TEST BANK FOR Adolescence 10th EDITION. Laurence Steinberg. Answers At The End Of Each Chapter by StudyGuide

Chapter 01 Student:

Of all the developments that take place during the second decade of life, the only one that is truly inevitable is: A. physical maturation. B. an identity crisis. C. rebellion against one's parents. D. the first experience of romantic love.

The average girl in the United States reaches between the ages of 12 and 13. A. spermarche B. menarche C. puberty D. adrenarche

The physical transformation from child to adult is called: A. puberty. B. early adolescence. C. middle adolescence. D. late adolescence.

The term puberty refers to the period during which: A. an individual is between the ages of 12 and 15. B. an individual's endocrine system creates new hormones. C. an individual becomes capable of sexual reproduction. D. an individual stops growing.

According to the textbook, puberty involves all of the following except A. development of the primary sex characteristics. B. changes in distribution of fat and muscle in the body. C. development of secondary sex characteristics. D. increases in intellectual functioning

Professor Radon is studying the hormones in the body. A. adrenal B. circulatory C. respiratory D. endocrine

Which of the following statements about the production of hormones at puberty is false? A. The body begins to produce several hormones that have not been present in the body up until this time. B. There is an increase in the production of certain hormones. C. Boys' bodies produce more androgens and girls' bodies produce more estrogens. D. The feedback loop regulating the endocrine system's set point for each hormone becomes increasingly important.

When levels of and fall below the set points, the stops inhibiting the pituitary gland, thus permitting it to stimulate the release of sex hormones by the gonads. A. leptin; thyroid hormones; hypothalamus B. androgens; estrogen; adrenal gland C. androgens; estrogens; hypothalamus D. leptin; thyroid hormones; adrenal gland

, the time of her first menstrual period, sometime

system, which produces, circulates, and regulates levels of

The presence or absence of certain hormones early in life may "program" the brain and the nervous system to develop in certain ways later on. These hormones are considered: A. androgens. B. estrogens. C. organizational. D. activational.

10. Hormones play two very different roles in adolescence. _______ hormones program the brain to behave in certain ways, whereas _______ hormones are thought to stimulate development of the secondary sex characteristics. A. Activational; organizational B. Organizational; activational C. Testosterone; endocrine D. Endocrine; testosterone 11. Which of the following statements about prenatal development is not true? A. Up until about eight weeks after conception, all human brains are feminine. B. Puberty is part of a gradual process that begins at conception. C. All hormones necessary for puberty are present before birth. D. The amount of cortisol exposed to the fetus is directly linked to the timing and tempo of puberty. 12. Which of the following is not thought to contribute to the onset of puberty? A. the presence of sexually mature partners in the environment B. whether the individual is healthy enough to begin reproduction C. the development of primary sex characteristics D. whether there are nutritional resources available to support a pregnancy 13. Which of the following statements suggests that rising levels of the protein leptin is an important signal that tells the body it is ready for puberty? A. Production of pubic hair relates to increased sex drive. B. Excessive thinness can delay onset of puberty. C. Poorer adolescents tend to go through puberty earlier than non-poor adolescents. D. Excessive exercise promotes early physical development. 14. Which of the following is not part of the feedback loop in the endocrine system? A. gonads B. hypothalamus C. pituitary gland D. thyroid hormones 15. Ten-year-old Luna's budding feelings of sexual attraction are most likely explained: A. by maturation of the adrenal glands through the process called adrenarche. B. by maturation of the gonads through a process called menarche. C. as rising levels of leptin instruct her hypothalamus to set the hormonal changes of puberty in motion. D. as increases in sex hormones activate her HPG axis. 16. The hormonally induced increase in the rate of growth in height and weight is referred to as: A. the adolescent growth spurt. B. epiphyses. C. secular trend. D. delayed phase preference. 17. The simultaneous release of growth hormones, thyroid hormones, and _________ stimulates rapid acceleration in height and weight during puberty. A. pituitary glands B. estrogens C. androgens D. thyroid glands

18. At the time of peak height velocity, adolescents grow at about the same rate as: A. newborns. B. infants. C. toddlers. D. elementary schoolchildren. 19. The adolescent growth spurt: A. generally begins two years earlier for girls than for boys. B. generally begins two years earlier for boys than for girls. C. is slower in the early adolescent years, then speeds up around age 15 for boys and girls. D. proceeds along a smooth and rapid course over the teen years. 20. Which of the following is not characteristic of changes in skeletal structure during puberty? A. One marker that indicates the termination in growth in height is epiphysis. B. Bones become more porous and more likely to break. C. Height gains are attributable more to increases in torso length than leg length. D The growth sequence generally begins with the extremities, and then proceeds to the arms and legs, . then to the torso and shoulders. 21. Who is at the greatest risk of developing body dissatisfaction? A. Callie, an early-maturing, affluent White girl who compares herself to her friends B. Miranda, a late-maturing Black girl C. John, an early-maturing Black male who compares himself to his friends D. Mike, a late-maturing White male who feels he is not muscular enough 22. One reason for the difference in the body shapes of the sexes is: A. the timing of the growth spurt. B. that females tend to be more "left-brained" and males more "right-brained." C. differences in the size of the hypothalamus. D. the difference in the amount and distribution of body fat. 23. Although both sexes experience changes in muscle tissue and body fat, the ratio of muscle to body fat is: A. greater in boys than girls. B. greater in girls than boys. C. about the same in both genders. D. greater in early-maturing girls than in late-maturing boys. 24. Which of the following girls would probably be least susceptible to feelings of body dissatisfaction due to the rapid increase in body fat in early adolescence? A. Suzy, an early maturer B. Lilly, someone who began dating early C. Diane, someone from a relatively affluent family D. Beth, a Black adolescent girl 25. The rapid increase in body fat that adolescent girls experience: A. leads to a majority of adolescent girls dieting unnecessarily. B. leads to an increase in healthy eating patterns among adolescent girls. C. increases vulnerability to feelings of body dissatisfaction for Black adolescent girls. D. is seen by the Centers for Disease Control as a major risk factor for obesity among adolescent girls. 26. According to the textbook, the sex difference in athletic performance during early adolescence results from all of the following except: A. self-confidence. B. body fat. C. hormones. D. diet and exercise.

27. All of the following are reasons that males have greater gains in strength than females during early adolescence, except: A. increased production of androgens among females. B. strong societal pressures on girls to decrease their physical activity in adolescence. C. inadequate nutrition among adolescent girls. D. sex differences in body fat. 28. Which of the following sex characteristics is the first to develop in boys? A. production of sperm B. appearance of facial hair C. growth of testes and scrotum D. growth of penis 29. Which of the following is probably true for Ashley, an early-maturing girl who was short and stocky as a child? A. After puberty, she will be shorter and heavier than her late-maturing peers. B. After puberty, she will be shorter and thinner than her late-maturing peers. C. After puberty, she will be taller and heavier than her late-maturing peers. D. After puberty, she will be taller and thinner than her late-maturing peers. 30. The first ejaculation of seminal fluid that occurs is: A. biologically predetermined. B. genetically inherited. C. often determined culturally. D. a major embarrassment for most boys. 31. The first sign of puberty in girls is generally: A. growth of breasts. B. underarm hair. C. menarche. D. acne. 32. Molly's breasts are beginning to develop, she is beginning to grow pubic hair, her skin is becoming more oily, and her body is growing rapidly. These changes are brought about by the secretion of _____ by the _____. A. estrogen only; testes B. androgens only; ovaries C. estrogen and androgens; ovaries D. estrogen and androgens; testes 33. Which of the following female sex characteristics is usually the last to develop? A. menarche B. regular ovulation C. development of the nipples of the breasts D. growth of pubic hair 34. Which of the following statements about puberty in girls is false? A. Regular ovulation and the ability to carry a baby to term usually follow menarche by several years. B. The development of the areola and nipple are far better indicators of sexual maturation than is breast size. C. Menarche occurs very early in the process of sexual development. D. The changes in the nipple and areola occur regardless of the size to which the breast finally develops. 35. Which of the following statements about the timing and tempo of sexual maturation is true? A. In the United States, and in all other countries, menarche typically occurs around age 12. B. The duration of puberty varies widely, from 1.5 to 6 years in girls and 2 to 5 years in boys. C. Adolescents who begin puberty early are also those who complete it early. D. Adolescents who begin puberty earlier usually grow to be taller adults.

36. Sarah is a junior high student anticipating and preparing for puberty. She wants to know when puberty will start and how long it will take until she looks and is considered an adult. What would you tell her? A The timing of puberty, as well as the rate with which it occurs, is highly variable and is influenced by . both genetic and environmental factors. BThe timing of puberty, as well as the rate with which it occurs, is highly predictive. She will begin the . puberty process around 12.5 years of age and it will take four years until it is completed. C. The timing of puberty, as well as the rate with which it occurs, is highly controllable. D. The timing of puberty, as well as the rate with which it occurs, is predetermined by your DNA. 37. Based on research addressing ethnic differences in the timing and rate of pubertal maturation, which American girl would be expected to be the earliest to mature? A. Brandy, a middle-income Black adolescent B. Miranda, a middle-income Mexican adolescent C. Emily, a middle-income White adolescent D. Kimberly, a middle-income Asian adolescent 38. Which of the following can delay the onset of puberty? A. stress B. nutritional deficiencies C. excessive exercise D. All of the above 39. Differences in the timing and rate of puberty among individuals growing up in the same general environment are largely caused by: A. hormonal factors. B. genetic factors. C. environmental factors. D. None of the above 40. Which of the following factors have not been found to influence the onset of maturation? A. father absence B. good nutrition C. family conflict D. peer pressure 41. According to the textbook, Julie, a seventeen-year-old living in a college dormitory, has noticed that her menstrual periods have begun to synchronize with _____, which is compelling evidence that social relationships can affect biological functioning. A. the time her female roommate menstruates B. her most stressful days of the month C. days she feels most sexually aroused D. her biological sister living in a different city 42. Over the past century, the onset of puberty has been coming at an earlier age. This has been referred to as the: A. cross-sectional trend. B. endocrine trend. C. menarche trend. D. secular trend. 43. Puberty began for Nancy when she was 9 years old. Her mother began puberty at 11 years. For her grandmother, the onset was at 13 years of age. These changes in the age of onset of puberty over time are referred to as: A. cross-sectional trend. B. secular trend. C. longitudinal trend. D. physiologic trend.

44. Professor Kendall has been researching adolescent maturation around the world. Which of the following is she likely to determine has the smallest role in determining group differences in pubertal maturation? A. nutrition. B. sanitation. C. infectious diseases. D. genetics. 45. The biological changes that take place during puberty can cause changes in adolescents' behavior in all of the following ways, except: A. directly. B. by affecting the adolescent's self-image. C. by affecting the reactions of others to the adolescent. D. All of these are ways in which biological changes occurring in puberty can cause changes in adolescents' behavior. 46. Dr. Davis is interested in how puberty affects adjustment. He studies a group of 100 junior high school students over the course of three years. He is conducting what kind of study? A. longitudinal B. cross-sectional C. cross-sequential D. secular 47. A research design in which subjects of different ages are assessed simultaneously is called a: A. longitudinal study. B. cross-sectional study. C. cross-sequential study. D. correlational study. 48. Which of the following statements about hormonal changes of puberty is true? A. Hormonal changes affect the brain in ways that increase adolescents' desire for sensation-seeking activities. B. Hormonal changes of puberty make adolescent more risk averse. C. Hormonal changes of puberty make adolescents more introverted. D. Hormonal changes affect the brain in ways that decrease adolescents' desire for rewarding activities. 49. Which of the following statements about adolescent mood swings is false? A. The effect of hormones on adolescent mood swings is strongest early in puberty. B. Adolescents' moods fluctuate during the course of the day more than the moods of adults. C. Adolescent mood swings parallel their changes in activities. D. Hormones play a greater role in the development of depression than do stressful life events. 50. Which of the following plays the greatest role in the development of depression? A. rapid increases in hormones B. early maturation C. stressful life events D. the delayed phase preference 51. Studies show that adolescent mood swings are most closely related to changes in: A. hormone levels. B. family relationships. C. nutrition. D. activities.

52. Which of the following statements about the impact of hormones on behavior is false? A. Adolescents' moods fluctuate more during than day than the moods of adults. B. The direct relation between adolescent moodiness and hormonal changes of puberty is extremely strong. C. The relation between hormonal changes and adolescent mood is strongest during early puberty. D. Rapid increase in hormones may be associated with increased irritability, impulsivity, aggression, and depression. 53. Given a choice, Mike would prefer to stay up until 1:00 a.m. and sleep until 10:00 a.m. This pattern is called the: A. secular trend. B. delayed phase preference. C. longitudinal design. D. adolescent growth spurt. 54. Which of the following does not contribute to changes in sleep patterns during adolescence? A. later secretion of melatonin B. mood fluctuations throughout the day C. television, computers, and artificial light sources D. early school starting times 55. The delayed phase preference suggests that: A. adolescents should not be taught sex education until high school. B. school should be held year-round. C. school should begin later in the morning. D. school should begin earlier in the morning. 56. Researchers have found that, with regard to adolescent sleep patterns: A. adolescents today are getting more sleep than adolescents 30 years ago. B the reason that high schools begin classes earlier than middle schools or junior high schools is that . adolescents are more alert during the morning hours than later in the day. C. getting inadequate sleep is associated with poorer mental health and lower grades for adolescents. D although most adolescents do not get sufficient sleep during the week, they are able to make up for the . deficit by sleeping later on weekends. 57. Which of the following statements about puberty's impact on family relationships is true? A. Puberty appears to increase distance between parents and children. B. Other species do not experience distance during the pubertal transition. C. Distancing effect of puberty on adolescent-parent relationships is consistently observed in minority families. D. Puberty does not interfere with family relations. 58. According to the textbook, when compared to their less mature peers, adolescents who are physically mature are: A. less likely to have problems with their parents. B. more likely to be involved in cross-sex activities such as going out on dates. C. more likely to have platonic relationships with opposite sex peers. D. less likely to be depressed. 59. Which of the following girls will experience the greatest menstrual discomfort? A. Sarita, who is prepared for the physical changes B. Alison, who is a late maturer C. Loryn, who has a negative attitude toward menarche D. Janet, who is unpopular among her classmates

60. Studies have shown that prepubertal girls who expect menstruation to be uncomfortable report: A. milder menstrual symptoms than their peers. B. more severe menstrual symptoms than their peers. C. about the same level of menstrual symptoms as their peers. D. experiencing menarche sooner than their peers. 61. Which of the following conditions is most likely to produce the most favorable and easiest adjustment to menarche? A. when the girl's mother prepares her by describing the unpleasant aspects of menarche B. when the girl reaches menarche early C. when menarche occurs before the girl has been told about the physical changes which will occur D. when the girl knows the facts about the physical changes her body will undergo 62. When adolescents in the United States begin to experience specific pubertal events, which of the following is most likely to occur? A. A girl's mother will be the first person the girl tells that she has begun to menstruate. B. A girl's best friend will be the first person the girl tells that she has begun to menstruate. C. A girl is likely not to tell anyone that she is menstruating for the first several months after she begins. D. A boy will tell his friends about his first ejaculation soon after it occurs. 63. Suzanne and Greg are the first members of their class to begin the pubertal transition. Based on what you know about early-maturing adolescents, Suzanne and Greg are more likely to: A. become involved in illegal activities. B. do better in school. C. be ostracized by their classmates. D. get along with their parents. 64. Which of the following characteristics is not associated with being an early-maturing boy? A. fewer problem behaviors B. greater popularity C. a more positive self-concept D. greater confidence in one's self 65. Mike, an early maturer, is more likely to __________ than Bob, a late maturer. A. experience pseudomaturity B. suffer greater consequences if bullied by peers C. experiment with drugs and alcohol D. All of the above 66. Early-maturing boys are: A. likely to have low self-esteem. B. often expected to be more mature than they are. C. better prepared to deal with changes of adolescence. D. more childish than their later-maturing peers. 67. Avram is considered a late-maturing boy. A year after pubertal onset, we would expect Avram to show all of the following advantages over his early-maturing peers, except: A. greater athletic ability. B. more intellectual curiosity. C. greater exploratory behavior. D. higher levels of social initiative. 68. During puberty, individuals who mature early are likely to experience which of the following? A. more intellectual curiosity B. less frequent temper tantrums C. less depression D. more frequent and more intense temper tantrums

69. Which of the following characteristics is not typically associated with being an early-maturing girl? A. feelings of awkwardness and self-consciousness B. being less popular, especially with boys C. being more likely to become involved in juvenile delinquency D. being less likely to pursue advanced education and a demanding career 70. In America, early-maturing girls are more likely than their late-maturing peers to: A. be unpopular. B. have a more negative self-image. C. succeed in school. D. perceive themselves as attractive. 71. Which of the following was not offered by the textbook as an explanation for the sex differences in the impact of early and late maturation? A. the cultural desirability of thin body types B. the developmental readiness hypothesis C. the maturational deviance hypothesis D. genetic makeup 72. Nadia is an early-maturing girl. Compared to her late-maturing peers, which of the following statements is most likely to be true for Nadia? A. Nadia is less likely to suffer from social anxiety. B. Nadia is less likely to be popular with girls. C. Nadia is more likely to be popular with the boys. D. Nadia is less likely to be the victim of rumors and gossip. 73. The impact of early maturation on problem behaviors or depression is worse when: A. adolescents have many stressful life events. B. have harsh or inconsistent parents. C. live in disadvantaged neighborhoods. D. All of the above. 74. Generalizing from the textbook, the children who are most likely to think of themselves as being "off schedule" with respect to their physical development are girls who mature _____ and boys who mature _____. A. late; early B. early; late C. late; late D. early; early 75. Follow-up studies of Swedish women who had been early maturers found that as adults they were: A. unable to develop coping skills. B. less likely to continue their education beyond high school. C. more likely to continue their education beyond high school. D. indistinguishable from those who had been late maturers. 76. The _____ is the minimal amount of energy one uses when resting. A. basal metabolism rate B. delayed phase preference C. secular trend D. feedback loop 77. Which of the following statements about the secular trend is true? A. There is currently no evidence that boys have followed the secular trend. B. Evidence for the secular trend in boys can be found in reports from European children's choirs. C. Experts agree that the secular trend (for boys and girls) has indeed continued in recent years. D. Scientists believe that the secular trend is caused by chemicals in the food supply.

78. Which of the following is true about obesity? A. To be considered obese, a person's body mass index must fall at or above the 95th percentile for their age and gender. B. Forty percent of American adolescents are obese. C. The rate of obesity has quadrupled worldwide since 2005. D. Obesity is solely caused by a low basal metabolic rate. 79. Which group is most at risk for obesity? A. late-maturing Black girls B. early-maturing Black girls C. early-maturing White boys D. early-maturing White girls 80. According to the textbook, in general, the amount of time individuals spend in moderate-to-vigorous physical activity: A. increases from childhood to adolescence. B. decreases from childhood to adolescence. C. remains the same from childhood to adolescence. D. is directly related to socioeconomic status. 81. Rosy believes that "fat is beautiful" and has a steady diet of fried chicken, French fries, and cheeseburgers. Tanya believes that "thin is in" and uses vomiting and laxatives as a way to keep her weight down. Both girls exhibit what psychologists call: A. disordered eating. B. bulimia. C. anorexia nervosa. D. normal adolescent eating patterns. 82. Which of the following is not associated with disordered eating in the United States? A. poor interpersonal relationships B. depression C. alcohol and tobacco use D. All of the following are associated with disordered eating. 83. Theresa has been known to go on eating binges and then purge immediately afterward. Theresa is probably suffering from: A. anorexia nervosa. B. bulimia. C. binge eating disorder D. obesity. 84. Karen has been known to exercise excessively, count calories, and diet obsessively. She is currently depriving herself of food even though she is 20 pounds underweight. Karen is probably suffering from: A. anorexia nervosa. B. bulimia. C. binge eating disorder. D. deprivation syndrome. 85. The potentially fatal disorder in which young women actually starve themselves is called: A. bulimia. B. anorexia nervosa. C. obesity nervosa. D. purging.

86. Which of the following statements about obesity is not true? A. Adolescent obesity epidemic will cost the United States more than $250 billion. B. Adolescent obesity has been especially dramatic among Black females. C. Adolescent obesity is limited to the United States. D. Obesity is the most serious health problem of American adolescents. 87. Who of the following is likely to gain excess weight during adolescence? A. Mary, who gets inadequate sleep on school nights but sleeps in on the weekends B. Kevin, who gets insufficient physical inactivity, but lives near recreational facilities C. Tony whose friends are relatively overweight D. All of these adolescents are likely to gain excessive weight during puberty. 88. Non-White adolescents are relatively more likely than White adolescents to experience all of the following, except: A. to be murdered. B. to be physically inactive. C. suffer from chronic illness. D. anorexia nervosa. 89. Who most closely resembles the profile of someone who has binge eating disorder? A. Steve, a wrestler who nearly starves himself so he can stay in his weight bracket B. Carla, a gymnast who binges on junk food but makes herself vomit after each meal C. Howard, a football player who believes he is overweight and exercises twice a day, seven days a week D. Sherri, a volleyball player who binges on junk food but does not engage in any other weight loss behaviors 90. Of the following, the biggest threat to adolescents' health is: A. infectious disease. B. chronic illness. C. cardiovascular disease. D. risky behaviors. 91. Which of the following is not associated with the "new morbidity and mortality" of adolescence? A. accidents B. suicide C. homicide D. cancer 92. Which of the following statements about health in adolescence is not true? A. Adolescents have low rates of disabling or chronic illness. B. Adolescents have high rates of accidents, homicide, and suicide. C. The majority of health problems during adolescence are preventable. D. The new approach to adolescent health care is a return to traditional medicine. 93. The most virulent threats to adolescent health come from all of the following, except: A. unhealthy behaviors, such as drug use. B. chronic disabilities, such as cancer. C. violence inflicted by themselves or by others. D. risky activities, such as unprotected sexual intercourse. 94. Current efforts aimed at encouraging healthy behaviors among adolescents involve all of the following, except: A. changing the contexts in which adolescents live. B. increasing adolescents' knowledge and understanding of health enhancing behaviors. C. encouraging adolescents to sign contracts promising to abstain from unhealthy behaviors. D. encouraging health care professionals to do more screening for risky health practices.

95. Which adolescent is at highest risk for suicide? A. Black males B. Hispanic females C. White females D. American Indian/Alaskan Native males 96. According to the textbook, the prevalence of adolescent smoking is a direct function of: A. the number of retail outlets selling tobacco in their immediate neighborhood. B. the amount of people smoking in the neighborhood. C. whether biological parents smoke. D. being an early-maturing male and living in a single-parent household. 97. Almost half of all teenage deaths in the United States are a result of: A. car accidents and other unintentional injuries. B. suicide. C. homicide. D. sexually transmitted infections. 98. Graduated driver-licensing programs were designed to: A. place restrictions on when teenagers can drive. B. place restrictions on with whom teenagers can drive. C. reduce automobile fatalities. D. All of the above. 99. Based on information presented in the textbook, in the United States today, which of the following strategies would be the least efficient way to promote adolescent health? A. increasing adolescents' knowledge and understanding of health-promoting behaviors B. changing an aspect of the context in which adolescents live C. ensuring that school bathrooms are sanitary D. parental encouragement of adolescent exercise 100.According to the textbook, what was the most effective way to reduce adolescent smoking? A. school-wide assemblies with presentations from police officers and doctors B. on-campus law enforcement personnel who enforce school rules that prohibit smoking C. advertisements on TV shows relevant to teens, such as MTV D. raising the price of cigarettes 101.Over the years you've kept in touch with your high school counselor, who has now asked you (an adolescent development expert!) to talk to the parents of his high school students. He has asked you to give a parenting class focusing on the types of issues and events parents might expect to occur during puberty, with an emphasis on problems parents might anticipate and how to avoid these problems. What will you tell the parents?

102.Maria and John are the first two students in their class to begin the transition into adolescence. Based on what you know about the timing of puberty during adolescence, what effect, if any, will this have on Maria and John's development?

103.Suzanne and Raul are the last two students in their class to begin the transition into adolescence. Based on what you have learned about the timing of puberty during adolescence, what effect, if any, will this have on Suzanne and Raul's development?

104.Paul and Sophia, two adolescents in the middle of puberty, have each noticed changes in the physical structure of their bodies. Describe the changes in stature and dimensions of the body that Paul and Sophia have already or will most likely experience. Given the nature of sex differences in the physical changes of puberty, is it inevitable that Sophia will experience body dissatisfaction? What about Paul?

105.Imagine that your friend has told you that she recently heard that scientists can use a person's DNA to determine exactly when that person will go through puberty. Do you agree with her? What evidence supports your decision?

106.You are giving a presentation on puberty and eating disorders to parents at a junior high school. What would you say so that they understood the relation between puberty and eating disorders?

107.One of your friends has approached you to ask about the field of adolescent health care. She wants to know what the major issues are and particularly is confused by two terms she has heard, "the paradox of adolescent health" and the "new morbidity and mortality" of adolescence. What do you tell her?

108.Fifteen-year-old Maya's parents are worried about her. Maya seems to be sleepy all the time. She sometimes falls asleep at the kitchen table when she gets home from school, but stays up late at night, past 11 p.m., when her parents go to sleep. Maya also seems to be irritable a lot of the time. On weekends, Maya usually sleeps until noon, even though her parents have asked her to get up earlier to help with chores. Maya's parents insist that she never had any problems like this when she was younger. How would you explain the changes in Maya's behavior (particularly her sleep changes) to her parents?

109.Dr. Brown believes that adolescence is a time of storm and stress caused by the production of new hormones. Do you agree or disagree with his conclusion? Be sure to support your answer with what you know about the physiological changes of adolescence. (HINT: What do we know about the endocrine system?)

