 4.8: Outline the causes of adolescent mortality Skill Level: Apply What You Know Difficulty Level: Easy 37. Research indicates it is a. riskier to be a passenger with a drunk driver than to drive drunk yourself. b. riskier to drive drunk than be a passenger with a drunk driver. c. riskier to be a passenger with a drunk driver with more than three passengers in the car. d. riskier to be a drunk driver when there are more than three passengers in the car. Answer: a Topic: Health Status Learning Objective: LO 4.8: Outline the causes of adolescent mortality Skill Level: Analyze It Difficulty Level: Difficult 38. Researchers at the University of Utah found that college students who talked on their handsfree cell phone drove ____________ those drivers who were given a drink before driving on a simulator. a. just as poorly as b. significantly better compared to c. the same as d. significantly worse compared to Answer: a Topic: Health Status Learning Objective: LO 4.8: Outline the causes of adolescent mortality Skill Level: Analyze It Difficulty Level: Difficult

39. In 2012, 1.3 million adolescents died globally. The leading cause of death was a. cancer. b. HIV/AIDS. c. traffic accidents. d. drug abuse. Answer: c Topic: Health Status Learning Objective: LO 4.8: Outline the causes of adolescent mortality Skill Level: Understand the Concepts Difficulty Level: Easy 40. According to the textbook, the second leading cause of death for girls globally is a. cancer. b. drug abuse. c. childbirth. d. HIV/AIDS. Answer: c Topic: Health Status Learning Objective: LO 4.8: Outline the causes of adolescent mortality Skill Level: Understand the Concepts Difficulty Level: Easy 41. According to the textbook, adolescents tend to have poor diets because a. they rely on snacks to make up for meals that they have missed. b. they rely solely on food labels for their nutritional knowledge. c. they frequently skip meals because of full extracurricular schedules. d. they resist peer pressure to eat healthy. Answer: a Topic: Health Concerns Learning Objective: LO 4.9: Identify health consequences of lifestyle decisions made by adolescents Skill Level: Analyze It Difficulty Level: Moderate 42. Research indicates that teens who consume as little as one energy drink a day have a. sustained alertness throughout the day. b. increased vivid dreams. c. decreased coordination. d. reduced metacognitive skills. Answer: d Topic: Health Concerns

Learning Objective: LO 4.9: Identify health consequences of lifestyle decisions made by adolescents Skill Level: Analyze It Difficulty Level: Moderate 43. An energy drink generally has _____as many milligrams of caffeine in it as a can of cola. a. two times b. three times c. seven times d. 20 times Answer: c Topic: Health Concerns Learning Objective: LO 4.9: Identify health consequences of lifestyle decisions made by adolescents Skill Level: Analyze It Difficulty Level: Difficult 44. According to research by Kumar et al. (2015), teens who often consume energy drinks a. are found to be less irritable. b. mix them with sports drinks. c. add additional caffeine to them. d. confuse them with sports drinks. Answer: d Topic: Health Concerns Learning Objective: LO 4.9: Identify health consequences of lifestyle decisions made by adolescents Skill Level: Analyze It Difficulty Level: Moderate 45. According to the U.S. Surgeon General, adolescents should engage in a. 1 hour of intense physical activity every day of the week. b. 30 minutes of moderately intense physical activity most days of the week. c. 15 minutes of intense activity most days of the week. d. 30 minutes of moderate activity a few days a week. Answer: b Topic: Health Concerns Learning Objective: LO 4.9: Identify health consequences of lifestyle decisions made by adolescents Skill Level: Understand the Concepts Difficulty Level: Moderate 46. According to the textbook, overweight adolescents are likely to develop a. Type I diabetes.

b. high blood pressure. c. fibromyalgia. d. osteoporosis. Answer: b Topic: Health Concerns Learning Objective: LO 4.9: Identify health consequences of lifestyle decisions made by adolescents Skill Level: Understand the Concepts Difficulty Level: Easy 47. Bauer et al. (2009) has shown that the average teen eats in a fast food restaurant a. once a month. b. once a week. c. twice a month. d. twice a week. Answer: d Topic: Health Concerns Learning Objective: LO 4.9: Identify health consequences of lifestyle decisions made by adolescents Skill Level: Understand the Concepts Difficulty Level: Easy 48. According to the textbook, __________adolescents have a higher chance of becoming obese than ________adolescents. a. poor; middle-class b. middle-class; poor c. upper-class; middle-class d. middle-class; upper-class Answer: a Topic: Health Concerns Learning Objective: LO 4.9: Identify health consequences of lifestyle decisions made by adolescents Skill Level: Analyze It Difficulty Level: Moderate 49. Research indicates that teens need a. less sleep than preteens. b. more sleep than preteens. c. less sleep than adults. d. the same amount of sleep as preteens. Answer: b Topic: Health Concerns

Learning Objective: LO 4.9: Identify health consequences of lifestyle decisions made by adolescents Skill Level: Analyze It Difficulty Level: Moderate 50. According to the Mayo Clinic (2015), acne is caused by a. increased levels of testosterone in adolescents. b. decreased levels of androgen in adolescents. c. increased levels of estrogen in adolescents. d. decreased levels of progesterone in adolescents. Answer: a Topic: Health Concerns Learning Objective: LO 4.9: Identify health consequences of lifestyle decisions made by adolescents Skill Level: Understand the Concepts Difficulty Level: Moderate

SHORT ANSWER 1. A female can experience physical problems with her menstrual cycle. The physical problems fall into one of four categories. Briefly define the menstrual cycle, and describe each of the four categories that a woman’s menstrual problems can fall into. Topic: Maturation and Functions of Female Sex Organs Learning Objective: LO 4.3: Summarize the changes in female sex organs that begin at puberty 2. Define the term “secondary sexual characteristics.” Describe the differences in secondary sexual characteristics between males and females. Topic: Development of Secondary Sexual Characteristics Learning Objective: LO 4.4: Differentiate male and female secondary sexual characteristics 3. There has been growing concern over what researchers call the “female athlete triad.” Describe this phenomenon, the triad of symptoms, and why it occurs. Topic: Development of Secondary Sexual Characteristics Learning Objective: LO 4.4: Differentiate male and female secondary sexual characteristics 4. Boys and girls sometimes suffer from what is called the “locker-room syndrome.” Explain this phenomenon, when it typically occurs, and the feelings that accompany boys and girls who suffer from it. Topic: Development of Secondary Sexual Characteristics Learning Objective: LO 4.4: Differentiate male and female secondary sexual characteristics

5. The human body typically falls into three body type categories. Describe each of these body types, and explain which body type females are most likely to desire and which type males are most likely to desire. Topic: Body Image Learning Objective: LO 4.6: Relate body image to self-esteem during adolescence 6. Over the years, researchers have developed four theories about why early puberty is difficult. Describe and explain each of the four theories. Topic: Early and Late Maturation Learning Objective: LO 4.7: Differentiate the emotional and social effects of early and late physical maturation 7. Research indicates that 15% of U.S. adolescents are obese. Identify and describe one environmental influence and one interpersonal influence that research has determined leads to adolescent obesity. Also explain two negative health outcomes that can result from being obese. Topic: Health Concerns Learning Objective: LO 4.9: Identify health consequences of lifestyle decisions made by adolescents 8. Energy drinks are dramatically increasing in their popularity with adolescents. Explain how an energy drink is different from a cola or a cup of coffee. Additionally, describe some of the risk factors faced by adolescents who consume these drinks. Topic: Health Concerns Learning Objective: LO 4.9: Identify health consequences of lifestyle decisions made by adolescents

ESSAY (with Key Points) 1. A female’s menstrual cycle can vary in length each month. Physiological issues in each of the four menstrual phases or environmental causes can contribute to varying lengths of a woman’s menstrual cycle. In one to two pages, give an overview of the menstrual cycle and provide factors that are known to contribute to unpredictable changes in a woman’s menstrual cycle. Learning Objective(s): LO 4.1: Outline the role of the endocrine glands in puberty LO 4.3: Summarize the changes in female sex organs that begin at puberty Brief Outline I.

Introduction A. Describe the menstrual cycle 1. Average length of the menstrual cycle

2. The four menstrual phases 3. The effect of hormones on each of the stages II.

Body A. Describe the physiological issues that affect a woman’s cycle 1. Physiological issues 2. Examples of the effects of physiological issues B. Describe the environmental issues that affect a woman’s cycle 1. Effect of environmental issues 2. Examples of environmental issues

III.

Conclusion

2. Adolescents mature sexually at different ages, and researchers have developed many theories to account for varying maturation ages. In one to two pages, define and give an overview of the process of sexual maturation for males and females. Then provide theories or factors that might cause an adolescent to mature early or to be a “late bloomer.” Learning Objective(s): LO 4.4: Differentiate male and female secondary sexual characteristics Brief Outline I.

Introduction A. Describe the concept of sexual maturation 1. Differences between male and female sexual maturation processes 2. Age range in which maturation occurs 3. Role that hormones play in the maturation process

II.

Body A. Concept of “late bloomer” or late maturation B. Theories, ideas, research that account for adolescents that mature early C. Effectiveness of these theories for accounting early maturation

III. Conclusion

3. Menarche is a big event in a girl’s life. In one to two pages, give an overview of when menarche starts in girls, and any influences that might affect the early or late onset of menarche. Analyze the attitudes of girls regarding menstruation, and the development of these attitudes. Learning Objective(s): LO 4.1: Outline the role of the endocrine glands in puberty LO 4.3: Summarize the changes in female sex organs that begin at puberty

LO 4.5: Identify the physical signs of puberty in males and females LO 4.6: Relate body image to self-esteem during adolescence Brief Outline I.

Introduction A. Discuss the concept of menarche 1. Age range when menarche starts 2. Physical and physiological processes of menarche 3. Concept of early onset menarche 4. Concept of late onset menarche

II.

Body A. Discuss environmental factors that influence the onset of menarche 1. How environmental factors specifically affect the onset of menarche B. Interpersonal factors that influence the onset of menarche 1. Ways these factors specifically affect the onset of menarche C. Attitudes girls have about menarche 1. Factors that created the development of these attitudes

III. Conclusion

4. Early-maturing boys face many challenges and difficulties. In one to two pages, describe the physical and psychological changes and challenges that early-maturing boys face. Explain some of the influences for their early maturation and outcomes in their behavior due to this early maturation. Learning Objective(s): LO 4.1: Outline the role of the endocrine glands in puberty LO 4.5: Identify the physical signs of puberty in males and females LO 4.6: Relate body image to self-esteem during adolescence LO 4.7: Differentiate the emotional and social effects of early and late maturation Brief Outline I.

Introduction A. Describe the concept of early sexual maturation in boys 1. Physical changes that come with early puberty in boys 2. Physical challenges that come with early puberty in boys 3. Psychological changes that come with early puberty in boys 4. Psychological challenges that come with early puberty in boys

II.

Body A. Environmental influences on early puberty for boys 1. Impact of environmental influences on early puberty in boys B. Interpersonal influences on early puberty for boys Copyright © 2018, 2011, 2008 Pearson Education, Inc. All Rights Reserved

1. Ways these factors specifically influence early puberty in boys C. Behavioral outcomes of early puberty for boys III.

Conclusion

5. The amount of sleep that adolescents receive is decreasing, and is becoming a growing concern. In one to two pages, describe the sleep habits of adolescents that researchers view as worrisome. Analyze why these sleep patterns have developed and how they affect the physical, academic, and interpersonal lives of adolescents. Learning Objective(s): LO 4.7: Differentiate the emotional and social effects of early and late physical maturation LO 4.9: Identify health consequences of lifestyle decisions made by adolescents Brief Outline I.

Introduction A. Optimal sleep patterns and habits for adolescents B. Average adolescent sleep patterns and habits C. Researchers’ concerns with these sleep habits

II.

Body A. Reasons why maladaptive adolescent sleep habits have developed B. Ways maladaptive sleep patterns affect adolescents’ physical well-being C. Ways maladaptive sleep patterns affect adolescents’ academic performance D. Ways maladaptive sleep patterns affect adolescents’ interpersonal relationships

III.

Conclusion

Chapter 5 Dolgin Test Bank MULTIPLE CHOICE 1. “The act of knowing or perceiving” is termed a. insight. b. perception. c. cognition. d. sensation. Answer: c Topic: Piaget’s Stages of Cognitive Development Learning Objective: LO 5.1: Describe Piaget’s theory of cognitive development Skill Level: Understand the Concepts Difficulty Level: Easy 2.

Which of the following cognitive approaches emphasizes the broad patterns and qualitative changes in the way adolescents think? a. The Piagetian approach b. The information-processing approach c. The neurological approach d. The psychometric approach Answer: a Topic: Piaget’s Stages of Cognitive Development Learning Objective: LO 5.1: Describe Piaget’s theory of cognitive development Skill Level: Understand the Concepts Difficulty Level: Moderate

3. Which adolescent researcher would support the statement, “To think is to move”? a. Albert Bandura b. Jean Piaget c. Erik Erikson d. Margaret Mead Answer: b Topic: Piaget’s Stages of Cognitive Development Learning Objective: LO 5.1: Describe Piaget’s theory of cognitive development Skill Level: Apply What You Know Difficulty Level: Moderate

4. If Miguel is able to think in the abstract and draw logical conclusions, in which of the following of Piaget’s stages would he be categorized? a. Sensorimotor b. Preoperational c. Concrete d. Formal operational Answer: d Topic: Piaget’s Stages of Cognitive Development Learning Objective: LO 5.1: Describe Piaget’s theory of cognitive development Skill Level: Analyze It Difficulty Level: Easy 5. During which of the following of Piaget’s stages of cognitive development does the child move from a “body-centered” world to an “object-centered” world? a. Concrete b. Formal operational c. Sensorimotor d. Preoperational Answer: c Topic: Piaget’s Stages of Cognitive Development Learning Objective: LO 5.1: Describe Piaget’s theory of cognitive development Skill Level: Understand the Concepts Difficulty Level: Easy 6. Rebecca has just learned to say “Mama.” According to Piaget’s stages of cognitive development, in which stage would Rebecca be categorized? a. Preoperational b. Concrete c. Formal operational d. Sensorimotor Answer: d Topic: Piaget’s Stages of Cognitive Development Learning Objective: LO 5.1: Describe Piaget’s theory of cognitive development Skill Level: Apply What You Know Difficulty Level: Easy

7. __________tend to infer cause and effect where none exists. a. Inductive reasoners b. Transductive reasoners c. Deductive reasoners

d. Counter-inductive reasoners Answer: b Topic: Piaget’s Stages of Cognitive Development Learning Objective: LO 5.1: Describe Piaget’s theory of cognitive development Skill Level: Understand the Concepts Difficulty Level: Difficult 8. Suppose Harrison has eaten three graham crackers, and his sister, Natalie, has had one. There is one graham cracker left on the plate, and Harrison is still hungry. Harrison then takes the last cracker, as he feels that it is rightfully his. According to Piaget’s stage theory, Harrison’s behavior is an example of a. counter-inductive reasoning. b. egocentric reasoning. c. transductive reasoning. d. perceptive reasoning. Answer: b Topic: Piaget’s Stages of Cognitive Development Learning Objective: LO 5.1: Describe Piaget’s theory of cognitive development Skill Level: Apply What You Know Difficulty Level: Moderate

9. Lucy does not want to leave her stuffed animals alone at her house while she is at preschool. She believes they will become lonely. Lucy is exhibiting a. egocentric behavior. b. transductive reasoning. c. animalism. d. centering. Answer: c Topic: Piaget’s Stages of Cognitive Development Learning Objective: LO 5.1: Describe Piaget’s theory of cognitive development Skill Level: Apply What You Know Difficulty Level: Moderate

10. Piaget used conservation problems to determine if children had entered the a. concrete operations stage. b. sensorimotor stage. c. preoperational stage. d. formal operations stage. Answer: a Topic: Piaget’s Stages of Cognitive Development

Learning Objective: LO 5.1: Describe Piaget’s theory of cognitive development Skill Level: Understand the Concepts Difficulty Level: Moderate 11. Some cognitive psychologists call adolescents “junior scientists” because they a. spontaneously use the scientific method. b. use counter-inductive reasoning. c. have reached the concrete operations stage. d. use mental operations to solve problems. Answer: a Topic: Piaget’s Stages of Cognitive Development Learning Objective: LO 5.1: Describe Piaget’s theory of cognitive development Skill Level: Analyze It Difficulty Level: Moderate 12. In which of the following of Piaget’s stages of cognitive development do children first begin to use symbols? a. Concrete operational b. Formal operational c. Sensorimotor d. Preoperational Answer: d Topic: Piaget’s Stages of Cognitive Development Learning Objective: LO 5.1: Describe Piaget’s theory of cognitive development Skill Level: Analyze It Difficulty Level: Easy 13. “I wonder if anyone else spends time thinking about how big the universe is?” A child who has this type of thought would be considered to be in which of the following stages of Piaget’s cognitive development theory? a. Sensorimotor b. Formal operational c. Concrete operational d. Preoperational Answer: b Topic: Piaget’s Stages of Cognitive Development Learning Objective: LO 5.1: Describe Piaget’s theory of cognitive development Skill Level: Apply What You Know Difficulty Level: Moderate

14. Adolescents’ ability to grasp what is and what might be makes them more a. deductive thinkers. b. present-oriented. c. future-oriented. d. idealistic. Answer: d Topic: Effects of Adolescent Thought on Personality and Behavior Learning Objective: LO 5.2: Relate adolescent personality change to cognitive development Skill Level: Understand the Concepts Difficulty Level: Moderate

15. Adolescents are more likely drawn to _______ because they are a. extreme ideas; intuitive thinkers. b. moderate ideas; idealistic. c. extreme ideas; idealistic. d. moderate ideas; intuitive thinkers. Answer: c Topic: Effects of Adolescent Thought on Personality and Behavior Learning Objective: LO 5.2: Relate adolescent personality change to cognitive development Skill Level: Analyze It Difficulty Level: Difficult

16. Research indicates that teenagers, in general, tend to engage in a. hypocrisy. b. moderate idealism. c. passive idealism. d. pseudo-reasoning. Answer: a Topic: Effects of Adolescent Thought on Personality and Behavior Learning Objective: LO 5.2: Relate adolescent personality change to cognitive development Skill Level: Understand the Concepts Difficulty Level: Easy

17. As adolescents develop the ability to think about their own thoughts, they become a. egocentric, introspective, and self-conscious. b. extroverted, self-conscious, and introspective. c. introverted, self-conscious, and introspective. d. egocentric, extroverted, and self-conscious.

Answer: a Topic: Effects of Adolescent Thought on Personality and Behavior Learning Objective: LO 5.2: Relate adolescent personality change to cognitive development Skill Level: Analyze It Difficulty Level: Difficult 18. Research by Elkind (1967) indicates that adolescents are subject to the “personal fable.” This is their belief in a. the commonness of their personal experiences. b. the uniqueness of their personal experiences. c. the riskiness of their personal experiences. d. the mundaneness of their personal experiences. Answer: b Topic: Effects of Adolescent Thought on Personality and Behavior Learning Objective: LO 5.2: Relate adolescent personality change to cognitive development Skill Level: Understand the Concepts Difficulty Level: Moderate 19. Critics of Piaget’s theory of cognitive development have shown that a. concrete operational abilities do not emerge at a set time. b. sensorimotor skills do not emerge at a set time. c. formal operational abilities do not emerge at a set time. d. preoperational abilities do not emerge at a set time. Answer: c Topic: Critique of Piaget’s Theory Learning Objective: LO 5.3: Critique Piaget’s theory of cognitive development Skill Level: Understand the Concepts Difficulty Level: Moderate 20. The concept of “dialectics” is a form of a. advanced reasoning. b. egocentrism. c. preoperational thinking. d. language acquisition. Answer: a Topic: Critique of Piaget’s Theory Learning Objective: LO 5.3: Critique Piaget’s theory of cognitive development Skill Level: Understand the Concepts Difficulty Level: Easy

21. Most researchers agree that a. adults do not reason as logically as adolescents. b. adolescents and adults have equal intelligence levels. c. adolescents are smarter than adults. d. adults are smarter than adolescents. Answer: d Topic: Critique of Piaget’s Theory Learning Objective: LO 5.3: Critique Piaget’s theory of cognitive development Skill Level: Understand the Concepts Difficulty Level: Easy

22. Which of the following findings by Piaget is still supported today by research? a. Metacognition improves through adolescence. b. Children become significantly more intelligent at age 7. c. Inductive reasoning does not improve during the early stages of adolescence. d. Deductive reasoning does not improve during adolescence. Answer: a Topic: What Can We Retain from Formal Operations Learning Objective: LO 5.4: List the substantiated elements of Piagetian theory Skill Level: Analyze It Difficulty Level: Difficult 23. Much of the current research on cognitive development in adolescence is based on which approach? a. Piaget’s stage theory b. The information processing approach c. The biological approach d. The psychometric approach Answer: b Topic: Information Processing Learning Objective: LO 5.5: Relate the information-processing perspective to adolescent cognitive development Skill Level: Understand the Concepts Difficulty Level: Moderate

24. Most adolescence researchers believe that cognitive growth is a. stage-like and continuous. b. step-like and discontinuous. c. gradual and continuous. d. graduated and discontinuous.

Answer: c Topic: Information Processing Learning Objective: LO 5.5: Relate the information-processing perspective to adolescent cognitive development Skill Level: Understand the Concepts Difficulty Level: Easy 25. ____________emphasizes progressive steps and actions that occur when an adolescent receives information and tries to retrieve it. a. Piaget’s cognitive stage theory b. The information processing approach c. The psychometric approach d. The maturational approach Answer: b Topic: Information Processing Learning Objective: LO 5.5: Relate the information-processing perspective to adolescent cognitive development Skill Level: Understand the Concepts Difficulty Level: Moderate 26. According to the information processing approach, the first step is a. interpretation. b. perception. c. selection. d. focus. Answer: b Topic: Information Processing Learning Objective: LO 5.5: Relate the information-processing perspective to adolescent cognitive development Skill Level: Understand the Concepts Difficulty Level: Easy 27. Riley can’t get the song from the concert he attended last night out of his head. Researchers would say he is holding this song in the a. long-term unit of his memory. b. short-term stage of his memory. c. sensory storage stage of his memory. d. elaboration stage of his memory. Answer: c Topic: Information Processing Learning Objective: LO 5.5: Relate the information-processing perspective to adolescent cognitive development

Skill Level: Apply What You Know Difficulty Level: Moderate 28. Research indicates that the ability to retrieve information stored in _______does not change that much as children and adolescents mature. a. long-term memory b. sensory memory c. short-term memory d. visual memory Answer: b Topic: Information Processing Learning Objective: LO 5.5: Relate the information-processing perspective to adolescent cognitive development Skill Level: Understand the Concepts Difficulty Level: Moderate 29. _______involves information still being rehearsed and focused on in the conscious mind. a. Short-term memory b. Long-term memory c. Sensory memory d. Visual memory Answer: a Topic: Information Processing Learning Objective: LO 5.5: Relate the information-processing perspective to adolescent cognitive development Skill Level: Understand the Concepts Difficulty Level: Easy 30. Research indicates that ___________ improves from childhood to adolescence and throughout adolescence into young adulthood. a. short-term memory b. long-term memory c. sensory memory d. echoic memory Answer: b Topic: Information Processing Learning Objective: LO 5.5: Relate the information-processing perspective to adolescent cognitive development Skill Level: Understand the Concepts Difficulty Level: Moderate 31. Research by Coyle et al. (2011) indicates that enhanced short-term memory leads to a. decreases in intelligence and problem solving.

b. increases in intelligence and problem solving. c. increases in sensory input and overload. d. decreases in sensory input and overload. Answer: b Topic: Information Processing Learning Objective: LO 5.5: Relate the information-processing perspective to adolescent cognitive development Skill Level: Understand the Concepts Difficulty Level: Difficult 32. Adolescents can think more quickly than children because a. more of their neurons are myelinated. b. fewer of their neurons are myelinated. c. their neurons are firing at a steady pace. d. their neurons are firing at a graduated pace. Answer: a Topic: Information Processing Learning Objective: LO 5.5: Relate the information-processing perspective to adolescent cognitive development Skill Level: Analyze It Difficulty Level: Moderate 33. Adolescents who have the characteristic of “polychroncity” like to a. play extreme sports. b. play computer games. c. juggle multiple tasks. d. have challenging activities to perform. Answer: c Topic: Information Processing Learning Objective: LO 5.5: Relate the information-processing perspective to adolescent cognitive development Skill Level: Understand the Concepts Difficulty Level: Easy 34. The most basic of the thought processes is called a. deliberation. b. rationalization. c. reasoning. d. inference. Answer: d Topic: Information Processing

Learning Objective: LO 5.5: Relate the information-processing perspective to adolescent cognitive development Skill Level: Understand the Concepts Difficulty Level: Moderate 35. __________is a complicated process that involves information search and processing to understand available options. a. Reasoning b. Decision making c. Deliberate processing d. Deduction Answer: b Topic: Decision Making Learning Objective: LO 5.6: Characterize adolescent decision-making skills Skill Level: Understand the Concepts Difficulty Level: Easy 36. Melanie has just realized that she studies better with classical music on the stereo. This type of thought is an example of a. deductive reasoning. b. inductive reasoning. c. metacognition. d. higher-order reasoning. Answer: c Topic: Decision Making Learning Objective: LO 5.6: Characterize adolescent decision-making skills Skill Level: Apply What You Know Difficulty Level: Moderate 37. Eric paid to watch a movie at the theater. Halfway through the movie, he decides he dislikes it, but he continues to watch it until the end. The reason Eric stayed and watched the entire movie is due to the a. representativeness heuristic. b. sunk-cost fallacy. c. availability heuristic. d. risky shift rule of thumb. Answer: b Topic: Decision Making Learning Objective: LO 5.6: Characterize adolescent decision-making skills Skill Level: Apply What You Know Difficulty Level: Moderate

38. Research by Reyna and Farley (2006) indicates adolescents often _______the rate of _____consequences from risky actions. a. underestimate; positive b. overestimate; positive c. underestimate; negative d. overestimate; negative Answer: d Topic: Decision Making Learning Objective: LO 5.6: Characterize adolescent decision-making skills Skill Level: Analyze It Difficulty Level: Difficult 39. Heuristics are a. rules of thumb. b. poor decisions. c. well-thought-out decisions. d. risky decisions. Answer: a Topic: Decision Making Learning Objective: LO 5.6: Characterize adolescent decision-making skills Skill Level: Understand the Concepts Difficulty Level: Easy 40. As adolescents age, they see the truth as more a. subjective, not objective. b. objective, not subjective. c. subject to change, not stable. d. stable, not subject to change. Answer: a Topic: Epistemic Reasoning Learning Objective: LO 5.7: Outline the development of epistemic reasoning during adolescence Skill Level: Analyze It Difficulty Level: Difficult 41. Children at the age of 6 or 7 are a. rationalists. b. naïve realists. c. thoughtful realists. d. defensive realists. Answer: b Topic: Epistemic Reasoning

Learning Objective: LO 5.7: Outline the development of epistemic reasoning during adolescence Skill Level: Understand the Concepts Difficulty Level: Moderate 42. The ______becomes thicker and more developed throughout young adulthood. a. limbic system b. corpus callosum c. pons d. medulla Answer: b Topic: Brain Development During Adolescence Learning Objective: LO 5.8: Explain how brain maturation influences cognitive development during adolescence Skill Level: Understand the Concepts Difficulty Level: Moderate 43. Researchers who support the _______are interested in understanding the nature of _____and how it changes as we age. a. biological approach; reasoning b. reasoning approach; heuristics c. psychometric approach; intelligence d. cognitive approach; rationalization Answer: c Topic: Assessing Cognition Learning Objective: LO 5.9: Contrast the theories of intelligence Skill Level: Analyze It Difficulty Level: Moderate 44. Raymond Cattell (1963) believed that there are two forms of intelligence known as a. fluid and crystallized. b. rational and irrational. c. analytic and creative. d. linguistic and logical. Answer: a Topic: Theories of Intelligence Learning Objective: LO 5.9: Contrast the theories of intelligence Skill Level: Understand the Concepts Difficulty Level: Easy 45. Howard Gardner theorized in his book Frames of Mind that there was/were a. one type of intelligence. b. five types of intelligence.

c. seven types of intelligence. d. nine types of intelligence. Answer: c Topic: Theories of Intelligence Learning Objective: LO 5.9: Contrast the theories of intelligence Skill Level: Understand the Concepts Difficulty Level: Easy 46. Howard Gardner would theorize that a surgeon would have which type of intelligence? a. Linguistic intelligence b. Body-kinesthetic intelligence c. Intrapersonal intelligence d. Interpersonal intelligence Answer: b Topic: Theories of Intelligence Learning Objective: LO 5.9: Contrast the theories of intelligence Skill Level: Analyze It Difficulty Level: Moderate 47. Martin et al. (2010) has shown that high emotional intelligence has been linked to a. larger cerebellums and cortices. b. faster synaptic connections and processing. c. good physical and psychological health. d. high levels of dopamine and norepinephrine. Answer: c Topic: Theories of Intelligence Learning Objective: LO 5.9: Contrast the theories of intelligence Skill Level: Understand the Concepts Difficulty Level: Moderate 48. The SAT test is an example of a(n) a. intelligence test. b. achievement test. c. integrity test. d. aptitude test. Answer: b Topic: Intelligence Testing Learning Objective: LO 5.10: Explain the efficacy of using standardized tests to assess achievement and intelligence Skill Level: Analyze It Difficulty Level: Easy

49. Research by Schneider et al. (1999) indicates that individuals’ intelligence levels a. abruptly decrease when they reach adolescence. b. decrease slightly when they reach adolescence. c. increase dramatically when they reach adolescence. d. stabilize when they reach adolescence. Answer: d Topic: Intelligence Testing Learning Objective: LO 5.10: Explain the efficacy of using standardized tests to assess achievement and intelligence Skill Level: Understand the Concepts Difficulty Level: Difficult 50. A new approach to intelligence testing called ________ taps an individual’s ability to learn from social interactions. a. analytic testing b. dynamic testing c. heuristic testing d. logical testing Answer: b Topic: Intelligence testing Learning Objective: LO 5.10: Explain the efficacy of using standardized tests to assess achievement and intelligence Skill Level: Understand the Concepts Difficulty Level: Moderate

SHORT ANSWER 1. Identify each of the three approaches to explaining cognitive development and discuss how each approach is unique from the others. Topic: Piaget’s Stages of Cognitive Development Learning Objective: LO 5.1: Describe Piaget’s theory of cognitive development 2. Piaget developed conversation tasks or problems that he used with children. Describe one of these tasks, and what it assesses relevant to his stage theory of cognitive development. Topic: Piaget’s Stages of Cognitive Development Learning Objective: LO 5.1: Describe Piaget’s theory of cognitive development

3. Piaget theorized that adolescents in the formal operational stage of cognitive development successfully use several types of reasoning. Identify two forms of reasoning that adolescents use in this stage, and provide an example of each. Topic: Piaget’s Stages of Cognitive Development Learning Objective: LO 5.1: Describe Piaget’s theory of cognitive development

4. The behavior of adolescents, in general, has been observed to be hypocritical. Discuss the concept of adolescent hypocrisy, and provide theoretical insight into this phenomenon. Topic: Effects of Adolescent Thought on Personality and Behavior Learning Objective: LO 5.2: Relate adolescent personality change to cognitive development 5. The most widely accepted model of memory is the three-stage model of memory. Identify each of the three stages, and provide examples of how an individual progresses through each stage. Topic: Information Processing Learning Objective: LO 5.5: Relate the information-processing perspective to adolescent cognitive development 6. Information after memory retrieval is manipulated using higher-order thought processes. Identify three higher-order thought processes, and describe a time when an adolescent might use each one. Topic: Information Processing Learning Objective: LO 5.5: Relate the information-processing perspective to adolescent cognitive development 7. Adolescents and adults sometimes make poor decisions. Discuss and define the concept of heuristics, and how it can be a barrier to good decision making. Topic: Decision Making Learning Objective: LO 5.6: Characterize adolescent decision-making skills

8. Discuss adolescent brain development, and the age when brain development is completed. Identify three brain structures that mature during adolescence as well as their functions. Topic: Brain Development during Adolescence Learning Objective: LO 5.8: Explain how brain maturation influences cognitive development during adolescence

ESSAY (with Key Points) 1. Researchers over the years have proposed various theories of intelligence. In one to two pages, discuss Raymond Cattell’s (1963) theory of intelligence, and contrast it with Howard Gardner’s (1993) theory of intelligence. In your comparison, outline the positive and negative aspects of each theory. Learning Objective(s): LO 5.5: Relate the information-processing perspective to adolescence cognitive development LO 5.9: Contrast the theories of intelligence LO 5.10: Explain the efficacy of using standardized tests to assess achievement and intelligence

Brief Outline I.

Introduction A. Describe Raymond Cattell’s Theory of Intelligence. 1. Fluid and crystallized. B. Describe Howard Gardner’s Theory of Intelligence. 1. Seven forms of intelligence. II. Body A. Compare and contrast each theory. 1. Positive aspects of each theory. 2. Negative aspects of each theory. III. Conclusion

2. Students’ achievement test results (e.g. SAT, ACT) can vary for many reasons. In one to two pages, discuss two physical reasons and two psychometric reasons for variations. Describe two solutions researchers are using to reduce these variations. Learning Objective(s): LO 5.5: Relate the information-processing perspective to adolescence cognitive development LO 5.9: Contrast the theories of intelligence LO 5.10: Explain the efficacy of using standardized tests to assess achievement and intelligence

Brief Outline I.

II.

III.

Introduction A. Discuss the difference between intelligence and achievement tests. B. Describe test score variations. Body A. Identify two physical reasons for test variation. 1. Anxiety, nutrition, sleep. B. Identify two psychometric reasons for test variation. 1. Cultural bias, validity, and reliability of the instrument. C. Solutions to reduce test score variation. Conclusion

3. In 1967, Elkind developed the concept of the “personal fable.” In one to two pages, define the concept, and discuss how it develops in adolescents and what purpose it serves. Also discuss the positive and negative benefits to this concept. Learning Objective(s):

LO 5.2: Relate adolescent personality change to cognitive development LO 5.6: Characterize adolescent decision-making skills LO 5.7: Outline the development of epistemic reasoning during adolescence

Brief Outline I.

II.

III.