Chapter 01 Key 1. A 2. B 3. A 4. C 5. D 6. D 7. A 8. C 9. C 10. B 11. D 12. C 13. B 14. D 15. A 16. A 17. C 18. C 19. A 20. B 21. A 22. D 23. A 24. D 25. A 26. A 27. A 28. C 29. A 30. C 31. A 32. C 33. B 34. C 35. B 36. A

37. A 38. D 39. B 40. D 41. A 42. D 43. B 44. D 45. D 46. A 47. B 48. A 49. D 50. C 51. D 52. B 53. B 54. B 55. C 56. C 57. A 58. B 59. C 60. B 61. D 62. A 63. A 64. A 65. D 66. B 67. A 68. D 69. B 70. B 71. D 72. C 73. D 74. B

75. B 76. A 77. B 78. A 79. B 80. B 81. A 82. D 83. B 84. A 85. B 86. C 87. D 88. D 89. D 90. D 91. D 92. D 93. B 94. C 95. D 96. A 97. A 98. D 99. C 100. D

e) Problems are often associated with childhood problems and cultural contexts. d) Changes in sleep patterns suggest a need for changes in schedules. c) Moodiness is not as prevalent as commonly believed. b) Biological changes can affect psychological functioning directly and indirectly. a) There are differences in the timing and rate of development that may have an impact on adolescents. 101. The timing and rate of development varies widely for individuals both within groups and among groups, and helping youngsters understand what they can expect in terms of development and in terms of variation can help them deal with the changes they experience. Timing, though, can have a huge impact on boys and girls, with early-maturing girls and late-maturing boys potentially being especially vulnerable with regard to self-esteem issues, and early-maturing girls having particular problems in terms of problem behaviors, including being at risk for dropping out of school. The direct effects of biological changes during adolescence, primarily from hormonal changes, can increase sex drive and sexual activity; also, changes in adolescents' self-image can affect their behavior and changes in appearance may cause others to react to them differently, such as expecting mature behavior from someone who appears to be physically mature. Despite the popular belief that adolescents are prone to mood swings, these variations are greatly exaggerated and are often due to specific events going on in the adolescent's life. A particular health concern, however, involves changes in sleep patterns—adolescents need 9 hours of sleep a night, and because they are staying up later, they would benefit from waking later and starting classes later, not earlier, than they did in elementary, middle, and junior high school. Many of the problems that occur, especially from being early or late-maturing, are linked either to pre-existing problems from childhood or cultural attitudes and expectations. By understanding and addressing the issues, pitfalls, and factors affecting these aspects of development, adults can help adolescents work through them. Key Points:

c) Impact of puberty depends on the broader context in which adolescents live. b) Early-maturing adolescents tend to engage in more delinquent activities. a) Early maturation is more negative for girls and more positive for boys. Key Points: 102. Maria, an early maturer, is more likely to suffer from low self-esteem and depression than her on-time or late-maturing peers. She may even suffer from eating disorders, panic attacks, social anxiety, or be the victim of rumors and gossip. She might receive more attention from older boys and in turn start participating in deviant activities. John, on the other hand, will not experience as many emotional difficulties as Maria. He may also be quite popular and self-confident as it is likely that he will be tall and muscular before his peers. However, like Maria, he is also more likely to participate in deviant activities such as alcohol and drug use, delinquency, and problems at school. However, it is important to note that the ultimate impact of the timing of pubertal onset will depend on the broader context in which maturation takes place.

c) Impact of puberty depends on the broader context in which adolescents live. b) Late-maturing adolescents tend to engage in less delinquent activities. a) Late maturation is more negative for boys and more positive for girls. 103. Suzanne is likely to experience many positive effects of late maturation. For example, she is more likely to be the thin, "leggy" American ideal, and she will have more time to prepare for puberty than early or on-time maturers (she may even have fewer psychological problems than early and on-time girls). Suzanne is also less likely than early maturers to engage in delinquent behaviors. For Raul, there are greater disadvantages: he will be seen as childish and have trouble being noticed by his peers, especially girls; he will also have less self-confidence than his early or on-time maturing peers. However, it is also likely that Raul will be better able to control his tempers and impulses during puberty (as he will be relatively older and more mature than his early-maturing peers were when they went through puberty). Key Points:

b) Describe why girls are prone to body dissatisfaction. b) Explain the changes in the relative proportion of body muscle and body fat. a) Describe the asynchronicity of body growth. 104. The simultaneous release of growth hormones, thyroid hormones, and androgens lead to the adolescent growth spurt, which Sophia will probably experience two years prior to Paul. During peak height velocity, Sophia and Paul will grow at approximately the same rate as a toddler. Much of the height gain during puberty results from an increase in torso length rather than leg length. The sequence in which Sophia and Paul will grow will be pretty comparable: first the extremities (head, hands, and feet), then the arms and legs, followed by torso and shoulder growth. One marker that indicates the termination in growth in height is epiphysis (closing of the ends of the long bones in the body). In addition to sheer changes in height and weight, there are changes in the relative proportion of body muscle and body fat. Paul might decrease in body fat just before puberty, whereas Sophia will probably increase in body fat more rapidly during puberty. Sophia might react to the increase in body fat at puberty by dieting unnecessarily. At the end, Paul will probably finish adolescence with a muscle-to-fat ratio of about 3 to 1, while Sophia will probably be 5 to 4. According to one estimate, about half of the sex difference in athletic performance during early adolescence results simply from the difference in body fat. The rapid increase in body fat that occurs among females in early adolescence frequently prompts young girls to become overly concerned about their weight (even if their weight is within the normal range for their height and weight). Although more than half of adolescent girls diet unnecessarily during this time in response to the increase in body fat, if Sophia matures early, begins dating early, compares herself with her peers, and/or comes from a relatively more affluent family, she will be particularly susceptible to body dissatisfaction. Paul's feelings about how he looks will probably revolve around how muscular he is and probably won't be affected by comparisons with peers. Key Points:

b) Age at puberty onset has declined over time (secular trend). b) Timing of puberty is influenced by genetic and environmental factors. a) Timing of puberty is highly variable. 105. The timing of puberty is highly variable (puberty onset can occur anytime between 7 and 13 in American girls and between 9.5 and 13.5 in American boys). Though the timing of puberty is indeed highly heritable, the environment can also have a substantial impact on pubertal onset. The two most influential environmental factors are nutrition and health. In fact, puberty can be significantly delayed if an individual has a history of nutrient deficiencies, caloric restriction, or chronic illnesses. There are also important familial factors that are related to pubertal onset: puberty tends to begin slightly earlier among girls who grow up in high-conflict families, girls who grow up with a stepfather, girls who were physically or sexually abused during childhood, and among girls who grew up in father-absent households. There is also quite a bit of research that has documented a secular trend—that menarche among American girls has occurred at earlier and earlier ages. The secular trend could be due to better nutrition, better sanitation, and better control of infectious diseases (it is likely not due to variations in genes). Though there is definitely evidence for the secular trend over the last 150 years or so, scientists disagree about whether this pattern has continued in recent years. Key Points:

c) Anorexia nervosa and bulimia can delay pubertal development. b) Early-maturing girls are at greater risk. a) Mention physical changes that could relate to eating disordered behavior (e.g., weight gain caused by drop in basal metabolism rate, ratio of muscle to fat). 106. Although a variety of nutritional and behavioral factors can lead to weight gains during adolescence, gaining weight can sometimes result directly from the physical changes of puberty. Not only does the ratio of body fat to muscle increase markedly during puberty, but the body's basal metabolism rate also drops. Normal weight gain and change in body composition which accompanies puberty leads many adolescents, especially girls, to become extremely concerned about their weight. Girls who go through puberty earlier than their peers have an increased likelihood of developing disordered eating patterns. Eating disorders, such as anorexia and bulimia, which promote starvation and dieting, can affect hormone levels that initiate puberty. A consequence of starvation during early adolescence is that pubertal development is severely delayed. Key Points:

c) The big challenge is to reduce health compromising behaviors and increase health-enhancing behaviors. b) The "new morbidity and mortality" of adolescence suggests that current threats to adolescents' health are psychosocial not natural causes. a) The paradox is that adolescence is one of the healthiest periods in the life span, whereas nearly 1 in 15 adolescents has at least one disabling chronic illness. 107. Your friend is entering a challenging field in that the "paradox" of adolescent health is that this is one of the healthiest periods in the life span, but many youngsters (1 in 15) has at least one disabling chronic illness, such as mental disorder, respiratory illnesses, and muscular skeletal disorders. Moreover, despite new medical technologies and better health care leading to a reduction of death and disability from disease, the "new morbidity and mortality" of adolescence finds the worst threats to adolescent health come from unhealthy behaviors and risky activity, such as automobile accidents, homicide, and suicide, which are psychosocial rather than natural causes. Minority youth are at particular risk for both the "old" (disease) and "new" (violence/risk-related) health threat, having generally poorer health and less access to medical care and health insurance. Current efforts to reduce health-compromising behaviors and increase health-enhancing behaviors include education about alcohol and other drug use, accident prevention, safe sex, and proper nutrition, and increased access to health care, particularly in school-based health centers, although the results of these programs have been inconsistent. Key Points:

e) Adolescents are better able to fight sleepiness than children, enabling them to stay up even later. d) Mention sleep deprivation. c) Mention early school start times. b) Mention influence of external and environmental stimuli (e.g., artificial light, computers). a) Mention and define delayed phase preference, circadian rhythm, and melatonin shift 108. According to research, Maya's sleep pattern is a result of the delayed phase preference in which adolescents' biological clock shifts later. Her circadian rhythm is no longer the same as it was when she was a child. Melatonin, for example, is secreted over one hour later after puberty starts, and therefore causes teens to be sleepier later. Adolescents are more sleep deprived, and this may also be due to more freedom to choose their own bedtime and the external stimuli available to teens today. Research shows, that adolescents who do not get enough sleep suffer from poorer mental health, more delinquency, more frequent injuries, and are overweight. Furthermore, adolescents are better able to fight sleep than are children, and stay up later to watch TV or talk on the phone (environmental distractors). As a result of these changes, Maya would like to sleep later and wake up later, but school prevents her from doing so and subsequently makes Maya sleep deprived. Key Points:

c) Mention of the desensitization of the hypothalamus. b) Description of the endocrine system and feedback loop. a) Adolescence is not a time of storm and stress. Key Points: 109. I disagree with Dr. Brown's belief that adolescence is a time of storm and stress. All of our hormones are present at birth; the only change is in the amount that they are secreted as we grow. Our endocrine system produces, regulates, and controls the hormones in our body. The endocrine system can be equated to a thermostat—the sex hormones are set at a certain set point that is controlled by the hypothalamus stimulating the pituitary gland to trigger the gonads, which will secrete androgens in males and estrogens in females (males and females have both, but in different amounts). The onset of puberty is triggered by a desensitization of the hypothalamus to the level of hormones it needs to keep it at the set point. When this happens, a higher level is needed to get the hypothalamus at its new "temperature"; this is the feedback loop system that occurs in puberty. It is not the result of new hormones, just a change in the amounts.

Chapter 01 Summary Category Steinberg - Chapter 01

# of Questions 109

Chapter 02 Student: ___________________________________________________________________________

Which of the following is not one of the five chief changes in cognition during adolescence? A. multidimensional thought B. metacognition C. abstract reasoning D. increased imagination

Dan, an adolescent, has more developed cognitive skills than his 6-year-old brother Timmy because Timmy's thinking is: A. in general, bound to what he can directly observe. B. moving easily between specific and abstract ideas. C. systematically generating alternative possibilities and explanations. D. comparing what he actually observes with what he believes is possible.

Bickering and squabbling between teenagers and their parents is largely caused by: A. the generation gap. B. hormonal changes in adolescents. C. adolescents' ability to formulate counterarguments. D. adolescents' antisocial tendencies.

Tam is good at drawing conclusions from given information. Thus, Tam is good at _________ reasoning. A. hypothetical B. deductive C. abstract D. relative

Which of the following does not support adolescents' improved ability to use deductive reasoning, as described by the text? A. the ability to inhibit a prepotent response B. the ability to stop oneself from acting automatically C. the ability to make an inference based on accumulated evidence D. the ability to recognize when a question cannot be answered with certainty

Which term below allows individuals to suspend their beliefs about something in order to argue in the abstract? A. hypothetical thinking. B. social cognition. C. mutual perspective-taking. D. impression formation.

All of the following are features of hypothetical thinking, except: A. seeing beyond what is directly observable B. applying logical reasoning to anticipate what might be possible C. imagining the logic behind another person's argument D. greater awareness of concrete, observable events.

Joey enjoys playing the devil's advocate and is always stirring up discussions with his contrary positions. This ability is one aspect of: A. hypothetical thinking. B. social cognition. C. mutual perspective-taking. D. impression formation.

All of the following are aspects of metacognition, except: A. conserving mental resources B. thinking about thinking C. appraising comprehension D. managing thinking

10. Who of the following is probably an adolescent (and not a child)? A. Maryann, who believes that people have complete control over their thoughts B. Matthew, who believes that it is very possible to go for a long period of time without thinking about anything C. Tamara, whose thinking is bound to observable events D. Frank, who appraises his reading comprehension before starting the next chapter 11. Who of the following is probably a child (and not an adolescent)? A. Jeanette, someone who can easily describe her thought process B. Christine, someone who tends to think about things one aspect at a time C. Bryan, who tends to question everything, just for the sake of argument D. Brandon, someone who entertains many possibilities before making the final decision 12. Which of the following terms applies more to adolescent thought than to childhood thought? A. conservation, reversibility, structure B. assimilation, accommodation, complexity C. preoperational, egocentric, concrete D. flexible, speculative, abstract 13. The ability to see beyond what is directly observable and reason in terms of what might be possible is called: A. theory of mind. B. hypothetical thinking. C. imaginary audience. D. formal operations. 14. Mai can understand the metaphor, "My heart is an open book," because she is able to focus on the: A. concrete and familiar associations. B. semantic structure of the sentence. C. abstract and conceptual relations. D. observable features of the objects. 15. Renee, a 6-year-old, is unable to answer the question, "How are a motorcycle and a bicycle alike?" Mohammed, a 17-year-old, answers the same question by saying, "They are both types of transportation." What statement about Renee and Mohammed is most true? A. Renee's inability to answer the question is very unusual for a child her age. B. Mohammed has demonstrated the ability to think concretely. C. Mohammed has demonstrated the ability to think abstractly. D. According to Piaget's theory, Renee and Mohammed are both developmentally delayed. 16. Javier spends a great deal of time talking about relationships, politics, philosophy, religion, and morality with his friends, demonstrating his ability to think: A. abstractly. B. preoperationally. C. concretely. D. deductively. 17. Adolescents develop the ability to think about social issues, a concept more generally referred to as: A. socialization. B. social cognition. C. abstract reasoning. D. metacognition.

18. The ability to think about one's own thoughts is called: A. hypothetical think. B. egocentric logic. C. metacognition. D. social cognition. 19. All of the following are indicators of metacognition, except: A. introspection. B. self-consciousness. C. using mental strategies to remember something. D. deductive reasoning. 20. Teenagers may become self-conscious because they believe that people are talking about them. Which characteristic are they exhibiting? A. an imaginary audience B. a personal fable C. propositional logic D. metacognition 21. The erroneous belief that one's thoughts, feelings, and experiences are unique is called: A. an imaginary audience. B. a personal fable. C. propositional logic. D. metacognition. 22. Dave knows that kids who drink and drive sometimes get killed, but he believes that he is somehow immune to having such a terrible thing happen to him. Dave's belief is an example of: A. the imaginary audience. B. a personal fable. C. social cognition. D. metacognition. 23. John is a junior in high school. Although he is sociable, he feels very self-conscious. He feels as if everyone is evaluating him. David Elkind refers to this loss of perspective in adolescence as: A. self-reflection. B. personal fable. C. imaginary audience. D. impression formation. 24. Who coined the term adolescent egocentrism? A. Piaget B. Elkind C. Binet D. Sternberg 25. Research testing Elkind's theory of adolescent egocentrism has found that certain aspects: A. peak at age 12 and then drastically decline. B. may remain present throughout the adolescent and adult years. C. are virtually a nonexistent phenomenon in adolescence or adulthood. D. are less prevalent among college students. 26. The text suggests that _________ are not a good explanation of adolescent egocentrism. A. cognitive deficiencies B. emotional reasons C. social reasons D. the impact of other people's opinions

27. Fifteen-year-old Hermione is able to write a much more complex answer than 10-year-old Ginger to the question, "Compare the advantages and disadvantages of using simple spells for self-protection." This is because, as an adolescent, Hermione is able to think: A. egocentrically. B. deductively. C. in metacognitive ways. D. in multiple dimensions. 28. Multidimensional thinking helps adolescents understand: A. sarcasm. B. imaginary audiences. C. formal operations. D. concrete examples. 29. What thought process helps adolescents appreciate the sarcasm and satire of Family Guy and The Simpsons? A. selective attention B. sensation seeking C. mutual role taking D. multidimensional thinking 30. The extreme skepticism observed in many adolescents is most likely a result of: A. seeing knowledge as relative rather than as absolute. B. thinking in terms of what's possible rather than what's real. C. thinking about the process of thinking. D. viewing reality in terms of multiple dimensions. 31. ___________ theorists believe that changes in cognitive abilities appearing during adolescence are qualitative, whereas __________ theorists believe they are quantitative. A. Cognitive-developmental; information-processing B. Cognitive-developmental; behavioral decision C. Information-processing; cognitive-developmental D. Information-processing; behavioral decision 32. Dr. Martino argues that development proceeds in stages and that each stage is marked by fairly consistent behavior. Then, as the child's biological development progresses and new experiences are acquired, a shift occurs and development breaks through to the next level. Dr. Martino's view is most consistent with that expressed by the: A. triarchic theory of intelligence. B. information-processing perspective. C. psychometric theory. D. Piagetian perspective. 33. What is it about adolescent thinking that makes them better problem solvers than children? A. improvements in memory B. improvements in attention C. improvements in processing speed D. All of the above 34. Why are adolescents better than children at abstract, multidimensional, and hypothetical thinking? A. improvements in memory B. improvements in attention C. improvements in processing speed D. All of the above

35. Juan is 4.5 years old. His language skills are excellent, but his thinking skills demonstrate limitations such as egocentrism. What Piagetian stage of thought would you suspect he is in? A. formal operational B. sensorimotor C. concrete operational D. preoperational 36. According to Piaget, the period of cognitive development that is based on theoretical, abstract principles of logic is called: A. sensorimotor. B. preoperational. C. concrete operations. D. formal operations. 37. Rose solves a chemistry problem by systematically testing several hypotheses. According to Piaget, which stage is Rose functioning at? A. preoperational B. concrete operations C. formal operations D. sensorimotor 38. Piaget theorists believe that the use of _____ is the chief feature of adolescent thinking that differentiates it from the type of thinking employed by children. A. egocentric reasoning B. abstract logical reasoning C. multidimensional reasoning D. systematic reasoning 39. Adolescent thinking can be distinguished from the thinking of children in several respects. All of these differences stem from improvement(s) in _____ during adolescence. A. abstract logical reasoning B. personal life experiences C. synaptic pruning D. autonomy and personal responsibility 40. Much research on adults as well as adolescents indicates that the gaps between _____ and _____ in everyday situations are very large, with everyday decision making laden with logical errors that cannot be explained by cognitive incompetence. A. what individuals want to do; what they actually do B. what individuals want to do; what they have time for C. logical reasoning abilities; personal experience D. logical reasoning abilities; their actual use of logical reasoning 41. Which of the following statements is consistent with Piaget's cognitive development theory? A. Individuals progress through stages based on biological readiness and maturation. B. Individuals progress through stages based on the presence of environmental demands. C. Individuals progress through stages based on biological readiness in addition to increasing environmental demands. D. Hypothetical thought is the foundation of adolescent thought. 42. Scientists now believe that the transition from concrete operational thought to formal operational thought occurs: A. very suddenly and evenly across all domains of functioning. B. at the same age, regardless of the environment. C. very gradually and unevenly across domains of functioning. D. the change is barely noticeable.

43. The improvements in organizational strategies seen in adolescence include all but: A. increasing use of mnemonic devices. B. becoming more flexible with strategy use. C. increasing speed of information processing. D. becoming more efficient with strategy use. 44. Which of the following changes explains why adolescents, compared to children, may be better able to concentrate and stay focused on reading tasks? A. increasing use of mnemonic devices B. becoming more flexible with strategy use C. increasing speed of information processing D. improvements in attention 45. Dr. Brown argues that adolescents can solve problems better than younger children because they can store more information in memory and because they have more effective strategies. Dr. Brown's view is most consistent with which of the following perspectives? A. triarchic theory of intelligence B. information-processing perspective C. psychometric theory D. Piagetian perspective 46. Which of the following is not relatively stable during adolescence? A. class ranking B. intelligence C. height D. mental abilities 47. Jesse is in the seventh grade at a school that has open classrooms with multiple teachers instructing their classes in one large area. Which of the following cognitive processes will help Jesse focus on his teacher? A. working memory B. selective attention C. long-term memory D. divided attention 48. Which of the following statements about intelligence in adolescence is true? A. There is very little debate regarding what exactly intelligence is. B. The higher an individual's IQ, the smaller the number of same-aged peers who perform equally or better. C. Scientists have not reported any significant correlations between aspects of IQ performance and synaptic pruning in the brain. D. An IQ test is the only way to assess intelligence in adolescence. 49. Joyce believes that scores on intelligence tests are relatively stable in adolescence, and as a result of this stability, believes that scores are fixed. Do you agree with Joyce's logic? A. Yes, intelligence scores are inherited. B. No, intelligence scores are not at all stable. C. Yes, intelligence scores are indeed stable and not susceptible to change. D. No, intelligence scores are stable; however, they are not fixed. 50. Charlie is able to tune out the television so that he can focus on his art project, which is due in class tomorrow. This is an example of: A. selective attention. B. divided attention. C. short-term memory. D. long-term memory.

51. While studying for her biology exam, Jennifer watches her favorite show on TV. This is an example of: A. selective attention. B. divided attention. C. short-term memory. D. long-term memory. 52. Which of the following statements about the changes in information-processing abilities during adolescence is false? A. There are advances in short-term but not long-term memory. B. The speed of processing information increases. C. Adolescents are more "planful" than children. D. There are advances in selective and divided attention. 53. All of the following are ways that scientists study brain maturation except: A. using DTI technology to see the ways in which various regions of the brain are connected. B using fMRI equipment to examine patterns of activity in various regions of the brain while individuals . are performing a variety of tasks. C. electroencephalography technology to measure event-related potentials in response to different stimuli or events. D. using fMRI technology to measure event-related potential in response to different stimuli or events. 54. Neurons are cells that carry information by transmitting electrical charges across the body. When the electrical charge travels through a neuron, it stimulates _____. A. the release of neurotransmitters B. synaptic pruning C. myelination D. the brain to process some piece of information 55. The formation of synapses is: A. almost entirely genetically programmed. B. almost entirely formed through experience. C. both genetically programmed and formed through experience. D. random. 56. One type of structural change in the brain has to do with changes in the levels of grey and white matter in the brain. Which of the following statements is true? A. grey matter decreases while white matter increases B. grey matter increases while white matter decreases C. both grey matter and white matter decrease D. both grey matter and white matter increase 57. All of the following statements about structural and functional change involving the prefrontal cortex during adolescence are true except: A. patterns of activation within the prefrontal cortex generally become more focused B individuals are more likely to use multiple parts of the brain simultaneously and coordinate activity . between prefrontal regions and other areas of the brain C. the full structural maturation of the prefrontal cortex is not complete until the mid-20s D. All of the above are true 58. One aspect of brain maturation that is associated with increases in the speed of neural impulses and improvements in information transmission is: A. formal operational thought. B. myelination. C. metacognition. D. information-processing gains.

59. Which statement regarding increases in cognitive abilities is false? A. Increases in cognitive abilities are due to growth in the size of the brain. B. Pruning of the synapses leads to increases in cognitive abilities. C. Changes in levels of neurotransmitters reduce sensitivity to reward, leading to an increase in sensation seeking. D Maturation of the prefrontal cortex allows for complex activities such as planning, decision making, . goal setting, and metacognition. 60. Changes in the limbic system during adolescence may cause all of the following, except: A. increased emotionality. B. increased responsiveness to stress. C. decreased risk-taking. D. decreased responsiveness to rewards. 61. Jane, an adolescent, can attribute her improved planning skills to developments in her ______ and she can attribute her gut-level, intuitive decision making to her ______. A. dorsolateral prefrontal cortex; orbitofrontal cortex B. dorsolateral prefrontal cortex; ventromedial prefrontal cortex C. ventromedial prefrontal cortex; dorsolateral prefrontal cortex D. orbitofrontal cortex; ventromedial prefrontal cortex 62. In addition to an increase in responsiveness to stress, changes in the _____ may also help explain why adolescents' concerns about what their peers think increase during this time. A. prefrontal cortex B. dorsolateral prefrontal cortex C. limbic system D. levels of grey matter 63. Which of the following brain systems is responsible for processing emotions, social information, and rewards? A. functional connectivity system B. response inhibition system C. limbic system D. prefrontal cortex system 64. When calculating individual performance on an IQ test, a child who was of average intelligence would have an IQ score of: A. 100. B. 200. C. 150. D. There is no "average" IQ. 65. Sternberg's "triarchic theory of intelligence" proposes that to assess an individual's intellectual capabilities it is necessary to look at three distinct, but interrelated, types of "intelligence": A. verbal, mathematical, and spatial. B. componential, experiential, and contextual. C. componential, kinesthetic, and experiential. D. verbal, mathematical, and interpersonal. 66. Steve gets all As in his course work but has a hard time relating to the real world. According to Sternberg, Steve is above average in _____ intelligence but below average in _____ intelligence. A. componential; experiential B. componential; contextual C. experiential; componential D. contextual; experiential

67. When evaluating the three different forms of intelligence described in his triarchic theory of intelligence, Sternberg would disagree with which statement? A Individuals with high componential intelligence are more intelligent than individuals with either . experiential or contextual intelligence. B An individual who scores high on experiential or contextual intelligence may be equally as intelligent . as someone who scores high in componential intelligence. C. Society needs individuals with all three forms of intelligence. D. It is time we should be assessing experiential and contextual intelligence as much as we test componential intelligence. 68. According to Gardner's theory of multiple intelligences, sports figures Babe Ruth, Michael Jordan, Kobe Bryant, and Michael Phelps are all considered above average in: A. spatial intelligence. B. componential intelligence. C. kinesthetic intelligence. D. experiential intelligence. 69. Sam took an IQ test in fourth grade and scored below average. Sam's middle school is administering the test again. This time, Sam's score is likely to be: A. below average. B. average. C. above average. D. there's no way to predict 70. During adolescence, individuals' IQ scores _____, whereas their mental abilities _____. A. remain stable; increase B. remain stable; decrease C. increase; remain stable D. decrease; remain stable 71. Adolescents who score higher than their peers on an IQ test will probably: A. score lower than their peers on their next IQ test. B. continue to score higher than their peers on future IQ tests. C. score the same as their peers on their next IQ test. D. cannot make a prediction based on the instability of intelligence. 72. Mary is having trouble understanding how to do a math problem. Her teacher asks her just the right question and Mary understands the problem. Vygotsky would refer to the structuring process used by the teacher to guide Mary's thinking as: A. laddering. B. enabling. C. pillaring. D. scaffolding. 73. According to Vygotsky, adolescents learn best when: A. their lessons are within their zone of proximal development. B. a more experienced instructor is present. C. the instructor engages in scaffolding. D. All of the above. 74. The growth of _____ during adolescence is directly related to an improved ability to think abstractly. A. long-term memory B. social cognition C. automatization D. short-term memory

75. What was one of the results of the Guyer and colleagues' (2009) study, where teenagers were imaged with fMRI equipment while they thought they were participating in a networking task with other teenagers (in reality, the study was rigged such that they were automatically provided with positive or negative feedback)? A When the adolescents were told that other teenagers were interested in them, areas of their brains . known to be sensitive to rewards were activated. B. When the adolescents were told that other teenagers were interested in them, no areas of their brains were activated. C When the adolescents were told that other teenagers were interested in them, areas of the brain that are . activated during highly stressful events were activated. D. When the adolescents were told that other teenagers were interested in them, the prefrontal cortex was fully activated. 76. With age, adolescents develop a more sophisticated theory of mind, which is the ability to: A. understand that others have beliefs, intentions, and knowledge that may be different from one's own. B. understand their own thought processes. C. separate what they know from what they think. D. separate what is real from what is possible. 77. Chris and his parents had an argument because they did not want him to go to a New Year's Eve party across town. A few days after the argument, Chris's anger subsided because he realized his parents were worried about his safety. Which cognitive process did Chris most likely use to reach this conclusion? A. implicit personality theory B. deductive reasoning C. response inhibition D. theory of mind 78. Which of the following statements about social cognition is false? A. Adolescents have a more differentiated and more nuanced understanding of social norms. B. Adolescents are more able than children to step outside themselves and see things from other vantage points. C. Adolescents are less likely to see that social rules are subjective. D Adolescents are more likely to believe that there are some situations under which it may be appropriate . to limit the rights of certain people. 79. Which of the following individuals is most likely to be a child (and not an adolescent)? A. Kristine, who thinks about what other people are thinking B.Jesse, who finds it hard to believe that other people may have beliefs, intentions, and knowledge that may be different from his own C. Jo, who can easily interpret the feelings of others D. All of these individuals are likely to be children. 80. Most research on adolescents' beliefs about rights and civil liberties comes from: A. studies of ethnic minority samples. B. studies of Western, middle-class youth. C. diverse SES samples. D. adolescent girls. 81. All of the following are themes that have emerged from research studies that investigate different aspects of social cognition during adolescence except: A as individuals move into and through adolescence they become better able to step outside themselves . and see things from other vantage points. B.adolescents are better able to see that the social rules we follow are not absolute and are therefore subject to debate and questioning. C. with age, adolescents develop a more differentiated, more nuanced understanding of social norms. D with age, all adolescents increasingly reject the authority of adults by challenging and dismissing the . morals established by their parents.

82. Which of the following is one of the results of improvements in social cognition? A. adolescents become better at lying B. adolescents become less able to recognize that others may view situations differently C. adolescents are less capable of formulating arguments D. adolescents are less likely to challenge their parents' authority 83. Who of the following individuals is likely to believe that it is always wrong to exclude others? A. Gwendolyn, who is trying to decide who to invite to her 9th birthday party B. Amy, who is a member of a high-status peer group at her high school C. Tina, an adolescent who has a sophisticated understanding of peer group dynamics D. Carl, a senior on the high school football team. 84. Early in adolescence, moral guidelines are: A. seen as absolutes. B. seen as subjective. C. based on principles such as equality, justice, or fairness. D. based on abstract guidelines. 85. When the teacher asks a question in class, students raise their hands to answer. This example illustrates: A. social conventional behavior. B. a specialized structural system. C. metacognitive behavior. D. dominance theory. 86. Which theory helps researchers understand adolescent risk taking? A. behavioral decision theory B. alternative choices theory C. desirability theory D. cognitive development theory 87. According to research on behavioral decision theory, adolescents often decide to engage in behavior that seems risky to adults because adolescents: A. cannot consider as many consequences for their actions as do adults. B. have thinking processes that are still predominantly preoperational. C. have different values and priorities than adults. D. wish to assert their independence from adults in every possible way. 88. Are adults, or adolescents, more likely to think of themselves as invulnerable? A. adults B. adolescents C. both are likely D. Neither group thinks of themselves as invulnerable. 89. What emotional characteristic makes an individual more likely to engage in risky behaviors? A. depression B. moodiness C. sensation seeking D. anxiety 90. Behavioral decision theory draws heavily on _____, and is a rational process in which individuals _____. A. psychoanalytic theory; are forced to think about the root of their behaviors B. information-processing theory; naturally advance in cognitive skills C. economics; calculate the costs and benefits D. behaviorism; make choices based on rewards and punishments.

91. Compared to childhood, reward seeking and sensation seeking during adolescence: A. are equally as high during childhood and adolescence. B. are lower during adolescence than childhood. C. are caused by biological forces during adolescence while it is typically caused by environmental forces in childhood. D. are higher during adolescence than childhood. 92. Compared to children and adults, adolescents: A. engage in a greater amount of risky behaviors in the real world. B. perceive fewer risks on laboratory questionnaires. C. make more deliberate decisions in the real world. D. None of the above is true. 93. According to the textbook, a good deal of adolescents' risk taking takes place in contexts in which: A. they are unsupervised by adults and exposed to peers who encourage risky behaviors. B. older, opposite sex peers are present. C. they are in a new, exciting environment. D. there are at least three peers present. 94. One explanation for the risk-taking peak that is observed in adolescence is that: A. adolescents are not aware of the risks associated with certain behaviors. B. the prefrontal cortex is fully developed years before the limbic system is active. C. adolescents are relatively higher in sensation seeking and impulsivity than children and adults. D. None of the above statements are true. Risk taking does not peak in adolescence. 95. According to the textbook, the main contributor to the increased rate of automobile accidents among teenagers is: A. driving under the influence. B. driving with other teenagers in the car. C. texting while driving. D. talking on the phone, especially having an emotional conversation. 96. According to the textbook, all of the following are potentially successful ways to reduce adolescent risk taking except: Aclassroom-based education programs designed to teach adolescents about the dangers of various . activities, make better decisions, and resist peer pressure to engage in risky activity. B limiting adolescents' opportunities to put themselves in risky situations and making risky substances . harder for adolescents to obtain. C making the penalties for engaging in certain risky behaviors more severe and increasing the salience of . the potential costs of engaging in the risky behavior. D. finding ways to permit adolescents to take risks without putting themselves in situations in which they can hurt themselves. 97. In what five ways are the intellectual abilities of adolescents superior to those of children? Explain and give a concrete illustration of each developmental trend.

98. You join your friends for coffee and notice they are arguing about whether the Piagetian or the information-processing perspective offers a better explanation of cognitive development. They ask for your opinion, and you tell them that each is useful but each has limitations. You suggest a third approach that integrates the two perspectives. What do you tell your friends?

99. Your roommate is taking an anatomy class and has noticed differences in the brains of younger and older rats. She knows ethical reasons prohibit euthanizing humans to examine their brains, and asks you how we learn about adolescent human brains. What can you tell her about how human brains are studied?

100.Describe a class that Lev Vygotsky would teach. What components would be important in his classroom? What tactics would the teacher employ to facilitate learning?

101.Steve gets all As in his course work but has a hard time relating to the real world. Jessica has been failing her courses but is an exceptional artist. The guidance counselor, Miss Willingham, has stated that Steve is "smarter" than Jessica. Do you agree or disagree with Miss Willingham's conclusion? Support your answer.

102.Mr. Goldberg, a high school teacher, approaches you (a brilliant adolescent psychologist) regarding two of his students. He is concerned about their behavior and hopes you can explain what is going on. One student, Sharon, occasionally engages in unprotected sex. The other student, Michael, constantly wears pants to hide what he believes are skinny legs. Using David Elkind's research results, how would you characterize Sharon's behavior? How would you characterize Michael's behavior? Be sure to justify your answer.

103.Fifteen-year-old Randall was a participant in a research study on risk taking. According to his answers on the survey, Randall understands the dangers of drinking and driving, having unprotected sex, and using marijuana. However, at a party last week, Randall was seen smoking marijuana and getting into a car with an intoxicated driver. How would you explain this inconsistency in Randall's behavior in terms of the four main aspects of brain development? Obviously, he knows the right answers, yet he engages in risky behavior.

104.Nicole is an adolescent and has experienced changes in cognition and theory of mind capacities. Her mom and dad believe that these changes have both positively and negatively influenced their relationship with their daughter. How would an adolescent development psychologist explain the effects of these normative developmental changes in cognition?

105.Anita cannot understand why adolescents are more likely than any other age group to engage in risky behaviors. She has learned in class that individuals undergo significant cognitive advancements during adolescence, and in fact, many adolescents aged 15 and older use the same basic processes that adults use to make decisions. Your instructor has asked you to explain to Anita why risk taking may peak during adolescence. What do you tell her?

Chapter 02 Key 1. D 2. A 3. C 4. B 5. C 6. A 7. D 8. A 9. A 10. D 11. B 12. D 13. B 14. C 15. C 16. A 17. B 18. C 19. D 20. A 21. B 22. B 23. C 24. B 25. B 26. A 27. D 28. A 29. D 30. A 31. A 32. D 33. D 34. D 35. D 36. D

37. C 38. B 39. A 40. D 41. C 42. C 43. C 44. D 45. B 46. D 47. B 48. B 49. D 50. A 51. B 52. A 53. D 54. A 55. C 56. A 57. D 58. B 59. A 60. C 61. B 62. C 63. C 64. A 65. B 66. B 67. A 68. C 69. A 70. A 71. B 72. D 73. D 74. B

75. A 76. A 77. D 78. C 79. B 80. B 81. D 82. A 83. A 84. B 85. A 86. A 87. C 88. C 89. C 90. C 91. D 92. A 93. A 94. C 95. B 96. A e) See things as relative rather than absolute. d) Thinking is multidimensional. c) Think about thinking—metacognition. b) Think about abstract concepts. a) Think about what is possible. 97. There are five chief ways in which the thinking of adolescents is more advanced, more efficient, and more effective than that of children. First, during adolescence individuals become better able to think about what is possible, instead of limiting their thought to what is real or directly observable. Second, adolescents become better able to think about abstract things, rather than being limited to the concrete. Third, during adolescence individuals begin thinking more often about the process of thinking itself. Fourth, adolescents' thinking tends to become multidimensional, rather than limited to a single issue. Finally, adolescents are more likely than children to see things as relative, rather than absolute. Several examples of each of these trends are given in the text. Key Points:

g) Integrative approaches ask useful questions, such as why we don't use our skills in everyday decision making. f) Integrative approaches incorporate qualitative and quantitative concepts. e) Information processing ignores qualitative changes. d) Information processing offers specific information about aspects of cognition. c) Piaget was not clear about which aspects of cognition were most important. b) Research suggests gradual, rather than discrete, development. a) Piaget's theory has had a positive impact on education. 98. Piaget laid the groundwork to understand that cognition develops qualitatively, with different ways of reasoning and understanding the world from birth through adolescence. Awareness that abstract reasoning skills do not develop until adolescence has had a positive impact on education. Although not always used, particularly if tasks are not personally relevant, these skills enable the adolescent to think in terms of possibilities, multidimensionally, and metacognitively. However, research suggests that the skills develop gradually and continuously, not in abrupt stages, and the Piagetian approach is not clear about which specific aspects of intellectual development are most important. The information-processing view explains quantitative increases in cognitive skills (e.g., memory, attention, processing speed, organizational strategies, and metacognition), but omits the fact that adolescents do think in a way that is qualitatively different from children. An integrative approach says that although cognitive development proceeds in discrete stages, the process is linked to physical changes in the brain and is better studied in terms of the cognitive components (e.g., memory, attention) used by information-processing theorists. Paul Klaczynski's integrative approach examines both the analytic and intuitive cognitive systems to explain why, despite our cognitive skills, our behavior is often so illogical. Key Points:

d) EEG allows comparison of electrical activity. c) DTI allows comparison of brain connections. b) fMRI allows comparison of brain activity. a) fMRI, DTI, and PET are useful for studying changes in brain growth and brain chemistry. 99. Scientists can use fMRI (functional magnetic resonance imaging), DTI (diffusion tensor imaging), and EEG (electroencephalography) techniques to study brain growth and changes in brain chemistry. fMRI, a noninvasive procedure, is used to look at activity in brain regions during performance of various tasks, and can be used to compare adolescents and adults on the same task. DTI is also noninvasive and can be used to compare the connections made by the brain in adolescents and adults. EEG measures electrical activity at different locations on the scalp. EEG can be used to examine changes in electrical activity (event related potentials [ERP]) in response to different stimuli or events. Scientists often compare ERPs between people of different ages to determine when/if patterns of brain activity undergo developmental change. Other techniques include studying brain growth and development in other animals, studies of changes in brain chemistry in humans and other species, and postmortem studies of brain anatomy. Key Points:

c) Use real-life examples to have students practice what they learn. b) Role of the teacher is to scaffold. a) Zone of proximal development 100. Vygotsky argued that children and adolescents learn best in their zone of proximal development, or in everyday situations when they encounter tasks that are neither too simple nor too advanced, but just slightly more challenging than their abilities permit them to solve on their own. The role of the teacher is to "scaffold," or to help structure the learning situation so that it is within reach of the student. Therefore, Vygotsky would use real-life examples, and have students practice what they learn. For example, a class on amphibians might take place at a local pond. Key Points:

c) Jessica exhibits experiential aspects (creativity and insight). b) Steve exhibits componential aspects (school smarts). a) Sternberg's triarchic theory of intelligence would lead us to disagree. 101. I disagree with Miss Willingham's conclusion. Sternberg's triarchic theory of intelligence shows that intelligence consists of three different components: (1) componential - school smarts, (2) experiential - creativity and insight, and (3) contextual - street smarts. Steve excels in the componential aspects of intelligence but falls behind in the contextual aspects of intelligence. Jessica excels in the experiential aspect of intelligence but falls behind in the componential area. Each is more skilled in a certain aspect of intelligence and less skilled in another. Because no single aspect of intelligence is more important than another, it is not a valid conclusion to state that Steve is smarter than Jessica or vice versa. Key Points:

c) Michael exhibits portions of the imaginary audience phenomenon. b) Sharon's behavior may be characterized by the personal fable. a) David Elkind's theory of adolescent egocentrism 102. These two phenomena result from Elkind's theory of adolescent egocentrism. Sharon's behavior is a classic example of what Elkind refers to as the personal fable. She believes that what she does and what happens to her is unique. Her belief is that nothing will happen to her if she occasionally engages in unprotected sex. Michael's behavior is related to what Elkind refers to as the imaginary audience. He believes that everyone's thoughts are about him, that they are constantly looking at him (as if he were on stage). Key Points:

f) Gap in timing between limbic system and prefrontal cortex e) elate all four changes to Randall's current risk-taking behavior. d) Changes in neurotransmitters (name and define) c) PFC maturation (name and define) b) Myelination (name and define) a) Synaptic pruning (name and define) 103. 1. Synaptic pruning—unused connections between neurons are eliminated, but different regions of the brain are pruned at different points in development. During adolescence the prefrontal cortex (PFC) is pruned, making more efficient pathways for information processing. Because Randall is 15, he is not likely to have completely finished undergoing PFC synapse pruning. 2. Myelination—Related to the idea of synaptic pruning is the myelination of the preserved neurons. This process, which involves covering parts of neurons in myelin (fat) sheaths, makes information transfer quicker and more efficient. 3. Changes in neurotransmitters in the limbic system—Notably, changes in how the brain is affected by dopamine and serotonin, two neurotransmitters, can make adolescents like Randall more emotional and responsive to stress or rewards. This too contributes to Randall's risktaking behavior—he is highly concerned with what his peers think of him and his limbic system is motivating him to take greater risks in order to relieve boredom. 4. Frontal lobe maturation—the prefrontal cortex is also maturing at this point in Randall's life. The PFC is not finished maturing until the mid20s, so 15-year-old Randall may have some advanced cognitive skills relative to his preadolescent self, but he is not yet fully mature. This, too, explains the discrepancy in his understanding of right and wrong and his choices to make risky decisions. Also, changes in the limbic system occur at puberty, though the PFC, the part of the brain that is responsible for decision making, planning ahead, and controlling impulses, is not fully mature until the age of 25 or so. Key Points:

d) Explain why Nicole might become more argumentative during adolescence. c) Explain why understanding parents' perspective taking may lead to changes in Nicole's beliefs about authority. b) Explain why understanding parents' perspective might positively influence parent-child relationships and communication. a) Define theory of mind Key Points: With age, adolescents increasingly distinguish between moral issues and conventional issues, and between which issues authority figures have the right to regulate and issues that are their own personal choice. As adolescents begin to make these distinctions, they may come to question their parent's authority in various contexts. Issues that had been viewed as matters of right and wrong start to seem like matters of personal choice (and beyond the boundaries of parental control). Additionally, Nicole's parents might believe their relationship quality has declined because Nicole has become more argumentative. Research indicates that adolescents are better able than young children to envision and therefore anticipate the possible responses of an opponent and to have handy counterarguments available. This means that Nicole is probably a better arguer than she was as a child. Finally, as Nicole experiences changes in the way in which she thinks, she will stop accepting other people's view without questioning. Because Nicole will shift from seeing things in absolute terms to seeing things as relative, she will be more likely to question others' assertions and less likely to accept facts as absolute truths (this increase in relativism might cause her parents to think that Nicole is questioning everything for the sake of argument). Nicole's advancement in social cognition will also result in Nicole becoming better at telling lies. 104. With age, adolescents develop a more sophisticated theory of mind, which is the ability to understand that others have beliefs, intentions, and knowledge that may be different from one's own. With this advancement, they are better able to interpret the feelings of others and to infer their motives and feelings, even when specific information is not directly observable. Additionally, adolescents experience considerable improvements in their ability to view events from the perspective of others (Nicole will also be more able to understand her parents' perspective on her own point of view). These gains also allow her to improve in communication, as she is more capable of formulating arguments in terms that are more likely to be understood by her parents (people whose opinion might be different). As Nicole is better able to see more things from her parents' point of view and to infer the motives/intents behind her parents' opinions, Nicole's parents may have noticed a positive change in their relationship. Although there are advancements in the ability to see things from other vantage points, these improvements also lead to changes in the way in which adolescents think about relationships with parents and transform their beliefs about authority.

d) Gap between prefrontal cortex maturation and changes in the limbic system may contribute to risk taking. c) Risk taking in the real world is influenced by emotional and contextual factors. b) Adolescents may respond to risky behaviors questionnaires like adults when asked under calm situations. a) Adolescents engage in more risk taking than children and adults. Key Points: 105. Data indeed indicate that adolescents are more likely than any other age group to engage in risky behaviors (reckless driving, unprotected sex). When asked under calm, laboratory tasks, adolescents are well aware of the dangers associated with many risky behaviors. In fact, there is no evidence that adolescents are worse at perceiving risks than adults are and many studies have indicated that adolescents' decision making is as good as adults' when individuals are tested under calm conditions. However, in the real world, opportunities to engage in risky behaviors usually occur when adolescents are emotionally aroused and/or with their peers. In these contexts, adolescent decision making is likely to be compromised. Furthermore, though adolescents and adults may respond very similarly on logical reasoning tests, adolescents are more susceptible to peer influence, less future oriented, more reward seeking, and more impulsive than adults—all of which may contribute to risk taking. Also, adolescents pay more attention to the potential rewards of engaging in a risky behavior than adults do. Research has indicated that there may be biological underpinnings for some adolescent risk taking. For example, the gap between the relatively late timing of the prefrontal cortex (it is not mature until about 25 years of age) and the relatively early changes in the limbic system (usually around pubertal onset), may provoke the adolescent to seek novelty, reward, and excitement years before the region of the brain that manages and controls judgment and decision making is fully mature.

Chapter 02 Summary Category Steinberg - Chapter 02

# of Questions 105

Chapter 03 Student: ___________________________________________________________________________

Which of the following is not one of the areas of fundamental change in adolescence? A. biological B. social C. conceptual D. cognitive

Kaji, a 16-year-old male, has gone through the rite of passage and is now considered a warrior by his tribesmen. This change in Kaji's role and status may be referred to as: A. status offense. B. scarification. C. social redefinition. D. inventionist.

The universal process through which an individual's position or status is changed by society is called: A. collective efficacy. B. social redefinition. C. social specification. D. self-image stability.

Today, people go through ______ earlier than 100 years ago, but tend to stay in ______ longer. A. puberty; school B. marriage; school C. school; puberty D. school; marriage

In contemporary America, the process of social definition, which typically begins at age 15 or 16, is something that occurs over: A. a relatively long period of time. B. a few days. C. a few days for males and a relatively longer time for females. D. a relatively short period of time.

Compared to 100 years ago, the adolescent period has been _____ and the transition into adulthood _____. A. shortened; abbreviated B. lengthened; prolonged C. shortened; more continuous D. lengthened; abbreviated

Notable contributing factors to the elongation of adolescence compared to previous eras include all except which of the following: A. earlier onset of puberty. B. later entry into adult work roles. C. later entry into adult family roles. D. later development of emotional maturity.

Jeffrey Arnett, the psychologist who created the term emerging adulthood, believes that the developmental period between adolescence and adulthood (emerging adulthood): A. exists in all cultures. B. exists in almost every culture. C. exists in very few cultures. D. exists wherever there is a large discrepancy between the rich and the poor.

Psychologist Jeffery Arnett has suggested that 18- to 25-year-olds are caught between adolescence and adulthood in "emerging adulthood," which is characterized by all but which of the following? A. functioning as an independent person B. exploring possible identities before making permanent choices C. the subjective feeling of emotional immaturity D. the subjective feeling that life is full of possibilities

10. Jacob is looking forward to the upcoming presidential election because he is now able to cast his vote. Based on your knowledge of the social redefinition of adolescence, what has Jacob attained? A. emerging adulthood B. juvenile attainment C. quincea–era D. the age of majority 11. Dr. Jones argues that adolescence is primarily a social invention rather than a biological or cognitive phenomenon. Her view that the broader environment influences our conception of adolescence is most in line with the: A. Piagetian perspective. B. psychometric perspective. C. inventionist perspective. D. contextual perspective. 12. Which of the following statements about the inventionist perspective is true? A. Adolescence is a separate period that has been largely determined by the broader social environment. B. Adolescence is driven by the physiological changes of puberty. C. The cognitive advances of adolescence are what make this period distinct from all others. D. Adolescence is not a distinct period in the life cycle and should not be regarded as such. 13. Among those who study adolescence, an inventionist is one who: A. develops new products aimed predominantly at the adolescent population. B. argues that adolescence as a period in the life cycle is mainly a social invention. C. believes that many of the problems in adolescence are merely invented by the popular press. D. believes that adolescents need to be kept away from the labor force for their own safety. 14. Before the Industrial Revolution, the term child referred to: A. ages 3-12. B. ages 5-10. C. anyone under age 18 or 21. D. ages 3-25. 15. According to the inventionist theory, adolescence was not considered a distinct transitional period until: A. the publication of Seventeen magazine. B. the creation of child labor laws. C. the industrial revolution. D. It has always been recognized as a distinct part of development. 16. In the 19th century, what distinguished children from adults? A. what job they performed B. whether they owned property C. marital status D. religious confirmation 17. The term adolescent became widely used at what time? A. since the 15th century B. since the 18th century C. since the 19th century D. during the 20th century

18. Which of the following was not an outcome of the Industrial Revolution? A. a shortage of job opportunities B. the lengthening of schooling for adolescents C. an increase in crime D. increased opportunities for adolescents in the workplace 19. The status of adolescents as full-time students arose as a result of: A. the Industrial Revolution. B. increases in scientific knowledge. C. political changes resulting from the Civil War. D. the advent of technical careers. 20. Before industrialization, the term youth referred to: A. all children. B. ages 12-24. C. ages 10-18. D. ages 3-12. 21. Which of the following contributed to the invention of the teenager? A. industrialization B. economic freedom C. higher education D. student activism 22. Today, adolescence has been redefined as a time of _____, rather than _____. A. participation; preparation B. preparation; participation C. working; schooling D. apprenticeship; autonomy 23. The Boy Scouts is an example of an organization that grew out of the _____ school of thought. A. Revolutionary B. Piagetian C. child protectionist D. inventionist 24. During the industrial revolution, child protectionists argued that: A. a separate justice system must exist for juveniles. B. adolescents needed parental permission to marry. C. young people needed to be kept away from the labor force for their own good. D. adolescent music was too controversial and needed to be censored 25. Late 19th-century adolescents spend _____ time working with their parents and _____ with their peers, being educated or prepping for the future. A. less, more B. less; less C. more; less D. more; more 26. Popularized about 50 years ago, this expression refers to young people in a more frivolous and lighthearted manner than the term adolescent. A. youngster B. youth C. teenager D. punk

27. Which of the following statements is true about Arnett's concept of emerging adulthood? A. It is seen more commonly among politically conservative youth. B. Not all people in their mid-20s fit the profile. C. It is positively associated with economic pressures to support a family. D. It exists in all cultures. 28. Which of the following was not a result of industrialization? A. new patterns of work B. less time in school C. increased school preparation D. less time working with family members 29. Which of the following did not contribute to the redefinition of the term youth? A. increased materialism among college students B. a growing college population C. a rise in student activism D. changes in attitudes and values among college students 30. Which group of individuals is likely to describe themselves as individuals who are in many ways more mature than adolescents, but not as mature as adults? A. teenagers B. college students C. individuals in their 20s D. emancipated minors 31. All of the following are true regarding the legal boundary between childhood and adulthood except: A. the legal boundary between childhood and adulthood is very clear and consistent. B. there are many inconsistencies in the legal boundary between childhood and adulthood. C. once an adolescent is designated as an adult, she or he is also subject to a new set of laws and will be treated differently. D in some instances, attaining adult status brings with it more lenient treatment under the law, whereas in . others, it may be associated with harsher treatment. 32. One finding that emerged from the competence to stand trial research described in the textbook was that: A. about 1/5 of 14- and 15-year-olds are not competent to stand trial. B. about 1/10 of 14- and 15-year-olds are not competent to stand trial. C. almost all youths are competent to stand trial. D. nearly 75% of youths under the age of 15 are competent to stand trial. 33. Research described in the textbook indicates all of the following except: A. juveniles are less likely than adults to understand their rights when being questioned by the police. B. juvenile are more likely than adults to confess to a crime than remain silent. C. juveniles are less likely than adults to discuss disagreements with their attorneys. D. nearly all juveniles under 15 years old are competent to stand trial in a criminal proceeding. 34. A double shift in social status takes place during adolescence with an increase in both _________ and ___________. A. privileges; expectations B. school work; discipline C. discipline; restrictions D. restrictions; expectations 35. Recent research on psychological well-being in emerging adulthood suggests: A. it is a time of positive and improving mental health for most people. B. it is a time of increasing stress caused by financial instability. C. it is a time of decreasing mental health for most people. D. no research has yet examined this question with emerging adults.