Introduction A. Define the concept of a personal fable. 1. How it develops. 2. Purpose it serves. Body A. Give an example of a personal fable. B. Discuss benefits to adolescents of having a personal fable. C. Discuss drawbacks to adolescent of having a personal fable. Conclusion

4. It is widely realized that adolescents are more likely to make risky decisions than adults. In one to two pages, define what a risky decision is, and what current researchers theorize is behind this risk-taking behavior. Incorporate socioemotional systems and cognitive control systems (e.g. dual-process model) into your discussion. Learning Objective(s): LO 5.6: Characterize adolescent decision-making skills LO 5.7: Outline the development of epistemic reasoning during adolescence LO 5.8: Explain how brain maturation influences cognitive development during adolescence

Brief Outline I.

II.

III.

Introduction A. Define a risky decision. B. Discuss past research on risky behavior. 1. Elkind (personal fable). 2. Egocentrism. Body A. Discuss the dual process model. 1. Socioemotional system (e.g. peer pressure). 2. Cognitive control (e.g. pessimistic assessment of life). Conclusion

5. New data have contradicted parts of Piaget’s theory of cognitive development. In one to two pages, give a brief overview of Piaget’s stage theory, discuss at least four aspects of his theory

that current research has refuted, and then discuss some of the substantiated elements of his theory. Learning Objective(s): LO 5.1: Describe Piaget’s theory of cognitive development LO 5.2: Relate adolescent personality change to cognitive development LO 5.3: Critique Piaget’s theory of cognitive development LO 5.4: List the substantiated elements of the Piagetian theory

Brief Outline I. II.

III.

Introduction A. Discuss Piaget’s stage of theory of cognitive development. Body A. Identify four aspects of his theory that have been refuted. B. Discuss aspects of his theory that have been substantiated. Conclusion

Chapter 6 Dolgin Test Bank MULTIPLE CHOICE 1. Which two concepts make up an individual’s self-esteem? a. Self-consciousness and self-perception b. Self-concept and identity c. Intelligence and physical appearance d. Physical appearance and identity Answer: b Topic: Self-Concept and Self-Esteem Learning Objective: LO 6.1: Describe the importance of having a positive self-concept Skill Level: Understand the Concepts Difficulty Level: Moderate 2.

When a person realizes she is a separate entity from her parents, this exemplifies the concept of a. self-consciousness. b. self-perception. c. the existential self. d. the categorical self. Answer: c Topic: Self-Concept and Self-Esteem Learning Objective: LO 6.1: Describe the importance of having a positive self-concept Skill Level: Understand the Concepts Difficulty Level: Easy

3. _______is the sum total of our self-definitions, changes over our lifespans, and undergoes major revisions during adolescence. a. The categorical self b. Self-perception c. Self-esteem d. The self-concept Answer: a Topic: Self-Concept and Self-Esteem Learning Objective: LO 6.1: Describe the importance of having a positive self-concept Skill Level: Understand the Concepts Difficulty Level: Easy

4. Kendall wants to become a figure skater when she grows up. She also wants to be a kind, giving person who helps others in need. Kendall’s thoughts exemplify her a. self-concept. b. self-perception. c. ideal self. d. realistic self. Answer: c Topic: Self-Concept and Self-Esteem Learning Objective: LO 6.1: Describe the importance of having a positive self-concept Skill Level: Apply What You Know Difficulty Level: Easy

5. People, in general, have at least ______different selves. a. two b. four c. seven d. nine Answer: c Topic: Self-Concept and Self-Esteem Learning Objective: LO 6.1: Describe the importance of having a positive self-concept Skill Level: Understand the Concepts Difficulty Level: Moderate

6. Martin is proud that his perceived self matches up fairly closely to his ideal self. According to Carl Rogers, Martin has a sense of a. self-congruence. b. self-equity. c. self-balance. d. self-similarity. Answer: a Topic: Self-Concept and Self-Esteem Learning Objective: LO 6.1: Describe the importance of having a positive self-concept Skill Level: Apply What You Know Difficulty Level: Easy

7. Research by Pearson & Gleaves (2006) has shown that perfectionism is correlated to a. the development of eating disorders. b. the development of a solid self-concept. c. the development of low self-esteem. d. the development of mood disorders.

Answer: a Topic: Self-Concept and Self-Esteem Learning Objective: LO 6.1: Describe the importance of having a positive self-concept Skill Level: Understand the Concepts Difficulty Level: Moderate 8. If a child lacked a positive expected self, what type of future behavior, according to Oyserman and Markus (1990b), would most likely occur? a. The child would become a perfectionist. b. The child would engage in antisocial and unproductive behavior. c. The child would develop wavering self-esteem. d. The child would be unclear with regard to his gender identity. Answer: b Topic: Self-Concept and Self-Esteem Learning Objective: LO 6.1: Describe the importance of having a positive self-concept Skill Level: Analyze It Difficulty Level: Difficult

9. Konrath et al. (2010) found that Millennials are a. more concerned about others than previous generations. b. less self-absorbed than previous generations. c. less concerned about others than previous generations. d. more self-righteous than previous generations. Answer: c Topic: Self-Concept and Self-Esteem Learning Objective: LO 6.1: Describe the importance of having a positive self-concept Skill Level: Understand the Concepts Difficulty Level: Moderate 10. For one to have high self-esteem, there must be a correspondence between one’s a. self-perception and self-insight. b. possible self and self-perception. c. self-concept and ideal self. d. possible self and ideal self. Answer: c Topic: Self-Concept and Self-Esteem Learning Objective: LO 6.1: Describe the importance of having a positive self-concept Skill Level: Understand the Concepts Difficulty Level: Easy

11. Which of the following symptoms would you expect someone with low self-esteem to have? a. Psychosomatic complaints b. An overly optimistic possible self c. Disoriented self-insight d. High aptitude Answer: a Topic: Self-Concept and Self-Esteem Learning Objective: LO 6.1: Describe the importance of having a positive self-concept Skill Level: Analyze It Difficulty Level: Moderate

12. Research by Twenge & Campbell (2008) found that adolescents today, in comparison to adolescents in 1975, a. feel that they will make good employees and parents. b. feel that they will make will not make good employees and parents. c. feel that they will be financially secure in the future. d. feel that they will not be financially secure in the future. Answer: a Topic: Self-Concept and Self-Esteem Learning Objective: LO 6.1: Describe the importance of having a positive self-concept Skill Level: Analyze It Difficulty Level: Moderate 13. One reason that the self-esteem of today’s youths is high might be due to a. the influence of cell phones. b. the influence of video games. c. the influence of grade inflation. d. the influence of teacher role models. Answer: c Topic: Self-Concept and Self-Esteem Learning Objective: LO 6.1: Describe the importance of having a positive self-concept Skill Level: Understand the Concepts Difficulty Level: Easy 14. Research conducted in the 1990s found that juvenile delinquents’ self-esteem is typically a. low. b. high. c. variable. d. nonexistent.

Answer: c Topic: Self-Concept and Self-Esteem Learning Objective: LO 6.1: Describe the importance of having a positive self-concept Skill Level: Understand the Concepts Difficulty Level: Moderate

15. Recent research has found a positive relationship between _____and delinquency. a. self-esteem b. narcissism c. extraversion d. introversion Answer: b Topic: Self-Concept and Self-Esteem Learning Objective: LO 6.1: Describe the importance of having a positive self-concept Skill Level: Analyze It Difficulty Level: Moderate

16. An adolescent with high self-esteem would most likely have been raised by a parent with which of the following parenting styles? a. Permissive b. Authoritative c. Egalitarian d. Submissive Answer: b Topic: Self-Concept and Self-Esteem Learning Objective: LO 6.1: Describe the importance of having a positive self-concept Skill Level: Analyze It Difficulty Level: Difficult

17. The self-esteem of African American adolescents is enhanced when a. they perceive themselves as physically attractive. b. they perceive themselves as being extraverted. c. they receive moderate grades in school. d. they perceive their ethnic identity positively. Answer: d Topic: Self-Concept and Self-Esteem Learning Objective: LO 6.1: Describe the importance of having a positive self-concept Skill Level: Understand the Concepts Difficulty Level: Moderate

18. Which adolescent ethnic minority tends to have the lowest self-esteem? a. Asian Americans b. African Americans c. Mexican Americans d. Native Americans Answer: a Topic: Self-Concept and Self-Esteem Learning Objective: LO 6.1: Describe the importance of having a positive self-concept Skill Level: Analyze It Difficulty Level: Moderate 19. Maritza is an adolescent girl who has high self-esteem. Maritza’s self-esteem is most likely based on a. her successful relationships with others. b. her academic achievements. c. her athletic ability. d. her aptitude. Answer: a Topic: Self-Concept and Self-Esteem Learning Objective: LO 6.1: Describe the importance of having a positive self-concept Skill Level: Apply What You Know Difficulty Level: Moderate 20. Cesar is an adolescent boy who has high self-esteem. Cesar’s self-esteem is most likely based on a. his feeling of interconnectedness with others. b. his achievements. c. his aptitude. d. his perceived level of physical attractiveness. Answer: b Topic: Self-Concept and Self-Esteem Learning Objective: LO 6.1: Describe the importance of having a positive self-concept Skill Level: Apply What You Know Difficulty Level: Moderate

21. Self-esteem and _____ are ______ correlated. a. physical attractiveness; negatively b. stress; negatively

c. stress; positively d. physical disabilities; positively Answer: b Topic: Self-Esteem and Self-Concept Learning Objective: LO 6.1: Describe the importance of having a positive self-concept Skill Level: Analyze It Difficulty Level: Difficult

22. Erik Erikson theorized that there are _____ central identity conflicts. a. two b. five c. seven d. nine Answer: c Topic: Identity Learning Objective: LO 6.2: Summarize the process of forming an identity during adolescence Skill Level: Understand the Concepts Difficulty Level: Easy 23. Erik Erikson’s identity conflict of self-certainty vs. self-consciousness most closely resembles the concept of a. self-esteem. b. self-efficacy. c. self-concept. d. self-perception. Answer: b Topic: Identity Learning Objective: LO 6.2: Summarize the process of forming an identity during adolescence Skill Level: Analyze It Difficulty Level: Moderate 24. Which of Erik Erikson’s identity conflict stages receives the most amount of criticism? a. Sexual polarization vs. bisexual confusion b. Apprenticeship vs. work paralysis c. Ideological commitment vs. confusion of values d. Role experimentation vs. role fixation Answer: a Topic: Identity

Learning Objective: LO 6.2: Summarize the process of forming an identity during adolescence Skill Level: Analyze It Difficulty Level: Moderate 25. According to James Marcia, an adolescent must meet __________to attain a mature identity. a. one criteria b. dual criteria c. multiple criteria d. nonspecific criteria Answer: b Topic: Identity Learning Objective: LO 6.2: Summarize the process of forming an identity during adolescence Skill Level: Understand the Concepts Difficulty Level: Easy 26. James Marcia theorized that an adolescent must undergo _______ and ______ to attain a mature identity. a. crises; make commitments b. low self-esteem; crises c. an incoherent self-concept; maladjustment d. crises; maladjustment Answer: a Topic: Identity Learning Objective: LO 6.2: Summarize the process of forming an identity during adolescence Skill Level: Understand the Concepts Difficulty Level: Difficult 27. _______ means a period of delay granted to an individual who is not ready to make a decision. a. A faction b. A schism c. A hiatus d. A moratorium Answer: d Topic: Identity Learning Objective: LO 6.2: Summarize the process of forming an identity during adolescence Skill Level: Understand the Concepts Difficulty Level: Easy

28. Once an individual’s identity has been achieved, a. self-tolerance occurs. b. self-acceptance occurs. c. self-insight occurs. d. self-perception occurs. Answer: b Topic: Identity Learning Objective: LO 6.2: Summarize the process of forming an identity during adolescence Skill Level: Analyze It Difficulty Level: Moderate 29. Research by van Hoof (1999) indicates that most college students a. have not achieved an identity by graduation. b. have achieved an identity by graduation. c. have a weak identity through college. d. have a strong identity through college. Answer: a Topic: Identity Learning Objective: LO 6.2: Summarize the process of forming an identity during adolescence Skill Level: Understand the Concepts Difficulty Level: Moderate 30. Miguel has a foreclosure status. This means Miguel a. is uncertain about his career plans. b. is certain about his career plans. c. does not want to address his career plans. d. is meeting with a counselor to decide his career plans. Answer: b Topic: Identity Learning Objective: LO 6.2: Summarize the process of forming an identity during adolescence Skill Level: Apply What You Know Difficulty Level: Moderate 31. Which aspect of an individual’s identity is established the earliest with regard to age? a. Physical b. Social c. Moral d. Ideological Answer: a

Topic: Identity Learning Objective: LO 6.2: Summarize the process of forming an identity during adolescence Skill Level: Analyze It Difficulty Level: Moderate 32. _______is the adjustment of minority groups to the culture of the dominant group. a. Stress modification b. Acculturation c. Ethnic integration d. Ethnic adjustment Answer: b Topic: Racial and Ethnic Identity Learning Objective: LO 6.3: Describe the impact of race and ethnicity on the process of forming an identity Skill Level: Understand the Concepts Difficulty Level: Easy 33. __________ is the loss or absence of one’s culture of origin and lack of involvement with the dominant society. a. Ethnic separation b. Assimilation c. Marginality d. Moratorium Answer: c Topic: Racial and Ethnic Identity Learning Objective: LO 6.3: Describe the impact of race and ethnicity on the process of forming an identity Skill Level: Understand the Concepts Difficulty Level: Easy 34. Research indicates that children are born a. understanding the concept of ethnic identity. b. not understanding the concept of ethnic identity. c. with vague conceptions of ethnic identities. d. with multiple identities. Answer: b Topic: Racial and Ethnic Identity Learning Objective: LO 6.3: Describe the impact of race and ethnicity on the process of forming an identity Skill Level: Understand the Concepts Difficulty Level: Moderate

35. Individuals who are more likely to become radicalized a. have failed to achieve their personal aspirations. b. perceive themselves as not physically attractive. c. have sensation-seeking personality traits. d. have introverted personalities. Answer: a Topic: Racial and Ethnic Identity Learning Objective: LO 6.3: Describe the impact of race and ethnicity on the process of forming an identity Skill Level: Understand the Concepts Difficulty Level: Easy 36. One solution suggested to prevent jihadism in Western youth is a. to ensure they receive a good education. b. to ensure they receive access to adequate health care. c. to ensure they have warm relationships with mentors and parents. d. to ensure they have access to counseling professionals. Answer: c Topic: Racial and Ethnic Identity Learning Objective: LO 6.3: Describe the impact of race and ethnicity on the process of forming an identity Skill Level: Analyze It Difficulty Level: Moderate 37. Research indicates that most Caucasians ________ racial ethnic identity. a. have a strong b. do not have a strong c. are confused about their d. do not care about their Answer: b Topic: Racial and Ethnic Identity Learning Objective: LO 6.3: Describe the impact of race and ethnicity on the process of forming an identity Skill Level: Understand the Concepts Difficulty Level: Easy 38. _______entails all of the cultural aspects and expectations that go along with one’s biological attributes. a. Sex b. Sexual category c. Gender d. Femininity

Answer: c Topic: Sex and Gender Learning Objective: LO 6.4: Explain the development of gender differences in behavior Skill Level: Analyze It Difficulty Level: Easy 39. Adolescent boys whose mothers received progesterone during pregnancy exhibit a. more assertive behavior than boys whose mothers did not receive the hormone. b. less assertive behavior than boys whose mothers did not receive the hormone. c. more erratic behavior and thinking than boys whose mothers did not receive the hormone. d. more mood disorders than boys whose mothers did not receive the hormone. Answer: b Topic: Sex and Gender Learning Objective: LO 6.4: Explain the development of gender differences in behavior Skill Level: Understand the Concepts Difficulty Level: Moderate 40. Kevin is a 7-year-old boy who likes to play video games and baseball. Kevin has learned his gender role through a. interactions and experience. b. genetic programming. c. hormonal influences. d. biological instincts. Answer: a Topic: Sex and Gender Learning Objective: LO 6.4: Explain the development of gender differences in behavior Skill Level: Apply What You Know Difficulty Level: Moderate 41. A street gang is an example of a subgroup that has a. a kinetic conceptualization of masculinity. b. a vague conceptualization of masculinity. c. a weak conceptualization of masculinity. d. a rigid conceptualization of masculinity. Answer: d Topic: Sex and Gender Learning Objective: LO 6.4: Explain the development of gender differences in behavior Skill Level: Analyze It Difficulty Level: Moderate 42. Social learning theory believes boys and girls learn sex-typed behavior a. through reinforcement and punishment. b. through formal and informal education.

c. through guidance by their parents. d. through biological programming. Answer: a Topic: Sex and Gender Identity Learning Objective: LO 6.4: Explain the development of gender differences in behavior Skill Level: Understand the Concepts Difficulty Level: Easy 43. One way to reinforce gender roles is by giving a. children gender-specific foods. b. children gender-specific education. c. children gender-specific toys. d. children gender-specific movies. Answer: c Topic: Sex and Gender Identity Learning Objective: LO 6.4: Explain the development of gender differences in behavior Skill Level: Understand the Concepts Difficulty Level: Easy 44. Gender role learning in children takes place a. almost unconsciously. b. very consciously. c. over 20 to 30 years. d. while the child is out of his or her cultural context. Answer: a Topic: Sex and Gender Identity Learning Objective: LO 6.4: Explain the development of gender differences in behavior Skill Level: Understand the Concepts Difficulty Level: Difficult 45. If a male and female toddler were observed while playing alone, according to Eleanor Maccoby’s (1999) research, an observer would likely notice a. significant sex-typed behavior from both toddlers. b. very little sex-typed behavior from both toddlers. c. a competitive interaction between the toddlers. d. a sharing interaction between the toddlers. Answer: b Topic: Sex and Gender Identity Learning Objective: LO 6.4: Explain the development of gender differences in behavior Skill Level: Apply What You Know Difficulty Level: Difficult

46. Gender stereotypes have ______over the past quarter of the century. a. become stronger b. become blurred c. broken down somewhat d. become ill-defined Answer: c Topic: Sex and Gender Identity Learning Objective: LO 6.4: Explain the development of gender differences in behavior Skill Level: Analyze It Difficulty Level: Moderate 47. A mixing of male and female traits and roles is called a. genderless stereotypes. b. sexual vagueness. c. androgyny. d. sex ambiguity. Answer: c Topic: Sex and Gender Identity Learning Objective: LO 6.4: Explain the development of gender differences in behavior Skill Level: Understand the Concepts Difficulty Level: Easy 48. Being androgynous has a. more benefits for females than males. b. more benefits for males than females. c. equal benefits for male and females. d. no benefits for males or females. Answer: a Topic: Sex and Gender Identity Learning Objective: LO 6.4: Explain the development of gender differences in behavior Skill Level: Understand the Concepts Difficulty Level: Moderate 49. When adolescents become teenagers, what happens to their gender? a. Their gender undergoes a moratorium period. b. They become more gendered. c. They question their gender. d. They become less gendered. Answer: b Topic: Sex and Gender Identity Learning Objective: LO 6.4: Explain the development of gender differences in behavior Skill Level: Analyze It

Difficulty Level: Difficult 50. _______is purely a biological concept, and _______ is a social categorization. a. Gender; sex b. Sex; gender c. Androgyny; sex d. Masculinity; androgyny Answer: b Topic: Sex and Gender Identity Learning Objective: LO 6.4: Explain the development of gender differences in behavior Skill Level: Understand the Concepts Difficulty Level: Easy

SHORT ANSWER 1. Sometimes, the terms “sex” and “gender” are used incorrectly or interchangeably. Define each term, and describe how a child would come to learn his or her sex and gender. Topic: Sex and Gender Learning Objective: LO 6.4: Explain the development of gender differences in behavior 2. Define the term “self-concept,” and discuss how it is developed in adolescents. Also describe how it relates to the existential self. Topic: Self-concept and Self-esteem Learning Objective: LO 6.1: Describe the importance of having a positive self-concept 3. Define the term “self-esteem.” Discuss briefly what research indicates females vs. males base their self-esteem on. Topic: Self-concept and Self-esteem Learning Objective: LO 6.1: Describe the importance of having a positive self-concept 4. Define the term “racial or ethnic identity.” Identify three factors that are positive byproducts of having a strong ethnic identity. Topic: Racial and Ethnic Identity Learning Objective: LO 6.3: Describe the impact of race and ethnicity on the process of forming an identity

5. Describe the social learning theory, and then discuss how boys and girls acquire their gender roles according to this theory. Topic: Sex and Gender Learning Objective: LO 6.4: Explain the development of gender differences in behavior

6. Define the term “androgyny,” and discuss whether males or females benefit more from this concept and why. Topic: Sex and Gender Learning Objective: LO 6.4: Explain the development of gender differences in behavior

7. Discuss how a positive self-concept can be developed, as well as three factors that contribute to a positive self-concept. Topic: Self-concept and Self-Esteem Learning Objective: LO 6.1: Describe the importance of having a positive self-concept

8. Some adolescents become radicalized due to various factors in their lives. Define the term “radicalization,” and discuss three factors that are linked to radicalized adolescents. Topic: Racial and Ethnic Identity Learning Objective: LO 6.3: Describe the impact of race and ethnicity on the process of forming an identity

ESSAY (with Key Points) 1. According to Erik Erikson, the central developmental task of adolescence is the formation of a coherent identity. In one to two pages, define and discuss what an identity is and when it develops. Then describe each of Erikson seven major conflicts that adolescents experience when searching for their identities. Learning Objective(s): LO 6.1: Describe the importance of having a positive self-concept LO 6.2: Summarize the importance of forming an identity during adolescence LO 6.3: Describe the impact of race and ethnicity on the process of forming an identity

Brief Outline I.

II.

III.

Introduction A. Define the concept of identity. 1. Age when it develops. Body A. Describe Erik Erikson’s seven major conflicts. 1. Positive and negative outcomes to how these conflicts are resolved. Conclusion

2. Part of one’s identity is one’s ethnic or racial identity. In one to two pages, define what a racial identity is and how one develops it. Then discuss four acculturation options for ethnic minorities and which one is most closely related to high self-esteem. Learning Objective(s): LO 6.1: Describe the importance of having a positive self-concept LO 6.2: Summarize the importance of forming an identity during adolescence LO 6.3: Describe the impact of race and ethnicity on the process of forming an identity

Brief Outline I.

II.

III.

Introduction A. Definition of racial/ethnic identity. 1. How it develops. Body A. Discussion of four acculturation options. 1. Relationship of each option to levels of self-esteem. Conclusion

3. James Marcia theorizes that there are four basic identity statuses. In one to two pages, define the concept of identity, and then describe Marcia’s theory with the four basic statuses. Also include how this theory differs from Erik Erikson’s idea of identity conflicts. Learning Objective(s): LO 6.1: Describe the importance of having a positive self-concept LO 6.2: Summarize the importance of forming an identity during adolescence LO 6.3: Describe the impact of race and ethnicity on the process of forming an identity

Brief Outline I.

II.

III.

Introduction A. Definition of identity. B. Discussion of Marcia’s theory. Body A. Discussion of four basic identity statuses. B. Discussion of how Erik Erikson’s theory differs from Marcia’s theory. Conclusion

4. In one to two pages, discuss the difference in male and female adolescents’ levels of selfesteem. Also discuss how factors such as socioeconomic status, parenting styles, and integration play a part in adolescents’ levels of self-esteem.

Learning Objective(s): LO 6.1: Describe the importance of having a positive self-concept LO 6.2: Summarize the importance of forming an identity during adolescence LO 6.3: Describe the impact of race and ethnicity on the process of forming an identity

Brief Outline I.

II. III.

Introduction A. Define self-esteem. B. Discuss differences between males’ and females’ levels of self-esteem. Body A. Discuss factors that affect self-esteem (e.g. parenting styles, integration). Conclusion

5. Multiracial individuals can self-identity as belonging to one race or multiple races. In one to two pages, discuss which type of individual has higher or lower self-esteem, and why. Discuss some of the positive and negative outcomes to identifying as multiracial. Learning Objective(s): LO 6.1: Describe the importance of having a positive self-concept LO 6.2: Summarize the importance of forming an identity during adolescence LO 6.3: Describe the impact of race and ethnicity on the process of forming an identity

Brief Outline I.

II. III.

Introduction A. Define multiracial. 1. Self-esteem levels related to single or multiracial self-identity. Body A. Positive and negative outcomes to multiracial identity. Conclusion

Chapter 7 Dolgin Test Bank MULTIPLE CHOICE 1. The most important early research on moral development was conducted by a. Erik Erikson. b. Jean Piaget. c. Lawrence Kohlberg. d. Albert Bandura. Answer: b Topic: Cognitive-Socialization Theories of Development Learning Objective: LO 7.1: Identify theories of moral development Skill Level: Understand the Concepts Difficulty Level: Moderate

Joshua is told by his teacher not to play with the scissors. Joshua then puts the scissors down. According to Piaget, Joshua is experiencing a. moral relativism. b. moral reasoning. c. moral activation. d. moral realism. Answer: d Topic: Cognitive-Socialization Theories of Development Learning Objective: LO 7.1: Identify theories of moral development Skill Level: Apply What You Know Difficulty Level: Difficult

3. ______is the belief that if you do not obey authority figures, you will be caught and punished. a. Moralistic fear b. Immanent justice c. Relative justice d. Moral realism Answer: b Topic: Cognitive-Socialization Theories of Development Learning Objective: LO 7.1: Identify theories of moral development Skill Level: Understand the Concepts

Difficulty Level: Easy 4. Piaget believed that children’s moral reasoning progresses due to a. their fear of punishment. b. their growing intelligence and cognitive sophistication. c. their hormones becoming balanced. d. their personalities becoming solidified. Answer: b Topic: Cognitive-Socialization Theories of Development Learning Objective: LO 7.1: Identify theories of moral development Skill Level: Understand the Concepts Difficulty Level: Moderate 5. Piaget’s research on moral development was based upon children a. up to age 5. b. up to age 9. c. up to age 12. d. up to age 15. Answer: c Topic: Cognitive-Socialization Theories of Development Learning Objective: LO 7.1: Identify theories of moral development Skill Level: Understand the Concepts Difficulty Level: Difficult

6. Based upon his research, Kohlberg found that children almost exclusively reason at the a. preconventional moral level. b. conventional moral level. c. postconventional moral level. d. biconventional moral level. Answer: a Topic: Cognitive-Socialization Theories of Development Learning Objective: LO 7.1: Identify theories of moral development Skill Level: Analyze It Difficulty Level: Moderate

7. Tina takes action by doing what she believes is right and just, but the action will not benefit her in any way. According to Kohlberg, Tina is engaging in a. preconventional moral reasoning. b. conventional moral reasoning.

c. postconventional moral reasoning. d. biconventional moral reasoning. Answer: c Topic: Cognitive-Socialization Theories of Development Learning Objective: LO 7.1: Identify theories of moral development Skill Level: Apply What You Know Difficulty Level: Moderate 8. Krettenauer’s (2004) research found a correlation between a child’s _____ and moral reasoning ability. a. personality b. adjustment c. mental health d. cognitive level Answer: d Topic: Cognitive-Socialization Theories of Development Learning Objective: LO 7.1: Identify theories of moral development Skill Level: Understand the Concepts Difficulty Level: Easy 9. Critics of Kohlberg’s theory raise the concern that a. his theory is gender biased. b. his theory is not based on research. c. his theory does not incorporate a cognitive aspect to it. d. his theory does not incorporate a developmental aspect to it. Answer: a Topic: Cognitive-Socialization Theories of Development Learning Objective: LO 7.1: Identify theories of moral development Skill Level: Analyze It Difficulty Level: Moderate 10. Research in the United States indicates that the _____, the higher one’s moral reasoning will be. a. more extraverted an individual is b. more mentally well-adjusted an individual is c. more educated an individual is d. more introverted an individual is Answer: c Topic: Cognitive-Socialization Theories of Development

Learning Objective: LO 7.1: Identify theories of moral development Skill Level: Analyze It Difficulty Level: Moderate 11. Individuals raised in ______societies tend not to blame the specific characters in Kohlberg’s scenarios for the poor behavior that they choose. a. individualistic b. collectivistic c. independent d. universal Answer: b Topic: Cognitive-Socialization Theories of Development Learning Objective: LO 7.1: Identify theories of moral development Skill Level: Understand the Concepts Difficulty Level: Difficult 12. __________proposed a female alternative to Kohlberg’s stages of moral reasoning. a. Eleanor Maccoby b. Nancy Eisenberg c. Carol Gilligan d. Margaret Mead Answer: c Topic: Cognitive-Socialization Theories of Development Learning Objective: LO 7.1: Identify theories of moral development Skill Level: Understand the Concepts Difficulty Level: Easy 13. Nancy Eisenberg’s reasoning theory focuses on ______ rather than a. prosocial behavior; obedience to authority. b. obedience to authority; prosocial behavior. c. personality-driven behavior; prosocial behavior. d. obedience to authority; personality-driven behavior. Answer: a Topic: Cognitive-Socialization Theories of Development Learning Objective: LO 7.1: Identify theories of moral development Skill Level: Analyze It Difficulty Level: Difficult

14. The social cognitive domain holds that there are _____ to moral reasoning.

a. b. c. d.

two rules three rules five rules 10 rules

Answer: b Topic: Cognitive-Socialization Theories of Development Learning Objective: LO 7.1: Identify theories of moral development Skill Level: Understand the Concepts Difficulty Level: Easy

15. A friend told Elvia she should not wear the color pink. According to the social-cognitive model of moral reasoning, this is a violation of which of the following moral rules? a. Social convention b. Personal preference c. Moral rule d. Moral indifference Answer: b Topic: Cognitive-Socialization Theories of Development Learning Objective: LO 7.1: Identify theories of moral development Skill Level: Apply What You Know Difficulty Level: Moderate

16. Research indicates that ________ have _______ respect for social conventions than adults. a. adolescents; less b. children; more c. adolescents; more d. children; varying levels of Answer: a Topic: Cognitive-Socialization Theories of Development Learning Objective: LO 7.1: Identify theories of moral development Skill Level: Analyze It Difficulty Level: Moderate

17. According to the textbook, one major difference between children and adults, with regard to rules, is that children believe that rules a. are open to discussion and change. b. are set and unchangeable. c. can vary depending upon circumstances. d. are developed with no particular purpose.

Answer: b Topic: Cognitive-Socialization Theories of Development Learning Objective: LO 7.1: Identify theories of moral development Skill Level: Understand the Concepts Difficulty Level: Difficult

18. According to the textbook, teenagers _______ parents about fundamental moral issues. a. usually don’t talk with their b. usually argue with their c. usually agree with their d. usually disagree with their Answer: c Topic: Cognitive-Socialization Theories of Development Learning Objective: LO 7.1: Identify theories of moral development Skill Level: Understand the Concepts Difficulty Level: Difficult

19. _______ are actions that help, benefit, and bolster others. a. Conventional behaviors b. Postconventional behaviors c. Preconventional behaviors d. Prosocial behaviors Answer: d Topic: Moral Reasoning and Prosocial Behavior Learning Objective: LO 7.2: Identify the main factors that promote prosocial behavior Skill Level: Understand the Concepts Difficulty Level: Easy

20. Alex is helping his father wash the dishes. This behavior is an example of a. conventional behavior. b. prosocial behavior. c. presocial behavior. d. proconventional behavior. Answer: b Topic: Moral Reasoning and Prosocial Behavior Learning Objective: LO 7.2: Identify the main factors that promote prosocial behavior Skill Level: Apply What You Know Difficulty Level: Easy

21. Individuals who are _________ are likely to behave a. good moral reasoners; in prosocial ways. b. poor moral reasoners; in immoral ways. c. low in self-esteem; prosocial ways. d. low in self-esteem; immoral ways. Answer: a Topic: Moral Reasoning and Prosocial Behavior Learning Objective: LO 7.2: Identify the main factors that promote prosocial behavior Skill Level: Analyze It Difficulty Level: Moderate

22. According to the textbook, adolescents who are high in empathy tend to engage in a. less prosocial and moral behavior. b. more prosocial behavior and less moral behavior. c. less prosocial behavior and more moral behavior. d. more prosocial and moral behavior. Answer: d Topic: Moral Reasoning and Prosocial Behavior Learning Objective: LO 7.2: Identify the main factors that promote prosocial behavior Skill Level: Understand the Concepts Difficulty Level: Moderate 23. According to research, adolescent who have parents who punish them harshly are a. more likely to develop a moral identity. b. less likely to develop a moral identity. c. confused about developing a moral identity. d. more likely to develop strong moral reasoning ability. Answer: b Topic: Moral Reasoning and Prosocial Behavior Learning Objective: LO 7.2: Identify the main factors that promote prosocial behavior Skill Level: Understand the Concepts Difficulty Level: Moderate

24. According to the textbook, moral learning in children is linked to the a. types of discipline their parents use. b. number of siblings in one’s family. c. presence of grandparents in a child’s life. d. presence of an individualistic culture. Answer: a Topic: Family Factors and Moral Learning

Learning Objective: LO 7.3: Summarize parental practices that foster moral development in adolescents Skill Level: Understand the Concepts Difficulty Level: Difficult 25. Anna’s father has many Socratic discussions with her. Based upon these discussions, research would predict that Anna would have a. a higher level of moral reasoning than her peers. b. a lower level of moral reasoning than her peers. c. an impaired level of moral reasoning in comparison to her peers. d. a disjointed level of moral reasoning in comparison to her peers. Answer: a Topic: Family Factors and Moral Learning Learning Objective: LO 7.3: Summarize parental practices that foster moral development in adolescents Skill Level: Apply What You Know Difficulty Level: Easy 26. _______parenting has the most positive effect on children’s moral learning. a. Permissive b. Authoritative c. Authoritarian d. Democratic Answer: d Topic: Family Factors and Moral Learning Learning Objective: LO 7.3: Summarize parental practices that foster moral development in adolescents Skill Level: Analyze It Difficulty Level: Moderate 27. Adolescent children are more likely to _________ their parents’ values when they expect a. internalize; encouragement. b. externalize; punishment. c. internalize; punishment. d. externalize; encouragement. Answer: a Topic: Family Factors and Moral Learning Learning Objective: LO 7.3: Summarize parental practices that foster moral development in adolescents Skill Level: Analyze It Difficulty Level: Moderate 28. Research, in general, indicates that adolescent peers encourage

a. b. c. d.

more antisocial behavior than prosocial behavior. more prosocial behavior than antisocial behavior. more conventional behavior than prosocial behavior. less conventional behavior than antisocial behavior.