36. Jennifer, who is 16, ran away with her friend Tonya, who is 18. The police, however, only arrested Jennifer for running away because for a minor, running away is considered: A. the age of majority. B. extrusion. C. a status offense. D. juvenile truancy. 37. Adolescents who are convicted of crimes become part of the _________ justice system, whereas adults convicted of the same crimes are part of the ________ justice system. A. child; adult B. status; majority C. criminal; adult D. juvenile; criminal 38. Legal decisions have tended to support adolescent autonomy when the behavior at issue is: A. viewed as potentially dangerous. B. supported by the adolescents' parents. C. also legal for adults. D. viewed as having potential benefit. 39. Which of the following would not be considered an initiation ceremony? A. graduating from high school B. a quincea–era C. a Bas Mitzvah D. obtaining a driver's license 40. Compared to a child, an older adolescent is likely to: A. experience more stress and less happiness. B. face a range decisions that may have serious long-term consequences. C. have fewer long-term possibilities. D. have an identity crisis. 41. Changes in social definition also bring changes in: A. adolescents' identities. B. responsibilities. C. changes in relationships with others. D. All of the above. 42. What is the most striking aspect of the transition into adulthood for contemporary adolescents? A. The extended amount of time between pubertal onset and the achievement of adult work and family roles. B. The discontinuity in the transition into adulthood. C. The expanded range of opportunities for today's adolescents. D. Feeling more mature than adolescents, but less mature than adults. 43. Typically, the social redefinition of young people occurs in groups of peers who are approximately the same age, known as: A. cohorts. B. age groups. C. longitudinal groups. D. quincea–era groups. 44. Which of the following themes is generally not a universal element in the process of social redefinition? A. the accentuation of physical and social differences between males and females B. the real or symbolic separation of the adolescent from his or her parents C. the separation of adolescents experiencing menarche from elder members of the community D. the passing on of cultural, historical, and practical information

45. Social scientists believe that the transition from adolescence into adulthood in contemporary society is: A. too rocky. B. too vague. C. too long. D. All of the above responses are true. 46. In some cultures (and in earlier American cohorts), the accentuation of differences between sexes during the social redefinition of adolescence occurs partly because of: A. the physical changes of puberty. B. adult work roles are highly sex-differentiated. C. adult family roles are highly sex-differentiated. D. All of the above. 47. What might explain why adolescence has been elongated? A. the delayed onset of puberty B. recent brain imaging studies that have indicated that the prefrontal cortex is still developing until the age of 25 C. the failure of young adults to settle down in marriage-like relationships D. the increased importance of formal education in making a successful transition into adult roles 48. According to the textbook, in non-Western cultures, there is huge discrepancy in the extension of privileges to males and females. In general, girls' behavior is more _____, whereas boys are given more ____. A. subject to the control of adults; responsibilities B. subject to the control of adults; freedom and autonomy C. likely to be regulated by community standards; family-level rules D. likely to be watched and scrutinized; privacy 49. The Bas Mitzvah, the confirmation, and the quincea–era are all examples of: A. graduations. B. inventionism. C. initiation ceremonies. D. universal rights of passage. 50. Which of the following is not an example of the contemporary version of scarification? A. brushing teeth B. using makeup C. shaving face or legs D. ear piercing 51. The Bar Mitzvah and Bas Mitzvah are contemporary examples of traditional society's practice of: A. extrusion. B. the accentuation of male and female differences. C. cohorts. D. counterculture. 52. Societies in which hunting, fishing, and farming are the primary work activities tend to exhibit a more _____ transition between adolescence and adulthood. A. continuous B. discontinuous C. exaggerated D. protracted

53. For Sally's 13th birthday, her mother has agreed to let her get her ears pierced. In traditional societies, this type of body ritual may be equated to: A. epiphysis. B. extrusion. C. voodoo. D. scarification 54. All of the following are aspects of social redefinition described in the textbook except: A. the passing on of information from the older generation. B. the accentuation of differences between males and females. C. the real or symbolic separation from parents. D. the completion of formal schooling. 55. The messages that contemporary society sends adolescents are: A. full of sexual innuendos. B. unclear and inconsistent. C. outdated. D. inappropriate for young people. 56. In Marley's society, adolescents are expected to attain adult roles at a certain age; however, they are provided with little training for such responsibilities. Additionally, adolescents tend to be segregated from the workforce and receive little training in school for the types of jobs they will hold as adults. What type of society does Marley most likely belong to? A. traditional B. contemporary C. child protectionist D. non-industrialized 57. Charles feels older than most of the other kids in his grade. He is more likely to engage in all of the following activities except: A. spending more time with opposite-sex peers. B. greater achievement in school. C. feel more autonomous. D. engage in problem behavior. 58. Initiation ceremonies for young women in traditional societies most often coincide with: A. marriage. B. menarche. C. scarification. D. the completion of formal schooling. 59. Among American adolescents, the most frequently mentioned criterion for being an adult is ________; among Inuit adolescents in the Canadian Arctic, the most important is ________: A. getting married; accepting responsibility for oneself. B. moving in with a prospective mate; supporting oneself financially. C. accepting responsibility for oneself; the establishment of a marriage-like relationship. D. being able to support oneself financially; becoming a parent. 60. Research has established that circumcision: A. is associated with negative outcomes for both males and females. B. is associated with positive outcomes for both males and females. C. is associated with negative outcomes for males but not for females. D. is associated with negative outcomes for females but not for males.

61. According to the textbook, all of the following statements about female circumcision are true except: A.although the risks are well-known, the prevalence of circumcision in the United States has grown to 18% of female adolescents. B. female circumcision carries zero health benefits. C. female circumcision can cause infection and chronic pain during urination, menstruation, and sexual intercourse. D. after circumcision, it is virtually impossible for a woman to achieve an orgasm during sex. 62. Individuals who were adolescents in the late 1950s and 1960s are known as members of the: A. Leave It to Beaver generation. B. baby-boom generation. C. "Free Love" generation. D. Great Depression generation. 63. In 1960, the average age of marriage for women was _____; today it is _____. A. 20; 27 B. 26; 20 C. 30; 27 D. 20; 20 64. Dr. Ramirez believes that the passage into adulthood is a gradual process in which the adolescent assumes the roles and status of adulthood bit by bit. This view is most closely associated with the: A. continuous transition. B. discontinuous transition. C. longitudinal perspective. D. abstemious approach. 65. Compared to the situation 50 or 60 years ago, today's transition to adulthood is: A. short and smooth. B. short and rocky. C. long and disorderly. D. long and smooth. 66. Dr. Goodrich believes that the passage into adulthood is a sudden change in which adult roles and statuses are abruptly assumed. This view is most closely associated with the: A. continuous transition. B. discontinuous transition. C. longitudinal perspective. D. abstemious approach. 67. Since Mark was 5 years old, he has been helping his father maintain the family farm. Now, 30 years later, Mark owns the farm and is teaching his own son how to manage it. Based on your knowledge about the continuity of adolescence, how would you describe Mark's transition? A. attenuated B. longitudinal C. discontinuous D. continuous 68. In contemporary society, the transition into adult work roles is fairly: A. discontinuous. B. continuous. C. smooth. D. None of the above. 69. The current transition into adult occupations in America is considered a: A. functional transition. B. discontinuous transition. C. continuous transition. D. consonant transition.

70. Changes in social definition will likely have profound effects on developments in the domains of: A. achievement, spirituality, and identity. B. achievement, sexuality, and autonomy. C. sexuality, achievement, and identity. D. sexuality, autonomy, achievement, and identity. 71. Why is it so difficult to draw a legal boundary between when someone should be treated like a child and when someone is ready to be treated like an adult? A. Development is so rapid and so variable between individuals. B. It is difficult to predict when individuals will go through puberty. C. These laws have been in place for 100s of years and they are difficult to change. D. Most adolescents look older than they feel. 72. Approximately what percentage of American 18- to 24-year-olds live with or are supported financially by their parents? A. 90% B. 15% C. 55% D. 70% 73. The transition into adulthood 50 or 60 years ago was characterized by _____ prior preparation for family roles and _____ prior preparation for work roles. A. more; less B. more; more C. less; more D. less; less 74. Some researchers have suggested that ______ __ in contemporary society has (have) caused difficulties for many of today's youth, especially poor or minority youth. A. the discontinuous and prolonged nature of the transition from adolescence to adulthood B. the hormonal changes associated with puberty C. the overwhelming of adolescents with adult responsibilities D. the practice of youth apprenticeships 75. Based on Grisso and colleague's competency study, should we assume a 15-year-old is definitely more competent than a mentally ill adult who has been found not competent to stand trial? What about a 13year-old? ANo, about 1/5 of 14- to 15-year-olds and about 1/3 of 13 and younger children are likely to be found to . be as impaired in their abilities to stand trial as mentally ill adults who have been determined to be not competent to stand trial. BThe 15-year-old is definitely more competent to stand trial than a mentally ill adult; however, it is likely . that the 13-year-old would be as impaired in her ability as a mentally ill adult. C. Both adolescents are likely to be more competent than a mentally ill adult who has been determined to be not competent. D. The results from the Grisso study cannot be used to predict whether a 15- or 13-year-old would be competent to stand trial. 76. Compared to approximately 100 years ago, contemporary adolescents take on full-time employment _____ and live under adult supervision _____ than adolescents in earlier times. A. later; more B. later; less C. earlier; more D. earlier; less 77. Compared to when adults are interrogated by the police, juveniles are: A. more likely to understand their rights. B. less likely to confess to a crime than remain silent. C. more likely to discuss disagreements with their attorney. D. None of the above is true.

78. Which of the following Supreme Court cases demonstrated the Court's belief that adolescents may be less blameworthy than adults? A. Roper v. Simmons B. Hodgson v. Minnesota C. Board of Education v. Mergens D. Hazelwood v. Kuhlmeier 79. One discrepancy in the way that society treats adolescence is that courts have ruled that teenagers have the right to obtain ________; however, the courts have also upheld laws forbidding adolescents to obtain _____. A. cigarettes; contraceptives B. vulgar magazines; contraceptives C. contraceptives; cigarettes or vulgar magazines D. vulgar magazines; cigarettes 80. Who will have the most difficulty negotiating the transition into adolescence? A. Brian, an Asian American B. Ken, a White American C. Charlie, a Hispanic American D. Mara, a White American 81. According to the textbook, today, about _____ of American adolescents are from ethnic minority groups; and, by the end of this century, it is estimated that nearly _____ of American adolescent will be nonWhite. A. 45%; 1/3 B. 10%; 2/3 C. 10%; 1/3 D. 45%; 2/3 82. The transition into adulthood is more likely to be impeded among minority teenagers because they: A. are more likely to grow up poor. B. experience more prejudice and discrimination. C. are more economically dependent on their parents than their White peers. D. are more likely to be involved in gangs. 83. Black, Hispanic, and American Indian youth have more trouble negotiating the transition into adulthood than do their counterparts of which race(s)? A. White youth only B. Asian youth only C. White and Asian youth D. None of the above is the correct answer. 84. According to research presented in the textbook, the longer a foreign-born adolescent has lived in the United States, the more likely he or she is to: A. smoke cigarettes or binge drink. B. feel as though he or she has established meaningful interpersonal relationships. C. increase in health-benefiting behaviors. D. receive high grades in school. 85. In general, according to the textbook, is "Americanization" a positive and desirable experience for immigrant adolescents? A. No, Americanization appears to be associated with worse, not better, outcomes. B. Yes, Americanization appears to be associated with better outcomes. C. The textbook indicates that Americanization is associated with both better and worse outcomes. D. Yes, Americanization has been associated with less likelihood of drug and alcohol use.

86. Which of the following is a sign of Americanization? A. speaking English exclusively B. speaking English in addition to your native language C. having American-born children D. having an abrupt transition into adulthood 87. Which of the following is not associated with transition difficulties in adolescence? A. spending a lot of time with peers B. being a member of a minority group C. living in poverty D. the absence of affluent neighbors 88. How does poverty adversely affect the behavior and development of adolescents? A. Social problems are contagious and can spread from one adolescent to another. B. Poverty in neighborhoods breeds social isolation. C. Adolescents growing up in poverty are more likely to be exposed to violence. D. All of the above are true. 89. Tamika and Theresa both live in single-parent households and survive on welfare. Tamika, however, lives in a better neighborhood than Theresa. According to community researchers, who is more likely to drop out of school or become pregnant? A. Tamika B. Theresa C. both Tamika and Theresa have an equal chance D. unable to determine 90. Who of the following is likely to have limited economic and occupational success, which will affect the transition into adulthood? A. Ella, who experienced an out-of-wedlock pregnancy during adolescence B. Lula, who is an unemployed adolescent C. Gerald, who dropped out of high school D. All of these factors are likely to disrupt the transition into adulthood. 91. Evaluations of mentoring programs have indicated that: A. mentoring is a sufficient program to meet the needs of at-risk youth. B. the success of mentoring depends on the amount of financial support for the program. C.the success of the mentoring program depends on characteristics of the mentor, the mentee, and the relationship between the two. D. mentoring tends to be more successful when the mentor involves the adolescent in 1 to 2 specific activities. 92. Relocation studies that have randomly chosen poor families to either stay where they are living or move to a more advantaged neighborhood have found: Athat those from high-poverty neighborhoods who move to more advantaged neighborhoods have better . outcomes than those who were originally from medium or low-poverty neighborhoods. B. that relocation may be more beneficial for boys than girls. C. mixed results. D adolescents who moved to a better area had better psychological and behavioral outcomes compared to . those who stayed in poor neighborhoods. 93. What may explain the results from the studies that have relocated adolescents from poor neighborhoods to more advantaged neighborhoods? A. Adolescents may encounter more discrimination in the new neighborhood. B. Parents of adolescents in more advantaged neighborhoods may monitor their children more vigilantly. C. Adolescents who moved to a new neighborhood may end up feeling less disadvantaged. D. More advantaged neighborhoods allow access to more resources than the poor neighborhoods do.

94. Taken together, research studies have determined that growing up in a poor neighborhood: Ahas negative effects on adolescent behavior, achievement, and mental health, and these effects are . above and beyond those effects attributable to growing up in a poor family. B. has no effect on adolescent development after you take the effect of family income into account. C. is only associated with negative outcomes for minority adolescents. D. will cause adolescents to rush the transition into adult roles. 95. Which of the following research findings supports the hypothesis that, "under conditions of low collective efficacy, social problems are contagious"? A. Adolescents who associate with delinquent peers are more likely to be drawn into criminal and delinquent activity. BAdolescents who live in neighborhoods with high rates of teenage childbearing are exposed to large . numbers of peers who are relatively more tolerant of this behavior, which affects their own attitudes toward premarital childbearing. C. Both statements A and B support the hypothesis. D. Neither of these statements supports the hypothesis. 96. Which of the following is not true for adolescents who have been exposed to violence? A. they are more likely to engage in violence B. they more likely to think about killing themselves C. they are more likely to report symptoms of depression D. they are less likely to experience feelings of hopelessness 97. "The social redefinition of the adolescent typically involves a two-sided change in status." Discuss the meaning of this statement and provide several illustrations of a two-sided change in status found in contemporary society.

98. You have been appointed to design a program for youth who are not college-bound. How would you help these adolescents make the transition from high school to work? What components would be important to include in this program?

99. Since Mark was 5 years old, he has been helping his father maintain the family farm. Now, 30 years later, Mark owns the farm and is teaching his own son to manage it. Mark's brother, Jeffrey, attended high school and then spent several years working at various jobs. Who had the easier transition into adolescence? How do you know this? (HINT: Whose theory would best explain this transitional experience?)

100.Applying what you have learned about initiation ceremonies and social redefinition, design an initiation ceremony for American adolescents in the 19th century. Describe at what age this would take place. What general themes would be present within your ceremony?

101.Amanda, a 13-year-old Hispanic girl, lives below the poverty line with her mother in an impoverished neighborhood. Based on what you know about the effects of poverty on the transition to adulthood, what would you predict for Amanda? Be sure to include the role of race/ethnicity and neighborhoods in your answer.

102.You are a specialist in adolescent development and have been invited to serve as an expert witness in a high profile case. The case involves a 15-year-old girl who is being charged with a gruesome firstdegree murder. The judge would like to hold this girl to the same standards of criminal responsibility as he would an adult. As such, the judge has chosen to process this girl in a criminal court. Do you think the teenage murderer would be competent to stand trial in a criminal court? Based on what you know about the legal boundaries between childhood and adulthood, do you agree with the judge's decision? Where does our society typically draw the line between adolescence and adulthood?

103.Imagine that your class just finished discussing all of the ways that poverty negatively affects development. After the discussion, one of your peers turns to you and asks, "Why do people need to continue studying poverty? Don't we already know it's bad? Why is neighborhood research so complicated? Can we just use the funds that currently support this type of research to relocate families living in impoverished neighborhoods to more advantaged neighborhoods?" What would you tell your classmate?

Chapter 03 Key 1.

Which of the following is not one of the areas of fundamental change in adolescence? A. biological B. social C. conceptual D. cognitive

Today, people go through ______ earlier than 100 years ago, but tend to stay in ______ longer. A. puberty; school B. marriage; school C. school; puberty D. school; marriage

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10.

Jacob is looking forward to the upcoming presidential election because he is now able to cast his vote. Based on your knowledge of the social redefinition of adolescence, what has Jacob attained? A. emerging adulthood B. juvenile attainment C. quincea–era D. the age of majority

11.

Dr. Jones argues that adolescence is primarily a social invention rather than a biological or cognitive phenomenon. Her view that the broader environment influences our conception of adolescence is most in line with the: A. Piagetian perspective. B. psychometric perspective. C. inventionist perspective. D. contextual perspective.

12.

Which of the following statements about the inventionist perspective is true? A. Adolescence is a separate period that has been largely determined by the broader social environment. B. Adolescence is driven by the physiological changes of puberty. C. The cognitive advances of adolescence are what make this period distinct from all others. D. Adolescence is not a distinct period in the life cycle and should not be regarded as such.

13.

Among those who study adolescence, an inventionist is one who: A. develops new products aimed predominantly at the adolescent population. B. argues that adolescence as a period in the life cycle is mainly a social invention. C. believes that many of the problems in adolescence are merely invented by the popular press. D. believes that adolescents need to be kept away from the labor force for their own safety.

14.

Before the Industrial Revolution, the term child referred to: A. ages 3-12. B. ages 5-10. C. anyone under age 18 or 21. D. ages 3-25.

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15.

According to the inventionist theory, adolescence was not considered a distinct transitional period until: A. the publication of Seventeen magazine. B. the creation of child labor laws. C. the industrial revolution. D. It has always been recognized as a distinct part of development.

16.

In the 19th century, what distinguished children from adults? A. what job they performed B. whether they owned property C. marital status D. religious confirmation

17.

The term adolescent became widely used at what time? A. since the 15th century B. since the 18th century C. since the 19th century D. during the 20th century

18.

Which of the following was not an outcome of the Industrial Revolution? A. a shortage of job opportunities B. the lengthening of schooling for adolescents C. an increase in crime D. increased opportunities for adolescents in the workplace

19.

The status of adolescents as full-time students arose as a result of: A. the Industrial Revolution. B. increases in scientific knowledge. C. political changes resulting from the Civil War. D. the advent of technical careers.

20.

Before industrialization, the term youth referred to: A. all children. B. ages 12-24. C. ages 10-18. D. ages 3-12.

21.

Which of the following contributed to the invention of the teenager? A. industrialization B. economic freedom C. higher education D. student activism

22.

Today, adolescence has been redefined as a time of _____, rather than _____. A. participation; preparation B. preparation; participation C. working; schooling D. apprenticeship; autonomy

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23.

The Boy Scouts is an example of an organization that grew out of the _____ school of thought. A. Revolutionary B. Piagetian C. child protectionist D. inventionist

24.

During the industrial revolution, child protectionists argued that: A. a separate justice system must exist for juveniles. B. adolescents needed parental permission to marry. C. young people needed to be kept away from the labor force for their own good. D. adolescent music was too controversial and needed to be censored

25.

Late 19th-century adolescents spend _____ time working with their parents and _____ with their peers, being educated or prepping for the future. A. less, more B. less; less C. more; less D. more; more

26.

Popularized about 50 years ago, this expression refers to young people in a more frivolous and lighthearted manner than the term adolescent. A. youngster B. youth C. teenager D. punk

27.

Which of the following statements is true about Arnett's concept of emerging adulthood? A. It is seen more commonly among politically conservative youth. B. Not all people in their mid-20s fit the profile. C. It is positively associated with economic pressures to support a family. D. It exists in all cultures.

28.

Which of the following was not a result of industrialization? A. new patterns of work B. less time in school C. increased school preparation D. less time working with family members

29.

Which of the following did not contribute to the redefinition of the term youth? A. increased materialism among college students B. a growing college population C. a rise in student activism D. changes in attitudes and values among college students

30.

Which group of individuals is likely to describe themselves as individuals who are in many ways more mature than adolescents, but not as mature as adults? A. teenagers B. college students C. individuals in their 20s D. emancipated minors

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31.

All of the following are true regarding the legal boundary between childhood and adulthood except: A. the legal boundary between childhood and adulthood is very clear and consistent. B. there are many inconsistencies in the legal boundary between childhood and adulthood. C. once an adolescent is designated as an adult, she or he is also subject to a new set of laws and will be treated differently. D in some instances, attaining adult status brings with it more lenient treatment under the law, whereas . in others, it may be associated with harsher treatment.

32.

One finding that emerged from the competence to stand trial research described in the textbook was that: A. about 1/5 of 14- and 15-year-olds are not competent to stand trial. B. about 1/10 of 14- and 15-year-olds are not competent to stand trial. C. almost all youths are competent to stand trial. D. nearly 75% of youths under the age of 15 are competent to stand trial.

33.

Research described in the textbook indicates all of the following except: A. juveniles are less likely than adults to understand their rights when being questioned by the police. B. juvenile are more likely than adults to confess to a crime than remain silent. C. juveniles are less likely than adults to discuss disagreements with their attorneys. D. nearly all juveniles under 15 years old are competent to stand trial in a criminal proceeding.

34.

A double shift in social status takes place during adolescence with an increase in both _________ and ___________. A. privileges; expectations B. school work; discipline C. discipline; restrictions D. restrictions; expectations

35.

Recent research on psychological well-being in emerging adulthood suggests: A. it is a time of positive and improving mental health for most people. B. it is a time of increasing stress caused by financial instability. C. it is a time of decreasing mental health for most people. D. no research has yet examined this question with emerging adults.

36.

Jennifer, who is 16, ran away with her friend Tonya, who is 18. The police, however, only arrested Jennifer for running away because for a minor, running away is considered: A. the age of majority. B. extrusion. C. a status offense. D. juvenile truancy.

37.

Adolescents who are convicted of crimes become part of the _________ justice system, whereas adults convicted of the same crimes are part of the ________ justice system. A. child; adult B. status; majority C. criminal; adult D. juvenile; criminal

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38.

Legal decisions have tended to support adolescent autonomy when the behavior at issue is: A. viewed as potentially dangerous. B. supported by the adolescents' parents. C. also legal for adults. D. viewed as having potential benefit.

39.

Which of the following would not be considered an initiation ceremony? A. graduating from high school B. a quincea–era C. a Bas Mitzvah D. obtaining a driver's license

40.

Compared to a child, an older adolescent is likely to: A. experience more stress and less happiness. B. face a range decisions that may have serious long-term consequences. C. have fewer long-term possibilities. D. have an identity crisis.

41.

Changes in social definition also bring changes in: A. adolescents' identities. B. responsibilities. C. changes in relationships with others. D. All of the above.

42.

What is the most striking aspect of the transition into adulthood for contemporary adolescents? A. The extended amount of time between pubertal onset and the achievement of adult work and family roles. B. The discontinuity in the transition into adulthood. C. The expanded range of opportunities for today's adolescents. D. Feeling more mature than adolescents, but less mature than adults.

43.

Typically, the social redefinition of young people occurs in groups of peers who are approximately the same age, known as: A. cohorts. B. age groups. C. longitudinal groups. D. quincea–era groups.

44.

Which of the following themes is generally not a universal element in the process of social redefinition? A. the accentuation of physical and social differences between males and females B. the real or symbolic separation of the adolescent from his or her parents C. the separation of adolescents experiencing menarche from elder members of the community D. the passing on of cultural, historical, and practical information

45.

Social scientists believe that the transition from adolescence into adulthood in contemporary society is: A. too rocky. B. too vague. C. too long. D. All of the above responses are true.

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46.

In some cultures (and in earlier American cohorts), the accentuation of differences between sexes during the social redefinition of adolescence occurs partly because of: A. the physical changes of puberty. B. adult work roles are highly sex-differentiated. C. adult family roles are highly sex-differentiated. D. All of the above.

47.

What might explain why adolescence has been elongated? A. the delayed onset of puberty B. recent brain imaging studies that have indicated that the prefrontal cortex is still developing until the age of 25 C. the failure of young adults to settle down in marriage-like relationships D. the increased importance of formal education in making a successful transition into adult roles

48.

According to the textbook, in non-Western cultures, there is huge discrepancy in the extension of privileges to males and females. In general, girls' behavior is more _____, whereas boys are given more ____. A. subject to the control of adults; responsibilities B. subject to the control of adults; freedom and autonomy C. likely to be regulated by community standards; family-level rules D. likely to be watched and scrutinized; privacy

49.

The Bas Mitzvah, the confirmation, and the quincea–era are all examples of: A. graduations. B. inventionism. C. initiation ceremonies. D. universal rights of passage.

50.

Which of the following is not an example of the contemporary version of scarification? A. brushing teeth B. using makeup C. shaving face or legs D. ear piercing

51.

The Bar Mitzvah and Bas Mitzvah are contemporary examples of traditional society's practice of: A. extrusion. B. the accentuation of male and female differences. C. cohorts. D. counterculture.

52.

Societies in which hunting, fishing, and farming are the primary work activities tend to exhibit a more _____ transition between adolescence and adulthood. A. continuous B. discontinuous C. exaggerated D. protracted

53.

For Sally's 13th birthday, her mother has agreed to let her get her ears pierced. In traditional societies, this type of body ritual may be equated to: A. epiphysis. B. extrusion. C. voodoo. D. scarification

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54.

All of the following are aspects of social redefinition described in the textbook except: A. the passing on of information from the older generation. B. the accentuation of differences between males and females. C. the real or symbolic separation from parents. D. the completion of formal schooling.

55.

The messages that contemporary society sends adolescents are: A. full of sexual innuendos. B. unclear and inconsistent. C. outdated. D. inappropriate for young people.

56.

In Marley's society, adolescents are expected to attain adult roles at a certain age; however, they are provided with little training for such responsibilities. Additionally, adolescents tend to be segregated from the workforce and receive little training in school for the types of jobs they will hold as adults. What type of society does Marley most likely belong to? A. traditional B. contemporary C. child protectionist D. non-industrialized

57.

Charles feels older than most of the other kids in his grade. He is more likely to engage in all of the following activities except: A. spending more time with opposite-sex peers. B. greater achievement in school. C. feel more autonomous. D. engage in problem behavior.

58.

Initiation ceremonies for young women in traditional societies most often coincide with: A. marriage. B. menarche. C. scarification. D. the completion of formal schooling.

59.

Among American adolescents, the most frequently mentioned criterion for being an adult is ________; among Inuit adolescents in the Canadian Arctic, the most important is ________: A. getting married; accepting responsibility for oneself. B. moving in with a prospective mate; supporting oneself financially. C. accepting responsibility for oneself; the establishment of a marriage-like relationship. D. being able to support oneself financially; becoming a parent.

60.

Research has established that circumcision: A. is associated with negative outcomes for both males and females. B. is associated with positive outcomes for both males and females. C. is associated with negative outcomes for males but not for females. D. is associated with negative outcomes for females but not for males.

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61.

According to the textbook, all of the following statements about female circumcision are true except: A. although the risks are well-known, the prevalence of circumcision in the United States has grown to 18% of female adolescents. B. female circumcision carries zero health benefits. C. female circumcision can cause infection and chronic pain during urination, menstruation, and sexual intercourse. D. after circumcision, it is virtually impossible for a woman to achieve an orgasm during sex.

62.

Individuals who were adolescents in the late 1950s and 1960s are known as members of the: A. Leave It to Beaver generation. B. baby-boom generation. C. "Free Love" generation. D. Great Depression generation.

63.

In 1960, the average age of marriage for women was _____; today it is _____. A. 20; 27 B. 26; 20 C. 30; 27 D. 20; 20

64.

Dr. Ramirez believes that the passage into adulthood is a gradual process in which the adolescent assumes the roles and status of adulthood bit by bit. This view is most closely associated with the: A. continuous transition. B. discontinuous transition. C. longitudinal perspective. D. abstemious approach.

65.

Compared to the situation 50 or 60 years ago, today's transition to adulthood is: A. short and smooth. B. short and rocky. C. long and disorderly. D. long and smooth.

66.

Dr. Goodrich believes that the passage into adulthood is a sudden change in which adult roles and statuses are abruptly assumed. This view is most closely associated with the: A. continuous transition. B. discontinuous transition. C. longitudinal perspective. D. abstemious approach.

67.

Since Mark was 5 years old, he has been helping his father maintain the family farm. Now, 30 years later, Mark owns the farm and is teaching his own son how to manage it. Based on your knowledge about the continuity of adolescence, how would you describe Mark's transition? A. attenuated B. longitudinal C. discontinuous D. continuous

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68.

In contemporary society, the transition into adult work roles is fairly: A. discontinuous. B. continuous. C. smooth. D. None of the above.

69.

The current transition into adult occupations in America is considered a: A. functional transition. B. discontinuous transition. C. continuous transition. D. consonant transition.

70.

Changes in social definition will likely have profound effects on developments in the domains of: A. achievement, spirituality, and identity. B. achievement, sexuality, and autonomy. C. sexuality, achievement, and identity. D. sexuality, autonomy, achievement, and identity.

71.

Why is it so difficult to draw a legal boundary between when someone should be treated like a child and when someone is ready to be treated like an adult? A. Development is so rapid and so variable between individuals. B. It is difficult to predict when individuals will go through puberty. C. These laws have been in place for 100s of years and they are difficult to change. D. Most adolescents look older than they feel.

72.

Approximately what percentage of American 18- to 24-year-olds live with or are supported financially by their parents? A. 90% B. 15% C. 55% D. 70%

73.

The transition into adulthood 50 or 60 years ago was characterized by _____ prior preparation for family roles and _____ prior preparation for work roles. A. more; less B. more; more C. less; more D. less; less

74.

Some researchers have suggested that ______ __ in contemporary society has (have) caused difficulties for many of today's youth, especially poor or minority youth. A. the discontinuous and prolonged nature of the transition from adolescence to adulthood B. the hormonal changes associated with puberty C. the overwhelming of adolescents with adult responsibilities D. the practice of youth apprenticeships

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75.

Based on Grisso and colleague's competency study, should we assume a 15-year-old is definitely more competent than a mentally ill adult who has been found not competent to stand trial? What about a 13year-old? ANo, about 1/5 of 14- to 15-year-olds and about 1/3 of 13 and younger children are likely to be found . to be as impaired in their abilities to stand trial as mentally ill adults who have been determined to be not competent to stand trial. B The 15-year-old is definitely more competent to stand trial than a mentally ill adult; however, it is . likely that the 13-year-old would be as impaired in her ability as a mentally ill adult. C. Both adolescents are likely to be more competent than a mentally ill adult who has been determined to be not competent. D. The results from the Grisso study cannot be used to predict whether a 15- or 13-year-old would be competent to stand trial.

76.

Compared to approximately 100 years ago, contemporary adolescents take on full-time employment _____ and live under adult supervision _____ than adolescents in earlier times. A. later; more B. later; less C. earlier; more D. earlier; less

77.

Compared to when adults are interrogated by the police, juveniles are: A. more likely to understand their rights. B. less likely to confess to a crime than remain silent. C. more likely to discuss disagreements with their attorney. D. None of the above is true.

78.

Which of the following Supreme Court cases demonstrated the Court's belief that adolescents may be less blameworthy than adults? A. Roper v. Simmons B. Hodgson v. Minnesota C. Board of Education v. Mergens D. Hazelwood v. Kuhlmeier

79.

One discrepancy in the way that society treats adolescence is that courts have ruled that teenagers have the right to obtain ________; however, the courts have also upheld laws forbidding adolescents to obtain _____. A. cigarettes; contraceptives B. vulgar magazines; contraceptives C. contraceptives; cigarettes or vulgar magazines D. vulgar magazines; cigarettes

80.

Who will have the most difficulty negotiating the transition into adolescence? A. Brian, an Asian American B. Ken, a White American C. Charlie, a Hispanic American D. Mara, a White American

81.

According to the textbook, today, about _____ of American adolescents are from ethnic minority groups; and, by the end of this century, it is estimated that nearly _____ of American adolescent will be non-White. A. 45%; 1/3 B. 10%; 2/3 C. 10%; 1/3 D. 45%; 2/3

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82.

The transition into adulthood is more likely to be impeded among minority teenagers because they: A. are more likely to grow up poor. B. experience more prejudice and discrimination. C. are more economically dependent on their parents than their White peers. D. are more likely to be involved in gangs.

83.

Black, Hispanic, and American Indian youth have more trouble negotiating the transition into adulthood than do their counterparts of which race(s)? A. White youth only B. Asian youth only C. White and Asian youth D. None of the above is the correct answer.

84.

According to research presented in the textbook, the longer a foreign-born adolescent has lived in the United States, the more likely he or she is to: A. smoke cigarettes or binge drink. B. feel as though he or she has established meaningful interpersonal relationships. C. increase in health-benefiting behaviors. D. receive high grades in school.

85.

In general, according to the textbook, is "Americanization" a positive and desirable experience for immigrant adolescents? A. No, Americanization appears to be associated with worse, not better, outcomes. B. Yes, Americanization appears to be associated with better outcomes. C. The textbook indicates that Americanization is associated with both better and worse outcomes. D. Yes, Americanization has been associated with less likelihood of drug and alcohol use.

86.

Which of the following is a sign of Americanization? A. speaking English exclusively B. speaking English in addition to your native language C. having American-born children D. having an abrupt transition into adulthood

87.

Which of the following is not associated with transition difficulties in adolescence? A. spending a lot of time with peers B. being a member of a minority group C. living in poverty D. the absence of affluent neighbors

88.

How does poverty adversely affect the behavior and development of adolescents? A. Social problems are contagious and can spread from one adolescent to another. B. Poverty in neighborhoods breeds social isolation. C. Adolescents growing up in poverty are more likely to be exposed to violence. D. All of the above are true.

89.

Tamika and Theresa both live in single-parent households and survive on welfare. Tamika, however, lives in a better neighborhood than Theresa. According to community researchers, who is more likely to drop out of school or become pregnant? A. Tamika B. Theresa C. both Tamika and Theresa have an equal chance D. unable to determine

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90.

Who of the following is likely to have limited economic and occupational success, which will affect the transition into adulthood? A. Ella, who experienced an out-of-wedlock pregnancy during adolescence B. Lula, who is an unemployed adolescent C. Gerald, who dropped out of high school D. All of these factors are likely to disrupt the transition into adulthood.

91.

Evaluations of mentoring programs have indicated that: A. mentoring is a sufficient program to meet the needs of at-risk youth. B. the success of mentoring depends on the amount of financial support for the program. C.the success of the mentoring program depends on characteristics of the mentor, the mentee, and the relationship between the two. D. mentoring tends to be more successful when the mentor involves the adolescent in 1 to 2 specific activities.

92.

Relocation studies that have randomly chosen poor families to either stay where they are living or move to a more advantaged neighborhood have found: Athat those from high-poverty neighborhoods who move to more advantaged neighborhoods have . better outcomes than those who were originally from medium or low-poverty neighborhoods. B. that relocation may be more beneficial for boys than girls. C. mixed results. D adolescents who moved to a better area had better psychological and behavioral outcomes compared . to those who stayed in poor neighborhoods.

93.

What may explain the results from the studies that have relocated adolescents from poor neighborhoods to more advantaged neighborhoods? A. Adolescents may encounter more discrimination in the new neighborhood. B. Parents of adolescents in more advantaged neighborhoods may monitor their children more vigilantly. C. Adolescents who moved to a new neighborhood may end up feeling less disadvantaged. D. More advantaged neighborhoods allow access to more resources than the poor neighborhoods do.

94.

Taken together, research studies have determined that growing up in a poor neighborhood: Ahas negative effects on adolescent behavior, achievement, and mental health, and these effects are . above and beyond those effects attributable to growing up in a poor family. B. has no effect on adolescent development after you take the effect of family income into account. C. is only associated with negative outcomes for minority adolescents. D. will cause adolescents to rush the transition into adult roles.

95.

Which of the following research findings supports the hypothesis that, "under conditions of low collective efficacy, social problems are contagious"? A. Adolescents who associate with delinquent peers are more likely to be drawn into criminal and delinquent activity. BAdolescents who live in neighborhoods with high rates of teenage childbearing are exposed to large . numbers of peers who are relatively more tolerant of this behavior, which affects their own attitudes toward premarital childbearing. C. Both statements A and B support the hypothesis. D. Neither of these statements supports the hypothesis.

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96.

Which of the following is not true for adolescents who have been exposed to violence? A. they are more likely to engage in violence B. they more likely to think about killing themselves C. they are more likely to report symptoms of depression D. they are less likely to experience feelings of hopelessness

97.

"The social redefinition of the adolescent typically involves a two-sided change in status." Discuss the meaning of this statement and provide several illustrations of a two-sided change in status found in contemporary society.

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This statement refers to the notion that the social redefinition of the adolescent brings with it changes in rights and privileges, on the one hand, as well as changes in responsibilities and obligations, on the other. A good answer would indicate a thorough understanding of the concept of social redefinition as involving one or more status changes. The dual-sided shift in status characteristics of social redefinition can be illustrated with a variety of interpersonal, economic, political, or legal examples, many of which are given in the textbook. Key Points: a) Changes in privileges and responsibilities b) Describe multiple changes in status. c) Give concrete examples from textbook Steinberg - Chapter 03 #97

98.

You have been appointed to design a program for youth who are not college-bound. How would you help these adolescents make the transition from high school to work? What components would be important to include in this program? The textbook states that a program to help adolescents who are not bound for college would include a number of components. It is very important that the program consider restructuring secondary education, expanding work and volunteering opportunities, and improving the quality of community life for adolescents and their parents. For example, some have suggested that employers should offer opportunities in the workplace for adolescents. Others have suggested that adolescents should spend time in voluntary, nonmilitary service activities like working with the elderly or cleaning up the environment, so they can learn responsibility and adult roles. Second, it is important to bring adolescents into contact with adult mentors so that they may benefit from the adults' experiences. This can be accomplished, in part, by strengthening families and communities. Finally, one must remember that a successful program should comprehensively address the educational, employment, interpersonal, and health needs of adolescents from all walks of life. The planning committee should also discuss whether a mentor program would benefit those not college-bound. Though the effect of mentoring programs is small, research has indicated that adolescents who have been mentored are less likely to have problems in school and at home, less likely to use drugs and alcohol, and less likely to get into trouble with the law (however, it is important to keep in mind that the impact of mentoring varies as a function of the characteristics of the mentor and the mentee, and the relationship between the two). Key Points: a) Discuss the possibility of restructuring secondary education in the United States. b) Discuss spending time in voluntary, nonmilitary service activities so that they learn responsibility and adult roles. c) Bring adolescents into contact with adult mentors, by strengthening families and communities. d) Should comprehensively try to address the educational, employment, interpersonal, and health needs of adolescents from all walks of life. e) Discuss potential benefits of a mentor program. Steinberg - Chapter 03 #98

99.

Since Mark was 5 years old, he has been helping his father maintain the family farm. Now, 30 years later, Mark owns the farm and is teaching his own son to manage it. Mark's brother, Jeffrey, attended high school and then spent several years working at various jobs. Who had the easier transition into adolescence? How do you know this? (HINT: Whose theory would best explain this transitional experience?) Mark's transition was probably easier than Jeffrey's. This is according to Ruth Benedict's theory of clarity and continuity. Because Mark was raised to do his father's job, this is considered a continuous process. Jeffrey's cycle was discontinuous (his job and school were unrelated) and therefore it would have been a rougher transition. A discontinuous transition is one in which the individual receives little prior preparation and is thrust rather suddenly into adult roles and responsibilities. This is generally the case in contemporary America, where young people receive little prior preparation in work, family, or citizenship roles before becoming adults. Key Points: a) Benedict's theory of clarity and continuity b) Mark had a continuous transition (easier); define. c) Jeffrey had a discontinuous transition (more difficult); define, which is more typical of today's adolescent. Steinberg - Chapter 03 #99

100.

Applying what you have learned about initiation ceremonies and social redefinition, design an initiation ceremony for American adolescents in the 19th century. Describe at what age this would take place. What general themes would be present within your ceremony? An initiation ceremony for American adolescents would include the three themes that are observed in the social redefinition ceremonies of other societies. First, it would include something that would demonstrate the real or symbolic separation of the young person from his or her parents. Second, an accentuation of the physical and social differences between males and females would take place (though, in contemporary America, you have to be careful as there are laws that prohibit against the differential treatment of the sexes). Finally, this ceremony would include the passing of cultural, historical, and practical information. This would typically take place at puberty, when the adolescent is biologically an adult and capable of sexual reproduction. Key Points: a) Separation of the young person from his or her parents b) Accentuation of physical and social differences between males and females c) Passing on of cultural, historical, and practical information Steinberg - Chapter 03 #100

101.

Amanda, a 13-year-old Hispanic girl, lives below the poverty line with her mother in an impoverished neighborhood. Based on what you know about the effects of poverty on the transition to adulthood, what would you predict for Amanda? Be sure to include the role of race/ethnicity and neighborhoods in your answer. Poverty affects the transition to adulthood for all adolescents, regardless of race/ethnicity. However, minority families are more likely to live in impoverished neighborhoods than White families. Poverty indirectly affects adolescents' transitions from childhood to adulthood in multiple ways. For example, poverty is associated with failure in school (including dropping out), unemployment, exposure to violence and victimization, and out-of-wedlock pregnancy. These factors disrupt the transition into adulthood by limiting individuals' economic and occupational success. Neighborhoods have recently been shown to play a pivotal role in adolescent development, with adolescents from poor neighborhoods displaying negative behavioral and mental health outcomes, beyond the effects of growing up in a poor family or attending a poor school. One study found that adolescents who grow up in impoverished neighborhoods, compared to adolescents whose families had similar wealth but lived in a better neighborhood, were more likely to be sexually active at an earlier age, to bear children as teenagers, to become involved in criminal activity, and to achieve less in school. The most striking way in which neighborhoods are affected by poverty involves the social isolation and disorganization that undermine the neighborhood's sense of collective efficacy—the extent to which neighbors trust one another and help monitor members of the community. The stress associated with living in poverty in bad neighborhoods also undermines the quality of social relationships that neighbors may otherwise form. Thus, adolescents from neighborhoods of concentrated poverty have more difficulty transitioning to adulthood because of the social isolation they experience in their poor neighborhoods as well as the increased community violence, exposure to stress, and the increased likelihood of developing behavioral and emotional problems. Interestingly research also suggests that it isn't the presence of poor neighbors that places adolescents at risk—it is the absence of affluent neighbors. Key Points: a) Transition to adulthood is more difficult when growing up in poverty (school failure, unemployment, and teenage pregnancy). b) Minority children are more likely to be poor than White children. c) Emphasize the importance of neighborhoods: Those in poor neighborhoods are the most vulnerable to future problems (social isolation, violence, stress). Mention collective efficacy being undermined by social isolation/disorganization, and that the stresses of poverty undermining quality of social relationships. d) Mention that poor neighborhoods are associated with problem behavior/outcomes above and beyond growing up in a poor family or attending a poor school system. Steinberg - Chapter 03 #101

102.

You are a specialist in adolescent development and have been invited to serve as an expert witness in a high profile case. The case involves a 15-year-old girl who is being charged with a gruesome firstdegree murder. The judge would like to hold this girl to the same standards of criminal responsibility as he would an adult. As such, the judge has chosen to process this girl in a criminal court. Do you think the teenage murderer would be competent to stand trial in a criminal court? Based on what you know about the legal boundaries between childhood and adulthood, do you agree with the judge's decision? Where does our society typically draw the line between adolescence and adulthood? It is possible to view juveniles as less blameworthy than adults because they might be less able to foresee the consequences of their action and less able resist the pressure of others to engage in antisocial activity. Additionally, students can include biological and cognitive reasons from other chapters that might act as mitigating factors (e.g., brain development—prefrontal cortex developing after limbic system). A good answer will explain the difference between juvenile court (for juveniles) and criminal court (for adults) and also explain that sometimes juveniles who commit serious crimes can end up in criminal court. Development during adolescence is so rapid and so variable between individuals that it is difficult to know at what chronological age a line should be drawn between legally viewing someone as an adult versus viewing him or her as a child. The problem is compounded by the fact that we draw the boundary at different places for different purposes. As such, in essence, the judge is saying that the girl is behaving in an "adult" manner when she murders someone and deserves the same punishment that an adult would receive for that crime, however, she is not "adult enough" to drive a car, drink alcohol, watch R-rated movies, etc. There are many inconsistencies in where we draw the legal boundary between childhood and adolescence. Additionally, it is possible that she might not be competent to stand trial in a criminal proceeding. Researchers examined the competence to stand trial in a sample of 11- to 24-year-olds. Results indicated that about one-third of those ages 13 and younger, and one-fifth of 14- to 15-year-olds, were as impaired in their abilities to serve as a competent defendant as were mentally ill adults who had been found not competent to stand trial. This study suggests that courts should not assume that younger adolescents, even those who are not mentally ill or retarded, are necessarily competent to be tried as adults, and that juveniles' competence to stand trial should be evaluated before their cases can be heard in adult court. Key Points: a) Explain possible reasons adolescents might be less blameworthy for their transgressions than adults. b) Address difference between juvenile and criminal court c) Discuss difficulties drawing legal boundaries d) Discuss inconsistencies in legal boundaries e) Discuss competency research Steinberg - Chapter 03 #102

103.

Imagine that your class just finished discussing all of the ways that poverty negatively affects development. After the discussion, one of your peers turns to you and asks, "Why do people need to continue studying poverty? Don't we already know it's bad? Why is neighborhood research so complicated? Can we just use the funds that currently support this type of research to relocate families living in impoverished neighborhoods to more advantaged neighborhoods?" What would you tell your classmate? There are many acceptable responses for the first questions in the prompt. Though researchers have indeed determined that poverty is related to a host of negative outcomes, there are still many unanswered questions. Also, the textbook identifies two issues that neighborhood researchers need to take into account. First, it is difficult to separate the effects of neighborhood disadvantage from the effects of family disadvantage (poor families tend to live in poor neighborhoods). Second, researchers need to be cautious when using "cause and effect" language. If families in a good neighborhood seem to be functioning better than families in a poor one, it might simply reflect the fact that better functioning families choose to live in better neighborhoods (rather than indicate that the neighborhood actually influenced family functioning). Unfortunately, when researchers have tried to take this into account by randomly assigning families from poor neighborhoods to either remain where they were living or be relocated into more advantaged neighborhoods, researchers have found mixed effects of relocation (with studies showing positive effects, others showing no effect, and some actually showing negative effects). Some of these relocation experiments have found that moving to a more affluent neighborhood tends to have a more positive effect on girls than boys. Another set of mixed findings indicated that adolescents in high poverty neighborhoods that changed for the better were more likely to show increases in problems than those whose neighborhoods did not change, but that the opposite was true for adolescents who were originally from moderate poverty neighborhoods. a) Key Points: There are still many unanswered questions related to the effect(s) of poverty. b) Discuss the two issues that neighborhood researchers need to take into account. c) Describe the research studies that have randomly assigned families to either stay or move. Steinberg - Chapter 03 #103

Chapter 03 Summary Category Steinberg - Chapter 03

# of Questions 103

Chapter 04 Student: ___________________________________________________________________________

The fact that most books for parents of teenagers tend to focus on the problems instead of normative development is concerning because: A. the stereotypes are usually based on facts. B. the more parents believe in the stereotypes, the worse their relationships with their teenagers become. C. most parents have no idea what to expect when their children reach adolescence. D the more parents believe that they are going to have a difficult time with their adolescent, the less likely . that the parents will create a self-fulfilling prophecy.

The tensions that are often assumed to be inherent in the relations between adolescents and adults are referred to as the: A. parent-child rift. B. generation gap. C. empty nest syndrome. D. midlife crisis.

Which of the following statements about family conflict is true? A. Family problems are more likely to occur during adolescence than in other developmental periods. B.Among those teenagers and parents who report having problems, the great majority had problematic relationships during childhood. C. Adolescents frequently report declines in the quality of family interactions. D. A large percent of families who have positive relations during childhood develop serious problems during adolescence.

As Alex enters adolescence, he and his parents are experiencing severe relationship problems. These difficulties suggest that: A. G. Stanley Hall was correct in stating that adolescence is a period of "storm and stress." B. the generation gap is a major issue for parents and their adolescents. C. their problematic relationship has existed since Alex's childhood. D. Alex has been negatively affected by his entrance into the high school system.

Peers usually have more influence than parents on matters of: A. occupational ambitions. B. educational goals. C. patterns of leisure activity. D. values.

When it comes to basic, core values (e.g., religion, work, education) diversity _________ is much more striking than are differences _________ A. within the adolescent population; between the generations. B. between the generations; within the adolescent population. C. within families; within the adolescent population. D. between families; within individuals.

The popular notion of a "generation gap" has only been supported in differences between parents and children with regard to: A. values and attitudes. B. personal taste. C. mother-daughter relationships. D. father-son relationships.

Research on the nature of parent-adolescent relationships reveals that: A. most adolescents experience considerable storm and stress in relationships with parents. B. most adolescents resent their parents and rebel against their restrictions. C. most adolescents appear to maintain positive, supportive, and mutually respective relationships with parents. D. most adolescents become even closer to parents, and report almost no disruptions in their relationships with them.

Jim and Stacey are the parents of two preteen girls. Throughout the girls' childhood, the family has enjoyed fairly harmonious relationships. The likelihood that they will experience serious problems as the girls go through adolescence is: A. highly likely. B. average. C. not likely. D. not easily predicted.