Answer: b Topic: Peer Influence on Morality Learning Objective: LO 7.4: Outline the effects of peer influence on morality Skill Level: Analyze It Difficulty Level: Difficult 29. Research indicates that ________ produce children who are a. harmonious families; less religious. b. discordant families; more religious. c. harmonious families; more religious. d. discordant families; less religious. Answer: c Topic: Spirituality and Religion Learning Objective: LO 7.5: Identify the ways spirituality affects an adolescent’s behavior Skill Level: Analyze It Difficulty Level: Easy 30. As teens move into late adolescence, their religious faith tends to a. increase permanently. b. decline permanently. c. decline temporarily. d. increase temporarily. Answer: c Topic: Spirituality and Religion Learning Objective: LO 7.5: Identify the ways spirituality affects an adolescent’s behavior Skill Level: Analyze It Difficulty Level: Difficult 31. The majority of research indicates that religion has a(n) _________effect on adolescent behavior. a. positive b. negative c. inconsistent d. consistent Answer: a Topic: Spirituality and Religion Learning Objective: LO 7.5: Identify the ways spirituality affects an adolescent’s behavior Skill Level: Understand the Concepts

Difficulty Level: Easy 32. Bonnie is involved in her local church and has many friends. Bonnie has a great deal of a. social resources. b. social capital. c. social networks. d. social investments. Answer: b Topic: Spirituality and Religion Learning Objective: LO 7.5: Identify the ways spirituality affects an adolescent’s behavior Skill Level: Apply What You Know Difficulty Level: Easy 33. By the 1990s, more than 1,000 separate studies have linked television viewing to adolescent a. conflicted behavior. b. prosocial behavior. c. antisocial behavior. d. indifferent behavior. Answer: c Topic: Television, Video Games, and Other Screen Time Learning Objective: LO 7.6: Explain the impact of media on the moral development of American teenagers Skill Level: Understand the Concepts Difficulty Level: Easy 34. A meta-analysis of studies indicates that ________ to older adults. a. adolescents enjoy watching violent media more in comparison b. adolescents do not enjoy watching violent media more in comparison c. adolescents do not model violent behavior after watching it on television in comparison d. adolescents model violent behavior after watching it on television similarly Answer: a Topic: Television, Video Games, and Other Screen Time Learning Objective: LO 7.6: Explain the impact of media on the moral develop of American Teenagers Skill Level: Understand the Concepts Difficulty Level: Moderate 35. The moral development approach grew out of a. Kohlberg’s research. b. Gilligan’s research. c. Bandura’s research. d. Piaget’s research.

Answer: a Topic: Moral Education Learning Objective: LO 7.7: Identify different approaches to teaching morality Skill Level: Understand the Concepts Difficulty Level: Easy 36. Jonathan Haidt theorized that there are ______pillars of virtue and their opposites. a. two b. three c. six d. nine Answer: c Topic: Moral Education Learning Objective: LO 7.7: Identify different approaches to teaching morality Skill Level: Understand the Concepts Difficulty Level: Easy 37. The belief in the good of working for your family or nation is categorized under which of Haidt’s pillars of morality? a. Harm/care b. Loyalty/betrayal c. Fairness/cheating d. Liberty/oppression Answer: b Topic: Moral Education Learning Objective: LO 7.7: Identify different approaches to teaching morality Skill Level: Analyze It Difficulty Level: Moderate 38. One’s passion for freedom and self-determination is categorized under which of Haidt’s pillars of morality? a. Harm/care b. Loyalty/betrayal c. Liberty/oppression d. Fairness/cheating Answer: c Topic: Moral Education Learning Objective: LO 7.7: Identify different approaches to teaching morality Skill Level: Analyze It Difficulty Level: Easy 39. The moral foundations theory differs from Kohlberg’s theory in that a. personality is more emphasized than reasoning.

b. personality is less emphasized than reasoning. c. reasoning is more emphasized than emotions. d. emotions are more emphasized than reasoning. Answer: d Topic: Moral Education Learning Objective: LO 7.7: Identify different approaches to teaching morality Skill Level: Analyze It Difficulty Level: Difficult 40. The main reason students cheat is a. fear of failure. b. peer pressure. c. parent pressure. d. ignorance. Answer: a Topic: Moral Education Learning Objective: LO 7.7: Identify different approaches to teaching morality Skill Level: Understand the Concepts Difficulty Level: Moderate 41. The values clarification approach to moral education is most concerned with a. the content of values. b. the process of valuing. c. the situational factors behind valuing. d. the personality factors behind valuing Answer: b Topic: Moral Education Learning Objective: LO 7.7: Identify different approaches to teaching morality Skill Level: Analyze It Difficulty Level: Moderate 42. The service learning approach to moral education is a. the oldest approach to moral education. b. the newest approach to moral education. c. the least widespread approach to moral education. d. the most criticized approach to moral education. Answer: b Topic: Moral Education Learning Objective: LO 7.7: Identify different approaches to teaching morality Skill Level: Understand the Concepts Difficulty Level: Moderate

43. Cross-cultural research indicates that adolescents worldwide a. are similar in their endorsement of basic human rights. b. are not similar in their endorsement of basic human rights. c. endorse different basic human rights depending on their cultural upbringing. d. endorse varying basic human rights. Answer: a Topic: Moral Education Learning Objective: LO 7.7: Identify different approaches to teaching morality Skill Level: Understand the Concepts Difficulty Level: Difficult 44. Cheating in school has a. gained less acceptance over the years. b. gained more acceptance over the years. c. been tolerated more by administration staff. d. been less tolerated by administration staff. Answer: b Topic: Moral Education Learning Objective: LO 7.7: Identify different approaches to teaching morality Skill Level: Understand the Concepts Difficulty Level: Moderate 45. Today’s teenagers watch more than _______ hours of television a week. a. five b. 10 c. 20 d. 50 Answer: c Topic: Television, Video Games, and Other Screen Time Learning Objective: LO 7.6: Explain the impact of media on the moral development of American teenagers Skill Level: Understand the Concepts Difficulty Level: Moderate 46. ________is needed for ________, but does not guarantee it. a. Moral behavior; moral reasoning b. Moral reasoning; moral behavior c. Personality adjustment; moral behavior d. Moral identity; moral reasoning Answer: b Topic: Cognitive-Socialization Theories of Development Learning Objective: LO 7.1: Identify theories of moral development

Skill Level: Analyze It Difficulty Level: Moderate 47. The social-cognitive model identifies three rules: a. moral rules, social conventions, and personal preferences. b. moral impulses, prosocial conventions, and personal preferences. c. prosocial conventions, personal preferences, and moral disclosures. d. personal conventions, moral disclosures, and social conventions Answer: a Topic: Cognitive-Socialization Theories of Development Learning Objective: LO 7.1: Identify theories of moral development Skill Level: Understand the Concepts Difficulty Level: Moderate 48. According to Carol Gilligan’s research, with which method would a male be most likely to resolve a moral dilemma? a. A caring perspective b. A spiritual perspective c. A legalistic perspective d. An individualistic perspective Answer: c Topic: Cognitive-Socialization Theories of Development Learning Objective: LO 7.1: Identify theories of moral development Skill Level: Analyze It Difficulty Level: Moderate 49. ____________ believe in God and are a. Few adolescents; not spiritual. b. The majority of adolescents; fairly spiritual. c. Collectivistic adolescents; somewhat spiritual. d. Individualistic adolescents; very spiritual. Answer: b Topic: Spirituality and Religion Learning Objective: LO 7.5: Identify the ways spirituality affects an adolescent’s behavior Skill Level: Analyze It Difficulty Level: Difficult 50. Piaget’s concept of morality of constraint is also referred to as a. compliance. b. submissiveness. c. obedience. d. a social convention.

Answer: c Topic: Cognitive-Socialization Theories of Development Learning Objective: LO 7.1: Identify theories of moral development Skill Level: Understand the Concepts Difficulty Level: Moderate

SHORT ANSWER 1. In studying children’s attitudes about the rules of the game of marbles, Piaget concluded that there is first a “morality of constraint” that is followed by a “morality of cooperation.” Define each of these terms, and give an example of how a child might use them. Topic: Cognitive-Socialization Theories of Development Learning Objective: LO 7.1: Identify theories of moral development 2. Piaget (1948) spoke of children moving from a stage of “moral realism” to one of “moral relativism.” Define each of these terms, and give an example of how a child would move from moral realism into moral relativism. Topic: Cognitive-Socialization Theories of Development Learning Objective: LO 7.1: Identify theories of moral development 3. As a result of criticisms of the stage theories of moral reasoning, the social-cognitive domain model of moral reasoning was developed. In three to five sentences, define and describe this theory. Topic: Cognitive-Socialization Theories of Development Learning Objective: LO 7.1: Identify theories of moral development 4. Fabes and Carlo and their colleagues summarized the major factors that influence adolescents’ tendencies to perform prosocial and moral behaviors. Identify and describe three of these factors. Topic: Moral Reasoning and Prosocial Behavior Learning Objective: LO 7.2: Identify the main factors that promote prosocial behavior 5. A contributing factor to prosocial behavior is “moral identity.” Define this term, and discuss three factors that contribute to an adolescent’s development of moral identity. Topic: Moral Reasoning and Prosocial Behavior Learning Objective: LO 7.2: Identify the main factors that promote prosocial behavior 6. Identify and discuss three family factors that contribute to the development of moral reasoning in adolescents. Topic: Family Factors and Moral Learning Learning Objective: LO 7.3: Summarize parental practices that foster moral development in adolescents. 7. Brown and Theobald (1999) identified four ways peers can influence one another’s behavior. Define and describe each of these ways.

Topic: Peer Influence on Morality Learning Objective: LO 7.4: Outline the effects of peer influence on morality 8. Identify and discuss three ways religion or spirituality influences or affects an adolescent’s behavior. Topic: Spirituality and Religion Learning Objective: LO 7.5: Identify the ways spirituality affects an adolescent’s behavior

ESSAY (with Key Points) 1. In one to two pages, describe Kohlberg’s three stages of moral development and how the stages affect thinking. Also, discuss some of the criticisms of Kohlberg’s theory. Learning Objective(s): LO 7.1: Identify theories of moral development LO 7.2: Identify the main factors that promote prosocial behavior

Brief Outline I.

Introduction A. Describe Kohlberg’s theory. 1. Development of theory. 2. Three stages of theory.

II.

Body A. Discuss how these stages affect thinking. B. Discuss criticisms of Kohlberg’s theory.

III.

Conclusion

2. Carol Gilligan is one of the main critics of Kohlberg’s theory of moral development. In one to two pages, discuss Gilligan’s criticisms of Kohlberg’s Theory and the alternative theory she proposed. Learning Objective(s): LO 7.1: Identify theories of moral development LO 7.2: Identify the main factors that promote prosocial behavior LO 7.3: Summarize parental practices that foster moral development in adolescents

Brief Outline I.

Introduction A. Discuss Gilligan’s criticisms of Kohlberg’s theory.

II.

Body A. Describe Gilligan’s alternative female theory of moral development. 1. Development of theory. 2. Theory components.

III.

Conclusion

3. In 1979, Nancy Eisenberg developed a theory of prosocial reasoning. In one to two pages, discuss why Eisenberg developed this theory and the components of it. Also include how this theory differs from stage theories. Learning Objective(s): LO 7.1: Identify theories of moral development LO 7.2: Identify the main factors that promote prosocial behavior LO 7.3: Summarize parental practices that foster moral development in adolescents

Brief Outline I.

Introduction A. Discuss reasons why Eisenberg developed prosocial reasoning theory. 1. Prosocial reasoning definition. 2. Development of theory.

II.

Body A. Discuss Eisenberg’s prosocial reasoning theory. 1. Differences between the theory and stage theories.

III.

Conclusion

4. In one to two pages, discuss how watching violent television affects adolescents’ moral behavior. Include a discussion about the physical and psychological side effects of viewing violent television, and how these viewing habits have changed in the past 30 years. Learning Objective(s): LO 7.1: Identify theories of moral development LO 7.2: Identify the main factors that promote prosocial behavior LO 7.3: Summarize parental practices that foster moral development in adolescents LO 7.6: Explain the impact of media on the moral development of American teenagers

Brief Outline I.

Introduction A. Discuss adolescents’ current television viewing habits. 1. Changes in these habits in the past 30 years.

II.

Body A. Discuss how violent television viewing affects adolescent’s morality development. 1. Physical side effects of violent television viewing. 2. Psychological side effects of violent television viewing.

III.

Conclusion

5. In one to two pages, discuss how the moral development approach grew out of Kohlberg’s theory. Also, define the virtue ethics approach and describe Haidt’s six pillars of morality. Learning Objective(s): LO 7.1: Identify theories of moral development LO 7.2: Identify the main factors that promote prosocial behavior LO 7.7: Identify different approaches to teaching morality

Brief Outline I.

Introduction A. Define the moral development approach. B. Discuss how and why this approach grew out of Kohlberg’s theory.

II.

Body A. Define the virtue ethics approach. B. Define Haidt’s six pillars of morality. 1. Examples of each of the six pillars of morality.

III.

Conclusion

Chapter 8 Dolgin Test Bank MULTIPLE CHOICE 1. Barber (1997) identified three key components to parenting: a. physical autonomy, dysregulation, and connection. b. psychological autonomy, dysregulation, and interdependence. c. interdependence, physical autonomy, and regulation. d. connection, regulation, and psychological autonomy. Answer: d Topic: Parenting Adolescents Learning Objective: LO 8.1: Identify the three key components of good parenting Skill Level: Understand the Concepts Difficulty Level: Moderate 2.

Adolescents whose parents give them the freedom to make decisions and privacy have what is called a. physical autonomy. b. psychological autonomy. c. regulation. d. interdependence. Answer: b Topic: Parenting Adolescents Learning Objective: LO 8.1: Identify the three key components of good parenting Skill Level: Analyze It Difficulty Level: Easy

3. Much research on Caucasian American families reveals that it is normative for adolescents to feel closer to their _______than to their a. mothers; fathers. b. fathers; mothers. c. siblings; parents. d. parents; siblings. Answer: a Topic: Parenting Adolescents Learning Objective: LO 8.1: Identify the three key components of good parenting Skill Level: Understand the Concepts Difficulty Level: Moderate

4. The amount of attention adolescents get from their parents depends partially on ______ and a. birth order; spacing of the children within the family. b. interests of the children; physical attractiveness. c. personality characteristics; physical attractiveness. d. birth order; personality characteristics. Answer: a Topic: Connection Learning Objective: LO 8.2: Outline ways in which parents and their adolescent children can connect Skill Level: Understand the Concepts Difficulty Level: Difficult

5. Paulette feels like she does not receive enough attention from her parents. She also feels like she is pushed around frequently in her family. Consistent with research, Paulette is most likely a. a firstborn child. b. a middle child. c. a twin. d. a youngest child. Answer: b Topic: Connection Learning Objective: LO 8.2: Outline ways in which parents and their adolescent children can connect Skill Level: Apply What You Know Difficulty Level: Easy 6. It appears that parents continue to provide much instrumental support as their children mature, but decrease their levels of a. advice. b. emotional support. c. financial support. d. love. Answer: b Topic: Connection Learning Objective: LO 8.2: Outline ways in which parents and their adolescent children can connect Skill Level: Understand the Concepts Difficulty Level: Moderate 7. _________refers to the ability to identify with the thoughts, attitudes, and feelings of another person.

a. b. c. d.

Empathy Sympathy Identification Emotionality

Answer: a Topic: Connection Learning Objective: LO 8.2: Outline ways in which parents and their adolescent children can connect Skill Level: Understand the Concepts Difficulty Level: Easy 8. Research by Drevets et al. (1996) indicates that older adolescents perceive their parents as more _____ than younger adolescents do, perhaps because the worst conflicts are behind them. a. like-minded b. receptive c. warm d. empathetic Answer: d Topic: Connection Learning Objective: LO 8.2: Outline ways in which parents and their adolescent children can connect Skill Level: Analyze It Difficulty Level: Difficult 9. ________, which refers to the emotions or feelings that exist among family members, may be positive or negative. a. Empathy b. Affect c. Emotionality d. Interdependence Answer: b Topic: Connection Learning Objective: LO 8.2: Outline ways in which parents and their adolescent children can connect Skill Level: Understand the Concepts Difficulty Level: Easy 10. Perceptions of parental support, both intrinsic and extrinsic, correlate ____ with life satisfaction for adolescents. a. positively

b. negatively c. weakly d. strongly Answer: a Topic: Connection Learning Objective: LO 8.2: Outline ways in which parents and their adolescent children can connect Skill Level: Analyze It Difficulty Level: Moderate 11. Kerry’s parents accept and love her just the way that she is. According to Carl Rogers, Kerry’s parents are showing a. conditional positive acceptance. b. unconditional positive acceptance. c. unconditional positive regard. d. conditional positive regard. Answer: c Topic: Connection Learning Objective: LO 8.2: Outline ways in which parents and their adolescent children can connect Skill Level: Apply What You Know Difficulty Level: Easy 12. One of the benefits of parental acceptance is that it inspires and encourages teens to a. be more extraverted. b. study more. c. be more emotional. d. self-disclose. Answer: d Topic: Connection Learning Objective: LO 8.2: Outline ways in which parents and their adolescent children can connect Skill Level: Understand the Concepts Difficulty Level: Moderate

13. Tilton-Weaver et al. (2014) theorize that there are two types of disclosure: a. routine and personal. b. standard and personal. c. emotional and standard. d. routine and standard.

Answer: a Topic: Connection Learning Objective: LO 8.2: Outline ways in which parents and their adolescent children can connect Skill Level: Understand the Concepts Difficulty Level: Moderate

14. Jose is telling his father about what he believes in and how he feels about it. According to Tilton-Weaver’s et al. (1994) research, Jose is engaging in a. routine disclosure. b. personal disclosure. c. standard disclosure. d. emotional disclosure Answer: b Topic: Connection Learning Objective: LO 8.2: Outline ways in which parents and their adolescent children can connect Skill Level: Apply What You Know Difficulty Level: Easy 15. One goal of every adolescent is to be accepted as an autonomous adult. This is accomplished through a process called a. independent drive. b. interdependence. c. separation-individuation. d. parsing. Answer: c Topic: Autonomy Learning Objective: LO 8.3: Relate autonomy to family cohesiveness Skill Level: Understand the Concepts Difficulty Level: Easy

16. The two aspects of autonomy are a. behavioral and emotional. b. interdependent and independent. c. behavioral and interdependent d. emotional and interdependent. Answer: a Topic: Autonomy

Learning Objective: LO 8.3: Relate autonomy to family cohesiveness Skill Level: Understand the Concepts Difficulty Level: Easy

17. Becca is free to choose her own friends. Becca has a. behavioral autonomy. b. interdependent autonomy. c. emotional autonomy. d. contingent autonomy. Answer: a Topic: Autonomy Learning Objective: LO 8.3: Relate autonomy to family cohesiveness Skill Level: Apply What You Know Difficulty Level: Moderate

18. Maccoby and Martin (1983) developed two independent parenting dimensions: a. autonomy and regulation. b. regulation and comfort. c. control and warmth. d. comfort and engagement. Answer: c Topic: Regulation Learning Objective: LO 8.4: Summarize the behaviors that distinguish parenting styles Skill Level: Understand the Concepts Difficulty Level: Easy

19. There are ______primary parenting styles. a. two b. four c. six d. eight Answer: b Topic: Regulation Learning Objective: LO 8.4: Summarize the behaviors that distinguish parenting styles Skill Level: Understand the Concepts Difficulty Level: Easy

20. Mrs. Smith is a strict disciplinarian as a parent. Which parenting style does she use? a. Authoritarian

b. Permissive c. Submissive d. Authoritative Answer: a Topic: Regulation Learning Objective: LO 8.4: Summarize the behaviors that distinguish parenting styles Skill Level: Apply What You Know Difficulty Level: Easy 21. _________ parents are overindulgent; they believe that the best way to express their love is to give in to their children’s wishes. a. Authoritarian b. Permissive c. Submissive d. Authoritative Answer: b Topic: Regulation Learning Objective: LO 8.4: Summarize the behaviors that distinguish parenting styles Skill Level: Analyze It Difficulty Level: Easy

22. _________ parents don’t seem to care about their children; they let their children do whatever they wish. a. Permissive b. Submissive c. Uninvolved d. Authoritative Answer: c Topic: Regulation Learning Objective: LO 8.4: Summarize the behaviors that distinguish parenting styles Skill Level: Understand the Concepts Difficulty Level: Easy 23. Which parenting style is considered optimal for a child’s well-being? a. Authoritative b. Authoritarian c. Submissive d. Permissive Answer: a

Topic: Regulation Learning Objective: LO 8.4: Summarize the behaviors that distinguish parenting styles Skill Level: Understand the Concepts Difficulty Level: Moderate 24. Felicia’s parents encourage her to take responsibility for her own decisions. Most likely, Felicia’s parents use a(n) a. permissive parenting style. b. submissive parenting style. c. authoritative parenting style. d. authoritarian parenting style. Answer: c Topic: Regulation Learning Objective: LO 8.4: Summarize the behaviors that distinguish parenting styles Skill Level: Apply What You Know Difficulty Level: Moderate 25. Research by Kim et al. (2013) has shown that tiger parenting is becoming a. more common in China. b. less common in China. c. less effective. d. more effective. Answer: b Topic: Regulation Learning Objective: LO 8.4: Summarize the behaviors that distinguish parenting styles Skill Level: Understand the Concepts Difficulty Level: Moderate 26. One of the drawbacks to tiger parenting is that adolescents in this parenting situation tend to become a. less perceptive. b. less empathetic. c. more extrinsic. d. more depressed. Answer: d Topic: Regulation Learning Objective: LO 8.4: Summarize the behaviors that distinguish parenting styles Skill Level: Analyze It Difficulty Level: Moderate 27. The usual effect of authoritarian parenting is to produce a combination of a. rebellion and mental illness.

b. rebellion and dependency. c. independence and regulation. d. regulation and dependency. Answer: b Topic: Regulation Learning Objective: LO 8.4: Summarize the behaviors that distinguish parenting styles Skill Level: Analyze It Difficulty Level: Moderate 28. __________parents rely heavily on harsh punishment. a. Authoritative b. Authoritarian c. Permissive d. Punitive Answer: b Topic: Regulation Learning Objective: LO 8.4: Summarize the behaviors that distinguish parenting styles Skill Level: Understand the Concepts Difficulty Level: Easy 29. Adam comes from a home in which he receives little guidance and direction from his parents. Adam most likely has parents who use which parenting style? a. Authoritarian b. Authoritative c. Permissive d. Submissive Answer: c Topic: Regulation Learning Objective: LO 8.4: Summarize the behaviors that distinguish parenting styles Skill Level: Apply What You Know Difficulty Level: Easy 30. Children raised by ________parents often become domineering, self-centered, and selfish. a. authoritarian b. authoritative c. permissive d. submissive Answer: c Topic: Regulation Learning Objective: LO 8.4: Summarize the behaviors that distinguish parenting styles Skill Level: Analyze It Difficulty Level: Moderate

31. Parents who clear a smooth path for their children are called a. lawnmower parents. b. steam roller parents. c. tiger parents. d. warrior parents. Answer: a Topic: Regulation Learning Objective: LO 8.4: Summarize the behaviors that distinguish parenting styles Skill Level: Understand the Concepts Difficulty Level: Easy 32. _________ are usually well-meaning, but misguided. a. Steamroller parents b. Submissive parents c. Authoritative d. Helicopter parents Answer: d Topic: Regulation Learning Objective: LO 8.4: Summarize the behaviors that distinguish parenting styles Skill Level: Understand the Concepts Difficulty Level: Moderate 33. The amount of _____ between parents and adolescents is greater than that between parents and younger children. a. love b. tension c. disclosure d. quality time Answer: b Topic: Adolescent Tension Learning Objective: LO 8.5: Explain the causes of parent–adolescent tension Skill Level: Understand the Concepts Difficulty Level: Moderate 34. _________ usually occur(s) when people’s expectations are not met. a. Emotions b. Stress c. Conflicts d. Interdependence Answer: c Topic: Adolescent Tension

Learning Objective: LO 8.5: Explain the causes of parent–adolescent tension Skill Level: Understand the Concepts Difficulty Level: Easy 35. The focus of conflict in any one family depends on three factors: a. the adolescent’s gender, the parent’s gender, and the adolescent’s age. b. the personality traits of the parent, the personality traits of the adolescent, and the parent’s age. c. the adolescent’s gender, the parent’s age, and the adolescent’s age. d. the parent’s gender, the adolescent’s personality traits, and emotionality of the parent. Answer: a Topic: Adolescent Tension Learning Objective: LO 8.5: Explain the causes of parent–adolescent tension Skill Level: Understand the Concepts Difficulty Level: Difficult 36. Research indicates that more conflict occurs in ___________homes. a. permissive b. authoritarian c. submissive d. authoritative Answer: b Topic: Adolescent Tension Learning Objective: LO 8.5: Explain the causes of parent–adolescent tension Skill Level: Understand the Concepts Difficulty Level: Moderate

37. Erik does not want to be anything like his older sister and is trying to do everything possible to be different than her. Erik is likely in the process of a. identification. b. deidentification. c. individuation. d. rectification. Answer: b Topic: Relationships with Other Family Members Learning Objective: LO 8.6: Outline the impact of other family members on adolescents Skill Level: Apply What You Know Difficulty Level: Moderate 38. _______ may be significant agents in providing a sense of continuity in an adolescent’s life. a. Siblings b. Aunts

c. Grandparents d. Friends Answer: c Topic: Relationships with Other Family Members Learning Objective: LO 8.6: Outline the impact of other family members on adolescents Skill Level: Analyze It Difficulty Level: Moderate 39. There are _______ grandparenting styles. a. two b. three c. five d. seven Answer: c Topic: Relationships with Other Family Members Learning Objective: LO 8.6: Outline the impact of other family members on adolescents Skill Level: Understand the Concepts Difficulty Level: Easy 40. ________grandparents do not know their grandchildren well, and although they may have fond feelings for them, they are largely uninvolved in their lives. a. Detached b. Submissive c. Passive d. Authority-oriented Answer: a Topic: Relationships with Other Family Members Learning Objective: LO 8.6: Outline the impact of other family members on adolescents Skill Level: Understand the Concepts Difficulty Level: Easy 41. The World Health Organization estimates that 25% of all adults have been _______ as a minor. a. employed b. abused c. intoxicated d. sexually active Answer: b Topic: Maltreatment Learning Objective: LO 8.7: Identify the forms of adolescent abuse Skill Level: Understand the Concepts Difficulty Level: Difficult

42. People who are sexually abused, primarily females (Finkelhor et al., 2005), have been found to score higher than controls on measures of _____and are more likely to become delinquent. a. sensation seeking b. perception c. aggression d. introversion Answer: c Topic: Maltreatment Learning Objective: LO 8.7: Identify the forms of adolescent abuse Skill Level: Analyze It Difficulty Level: Moderate 43. There are ______forms of child/adolescent neglect. a. two b. three c. four d. five Answer: d Topic: Maltreatment Learning Objective: LO 8.7: Identify the forms of adolescent abuse Skill Level: Understand the Concepts Difficulty Level: Difficult 44. Parents who lack concern about their child’s playmates and companions are engaging in a. moral neglect. b. social neglect. c. physical neglect. d. intellectual neglect Answer: b Topic: Maltreatment Learning Objective: LO 8.7: Identify the forms of adolescent abuse Skill Level: Analyze It Difficulty Level: Moderate 45. Adolescents who are victims of emotional abuse are found to have a. high levels of anxiety. b. low levels of serotonin. c. high levels of dopamine. d. low levels of dopamine. Answer: a Topic: Maltreatment

Learning Objective: LO 8.7: Identify the forms of adolescent abuse Skill Level: Understand the Concepts Difficulty Level: Moderate 46. The _____has/have the most effect on the development of the other siblings in the family. a. youngest child b. oldest child c. middle child d. two youngest children Answer: b Topic: Relationships with Other Family Members Learning Objective: LO 8.6: Outline the impact of other family members on adolescents Skill Level: Understand the Concepts Difficulty Level: Easy 47. Research indicates that conflicts with ________ are more intense than conflicts with a. parents; peers. b. siblings; parents. c. peers; parents. d. grandparents; peers. Answer: a Topic: Relationships with Other Family Members Learning Objective: LO 8.6: Outline the impact of other family members on adolescents Skill Level: Analyze It Difficulty Level: Difficult 48. Research indicates that overall, parent–adolescent relationships are usually a. negative. b. tension filled. c. difficult. d. harmonious. Answer: d Topic: Relationships with Other Family Members Learning Objective: LO 8.6: Outline the impact of other family members on adolescents Skill Level: Analyze it Difficulty Level: Moderate 49. The most functional families are those in which the parents are _________ in their ideas and behavior. a. flexible and adaptive b. rigid and intolerant c. consistent and intolerant

d. adaptive and intolerant Answer: a Topic: Regulation Learning Objective: LO 8.4: Summarize the behaviors that distinguish parenting styles Skill Level: Understand the Concepts Difficulty Level: Moderate 50. The Herrera family is a close-knit family, and members share their concerns and problems with one another. According to the textbook, the Herrera family is a. collectivistic. b. interdependent. c. disjointed. d. cohesive. Answer: d Topic: Regulation Learning Objective: LO 8.4: Summarize the behaviors that distinguish parenting styles Skill Level: Apply What You Know Difficulty Level: Moderate

SHORT ANSWER 1. Define and describe the three key components of parenting that researchers have identified. Topic: Parenting Adolescents Learning Objective: LO 8.1: Identify the three key components of good parenting

2. Identify and describe the two types of self-disclosure adolescents use. Topic: Connection Learning Objective: LO 8.2: Outline ways in which parents and their adolescent children can connect 3. In three to five sentences, describe how adolescents’ relationships with their parents change as they get older. Discuss the physical and psychological changes. Topic: Connection Learning Objective: LO 8.2: Outline ways in which parents and their adolescent children can connect

4. Birth order can affect the amount of attention a child receives from his or her parents. Discuss research findings with regard to relationships that oldest, middle, and youngest children have with their parents. Topic: Connection

Learning Objective: LO 8.2: Outline ways in which parents and their adolescent children can connect 5. Define the concept of “separation-individuation,” and briefly discuss how and why adolescents go through this process. Topic: Autonomy Learning Objective: LO 8.3: Relate autonomy to family cohesiveness 6. Identify and define the two aspects of autonomy. Topic: Autonomy Learning Objective: LO 8.3: Relate autonomy to family cohesiveness 7. Identify and define the two independent dimensions of parenting developed by Maccoby and Martin in 1983. Topic: Regulation Learning Objective: LO 8.4: Summarize the behaviors that distinguish parenting styles 8. Define the terms “tiger parenting” and “lawnmower parents.” Briefly discuss the psychological and physical outcomes of these types of parenting styles. Topic: Regulation Learning Objective: LO 8.4: Summarize the behaviors that distinguish parenting styles

ESSAY (with Key Points) 1. In one to two pages, identify and describe each of the four parenting styles. Also discuss the psychological and physical outcomes for the child of each of these styles. Learning Objective(s): LO 8.1: Identify the three key components of good parenting LO 8.2: Outline ways in which parents and their adolescent children can connect LO 8.3: Relate autonomy to family cohesiveness LO 8.4: Summarize the behaviors that distinguish parenting styles

Brief Outline I.

II.

Introduction A. Discuss the origins and development of the four parenting styles. B. Define each of the four parenting styles. 1. Permissive. 2. Authoritative. 3. Authoritarian. 4. Uninvolved. Body A. Analyze the psychological outcomes of each parenting style.

III.

B. Analyze the physical outcomes of each parenting style. Conclusion

2. In homes where a permissive parenting style is used, there are three forms of overindulgence that can occur. Identify these forms of overindulgence, and the physical and psychological sideeffects that this overindulgence leads to. Learning Objective(s): LO 8.1: Identify the three key components of good parenting LO 8.2: Outline ways in which parents and their adolescent children can connect LO 8.3: Relate autonomy to family cohesiveness LO 8.4: Summarize the behaviors that distinguish parenting styles

Brief Outline I.

II.

III.

Introduction A. Define permissive parenting. B. Define the three forms of overindulgence. 1. Material. 2. Relational. 3. Structural. Body A. Discuss physical side effects of overindulgence. B. Discuss psychological side effects of overindulgence. Conclusion

3. In one to two pages, identify and describe five factors that research has shown contribute to conflict in the home. Describe the types of conflict that can occur and why. Learning Objective(s): LO 8.1: Identify the three key components of good parenting LO 8.2: Outline ways in which parents and their adolescent children can connect LO 8.3: Relate autonomy to family cohesiveness LO 8.4: Summarize the behaviors that distinguish parenting styles LO 8.5: Explain the causes of parent–adolescent tension LO 8.7: Identify the forms of adolescent abuse

Brief Outline I.

Introduction A. Define family conflict. B. Discuss five factors that lead to family conflict. 1. Socioeconomic factors.

II.

III.

2. Parental workload. 3. Community involvement. 4. Ethnicity. 5. Atmosphere in the home. Body A. Discuss types of conflicts that occur in the home. 1. Why this conflict occurs. Conclusion

4. Relationships with grandparents can benefit adolescents. In one to two pages, discuss five benefits adolescents receive by having positive relationships with grandparents as well as the five styles of parenting grandparents use. Learning Objective(s): LO 8.1: Identify the three key components of good parenting LO 8.2: Outline ways in which parents and their adolescent children can connect LO 8.3: Relate autonomy to family cohesiveness LO 8.4: Summarize the behaviors that distinguish parenting styles LO 8.5: Explain the causes of parent–adolescent tension LO 8.6: Outline the impact of other family members on adolescents

Brief Outline I.

Introduction A. Discuss five benefits to adolescents having positive relationships with their grandparents.

II.

Body A. Define five primary grandparenting styles. 1. Passive. 2. Supportive. 3. Detached. 4. Authority-oriented. 5. Influential.

III.

Conclusion

5. In one to two pages, identify and discuss the five forms of adolescent/child maltreatment. Discuss the physical and psychological side effects of these forms of maltreatment. Learning Objective(s): LO 8.1: Identify the three key components of good parenting

LO 8.2: Outline ways in which parents and their adolescent children can connect LO 8.3: Relate autonomy to family cohesiveness LO 8.4: Summarize the behaviors that distinguish parenting styles LO 8.5: Explain the causes of parent–adolescent tension LO 8.6: Outline the impact of other family members on adolescents LO 8.7: Identify the forms of adolescent abuse

Brief Outline I.

II.

III.

Introduction A. Define the five forms of adolescent/child maltreatment. 1. Child abuse. 2. Physical abuse. 3. Sexual abuse. 4. Emotional abuse. 5. Child neglect. Body A. Discuss physical side effects. B. Discuss psychological side effect. Conclusion

Chapter 9 Dolgin Test Bank MULTIPLE CHOICE 1. ________ is a family composed of a married couple and any children they might have together. a. A collectivistic family b. A nuclear family c. An interdependent family d. A contingent family Answer: b Topic: With Whom Do American Adolescents Live? Learning Objective: LO 9.1: Relate the impact of socioeconomic status (SES) and race on adolescent living arrangements Skill Level: Understand the Concepts Difficulty Level: Easy 2.