10. When it comes to matters like religion, adolescents are more likely to be influenced by _____ over _____. A. friends; parents B. media; friends C. media; parents D. parents; friends 11. Research has indicated that one source of conflict between teenagers and parents is that they define issues very differently. This finding: A. has not been replicated in non-White groups. B. is not true for middle and lower class adolescents. C. has not been replicated internationally. D. has been replicated across many cultural and ethnic groups. 12. Which statement concerning parent-adolescent conflict is false? A Morals and values are shaped over a long period of time and therefore are less likely to be subject to . disagreement between parents and their adolescents. B. Personal tastes in music and clothing shift quickly and are likely to be influenced by peers rather than parents. C. Ethnic minority adolescents are more likely than White adolescents to experience conflict with their parents. DThe generation gap between parents and adolescents is more likely to be noticed in such domains as . music, clothing, and leisure activity than in matters such as ethics and morality. 13. Which of the following scenarios would Amy, an older adolescent, be most likely to accept her parents' rules? A. whether it is permissible to cheat on a school test B. whether it is permissible to drink and drive C. whether she should let her parents know what time she'll be home after going out D. all of these situations are scenarios where Amy will feel that her parents' have a legitimate right to make (and enforce) rules. 14. Although conflict between adolescents and parents over mundane matters (e.g., curfews, clothing) is generally _____ frequent in ethnic minority than in White families, the topics of disagreement are _____ across ethnic groups. A. more; similar B. more; completely different C. less; completely different D. less; similar

15. Mark is a teenager who generally respects his parents. On which of the following issues, however, is Mark most likely to side with his friends and against his parents? A. on how to wear his hair B. on the issue of capital punishment C. on the choice of religious preference D. on the value of a college education 16. Over the period of adolescence, individuals' perspectives change. Research indicates that one manifestation of this change in perspective is a(an) _____ in adolescents' willingness to lie to their parents. A. increase B. decrease C. an initial increase but then a strong decrease D. increase, but only for girls 17. According to Smetana, adolescents often judge keeping one's room clean and style of dress as _____, whereas parents tend to judge these issues as _____. A. personal; conventional B. personal; moral C. conventional; personal D. moral; personal 18. Professor Ngo is studying family transitions. According to family systems theory, he is most likely to see dramatic changes in family relationships during all of the following events, except when: A. individual family members are changing, such as during adolescence. B. a family's circumstances are changing, such as with divorce or a change in economic status. C. the family equilibrium changes, such as when a family member develops a chronic illness. D. lack of change creates a sturdy, yet boring, family pattern. 19. Which of the following research findings best describes the phenomenon known as generational dissonance? ARecent studies of Mexican-American families have found that stress and conflict are higher in Latino . families in which adolescents are relatively more acculturated than parents. B One recent study of Black families found that teenagers rated their mother's behavior far more . negatively than did either the mother or the researcher. CSeveral researchers have demonstrated that family relationships change during puberty, with bickering . between adolescents and their parents increasing and closeness between adolescents and their parents diminishing. D Research suggests that the distancing that takes place between parents and teenagers in early and . middle adolescence is temporary. 20. According to the textbook, one recent study of Mexican-American families found __________ rates of parent-adolescent cohesion during mid-adolescence among __________ families. A. lower; more highly acculturated families B. higher; more highly acculturated C. lower; wealthier D. higher; wealthier 21. Luis and Carla Hernandez are getting a divorce. It is likely that the family will go through a period of _________ before it can adjust to this challenge. A. disequilibrium B. equilibrium C. disinhibition D. guilt

22. One reason that the adolescent years may constitute a difficult period of adjustment is that parents: A. are frequently becoming more involved in building their own careers. B. seem to be pushing children toward financial independence at increasingly earlier ages. C. are often home too often and don't give their children adequate freedom. D. may also be experiencing identity crises of their own. 23. After midlife, parents are more likely to think about the future in terms of: A. how much time they have been alive. B. how much time their children have been alive. C. how much time until their children die. D. how much time they have left to live themselves. 24. One reason for imbalance or disequilibrium in the family during the adolescent years is that parents: A. are too involved in their own careers to notice their children. B. may be experiencing their own type of "identity crisis." C. may be pushing their child toward financial independence too early. D. are too restrictive of their adolescents' finances. 25. The identity crisis of adolescence may interact with the ________ in increasing family conflict. A. hormonal surges of puberty B. stage theorists' description of cognitive development C. intergenerational conflict with parents D. midlife crisis of adults 26. Concerns of adolescents and their parents are often complementary. All of the following issues concern both adolescents and their parents, except: A. the future. B. sexual appeal. C. money. D. adult roles. 27. Adults tend to be ______ when their children are adolescents than the past generation. A. younger B. less busy C. more conservative D. older 28. Which of the following is not one of the three major factors that influence the transformation in family relationships that takes places during early adolescence? A. puberty B. changes in the balance of power C. gender of the adolescent D. violations of expectations 29. Changes requiring considerable adjustment for families with adolescents typically include all of the following, except: A. financial demands resulting from parents being part of the "sandwich generation." B. being the central setting for their adolescent's narrow social world. C. differing expectations about family obligations. D. adolescents' increasing assertiveness and influence in the family. 30. Many immigrant families place an especially high value on _____, an orientation in which the needs of one's family take precedence over the needs of the individual. A. familism B. family system theory C. self-fulfilling prophecy D. deidentification.

31. Which child would be expected to have the most conflict with his parents? A. Lee, an 8-year-old B. Robert, a 13-year-old C. Anthony, a 17-year-old D. Edward, a 19-year-old 32. Which of the following statements about parents of adolescents is not true? A. Adjusting to the transition into adolescence may take more of a toll on parents than on the mental health of adolescents. B. Fathers typically feel the greatest sense of loss when their teenagers leave home. C. Mothers' mental health declines when they enter the "empty nest stage." D. Parents' mental health is worse when their teenage children are living at home. 33. Studies of immigrant families suggest that the least amount of conflict exists in households in which: A. adolescents and their parents communicate in their native language. B. adolescents and their parents communicate in English. C adolescents use English to communicate with their parents, and the parents use their native language to . communicate with their adolescents. D. parents have adjusted to living in the United States. 34. Bobby's parents expect him to tell them everything. However, now that he's 13 years old, he feels entitled to keep secrets from them. What has this discrepancy been referred to as? A. violation of expectations B. sibling deidentification C. nonshared environmental effects D. indulgent parenting 35. Which of the following statements about the way in which teenagers relate to mothers and fathers is false? A. Adolescents tend to be closer to their mother. B. Fathers are more likely to be perceived as distant authority figures. C. Adolescents fight more often with their mothers than their fathers. D. Adolescents perceive fathers as more controlling than their mothers. 36. Why is it difficult to determine the exact nature (and direction of the effect) of the relations between family characteristics and adolescent development? A. Adolescent behavior may be a stronger determinant of family relationships than parents' behavior patterns. B. Parents and adolescents reciprocally influence each other. C. We cannot tell how parents' parenting patterns impact their adolescents' behavior until it is too late. D. Genetic inheritance has a stronger impact on adolescent behavior than parenting practices. 37. Felicia is very warm and accepting to both of her two children, but she also sets firm rules that the children must follow with very few exceptions. According to Baumrind, the characteristics that best describe her are: A. responsive and demanding. B. demanding and submissive. C. lenient and indulgent. D. submissive and responsive. 38. Authoritative parents value all of the following, except: A. warmth. B. obedience. C. behavioral standards. D. autonomy.

39. Max tells his friends that his mother is a "real marshmallow" who does whatever he wants and who never enforces the rules she tries to set. If Max's statement is true, his mother is best characterized as: A. authoritarian. B. nonresponsive. C. indulgent. D. demanding. 40. Joshua's parents set rules for him, but he feels that when a rule seems unfair, he can discuss it with his parents and, even if they don't agree to change the rule, they at least listen to his opinions. Joshua's parents fit best into which of the following parenting styles? A. authoritative B. authoritarian C. indulgent D. indifferent 41. Tammy's father has absolute standards and expects Tammy to conform to them without exception. If she disobeys he generally punishes her, and sees no reason why he should explain his rules to Tammy. Instead, his response is, "I'm the father and I love you. I know what's best for you." Her father is best described as having what kind of parenting style? A. authoritative B. authoritarian C. indulgent D. indifferent 42. Judy's parents express love toward her and they let her, for the most part, establish her own schedule. She eats when she's hungry, has full run of the house, and sleeps when she's tired. This parenting style fits best with which of the following? A. authoritative B. authoritarian C. indulgent D. indifferent 43. Don's teacher is concerned about him because he is passive and indifferent to new experiences, and shows little intellectual curiosity. He also shows signs of developing low self-esteem. Based on Baumrind's classification of parenting styles, the best guess is that Don's parents are: A. authoritative. B. authoritarian. C. indulgent. D. indifferent. 44. Cory is more responsible, more self-assured, more adaptive, more creative, and more intellectually curious than most of her peers. Jerry, on the other hand, is very dependent, more passive, less socially adept, less self-assured, and less intellectually curious than most of his peers. According to the textbook, what is the best way to explain this difference? A. Jerry most likely comes from a single-parent family while Cory most likely comes from a two-parent family. B. Cory most likely has authoritative parents and Jerry most likely has authoritarian parents. C. Cory most likely comes from an affluent family and Jerry most likely comes from a low-income family. D. Cory most likely has authoritative parents and Jerry most likely has indifferent parents. 45. Growing up, Jessica's parents had a lot of marital conflict. At times Jessica was even exposed to some domestic violence. Jessica is likely to develop which of the following problems? A. depression B. aggression C. delinquency D. All of the above.

46. Marcus feels like his parents don't care about him because they allow him to set his own rules and they seldom provide much support. He even wishes they would punish him because that would at least indicate they are paying attention to him. Marcus's parents would be described best as fitting into which of Baumrind's parenting styles? A. authoritative B. authoritarian C. indulgent D. indifferent 47. Optimal development during adolescence appears to be facilitated by the ________ style of parenting. A. authoritative B. authoritarian C. indulgent D. neglectful 48. Authoritative parenting promotes intellectual development and psychosocial maturity through all of the following, except: A. encouraging discussions about decisions and rules that help children understand social relationships. B. asserting parental authority by turning adolescents' personal decisions into moral issues. C. engaging children and adolescents in verbal give-and-take. D. encouraging understanding of social systems, which helps in the development of reasoning, judgment, and empathy. 49. According to Baumrind, children of indulgent parents tend to be: A. more involved in delinquent behavior. B. less mature and more conforming to their peers. C. more impulsive. D. less socially adept. 50. Michelle is in late adolescence. She excels in school, holds an after-school job, and participates in community service projects on the weekends. Michelle also has lots of friends at school. Her parents most likely use which parenting style? A. indulgent B. authoritative C. indifferent D. authoritarian 51. Through which of the following behaviors does an adolescent help shape authoritative parenting? A. by acting up to make their parents feel short-tempered, impatient, or distant B. by being aggressive, dependent, or psychosocially immature to elicit better parenting C. by providing parents with very little knowledge about their behavior or whereabouts, to encourage parental monitoring D. by displaying psychosocial maturity, leading parents to encourage further development of maturity 52. Which of the following parenting styles is most closely associated with overall psychological competence? A. authoritative B. authoritarian C. indulgent D. indifferent

53. Ethnic differences in parenting practices suggest that: A. authoritative parenting is most likely to be used by White and Asian families. B ethnic minority families are less likely than White families to use an authoritative parenting style . because they are less educated than White parents. C even though authoritative parenting is less commonly used by ethnic minority families, its effects on . adolescent development are beneficial in all ethnic groups. D. authoritarian parenting has equally negative effects on adolescent development across all ethnic groups. 54. Which parenting characteristic is more prevalent among ethnic minorities? A. supportiveness B. demandingness C. warmness D. fairness 55. Which of the following statements is most true of minority families and parenting styles? A Because ethnic minorities are more likely to live in dangerous areas, parental control may actually be . beneficial for these adolescents. BThe distinction between authoritative parenting's positive outcomes for adolescents and authoritarian . parenting's negative outcomes holds true across all cultures and ethnic groups. C. Authoritarian parenting is most prevalent among White middle-class families. DAuthoritarian parenting styles are associated with an even greater number of adverse effects for ethnic . minority adolescents, relative to their White adolescent counterparts. 56. Based on developmental research, which adolescent is most likely to experience healthy development? A. Kenji, whose parents encourage dependence and connection B. Benji, whose parents engage with him in verbal give-and-take C. Sanjay, whose parents encourage dependence and personal distance D. Bernie, whose parents encourage autonomy and personal distance 57. According to research, _________ can be an effective way for enhancing the development of adolescents' reasoning abilities, moral judgment and empathy: A. family discussions in which decisions, rules, and expectations are explained. B. giving adolescents free rein. C. helping adolescents better enforce rules for their younger siblings. D. restricting their activities so they avoid any mistakes. 58. Which of the following is not one of the 10 Basic Principles of Good Parenting? A. being too loving is too indulgent B. be involved in your child's life C. avoid harsh discipline D. adapt your parenting to fit your child 59. Over the course of adolescence, relationships among siblings become more egalitarian but _______ distant and _______ emotionally intense. A. more; less B. less; more C. more; more D. less; less 60. All of the following statements accurately reflect research on adolescent-sibling relationships, except: A. companionship, nurturance, and support are regular features of adolescent-sibling relationships. B. adolescent-sibling relationships involve more conflict than adolescent-friend relationships. C. adolescent-sibling relationships are characterized by a large increase in sibling rivalry. D. the quality of adolescent sibling relationships is affected by the quality of the parent-child relationship.

61. Which of the following statements concerning sibling relationships is false? A. The quality of sibling relationships affects adolescents' peer relationships. B. The quality of sibling relationships affects the adolescents' general adjustment. C. Positive sibling relationships contribute to an adolescent's school competence and sociability. D. Siblings are likely to be closer in families under economic stress than in affluent families. 62. The field of behavior genetics examines all of the following, except: A. whether and how much given traits are genetically versus environmentally determined. B. whether the same environment affects people with different genetic makeups in different ways. C. whether people with different genetic makeups evoke different reactions from their environment. D. Behavioral genetics examines all of these issues. 63. According to behavioral geneticists, siblings are actually quite different from each other. Which of the following has not been used to explain this difference? A. Siblings only share a portion of their genes. B. Siblings may experience their family environment very differently. C. Siblings go through the pubertal transition at different times. D. Siblings may have very different experiences outside the family. 64. What factors would explain the fact that Dorothy and Rose, sisters who are only 1 year apart in age, have different memories of their family life as they were growing up? A. shared environment B. nonshared environment C. genetic factors D. differentiated environment 65. Which of the following is considered a shared environmental influence for siblings? A. family socioeconomic status B. differential treatment by parents C. peer relations D. school experiences 66. According to the textbook, during adolescence, which are more influential, nonshared or shared environmental influences? A. shared B. nonshared C. shared and nonshared environmental factors are equally influential D. the most important issue is the interaction between the shared and nonshared factors 67. Which of the following is least likely to be affected by genetic factors? A. self-perception of scholastic competence B. aggression and antisocial behavior C. risk for suicide and depression D. intelligence 68. All of the following research examples support the notion that the environment often determines whether certain genetic tendencies are actualized, except: A genetic influences on sexual activity are stronger when adolescents attend schools in which a higher . proportion of students are having sex at an early age. B. genetic influences on antisocial behavior are stronger among adolescents who have delinquent peers. C. genetic influences on depression are stronger among adolescents exposed to family conflict. D. All of the above support this notion.

69. With regard to single-parent families in the United States: A. more of these families are the result of divorce than of the mother never having been married. B. only 5% of children in single-parent homes live with their fathers. C. the classification of "single-parent household" often includes other adults, such as the unmarried partner of a child's parent. D. of young people living in two-adult households, almost one-third of them live with only one of their biological parents. 70. Which of the following adolescents is most likely to experience their parents' divorce? A. Janet, a White adolescent B. John, a White adolescent C. Jeff, a Black adolescent D. Bruce, a Hispanic adolescent 71. Black adolescents are _____ likely to experience their parents' divorce and _____ likely to experience their remarriage. A. more; less B. more; more C. less; more D. less; less 72. Close to ____ of children in the United States grow up either in abject poverty or in low-income families. A. 15% B. 20% C. 30% D. 40% 73. Which of the following is not a finding of social scientists regarding the effects of divorce on adolescents? A The quality of an adolescent's relationship with important adults in the adolescent's life is more . important than the number of parents in the home. B. It is the process of going through a divorce, not the change in family structure, that most affects the adolescent's mental health. C. The adverse consequences of divorce for adolescents are directly linked to living in a single-parent household. D.Some of the differences in the effects of divorce on adolescents are a result of genetic differences among individual adolescents. 74. Why is parental divorce during early adolescence particularly stressful for the adolescent? A. Early adolescence is a time during which individuals are particularly sensitive to stress. B. Research has indicated that early adolescents have a strong need for male and female role models. C. Younger adolescents are likely to intentionally rebel against their parents. D. Younger adolescents have expensive "needs" and "wants." 75. The _____ may act as a buffer for children growing up in single-parent households and plays an important role in the socialization of Black youth. A. extended family B. school guidance counselor C. involvement in religious activities D. peer group 76. Matthew and Ryan both live in single-parent households. Matthew interacts with his grandparents every day, whereas Ryan has no contact with his extended family members. Who will be more likely to engage in adolescent misbehavior? A. Matthew B. Ryan C. Both will be equally delinquent. D. It depends on whether Matthew has brothers and sisters.

77. Which of the following statements regarding divorce in America is true? A. The divorce rate has been steadily rising since 1980. B. Black youth are more likely to experience their parents' remarriage than other adolescents. C. The rate of divorce is lower for second marriages than for first marriages. D. Social support from relatives has been found to buffer the effects of living in a single-parent household. 78. Adolescents from divorced families frequently display all of the following negative effects, except: A. social rejection as a result of stigma. B. lower academic achievement. C. behavior problems. D. poorer psychosocial adjustment. 79. Amalia is most likely to be adversely affected by her parents' divorce if: A. the conflict between her parents is covert. B. she blames herself for her parents' problems. C. her parents attempt to keep their relationship with her positive. D. her parents keep her out of their arguments. 80. Although young children may seem unaffected by a divorce at the time, problems may emerge when they are adolescents. This delayed effect is called: A. a sleeper effect. B. a deferred effect. C. sluggish adjustment. D. a generational tendency. 81. Although Sarah's parents divorced seven years ago, the counselor at school attributes Sarah's poor school performance and delinquent behavior to the divorce. This counselor is probably referring to the: A. deferred effect of divorce. B. sleeper effect of divorce. C. generation gap between adolescents and parents. D. sluggish adjustment of adolescence. 82. The factor that seems most important in influencing how well children adjust to divorce over time is: A. the educational level of the parent. B. the degree of conflict between parents. C. the age of the parents. D. the sex of the custodial parent. 83. According to the textbook, approximately _____ of American children will experience their parents' divorce. A. 10% B. 50% C. 40% D. 60% 84. Current research on the effects of remarriage indicates that: A. younger children have more problems than older children. B. boys and girls show equal distress. C. boys have more problems than girls. D. girls have more problems than boys. 85. Which of the following statements about stepfamilies is false? A. Adolescents have an easier time adjusting to a stepfather if they have a good relationship with their biological father. B. Younger children have a harder time adjusting to stepfamilies than older adolescents. C. Adolescents growing up in stepfamilies have more problems than adolescents growing up in singleparent families. D. Girls show more difficulty in stepfamilies than boys.

86. Research assessing the effects of stepfamilies on children's adjustment suggests that over time: A. if the remarriage lasts, gender differences in adjustment disappear. B. boys continue to adjust better than girls to the remarriage. C. girls adjust better than boys to the remarriage. D. girls and boys both experience serious adjustment problems even if the remarriage lasts. 87. Jesse has just married a woman who has two adolescent daughters. These children will adjust best if Jesse establishes all of the following types of discipline, except: A. consistent. B. supportive. C. controlling. D. authoritative. 88. When siblings are treated differently by parents, research shows that they are likely to: A. get along worse because they feel competition. B. perceive the discrepancy as being unfair. C. get along better because they feel unique. D. try to be more like one another. 89. The term given in the textbook that describes siblings who are deliberately trying to be different from each other is: A. differential treatment. B. sibling deidentification. C. sibling rivalry. D. sibling discrepancy. 90. One potential reason that Mallory and Mikey, a brother and sister growing up in the same family, have completely different personalities may be that: A they have very different family experiences, both through differential treatment by parents and their . own perceptions of similar experiences. B. gender differences in perception show that males are less likely than females to notice differential treatment by parents. C. they are not identical twins and so share only half of their genetic material. D. Mallory's athletic abilities lead Mikey to engage in sibling rivalry with her. 91. Sarah is an excellent writer, but her younger sister Jane has always hated writing classes and instead has focused on developing gymnastic abilities. Sarah readily expresses disdain for gymnastics, so the girls feel that they are different enough to avoid direct competition. One explanation for this type of sibling behavior is called: A. family decision making. B. family contextual transformations. C. sibling rivalry. D. sibling deidentification. 92. According to Family Systems Model, financial strain increases mothers' and fathers'______, which, in turn, make parents more irritable, which adversely affects the quality of their parenting. A. feelings of depression B. dissatisfaction with their marriages. C. conflicts over money D. All of the above are true. 93. Denise's parents have both been laid off from work and are unable to pay the bills. Denise's parents are likely to do all of the following, except: A. become less nurturing toward Denise. B. begin using harsher and more inconsistent discipline than they had in the past. C. engage in drug and alcohol abuse. D. feel more depressed.

94. The belief that being on welfare has a negative impact on adolescents: A. has been substantiated by the research. B is incorrect because there are few differences in the behavior, values, and family relationships between . adolescents whose families are or are not on welfare. C is incorrect because the most current research finds that adolescents whose families receive welfare do . better in school and later in their professional lives. D. has been neither supported nor rejected. 95. Luis's family has lived below the poverty level his entire life. Research suggests that Luis is likely to experience all of the following, except: A. greater exposure than other adolescents to violence. B. greater family cohesiveness than other adolescents his age. C. greater alienation from school than other adolescents his age. D. higher levels of stress than other adolescents his age. 96. Kim lives in a poor neighborhood. As a result, Kim's mother drives her to school each morning and refuses to let her go out after dark. According to the textbook, Kim's mother is: A. suffering from the empty nest syndrome. B. using the promotive strategy. C. using the prohibitive strategy. D. using the restrictive strategy. 97. The textbook states that _________ is the most critical influence on adolescents' adjustment. A. the quality of the parent-child relationships at home B. attending a good school C. financial security D. living in a safe neighborhood 98. According to many well-designed studies that have looked at the psychological consequences of growing up with lesbian or gay parents: A. the quality of the parent-child relationships at home is more contentious than in straight families. B. children and adolescents with lesbian or gay parents are not psychologically different from those with straight parents. C children and adolescents with lesbian or gay parents differ substantially from those with straight parents . in the domains of gender identity and sexual orientation. D children and adolescents with lesbian or gay parents suffer from more emotional turmoil than children . and adolescents with straight parents. 99. Why are children who have spent time in the foster care system more at risk for emotional and behavioral problems? AThe greater risk for emotional and behavioral problems among foster care children could be the product . of the abuse or neglect that necessitated their removal from their biological parents' home. B The greater risk for emotional and behavioral problems among foster care children could be because of . the foster care placement itself. C The greater risk for emotional and behavioral problems among foster care children could be because of . the instability in living arrangements. D All of the above are reasons that foster care children and adolescents may have more problems than . other children and adolescents.

100.Which of the following statements about adolescents who have been adopted or spent time in foster care is true? AIt is hard to generalize about the impact of adoption on adolescent development; however, research with . youth in the foster care system consistently indicates that these individuals have more problems than other youth. B. Children and adolescents with foster or adoptive parents have more problems than other individuals. C.Foster care children are more detached and resilient, and consequently, have fewer problems than youth who have been adopted. D There are no differences between youth who have been adopted or placed in foster care and youth who . are reared by biological parents. 101.New technologies and social innovations have: A. transformed family life, and as a result, parents don't really make a difference. B. not transformed family life; however, these technologies have caused parental influence to be overshadowed by the peer group. C. not changed the fact that adolescents continue to need the love, support and guidance of adults who care about them. D. given teens a new way to rebel against their parents' moral preferences. 102.Tammy's father has absolute standards and expects Tammy to conform to them without exception. If she disobeys, he generally punishes her, and he sees no reason why he should explain his rules to Tammy. Instead, his response is, "I'm the father and I love you. I know what's best for you." Kathy's father sets rules for her, but she feels that when a rule seems unfair, she can discuss it with him. Even if he doesn't agree to change the rule, he at least listens to her opinions. What style of parenting does Tammy's father most resemble? Kathy's father? Based on what you know about the effects of parenting on adolescence, what will Tammy be like? Kathy? (HINT: Be sure to define each style and discuss the outcomes.)

103.You have been asked to talk to a child development class about issues related to ethnic differences in parenting practices. Which parenting strategies are most and least likely to be used in different ethnic groups? Do the effects of parenting strategies differ for different groups? What parenting practices have the greatest likelihood of facilitating healthy development for adolescents? What cautions can you offer them about how parenting behaviors are interpreted?

104.Researchers have found that siblings' scores on standard measures of personality traits are virtually uncorrelated. Discuss how parental treatment of their children can serve as a nonshared environmental influence.

105.Wendy and her mother are arguing over her messy room. Wendy feels that this is her space, and that she can do what she wants with it. Wendy's mom argues that it is her house and that Wendy's room is a reflection of their family lifestyle. Outline reasons for their disagreement using the recent research on intergenerational differences in values and attitudes.

106.Michael's father, who is close to 40 years old, no longer feels comfortable playing football with his adolescent son as they always used to do when Michael was younger. Outline three developmental concerns of Michael's dad that might account for this change.

107.Your next-door neighbor tells you she is getting divorced and is planning to remarry as soon as the divorce is final. She has two teenagers, a son and a daughter, and is worried about how they are going to deal with the divorce and her remarriage. She wants to make the transition as easy as possible for them and asks your advice on how to do that.

108.Adam and his family have been living in chronic poverty for the last few years. His mother has asked you (an expert!) whether their family's financial strain will place Adam at risk for psychological difficulties and problem behavior. She also asks you whether there is anything she can do alleviate the effects of poverty. What would you tell her?

109.Imagine you are a school psychologist at a public high school. Your school has just accepted three new transfer students: Vincent, who has been reared by his adoptive parents; James, who lives with foster parents; and Peter, who has been reared by lesbian parents. The principal has asked you whether any of these adolescents are at risk for behavioral problems or maladjustment. What would you tell him? Who is most at risk? Who is least at risk? Why might this be?

Chapter 04 Key 1. B 2. B 3. B 4. C 5. C 6. A 7. B 8. C 9. C 10. D 11. D 12. C 13. D 14. D 15. A 16. A 17. A 18. D 19. A 20. B 21. A 22. D 23. D 24. B 25. D 26. C 27. D 28. C 29. B 30. A 31. B 32. C 33. A 34. A 35. D 36. B

37. A 38. B 39. C 40. A 41. B 42. C 43. B 44. B 45. D 46. D 47. A 48. B 49. B 50. B 51. D 52. A 53. C 54. B 55. A 56. B 57. A 58. A 59. A 60. C 61. D 62. D 63. C 64. B 65. A 66. B 67. A 68. D 69. C 70. C 71. A 72. D 73. C 74. A

75. A 76. B 77. D 78. A 79. B 80. A 81. B 82. B 83. C 84. D 85. B 86. A 87. C 88. C 89. B 90. A 91. D 92. D 93. C 94. B 95. B 96. D 97. A 98. B 99. D 100. A 101. C c) Research suggests that Kathy will be better adjusted than Tammy. b) Kathy comes from an authoritative home (high demandingness/high responsiveness). a) Tammy comes from an authoritarian home (high demandingness/low responsiveness). 102. Tammy's father is authoritarian. Authoritarian parenting involves high demandingness and low responsiveness. The standards and boundaries are set and the child is expected to adhere to them. Children whose parents use an authoritarian parenting style aren't allowed to make decisions for themselves and tend to be passive, less curious, less socially adept, and less self-assured than children whose parents use an authoritative style. Kathy's father is authoritative in style. In authoritative parenting, there is a lot of demandingness and a lot of responsiveness. Things are discussed—the give-and-take dialogue leads to intellectual development and psychosocial competence. Children who experience authoritative parenting are adept, curious, creative, socially competent, scholastically competent, and self-assured. They can problem solve and empathize. Key Points:

c) Parental strictness used by ethnic minority parents can be misinterpreted as an authoritarian practice rather than a means of keeping children safe in an unsafe environment. b) Ethnic minority adolescents, like White adolescents, benefit from authoritative parenting patterns. a) Ethnic minorities tend to use a demanding parenting style. 103. Two primary issues are addressed in the research on differences in child rearing practices for different ethnic groups: which practices are used most often, and which practices best facilitate healthy adolescent development. In response to the first question, even when statistically controlling for economic differences, Black, Asian, or Hispanic-American families are more likely than White families to use a more demanding parenting style, which is likely consistent with their cultural values and beliefs. However, ethnic minority children are as likely as nonminority children to benefit from the combination of responsive and demanding parenting that is characteristic of authoritative parenting. Despite the potential benefits of authoritative parenting, though, it appears that the authoritarian style is more detrimental to White youth than to minority youth. Caution, however, is needed when interpreting parental behaviors in minority groups: these parents may combine strictness with warmth; the strictness may be a way to keep their children safe in a dangerous community and is not necessarily the aloof or hostile strictness found in the typical authoritarian parent. Key Points:

c) Three factors contribute to parental treatment as nonshared environmental influences: (1) conscious and unconscious preferences, (2) difference in the child's preferences, (3) changes in child-rearing philosophies over time. b) Parental treatment of their children can be a nonshared environmental influence (parents treat one child differently from the other). a) Nonshared environmental influences are stronger than shared environmental influences during adolescence. 104. Because siblings share common genetic and environmental influences (shared environmental influences), they are expected to develop similar personalities. However, adolescents vary widely in personalities. Research suggests that nonshared environmental influences are stronger than shared environmental influences during adolescence. One important nonshared environmental influence during adolescence is differential treatment by parents. Parents may treat their children differently because of their own conscious and unconscious preferences, difference in their children's temperaments, and changes in their child-rearing philosophies over time. Children's behavior, temperament, and personality will also play a role in shaping parenting strategies (i.e., children elicit different parenting behaviors). Key Points:

b) Wendy's mom sees this issue as a matter of right and wrong, whereas Wendy sees it as a matter of personal choice. a) Adolescents and parents clash more over the definition of an issue than over the specific details. 105. According to Judith Smetana, a major contributor to adolescent-parent bickering is the fact that teenagers and their parents define the issues of contention very differently. Parents are likely to see these as issues of right and wrong—not in a moral sense, but as matters of custom or convention. Adolescents, in contrast, are likely to define these same issues as matters of personal choice. Therefore, they are clashing over the definition of the issue rather than over the specific details. The struggle, then, is over who has the authority and whose jurisdiction the issue falls into. Key Points:

e) solutions—finding new activities to share and turning to friends more d) issue of power, status, and entrance into the roles of adulthood—Parents have reached occupational plateau and must deal with any gaps that exist between early aspirations and actual achievement. c) perceptions of time and the future—Parents are beginning to feel that the possibilities for change are limited. b) biological changes—Parents feel increased concern about own bodies, about physical attractiveness, and about sexual appeal. a) midlife crisis 106. A growing body of evidence suggests that the period surrounding age 40 can be a potentially difficult time for many adults. Some theorists describe this time as a midlife crisis. Many of the developmental concerns of parents and adolescents are complementary. Just as adolescents' bodies are changing, parents also feel increased concern about their physical attractiveness and sexual appeal. Second, although adolescents are thinking about their future, their parents are beginning to feel that the possibilities for change are limited. Parents' ideas are becoming more limited and they measure time in terms of how much longer they have to live. Finally, there are the issues of power, status and entrance into the roles of adulthood. Parents have reached their occupational plateau and come to terms with their achievements, while their children are just embarking on these events. One possible solution would be to find alternative activities to enjoy together. Many adolescents also rely more on their peer groups to fulfill these roles. Key Points:

f) Family therapy can help all parties make a positive transition. e) A positive relationship with the noncustodial parent helps children adjust to remarriage, as does consistency in discipline between the custodial and noncustodial parent. d) Adolescents in remarried households do better when the stepparent uses an authoritative parenting style. c) With remarriage, boys adjust better than girls. b) Children's problems may be greatly reduced if parents avoid hostility and conflict and do not involve the children in the parents' marital problems. a) Children whose parents divorce are at an increased risk of experiencing emotional and behavioral problems. 107. You will have to point out to her that this will, indeed, be an adjustment for everyone, especially for her children, and that some distress may be normal. For example, your neighbor may see changes in her children's school achievement, behavior problems, and psychosocial adjustment. However, it is important to keep in mind that the actual impact of divorce itself is small. In fact, it is the quality of the relationships her children has with both parents that matters the most. In addition, the adverse consequences of divorce are usually due to factors like exposure to marital conflict, disorganized or disrupted parenting, and increased stress in the household. Furthermore, your neighbor should anticipate that the period of greatest difficulty will be right around the divorce. Research now suggests that there may be genetic explanations for adolescents who do have significant postdivorce adjustment issues, and most children of divorce adapt over time and adjust to the divorce. The way to keep her children's problem behaviors to a minimum is for her and her ex-husband to resolve their differences and avoid exposing their children to their conflict. With regard to remarriage, her daughter is more likely than her son to have difficulty adjusting to this change. The best chances for success will be if her new husband can establish a consistent, supportive, authoritative style of discipline and she encourages a positive relationship between her children and their father and attempts to have him use an authoritative parenting style as well. One additional point is that it may help the adults and the teens to be involved with a family therapist during this transitional period. Key Points:

b) Name and describe promotive and restrictive strategies a) Influence of financial stress on parenting strategies 108. Research on economic strain and its impact on the adolescent indicates that the main effects of financial stress are transmitted to the adolescent through the negative impact they have on parents' mental health and marital relations. Parents under financial strain are harsher, more inconsistent, and less involved as parents. All of this leads to problems for children. Additionally, poor children are more likely to be exposed to violence, feel alienated from school, and have higher overall stress levels—all of which can contribute to mental health problems. There are a couple of things that parents living in poor neighborhoods can do to help protect their children from the adverse consequences of growing up poor. In general, families fare better when they have adequate sources of social support and when they have strong ties to religious institutions. Furthermore, two specific sets of family management strategies employed by parents in poor neighborhood seem to work: promotive strategies (i.e., strategies that attempt to strengthen the adolescent's competence through effective child rearing within the home environment or through involving the child in positive activities outside the home); and restrictive strategies (i.e., strategies which attempt to minimize the child's exposure to dangers in the neighborhood). Studies indicate that a combination of promotive strategies and moderately (but not overly) restrictive strategies may be especially beneficial to adolescents living in impoverished communities. Key Points:

d) In general, adolescents in the foster care system have more problems (emotional and behavioral) than other adolescents. c) No difference between adolescents who have been reared by gay/lesbian parents and adolescents who have been reared by straight parents. b) Mixed/inconclusive findings with adopted adolescents a) Many adolescents spend time in foster, adoptive, or lesbian/gay parent households. 109. A sizable number of adolescents are reared by adoptive parents, lesbian and gay parents, and foster parents. Adolescents who have been adopted represent a very diverse group, and it is hard to generalize about the impact of adoption on adolescent development. Though the effect is very small, on average, research has revealed that adopted adolescents may experience relatively higher rates of delinquency, substance use, psychological difficulties, and poorer school performance than other individuals. However, it is important to keep in mind that the magnitude of this difference is usually quite small when factors such as family resources and the adolescent's feelings about adoption are taken into account. In contrast to the inconclusive findings with regard to adolescents who are adopted, research has been remarkably consistent for adolescents with gay or lesbian parents and adolescents in the foster care system. First, research has consistently indicated that adolescents who are reared by lesbian or gay parents are not psychologically different than individuals reared by straight parents. Second, those who have spent time in foster care placement tend to have more problems than other adolescents. Specifically, adolescents who have spent time in foster care are at an increased risk for emotional and behavioral problems, which could be due to the abuse or neglect that necessitated the foster placement, the foster care placement itself, or the fact that many adolescents in the foster care system are exposed to frequent disruptions in living arrangements. Key Points:

Chapter 04 Summary Category Steinberg - Chapter 04

# of Questions 109

Chapter 05 Student: ___________________________________________________________________________

Judy and Jessica hang around people their same age. These people are most accurately described as: A. friends. B. buddies. C. peers. D. chums.

In comparison with teenagers in previous times, teenagers in contemporary societies spend ________ time with their peers ________ with their parents. A. more; than B. less; than C. as much; as D. There is too much conflicting data on this issue to give a definitive answer.

The process of grouping individuals within social institutions on the basis of chronological age is called: A. mainstreaming. B. tracking. C. age grading. D. reference grouping.

All of the following contributed to the rise of age segregation in contemporary society, except: A. tougher child labor laws. B. rise of secondary education. C. decrease in family values. D. increase of extracurricular activities.

A group of individuals who are born during a particular time period (e.g., the baby boomers) is known as what? A. a generation X B. a cohort C. an age-graded society D. a census group

Following the end of World War II, many parents wanted to have children as soon as possible, creating what has come to be called the postwar: A. baby boom. B. depression. C. infantile fixation. D. cohort effect.

During the first half of the 21st century, the adolescent population is expected to: A. decrease. B. increase. C. remain constant. D. unable to predict.

As a social scientist who works with advocacy groups, it is most likely that Professor Sandburg would be interested in tracking the size of the adolescent population over a period of time for all of the following reasons, except: A. he wants to see how funds are allocated for such things as social services, education, and health care. B. he wants to understand the behavior of different cohorts. C. he wants to see how these groups are influenced by the mass media. D. he wants to see the degree of political or social influence that given cohorts have.

According to some commentators, teenagers have become separate from adult society to such an extent that they have established their own society, which undermines parents' authority and emphasizes peer deviance. This society is called: A. the Woodstock generation. B. the dead poet's society. C. the lost boys. D. the youth culture.

10. Which of the following writers has been the most vocal proponent of the idea that there is a separate and troublesome "youth culture"? A. Margaret Mead B. Eleanor Maccoby C. Brad Brown D. James Coleman 11. In The Adolescent Society, Coleman expressed concern over the finding that adolescents: A. showed high rates of drug and alcohol abuse. B. reported frequent periods of loneliness. C. placed a greater emphasis on good looks, wealth, and athletic ability than academic success. D. spent more time with their parents than with their peers. 12. When researchers evaluated the social climate of today's schools to see just how much had changed since the Adolescent Society was published, what did they find? A. The researchers replicated the findings of the Adolescent Society. B In contrast to the findings presented in the Adolescent Society, researchers found that academic . achievement was strongly valued among today's adolescents. C The researchers concluded that there were both similarities and differences between the climate of . today's "adolescent society" and the society described 60 years ago. D In contrast to the society described 60 years ago, today's adolescents placed a greater emphasis on . attractiveness, wealth, and athletic ability. 13. A separate youth culture is said to promote all of the following, except: A. academics. B. sports. C. dating. D. partying. 14. Some commentators have proposed that today's youth are so age segregated that problems such as youth unemployment, teenage suicide, juvenile delinquency, and drug and alcohol use have resulted because adolescents: A. have become alienated from and unfamiliar with the values of adults. B. have developed a great deal of anger toward adults. C. look at their country's leaders and see what a low standard has been set in terms of education, so they follow these role models. D. are not challenged by today's educational curriculum.

15. Henry believes that the rise of adolescent peer groups has contributed to the rise of adolescent crime and drug use. Which of the following statements refutes this belief? AEven though society has continued to become increasingly age segregated, the rates of many adolescent . problem behaviors have fluctuated considerably over the past few decades. B. Contemporary adolescents spend more time in peer groups than adolescents did in past eras. C. Today's adolescents are more susceptible to the influence of their friends than adolescents were in past eras. D. Peers indeed have a universally bad influence on each other. 16. Natalie's mom believes that peers influence each other to use drugs and spend time partying rather than studying. Given what you know about adolescent peer relationships, is this true? A Natalie's mom is wrong—an adolescent's decision to engage in or abstain from illegal drug use is based . on her relationship and conversations with her parents, not peers. BNatalie's mom is right—peers are overwhelmingly more likely to exert a negative influence, such as . encouraging drug use, than a positive influence, such as valuing academic achievement. C. Natalie's mom is wrong—peers are likely to exert positive, but not negative, influences on each other. D. Natalie's mom is sort of right—adolescents exert both positive and negative influences on each other. 17. Research about contemporary adolescents is clear that these adolescents ________ than adolescents in previous times. A. are more susceptible to the influences of their peers B. are at higher risk for problem behaviors because of peer influence C. spend more time in peer groups D. report more positive experiences from their involvement in peer groups 18. The world is arguably a more stressful place to grow up in now than it was in the past for all of the following reasons, except: A. divorce is more commonplace. B. families move residences every few years. C. adolescents experience pressure from the mass media. D. adolescents are now more susceptible to their peers than were other generations. 19. What generalization can you make about the nature of peer influence in adolescence? A. Girls are more susceptible to the influences of their peers than boys. BPeers are more likely to encourage adolescents to behave in ways that adults disapprove than to . encourage each other to engage in activities that adults approve, such as school. C. It is unwise to generalize about the nature of peer influence; peers can exert both positive and negative influences. D. The majority of peers encourage each other to value academic achievement. 20. All of the following are examples of universalistic norms in American society, except: A. taking piano lessons. B. being allowed to vote upon turning 18. C. stopping at traffic lights when driving. D. being required to file taxes annually. 21. A large, nationally representative sample of adolescents found that adolescents' friendship groups fell into one of four profiles. Which was the group that consisted of friends who were engaged in school, achieved decent grates, and neither abstained from nor abused alcohol? A. disengaged B. engaged C. high functioning D. maladjusted

22. A large, nationally representative sample of adolescents found that adolescents' friendship groups fell into one of four profiles. Which was the group that consisted of a network of high-achieving friends who were involved in school-based extracurricular activities and who reported low use of alcohol and few symptoms of depression? A. disengaged B. engaged C. high functioning D. maladjusted 23. Research on the structure of cliques during high school has suggested that adolescents can fall into any of the following categories, except: A. liaisons. B. isolates. C. clique members. D. clique avoiders. 24. Which of the following is not a way that adolescents' behavior is affected by their crowd membership? A. Adolescents often imitate the behavior of crowd leaders. B. Crowds establish social norms, values, and expectations that members strive to follow. C. When crowd members behave in ways that are consistent with the crowd norms, they are reinforced for doing so. D. All of these statements are ways that adolescents' behavior is affected by their crowd membership. 25. According to Brown's (2004) study of crowds in high school, what fraction of adolescents do not fit clearly into any crowd? A. one-sixth B. one-half C. two-thirds D. one-third 26. All of the following are significant changes in peer groups that occur during adolescence, except: A. an increase in the amount of time adolescents spend with their friends. B. a decrease in the amount of adult supervision. C. an increase in contacts with opposite sex friends. D. a decrease in the size of their peer groups. 27. Which adolescent is most likely to have a decrease in time spent with parents and a dramatic increase in the amount of time spent with peers? A. Maya, a White female B. Rosalia, a Hispanic-American female C. Hillary, a Black female D. Mike, an Asian-American male 28. Eric, a fourth-grader, spends a lot of time with his peers and is more likely to engage in which of the following activities? A. Little League baseball B. going to the mall with his friends C. hanging out at his friend's house unsupervised D. girl-watching 29. Jamie is a preadolescent. Her friendship circle is largely comprised of other young girls. Based on this information, what has Jamie's social life been influenced by? A. age-grading B. sex segregation C. cliques D. the baby boom

30. Which of the following is most characteristic of childhood peer groups? A. mixed-sex groups B. less adult supervision C. sex segregation D. the emergence of peer "crowds" 31. During childhood, boys typically associate with boys, while girls primarily associate with other girls. This separation of boys and girls has been referred to as: A. brother-sister avoidance. B. sex segregation. C. youth culture. D. sex grading. 32. Professor Gates is studying large groups of adolescents to learn about their particular mini-cultures. Professor Gates is most likely studying: A. peer collectives. B. cliques. C. crowds. D. subcultures. 33. A more sophisticated understanding of social relationships leads adolescents to gather in crowds. This is an example of which adolescent transition? A. biological B. cognitive C. social D. All of the above 34. Research studying adolescent friendship networks over a 1-year period has found all of the following, except: A. more than half of the adolescents in any given school are members of cliques. B. girls are more likely than boys to be members of cliques. C. boys are more likely than girls to be considered "isolates." D. adolescents' positions in their schools' social network are relatively stable over time. 35. Steve eats lunch with Jeff, Hans, and Mike every day. After school, they play computer games and talk about girls. This group of boys is called: A. a crowd. B. a clique. C. a reference group. D. a youth culture. 36. _____ are settings for intimate interactions and friendships, whereas _____ are based on reputation, rather than on actual social interaction. A. Cliques; crowds B. Crowds; reference groups C. Reference groups; cliques D. Crowds; cliques 37. "Druggies," "jocks," and "nerds" are examples of: A. crowds. B. cliques. C. youth cultures. D. gangs.

38. Mitch organizes a party for about 20 of his classmates who are all interested in theater, and they all watch a tape of the musical The Phantom of the Opera. This group of teenagers, who don't always hang out together, but share common interests, would most appropriately be labeled: A. a gang. B. a reference group. C. a crowd. D. a clique. 39. In contrast to crowds, cliques: A. are settings for adolescents' intimate interactions. B. help adolescents locate themselves within the social structure of their school. C. channel adolescents into associations with some peers and away from others. D. provide contexts that reward certain lifestyles and disparage others. 40. Which type of crowd would probably not be found in European schools? A. populars B. druggies C. metalheads D. jocks 41. Andrea, a 15-year-old, is most likely to learn social skills in a ________ and develop her sense of identity in a ________. A. crowd; crowd B. crowd; clique C. clique; crowd D. clique; clique 42. A research technique in which the researcher "infiltrates" a group of individuals in order to study their behavior and relationships is called: A. naturalistic observation. B. a longitudinal approach. C. a demographic approach. D. participant observation. 43. Dr. Whitney wanted to study the structure of adolescents' peer groups. She pretended to be a newcomer to the community and attended the local high school. She met a group of students and eventually joined their group. This type of observation is called: A. naturalistic observation. B. an ethnographic approach. C. a demographic approach. D. participant observation. 44. All of the following changes typically occur during adolescence, except: A. peer groups disintegrate. B. pairs of dating adolescents split off from the larger group. C. larger groups are replaced by smaller cliques. D. couples become the focus of social activity. 45. In early adolescence, _____ friendships are most common, and in late adolescence, _____ friendships are common. A. same sex; opposite sex B. same sex; same sex C. opposite sex; same sex D. opposite sex; opposite sex

46. A(n) _____ is an individual that has few or no links to others in the social network and a(n) _____ is an individual who interacts with two or more adolescents who are members of cliques, but who themselves are not part of a clique. A. liaison; isolate B. hopper; loner C. isolate; liaison D. isolate; mixer 47. Mixed-sex cliques start becoming more prevalent during: A. childhood. B. preadolescence. C. middle adolescence. D. late adolescence. 48. According to Kinney's research, youngsters who were "nerds" in middle school: A. were automatically labeled "dweebs" in high school. B. were the "popular" group in high school. C. could never become part of another crowd. D. had opportunities to shift status in high school. 49. According to the research, conformity to peer pressure: A. peaks in adolescence and remains high into adulthood. B. peaks in adolescence relative to childhood and adulthood. C. shows a linear increase from childhood into adulthood. D. shows a linear decrease from childhood into adulthood. 50. Over the course of adolescence, which of the following is not true of changes that take place in crowds? A. their structure becomes less hierarchical B. their structure becomes more permeable C. their descriptions become more concrete (e.g., the "preppy" group becomes "the Playstation crowd") D. their structure becomes more differentiated 51. By the end of high school, crowds: A. have become a defining influence in the adolescent's life. B. increasingly gain in importance for an adolescent's identity. C. become less important to adolescents. D. peak in their importance to adolescents. 52. In middle school, Carlos was involved in many school plays and musicals. Being part of the drama crowd was important for Carlos in what way? A. identity development B. dating opportunities C. occupied his free time D. improved relationships with parents 53. Adolescent peer groups fall along two dimensions: A. intelligence level; sociability B. adult orientation; peer orientation C. maturity; identity D. demandingness; responsiveness 54. Dorion is a jock. Consequently, we would expect him to be involved in: A. his peer culture and in institutions valued by adults. B. institutions valued by adults, but not involved in his peer culture. C. his peer culture, but not involved in institutions valued by adults. D. neither his peer culture nor institutions valued by adults.

55. Tommy values education and works hard in school but also enjoys hanging out with his friends on the weekend. Which peer crowd is Tommy most likely to belong to? A. "nerds" B. "populars" C. "partyers" D. "toughs" 56. Tony belongs to a peer culture called "the toughs." We would expect that Tony is: A. involved with sports. B. well liked by most of his peers. C. respected as someone who looks out for others. D. possibly a gang member. 57. A group against which an individual compares himself or herself is called: A. a clique. B. a reference group. C. a crowd. D. a youth culture. 58. Greg is the star quarterback of the football team and hangs out with Larry, who is the star pitcher of the baseball team. Ben also hangs out with Larry and Greg. When classmates refer to Ben, they call him a member of the "jocks." The crowd with which Ben associates serves as: A. a reference group. B. a clique. C. a youth culture. D. a fraternity. 59. Compared to jocks, adolescents from which of the following crowds experience more peer pressure to misbehave? A. "nerds" B. "populars" C. "druggies" D. "normals" 60. Self-esteem is _____ among students who are identified with peer groups that have relatively high status in their school. A. lower B. the same C. higher D. Self-esteem varies from person to person. 61. Chuck is a member of a higher status crowd at his school. According to the textbook, which of the following statements is true? A. Chuck likely has high self-esteem. B. Chuck likely feels a lot of pressure to be "cool." C. Chuck likely holds quite a few misconceptions about his peers. D. Chuck likely has a diffused identity status. 62. Principal McGonagall has been watching his students for several years as they move through adolescence. Which groups are most likely to exhibit favorable patterns of achievement over time? A. jocks and brains B. jocks and populars C. brains and populars D. populars and normals

63. Eleanor Maccoby states all of the following reasons that adolescents separate themselves into same-sex cliques, except: A. cliques are formed on the basis of shared activities and interests. B. adolescents' increasing concerns about sex roles. C. adolescents' concerns about being ostracized by their friends for engaging in cross-sex activities. D. parents' fears that cross-sex cliques will lead to early sexual activity. 64. Who is most likely to have cross-ethnic friendships? A. Audrey, who attends a large multiethnic school B. Brandy, who attends a school where one ethnic group predominates C. Candice, who is involved in athletics D. Deborah, who is home-schooled 65. By middle to late adolescence, cliques are often segregated by race. All of the following are possible explanations for this phenomenon, except: A. differential abilities in athletics. B. socioeconomic influences. C. differential levels of academic achievement. D. attitudes toward other races. 66. Similarity in ________ is most likely to serve as a basis for cross-ethnic group friendships. A. attitudes toward school achievement B. musical taste C. patterns of substance use D. sports ability 67. Adolescents who join antisocial peer groups are likely to have: A. been coerced by their peers to join. B. had problematic parent-child relationships in childhood. C. been involved in drugs and alcohol. D. reported high levels of sensation-seeking behavior. 68. Justin's parents try extremely hard (almost excessively) to control his choice of friends. What effect is this style of parenting likely to have on Justin? A. Justin is likely to become a rejected and withdrawn student at school. B. Justin will gain more respect for his parents. C. Justin will be less likely to be involved in drug use and delinquent activity. D. Justin may become closer to the "forbidden" peers. 69. Felicia has a problematic relationship with her parents. All of the following negative effects are likely to occur for Felicia, except: A. development of an antisocial disposition. B. active school involvement. C. school failure. D. rejection by classmates. 70. The Anytown town council developed a program to curb delinquent behavior among the town's adolescents. The program had an iatrogenic effect, meaning: A. the program was successful and delinquent behavior was reduced. B. the program backfired and delinquent behavior increased. C. there were no effects on delinquent behavior, either positive or negative. D. some problem behaviors increased and others decreased. 71. Some researchers have tried to teach adolescents to use nonviolent forms of conflict resolution. Are these programs effective? A. Yes, these programs are typically very successful. B. No, such nonviolent behaviors can make adolescents appear weak. C. The textbook indicates that these programs have produced conflicting findings. D. Yes, but only in urban neighborhoods with a high proportion of Black adolescents.