One of the advantages of a(n) ________ is that more adults can share the economic burdens, household labor, and child care. a. nuclear family b. interdependent family c. contingent family d. extended family Answer: d Topic: With Whom Do American Adolescents Live? Learning Objective: LO 9.1: Relate the impact of socioeconomic status (SES) and race on adolescent living arrangements Skill Level: Understand the Concepts Difficulty Level: Moderate

3. Extended families are more common among a. low socioeconomic households. b. high socioeconomic households. c. middle socioeconomic households. d. all socioeconomic households. Answer: a Topic: With Whom Do American Adolescents Live? Learning Objective: LO 9.1: Relate the impact of socioeconomic status (SES) and race on adolescent living arrangements

Skill Level: Understand the Concepts Difficulty Level: Easy 4. In which ethnic minority group is the trend of extended families the most apparent? a. Asian Americans b. Native Americans c. African Americans d. Hispanic Americans Answer: c Topic: With Whom Do American Adolescents Live? Learning Objective: LO 9.1: Relate the impact of socioeconomic status (SES) and race on adolescent living arrangements Skill Level: Understand the Concepts Difficulty Level: Easy

5. The most common reason for an African-American adolescent to live with only one biological family member is due to a. divorce. b. out-of-wedlock birth. c. death of a parent. d. economic reasons. Answer: b Topic: With Whom Do American Adolescents Live? Learning Objective: LO 9.1: Relate the impact of socioeconomic status (SES) and race on adolescent living arrangements Skill Level: Understand the Concepts Difficulty Level: Moderate

6. According to research, 20% of __________are raising children under the age of 18. a. American lesbians b. gay men c. transgender persons d. heterosexual persons Answer: b Topic: With Whom Do American Adolescents Live? Learning Objective: LO 9.1: Relate the impact of socioeconomic status (SES) and race on adolescent living arrangements Skill Level: Understand the Concepts Difficulty Level: Moderate

7. ___________ is a broad term that encompasses gender identity (positive feelings about being male or female), as well as a preference for sex-typed behavior (doing and enjoying so-called masculine activities if male, and feminine activities if female). a. Sexual preference b. Gender preference c. Sexual identity d. Biological identity Answer: c Topic: With Whom Do American Adolescents Live? Learning Objective: LO 9.1: Relate the impact of socioeconomic status (SES) and race on adolescent living arrangements Skill Level: Understand the Concepts Difficulty Level: Easy 8. Research by Fedewa et al. (2015) indicates there is ____________evidence that children raised by homosexuals are more likely to develop an abnormal sexual identity than children raised by heterosexuals. a. b. c. d.

a lot of no a little some

Answer: b Topic: With Whom Do Adolescents Live? Learning Objective: LO 9.1: Relate the impact of socioeconomic status (SES) and race on adolescent living arrangements Skill Level: Understand the Concepts Difficulty Level: Moderate 9. Aaron was raised by two homosexual parents. According to the research, Aaron’s sexual identity will most likely be a. homosexual. b. heterosexual. c. conflicted. d. bisexual. Answer: b Topic: With Whom Do Adolescent Live? Learning Objective: LO 9.1: Relate the impact of socioeconomic status (SES) and race on adolescent living arrangements Skill Level: Apply What You Know Difficulty Level: Moderate

10. Research indicates that about 50% of American marriages a. are in financial trouble. b. are blended families. c. end in divorce. d. are second marriages. Answer: c Topic: Divorce and Adolescents Learning Objective: LO 9.2: List the effects of divorce on adolescents Skill Level: Understand the Concepts Difficulty Level: Easy 11. Research by Burns & Dunlop (1999) found that the negative emotions children have toward their parents’ divorce a. do not last. b. last a lifetime. c. come and go throughout their lifetime. d. are permanently scarring. Answer: a Topic: Divorce and Adolescents Learning Objective: LO 9.2: List the effects of divorce on adolescents Skill Level: Understand the Concepts Difficulty Level: Moderate

12. Research indicates that children of divorced families are a. less likely to attend college. b. more likely to attend college. c. more likely to find employment immediately after high school or college. d. less likely to marry early. Answer: a Topic: Divorce and Adolescents Learning Objective: LO 9.2: List the effects of divorce on adolescents Skill Level: Understand the Concepts Difficulty Level: Moderate 13. Which adolescence researcher’s results were controversial with regard to adolescents and divorce? a. Dutton b. Marley c. Wallerstein d. Weise

Answer: c Topic: Adolescents and Divorce Learning Objective: LO 9.2: List the effects of divorce on adolescents Skill Level: Understand the Concepts Difficulty Level: Moderate

14. Research by Sheehan et al. (2004) found that relationships between siblings after a divorce are a. much closer. b. more hostile. c. more distant. d. unchanged. Answer: b Topic: Adolescents and Divorce Learning Objective: LO 9.2: List the effects of divorce on adolescents Skill Level: Understand the Concepts Difficulty Level: Moderate 15. It is not in the best interest of the children for parents who fight all the time to a. stay married. b. go to counseling. c. to seek family therapy. d. to turn to extended family members for help. Answer: a Topic: Adolescents and Divorce Learning Objective: LO 9.2: List the effects of divorce on adolescents Skill Level: Understand the Concepts Difficulty Level: Easy

16. Lansford (2009) has found that divorce is hardest on _________, and remarriage most difficult for a. adolescents; younger children. b. younger children; adolescents. c. middle children; toddlers. d. only children; adolescents. Answer: b Topic: Influencing the Effects of Divorce Learning Objective: LO 9.3: Summarize the factors that influence how divorce affects adolescents

Skill Level: Understand the Concepts Difficulty Level: Moderate 17. A child’s economic status typically _______ after his or her parents’ divorce. a. worsens b. increases c. stabilizes d. becomes nonexistent Answer: a Topic: Influencing the Effects of Divorce Learning Objective: LO 9.3: Summarize the factors that influence how divorce affects adolescents Skill Level: Understand the Concepts Difficulty Level: Moderate 18. Hector’s parents seem relieved after their divorce. According to the textbook, Hector will most likely a. feel relieved as well. b. feel hostile toward his parents. c. feel betrayed by his parents. d. feel shame for his parents. Answer: a Topic: Influencing the Effects of Divorce Learning Objective: LO 9.3: Summarize the factors that influence how divorce affects adolescents Skill Level: Apply What You Know Difficulty Level: Moderate

19. A divorced parent with custodial children faces a. role discordance. b. role discontinuity. c. role ambiguity. d. role strain. Answer: d Topic: Influencing the Effects of Divorce Learning Objective: LO 9.3: Summarize the factors that influence how divorce affects adolescents Skill Level: Analyze It Difficulty Level: Moderate

20. Mr. Smith has just divorced and now has sole custody of this two children. Which parenting style is Mr. Smith most likely to use right after his divorce? a. Permissive b. Submissive c. Authoritarian d. Authoritative Answer: c Topic: Influencing the Effects of Divorce Learning Objective: LO 9.3: Summarize the factors that influence how divorce affects adolescents Skill Level: Apply What You Know Difficulty Level: Moderate

21. With regard to divorce, custody is composed of two separate issues: a. legal custody and residential custody. b. moral obligations and residential custody. c. economic obligations and legal custody. d. financial obligations and residential custody. Answer: a Topic: Influencing the Effect of Divorce Learning Objective: LO 9.3: Summarize the factors that influence how divorce affects adolescents Skill Level: Understand the Concepts Difficulty Level: Moderate

22. When joint custody cannot work, the child usually a. goes to the father. b. goes to the mother. c. becomes a ward of the court. d. lives with extended family members. Answer: b Topic: Influencing the Effect of Divorce Learning Objective: LO 9.3: Summarize the factors that influence how divorce affects adolescents Skill Level: Understand the Concepts Difficulty Level: Easy 23. Mothers with _________custody remarry quicker than mothers with ____custody. a. sole; joint b. no; joint

c. joint; sole d. joint; no Answer: c Topic: Influencing the Effect of Divorce Learning Objective: LO 9.3: Summarize the factors that influence how divorce affects adolescents Skill Level: Analyze It Difficulty Level: Difficult

24. Very little research has been conducted on the topic of a. children of single mothers who have never wed. b. children from divorced homes. c. children living in joint custody households. d. children living in sole custody of their fathers. Answer: a Topic: Single-Parent Families Not Resulting from Divorce Learning Objective: LO 9.4: Describe the characteristics of adolescents living in nondivorced, single-parent families Skill Level: Understand the Concepts Difficulty Level: Moderate 25. Many children of unwed mothers grow up in a. one-generational families. b. two-generational families. c. three-generational families. d. four-generational families. Answer: c Topic: Single-Parent Families Not Resulting from Divorce Learning Objective: LO 9.4: Describe the characteristics of adolescents in nondivorced single-parent families Skill Level: Understand the Concepts Difficulty Level: Moderate 26. Which children in which ethnic minorities are most likely to live with a grandparent in their household? a. African American and Asian American b. Native American and African American c. Asian American and Native American d. Hispanic American and Native American Answer: a Topic: Single-Parent Families Not Resulting from Divorce

Learning Objective: LO 9.4: Describe the characteristics of adolescents in nondivorced single-parent families Skill Level: Understand the Concepts Difficulty Level: Moderate 27. Families in which a mother and grandmother co-parent are called a(n) a. contingent supplement. b. extended support system. c. parental supplement. d. extended supplement. Answer: c Topic: Single-Parent Families Not Resulting from Divorce Learning Objective: LO 9.4: Describe the characteristics of adolescents in nondivorced single-parent families Skill Level: Understand the Concepts Difficulty Level: Moderate 28. In the supportive primary parenting model, _______are responsible for full-time care of the children. a. grandmothers b. grandparents c. mothers d. fathers Answer: c Topic: Single-Parent Families Not Resulting from Divorce Learning Objective: LO 9.4: Describe the characteristics of adolescents in nondivorced single-parent families Skill Level: Understand the Concepts Difficulty Level: Moderate 29. In the parental replacement model, the ______assumes all responsibility for the children. a. mother b. grandmother c. grandfather d. father Answer: b Topic: Single-Parent Families Not Resulting from Divorce Learning Objective: LO 9.4: Describe the characteristics of adolescents in nondivorced single-parent families Skill Level: Understand the Concepts Difficulty Level: Easy 30. In the parental apprentice model, the _____acts as a mentor to the

a. b. c. d.

mother; child. child; mother. grandmother; child. grandmother; mother.

Answer: d Topic: Single-Parent Families Not Resulting from Divorce Learning Objective: LO 9.4: Describe the characteristics of adolescents in nondivorced single-parent families Skill Level: Understand the Concepts Difficulty Level: Moderate 31. What health outcomes would you expect based upon research for custodial or near-custodial grandparents? a. Depression and worse physical health b. Improved mood and increased physical health c. Mental instability and personality disorders d. Increased stamina and fatigue Answer: a Topic: Single-Parent Families Not Resulting from Divorce Learning Objective: LO 9.4: Describe the characteristics of adolescents in nondivorced single-parent families Skill Level: Analyze It Difficulty Level: Moderate 32. ___________ research has been conducted on the effects of parental death on adolescent adjustment. a. A lot of b. Very little c. No d. Increasing amounts of Answer: b Topic: Single-Parent Families Not Resulting from Divorce Learning Objective: LO 9.4: Describe the characteristics of adolescents in nondivorced single-parent families Skill Level: Understand the Concepts Difficulty Level: Moderate 33. An adolescent boy whose father has died will mostly likely, according to research, a. act out aggressively. b. become passive. c. become permissive. d. become despondent.

Answer: a Topic: Single-Parent Families Not Resulting from Divorce Learning Objective: LO 9.4: Describe the characteristics of adolescents in nondivorced single-parent families Skill Level: Analyze It Difficulty Level: Moderate 34. A positive result of being raised in a single-parent family is a. increased mental health. b. a better standard of living. c. an increased number of peers. d. development of autonomy. Answer: d Topic: Effects of Being Raised in a One-Parent Family Learning Objective: LO 9.5: Compare the development of adolescents raised in singleparent and two-parent families Skill Level: Understand the Concepts Difficulty Level: Easy 35. A large body of research has found that boys who lack an effective father figure and who are raised by their mothers are more likely to have a. lower masculinity scores. b. higher masculinity scores. c. conflicting masculinity scores. d. inconsistent masculinity scores. Answer: a Topic: Effects of Being Raised in a One-Parent Family Learning Objective: LO 9.5: Compare the development of adolescents raised in singleparent and two-parent families Skill Level: Understand the Concepts Difficulty Level: Easy 36. African American girls raised by single mothers were found to be _______ than those raised in two-parent families. a. less masculine b. more masculine c. more feminine d. more gender neutral Answer: b Topic: Effects of Being Raised in a One-Parent Family Learning Objective: LO 9.5: Compare the development of adolescents raised in singleparent and two-parent families Skill Level: Understand the Concepts

Difficulty Level: Moderate 37. The divorce rate for second marriages is ______in comparison to first marriages. a. higher b. lower c. about the same d. unpredictable Answer: a Topic: Blended Families Learning Objective: LO 9.6: Identify the effects of parental remarriage on adolescents Skill Level: Understand the Concepts Difficulty Level: Easy 38. What factor mostly greatly contributes to divorce in blended families? a. Economic hardship b. Mental instability c. Personality differences d. The presence of stepchildren Answer: d Topic: Blended Families Learning Objective: LO 9.6: Identify the effects of parental remarriage on adolescents Skill Level: Understand the Concepts Difficulty Level: Moderate 39. Research indicates that ____________have a harder time adjusting to their parents’ remarriage than a. daughters; sons. b. sons; daughters. c. middle children; the youngest children d. the youngest children; the oldest. Answer: a Topic: Blended Families Learning Objective: LO 9.6: Identify the effects of parental remarriage on adolescents Skill Level: Understand the Concepts Difficulty Level: Difficult 40. Stepparents’ roles are typically a. clearly defined. b. not clearly defined. c. inconsistent. d. individualistic. Answer: b

Topic: Blended Families Learning Objective: LO 9.6: Identify the effects of parental remarriage on adolescents Skill Level: Understand the Concepts Difficulty Level: Easy 41. The cohesion level in a stepfamily is likely to be __________ in comparison to an intact family. a. lower b. higher c. variable d. inconsistent Answer: a Topic: Blended Families Learning Objective: LO 9.6: Identify the effects of parental remarriage on adolescents Skill Level: Analyze It Difficulty Level: Easy 42. Research indicates that living with a stepsibling leads to a. better relationships with one’s biological parents. b. stronger relationships with one’s stepparent. c. poorer relationships with one’s biological parents. d. inconsistent relationships with one’s biological parents. Answer: c Topic: Blended Families Learning Objective: LO 9.6: Identify the effects of parental remarriage on adolescents Skill Level: Understand the Concepts Difficulty Level: Moderate 43. There are ______different types of adoptions. a. two b. three c. four d. five Answer: b Topic: Adopted Adolescents Learning Objective: LO 9.7: Contrast the behaviors of adolescents raised by adoptive parents and birth parents Skill Level: Understand the Concepts Difficulty Level: Moderate 44. One-quarter of all children adopted in the United States a. were foster children prior to being adopted. b. are raised by lesbian parents. c. were born overseas.

d. are raised by gay parents. Answer: c Topic: Adopted Adolescents Learning Objective: LO 9.7: Contrast the behaviors of adolescents raised by adoptive parents and birth parents Skill Level: Understand the Concepts Difficulty Level: Moderate 45. From which ethnic background are most adopted children in the United States likely to be? a. African American b. Caucasian c. Hispanic American d. Native American Answer: a Topic: Adopted Adolescents Learning Objective: LO 9.7: Contrast the behaviors of adolescents raised by adoptive parents and birth parents Skill Level: Understand the Concepts Difficulty Level: Easy 46. Transracial adoptees are ___________as intra-racial adoptees. a. less likely to get an adequate education b. not as successful c. just as successful d. more likely to get an adequate education Answer: c Topic: Adopted Adolescents Learning Objective: LO 9.7: Contrast the behaviors of adolescents raised by adoptive parents and birth parents Skill Level: Understand the Concepts Difficulty Level: Moderate 47. Until the 1980s, most adoptions were _______; that is, birth records were sealed, all parties were advised to minimize the fact of the adoption, and children were usually placed with parents who looked similar to themselves so as to maintain the illusion the child was biologically related to the adoptive family. a. open adoptions b. secretive adoptions c. guarded adoptions d. closed adoptions Answer: d Topic: Adopted Adolescents

Learning Objective: LO 9.7: Contrast the behaviors of adolescents raised by adoptive parents and birth parents Skill Level: Understand the Concepts Difficulty Level: Easy 48. Research indicates that two-thirds of adopted children a. do not want to adopt children in the future. b. do not want to search for their birth parents. c. want to search for their birth parents. d. want to adopt children in the future. Answer: c Topic: Adopted Adolescents Learning Objective: LO 9.7: Contrast the behaviors of adolescents raised by adoptive parents and birth parents Skill Level: Understand the Concepts Difficulty Level: Difficult 49. Joint custody is ___________than single-parent custody. a. not uniformly better b. significantly better c. preferable in the legal sense d. significantly worse Answer: a Topic: Adolescents and Divorce Learning Objective: LO 9.2: List the effects of divorce on adolescents Skill Level: Understand the Concepts Difficulty Level: Moderate 50. Joint custody can work well if a. the parents get along. b. the children involved get along. c. if the parents each remarry. d. grandparents live in one of the households. Answer: a Topic: Adolescents and Divorce Learning Objective: LO 9.2: List the effects of divorce on adolescents Skill Level: Analyze It Difficulty Level: Easy SHORT ANSWER 1. Define the term “extended family.” Briefly discuss which ethnic groups utilize this concept in their family life and how it benefits adolescents.

Topic: With Whom Do American Adolescents Live? Learning Objective: LO 9.1: Relate the impact of socioeconomic status (SES) and race on adolescent living arrangements 2. Identify and define three different family living situations/arrangements in addition to the term “nuclear family.” Topic: With Whom Do American Adolescents Live? Learning Objective: LO 9.1: Relate the impact of socioeconomic status (SES) and race on adolescent living arrangements.

3. Identify and describe three reasons why an adolescent might only live with one biological parent. Topic: With Whom Do American Adolescents Live? Learning Objective: LO 9.1: Relate the impact of socioeconomic status (SES) and race on adolescent living arrangements

4. A large number of adolescents are being raised by lesbian or gay parents. Identify three concerns people have about adolescents in these arrangements and whether, according to research, the concerns are justified. Topic: With Whom Do American Adolescents Live? Learning Objective: LO 9.1: Relate the impact of socioeconomic status (SES) and race on adolescent living arrangements 5. Data indicate that nearly half of all American marriages end in divorce. Identify three shortterm effects and three long-term effects that adolescents of divorce experience. Topic: Divorce and Adolescents Learning Objective: LO 9.2: List the effects of divorce on adolescents

6. Individuals vary in their ability to adapt to change. Identify three characteristics discussed in the textbook that help adolescents cope better with divorce. Topic: Factors Influencing the Effects of Divorce Learning Objective: LO 9.3: Summarize the factors that influence how divorce affects adolescents 7. Some of the most difficult decisions made during a divorce are those concerning child custody. Custody is composed of two separate issues. Identify and define each of these issues. Topic: Factors Influencing the Effects of Divorce Learning Objective: LO 9.3: Summarize the factors that influence how divorce affects adolescents 8. Discuss three problems that stepparents face with blended families. Topic: Blended Families

Learning Objective: LO 9.6: Identify the effects of parental remarriage on adolescents

ESSAY (with Key Points) 1. In one to two pages, discuss the three types of adoptions, and the psychological, emotional, socioeconomic, and physical issues that adopted adolescents and their parents face. Learning Objective(s): LO 9.1: Relate the impact of socioeconomic status (SES) and race on adolescent living arrangements LO 9.5: Compare the development of adolescents raised in singleparent and two-parent families LO 9.7: Contrast the behaviors of adolescents raised by adoptive parents and birth parents

Brief Outline I.

Introduction A. Discuss three types of adoptions. 1. Foster care adoptions. 2. Private domestic adoptions. 3. International adoptions.

II.

Body A. Discuss psychological/emotional issues of adoption. B. Discuss socioeconomic and physical issues of adoption.

III.

Conclusion

2. In one to two pages, discuss the difference and history of open and closed adoptions. Analyze the benefits and disadvantages to both forms of adoptions. Also, discuss the issue of whether adopted adolescents are interested in locating their birth parents, and how that affects their overall emotional adjustment. Learning Objective(s): LO 9.1: Relate the impact of socioeconomic status (SES) and race on adolescent living arrangements LO 9.7: Contrast the behaviors of adolescents raised by adoptive parents and birth parents

Brief Outline I.

Introduction A. Define open and closed adoptions. B. Discuss the history of open and closed adoptions.

II.

Body A. Discuss the advantages to both types of adoptions. B. Discuss the disadvantages to both types of adoptions. C. Discuss, based upon research, whether most adopted adolescents search for their birth parents. 1. Mental well-being of knowing birth parents.

III.

Conclusion

3. Many adolescents are being raised in single-parent homes. In one to two pages, discuss three reasons why an adolescent might be raised in a single-parent home. Also discuss the psychological and physical outcomes for adolescents raised in single-parent homes. Learning Objective(s): LO 9.1: Relate the impact of socioeconomic status (SES) and race on adolescent living arrangements LO 9.2: List the effects of divorce on adolescents LO 9.3: Summarize the factors that influence how divorce affects adolescents LO 9.4: Describe the characteristics of adolescents living in nondivorced, single-parent families LO 9.5: Compare the development of adolescents raised in singleparent and two-parent families

Brief Outline I.

II.

III.

Introduction A. Identify and discuss reasons why an adolescent might be raised in a single-parent home. 1. Death of a parent. 2. Divorce. 3. Birth out of wedlock. Body A. Physical and socioeconomic outcomes for an adolescent raised in a single-parent home. B. Psychological outcomes for an adolescent raised in a single-parent home. Conclusion

4. In one to two pages, discuss the research on the masculinity and femininity of adolescents raised in homes with a single parent. Learning Objective(s): LO 9.1: Relate the impact of socioeconomic status (SES) and race on adolescent living arrangements LO 9.2: List the effects of divorce on adolescents LO 9.3: Summarize the factors that influence how divorce affects adolescents LO 9.4: Describe the characteristics of adolescents living in nondivorced, single-parent families LO 9.5: Compare the development of adolescents raised in singleparent and two-parent families

Brief Outline I.

II.

Introduction A. Discuss reasons why an adolescent might be raised by a single parent. 1. Custody issue. 2. Death of a parent. 3. Financial issue. Body A. Discuss research with regard to masculinity and femininity of male and female adolescents raised by a single mother. B. Discuss research with regard to masculinity and femininity of male and female adolescents raised by a single father. C. Discuss ethnic variations to this issue.

III.

Conclusion

5. Apfel and Seitz (1991) studied the helping arrangements of 120 inner-city Black adolescent mothers and their own mothers and found they fell into one of four types. In one to two pages, identify and discuss each of these four types with regard to its advantages and disadvantages. Learning Objective(s): LO 9.1: Relate the impact of socioeconomic status (SES) and race on adolescent living arrangements LO 9.2: List the effects of divorce on adolescents LO 9.3: Summarize the factors that influence how divorce affects adolescents LO 9.4: Describe the characteristics of adolescents living in nondivorced, single-parent families LO 9.5: Compare the development of adolescents raised in singleparent and two-parent families

Brief Outline I.

Introduction A. Discuss the research conducted by Apfel and Seitz.

II.

Body A. Discuss the advantages and disadvantages to the four types of helping arrangements. 1. The parental supplement pattern. 2. The supportive primary parenting model. 3. The parental replacement arrangement. 4. The parental apprentice model. Conclusion

III.

Chapter 10 Dolgin Test Bank MULTIPLE CHOICE 1. Adolescent researchers claim that adolescents have both their own a. personality and society. b. culture and society. c. style and society. d. personality and culture. Answer: b Topic: Adolescent Culture and Society Learning Objective: LO 10.1: Differentiate adolescent and adult cultures Skill Level: Understand the Concepts Difficulty Level: Moderate 2.

____________ refers to the organized network of relationships among adolescents.

a. b. c. d.

Adolescent culture Adolescent society Adolescent union Adolescent civilization

Answer: b Topic: Adolescent Culture and Society Learning Objective: LO 10.1: Differentiate adolescent and adult cultures Skill Level: Understand the Concepts Difficulty Level: Easy 3. __________ is the sum of the ways that adolescents behave; it refers to the body of norms, values, attitudes, and practices shared by members of the adolescent society. a. Adolescent culture b. Adolescent society c. Adolescent union d. Adolescent civilization Answer: a Topic: Adolescent Culture and Society Learning Objective: LO 10.1: Differentiate adolescent and adult cultures Skill Level: Understand the Concepts Difficulty Level: Easy 4. Adolescent culture _____ single, monolithic structure that includes all young people.

a. b. c. d.

is not a is sometimes a in the past has been a is always a

Answer: a Topic: Adolescent Culture and Society Learning Objective: LO 10.1: Differentiate adolescent and adult cultures Skill Level: Understand the Concepts Difficulty Level: Moderate 5. Today’s adolescents spend their money on four things: clothes, cell phones, cars, and a. computers. b. school supplies. c. accessories. d. gifts. Answer: a Topic: Material Concerns of Adolescent Culture Learning Objective: LO 10.11: Identify the material goods most important to adolescents Skill Level: Understand the Concepts Difficulty Level: Moderate

6. Research by Garner et al. (2006) indicates that adolescent society values a. academics. b. stature. c. moral values. d. athletic prowess. Answer: d Topic: Adolescent Culture and Society Learning Objective: LO 10.1: Differentiate adolescent and adult cultures Skill Level: Understand the Concepts Difficulty Level: Moderate 7. Most adolescents report receiving money from a. their jobs. b. their parents. c. their peers. d. selling their possessions. Answer: b Topic: Material Concerns of the Adolescent Culture

Learning Objective: LO 10.11: Identify the material goods most important to adolescents Skill Level: Understand the Concepts Difficulty Level: Easy 8. Adults and adolescents disagree the most on which of the following two topics? a. Substance use and sexual behavior b. Substance use and academics c. Clothing and academics d. Sexual behavior and academics Answer: a Topic: Adolescent Culture and Society Learning Objective: LO 10.1: Differentiate adolescent and adult cultures Skill Level: Understand the Concepts Difficulty Level: Easy

9. Adolescent societies are divided into two groups: a. compliant and informal. b. conformist and compliant. c. formal and informal. d. formal and conformist. Answer: c Topic: Adolescent Societies Learning Objective: LO 10.2: Describe the organization of adolescent societies Skill Level: Understand the Concepts Difficulty Level: Easy

10. In which location would you expect to find a formal adolescent society? a. A house b. A school c. A mall d. Outside a grocery store Answer: b Topic: Adolescent Societies Learning Objective: LO 10.2: Describe the organization of adolescent societies Skill Level: Apply What You Know Difficulty Level: Moderate

11. In which location would you expect to find an informal adolescent society? a. Outside a grocery store b. In a library

c. In a school d. In a church Answer: a Topic: Adolescent Societies Learning Objective: LO 10.2: Describe the organization of adolescent societies Skill Level: Apply What You Know Difficulty Level: Easy 12. ___________ is a distinct, discrete piece of the peer group. a. A formal group b. An informal group c. A subsystem d. An institution Answer: c Topic: Adolescent Societies Learning Objective: LO 10.2: Describe the organization of adolescent societies Skill Level: Understand the Concepts Difficulty Level: Easy

13. An example of a semiformal activities subsystem at a high school would be a. a history class. b. a drama club. c. a math test. d. an English class. Answer: b Topic: Adolescent Societies Learning Objective: LO 10.2: Describe the organization of adolescent societies Skill Level: Apply What You Know Difficulty Level: Easy 14. ________ is/are an important means by which individual adolescents discover and express their identities. a. Cars b. Cell phones c. Clothing d. Accessories Answer: c Topic: Material Concerns of Adolescent Culture Learning Objective: LO 10.11: Identify the material goods most important to adolescents

Skill Level: Understand the Concepts Difficulty Level: Easy

15. More students participate in _________than any other activity. a. journalism b. music c. drama d. athletics Answer: d Topic: Adolescent Societies Learning Objective: LO 10.2: Describe the organization of adolescent societies Skill Level: Understand the Concepts Difficulty Level: Easy

16. Research indicates that _______are most likely to engage in sexting. a. teenage boys b. teenage girls c. teenage boys and teenage girls equally d. younger children Answer: b Topic: Material Concerns of Adolescent Culture Learning Objective: LO 10.11: Identify the material goods most important to adolescents Skill Level: Understand the Concepts Difficulty Level: Moderate

17. Since the 1970s, there has been ______in adolescent participation in sports activities. a. a large social divide b. a small social divide c. an increasingly smaller divide d. no social divide Answer: a Topic: Adolescent Societies Learning Objective: LO 10.2: Describe the organization of adolescent societies Skill Level: Understand the Concepts Difficulty Level: Moderate 18. Adolescent students are also involved in a(n) ______ of friendship subsystems. a. formal network b. informal network

c. formal category d. informal category Answer: b Topic: Adolescent Societies Learning Objective: LO 10.2: Describe the organization of adolescent societies Skill Level: Understand the Concepts Difficulty Level: Moderate 19. _______ is/are a shorthand way of expressing a concept that would take longer to express using conventional language. a. Slang b. Code words c. Encoded language d. Encrypted language Answer: a Topic: Nonmaterial Aspects of Adolescent Culture Learning Objective: LO 10.12: Describe the non-material influences on adolescents’ values Skill Level: Understand the Concepts Difficulty Level: Easy 20. ________ are relatively small, tightly knit groups of three to 10 friends who spend considerable and often exclusive time with one another. a. Friendship niches b. Friendship circles c. Cliques d. Networks Answer: c Topic: Adolescent Societies Learning Objective: LO 10.2: Describe the organization of adolescent societies Skill Level: Understand the Concepts Difficulty Level: Easy

21. Observational studies indicate that ________is the most important friendship structure. a. the subculture b. the clique c. the network d. the society Answer: b Topic: Adolescent Societies

Learning Objective: LO 10.2: Describe the organization of adolescent societies Skill Level: Understand the Concepts Difficulty Level: Easy

22. _____cliques have a definite status hierarchy. a. Female b. Male c. Multigender d. Multiracial Answer: a Topic: Adolescent Societies Learning Objective: LO 10.2: Describe the organization of adolescent societies Skill Level: Understand the Concepts Difficulty Level: Moderate 23. About 30% of students are ___________individuals who have friends from many different cliques but belong to none. a. variable friends, b. manifold friends, c. multi-friends, d. liaisons, Answer: d Topic: Adolescent Societies Learning Objective: LO 10.2: Describe the organization of adolescent societies Skill Level: Understand the Concepts Difficulty Level: Moderate 24. ________loose associations of cliques, and are composed of persons who are perceived to be similar. a. Crowds are b. Networks are c. Manifold liaisons are d. Variable liaisons are Answer: a Topic: Adolescent Societies Learning Objective: LO 10.2: Describe the organization of adolescent societies Skill Level: Understand the Concepts Difficulty Level: Easy 25. Cliques usually get together _____, and crowds get together

a. b. c. d.

all the time; on weekends. on the weekdays; on weekends. on weekends; all the time. on weekends; on the weekdays.

Answer: a Topic: Adolescent Societies Learning Objective: LO 10.2: Describe the structure of adolescent societies Skill Level: Analyze It Difficulty Level: Difficult 26. _____is the most popular music genre, by far, with White, Latino, and Black teens. a. Rock b. Hip-hop c. Rap d. Country Answer: c Topic: Nonmaterial Aspects of Adolescent Culture Learning Objective: LO 10.12: Describe the non-material influences on adolescents’ values Skill Level: Understand the Concepts Difficulty Level: Moderate 27. Two interesting subcultures that the textbook describes are a. the flappers and Millennials. b. the hipsters and flappers. c. the hippies and Millennials. d. the flappers and Generation X. Answer: b Topic: Adolescent Societies Learning Objective: LO 10.2: Describe the structure of adolescent societies Skill Level: Understand the Concepts Difficulty Level: Moderate 28. ______are the prominent youth subculture at the moment. a. Millennials b. Goths c. Hipsters d. Gangsters Answer: c Topic: Adolescent Societies Learning Objective: LO 10.2: Describe the structure of adolescent societies Skill Level: Understand the Concepts Difficulty Level: Easy

29. ________is a long-lasting subculture that originated in England. a. The hipsters b. The hippies c. The goths d. The flappers Answer: c Topic: Adolescent Societies Learning Objective: 10.2 Describe the structure of adolescent societies Skill Level: Understand the Concepts Difficulty Level: Easy 30. ________is unprovoked aggressive behavior in adolescents that is intended to hurt another. a. Reciprocative aggression b. Spontaneous aggression c. Instrumental aggression d. Bullying Answer: d Topic: Bullying Learning Objective: LO 10.3: Explain the problem of bullying Skill Level: Understand the Concepts Difficulty Level: Easy 31. The most severe outcomes from bullying are when a. girls are bullied by boys. b. boys are bullied by girls. c. boys are bullied by boys. d. girls are bullied by girls. Answer: a Topic: Bullying Learning Objective: LO 10.3: Explain the problem of bullying Skill Level: Analyze It Difficulty Level: Moderate 32. Male bullies typically have parents that use which style of parenting? a. Submissive b. Permissive c. Authoritative d. Authoritarian Answer: d Topic: Bullying Learning Objective: LO 10.3: Explain the problem of bullying

Skill Level: Understand the Concepts Difficulty Level: Moderate 33. _________involves sending or posting harmful or cruel text or images using the Internet or other digital communication devices. a. Cyberbullying b. Telebullying c. Computerbullying d. Internetbullying Answer: a Topic: Bullying Learning Objective: LO 10.3: Explain the problem of bullying Skill Level: Understand the Concepts Difficulty Level: Easy 34. Spreading rumors on a web page about another is an example of a. internetbullying. b. telebullying. c. computerbullying. d. cyberbullying. Answer: d Topic: Bullying Learning Objective: LO 10.3: Explain the problem of bullying Skill Level: Understand the Concepts Difficulty Level: Easy 35. Research indicates there is a ______between face-to-face bullying and cyberbullying. a. strong positive correlation b. weak positive correlation c. strong negative correlation d. weak negative correlation Answer: a Topic: Bullying Learning Objective: LO 10.3: Explain the problem of bullying Skill Level: Understand the Concepts Difficulty Level: Moderate 36. The smallest social unit is a. a clique. b. the couple. c. the friendship pair. d. a network.

Answer: c Topic: Friendship Learning Objective: LO 10.4: Summarize the developmental changes in friendship during adolescence Skill Level: Understand the Concepts Difficulty Level: Moderate 37. Adolescents with close friends tend to a. do worse in school. b. do better in school. c. drop out of school. d. engage in bullying. Answer: b Topic: Friendships Learning Objective: LO 10.4: Summarize the developmental changes in friendship during adolescence Skill Level: Understand the Concepts Difficulty Level: Easy 38. Adolescents’ ability to form close friendships is learned partly from a. school mentors. b. relatives. c. family. d. spiritual mentors. Answer: c Topic: Friendships Learning Objective: LO 10.4: Summarize the developmental changes in friendship during adolescence Skill Level: Understand the Concepts Difficulty Level: Moderate 39. Research indicates which age group is the loneliest? a. Youth b. Children c. Older people d. Infants

Answer: a Topic: Loneliness Learning Objective: LO 10.5: Explain why adolescents often feel lonely Skill Level: Understand the Concepts Difficulty Level: Easy

40. Research indicates that adolescents generally a. prefer to be alone. b. do not prefer to be alone. c. want to be alone most of the time. d. like being lonely. Answer: b Topic: Loneliness Learning Objective: LO 10.5: Explain why adolescents often feel lonely Skill Level: Understand the Concepts Difficulty Level: Moderate 41. When today’s youth use the term popular, they are referring to a. a peer who is perceived as physically attractive. b. a peer who has many friends. c. a socially dominant leader. d. a friendly and outgoing peer. Answer: c Topic: Popularity and Group Acceptance Learning Objective: LO 10.6: Identify ways adolescents seek social acceptance Skill Level: Understand the Concepts Difficulty Level: Moderate 42. Psychologists now refer to the “nice kids” as having a. tantamount popularity. b. perceptual popularity. c. perceived popularity. d. sociometric popularity. Answer: d Topic: Popularity and Group Acceptance Learning Objective: LO 10.6: Identify ways adolescents seek social acceptance Skill Level: Understand the Concepts Difficulty Level: Easy 43. There are_______ stages to the development of heterosociality. a. three b. four c. five d. six Answer: a Topic: Heterosociality Learning Objective: LO 10.7: Describe the stages of psychosocial development during adolescence

Skill Level: Understand the Concepts Difficulty Level: Easy 44. Research indicates that the majority of gay and lesbian adolescents a. want to have same-sex relationships. b. do not want to have same-sex relationships. c. are unsure as to whether they want same-sex relationships. d. have not thought about having same-sex relationships. Answer: a Topic: Heterosociality Learning Objective: LO 10.7: Describe the stages of psychosocial development during adolescence Skill Level: Analyze It Difficulty Level: Difficult 45. Mary and Tim are teenagers. According to research, which one is more likely to fall in love more quickly? a. Mary b. Tim c. Both Mary and Tim are equally likely to fall in love quickly. d. Both Mary and Tim are equally unlikely to fall in love quickly. Answer: b Topic: Hetersociality Learning Objective: LO 10.7: Describe the stages of psychosocial development during adolescence Skill Level: Analyze It Difficulty Level: Moderate 46. Dating is a. a universal phenomenon. b. not a universal phenomenon. c. a new phenomenon. d. an American phenomenon. Answer: b Topic: Dating Learning Objective: LO 10.8: Identify the implications of adolescent dating Skill Level: Understand the Concepts Difficulty Level: Moderate 47. People who cohabit ______ as happy or well-adjusted as people who are married. a. do not seem b. do seem c. report to be

d. are sometimes just Answer: a Topic: Nonmarital Cohabitation Learning Objective: LO 10.9: Describe the impact of cohabitation on marriage Skill Level: Understand the Concepts Difficulty Level: Moderate 48. Based upon research, which type of couple has the highest probability of divorcing? a. A couple that has cohabitated before marriage b. A couple in which each partner has cohabitated multiple times with previous partners. c. A couple that has not cohabitated before marriage d. A couple that has cohabitated for six months before marriage Answer: b Topic: Nonmarital Cohabitation Learning Objective: LO 10.9: Describe the impact of cohabitation on marriage Skill Level: Analyze It Difficulty Level: Moderate 49. The rate of teenage marriages today has been a. increasing. b. declining. c. staying stable. d. unpredictable. Answer: b Topic: Adolescent Marriage Learning Objective: LO 10.10: Explain the phenomenon of adolescent marriage Skill Level: Understand the Concepts Difficulty Level: Moderate 50. The primary reason for teenage marriage is a. emotional support. b. financial need. c. immaturity. d. pregnancy. Answer: d Topic: Adolescent Marriage Learning Objective: LO 10.10: Explain the phenomenon of adolescent marriage Skill Level: Understand the Concepts Difficulty Level: Easy

SHORT ANSWER

1. Identify and describe each of the four adolescent subcultures that the textbook discusses. Topic: Adolescent Culture and Society Learning Objective: LO 10.1: Differentiate adolescent and adult cultures 2. Discuss the difference between the terms “adolescent culture” and “adolescent society.” Topic: Adolescent Culture and Society Learning Objective: LO 10.1: Differentiate adolescent and adult cultures 3. Adolescent societies are categorized into informal and formal societies. Describe these groups, and provide an example of each. Topic: Adolescent Societies Learning Objective: LO 10.2: Describe the organization of adolescent societies 4. Briefly describe the difference between the informal subsystems, cliques, liaisons, and crowds. Topic: Adolescent Societies Learning Objective: LO 10.2: Describe the organization of adolescent societies 5. Psychologists are now using the terms “sociometric popularity” and “perceived popularity.” Define each of these terms, and describe the difference between the two terms. Topic: Popularity and Group Acceptance Learning Objective: LO 10.6: Identify ways adolescents seek social acceptance 6. “Reputational aggression” and “relational aggression” are two common forms of aggression among adolescents. Define each term, and give an example of how it would be used. Topic: Popularity and Group Acceptance Learning Objective: LO 10.6: Identify ways adolescents seek social acceptance 7. Eighty-three percent of college students have at least one credit card, and most acquired them during their first college year. Identify three reasons, as discussed in the textbook, that adolescents have credit card debit. Identify any additional reasons you can think of to add to the list. Topic: Material Concerns of Adolescent Culture Learning Objective: LO 10.11: Identify the material goods most important to adolescents 8. The primacy of the car in adolescent culture is beginning to wane. Late adolescents and young adults are turning away from cars for several reasons. Identify and briefly discuss at least three reasons. Identify any additional reasons you can think of to add to the list. Topic: Material Concerns of Adolescent Culture Learning Objective: LO 10.11: Identify the material goods most important to adolescents

ESSAY (with Key Points)

1. Seventy-eight percent of American teens own a cell phone, and about half of these own a smart phone. In one to two pages, describe the history of adolescent cell phone trends, and the advantages and disadvantages to cell phone use among adolescents. Learning Objective(s): LO 10.1: Differentiate adolescent and adult cultures LO 10.2: Describe the organization of adolescent societies LO 10.3: Explain the problem of bullying LO 10.4: Summarize the developmental changes in friendship during adolescence LO 10.5: Explain why adolescents often feel lonely LO 10.6: Identify ways adolescents seek social acceptance LO 10.7: Describe the stages of psychosocial development during adolescence LO 10.8: Identify the implications of adolescent dating LO 10.11: Identify the material goods most important to adolescents LO 10.12: Describe the non-material influences on adolescents’ values

Brief Outline I.

Introduction A. Describe the history of adolescent cell phone usage. 1. Transformation from talking on the cell phone to texting.

II.

Body A. Describe the advantages to adolescent cell phone use. 1. Security, safety, and knowledge. B. Describe the disadvantages to adolescent cell phone use. 1. Danger while driving, disruption, expense, and loneliness.

III.

Conclusion

2. Psychologists worry about the anonymity of the Web and its effect upon adolescent identity development. In one to two pages, discuss three or four prominent negative issues with adolescent use of the Internet. Learning Objective(s): LO 10.1: Differentiate adolescent and adult cultures LO 10.2: Describe the organization of adolescent societies LO 10.3: Explain the problem of bullying LO 10.5: Explain why adolescents often feel lonely LO 10.6: Identify ways adolescents seek social acceptance

LO 10.7: Describe the stages of psychosocial development during adolescence LO 10.8: Identify the implications of adolescent dating LO 10.11: Identify the material goods most important to adolescents LO 10.12: Describe the non-material influences on adolescents’ values

Brief Outline I.

Introduction A. Describe the amount of time adolescents spend on the Internet. B. Describe the ways that adolescents use the Internet. 1. Knowledge. 2. To stay in touch with friends. 3. Social media, chat rooms.

II.

Body A. Describe three or four negative issues with regard to adolescent usage of the Internet. 1. Exposure to unwanted sexual materials. 2. Exposure to sexual predators. 3. Cyberbullying. 4. Internet addiction.

III.

Conclusion

3. Music is an important part of adolescent culture. In one to two pages, describe adolescents’ music listening habits. Discuss some of the advantages and disadvantages to listening to various types of music on adolescents’ psychological health. Learning Objective(s): LO 10.1: Differentiate adolescent and adult cultures LO 10.2: Describe the organization of adolescent societies LO 10.5: Explain why adolescents often feel lonely LO 10.6: Identify ways adolescents seek social acceptance LO 10.11: Identify the material goods most important to adolescents LO 10.12: Describe the non-material influences on adolescents’ values

Brief Outline I.

Introduction A. Describe today’s adolescents’ music listening habits. 1. They listen at least six hours a day. 2. Music serves as their backdrop to other activities. 3. Listen through cell phones and other portable devices.

II.

Body A. Describe the negative and positive effects of music and antisocial music. 1. Harmful and externalizing behavior. 2. Mood regulation. 3. Socializing backdrop.

III.

Conclusion

4. Adolescents are a powerful consumer force. They have a great deal of disposable income. In one to two pages, discuss where most of today’s adolescent receive their money from, what they spend their money on, and why. Learning Objective(s): LO 10.1: Differentiate adolescent and adult cultures LO 10.2: Describe the organization of adolescent societies LO 10.6: Identify ways adolescents seek social acceptance LO 10.11: Identify the material goods most important to adolescents LO 10.12: Describe the non-material influences on adolescents’ values

Brief Outline I.

Introduction A. Describe where adolescents receive their disposable income from. 1. Parents and jobs.

II.

Body A. Describe the four items that adolescents spend the most money on today. 1. Cell phones, clothing, computers, and cars. B. Discuss why today’s adolescents spend money on luxury goods.

III.

Conclusion

5. Cohabitation has become a normative behavior, and more than half of young adults will cohabitate with a partner before they marry. In one to two pages, discuss why adolescents choose to cohabit before marriage and the disadvantages of it. Learning Objective(s): LO 10.1: Differentiate adolescent and adult cultures LO 10.2: Describe the organization of adolescent societies LO 10.7: Describe the stages of psychosocial development during adolescence LO 10.8: Identify the implications of adolescent dating LO 10.9: Describe the impact of cohabitation on marriage LO 10.10: Explain the phenomenon of adolescent marriage

Brief Outline I.

Introduction A. Describe the concept of cohabitation.

II.

Body A. Discuss the reasons young adults choose to a cohabit before marriage. 1. Trial marriage. 2. They do not believe in marriage. 3. A prelude to marriage. 4. Emotionally satisfying. B. Discuss the disadvantages to cohabitation before marriage. 1. Does not increase the quality of marriage. 2. Higher probability of divorce. 3. Mismatched expectations. 4. Arguments about finances and chores.

III.

Conclusion

Chapter 11 Dolgin Test Bank MUTIPLE CHOICE 1. The rate of early sexual intercourse has been _______since the 1990s. a. declining b. increasing c. stable d. slightly increasing Answer: a Topic: Changing Attitudes and Behavior Learning Objective: LO 11.1: Summarize factors associated with adolescent sexual activity Skill Level: Understand the Concepts Difficulty Level: Moderate 2. Which adolescent ethnic minority is most likely to engage in early intercourse? a. Asian Americans b. Native Americans c. Hispanic Americans d. African Americans Answer: d Topic: Changing Attitudes and Behavior Learning Objective: LO 11.1: Summarize factors associated with adolescent sexual activity Skill Level: Understand the Concepts Difficulty Level: Easy 3. Which of the following is/are correlates of sexual activity for adolescents? a. Personality b. Hobbies c. Peer standards d. Academic aptitude Answer: c Topic: Changing Attitudes and Behavior Learning Objective: LO 11.1: Summarize factors associated with adolescent sexual activity Skill Level: Understand the Concepts Difficulty Level: Moderate 4. Research by Valle et al. (2009) indicates that the higher the adolescents’ ______, the less likely they are to have premarital sexual intercourse.

a. b. c. d.

aptitude introversion rating educational aspirations cognitive functioning

Answer: c Topic: Changing Attitudes and Behavior Learning Objective: LO 11.1: Summarize factors associated with adolescent sexual activity Skill Level: Analyze It Difficulty Level: Moderate

5. If Mr. and Mrs. Islas speak clearly to their daughter about sexual values, according to the textbook, their daughter a. will be more likely engage in early intercourse. b. will be less likely to engage in early intercourse. c. will be confused about sexual intercourse. d. will have not interest in sexual intercourse. Answer: b Topic: Changing Attitudes and Behavior Learning Objective: LO 11.1: Summarize factors associated with adolescent sexual activity Skill Level: Apply What You Know Difficulty Level: Easy 6. Many studies have shown ____between an older sibling’s sexual behavior and that of any younger siblings. a. no link b. a link c. variable links d. no correlation Answer: b Topic: Changing Attitudes and Behavior Learning Objective: LO 11.1: Summarize factors associated with adolescent sexual activity Skill Level: Analyze It Difficulty Level: Moderate

_______ are more likely to have engaged in oral sex than other teenage girls. a. African American teen girls b. Caucasian teen girls c. Asian American teen girls d. Hispanic American teen girls

Answer: b Topic: Changing Attitudes and Behavior Learning Objective: LO 11.1: Summarize factors associated with adolescent sexual activity Skill Level: Understand the Concepts Difficulty Level: Difficult 8. Having oral sex _________than having intercourse. a. poses fewer risks b. poses just as many risks c. poses more risks d. poses significantly more risks Answer: a Topic: Changing Attitudes and Behavior Learning Objective: LO 11.1: Summarize factors associated with adolescent sexual activity Skill Level: Understand the Concepts Difficulty Level: Easy

9. ______is the most common sexual activity among adolescents. a. Intercourse b. Oral sex c. Masturbation d. Anal sex Answer: c Topic: Changing Attitudes and Behavior Learning Objective: LO 11.1: Summarize factors associated with adolescent sexual activity Skill Level: Understand the Concepts Difficulty Level: Moderate

10. Americans live in a(n) ___________society, where different individuals accept not one, but a number of standards of sexual behavior. a. collectivistic b. individualistic c. pluralistic d. interdependent Answer: c Topic: Sex and Its Meaning Learning Objective: LO 11.2: Describe the implications of having different sets of common sexual ethics Skill Level: Analyze It Difficulty Level: Moderate

11. The exact meaning of abstinence _________from individual to individual. a. varies tremendously b. is the same c. does not vary d. varies slightly Answer: a Topic: Sex and Its Meaning Learning Objective: LO 11.2: Describe the implications of having different sets of common sexual ethics Skill Level: Understand the Concepts Difficulty Level: Moderate

12. Casual sex characterizes people having intercourse a. with emotional involvement. b. with affection. c. without affection. d. with commitments. Answer: c Topic: Sex and Its Meaning Learning Objective: LO 11.2: Describe the implications of having different sets of common sexual ethics Skill Level: Understand the Concepts Difficulty Level: Easy 13. _______refers to having one standard of behavior for males, another for females. a. Individualistic standard b. Gender regulation c. Sexual regulation d. Double standard Answer: d Topic: Sex and Its Meaning Learning Objective: LO 11.2: Describe the implications of having different sets of common sexual ethics Skill Level: Understand the Concepts Difficulty Level: Easy

14. The double standard is a. confined to the United States. b. found only in individualistic countries. c. not confined to the United States.

d. found only in collectivistic countries. Answer: c Topic: Sex and Its Meaning Learning Objective: LO 11.2: Describe the implications of having different sets of common sexual ethics Skill Level: Analyze It Difficulty Level: Difficult

15. About one-third of female college students feel regret or shame after a. hooking up. b. a romantic breakup. c. oral sex. d. anal sex. Answer: a Topic: Sex and Its Meaning Learning Objective: LO 11.2: Describe the implications of having different sets of common sexual ethics Level: Understand the concepts Difficulty Level: Moderate

16. The textbook discusses ____types of rape. a. two b. three c. four d. five Answer: b Topic: Sex and Its Meaning Learning Objective: LO 11.2: Describe the implications of having different sets of common sexual ethics Skill Level: Understand the Concepts Difficulty Level: Easy 17. __________is rape perpetrated by a person the victim knows. a. Acquaintance rape b. Friend rape c. Contact rape d. Communitive rape

Answer: a

Topic: Sex and Its Meaning Learning Objective: LO 11.2: Describe the implications of having different sets of common sexual ethics Skill Level: Understand the Concepts Difficulty Level: Easy

18. The most common contraceptive used by American adolescents is a. the birth control pill. b. the condom. c. the pullout method. d. the IUD. Answer: b Topic: Contraceptives and Sexually Transmitted Diseases Learning Objective: LO 11.3: Identify the effects of contraceptives on adolescent sexual activity Skill Level: Understand the Concepts Difficulty Level: Moderate 19. The availability of ________ has almost no influence on whether youths have sex. a. contraceptives b. partners c. private locations d. time Answer: a Topic: Contraceptives and Sexually Transmitted Diseases Learning Objective: LO 11.3: Identify the effects of contraceptives on adolescent sexual activity Skill Level: Analyze It Difficulty Level: Difficult

20. Which population of individuals is most likely to acquire a sexually transmitted disease? a. Adolescents ages 15-19 b. Adults over the age of 25 c. Adults over the age of 40 d. Individuals over the age of 55 Answer: a Topic: Sexually Transmitted Diseases Learning Objective: LO 11.4: Identify the outcomes of the most common sexually transmitted diseases Skill Level: Analyze It

Difficulty Level: Moderate

21. There are approximately ________ infectious diseases that can be transmitted sexually. a. five b. 10 c. 25 d. 50 Answer: c Topic: Sexually Transmitted Diseases Learning Objective: LO 11.4: Identify the outcomes of the most common sexually transmitted diseases Skill Level: Understand the Concepts Difficulty Level: Moderate

22. _____is the most common sexually transmitted disease. a. HPV b. HIV c. Gonorrhea d. Chlamydia

Answer: a Topic: Sexually Transmitted Diseases Learning Objective: LO 11.4: Identify the outcomes of the most common sexually transmitted diseases Skill Level: Understand the Concepts Difficulty Level: Easy 23. Adolescent girls are _________adolescent boys to be infected with a sexually transmitted disease. a. more likely than b. less likely than c. just as likely as d. significantly less likely than Answer: a Topic: Sexually Transmitted Diseases Learning Objective: LO 11.4: Identify the outcomes of the most common sexually transmitted diseases Skill Level: Understand the Concepts Difficulty Level: Easy

24. Which of the following sexually transmitted diseases does not have a cure? a. Syphilis b. Chlamydia c. Gonorrhea d. Genital herpes Answer: d Topic: Sexually Transmitted Diseases Learning Objective: LO 11.4: Identify the outcomes of the most common sexually transmitted diseases Skill Level: Understand the Concepts Difficulty Level: Moderate 25. Which country has the highest rate of teenage pregnancy in the industrialized world? a. Great Britain b. France c. Germany d. The United States Answer: d Topic: Unwed Pregnancy and Abortion Learning Objective: LO 11.5: Identify the various options facing pregnant teenagers Skill Level: Understand the Concepts Difficulty Level: Easy 26. There are ______ possible outcomes to adolescent pregnancies. a. two b. four c. eight d. 10 Answer: b Topic: Unwed Pregnancy and Abortion Learning Objective: LO 11.5: Identify the various options facing pregnant teenagers Skill Level: Understand the Concepts Difficulty Level: Difficult 27. In the 1990s, data indicated that 90% of teenage mothers decided to a. let their male partner’s parents raise their babies. b. let their parents raise their babies. c. give their babies up for adoption d. keep their babies and raise them themselves. Answer: d Topic: Unwed Pregnancy and Abortion

Learning Objective: LO 11.5: Identify the various options facing pregnant teenagers Skill Level: Understand the Concepts Difficulty Level: Moderate 28. Based upon research, the contact between a teenage father and his child _____ as the years pass. a. steadily increases b. steadily decreases c. significantly increases d. stays about the same Answer: b Topic: Unwed Pregnancy and Abortion Learning Objective: LO 11.5: Identify the various options facing pregnant teenagers Skill Level: Understand the Concepts Difficulty Level: Moderate 29. The majority of abortions performed in the United States are on a. single teenagers. b. married women in their 20s. c. single women in their 30s. d. single women in their 40s. Answer: b Topic: Unwed Pregnancy and Abortion Learning Objective: LO 11.5: Identify the various options facing pregnant teenagers Skill Level: Understand the Concepts Difficulty Level: Difficult 30. The strongest correlate to teenage abortion is a. education level. b. income level. c. personality factors. d. health level. Answer: b Topic: Unwed Pregnancy and Abortion Learning Objective: LO 11.5: Identify the various options facing pregnant teenagers Skill Level: Understand the Concepts Difficulty Level: Moderate 31. A teenager who places her baby up for adoption will most likely feel a. comfortable with her decision. b. uncomfortable with her decision. c. mixed emotions about her decision. d. very happy with her decision.

Answer: a Topic: Unwed Pregnancy and Abortion Learning Objective: LO 11.5: Identify the various options facing pregnant teenagers Skill Level: Analyze It Difficulty Level: Moderate 32. ________developed the seven-level continuum of sexual orientation. a. Mead b. Kinsey c. Masters d. Johnson Answer: b Topic: Gay, Lesbian, and Bisexual Youth Learning Objective: LO 11.6: Summarize the stresses experienced by homosexual teens Skill Level: Understand the Concepts Difficulty Level: Easy 33. Kinsey found that many people have a mixture of homosexuality and heterosexuality, and so, are to some degree a. mostly heterosexual. b. mostly homosexual. c. bisexual. d. conflicted. Answer: c Topic: Gay, Lesbian, and Bisexual Youth Learning Objective: LO 11.6: Summarize the stresses experienced by homosexual teens Skill Level: Understand the Concepts Difficulty Level: Easy 34. Marissa considers herself a lesbian. Which factors account for Marissa’s sexual orientation? a. Social, cultural, and biological b. Personality, temperament, and biological c. Cultural, personality, and temperament d. Biological, personal, and social factors Answer: d Topic: Gay, Lesbian, and Bisexual Youth Learning Objective: LO 11.6: Summarize the stresses experienced by homosexual teens Skill Level: Apply What You Know Difficulty Level: Moderate 35. Researchers have concluded that ____ account(s) for 50% of an individual’s sexual orientation.

a. b. c. d.

T genes neurotransmitter anomalies progesterone H genes

Answer: a Topic: Gay, Lesbian, and Bisexual Youth Learning Objective: LO 11.6: Summarize the stresses experienced by homosexual teens Skill Level: Analyze It Difficulty Level: Moderate 36. Which prenatal hormone is believed to affect sexual orientation the most? a. Progesterone b. Estrogen c. Testosterone d. LH Answer: c Topic: Gay, Lesbian, and Bisexual Youth Learning Objective: LO 11.6: Summarize the stresses experienced by homosexual teens Skill Level: Understand the Concepts Difficulty Level: Easy 37. Behaviorists would argue that sexual orientation is the result of a. learning. b. biology. c. hormones. d. brain structure. Answer: a Topic: Gay, Lesbian and Bisexual Youth Learning Objective: LO 11.6: Summarize the stresses experienced by homosexual teens Skill Level: Analyze It Difficulty Level: Moderate 38. When a homosexual individual decides to come out, according to research, which person does he most likely come out to first? a. A parent b. A sibling c. A same-sex friend d. A coworker Answer: c Topic: Gay, Lesbian, and Bisexual Youth Learning Objective: LO 11.6: Summarize the stresses experienced by homosexual teens Skill Level: Apply What You Know

Difficulty Level: Easy 39. Which ethnic minority group has the most negative attitude toward homosexuality? a. Canadian Americans b. African Americans c. Puerto Ricans d. Native Americans Answer: b Topic: Gay, Lesbian and Bisexual Youth Learning Objective: LO 11.6: Summarize the stresses experienced by homosexual teens Skill Level: Analyze It Difficulty Level: Moderate 40. If a teen wanted to gain information about sex, to whom would he should most likely turn? a. A parent b. An aunt or uncle c. A friend d. A spiritual mentor Answer: c Topic: Sex Knowledge and Sex Education Learning Objective: LO 11.7: Compare the benefits of sex education from various sources Skill Level: Analyze It Difficulty Level: Moderate 41. Which parent is more likely to speak with a teenager about sex, according to research? a. Mother b. Father c. Mother and father equally d. Neither parent Answer: a Topic: Sex Knowledge and Sex Education Learning Objective: LO 11.7: Compare the benefits of sex education from various sources Skill Level: Understand the Concepts Difficulty Level: Easy 42. One reason why parents don’t talk with their children about sex is a. some parents do not have enough time to talk to their children. b. some parents do not know how to explain sexuality. c. some parents do not know that it is their responsibility. d. one parent thought the other parent had already talked to the teenager. Answer: b Topic: Sex Knowledge and Sex Education

Learning Objective: LO 11.7: Compare the benefits of sex education from various sources Skill Level: Understand the Concepts Difficulty Level: Moderate 43. Research indicates that the vast majority of American parents believe schools _____ teach sexual education to their children. a. should b. should not c. should parochially d. do not do enough to Answer: a Topic: Sex Knowledge and Sex Education Learning Objective: LO 11.7: Compare the benefits of sex education from various sources Skill Level: Analyze It Difficulty Level: Moderate 44. According to recent research (Manlove et al., 2008), what is the effect of participation in sex education classes? a. Delayed onset of intercourse b. Earlier onset of intercourse c. No effect on onset of intercourse d. Increase in number of sexual partners Answer: d Topic: Sex Knowledge and Sex Education Learning Objective: LO 11.7: Compare the benefits of sex education from various sources Skill Level: Apply What You Know Difficulty Level: Difficult 45. The _____ approach to school sex education has become more and more common. a. abstinence-preferred b. abstinence-only c. informed d. caution Answer: b Topic: Sex Knowledge and Sex Education Learning Objective: LO 11.7: Compare the benefits of sex education from various sources Skill Level: Understand the Concepts Difficulty Level: Easy 46. Research indicates that parents are a. doing a good job of teaching sex education to their children. b. not doing a good job of teaching sex education to their children. c. the entire problem as to why teenage pregnancy exists.

d. to blame for teenagers acquiring STDs. Answer: b Topic: Sex Knowledge and Sex Education Learning Objective: LO 11.7: Compare the benefits of sex education from various sources Skill Level: Understand the Concepts Difficulty Level: Moderate 47. The biggest source of teenagers’ sexual knowledge comes from a. parents. b. siblings. c. the media. d. school programs. Answer: c Topic: Sex Knowledge and Sex Education Learning Objective: LO 11.7: Compare the benefits of sex education from various sources Skill Level: Understand the Concepts Difficulty Level: Easy 48. If a school district wanted to implement the most effective sexual education program possible, it should use a. the abstinence-only approach. b. the abstinence-preferred approach. c. the “just say no” approach. d. the informed approach. Answer: b Topic: Sex Knowledge and Sex Education Learning Objective: LO 11.7: Compare the benefits of sex education from various sources Skill Level: Apply What You Know Difficulty Level: Moderate 49. Research indicates there is a. no one single cause of homosexuality. b. a single cause of homosexuality. c. enough evidence to determine the cause of homosexuality. d. a brain structure solely responsible for homosexuality. Answer: a Topic: Gay, Lesbian, and Bisexual Youth Learning Objective: LO 11.6: Summarize the stresses experienced by homosexual teens Skill Level: Understand the Concepts Difficulty Level: Moderate 50. The preferred standard of sexual activity among youth is

a. b. c. d.

permissiveness without affection. permissiveness with affection. sporadic sexual encounters. masturbation.

Answer: b Topic: Sex and Its Meaning Learning Objective: LO 11.2: Describe the implications of having different sets of common sexual ethics Skill Level: Analyze It Difficulty Level: Moderate

SHORT ANSWER 1. Identify and describe three correlates of adolescent sexual behavior. Topic: Changing Attitudes and Behavior Learning Objective: LO 11.1: Summarize factors associated with adolescent sexual activity 2. Discuss the factors of gender, age, ethnicity, and cultural background, and how they relate to early adolescent intercourse. Topic: Changing Attitudes and Behavior Learning Objective: LO 11.1: Summarize factors associated with adolescent sexual activity 3. Define the term “sexual pluralism,” and describe how it relates to three definitions of abstinence. Topic: Sex and Its Meaning Learning Objective: LO 11.2: Describe the implications of having different sets of common sexual ethics 4. Define the term “casual sex,” and discuss three motivations for it. Topic: Sex and Its Meaning Learning Objective: LO 11.2: Describe the implications of having different sets of common sexual ethics 5. Hooking up is a fact of life for many individuals. Define the term “hooking up,” and briefly discuss the age population that engages most frequently in this activity. Discuss some of the feelings that women vs. men have after hooking up. Topic: Sex and Its Meaning Learning Objective: LO 11.2: Describe the implications of having different sets of common sexual ethics 6. It is distressing to read the research about adolescents’ experiences with sexual aggression because almost all studies indicate that it is quite common. Identify and describe the three types of rape that an individual might be exposed to. Topic: Sex and Its Meaning

Learning Objective: LO 11.2: Describe the implications of having different sets of common sexual ethics 7. Identify four types of contraceptives an adolescent might use. Also discuss three reasons why an adolescent might not use any contraceptives when having intercourse. Topic: Contraceptives and Sexually Transmitted Diseases Learning Objective: LO 11.3: Identify the effects of contraceptives on adolescent sexual activity 8. Identify and describe the most common sexually transmitted disease among adolescents. Describe three additional sexually transmitted diseases. Topic: Contraceptives and Sexually Transmitted Diseases Learning Objective: LO 11.3: Identify the effects of contraceptives on adolescent sexual activity

ESSAY (with Key Points) 1. Why are American adolescents so much more likely to get pregnant than their counterparts in other Western countries? In one to two pages, discuss five theories presented in the textbook that account for this fact. Learning Objective(s): LO 11.1: Summarize factors associated with adolescent sexual activity LO 11.2: Describe the implications of having different sets of common sexual ethics LO 11.3: Identify the effects of contraceptives on adolescent sexual activity LO 11.4: Identify the outcomes of the most common sexually transmitted diseases LO 11.5: Identify the various options facing pregnant teenagers

Brief Outline I.

Introduction A. Discuss the concept of adolescent pregnancy. 1.Age factors. 2.Ethnic factors. 3.Socioeconomic factors.

II.

Body A. Discuss four theories as to why the teenage pregnancy rate in the United States is so high in comparison to other countries. 1. Poverty rate higher. 2. Government provides less health care to middle class citizens. 3. Primary care physicians do not concern themselves with contraceptive advice. 4. American teens are less likely to use contraceptives than teens

III.

5. in other countries. Conclusion

2. The single mother who decides to keep her baby often becomes entrapped in poverty. In one to two pages, discuss four costs mentioned in the textbook that individuals incur due to adolescent single motherhood. Learning Objective(s): 11.1: Summarize factors associated with adolescent sexual activity 11.2: Describe the implications of having different sets of common sexual ethics 11.3: Identify the effects of contraceptives on adolescent sexual activity 11.4: Identify the outcomes of the most common sexually transmitted diseases 11.5: Identify the various options facing pregnant teenagers

Brief Outline I.

Introduction A. Describe factors leading to adolescent single motherhood. 1.Race. 2.Socioeconomic status. 3.Education.

II.

Body A. Identify four costs that adolescent single motherhood incurs. 1. Direct costs to young mothers. 2. Costs to parents of young mothers. 3. Impact on children’s development. 4. Costs to the public. Conclusion

III.

3. In one to two pages, discuss Kinsey’s seven-level continuum of heterosexualityhomosexuality. Learning Objective(s): LO 11.1: Summarize factors associated with adolescent sexual activity LO 11.2: Describe the implications of having different sets of common sexual ethics LO 11.3: Identify the effects of contraceptives on adolescent sexual activity LO 11.6: Summarize the stresses experienced by homosexual teens

Brief Outline I.

Introduction

A. Define the terms “homosexuality” and “heterosexuality.” B. Discuss how Kinsey developed his continuum. II.

Body A. Discuss the seven-level continuum. 1.Exclusively heterosexual. 2.Predominantly heterosexual, occasionally homosexual. 3.Predominantly heterosexual, more than incidentally homosexual. 4.Equally homosexual and heterosexual. 5.Predominantly homosexual, more than incidentally heterosexual. 6.Predominantly homosexual, occasionally heterosexual. 7.Exclusively homosexual.

III.

Conclusion

4. In one to two pages, discuss three factors that can influence one’s sexual orientation. Learning Objective(s): LO 11.1: Summarize factors associated with adolescent sexual activity LO 11.2: Describe the implications of having different sets of common sexual ethics LO 11.5: Identify the various options facing pregnant teenagers LO 11.6: Summarize the stresses experienced by homosexual teens

Brief Outline I.

Introduction A. Define sexual orientation and variations of it.

II.

Body A. Discuss three factors that influence one’s sexual orientation. 1.Genetic differences. 2.Prenatal hormones. 3.Brain anatomy. Conclusion

III.

5. An enormous body of research reveals that parents are an important source of transmission of

sexual values and attitudes and that they do have an influence on adolescent sexual behavior. In one to two pages, discuss why parents do not discuss sex with their children. Learning Objective(s): LO 11.1: Summarize factors associated with adolescent sexual activity LO 11.2: Describe the implications of having different sets of common sexual ethics LO 11.3: Identify the effects of contraceptives on adolescent sexual activity Copyright © 2018, 2011, 2008 Pearson Education, Inc. All Rights Reserved

LO 11.4: Identify the outcomes of the most common sexually transmitted diseases LO 11.5: Identify the various options facing pregnant teenagers LO 11.6: Summarize the stresses experienced by homosexual teens LO 11.7: Compare the benefits of sex education from various sources

Brief Outline I.

Introduction A. Discuss the main source from which adolescents receive their sexual information. 1. The media. 2. Peers.

II.

Body A. Discuss why parents fail to discuss sex with their children. 1.Embarrassed. 2.Misinformed. 3.Afraid of sexual experimentation.

III.

Conclusion

Chapter 12 Dolgin Test Bank MULTIPLE CHOICE 1. Early U.S. public schools originally had a(n) a. Eastern philosophical bent to them. b. religious bent to them. c. Western philosophical bent to them. d. nonreligious bent to them. Answer: b Topic: Trends in U.S. Education Learning Objective: LO 12.1: Outline American secondary education from its early years until the present day Skill Level: Understand the Concepts Difficulty Level: Moderate 2.

______argue that the purpose of school is to teach the basics: English, math, history and science. a. Traditionalists b. Progressives c. Foundationalists d. Formatists Answer: a Topic: Trends in U.S. Education Learning Objective: LO 12.1: Outline American secondary education from its early years until the present day Skill Level: Understand the Concepts Difficulty Level: Easy

3. _______argue that the purpose of school is to prepare students for life by teaching them citizenship and home skills. a. Traditionalists b. Progressives c. Foundationalists d. Formatists Answer: b Topic: Trends in U.S. Education

Learning Objective: LO 12.1: Outline American secondary education from its early years until the present day Skill Level: Understand the Concepts Difficulty Level: Easy 4. _________ schools were the norm until the 1900s, then __________schools started to develop. a. Progressive; traditionalist b. Foundationalist; progressive c. Progressive; foundationalist d. Traditionalist; progressive Answer: d Topic: Trends in U.S. Education Learning Objective: LO 12.1: Outline American secondary education from its early years until the present day Skill Level: Analyze It Difficulty Level: Moderate

5. U.S. schools were blamed for their failure to teach pupils in the mid 1900s with the occurrence of what historical event? a. The launch of Sputnik b. The Bay of Pigs c. The Cuban Missile Crisis d. World War II

Answer: a Topic: Trends in U.S. Education Learning Objective: LO 12.1: Outline American secondary education from its early years until the present day Skill Level: Understand the Concepts Difficulty Level: Moderate

6. In the 1990s, U.S. public education was marked with a. widespread pupil discrimination. b. widespread pupil segregation. c. alternative forms of education. d. a teacher shortage in the South. Answer: c Topic: Trends in U.S. Education Learning Objective: LO 12.1: Outline American secondary education from its early years until the present day

Skill Level: Understand the Concepts Difficulty Level: Moderate

7. _________is a hybrid school that is a mix between a public and private school. a. A continuation school b. A magnet school c. A charter school d. A vocational school Answer: c Topic: Trends in U.S. Education Learning Objective: LO 12.1: Outline American secondary education from its early years until the present day Skill Level: Understand the Concepts Difficulty Level: Easy 8. Roberto attends a school that focuses on African American studies. The type of school that Roberto attends is an example of a a. magnet school. b. charter school. c. vocational school. d. continuation school. Answer: a Topic: Trends in U.S. Education Learning Objective: LO 12.1: Outline American secondary education from its early years until the present day Skill Level: Apply What You Know Difficulty Level: Moderate

9. Homeschooling was originally primarily endorsed by a. liberal Democrats. b. conservative Republicans. c. conservative Christians. d. politicians in Washington, D.C. Answer: c Topic: Trends in U.S. Education Learning Objective: LO 12.1: Outline American secondary education from its early years until the present day Skill Level: Understand the Concepts Difficulty Level: Moderate

10. The most significant piece of educational policy launched during the 21st century is the a. Homeschooling Act of 2001. b. No Child Left Behind Act. c. the development of charter schools. d. the development of magnet schools. Answer: b Topic: Trends in U.S. Education Learning Objective: LO 12.1: Outline American secondary education from its early years until the present day Skill Level: Understand the Concepts Difficulty Level: Moderate

11. From its beginning, The No Child Left Behind Act has been a. controversial. b. well-accepted. c. applauded by educators. d. applauded by parents. Answer: a Topic: Trends in U.S. Education Learning Objective: LO 12.1: Outline American secondary education from its early years until the present day. Skill Level: Understand the Concepts Difficulty Level: Moderate 12. The purpose of “common core” is to a. help vocational students achieve their dreams b. make curriculum across participating states more consistent. c. ensure any student who wants to be home-schooled has the opportunity. d. ensure a better quality of teachers. Answer: b Topic: Trends in U.S. Education Learning Objective: LO 12.1: Outline American secondary education from its early years until the present day Skill Level: Understand the Concepts Difficulty Level: Moderate 13. The founding father of “middle schools” was a. Jonathan Stone. b. Robert Rickenhower.

c. Frederick Campbell. d. William Alexander. Answer: d Topic: Middle Schools Learning Objective: LO 12.2: Contrast middle schools with junior high schools Skill Level: Understand the Concepts Difficulty Level: Moderate 14. The concept of a “middle school” replacing “junior high schools” came into being in the a. 1920s. b. 1940s. c. 1960s. d. 1980s. Answer: c Topic: Middle Schools Learning Objective: LO 12.2: Contrast middle schools with junior high schools Skill Level: Understand the Concepts Difficulty Level: Moderate

15. There is _________ middle schools. a. an agreed-upon structure for all b. no agreed-upon structure for c. a specific formula for structuring all d. a rise in academic performance in Answer: b Topic: Middle Schools Learning Objective: LO 12.2: Contrast middle schools with junior high schools Skill Level: Understand the Concepts Difficulty Level: Moderate

16. Research by Eccles & Roeser (2009) indicates that students in middle school experience a(n) a. increase in academic motivation. b. decrease in academic motivation. c. increase in aptitude. d. decrease in aptitude. Answer: b Topic: Middle Schools Learning Objective: LO 12.2: Contrast middle schools with junior high schools Skill Level: Understand the Concepts

Difficulty Level: Moderate

17. Research by Jackson and Davis (2000) indicates that the atmosphere of successful middle schools should be a. rigorous and hands off. b. not involve the parents. c. supportive and caring. d. isolated from the larger civic community. Answer: c Topic: Middle Schools Learning Objective: LO 12.2: Contrast middle schools with junior high schools Skill Level: Analyze It Difficulty Level: Difficult

18. Many researchers __________ competition among students. a. do not believe in fostering b. do believe in fostering c. strongly believe in fostering d. are undecided as to fostering Answer: a Topic: Middle Schools Learning Objective: LO 12.2: Contrast middle schools with junior high schools Skill Level: Understand the Concepts Difficulty Level: Moderate

19. _______is an educational technique whereby students are separated into different classes based on their competency in a given subject area. a. Aptitude grouping b. Achievement grouping c. Segregation d. Tracking Answer: d Topic: Middle Schools Learning Objective: LO 12.2: Contrast middle schools with junior high schools Skill Level: Understand the Concepts Difficulty Level: Easy 20. Weiss et al.’s (2010) research found that students tend to excel in schools that are a. under 1000 students.

b. over 1000 students. c. around 3000 students d. over 3000 students Answer: a Topic: Characteristics of Good Secondary Schools Learning Objective: LO 12.3: Identify the characteristics of successful secondary schools Skill Level: Understand the Concepts Difficulty Level: Moderate

21. Research indicates that the _________set(s) the overall tone for a school. a. teachers b. principal c. students d. parents Answer: b Topic: Characteristics of Good Secondary Schools Learning Objective: LO 12.3: Identify the characteristics of successful secondary schools Skill Level: Understand the Concepts Difficulty Level: Easy 22. Leticia is a middle school student. If Leticia’s teacher wanted her to excel in class, according to the textbook, he would most likely a. let Leticia discover answers on her own. b. make Leticia memorize a substantial amount of information. c. test Leticia frequently on the information that she has memorized. d. suggest tutoring for Leticia. Answer: a Topic: Characteristics of Good Secondary Schools Learning Objective: LO 12.3: Identify the characteristics of successful secondary schools Skill Level: Apply What You Know Difficulty Level: Moderate 23. Students do best when they believe that their teachers a. are rigorous and challenge them. b. use an authoritarian teaching style. c. are supportive and caring. d. are permissive in their teaching style. Answer: c Topic: Characteristics of Good Secondary Schools Learning Objective: LO 12.3: Identify the characteristics of successful secondary schools Skill Level: Analyze It

Difficulty Level: Easy

24. Most comprehensive high schools offer _____basic curricula. a. three b. four c. five d. six Answer: a Topic: Characteristics of Good Secondary Schools Learning Objective: LO 12.3: Identify the characteristics of successful secondary schools Skill Level: Understand the Concepts Difficulty Level: Easy 25. High schools typically offer the following basic curricula: a. General, applied and vocational. b. English, history and social studies. c. Math, English and science. d. Vocational, general and college preparatory. Answer: d Topic: Characteristics of Good Secondary Schools Learning Objective: LO 12.3: Identify the characteristics of successful secondary schools Skill Level: Understand the Concepts Difficulty Level: Moderate 26. ____________come from the general curricula track. a. Most drop outs b. Most college-bound students c. Top-tier students d. Most disabled students Answer: a Topic: Characteristics of Good Secondary Schools Learning Objective: LO 12.3: Identify the characteristics of successful secondary schools Skill Level: Understand the Concepts Difficulty Level: Moderate 27. CTE stands for a. Continuing Technical Education. b. Career and Technical Education. c. Careers for Teaching Educators. d. Continuing Teaching for Educators. Answer: b

Topic: Characteristics of Good Secondary Schools Learning Objective: LO 12.3: Identify the characteristics of successful secondary schools Skill Level: Understand the Concepts Difficulty Level: Easy 28. If a high school student wanted to start earning credit toward receiving an associate’s degree, he would enter a a. magnet school. b. vharter school. c. dual-enrollment program. d. bi-enrollment program. Answer: c Topic: Characteristics of Good Secondary Schools Learning Objective: LO 12.3: Identify the characteristics of successful secondary schools Skill Level: Apply What You Know Difficulty Level: Moderate 29. The _________educational system is one of the finest in the world. a. Japanese b. Turkish c. Italian d. Canadian Answer: a Topic: Characteristics of Good Secondary Schools Learning Objective: LO 12.3: Identify the characteristics of successful secondary schools Skill Level: Understand the Concepts Difficulty Level: Easy 30. One criticism of the Japanese educational system is that a. the teachers are too supportive of the students. b. it forces rote memorization upon its students. c. it is too unstructured. d. it caters to the wealthy students. Answer: b Topic: Characteristics of Good Secondary Schools Learning Objective: LO 12.3: Identify the characteristics of successful secondary schools Skill Level: Analyze It Difficulty Level: Moderate 31. Eighty-eight percent of American high school students attend a. magnet schools. b. charter schools. c. private schools.

d. public schools. Answer: d Topic: Private, Public and Semi-Private Education Learning Objective: LO 12.4: Summarize the difference between public, private and charter schools Skill Level: Understand the Concepts Difficulty Level: Moderate 32. The term “factories of failure” is used to represent a. elementary schools. b. junior high schools. c. middle schools. d. high schools. Answer: d Topic: Achievement and Dropping Out Learning Objective: LO 12.5: Identify the factors that contribute to students dropping out of high school Skill Level: Understand the Concepts Difficulty Level: Easy 33. Reasons for wide disparities in different high schools’ graduation rates are a. complex and multifaceted. b. simple and solvable. c. unknown and unsolvable. d. simple and locally determined. Answer: a Topic: Achievement and Dropping Out Learning Objective: LO 12.5: Identify the factors that contribute to students dropping out of high school Skill Level: Understand the Concepts Difficulty Level: Moderate 34. If a high school dropout were to be interviewed as to why she dropped out, according to research, she would most likely answer it was due to a. boredom. b. economic reasons. c. stress. d. cultural reasons. Answer: a Topic: Achievement and Dropping Out Learning Objective: LO 12.5: Identify the factors that contribute to students dropping out of high school

Skill Level: Apply What You Know Difficulty Level: Moderate 35. _______occurs when individuals have little sense that there are uniform goals and standards across their school. a. Non-consistency b. Normlessness c. Incoherence d. Lack of cohesion Answer: b Topic: Achievement and Dropping Out Learning Objective: LO 12.5: Identify the factors that contribute to students dropping out of high school Skill Level: Understand the Concepts Difficulty Level: Easy 36. _______may result when students are unclear on the connection between the subjects taught at school and their own futures. a. Lack of cohesion b. Normlessness c. Incoherence d. Meaninglessness Answer: d Topic: Achievement and Dropping Out Learning Objective: LO 12.5: Identify the factors that contribute to students dropping out of high school Skill Level: Understand the Concepts Difficulty Level: Moderate 37. ______ is both a symptom of disengagement and a cause of academic failure. a. Meaninglessness b. Normlessness c. Truancy d. Lack of cohesion Answer: c Topic: Achievement and Dropping Out Learning Objective: LO 12.5: Identify the factors that contribute to students dropping out of high school Skill Level: Understand the Concepts Difficulty Level: Difficult 38. Bimler and Kirkland (2001) have identified _____different types of truants. a. two

b. three c. four d. five Answer: d Topic: Achievement and Dropping Out Learning Objective: LO 12.5: Identify the factors that contribute to students dropping out of high school Skill Level: Understand the Concepts Difficulty Level: Moderate 39. Research overwhelmingly indicates that ________ correlates positively with early withdrawal from school. a. low socioeconomic status b. gender c. personality d. low cohesion Answer: a Topic: Achievement and Dropping Out Learning Objective: LO 12.5: Identify the factors that contribute to students dropping out of high school Skill Level: Analyze It Difficulty Level: Moderate 40. Hispanic American and African American students have a higher dropout rate than a. Native American students do. b. Caucasian students do. c. Puerto Rican students do. d. Puerto Rican and Native American students do. Answer: b Topic: Achievement and Dropping Out Learning Objective: LO 12.5: Identify the factors that contribute to students dropping out of high school Skill Level: Understand the Concepts Difficulty Level: Easy 41. ________ often are a major factor in influencing a particular student to achieve in school. a. Personality temperaments b. Peer associations c. Athletics d. Hobbies Answer: b Topic: Achievement and Dropping Out

Learning Objective: LO 12.5: Identify the factors that contribute to students dropping out of high school Skill Level: Understand the Concepts Difficulty Level: Moderate 42. One of the most significant stressors that high school students face is a feeling of a. lack of personal safety. b. lack of power. c. meaninglessness d. normlessness. Answer: a Topic: Achievement and Dropping Out Learning Objective: 12.5 Identify the factors that contribute to students dropping out of high school Skill Level: Understand the Concepts Difficulty Level: Easy 43. At what time of day does school violence most likely occur? a. early mornings b. midmornings c. noon d. afternoons Answer: d Topic: Achievement and Dropping Out Learning Objective: LO 12.5: Identify the factors that contribute to students dropping out of high school Skill Level: Understand the Concepts Difficulty Level: Moderate 44. The data indicate that schools have been growing a. progressively safer since the 1990s. b. more unstable since 2000. c. unsafe since the 1990s. d. with violent behavior since 2000. Answer: a Topic: Achievement and Dropping Out Learning Objective: LO 12.5: Identify the factors that contribute to students dropping out of high school Skill Level: Understand the Concepts Difficulty Level: Moderate 45. If a student dropped out of high school, yet still wanted to receive a high school diploma, that student could take the

a. b. c. d.

LSAT GRE. GED. PSAT.

Answer: c Topic: Dropouts, Employment and the GED Learning Objective: LO 12.6: Contrast the employment prospects for those who have differing levels of educational attainment Skill Level: Understand the Concepts Difficulty Level: Easy 46. The ______is a set of tests designed to indicate whether an individual has high school-level competency in reading, writing, social studies, math, and science. a. GRE b. GED c. PSAT d. LSAT Answer: b Topic: Dropouts, Employment and the GED Learning Objective: LO 12.6: Contrast the employment prospects for those who have differing levels of educational attainment Skill Level: Understand the Concepts Difficulty Level: Easy 47. Two ways for students to obtain college credit while in high school are a. AP classes and dual enrollment. b. dual enrollment and continuing education courses. c. post baccalaureate classes and dual enrollment. d. AP classes and post baccalaureate classes. Answer: a Topic: Getting a College or University Degree Learning Objective: LO 12.7: Identify options available for students to receive college credit Skill Level: Understand the Concepts Difficulty Level: Easy 48. MOOCs stands for a. multiple outstanding online credits. b. massive open online course. c. multiple online open courses. d. massive outstanding online courses. Answer: b Topic: Getting a College or University Degree

Learning Objective: LO 12.7: Identify options available for students to receive college credit Skill Level: Understand the Concepts Difficulty Level: Moderate 49. Students tend to graduate from college with a. many regrets. b. an increased sense of civic responsibility. c. little or no personal direction. d. little ambition. Answer: b Topic: Getting a College or University Degree Learning Objective: LO 12.7: Identify options available for students to receive college credit Skill Level: Understand the Concepts Difficulty Level: Easy 50. Enrollment at _________is skyrocketing. a. private four year universities b. high schools c. community colleges d. middle schools Answer: c Topic: Getting a College or University Degree Learning Objective: LO 12.7: Identify options available for students to receive college credit Skill Level: Understand the Concepts Difficulty Level: Easy

SHORT ANSWER 1. Define the educational terms “traditionalists” and “progressives” and what these individuals believed. Topic: Trends in U.S. Education Learning Objective: LO 12.1: Outline American secondary education from its early years until the present day 2. Discuss the U.S. educational outcomes of the launching of Sputnik into space. Topic: Trends in U.S. Education Learning Objective: LO 12.1: Outline American secondary education from its early years until the present day 3. Define and describe the difference between a “charter school” and a “magnet school” and which type of student would most likely attend each. Topic: Trends in U.S. Education

Learning Objective: LO 12.1: Outline American secondary education from its early years until the present day 4. Describe the development of the “home school system” and which type of students would most likely to use this system. Topic: Trends in U.S. Education Learning Objective: LO 12.1: Outline American secondary education from its early years until the present day 5. Describe the difference between a “junior high school” and a “middle school.” Also discuss the philosophy on why middle schools were developed. Topic: Trends in U.S. Education Learning Objective: LO 12.1: Outline American secondary education from its early years until the present day 6. Identify and discuss four attributes of successful middle schools. Topic: Middle Schools Learning Objective: LO 12.2: Contrast middle schools with junior highs 7. Define the concept of “tracking.” Discuss one disadvantage and one advantage of this technique. Topic: Middle Schools Learning Objective: LO 12.2: Contrast middle schools with junior highs 8. Identify and describe three characteristics of successful secondary schools. Topic: Characteristics of Good Secondary Schools Learning Objective: LO 12.3: Identify the characteristics of good secondary schools

ESSAY (with Key Points) 1. Describe the No Child Left Behind Act. In one to two pages, discuss the reason for the development of this act and support/criticism of it. Learning Objective(s): LO 12.1: Outline American secondary education from its early years until the present day LO 12.2: Contrast middle schools with junior high schools LO 12.3: Identify the characteristics of successful secondary schools LO 12.4: Summarize the differences between public, private, and charter schools LO 12.5: Identify the factors that contribute to students dropping out of high school

Brief Outline I.

II.

III.

Introduction A. Describe the No Child Left Behind Act. 1.Reasons for the development of the Act. 2.When the act was developed. Body A. Discuss support and criticism for the act. 1.Weak and strong students ignored by act. 2.Not enough adequate funding. 3.Testing is stressful and decreases quality of education. 4.Schools made accountable for student success. 5.Yearly testing. Conclusion

2. In one to two pages, give a brief history of the U.S. education system, and identify five important educational trends that have occurred since the 1900s. Learning Objective(s): LO 12.1: Outline American secondary education from its early years until the present day LO 12.2: Contrast middle schools with junior high schools LO 12.3: Identify the characteristics of successful secondary schools LO 12.4: Summarize the differences between public, private, and charter schools LO 12.5: Identify the factors that contribute to students dropping out of high school LO 12.6: Contrast the employment prospects for those who have differing levels of educational attainment LO 12.7: Identify options available for students to obtain college credit

Brief Outline I.

Introduction A. Describe the early history of U.S. educational system. 1.Religious based. 2.One room school houses.

II.

Body A. Describe education in the 1900s to present. 1.Traditionalists/Progressives debate. 2.National Defense Education Act. 3.Career and experimental education. 4.Appointment of National Commission on Excellence in Education.

5.Alternative forms of education. 6.No Child Left Behind Act. III.

Conclusion

3. Research indicates that middle schools exhibit a large decline in academic motivation. In one to two pages, describe four reasons for the middle school slump and what middle schools can do to address this slump. Learning Objective(s): LO 12.1: Outline American secondary education from its early years until the present day LO 12.2: Contrast middle schools with junior high schools

Brief Outline I.

Introduction A. Describe the difference between middle schools, junior highs and high schools. B. Describe why middle schools were developed.

II.

Body A. Discuss reasons as to why the middle school slump occurs. 1. Middle schools larger. 2. Less impersonal. 3. Less contact with teachers. B. Discuss what middle school can do to address this slump. 1. 1.Value task mastery structure. 2. Less emphasis on performance goal structure. 3. Smaller classes. 4. Supportive, caring teachers.

III.

Conclusion

4. The average secondary school typically has three types of curricula. In one to two pages identify these three types of curricula and discuss which types of students would be most likely to take them and their career outcomes Learning Objective(s): LO 12.1: Outline American secondary education from its early years until the present day LO 12.3: Identify the characteristics of successful secondary schools LO 12.4: Summarize the differences between public, private, and charter schools LO 12.5: Identify the factors that contribute to students dropping out of high school

LO 12.6: Contrast the employment prospects for those who have differing levels of educational attainment LO 12.7: Identify options available for students to obtain college credit

Brief Outline I.

II.

III.

Introduction A. Identify and define the three types of secondary school curricula. 1.General. 2.Vocational. 3.College preparatory. Body A. Discuss the types of students who would be likely to take each of the three types of curricula. B. Discuss the career and life outcomes of each of these types of students. Conclusion

5. Secondary schools have often been referred to as “factories of failure.” In one to two pages, discuss what this term means and the average drop-out rate of high schools. Also, discuss reasons as to why students drop out of high school and what high schools can do to decrease this rate. Learning Objective(s): LO 12.1: Outline American secondary education from its early years until the present day LO 12.3: Identify the characteristics of successful secondary schools LO 12.4: Summarize the differences between public, private, and charter schools LO 12.5: Identify the factors that contribute to students dropping out of high school

Brief Outline I.

Introduction A. Define the term “factories of failure.” B. Discuss the average high school dropout rate.

II.

Body A. Identify and discuss reasons as to why students drop out of high school. 1.Boredom. 2.Safety concerns. 3.Pregnancy. 4.Economic alternatives. 5.Discrimination.

III.

B. Discuss what school can do to decrease this dropout rate. 1. Supportive teachers. 2. Close monitoring of at-risk students. 3. More vocational education. Conclusion

Chapter 13 Dolgin Test Bank MULTIPLE CHOICE 1. The Occupational Outlook Handbook lists more than ______different occupations. a. 100 b. 200 c. 500 d. 800 Answer: d Topic: Motives for choice Learning Objective: LO 13.1: Describe the functions of having a career Skill Level: Understand the Concepts Difficulty Level: Difficult 2.

Eli Ginzberg theorizes that making a vocational choice is a(n) a. quick process. b. developmental process. c. variable process. d. experimental process Answer: b Topic: Theories of Vocational Choice Learning Objective: LO 13.2: Compare the theories of career selection Skill Level: Understand the Concepts Difficulty Level: Moderate

3. The _________ suggests that individuals are constantly revising and rethinking their goals based upon changes in resources and opportunities. a. compromise with reality theory b. theory of career development c. occupational environment theory d. social-cognitive career theory Answer: d Topic: Theories of Vocational Choice Learning Objective: LO 13.2: Compare the theories of career selection Skill Level: Understand the Concepts Difficulty Level: Moderate

4. Alissa has made several subdecisions over a long period of time about which type of occupation to pursue. Which vocational theory is Alissa using? a. Social-cognitive career theory b. Occupational environment theory c. Compromise with reality theory d. Theory of career development Answer: c Topic: Theories of Vocational Choice Learning Objective: LO 13.2: Compare the theories of career selection Skill Level: Apply What You Know Difficulty Level: Moderate

5. The compromise with reality theory breaks the career selection process into three stages: a. envisioning, reality, and decision. b. tentative, realistic, and final. c. fantasy, tentative, and realistic. d. precognitive, fantasy, and final. Answer: c Topic: Theories of Vocational Choice Learning Objective: LO 13.2: Compare the theories of career selection Skill Level: Understand the Concepts Difficulty Level: Moderate 6. The substage of Ginzberg’s compromise with reality theory in which students consider an occupation with their own interests is the a. values period. b. capacities period. c. transition period. d. interest period. Answer: a Topic: Theories of Vocational Choice Learning Objective: LO 13.2: Compare the theories of career selection Skill Level: Understand the Concepts Difficulty Level: Moderate

7. If a child is deciding upon a career based upon likes and interests, the child is most likely in which of the following of Ginzberg’s substages? a. Interests b. Values c. Capacities

d. Transitions Answer: a Topic: Theories of Vocational Choice Learning Objective: LO 13.2: Compare the theories of career selection Skill Level: Apply What You Know Difficulty Level: Moderate 8. Linda Gottfredson (1981) proposed a theory of career development similar to that of Ginzberg. She suggested that early career development involves a. weighing pros and cons. b. examining values. c. circumscription and compromise. d. research of occupations. Answer: c Topic: Theories of Vocational Choice Learning Objective: LO 13.2: Compare the theories of career selection Skill Level: Understand the Concepts Difficulty Level: Moderate 9. There are five traits that predict the ability to successfully leverage chance events: a. sensation seeking, introversion, conscientiousness, agreeableness, and curiosity. b. extraversion, agreeableness, conscientiousness, curiosity, and optimism. c. flexibility, agreeableness, risk-taking, sensation seeking, and extraversion. d. risk-taking, optimism, flexibility, curiosity, and risk-taking. Answer: d Topic: Theories of Vocational Choice Learning Objective: LO 13.2: Compare the theories of career selection Skill Level: Understand the Concepts Difficulty Level: Moderate

10. Jorge chose a new career as a city manager because it fits well with his propensity to be a leader. Which vocational theory describes how Jorge chose his career. a. Social-cognitive career theory b. Compromise with reality theory c. Occupational environment theory d. Theory of career development Answer: c Topic: Theories of Vocational Choice Learning Objective: LO 13.2: Compare the theories of career selection Skill Level: Apply What You Know

Difficulty Level: Moderate 11. The terms “career self-efficacy” and “outcome beliefs” are most central to which vocational career theory? a. Compromise with reality theory b. Social-cognitive career theory c. Theory of career development d. Occupational environment theory Answer: b Topic: Theories of Vocational Choice Learning Objective: LO 13.2: Compare the theories of career selection Skill Level: Understand the Concepts Difficulty Level: Easy 12. Jerry’s father is a sheet metal worker and takes Jerry to work with him regularly. His father then provides training for Jerry about this job. This is an example of a. an apprenticeship. b. an internship. c. coaching. d. vocational conceptualization. Answer: a Topic: Parental Influence on Vocational Choice Learning Objective: LO 13.3: Identify parental influence on adolescent career selection Skill Level: Apply What You Know Difficulty Level: Easy

13. Research by Young (1994) indicates that teenagers believe a. parents have the right to influence adolescents’ career choices. b. parents do not have the right to influence adolescents’ career choices. c. parents do not do enough to guide adolescents into optimal careers. d. parents’ career paths do not influence adolescents’ own ultimate career decisions. Answer: a Topic: Parental Influence on Vocational Choice Learning Objective: LO 13.3: Identify parental influence on adolescent career selection Skill Level: Understand the Concepts Difficulty Level: Moderate

14. Families who use a(n) ______family style are more likely to exert strong influence on their adolescents’ career development.

a. b. c. d.

authoritative democratic autocratic permissive

Answer: b Topic: Parental Influence on Vocational Choice Learning Objective: LO 13.3: Identify parental influence on adolescent career selection Skill Level: Analyze It Difficulty Level: Moderate 15. Research by McCabe & Barnett (2000) and Ginevra et al. (2015) indicates that _______ play a larger role on their adolescent’s career development than a. mothers; fathers. b. father; mothers. c. siblings; fathers. d. peers; fathers. Answer: a Topic: Parental Influence on Vocational Choice Learning Objective: LO 13.3: Identify parental influence on adolescent career selection Skill Level: Analyze It Difficulty Level: Difficult 16. Working-class adolescents are most likely to aspire to high-ranking occupations if they are influenced in this direction simultaneously by a. parents and peers. b. peers and siblings. c. parents and teachers. d. parents and school counselors. Answer: a Topic: Peer and School Personnel Influences Learning Objective: LO 13.4: Summarize contributions from outside influences on career selection Skill Level: Analyze It Difficulty Level: Moderate 17. Women have traditionally been channeled into a a. wide range of careers. b. narrow range of careers. c. variable range of careers. d. unstable range of careers.

Answer: b Topic: Gender Roles and Vocational Choice Learning Objective: LO 13.5: Identify the causes of gender differences in career selection Skill Level: Understand the Concepts Difficulty Level: Moderate 18. Which of the following are the three types of barriers that have been identified in efforts to explain why women are underrepresented in many high-paying professions? a. Structural, normative, and cognitive b. Integrative, normative, and tentative c. Temporary, normative, and cognitive d. Structural, temporary, and tentative Answer: a Topic: Gender Roles and Vocational Choice Learning Objective: LO 13.5: Identify the causes of gender differences in career selection Skill Level: Understand the Concepts Difficulty Level: Moderate

19. If a firm refused to hire a woman because of her gender, which type of barrier is the woman facing? a. Normative b. Structural c. Cognitive d. Integrative Answer: b Topic: Gender Roles and Vocational Choice Learning Objective: LO 13.5: Identify the causes of gender differences in career selection Skill Level: Apply What You Know Difficulty Level: Moderate 20. Maraj wants to help further her husband’s career, so she believes it is best for her to stay at home to take care of the household instead of pursuing her own career. This is an example of a a. structural barrier. b. cognitive barrier. c. integrative barrier. d. normative barrier. Answer: d Topic: Gender Roles and Vocational Choice Copyright © 2018, 2011, 2008 Pearson Education, Inc. All Rights Reserved

Learning Objective: LO 13.5: Identify the causes of gender differences in career selection Skill Level: Apply What You Know Difficulty Level: Moderate 21. The most commonly used test to help determine an individual’s career and vocational interests is the a. Strong Interest Inventory. b. Career Discrimination Test. c. Vocational Detection Inventory. d. Occupational Interest Inventory. Answer: a Topic: Other Crucial Determinants of Vocational Choice Learning Objective: LO 13.6: Describe personal factors that influence career selection Skill Level: Understand the Concepts Difficulty Level: Moderate 22. The backgrounds of most women in high school and college who drop out of science suggest that they have the ability to succeed in science; what they seem to lack is a. a social support group. b. the financial resources. c. the desire. d. insight. Answer: c Topic: Other Crucial Determinants of Vocational Choice Learning Objective: LO 13.6: Describe the personal factors that influence career selection Skill Level: Analyze It Difficulty Level: Difficult 23. With regard to Holland’s realistic personality objects, those people with realistic personalities like to a. tinker with objects and use their hands to fix things. b. lead others in social gatherings. c. help others in human services capacities. d. work with animals in a health care setting. Answer: a Topic: Other Crucial Determinants of Vocational Choice Learning Objective: LO 13.6: Describe the personal factors that influence career selection Skill Level: Analyze It Difficulty Level: Moderate

24. The career most projected to gain new jobs is a. personal care aids. b. nurse practitioners. c. interpreters. d. medical secretaries. Answer: a Topic: Other Crucial Determinants of Vocational Choice Learning Objective: LO 13.6: Describe the personal factors that influence career selection Skill Level: Understand the Concepts Difficulty Level: Moderate 25. ______have the highest starting salary after college graduation. a. Business majors b. Humanities majors c. Engineering majors d. Computer science majors Answer: c Topic: Other Crucial Determinants of Vocational Choice Learning Objective: LO 13.6: Describe the personal factors that influence career selection Skill Level: Understand the Concepts Difficulty Level: Moderate 26. American adolescents are generally _________ than European adolescents when they begin working full time. a. younger b. older c. smarter d. more experienced Answer: b Topic: Other Crucial Determinants of Vocational Choice Learning Objective: LO 13.6: Describe the personal factors that influence career selection Skill Level: Analyze It Difficulty Level: Moderate 27. Having a college degree is ___________ for American adolescents than European adolescents. a. more important b. less important c. less rewarding d. less beneficial Answer: a Topic: Other Crucial Determinants of Vocational Choice

Learning Objective: LO 13.6: Describe the personal factors that influence career selection Skill Level: Analyze It Difficulty Level: Moderate 28. Asian Americans place greater emphasis on ________ occupational values in comparison with White Americans. a. positive and security b. intrinsic and positive c. extrinsic and security d. negative and security Answer: c Topic: Socioeconomic Factors Learning Objective: LO 13.7: Relate socioeconomic status to career aspiration Skill Level: Analyze It Difficulty Level: Difficult 29. Based on the federal limits on adolescent employment, adolescents up to age 17 who work during the summer a. cannot work more than 60 hours a week. b. cannot work more than 40 hours a week. c. can only work between the hours of 9 a.m.-5 p.m. d. can only work on weekdays. Answer: b Topic: Youth Employment Learning Objective: LO 13.8: Summarize the outcomes for adolescents that work for pay Skill Level: Understand the Concepts Difficulty Level: Moderate 30. _______adolescents are more likely to be employed than _____ adolescents. a. White; African American b. Asian American; White c. Latino; White d. African American; White Answer: a Topic: Youth Employment Learning Objective: LO 13.8: Summarize the outcomes for adolescents that work for pay Skill Level: Analyze It Difficulty Level: Moderate 31. White, middle-SES-level teenagers from _____ are more likely to work than adolescents from other SES and racial or ethnic groups. a. rural neighborhoods b. large families

c. broken families d. intact families Answer: d Topic: Youth Employment Learning Objective: LO 13.8: Summarize the outcomes for adolescents that work for pay Skill Level: Analyze It Difficulty Level: Difficult 32. Most adults believe that working is _____ for teenagers. a. too time consuming b. good c. bad d. disruptive Answer: b Topic: Youth Employment Learning Objective: LO 13.8: Summarize the outcomes for adolescents that work for pay Skill Level: Understand the Concepts Difficulty Level: Easy 33. The military is chosen as a career by boys who tend to express little desire to attend college, are generally from _________ are enrolled in a vocational track, and are poor students when contrasted with boys headed for college. a. small families with low socioeconomic status, b. large families with low socioeconomic status, c. small families with a middle socioeconomic status, d. large families with a middle socioeconomic status, Answer: b Topic: Youth Employment Learning Objective: LO 13.8: Summarize the outcomes for adolescents that work for pay Skill Level: Understand the Concepts Difficulty Level: Difficult 34. In the past 30 years, the number of youth in “unpaid employment” has a. decreased. b. increased. c. remained the same. d. been variable. Answer: b Topic: Volunteerism Learning Objective: LO 13.9: Identify the benefits of community service for adolescents Skill Level: Understand the Concept Difficulty Level: Easy

35. Adolescents are more likely to engage in public service work if they are a. from a two-parent home. b. from a single-parent home. c. from a farming community. d. from a high school with more than 2,000 students. Answer: a Topic: Volunteerism Learning Objective: LO 13.9: Identify the benefits of community service for adolescents Skill Level: Analyze It Difficulty Level: Difficult 36. Adolescent community service is correlated with a. low self-efficacy. b. high self-esteem. c. substance abuse. d. poor performance in school. Answer: b Topic: Volunteerism Learning Objective: LO 13.9: Identify the benefits of community service for adolescents Skill Level: Understand the Concepts Difficulty Level: Easy 37. The jobless rate for Hispanic American youth _______counterparts, and much lower than that for African Americans. a. is about the same as the rate for Asian American b. is about the same as the rate for Caucasian c. is lower than the rate for Caucasian d. is higher than the rate for Caucasian Answer: d Topic: Adolescents and Unemployment Learning Objective: LO 13.10: Explain the factors that lead to youth unemployment Skill Level: Analyze It Difficulty Level: Difficult 38. __________involve(s) partnerships between high schools and two-year, postsecondary vocational institutions. a. Tech-prep programs b. Apprenticeships c. Internships d. Coaching Answer: a

Topic: Career Education Learning Objective: LO 13.11: List the types of career education offered by high schools Skill Level: Understand the Concepts Difficulty Level: Easy 39. A(n) ______involves students splitting their week among working at a company, taking career-related classes, and doing regular academic coursework. a. internship b. apprenticeship c. advanced placement site program d. blue collar integration program Answer: b Topic: Career Education Learning Objective: LO 13.11: List the types of career education offered by high schools Skill Level: Understand the Concepts Difficulty Level: Easy 40. ___________ are programs in which schools essentially set up shop and simulate small businesses. a. Integrative institutional programs b. Foundational school programs c. School-based enterprises d. Internships Answer: c Topic: Career Education Learning Objective: LO 13.11: List the types of career education offered by high schools Skill Level: Understand the Concepts Difficulty Level: Moderate 41. If a student were to spend time with an adult at his worksite, this would be an example of a. job integration. b. job shadowing. c. an internship. d. coaching. Answer: b Topic: Career Education Learning Objective: LO 13.11: List the types of career education offered by high schools Skill Level: Apply What You Know Difficulty Level: Easy 42. A student who is matched with an individual in a certain occupation is an example of a. job integration. b. job shadowing

c. mentoring. d. cooperative education. Answer: c Topic: Career Education Learning Objective: LO 13.11: List the types of career education offered by high schools Skill Level: Apply What You Know Difficulty Level: Moderate 43. ________is taking a defined sequence of courses to prepare for a specific occupation. a. An apprenticeship b. An internship c. Vocational course integration d. A career major Answer: d Topic: Career Education Learning Objective: LO 13.11: List the types of career education offered by high schools Skill Level: Understand the Concepts Difficulty Level: Easy 44. Enrollment in high school vocational courses has a. increased since the 1990s. b. decreased since the 1990s. c. remained steady since the 1980s. d. become nonexistent since the 1980s. Answer: b Topic: Career Education Learning Objective: LO 13.11: List the types of career education offered by high schools Skill Level: Analyze It Difficulty Level: Difficult 45. Youths more than older people are more likely to work a. in risky positions. b. in white-collar positions. c. in blue-collar positions. d. in human services positions. Answer: a Topic: Career Education Learning Objective: LO 13.11: List the types of career education offered by high schools. Skill Level: Understand the Concepts Difficulty Level: Moderate 46. Young people in ________ are the most rapidly growing labor force in the world today.

a. b. c. d.

Turkey Central Russia sub-Saharan Africa Northern China

Answer: c Topic: Career Education Learning Objective: LO 13.11: List the types of career education offered by high schools Skill Level: Understand the Concepts Difficulty Level: Moderate 47. ________has the highest rate of youth unemployment. a. Central Russia b. Northern Africa c. Northern China d. Turkey Answer: b Topic: Career Education Learning Objective: LO 13.11: List the types of career education offered by high schools Skill Level: Understand the Concepts Difficulty Level: Moderate 48. More than half of the world’s youth population lives in a. Asia. b. Russia. c. Africa. d. the United States. Answer: a Topic: Career Education Learning Objective: LO 13.11: List the types of career education offered by high schools Skill Level: Understand the Concepts Difficulty Level: Moderate 49. Youth in ________are the hardest hit by economic crisis and decline. a. The United States b. Africa c. Northern Europe d. Eastern Europe Answer: d Topic: Career Education Learning Objective: LO 13.11: List the types of career education offered by high schools Skill Level: Understand the Concepts Difficulty Level: Moderate

50. _______unemployment is generally higher than______ unemployment. a. Youth; adult b. Adult; youth c. Older adult; middle adult d. Middle adult; older adult Answer: a Topic: Career Education Learning Objective: LO 13.11: List the types of career education offered by high schools Skill Level: Analyze It Difficulty Level: Moderate

SHORT ANSWER 1. Compare and contrast the compromise with reality theory and the theory of career development. Topic: Theories of Vocational Choice Learning Objective: LO 13.1: Compare the theories of career selection 2. Describe the occupational environment theory and social-cognitive career theory. Topic: Theories of Vocational Choice Learning Objective: LO 13.1: Compare the theories of career selection 3. Identify and describe the five traits that predict the ability to successfully leverage chance events. Topic: Theories of Vocational Choice Learning Objective: LO 13.1: Compare the theories of career selection 4. Identify and discuss three ways that adults affect adolescents’ career self-efficacy. Topic: Parental Influence on Vocational Choice Learning Objective: LO 13.3: Identify parental influence on adolescent career selection 5. Identify and describe three barriers that face women who have high career aspirations. Topic: Gender Roles and Vocational Choice Learning Objective: LO 13.5: Identify the causes of gender differences in career selection 6. Identify and describe three of the federal limits on youth employment. Topic: Youth Employment Learning Objective: LO 13.8: Summarize the outcomes for adolescents that work for pay 7. Identify and describe four correlates of adolescents who work. Topic: Youth Employment Learning Objective: LO 13.8: Summarize the outcomes for adolescents that work for pay

8. Identify and describe three negative outcomes of youth employment. Topic: Youth Employment Learning Objective: LO 13.8: Summarize the outcomes for adolescents that work for pay

ESSAY (with Key Points) 1. Why is the rate of unemployment among youth so high? In one to two pages, identify and describe factors that contribute to youth unemployment. Also, discuss world populations that are particularly susceptible to youth unemployment. Learning Objective(s): LO 13.1: Describe the functions of having a career LO 13.7: Relate socioeconomic status to career aspiration LO 13.10: Explain the factors that lead to youth unemployment

Brief Outline I. II.

III.

Introduction A. Describe the populations of youth who work as well as the advantages to working. Body A. Discuss the factors that contribute to youth unemployment. 1.Lack of training. 2.Lack of experience. 3.Minimum wage legislation. 4.Licensing boards. 5.Degree standards. 6.Age-related duties. B. Describe world populations that are most susceptible to unemployment. 1.Northern Africa/Middle East. 2.Eastern Europe. Conclusion

2. Several types of programs have been developed to better link school with work and to improve the employment prospects of high school graduates. Identify three different school programs and discuss the advantages of each. Learning Objective(s): LO 13.1: Describe the functions of having a career LO 13.2: Compare the theories of career selection LO 13.11: List the types of career education provided by high schools

Brief Outline I.

Introduction A. Discuss why school-work programs have been developed.

II.

III.

Body A. Identify and discuss the three types of school-work programs. 1.Apprenticeships. 2.Tech-prep programs. 3.School-based enterprises. B. Discuss the advantages of each program. Conclusion

3. Ginzberg divides the process of occupational choice into three stages. Identify each of three stages and describe them with examples. Include a discussion of the criticisms of Ginzberg’s theory. Learning Objective(s): LO 13.1: Describe the functions of having a career LO 13.2: Compare the theories of career selection LO 13.3: Identify parental influence on adolescent career selection

Brief Outline I.

II.

III.

Introduction A. Describe Ginzberg’s theory. 1. Developmental approach to career choice. Body A. Describe the three stages of occupational choice. 1.Fantasy stage. 2.Tentative stage. 3.Realistic stage. B. Discuss criticisms of Ginzberg’s theory. Conclusion

4. Holland theorized that people select occupations that afford environments consistent with their personality types. He outlined six personality types. In one to two pages, discuss Holland’s theory and identify and describe each of the six personality types. Learning Objective(s): LO 13.1: Describe the functions of having a career LO 13.2: Compare the theories of career selection LO 13.3: Identify parental influence on adolescent career selection

Brief Outline I. II.

Introduction A. Describe Holland’s theory. Body A. Identify and describe Holland’s six personality types. 1.Investigative. 2.Social.

III.

3.Conventional. 4.Enterprising. 5.Artistic. 6.Realistic. Conclusion

5. Just as youth participation in paid employment has increased over the past 30 years, so has their participation in unpaid employment. In one to two pages, describe some of the factors that contribute to this trend as well as advantages to adolescent volunteerism. Learning Objective(s): LO 13.1: Describe the functions of having a career LO 13.8: Summarize the outcomes for adolescents that work for pay LO 13.9: Identify the benefits of community service for adolescents

Brief Outline I.

II.

III.

Introduction A. Describe factors that contribute to adolescent volunteerism. 1. Government funding. 2. School requirements. 3. Two-parent families. Body A. Describe positive outcomes of volunteering. 1. High self-esteem. 2. High acceptance rate into college. 3. Identity development. 4. Encourages interest in politics. 5. Low levels of problematic behavior. Conclusion

Chapter 14 Dolgin Test Bank MULTIPLE CHOICE 1. Research by Seeman (1959) indicates that alienation is a combination of ______feelings or beliefs. a. two b. four c. six d. eight Answer: c Topic: Running Away Learning Objective: LO 14.1: Explain the consequences for adolescents who run away from home Skill Level: Understand the Concepts Difficulty Level: Moderate 2. _______is the belief that the social rules have broken down and are not relevant or working. a. Self-estrangement b. Normlessness c. Meaningless d. Social isolation Answer: b Topic: Running Away Learning Objective: LO 14.1: Explain the consequences for adolescents who run away from home Skill Level: Understand the Concepts Difficulty Level: Easy 3. Connie feels like she does not know herself, and her actions surprise her. According to Seemen (1959), Connie is feeling a. self-estrangement. b. normlessness. c. meaningless. d. social isolation. Answer: a Topic: Running Away Learning Objective: LO 14.1: Explain the consequences for adolescents who run away from home

Skill Level: Apply What You Know Difficulty Level: Easy 4. Clustering can occur due to a. the adolescent’s personality. b. the adolescent’s family. c. the adolescent’s teachers. d. the adolescent’s hobbies. Answer: b Topic: Running Away Learning Objective: LO 14.1: Explain the consequences for adolescents who run away from home Skill Level: Analyze It Difficulty Level: Difficult

5. It is estimated that one in ______ adolescents run away before his or her 18th birthday. a. two b. five c. 10 d. 20 Answer: b Topic: Running Away Learning Objective: LO 14.1: Explain the consequences for adolescents who run away from home Skill Level: Understand the Concepts Difficulty Level: Difficult

6. ________ to run away multiple times a. Boys are more likely; than girls are. b. Boys are equally as likely; as girls are. c. Girls are more likely; than boys are. d. Emerging adults are more likely; than juveniles are. Answer: c Topic: Running Away Learning Objective: LO 14.1: Explain the consequences for adolescents who run away from home Skill Level: Analyze It Difficulty Level: Easy

7. Which of the following are the two classes of runaways?

a. b. c. d.

Intent runaways and transient runaways Purposeful runaways and transient runaways Intent runaways and purposeful runaways Permanent runaways and purposeful runaways

Answer: a Topic: Running Away Learning Objective: LO 14.1: Explain the consequences for adolescents who run away from home Skill Level: Understand the Concepts Difficulty Level: Moderate 8. Carlos received a poor grade on his math test. He is afraid of what his father will say to him about the grade. Carlos decides to run away from home for the rest of the afternoon. Carlos is categorized as a(n) a. transient runaway. b. intent runaway. c. purposeful runaway. d. permanent runaway. Answer: a Topic: Running Away Learning Objective: LO 14.1: Explain the consequences for adolescents who run away from home Skill Level: Apply What You Know Difficulty Level: Moderate

9. About 50% of all runaways a. leave the city they reside in. b. have been sexually abused. c. are only gone for a night or two. d. take illegal drugs with them. Answer: c Topic: Running Away Learning Objective: LO 14.1: Explain the consequences for adolescents who run away from home Skill Level: Understand the Concepts Difficulty Level: Difficult

10. The most common reason for intent runaways is a. a dysfunctional home. b. poverty. c. poor physical health.

d. the adolescent’s personality traits. Answer: a Topic: Running Away Learning Objective: LO 14.1: Explain the consequences for adolescents who run away from home Skill Level: Analyze It Difficulty Level: Easy

11. Teens are considered throwaways when a. they have mental health issues. b. they have poor physical health. c. they do poorly in school. d. their parents have actively encouraged them to leave the house. Answer: d Topic: Running Away Learning Objective: LO 14.1: Explain the consequences for adolescents who run away from home Skill Level: Understand the Concepts Difficulty Level: Easy

12. Runaway girls report their parents are a. controlling and punitive. b. permissive and uncaring. c. authoritative and abusive. d. uninvolved in their lives. Answer: a Topic: Running Away Learning Objective: LO 14.1: Explain the consequences for adolescents who run away from home Skill Level: Analyze It Difficulty Level: Difficult

13. Runaway boys report their parents are a. controlling and punitive. b. minimally supervising. c. authoritative. d. authoritarian. Answer: b Topic: Running Away

Learning Objective: LO 14.1: Explain the consequences for adolescents who run away from home Skill Level: Analyze It Difficulty Level: Difficult

14. The largest study examining throwaways was the a. ICAM study. b. NISMART study. c. KLARM study. d. DIBRTS study. Answer: b Topic: Running Away Learning Objective: 14.1 Explain the consequences for adolescents who run away from home Skill Level: Understand the Concepts Difficulty Level: Moderate

15. Research by Hammer et al. (2002) revealed that of the adolescents who had run away, 44% had a. been abused by their parents. b. been thrown out by their families. c. given clues they were going to run away. d. told friends where they were running away. Answer: b Topic: Running Away Learning Objective: LO 14.1: Explain the consequences for adolescents who run away from home Skill Level: Understand the Concepts Difficulty Level: Difficult

16. Teens who swap sex for food and shelter are engaging in a. endurance sex. b. sexual bartering. c. survival sex. d. sexual persistence. Answer: c Topic: Running Away Learning Objective: LO 14.1: Explain the consequences for adolescents who run away from home Skill Level: Analyze It

Difficulty Level: Moderate

17. The services available to runaway youths are a. very adequate. b. inadequate. c. abundant. d. variable. Answer: b Topic: Running Away Learning Objective: LO 14.1: Explain the consequences for adolescents who run away from home Skill Level: Understand the Concepts Difficulty Level: Difficult

18. Worldwide, an estimated ________are street children. a. 200,000 b. 600,000 c. 1.6 million d. 150 million Answer: d Topic: Running Away Learning Objective: LO 14.1: Explain the consequences for adolescents who run away from home Skill Level: Understand the Concepts Difficulty Level: Difficult

19. The incidence of depression in youth is a. increasing. b. decreasing. c. static. d. highly variable. Answer: a Topic: Depression Learning Objective: LO 14.2: Identify the risks of adolescent depression Skill Level: Analyze It Difficulty Level: Moderate

20. During adolescence, _______depression rates sharply increase, whereas _____ rates do not increase as much.

a. b. c. d.

extraverted individuals’; introverted individuals’ boys’; girls’ girls’; boys’ introverted individuals’; extraverted individuals’

Answer: c Topic: Depression Learning Objective: LO 14.2: Identify the risks of adolescent depression Skill Level: Analyze It Difficulty Level: Moderate 21. Research has found a link between SSRI antidepressants and _______ youth. a. suicidal behavior in b. poor grades for c. poor physical health in d. sensation-seeking personality behavior in Answer: a Topic: Depression Learning Objective: LO 14.2: Identify the risks of adolescent depression Skill Level: Understand the Concepts Difficulty Level: Easy 22. Research has found the link between adolescent depression the highest when youths transition to a. elementary school. b. middle school. c. college. d. high school. Answer: b Topic: Depression Learning Objective: LO 14.2: Identify the risks of adolescent depression Skill Level: Understand the Concepts Difficulty Level: Moderate 23. The third-leading cause of adolescent death is a. traffic accidents. b. cancer. c. AIDS. d. suicide. Answer: d Topic: Suicide Learning Objective: LO 14.3: Identify the types of teenagers who attempt or commit suicide Skill Level: Understand the Concepts

Difficulty Level: Moderate

24. Which adolescent ethnic minority group has the highest suicide rate? a. Native Americans b. Asian Americans c. African Americans d. Hispanic Americans Answer: a Topic: Suicide Learning Objective: LO 14.3: Identify the types of teenagers who attempt or commit suicide Skill Level: Understand the Concepts Difficulty Level: Moderate 25. The best two predictors of suicide are a. an introverted personality type and clinical depression. b. clinical depression and a previous suicide attempt. c. depression over social standing issues and a previous suicide attempt. d. an introverted personality type and previous suicide attempt. Answer: b Topic: Suicide Learning Objective: LO 14.3: Identify the types of teenagers who attempt or commit suicide Skill Level: Understand the Concepts Difficulty Level: Moderate 26. The risk of teen suicide, particularly with adolescent males, increases with a. drug and alcohol use. b. a sensation-seeking personality. c. two-parent families. d. an introverted personality type. Answer: a Topic: Suicide Learning Objective: LO 14.3: Identify the types of teenagers who attempt or commit suicide Skill Level: Analyze It Difficulty Level: Easy 27. _________are far more likely to commit suicide than a. Extraverted teens; introverted teens. b. Teens from a two-parent family; teens from a single-parent family. c. Gay and lesbian teens; heterosexual teens. d. Teens from a large family; teens from a small family. Answer: c

Topic: Suicide Learning Objective: LO 14.3: Identify the types of teenagers who attempt or commit suicide Skill Level: Analyze It Difficulty Level: Easy 28. Self-injury most often takes the form of a. cutting. b. hair pulling. c. scratching. d. swallowing sharp objects. Answer: a Topic: Nonsuicidal, Self-Injurious Behavior Learning Objective: LO 14.4: Explain why some adolescents engage in nonsuicidal selfinjurious behaviors Skill Level: Understand the Concepts Difficulty Level: Easy 29. Which age group would you expect self-injuring behavior to be the most common in? a. Adults b. Children c. Adolescents d. Elderly Answer: c Topic: Nonsuicidal, Self-Injurious Behavior Learning Objective: LO 14.4: Explain why some adolescents engage in nonsuicidal selfinjurious behaviors Skill Level: Analyze It Difficulty Level: Easy 30. Which form of therapy has been shown to help adolescents who self-mutilate? a. Art therapy b. Play therapy c. Cognitive behavioral therapy d. Dialectal behavioral therapy Answer: d Topic: Nonsuicidal, Self-Injurious Behavior Learning Objective: LO 14.4: Explain why some adolescents engage in nonsuicidal selfinjurious behaviors Skill Level: Understand the Concepts Difficulty Level: Moderate 31. The third most chronic illness among adolescent girls is/are a. anxiety.

b. cutting. c. eating disorders. d. depression. Answer: c Topic: Eating Disorders Learning Objective: LO 14.5: Identify eating disorders Skill Level: Understand the Concepts Difficulty Level: Easy 32. ________is a life-threatening emotional disorder characterized by an obsession with food and weight. a. Bulimia b. Anorexia nervosa c. Binge eating d. Diet obsession Answer: b Topic: Eating Disorders Learning Objective: LO 14.5: Identify eating disorders Skill Level: Understand the Concepts Difficulty Level: Easy 33. ______is characterized by a rapid consumption of large quantities of high-caloric food in a short period of time. a. Bulimia b. Anorexia nervosa c. Excessive eating d. Splurge eating Answer: a Topic: Eating Disorders Learning Objective: LO 14.5: Identify eating disorders Skill Level: Understand the Concepts Difficulty Level: Easy 34. Holly has recurring episodes of eating significantly more food in a short period of time than most people would eat under similar circumstances, with episodes marked by feelings of lack of control. Holly would most likely be diagnosed with a. bulimia. b. binge eating. c. anorexia nervosa. d. obsessive eating. Answer: b Topic: Eating Disorders

Learning Objective: LO 14.5: Identify eating disorders Skill Level: Apply What You Know Difficulty Level: Easy 35. Which adolescent ethnic minority is anorexia nervosa less common among? a. Native Americans b. African Americans c. Hispanic Americans d. Asian Americans Answer: b Topic: Eating Disorders Learning Objective: LO 14.5: Identify eating disorders Skill Level: Understand the Concepts Difficulty Level: Difficult 36. Families with daughters who are anorexic are often described as a. noncohesive and unsupportive. b. authoritative and supportive. c. punitive and unsupportive d. authoritarian and supportive. Answer: a Topic: Eating Disorders Learning Objective: LO 14.5: Identify eating disorders Skill Level: Analyze It Difficulty Level: Difficult 37. The families of bulimics tend to be a. chaotic and stressed. b. unstressed and uninvolved. c. permissive and unavailable. d. punitive and uncaring. Answer: a Topic: Eating Disorders Learning Objective: LO 14.5: Identify eating disorders Skill Level: Analyze It Difficulty Level: Moderate 38. _______ are individuals younger than 18 who violate the law. a. Juvenile offenders b. Adolescent offenders c. Juvenile delinquents d. Adolescent delinquents

Answer: c Topic: Juvenile Delinquency Learning Objective: LO 14.6: Outline the scope of juvenile delinquency Skill Level: Understand the Concepts Difficulty Level: Easy 39. In 2012, 12% of all violent crime arrests were a. older adults. b. juveniles. c. emerging adults. d. children. Answer: b Topic: Juvenile Delinquency Learning Objective: LO 14.6: Outline the scope of juvenile delinquency Skill Level: Understand the Concepts Difficulty Level: Difficult 40. Which of the following are the three main categories of the causes of juvenile delinquency? a. Personality factors, environmental factors, and social justice issues b. Environmental causes, personal causes, and interpersonal causes c. Personality factors, mental health factors, and interpersonal causes d. Social justice issues, mental health factors, and environmental factors Answer: b Topic: Juvenile Delinquency Learning Objective: LO 14.6: Outline the scope of juvenile delinquency Skill Level: Understand the Concepts Difficulty Level: Moderate 41. Brian has been labeled a juvenile delinquent. The psychological disorder that Brian is most likely to have is a. depression. b. obsessive-compulsive disorder. c. conduct disorder. d. anxiety. Answer: c Topic: Juvenile Delinquency Learning Objective: LO 14.6: Outline the scope of juvenile delinquency Skill Level: Apply What You Know Difficulty Level: Easy 42. An adolescent who engages in theft, serious rule violation, and aggression toward people would most likely be diagnosed with a. depression.

b. obsessive-compulsive disorder. c. conduct disorder. d. narcissism. Answer: c Topic: Juvenile Delinquency Learning Objective: LO 14.6: Outline the scope of juvenile delinquency Skill Level: Analyze It Difficulty Level: Easy 43. One of the strongest predictors of criminal behavior by a teenager is a. a close relative involved in criminal activity. b. a close relative living in the home. c. a history of watching violent television. d. a history of playing violent video games. Answer: a Topic: Juvenile Delinquency Learning Objective: LO 14.6: Outline the scope of juvenile delinquency Skill Level: Analyze It Difficulty Level: Moderate 44. The best personality correlate associated with antisocial behavior is a. lack of self-monitoring. b. lack of self-management. c. lack of self-control. d. lack of self-conscience. Answer: c Topic: Juvenile Delinquency Learning Objective: LO 14.6: Outline the scope of juvenile delinquency Skill Level: Analyze It Difficulty Level: Moderate 45. Some delinquents use ______as a way to bolster their shaky egos. a. withdrawal b. friendship c. humor d. aggression Answer: d Topic: Juvenile Delinquency Learning Objective: LO 14.6: Outline the scope of juvenile delinquency Skill Level: Understand the Concepts Difficulty Level: Easy

46. In 2012, 45% of all gang members were a. Latino. b. Asian American. c. Caucasian. d. African American. Answer: a Topic: Juvenile Delinquency Learning Objective: LO 14.6: Outline the scope of juvenile delinquency Skill Level: Understand the Concepts Difficulty Level: Moderate 47. Courts that act in the best interest of a child are engaging in a. parens patriae. b. hans des tie. c. de patric. d. les wen parens. Answer: a Topic: The Juvenile Justice System Learning Objective: LO 14.7: Explore the various alternatives within the juvenile justice system Skill Level: Understand the Concepts Difficulty Level: Difficult 48. The backbone of correctional procedure is a. arrests. b. police warnings. c. the probation system. d. jail time. Answer: c Topic: The Juvenile Justice System Learning Objective: LO 14.7: Explore the various alternatives within the juvenile justice system Skill Level: Understand the Concepts Difficulty Level: Moderate

49. ____________tries to balance the needs of the victim, the community at large, and the juvenile perpetrator. a. The accommodating justice movement b. The alternative justice movement c. The recuperative balance system d. The restorative justice movement

Answer: d Topic: The Juvenile Justice System Learning Objective: LO 14.7: Explore the various alternatives within the juvenile justice system Skill Level: Understand the Concepts Difficulty Level: Moderate 50. A growing amount of evidence indicates that the restorative justice system a. increase recidivism rates. b. decreases recidivism rates. c. does not affect recidivism rates. d. sometimes affects recidivism rates. Answer: b Topic: The Juvenile Justice System Learning Objective: LO 14.7: Explore the various alternatives within the juvenile justice system Skill Level: Analyze It Difficulty Level: Moderate

SHORT ANSWER 1. Define the term “clustering,” and identify and describe three reasons clustering occurs. Topic: Running Away Learning Objective: LO 14.1: Explain the consequences for adolescents who run away from home

2. Identify the two classes of runaways. Define each concept, and provide an example of each. Topic: Running Away Learning Objective: LO 14.1: Explain the consequences for adolescents who run away from home

3. Identify four reasons as to why adolescents run away from home. Topic: Running Away Learning Objective: LO 14.1: Explain the consequences for adolescents who run away from home

4. Identify and describe five recommended tactics to engage in if an adolescent has run away from home. Topic: Running Away Learning Objective: LO 14.1: Explain the consequences for adolescents who run away from home

5. Define the term “throwaways,” and identify three reasons why an adolescent might become a throwaway. Topic: Running Away Learning Objective: LO 14.1: Explain the consequences for adolescents who run away from home 6. Define the concept of “adolescent depression,” and explain why adolescent girls are more likely to be depressed than adolescent boys. Topic: Depression Learning Objective: LO 14.2: Identify the risks of adolescent depression 7. Identify and discuss the two most prominent risk factors for adolescent suicide. Topic: Depression Learning Objective: LO 14.3: Identify the types of teenagers who attempt or commit suicide 8. Identify and describe four self-injurious, nonsuicidal behaviors of adolescents. Topic: Depression Learning Objective: LO 14.4: Explain why some adolescents engage in nonsuicidal selfinjurious behaviors

ESSAY (with Key Points)

1. As classically defined by Seeman (1959), alienation is a combination of six feelings or beliefs. In one to two pages, define the concept of alienation, and describe Seeman’s six feelings or beliefs. Learning Objective(s): LO 14.1: Explain the consequences for adolescents who run away from home LO 14.2: Identify the risks of adolescent depression LO 14.3: Identify the types of teenagers who attempt or commit suicide LO 14.4: Explain why some adolescents engage in nonsuicidal self-injurious behaviors

Brief Outline I.

II.

Introduction A. Define the concept of alienation. B. Discuss the development of Seeman’s (1959) ideas on the concept. Body A. Identify and define the six beliefs or feelings. 1.Powerlessness.

III.

2.Meaninglessness. 3.Self-estrangement. 4.Cultural-estrangement. 5.Normlessness. 6.Social isolation. Conclusion

2. In one to two pages, define and discuss the concept of adolescent non-suicidal, selfinjurious behaviors. Also discuss factors that contribute to this behavior, the purpose of this behavior, and what can be done to treat it. Learning Objective(s): LO 14.2: Identify the risks of adolescent depression LO 14.3: Identify the types of teenagers who attempt or commit suicide LO 14.4: Explain why some adolescents engage in nonsuicidal self-injurious behaviors

Brief Outline I.

II.

Introduction A. Define nonsuicidal self-injurious behavior. 1.Cutting. 2.Swallowing sharp objects. 3.Scratching. Body A. Discuss factors that contribute to this self-mutilation. 1.Stress. 2.Family situation. B. Discuss why this behavior is done. 1.A cry for help. 2.To help reduce the pain. C. Discuss treatment that can help alleviate this behavior. 1. Dynamic deconstructive psychotherapy. 2. Dialectical behavioral therapy.

III.

Conclusion

3. In one two pages, identify and define each of the three major eating disorders. Also, discuss factors that contribute to these disorders. Learning Objective(s): LO 14.3: Identify the risks of adolescent depression LO 14.5: Identify eating disorders Copyright © 2018, 2011, 2008 Pearson Education, Inc. All Rights Reserved

Brief Outline I.

II.

III.

Introduction A. Define anorexia nervosa. B. Bulimia. C. Binge eating. Body A. Discuss factors that contribute to each of these disorders. 1.Family dynamics. 2.Family parenting. 3.Stress. 4.Race and gender. 5.Depression. 6.Body image obsession. Conclusion

4. In one to two pages, define the terms “juvenile delinquent” and “status crimes.” Discuss five factors that contribute to this behavior and what can be done about it. Learning Objective(s): LO 14.6: Outline the scope of juvenile delinquency LO 14.7: Explore the various alternatives within the juvenile justice system

Brief Outline I.

II.

III.

Introduction A. Define the term “juvenile delinquent.” B. Define the term “status crimes.” Body A. Discuss five factors that contribute to juvenile delinquency. 1.Environmental causes. 2.Personal causes. 3.Interpersonal causes. 4.Gender and age factors. 5.Conduct disorder. 6.ADHD. B. Discuss ways to deal effectively with juvenile delinquency. Conclusion

5. In one to two pages, discuss why some adolescents join gangs while other adolescents with similar backgrounds reject gang membership. Also discuss some of the behaviors that adolescent gang members engage in, as well as the current and historical ethnic makeup of gangs. Learning Objective(s): LO 14.6: Outline the scope of juvenile delinquency

LO 14.7: Explore the various alternatives within the juvenile justice system

Brief Outline I.

II.

III.

Introduction A. Discuss the gender and ethnic makeup of gangs. 1.Latinos. 2.African Americans. 3.Caucasians. 4.Males. B. Describe the locations where gangs develop. 1. Inner cities. C. Describe behaviors gang members engage in. Body A. Describe factors that contribute to an adolescent joining a gang. 1. Protection. 2. Excitement. 3. Meet emotional needs. 4. Meet social needs. Conclusion

Chapter 15 Dolgin Test Bank MULTIPLE CHOICE 1. __________involves putting someone at significantly increased risk for negative consequences. It also occurs when the drug interferes in some way with an individual’s normal, daily responsibilities and accomplishments. a. Intermittent drug use b. Drug abuse c. Drug use d. Variable drug use Answer: b Topic: Drug Use and Abuse Learning Objective: LO 15.1: Differentiate patterns of drug use Skill Level: Understand the Concepts Difficulty Level: Easy 2. As an individual continues to take a drug, that person runs the risk of developing a(n) a. personality disorder. b. physical addiction. c. conduct disorder. d. introverted personality style. Answer: b Topic: Drug Use and Abuse Learning Objective: LO 15.1: Differentiate patterns of drug use Skill Level: Understand the Concepts Difficulty Level: Easy 3. A well-established habit of ______may be more difficult to overcome than one involving a. physical addiction; psychological dependency. b. excessive eating; heroin. c. psychological dependency; physical addiction. d. cigarettes; heroin. Answer: c Topic: Drug Use and Abuse Learning Objective: LO 15.1: Differentiate patterns of drug use Skill Level: Analyze It Difficulty Level: Moderate

4. Most people who use drugs fit into _______categories. a. two b. five c. seven d. nine Answer: b Topic: Drug Use and Abuse Learning Objective: LO 15.1: Differentiate patterns of drug use Skill Level: Understand the Concepts Difficulty Level: Moderate

5. If Casey is motivated by the desire to achieve a known and anticipated effect from a drug, she would be categorized under what type of user? a. Compulsive drug user b. Social-recreational drug user c. Intensified drug user d. Circumstantial-situational user Answer: d Topic: Drug Use and Abuse Learning Objective: LO 15.1: Differentiate patterns of drug use Skill Level: Apply What You Know Difficulty Level: Moderate 6. ________is generally a long-term pattern of using drugs at least once daily to achieve relief from a persistent problem or stressful situation. a. Circumstantial-situational drug use b. Intensified drug use c. Social-recreational drug use d. Experimental drug use Answer: b Topic: Drug Use and Abuse Learning Objective: LO 15.1: Differentiate patterns of drug use Skill Level: Understand the Concepts Difficulty Level: Moderate

7. If an adolescent were to use a particular drug at a high frequency and at a high dosage for a relatively long duration, which type of use would he be categorized under? a. Compulsive drug use b. Intensified drug use c. Circumstantial situational drug use d. Recreational drug use

Answer: a Topic: Drug Use and Abuse Learning Objective: LO 15.1: Differentiate patterns of drug use Skill Level: Apply What You Know Difficulty Level: Easy 8. The drugs most commonly abused can be grouped into ______categories. a. two b. three c. four d. six Answer: c Topic: Types of Drugs Learning Objective: LO 15.2: List the classes of psychotropic drugs Skill Level: Understand the Concepts Difficulty Level: Easy

9. Which of the following class of drugs causes perceptual distortions? a. Depressants b. Stimulants c. Hallucinogens d. Narcotics Answer: c Topic: Types of Drugs Learning Objective: LO 15.2: List the classes of psychotropic drugs Skill Level: Understand the Concepts Difficulty Level: Easy 10. _______work by mimicking endogenous endorphins. a. Depressants b. Stimulants c. Hallucinogens d. Narcotics Answer: d Topic: Narcotics Learning Objective: LO 15.3: Explain the physical effects of narcotics Skill Level: Understand the Concepts Difficulty Level: Moderate 11. _______are derived from the Greek word “to make numb.”

a. b. c. d.

Narcotics Depressants Stimulants Hallucinogens

Answer: a Topic: Narcotics Learning Objective: LO 15.3: Explain the physical effects of narcotics Skill Level: Understand the Concepts Difficulty Level: Easy

12. Heroin and codeine are examples of which class of drugs? a. Depressants b. Stimulants c. Hallucinogens d. Narcotics Answer: d Topic: Narcotics Learning Objective: LO 15.3: Explain the physical effects of narcotics Skill Level: Understand the Concepts Difficulty Level: Moderate

13. _______are the most physically addictive of all drugs. a. Depressants b. Narcotics c. Stimulants d. Hallucinogens Answer: b Topic: Narcotics Learning Objective: LO 15.3: Explain the physical effects of narcotics Skill Level: Understand the Concepts Difficulty Level: Moderate

14. A small number of youths acquire and take prescription painkillers such as Vicodin or OxyContin. These two drugs are examples of a. hallucinogens. b. stimulants. c. narcotics. d. depressants. Answer: c

Topic: Narcotics Learning Objective: LO 15.3: Explain the physical effects of narcotics Skill Level: Apply What You Know Difficulty Level: Moderate

15. ______work by increasing the amount of norepinephrine and/or dopamine available to the brain’s neurons. a. Depressants b. Stimulants c. Narcotics d. Hallucinogens Answer: b Topic: Stimulants Learning Objective: LO 15.4: Identify the most commonly abused stimulants Skill Level: Understand the Concepts Difficulty Level: Moderate

16. Cocaine and ecstasy are examples of which class of drugs? a. Depressants b. Stimulants c. Narcotics d. Hallucinogens Answer: b Topic: Stimulants Learning Objective: LO 15.4: Identify the most commonly abused stimulants Skill Level: Understand the Concepts Difficulty Level: Easy

17. Adolescent use of cocaine in the past 15 years has a. been increasing. b. been decreasing. c. been static. d. been variable. Answer: b Topic: Stimulants Learning Objective: LO 15.4: Identify the most commonly abused stimulants Skill Level: Understand the Concepts Difficulty Level: Difficult

18. Which of the following drugs is frequently used and abused by college students who think it will make them smarter? a. Cocaine b. Ritalin c. Codeine d. Methamphetamines Answer: b Topic: Stimulants Learning Objective: LO 15.4: Identify the most commonly abused stimulants Skill Level: Understand the Concepts Difficulty Level: Moderate

19. Inhalants and barbiturates are examples of what class of drugs? a. Hallucinogens b. Stimulants c. Depressants d. Narcotics Answer: c Topic: Depressants Learning Objective: LO 15.5: Identify the negative consequences of depressant abuse Skill Level: Understand the Concepts Difficulty Level: Moderate 20. ________ include a broad range of substances that act on the central nervous system to alter perception and one’s state of consciousness. a. Narcotics b. Stimulants c. Depressants d. Hallucinogens Answer: d Topic: Hallucinogens Learning Objective: LO 15.6: Contrast the effects of different hallucinogenic drugs Skill Level: Understand the Concepts Difficulty Level: Easy 21. A blurring of the senses in which colors are “heard” and sounds “seen” is termed a. kinesia. b. parasymthesia. c. synesthesia. d. auditorsia.

Answer: c Topic: Hallucinogens Learning Objective: LO 15.6: Contrast the effects of different hallucinogenic drugs Skill Level: Understand the Concepts Difficulty Level: Difficult

22. _____is the most potent hallucinogen. a. LSD b. Cocaine c. Heroin d. Crack Answer: a Topic: Hallucinogens Learning Objective: LO 15.6: Contrast the effects of different hallucinogenic drugs Skill Level: Understand the Concepts Difficulty Level: Moderate 23. _________is one of the most widely used mind-alternating substances in America. a. LSD b. Cocaine c. Marijuana d. Crack Answer: c Topic: Hallucinogens Learning Objective: LO 15.6: Contrast the effects of different hallucinogenic drugs Skill Level: Understand the Concepts Difficulty Level: Easy

24. If a drug addict had significant damage to her hippocampus, a doctor might suspect she was dependent upon which drug? a. Alcohol b. Crack c. Marijuana d. Cocaine Answer: c Topic: Hallucinogens Learning Objective: LO 15.6: Contrast the effects of different hallucinogenic drugs Skill Level: Analyze It Difficulty Level: Difficult

25. ________is a fairly new drug that is an herb and a member of the mint family. a. Crease b. Salvia c. Herse d. Jamba Answer: b Topic: Hallucinogens Learning Objective: LO 15.6: Contrast the effects of different hallucinogenic drugs Skill Level: Understand the Concepts Difficulty Level: Moderate 26. Legalized marijuana a. does not lead to increased use by teenagers. b. definitely leads to increased use by teenagers. c. can lead to increased use by teenagers. d. does lead to severe effects upon the adolescent population. Answer: a Topic: Hallucinogens Learning Objective: LO 15.6: Contrast the effects of different hallucinogenic drugs Skill Level: Understand the Concepts Difficulty Level: Difficult 27. Research studies on adolescent drug use have consistently indicated that the drugs most frequently used by adolescents are a. LSD, tobacco, and alcohol. b. LSD, cocaine, and alcohol. c. alcohol, crack, and marijuana. d. alcohol, tobacco, and marijuana. Answer: d Topic: The “Big Picture” of Adolescent Drug Use Learning Objective: LO 15.7: Describe how adolescent use of drugs has changed over time Skill Level: Analyze It Difficulty Level: Moderate 28. Alcohol and cigarette use by high school seniors has ____ over the past 25 years. a. increased b. decreased c. stayed the same d. been variable Answer: b Topic: The “Big Picture” of Adolescent Drug Use Learning Objective: LO 15.7: Describe how adolescent use of drugs has changed over time

Skill Level: Understand the Concepts Difficulty Level: Moderate 29. Which group is most likely, based upon research, to use illicit drugs? a. High school students b. College students c. Both middle school and high school students d. Both high school and college students Answer: d Topic: The “Big Picture” of Adolescent Drug Use Learning Objective: LO 15.7: Describe how adolescent use of drugs has changed over time Skill Level: Analyze It Difficulty Level: Moderate 30. Drug use peaked among adolescents in the a. 1950s. b. 1970s and 1980s. c. 1990s. d. 1980s and 1990s. Answer: b Topic: The “Big Picture” of Adolescent Drug Use Learning Objective: LO 15.7: Describe how adolescent use of drugs has changed over time Skill Level: Understand the Concepts Difficulty Level: Difficult 31. The large majority of adolescents first try drugs a. because they are curious about the effects. b. because they want to feel happier. c. because they want to feel more relaxed. d. because they want to have more energy. Answer: a Topic: Reasons for Drug Use Learning Objective: LO 15.8: Identify adolescents’ motivations for drug use Skill Level: Understand the Concepts Difficulty Level: Moderate 32. ________ adolescents are significantly less likely to use drugs than _________adolescents. a. Caucasian; African American b. African American; Caucasian c. Caucasian; Native American d. Hispanic American; Native American Answer: b

Topic: Reasons for Drug Use Learning Objective: LO 15.8: Identify adolescents’ reasons for drug use Skill Level: Analyze It Difficulty Level: Difficult 33. Research indicates that __________adolescents are heavier drug users than _____adolescents. a. Middle Eastern; Chinese b. Middle Eastern; American c. American; Chinese d. Chinese; American Answer: c Topic: Reasons for Drug Use Learning Objective: LO 15.8: Identify adolescents’ reasons for drug use Skill Level: Analyze It Difficulty Level: Difficult 34. Which of the following risks factors of drug abuse is considered most important? a. Personality b. Temperament c. Familial factors d. Academic potential Answer: c Topic: Reasons for Drug Use Learning Objective: LO 15.8: Identify adolescents’ reasons for drug use Skill Level: Understand the Concepts Difficulty Level: Moderate 35. The families of adolescent drug users frequently a. provide warmth and cohesion. b. provide support and care. c. give little parental support. d. are authoritative. Answer: c Topic: Reasons for Drug Use Learning Objective: LO 15.8: Identify adolescents’ reasons for drug use Skill Level: Apply What You Know Difficulty Level: Moderate 36. Most teenagers who receive drug treatment do so a. as inpatients. b. as outpatients. c. willingly.

d. at high-profile drug rehabilitation centers. Answer: b Topic: Prevention and Treatment Learning Objective: LO 15.9: Identify effective approaches to combating drug use Skill Level: Understand the Concepts Difficulty Level: Moderate 37. ___treatment approaches have been found effective for treating substance abuse. a. Two b. Four c. Six d. Eight Answer: b Topic: Prevention and Treatment Learning Objective: LO 15.9: Identify effective approaches to combating drug use Skill Level: Understand the Concepts Difficulty Level: Moderate

38. If an adolescent was enrolled in a drug therapy program that examined all of the social influences in her life, she would be undergoing what type of therapy? a. Cognitive behavioral therapy b. Family behavior therapy c. Ecological family therapy d. Motivational interviewing Answer: c Topic: Prevention and Treatment Learning Objective: LO 15.9: Identify effective approaches to combating drug use Skill Level: Apply What You Know Difficulty Level: Moderate 39. Vanessa is in a drug therapy program where at least one of her parents is required to attend sessions with her. Which type of drug therapy program is Vanessa enrolled in? a. Cognitive behavioral therapy b. Family behavior therapy c. Ecological family therapy d. Motivational interviewing Answer: b Topic: Prevention and Treatment Learning Objective: LO 15.9: Identify effective approaches to combating drug use Skill Level: Apply What You Know Difficulty Level: Easy

40. Which of the following drug therapy programs uses a nonconfrontational, nonjudgmental outlook? a. Motivational interviewing b. Cognitive behavioral therapy c. Ecological family therapy d. Family behavior therapy Answer: a Topic: Prevention and Treatment Learning Objective: LO 15.9: Identify effective approaches to combating drug use Skill Level: Understand the Concepts Difficulty Level: Moderate 41. Which drug therapy program has the goal of having the substance abuser think for himself about how he would like his life to be? a. Motivational interviewing b. Cognitive behavioral therapy c. Ecological family therapy d. Family behavior therapy Answer: a Topic: Prevention and Treatment Learning Objective: LO 15.9: Identify effective approaches to combating drug use Skill Level: Understand the Concepts Difficulty Level: Moderate 42. The most widely used treatment program to treating chemical dependency is a. family behavior therapy. b. Alcoholics Anonymous. c. cognitive behavioral therapy. d. motivational interviewing. Answer: b Topic: Prevention and Treatment Learning Objective: LO 15.9: Identify effective approaches to combating drug use Skill Level: Understand the Concepts Difficulty Level: Easy 43. Peer pressure and modeling are the cornerstone of which drug therapy approach? a. Therapeutic communities b. Motivational interviewing c. Cognitive behavior therapy d. Family behavior therapy Answer: a

Topic: Prevention and Treatment Learning Objective: LO 15.9: Identify effective approaches to combating drug use Skill Level: Understand the Concepts Difficulty Level: Difficult 44. Research indicates that the most effective drug therapy programs are the ones that a. focus on personality flaws. b. minimize dropout rates. c. include peer therapy. d. include expert care. Answer: b Topic: Prevention and Treatment Learning Objective: LO 15.9: Identify effective approaches to combating drug use Skill Level: Understand the Concepts Difficulty Level: Difficult 45. Research surrounding Project DARE indicates a. that it successfully stops drug use. b. that authoritative pressure helps stop drug use. c. that it is unsuccessful in its attempts to stop drug use. d. that parental pressure helps stop drug use. Answer: c Topic: Prevention and Treatment Learning Objective: LO 15.9: Identify effective approaches to combating drug Skill Level: Understand the Concepts Difficulty Level: Easy 46. Adolescent tobacco use has ___________since the mid-1990s. a. been increasing b. been decreasing c. been variable d. stayed the same Answer: b Topic: Tobacco and Smoking Learning Objective: LO 15.10: Explain causes leading to adolescents using tobacco products Skill Level: Understand the Concepts Difficulty Level: Moderate 47. ________use is the single largest preventable cause of disease and death in the United States. a. Heroin b. Tobacco c. Alcohol d. Cocaine

Answer: b Topic: Tobacco and Smoking Learning Objective: LO 15.10: Explain causes leading to adolescents using tobacco products Skill Level: Understand the Concepts Difficulty Level: Easy 48. The most reported reason that teens start smoking is a. peer pressure. b. curiosity. c. a craving for nicotine. d. a craving for energy. Answer: a Topic: Tobacco and Smoking Learning Objective: LO 15.10: Explain causes leading to adolescents using tobacco products Skill Level: Understand the Concepts Difficulty Level: Moderate 49. _________are far more likely to experience negative consequences from their drinking than other drinkers. a. Male drinkers b. Female drinkers c. Underage drinkers d. Binge drinkers Answer: d Topic: Alcohol and Excessive Drinking Learning Objective: LO 15.11: Summarize the reasons why drinking alcohol is harmful to adolescents Skill Level: Understand the Concepts Difficulty Level: Moderate 50. Alcohol use tends to _______as adolescents move into young adulthood. a. increase b. decrease c. remain the same d. become variable Answer: b Topic: Alcohol and Excessive Drinking Learning Objective: LO 15.11: Summarize the reasons why drinking alcohol is harmful to adolescents Skill Level: Analyze It Difficulty Level: Moderate

SHORT ANSWER 1. Briefly discuss what distinguishes drug use from drug abuse. Topic: Drug Use and Abuse Learning Objective: LO 15.1: Differentiate patterns of drug use 2. Briefly discuss and define the concepts of “physical dependency” and “psychological dependency” on a drug. Topic: Drug Use and Abuse Learning Objective: LO 15.1: Differentiate patterns of drug use 3. Identify and define the four categories of the most frequently abused drugs, and give examples of each. Topic: Types of Drugs Learning Objective: LO 15.2: List the classes of psychotropic drugs 4. Identify two prescription stimulants that college students frequently abuse and the reasons they abuse them. Topic: Stimulants Learning Objective: LO 15.4: Identify the most commonly abused stimulants 5. Identify three types of inhalants, discuss what class of drugs that they belong to, and give an example of each type. Topic: Depressants Learning Objective: LO 15.5: Identify the negative consequences of depressant abuse 6. Define the term “synesthesia,” and discuss two types of drugs that produce this experience. Topic: Hallucinogens Learning Objective: LO 15.6: Contrast the effects of different hallucinogenic drugs 7. Identify the class of drugs that marijuana belongs to, and briefly discuss how the legalization of marijuana in some states has affected adolescent usage. Topic: Hallucinogens Learning Objective: LO 15.6: Contrast the effects of different hallucinogenic drugs 8. Identify and discuss three family characteristics that contribute to adolescent substance abuse. Topic: Reasons for Drug Use Learning Objective: LO 15.8: Identify adolescents’ motivations for drug use

ESSAY (with Key Points) 1. Most persons who use drugs can be categorized into one of five categories based on their motivations to take drugs. In one to two pages, identify and describe each of the five categories, and discuss the risk factors for each of the motivations.

Learning Objective(s): LO 15.1: Differentiate patterns of drug use LO 15.2: List the classes of psychotropic drugs LO 15.5: Identify the negative consequences of depressant abuse LO 15.7: Describe how adolescent use of drugs has changed over time LO 15.8: Identify adolescents’ motivations for drug use LO 15.10: Explain causes leading to adolescents using tobacco products

Brief Outline I. II.

III.

Introduction A. Discuss the difference between drug use and drug abuse. Body A. Identify and define each of the five categories that motivate drug use. 1. Experimental use. 2. Recreational use. 3. Circumstantial-situational use. 4. Intensified use. 5. Compulsive use. B. Discuss risk factors associated with each type of motivation. Conclusion

2. In one to two pages, trace the history and trends of adolescent drug use, and then identify risk factors that make it more likely an adolescent will engage in substance abuse. Learning Objective(s): LO 15.1: Differentiate patterns of drug use LO 15.7: Describe how adolescent use of drugs has changed over time LO 15.8: Identify adolescents’ motivations for drug use LO 15.9: Identify effective approaches to combating drug use

Brief Outline I.

Introduction A. Discuss the history and trends of adolescent drug use.

II.

Body A. Identify risk factors of adolescent drug abuse. 1.Unsupportive family. 2.Peer pressure. 3.Poverty. 4.Family stress. 5.Ethnic background. 6.Socioeconomic status.

III.

7.Parents who are users. Conclusion

3. In one to two pages, identify and discuss four treatment approaches that have been successful in the treatment of substance abuse. Also include the advantages and disadvantages to each approach. Learning Objective(s): LO 15.1: Differentiate patterns of drug use LO 15.8: Identify adolescents’ motivations for drug use LO 15.9: Identify effective approaches to combating drug use

Brief Outline I. II.

III.

Introduction A. Define substance abuse. Body A. Discuss four treatment approaches that reduce substance abuse. 1.Ecological family therapy. 2.Cognitive behavioral therapy. 3.Family behavior therapy. 4.Motivational interviewing. B. Discuss the advantages and disadvantages to each approach. Conclusion

4. In one to two pages, compare and contrast the structure and functions of the Alcoholics Anonymous/Narcotics Anonymous programs to those of therapeutic community treatment. Learning Objective(s): LO 15.1: Differentiate patterns of drug use LO 15.8: Identify adolescents’ motivations for drug use LO 15.9: Identify effective approaches to combating drug use LO 15.11: Summarize the reasons why drinking alcohol is harmful to adolescents

Brief Outline I.

Introduction A. Define and discuss the AA/NA program beliefs/goals. 1.Outpatient program. 2.Mentorship. 3.Admitting that you cannot control your substance abuse. 4.Making amends for your errors. 5.Learning to live a new life. 6.Learning new behavior.

II. III.

7.12-step program. B. Define and discuss therapeutic community treatment. 1.Inpatient program. 2.Peer pressure. 3.Modeling. 4.Support. 5.Patients earn privileges. 6.Completion rates are low. Body A. Compare and contrast both programs. Conclusion

5. In one to two pages, discuss Project DARE, why it was created and why, despite not being successful, it is still used today. Learning Objective(s): LO 15.1: Differentiate patterns of drug use LO 15.2: List the classes of psychotropic drugs LO 15.7: Describe how adolescent use of drugs has changed over time LO 15.8: Identify adolescents’ motivations for drug use LO 15.9: Identify effective approaches to combating drug use LO 15.10: Explain causes leading to adolescents using tobacco products LO 15.11: Summarize the reasons why drinking alcohol is harmful to adolescents

Brief Outline I.

II.

III.

Introduction A. Discuss Project DARE. B. Reasons it was created. Body A. Discuss why the program is not successful. 1.Participants were not immune to peer pressure. 2.Participants did not have higher self-esteem to resist peer pressure. B. Discuss why the program is still used today. 1.“Feel good” program. 2.Easy to execute. 3.Most children who complete it are not substance abusers at the time. Conclusion

Chapter 16 Dolgin Test Bank MULTIPLE CHOICE 1. Positive youth development programs grew out of a. after-school programs. b. prevention programs. c. the DARE project. d. the Just Say No program. Answer: b Topic: Positive Youth Development Learning Objective: LO 16.1: Characterize successful youth development programs Skill Level: Understand the Concepts Difficulty Level: Moderate 2.

Research by Roth and Brooks-Gunn (2003) identified ______element(s) that make(s) a successful youth development program. a. one b. two c. three d. four Answer: c Topic: Positive Youth Development Learning Objective: LO 16.1: Characterize successful youth development programs Skill Level: Understand the Concepts Difficulty Level: Moderate

3. The 5 Cs of positive youth development as defined by Lerner et al. (2009) are a. comprehension, clarity, conciseness, compassion, and connection. b. confidence, competence, character, compassion. and connection. c. clarity, conciseness, competence, consistency. and character. d. consistency, character, compassion, confidence, and clarity. Answer: b Topic: Positive Youth Development Learning Objective: LO 16.1: Characterize successful youth development programs Skill Level: Understand the Concepts Difficulty Level: Difficult 4. To encourage positive youth development, which type of tasks should be given to youths?

a. b. c. d.

Open-ended tasks Narrowly defined tasks Ambiguous tasks Ultra-challenging tasks

Answer: a Topic: Positive Youth Development Learning Objective: LO 16.1: Characterize successful youth development programs Skill Level: Understand the Concepts Difficulty Level: Moderate

5. Janine is 22 years old. Research by Arnett (2000) would categorize Janine in which developmental category? a. Young adulthood b. Emerging adulthood c. Middle adulthood d. Beginning adulthood Answer: b Topic: Emerging Adulthood Learning Objective: LO 16.2: Contrast “adolescence” with “emerging adulthood” Skill Level: Apply What You Know Difficulty Level: Moderate

6. Emerging adulthood is a period where individuals think about their a. duty to their parents. b. past behavior. c. goals and future choices. d. past choices. Answer: c Topic: Emerging Adulthood Learning Objective: LO 16.2: Contrast “adolescence” with “emerging adulthood” Skill Level: Understand the Concepts Difficulty Level: Moderate

7. Emerging adulthood is a. a universal phenomenon. b. only apparent in females. c. not a universal phenomenon. d. only apparent in males. Answer: c

Topic: Emerging Adulthood Learning Objective: LO 16.2: Contrast “adolescence” with “emerging adulthood” Skill Level: Understand the Concepts Difficulty Level: Easy 8. Maturity involves becoming a. a responsible parent. b. involved in a serious committed relationship. c. more serious about job opportunities. d. more emotionally stable. Answer: d Topic: Young Adulthood Learning Objective: LO 16.3: Summarize the life tasks faced by young adults Skill Level: Understand the Concepts Difficulty Level: Moderate

9. One of the biggest factors that drives an individual toward psychological and social maturity is a. becoming a full-time worker. b. becoming a caregiver. c. getting married. d. exercising civic responsibility. Answer: a Topic: Young Adulthood Learning Objective: LO 16.3: Summarize the life tasks faced by young adults Skill Level: Understand the Concepts Difficulty Level: Moderate 10. The phenomenon of “emerging adulthood” is most common in which type of countries? a. Agricultural countries b. Third-world countries c. Westernized countries d. Nonindustrialized countries Answer: c Topic: Emerging Adulthood Learning Objective: LO 16.2: Contrast “adolescence” with “emerging adulthood” Skill Level: Understand the Concepts Difficulty Level: Easy

11. The therapeutic approach to adolescent development recognizes that development is

a. b. c. d.

predetermined. not predetermined. genetically determined. psychologically difficult.

Answer: b Topic: Positive Youth Development Learning Objective: LO 16.1: Characterize successful youth development programs Skill Level: Analyze It Difficulty Level: Difficult

12. Much of what we know about positive youth development comes from a. correlational research. b. experimental research. c. analyzing prevention programs. d. field studies. Answer: c Topic: Positive Youth Development Learning Objective: LO 16.1: Characterize successful youth development programs Skill Level: Understand the Concepts Difficulty Level: Moderate 13. In which country would the concept “emerging adulthood” be most relevant? a. Australia b. Thailand c. Nigeria d. Egypt Answer: a Topic: Positive Youth Development Learning Objective: LO 16.1: Characterize successful youth development programs Skill Level: Understand the Concepts Difficulty Level: Easy

14. Research by Roth and Brooks-Gunn (2003) indicates that a successful youth development program should a. have the right goals. b. have evidence-based practices. c. have monthly progress assessments. d. foster external motivation. Answer: a

Topic: Positive Youth Development Learning Objective: LO 16.1: Characterize successful youth development programs Skill Level: Understand the Concepts Difficulty Level: Moderate

15. Wood et al (2009) theorize that youth development programs are most effective when they a. outline punitive guidelines. b. offer rewards for goal achievement. c. make youths responsible. d. mentor youth with positive role models. Answer: c Topic: Positive Youth Development Learning Objective: LO 16.1: Characterize successful youth development programs Skill Level: Analyze It Difficulty Level: Difficult

16. Youth development programs are effective when they have goals that require a. insight. b. teamwork. c. peer pressure. d. conscientiousness. Answer: b Topic: Positive Youth Development Learning Objective: LO 16.1: Characterize successful youth development programs Skill Level: Understand the Concepts Difficulty Level: Moderate

17. Teens express an interest in taking part in youth development programs when they are a. accessible. b. ultra challenging. c. located in cities. d. in rural locations. Answer: a Topic: Positive Youth Development Learning Objective: LO 16.1: Characterize successful youth development programs Skill Level: Understand the Concepts Difficulty Level: Easy

18. Emerging adulthood allows time for

a. b. c. d.

individuals to get married. individuals to find their identities. individuals to start a family. individuals to find a full-time job.

Answer: b Topic: Emerging Adulthood Learning Objective: LO 16.2: Contrast “adolescence” with “emerging adulthood” Skill Level: Understand the Concepts Difficulty Level: Moderate 19. Emerging adults’ lives are a. fairly stable. b. very busy. c. in flux. d. very routine. Answer: c Topic: Emerging Adulthood Learning Objective: LO 16.2: Contrast “adolescence” with “emerging adulthood” Skill Level: Understand the Concepts Difficulty Level: Moderate

20. When asked, emerging adults consider themselves as a. neither adults nor adolescents. b. fully adults. c. still adolescents. d. older juveniles. Answer: a Topic: Emerging Adulthood Learning Objective: LO 16.2: Contrast “adolescence” with “emerging adulthood” Skill Level: Understand the Concepts Difficulty Level: Easy

21. Which researcher defined the tasks of young adulthood? a. Jean Piaget b. Margaret Mead c. Robert Havighurst d. Erik Erikson Answer: c Topic: Young Adulthood

Learning Objective: LO 16.3: Summarize the life tasks faced by young adults Skill Level: Understand the Concepts Difficulty Level: Moderate

22. When parents are surveyed about repeating parenthood, most report a. that they would do it again. b. that they would not do it again. c. that they are unsure if they would do it again. d. that they might do it again if they had more help. Answer: a Topic: Young Adulthood Learning Objective: LO 16.3: Summarize the life tasks faced by young adults Skill Level: Understand the Concepts Difficulty Level: Easy 23. Maturity entails which two specific personality traits? a. Extraversion and openness to new experiences b. Introversion and conscientiousness c. Agreeableness and sensation seeking d. Agreeableness and conscientiousness Answer: d Topic: Young Adulthood Learning Objective: LO 16.3: Summarize the life tasks faced by young adults Skill Level: Understand the Concepts Difficulty Level: Moderate 24. During young adulthood, ______factors have more influence than they did during one’s younger life. a. environmental b. social c. familial d. cultural Answer: a Topic: Young Adulthood Learning Objective: LO 16.3: Summarize the life tasks faced by young adults Skill Level: Understand the Concepts Difficulty Level: Moderate 25. Young adults become more _____than they were in their teens. a. compromising b. realistic

c. friendly d. outgoing Answer: b Topic: Young Adulthood Learning Objective: LO 16.3: Summarize the life tasks faced by young adults Skill Level: Understand the Concepts Difficulty Level: Difficult 26. a. b. c. d. Answer: Topic: Learning Objective: Skill Level: Difficulty Level: 27. a. b. c. d. Answer: Topic: Learning Objective: Skill Level: Difficulty Level: 28. a. b. c. d. Answer: Topic: Learning Objective: Skill Level: Difficulty Level: 29.

a. b. c. d. Answer: Topic: Learning Objective: Skill Level: Difficulty Level: 30. a. b. c. d. Answer: Topic: Learning Objective: Skill Level: Difficulty Level: 31. a. b. c. d. Answer: Topic: Learning Objective: Skill Level: Difficulty Level: 32. a. b. c. d. Answer: Topic: Learning Objective: Skill Level: Difficulty Level:

33. a. b. c. d. Answer: Topic: Learning Objective: Skill Level: Difficulty Level: 34. a. b. c. d. Answer: Topic: Learning Objective: Skill Level: Difficulty Level: 35. a. b. c. d. Answer: Topic: Learning Objective: Skill Level: Difficulty Level: 36. a. b. c. d. Answer: Topic: Learning Objective:

Skill Level: Difficulty Level: 37. a. b. c. d. Answer: Topic: Learning Objective: Skill Level: Difficulty Level: 38. a. b. c. d. Answer: Topic: Learning Objective: Skill Level: Difficulty Level: 39. a. b. c. d. Answer: Topic: Learning Objective: Skill Level: Difficulty Level: 40. a. b. c. d. Answer:

Topic: Learning Objective: Skill Level: Difficulty Level: 41. a. b. c. d. Answer: Topic: Learning Objective: Skill Level: Difficulty Level: 42. a. b. c. d. Answer: Topic: Learning Objective: Skill Level: Difficulty Level: 43. a. b. c. d. Answer: Topic: Learning Objective: Skill Level: Difficulty Level: 44. a. b. c. d.

Answer: Topic: Learning Objective: Skill Level: Difficulty Level: 45. a. b. c. d. Answer: Topic: Learning Objective: Skill Level: Difficulty Level: 46. a. b. c. d. Answer: Topic: Learning Objective: Skill Level: Difficulty Level: 47. a. b. c. d. Answer: Topic: Learning Objective: Skill Level: Difficulty Level: 48. a. b.

c. d. Answer: Topic: Learning Objective: Skill Level: Difficulty Level: 49. a. b. c. d. Answer: Topic: Learning Objective: Skill Level: Difficulty Level: 50. a. b. c. d. Answer: Topic: Learning Objective: Skill Level: Difficulty Level:

SHORT ANSWER 1. Identify and discuss the three attributes of a successful youth development program. Topic: Positive Youth Development Learning Objective: LO 16.1 Characterize successful youth development programs 2. Discuss the 5 Cs model of positive youth development of Lerner et al. (2009), and identify the 5 Cs. Topic: Positive Youth Development Learning Objective: LO 16.1 Characterize successful youth development programs 3. Briefly explain why there is no singular accepted definition of positive youth development.

Topic: Positive Youth Development Learning Objective: LO 16.1 Characterize successful youth development programs 4. Briefly discuss why experts believe youth development programs should be aimed at prevention. Topic: Positive Youth Development Learning Objective: LO 16.1 Characterize successful youth development programs 5. Briefly discuss the description by Larson et al. (2011) of the benefits of a youth development program. Topic: Positive Youth Development Learning Objective: LO 16.1 Characterize successful youth development programs 6. State the factors (Anderson-Butcher, 2005) that attract teens to a positive development program. Topic: Positive Youth Development Learning Objective: LO 16.1 Characterize successful youth development programs 7. Discuss why emerging adults are a difficult group to characterize. Topic: Emerging Adulthood Learning Objective: LO 16.2 Contrast “adolescence” with “emerging adulthood” 8. Discuss how emerging adults categorize and see themselves. Topic: Emerging Adulthood Learning Objective: LO 16.2: Contrast “adolescence” with “emerging adulthood”

ESSAY (with Key Points) 1. In one to two pages, define the term “emerging adulthood” and contrast with it “adolescence.” Also discuss why the concept of “emerging adulthood” was developed. Learning Objective(s): LO 16.1: Characterize successful youth development programs LO 16.2: Contrast “adolescence” with “emerging adulthood” LO 16.3: Summarize the life tasks faced by young adults

Brief Outline I.

Introduction A. Define emerging adulthood. 1.Occurs at age 18 through middle or late 20s. 2.Emerging adults unique in their diversity. 3.They feel like neither adolescents nor adults at this time. 4.A time to solidify one’s identity. B. Define adolescence. 1.The period following the onset of puberty.

2.Most adolescents in school or working part time. II.

III.

Body A. Compare and contrast emerging adulthood and adolescence. B. Discuss why the concept of emerging adulthood was developed. 1.Because many individuals are delaying getting married, still going to school, etc. 2.Occurs only in societies where human development has been prolonged. Conclusion

2. In one to two pages, discuss Robert Havighurst’s life tasks for young adulthood. Also include a discussion on how this theory was developed. Learning Objective(s): LO 16.2: Contrast “adolescence” with “emerging adulthood” LO 16.3: Summarize the life tasks faced by young adults

Brief Outline I. II.

III.

Introduction A. Discuss Robert Havighurst’s theory. Body A. Discuss each of Havighurst’s life tasks. 1.Selecting a mate. 2.Learning to live with a marriage partner. 3.Starting a family. 4.Rearing children. 5.Managing a home. 6.Getting started in an occupation. 7.Taking on civic responsibilities. 8.Finding a congenial social group. Conclusion

3. In one to two pages, discuss the factors that contribute to young adults’ social and emotional maturity. Learning Objective(s): LO 16.2: Contrast “adolescence” with “emerging adulthood” LO 16.3: Summarize the life tasks faced by young adults

Brief Outline I.

II.

Introduction A. Define young adulthood. B. Define social and emotional maturity. Body A. Discuss factors that contribute to social and emotional maturity. 1.Responsibilities.

III.

2.Becoming a full-time worker. 3.Getting married. 4.Civic responsibility. Conclusion

4. In one to two pages discuss some of the perspectives as to what makes an effective youth development program. Learning Objective(s): LO 16.1: Characterize successful youth development programs

Brief Outline I. II.

III.

Introduction A. Define youth development program. Body A. Discuss the different perspectives/factors that make effective programs. 1.Open-ended tasks. 2.Giving youths more responsibility. 3.Adequate support. 4.Goals that require teamwork. 5.Accessible programs. 6.Meet youths’ direct needs. Conclusion

5. In one to two pages, discuss some of the reasons that adolescents might not make the transition to young adulthood. Learning Objective(s): LO 16.2: Contrast “adolescence” with “emerging adulthood” LO 16.3: Summarize the life tasks faced by young adults

Brief Outline I. II.

III.

Introduction A. Define “adolescence” and “young adulthood.” Body A. Discuss reasons why an adolescent might not make the transition to young adulthood. 1.Prolonged schooling. 2.Economic/financial reasons. 3.Lack of social maturity. 4.Lack of emotional maturity. Conclusion