72. Which of the following statements about friendship stability is true? A. Opposite-sex friendships tend to be more stable than same-sex friendships. B. Girls' friendships tend to be more stable than boys' friendships. C. Well-adjusted adolescents tend to have friendships that don't last very long. D. Only half of all reciprocated best friendships that exist at the beginning of the school year exist at the end. 73. According to the textbook and in regard to gangs, all of the following are true except: A gang members tend to have more emotional and behavioral problems than other adolescents who are . involved in antisocial activity but who are not gang members B. gangs are usually identified by name and common symbols C. gang members tend to be more isolated from their families D gang members have better self-conceptions than other adolescents who are involved in antisocial . activity but who are not gang members. 74. Dawn has always enjoyed school and excelled in her classes. In middle school, she has connected with a group of friends who also enjoy school and her grades have continued to improve. They often spend time studying together. This is an example of: A. selection. B. socialization. C. Both a and b D. None of the above 75. According to an example provided in the textbook, a crowd member that has less social capitol who is a really nice, thoughtful, and funny person may be high in _____ popularity but low in _____ popularity. A. sociometric; perceived B. perceived; sociometric C. status popularity; opposite-sex D. adult oriented; peer-oriented 76. The determinants of sociometric popularity are ______, though the determinants of perceived popularity are _____. A. highly variable; things like social skills, friendliness, and sense of humor B. things like social skills, friendliness, and sense of humor; highly variable C. good looks and wealth; athletic ability and school achievement D. athletic ability and school achievement; unknown 77. Why is it so hard to teach adolescents to "just say no" to things adults disapprove, such as drinking, smoking, and having risky sex? A. Unfortunately, these behaviors are typically associated with being popular. B. Unfortunately, adolescents are unwilling (or unable) to resist peer influence. C. Neither A nor B is true. D. Both A and B are true. 78. Even though it was clear that another student, Raul, accidentally pushed Noah, he insisted that the Raul did it on purpose. What phenomenon is this? A. hostile attributional bias B. status bias C. in-group vs. out-group D. iatrogenic effect 79. Which of the following statements about cliques is false? A. Cliques are typically more emotionally salient for adolescents involved in antisocial behavior. B. Cliques are typically composed of adolescents from the same socioeconomic background. C. Cliques are typically composed of friends with similar interests and attitudes. D. Cliques rarely have members who differ in age.

80. The chief determinant of popularity in high school is: A. physical attractiveness. B. academic achievement. C. being good at sports. D. social competence. 81. All of the following are classifications for unpopular or disliked adolescents, except: A. aggressive. B. withdrawn. C. aggressive-withdrawn. D. offensive-reclusive. 82. Which adolescent is most likely to be rejected as a result of aggressive behavior? A. Darlene, a male who is highly relationally aggressive B. Robert, a male who is highly relationally aggressive C. Donald, a male who is highly physically aggressive D. Ronald, a male who is moderately physically aggressive 83. Karen, a ninth-grader, was mad at Cheryl for spilling juice on Karen's shirt. Karen spread a rumor that Cheryl had gossiped about her friends. Karen is using _____ to express her aggression toward Cheryl. A. relational aggression B. hostile attributional bias C. aggressive-withdrawal D. bullying 84. Esther has been rejected by her peers because she is withdrawn and rejected. Esther is most likely to be at risk for: A. conduct problems. B. diminished social competence. C. aggressive behavior in adulthood. D. drug and alcohol abuse. 85. Who is at the greatest risk of developing psychological problems as a result of peer rejection? A. an aggressive child B. a withdrawn child C. an aggressive-withdrawn child D. a reclusive child 86. Hostile attributional bias: A. plays a central role in the aggressive behavior of rejected adolescents. B. plays a small role in the aggressive behavior of rejected adolescents. C. helps rejected adolescents gain acceptance. D. is the only factor in determining the behavior of rejected adolescents. 87. Dan planned a party and invited his whole English class by passing out personal invitations. Dan accidentally forgot to make an invitation for Sam. Sam assumed he intentionally wasn't invited and became irate at Dan for excluding him. This is an example of: A. relational aggression. B. hostile attributional bias. C. aggressive-withdrawal. D. bullying. 88. Which of the following is a common finding of recent cyberbullying studies? A. Adolescents who engage in traditional bullying often also engage in cyberbullying. B. Victims of physical or verbal harassment are usually very different than victims of cyberbullying. C As internet use has increased, cyberbullying has become statistically more common than physical and . verbal harassment among the adolescent population. D. More than 80 percent of adolescents have engaged in some form of cyberbullying.

89. According to the textbook, victims of cyberbullying often report all of the following adjustment problems, except: A. low self-esteem. B. academic difficulties. C. parent-child conflict. D. depression. 90. Which of the following statements regarding internet harassment is false? A. perpetrators of Internet harassment are likely to show problems in social skills. B. perpetrators of Internet harassment also engage in typical bullying. C many of the same adolescents who report having been victimized also report bullying others and these . adolescents have the greatest adjustment problems. D. most cyberbullying is conducted anonymously. 91. Pepler, Jiang, Craig, and Connolly (2008) studied a sample of 10- to 17-year-old Toronto youths and found that: A. about 40 percent of adolescents have never bullied anyone. B. nearly all adolescents surveyed had engaged in bullying of some form. C. a correlation exists between bully victimization and drug abuse. D. victims of harassment are less likely to engage in bullying of others. 92. The following is often a trademark of persistent bullies: A. more troubled family relationships. B. more troubled peer relationships. C. greater difficulty controlling aggression. D. all of the above. 93. Interventions designed to help unpopular adolescents improve their social skills have employed which of the following techniques? A. explaining to adolescents that they need to develop a thicker psychological skin in order to make friends B. having adolescents wait patiently until another person engages them in conversation C. teaching social skills like self-expression and leadership techniques D. teaching joke-telling skills to improve their likeability among other adolescents 94. One study of more than 160,000 adolescent from 35 countries found that: A. The prevalence of bullying is higher in schools characterized by greater income inequality. B. Adolescents who come from less affluent families are less likely to be bullied. C. The prevalence of bullying is higher in countries characterized by less income equality. D. Adolescents who come from more affluent families are more likely to be bullied. 95. In contrast to the role of the peer group in adolescent development, the family is best suited for helping the adolescent with regard to: A. intimacy. B. responsibility. C. social interactions. D. leisure. 96. According to research from Due and colleagues, which country is likely to have a relatively low prevalence of bullying? A. Sweden B. Russia C. United States D. Germany

97. Online harassment is ________ in-person harassment. A. as common as B. more common than C. less common than D. not as likely to have negative effects on victims' emotional well-being as 98. A recent study of more than 2,000 adolescents found that ____ of adolescents had engaged in electronic bullying, as compared with _____ who had physically bullied someone and ____ who had verbally bullied someone. A. 10%; 40%; 70% B. 70%; 40%; 10% C. 85%; 20%; 90% D. 80%; 15%; 40% 99. What is the most effective way to respond to a bully? A. to fight back B. to do nothing/to walk away C. to get help from an adult D. to use a variety of strategies 100.Adolescents who use aggression deliberately, known as ________, are much more popular than adolescents who use aggression without planning to, known as __________. A. reactive formation; reactive aggression B. Machiavellian aggression; instrumental aggression C. instrumental aggression; reactive aggression D. relational aggression; instrumental aggression 101.The main reason that reactive aggression is associated with unpopularity and greater problems with peers is that reactive aggression is characterized by: A. a combination of aggression and poor emotion regulation or lack of social skills. B. a combination of bad karma and well-developed social skills. C. a combination of delinquent behaviors and extreme shyness in social situations. D. a combination of being female and plotting an aggressive response in advance. 102.Sarah is a popular teenage girl who has just been made captain of the cheerleading squad. She is very socially adept, and notices that Britney, her social rival, is starting to enjoy more attention from their peers than Sarah receives. Jealous, she decides to start a rumor about Britney that she knows will cause many people to stop liking Britney. Sarah's behavior is best described as an example of what? A. reactive aggression B. friendly fire aggression C. relative aggression D. relational aggression 103.Discuss the significance of the book The Adolescent Society in shaping our ideas about peer relations during adolescence, and contrast James Coleman's views with researchers who have argued that peer groups play a vital role in preparing adolescents for adulthood in modern society.

104.Marji, a 10-year-old preadolescent, is going to enter junior high next year. Based on your knowledge of adolescent development, what can you predict about how Marji'srelationships with her friends will change throughout junior high and high school? (HINT: How do childhood peer relations differ from adolescent peer groups?)

105.Why is there an ethnic separation in adolescents' peer groups? Discuss ways in which society can break this cycle of separation.

106.Tammy uses drugs and alcohol and hangs out with other people who use these substances. Stephanie engages in antisocial and delinquent behaviors and hangs out with peers who also engage in delinquency. Cory has many depressive symptoms and has friends who also act depressed. Discuss the process of selection and socialization in regard to Tammy, Stephanie, and Cory.

107.The head of the local high school PTA has asked you about the different types of crowds the students may cluster into. She also wants to know whether (and why) rejected/unpopular adolescents are at risk for behavioral and emotional problems. Finally, she wants to know if anything can be done to help unpopular adolescents. What would you tell her?

108.Describe the ways that adolescents are bullied by peers (be sure to include the prevalence for each type). What are the consequences of experiencing victimization by peers? Are the consequences different for online bullying versus in person bullying? How do adolescents typically respond to bullying? What is the best way to get a bully to stop?

Chapter 05 Key 1. C 2. A 3. C 4. C 5. B 6. A 7. C 8. C 9. D 10. D 11. C 12. C 13. A 14. A 15. A 16. D 17. C 18. D 19. C 20. A 21. B 22. C 23. D 24. D 25. A 26. D 27. A 28. A 29. B 30. C 31. B 32. C 33. B 34. A 35. B 36. A

37. A 38. C 39. A 40. D 41. C 42. D 43. D 44. C 45. A 46. C 47. C 48. D 49. B 50. C 51. C 52. A 53. B 54. A 55. B 56. D 57. B 58. A 59. C 60. C 61. A 62. A 63. D 64. B 65. A 66. C 67. B 68. D 69. B 70. B 71. B 72. D 73. D 74. C

75. A 76. B 77. A 78. A 79. A 80. D 81. D 82. B 83. A 84. B 85. C 86. A 87. B 88. A 89. C 90. D 91. A 92. D 93. C 94. A 95. B 96. A 97. C 98. A 99. B 100. C 101. A 102. D a) Describe the findings presented in Coleman's Adolescent Society b) Describe the other side of the debate (that adults can no longer adequately prepare adolescents for the transition into adult roles and responsibilities. Key Points: On the other side of the debate lie the researchers who have pointed out that due to industrialization and modernization of our changing society, adults (specifically parents) can no longer adequately prepare adolescents for adulthood, and peer groups have formed out of necessity to pick up the socialization slack. 103. One of the most intense debates in adolescent psychology has been the controversy over whether peer groups serve a negative or a positive function in the lives of adolescents. This debate was initially sparked by a book called The Adolescent Society (1961), written by James Coleman, which was written about a study of 10 American high schools. Coleman examined the prevailing value systems in each of the schools and concluded that a separate "youth culture" prevailed among high school students. Coleman argued that adolescents placed little value on academic achievement; rather, they placed a premium on athletic success (for boys) and social success (for girls) as routes to status and popularity. The study popularized the concept of the youth culture and helped fuel arguments that the adolescent peer group represents a force that may be antithetical to the influence of adults on adolescents. It prompted many social scientists to suggest that steps should be taken to integrate young people into adult society more effectively.

e) Same-sex cliques form in early to middle adolescence, before crowds are formed. d) Larger collectives of peers emerge (crowds), then fade in later adolescence. c) Increased contact with opposite-sex friends. b) Less adult supervision of adolescents. a) Sharp increase in time spent with peers. 104. During the teenage years, peer groups change in significance and structure along four main developmental lines. First, there is a sharp increase in the sheer amount of time individuals spend with their peers during adolescence. Adolescents usually spend time during and after school and on the weekends with other adolescents their same age. Second, during adolescence, peer groups function much more often without adult supervision than they do during childhood. As children grow into adolescents, adults allow more time without adult supervision. Third, during junior high, adolescents will start to form close friendship groups known as cliques with same-sex friends who have similar interests and characteristics. During later adolescence, more and more contact with peers involves opposite-sex friends. Sex segregation among peer groups is less common later in adolescence. Fourth, adolescence marks the emergence of larger collectives of peers, or "crowds," whose members share similar perceived attributes (e.g., being studious, being athletic). By the end of high school and later in adolescence, crowds lose their importance and become more diffuse. Children's peer relationships are mainly limited to pairs of friends and relatively small groups, so Marji can expect many changes in the years ahead in terms of her friendships and peer relationships. Key Points:

d) A way out of this cycle is to bring White and Black youngsters together from an early age. c) Ethnic segregation in peer groups could be attitudinal (Black individuals are perceived as aggressive whereas Whites are perceived as conceited and prejudiced). b) There are differing levels of academic achievement among adolescents from different ethnic groups. a) Ethnic segregation may be due to residential segregation. 105. There are three major explanations for ethnic separation in adolescents' peer groups. First, because adolescents' cliques are often segregated along socioeconomic lines, peer groups that appear to be segregated because of race/ethnicity actually may be separated on the basis of class, since higher numbers of minority youngsters come from economically poorer families. Second, some ethnic segregation in friendship patterns could be due to differential levels of academic achievement of adolescents from different ethnic groups. As we have learned about peer groups, adolescents who are friends usually have similar attitudes toward school and achievement levels. Finally, there is an attitude difference between these groups. In one study, White adolescents perceived their Black peers as aggressive and hostile while the Black students felt that the White students were conceited and prejudiced. These perceptions make the formation of interracial peer groups unlikely. One way to break out of this cycle of misunderstanding is to bring White and Black youngsters together at an early age, before they have time to build up stereotypes. Key Points:

c) Mention that socialization is far stronger over day-to-day preferences than many of the behaviors that adults worry about. b) Discuss socialization vs. selection in regard to Tammy, Stephanie, and Cory. a) Define the difference between socialization and selection. 106. Selection refers to the process where adolescents are attracted to one another because of their initial selection. Socialization refers to whether adolescents become similar because friends influence each other. In general, studies indicate that both selection and socialization are at work across a variety of attitudinal and behavioral domains, including school, achievement, drug use, mental health, and delinquency. In regard to Tammy, adolescents who use alcohol or tobacco, for example, are more likely to choose other alcohol or tobacco users as friends, especially when they attend schools with a large number of substance-using students (an example of selection). By the same token, spending time with friends who use these substances increases the adolescents' own use as well (an example of socialization). The more substance-using friends an adolescent has, and the closer he or she feels to them, the more the adolescent is likely to use alcohol and drugs. Similarly, in regard to Cory, adolescents who report more depressive symptoms are likely to choose other depressed adolescents as friends, which, in turn, negatively affects their own mood and that of their friends, although in the case of depression, adolescents are more likely to be affected by hanging around with depressed friends than to actively select depressed individuals to spend time with. Conversely, in regard to Stephanie, antisocial adolescents who have few friends, and few aggressive friends in particular, are likely to become less antisocial over time, whereas those with antisocial friends who become even more antisocial themselves become more delinquent. In general, adolescents' level of antisocial behavior tends to become more similar to that of their friends over time, increasing if their friends are more antisocial than they are, but declining if their friends are less so. In summary, peer influence (socialization) is far stronger over day-to-day preferences in things like clothing or music than over many of the behaviors that adults worry about, such as binge drinking or risky sex. Selection may be a somewhat stronger factor as far as delinquency and gang membership are concerned, whereas selection and socialization are about equally influential when it comes to drug use. Key Points:

e) Programs designed to help unpopular children develop social competence have had some degree of success. d) Social competence is the primary factor associated with popularity. c) Peer rejection is associated with serious problems emotionally and behaviorally. b) Crowds serve as reference groups that affect adolescents' identity and behavior. a) Adolescent crowds can be mapped along dimensions of involvement in peer culture and adult valued activities, which affects adolescents' values and behavior. 107. Adolescent crowds have been mapped according to their involvement in their peer culture and involvement in adult valued institutions with groups ranging from "jocks" and "populars" who are high on both dimension, to "toughs" who are low on both, and thus at highest risk for problem behaviors and gang membership. "Partyers," who are high on peer culture involvement but low on adult valued activities, would be particularly susceptible to peer pressure. Because adolescents' crowds serve as reference groups, they affect an adolescent's identity and the behaviors that would be consistent with such identity. Adolescents who are rejected by their peers are at risk for a variety of problems. Peer rejection is associated with depression, behavior problems, and academic difficulties, with rejected aggressive children being at risk for conduct problems and antisocial activity and rejected withdrawn children being at risk for low self-esteem, depression, and diminished social competence. Children can move from one group to another throughout adolescence, so it's important to know how to help them. Since social competence is the factor most strongly associated with popularity, programs designed to help unpopular children have typically sought to teach social skills, social understanding, and social problem solving and have had some success, at least with elementary school children. These interventions have shown promising results, but further research is needed to determine the best course of action to help unpopular teenagers. Key Points:

108. Young adolescents who are victimized by their peers typically develop problems that lead to further peer rejection and victimization. In fact, victimization undermines feelings of academic competence, academic performance, and school engagement, which has cascading effects well beyond adolescence. Individuals can be exposed to direct victimization (when they are the victims) or indirect victimization (when they witness harassment/victimization but they aren't themselves victimized). Studies of American and European youth indicate that about 1/3 of students report having been bullied at some time during the past year. Interestingly, one study that looked at more than 160,000 adolescents from 35 countries found that adolescents who come from less affluent families are more likely to be bullied, and that the prevalence of bullying is higher in schools characterized by greater income inequality (the same is true for countries: bullying is higher in countries characterized by greater income inequality). In general, bullying can either occur in person or on the Internet. Researchers are just now starting to systematically study cyberbullying. Online bullying is far less common than in person harassment. For example, one study found that 10 percent of adolescents engaged in online bullying, 40 percent had physically bullied someone, and 70 percent had verbally bullied someone. Those who engage in traditionally bullying (in person) are also likely to frequently engage in cyberbullying. Similarly, adolescents who are frequently bullied in person are likely to also be the victim of online harassment. Students who are harassed by their classmates, whether in person or electronically, report a range of adjustment problems (low self esteem, depression, suicidal ideation, and academic difficulties). Individuals who report being bullies are more likely to show problems in social skills and in the control of aggression. It is also worth noting that many of the same adolescents who report having been victimized also report bullying others and that these adolescents have the greatest adjustment problems. Finally, adolescents who are bullied typically respond to bullies in one of four ways: those who are mainly passive (ignoring the bully), those who are mainly aggressive (fighting back), those who are likely to seek support (telling a parent), and those who did a little of everything. Research indicates that victims who use passive strategies (ignoring/walking away) reported the fewest amount of emotional or behavioral problems.

Chapter 05 Summary Category Steinberg - Chapter 05

# of Questions 108

Chapter 06 Student: ___________________________________________________________________________

Secondary education refers to: A. second grade. B. middle school, junior high school, and high school. C. college. D. graduate school.

Which of the following statements about secondary schools is not true? A. Around the world, rates of enrollment in secondary schools are vastly different for males and females. B. Around the world, rates of enrollment in secondary schools are comparable for males and females. C. Rates of enrollment in secondary schools vary considerably around the world. D. Even in the poorest parts of the world, 40 to 50% of 15- to 19-year-olds are enrolled in school.

According to Jacquelynne Eccles, a thorough understanding of school and its impact on adolescent development requires an examination of: A. what goes on beyond the classroom. B. what goes on in the classroom. C. the influence that parents have on their children's education. D. educational contexts outside of the United States.

In America today, what percentage of individuals between the ages of 14 and 17 are in school? A. 25 B. 50 C. 75 D. virtually all individuals

The practice of moving students from one grade to the next regardless of their academic performance is known as what? A. affirmative promotion B. social promotion C. standardized promotion D. equality promotion

The average American school year is _____ days long. A. 100 B. 150 C. 180 D. 220

What two dominant characteristics distinguish the development of postsecondary education in contemporary America from that in other parts of the world? A. diversity and accommodation B. diversity and accessibility C. diplomacy and accessibility D. democracy and accommodation

Compared with their counterparts from previous decades, today's American adolescents: A. spend more days per year in school. B. spend fewer days per year in school. C. are absent from school more often. D. are less likely to continue their schooling beyond the 12th grade.

Today, the typical student attends nearly ____ of his/her classes throughout the year. A. 50% B. 75% C. 90% D. 100%

10. Not only are schools the chief educational arena for adolescents, but they also play an extremely important role in: A. defining the young person's social world and social network. B. shaping psychosocial development. C. the development of motivations, aspirations, and expectations. D. All of the above. 11. Changes in the structure of secondary schools have been linked to broader societal revolutions. All of the following factors have contributed to these changes, except: A. industrialization. B. urbanization. C. immigration. D. intellectualization. 12. Which of the following is not a factor that moved children out of the workplace? A. discrimination against young workers B. a need for workers who are more skilled and more reliable than children C. the strength needed to perform unskilled labor D. child labor laws 13. Amy, a social reformer in the early twentieth century, would have likely considered all of the following to be good reasons to push for secondary education, except: A. it is viewed as a way to improve life circumstances for the poor and working classes. B. it is a way to reduce crime by keeping youngsters off the streets. C. it is a way to help immigrants assimilate into the American culture. D. it is effective in increasing the economic development of the United States. 14. In addition to the school year being longer than it was in the past: A. adolescents remain in school for more years. B. adolescents remain in school for fewer years. C. adolescents have more absences (both excused and unexcused). D. a smaller percent of adolescents actually complete compulsory education. 15. Prior to the early twentieth century, high schools were designed: A. to keep delinquent children out of trouble. B. for elite youngsters. C. to offer vocational instruction. D. to provide general education. 16. During the 1920s, the _____ was designed to meet the needs of a diverse and growing population of young people. A. comprehensive high school B. middle school C. vocational school D. parochial school 17. As discussed in the textbook, during the 1950s, how did the United States respond when politicians felt the United States had lost its scientific edge to the former Soviet Union? A. increased attention was paid to religious and moral education B. requirements for classes in European history were intensified C. students were obligated to take more foreign language courses D. increased emphasis was placed on math and science education

18. According to the textbook, which of the following resulted from standards-based reform? A Educators could not agree on the body of knowledge and skills that comprised what high school . graduates should know and be able to do. B.Large numbers of students did, in fact, acquire the knowledge and capabilities assessed on standardized graduation examinations. C. Minority adolescents were nine times more likely to fail standardized examinations. D. Female adolescents were four times more likely to fail standardized examinations. 19. Mr. Edwards is the principal at a public school and has just read a research study that discussed ways to maximize student's success. The main message of the research study was that what takes place within a school is probably more important than the nature of its funding and oversight. Based on what you learned from the textbook, what do you think the researchers argued that schools should focus on? A. the ways in which schools train, certify, place, and compensate teachers B. successfully tracking students C. trying to become a private school D. allowing students to choose more of their coursework 20. No Child Left Behind (NCLB) was a policy designed to ensure that all students, regardless of racial, ethnic, and socioeconomic background, receive a high-quality public education. Which of the following statements is false? A. Most reasonable people would not disagree with the basic idea of NCLB. B. One of the most important factors of NCLB is that students learn how to engage in critical thinking. C. To prevent losing millions of dollars, some schools actually helped students cheat on standardized tests. DNCLB is one example of the movement toward performance-based accountability, which has been the . most important change in the world of American education in the past 20 years. 21. Some critics of the No Child Left Behind act argued that it was having the unintended consequence of: A. increasing the standards of education in America. B. ensuring that all students, regardless of their economic circumstances, achieve academic proficiency. C. schools testing and reporting the results of students' performance to the public. D. providing incentives for schools to push low-achieving students out of school. 22. Which of the following was not an effect of No Child Left Behind (NCLB)? A. Schools were "gaming the system." B. Teachers were "teaching to the test." C School districts were reporting school averages without revealing the huge gaps between the low. achieving and the high-achieving students. D. All of these are unintended consequences of NCLB. 23. President Obama's education secretary suggested what to address the problem of the state-dependent standards in the No Child Left Behind act? A. the need to have higher standards for higher-achieving students B. the need to have a set of common standards across all 50 states C. the need for some students to be granted extended periods of time to complete standardized assessments D. the need for two sets of standards for each state (one for higher achievers and one for lower achievers) 24. President George W. Bush's 2002 mandate that all children, regardless of economic circumstance, achieve academic proficiency is called the: A. All Children Learn Together Act. B. Stay In Public School Act. C. No Child Left Behind Act. D. Teach The Test Act.

25. Experts are likely to express all of the following reasons for the failure of school reform, except: A concentration of poverty in many inner-city communities has produced a population of students with an . array of personal and situational problems. B many urban school districts are burdened by the huge administrative bureaucracies that often impede . reform and hinder educational innovation. C. students in urban school report less of a sense of "belonging" to their school. D. the explosion of job opportunities in inner-city communities has left many students leaving school to pursue careers. 26. What is a policy that focuses on policies designed to improve achievement by holding schools and students to a predetermined set of standards measured by achievement tests? A. tracking B. standards-based reform C. zero tolerance D. school vouchers 27. What is a realistic concern with regard to requiring all high school seniors to pass a graduation test in order to earn a diploma? A. It is likely that virtually all students would be qualified to pass such an exam. B The financial costs associated with failing students would create a huge incentive for states to develop . exams with very low requirements for passing. CThe economic, social, and political costs of holding back such large numbers of students because they . could not pass the "exit exams" would be worth the risk of graduating students who did not deserve a diploma. D. All of these statements are false. 28. Which of the following statements about classroom environment is true? A. Moderate, rather than strict, control in the classroom promotes positive student behavior. B. Classroom climate has little effect on achievement. C. Teachers who focus on discipline promote the most positive climate. D. Classrooms that are very task oriented tend to make students feel more comfortable and secure. 29. Annie is an adolescent enrolled in Mr. Love's science class. Annie will most likely do best in class when Mr. Love: A. spends a high proportion of time setting up fancy equipment. B. spends a high proportion of time teaching lessons. C. spends a high proportion of time confronting and dealing with disciplinary actions. D. restricts praise to times when students perform exceptionally well. 30. Mrs. Denny wants to provide the best educational opportunities for all of the students in her high school. As school principal, she should: A. make sure that no class has more than 25 students. B. keep remedial classes small, but not worry if other classes have as many as 40 students. C. keep class size between 35 and 40 students. D. merge with the neighboring high school so together they offer students more resources. 31. Which of the following research findings does not provide evidence to support the achievement gap between White and non-White youngsters? ATwelve percent of the high schools in the United States produce half of the country's dropouts, and . nearly half the nation's Black and Latino students attend one of these schools. B In the District of Columbia, which serves a predominately Black population, only 8 percent of all eighth . graders are judged proficient in math, and only 12 percent in reading. C. In California, eighth-grade White students who are proficient in math outnumber Latino students by a ratio of 4 to 1. D. The Harlem Children's zone demonstrated positive effects.

32. Which of the following statements is true? A. As class size increases, academic achievement decreases. B. As class size increases, academic achievement increases. C. As school size increases, academic achievement increases. D. As school size increases, academic achievement decreases. 33. Inner-city schools in American continue to have tremendous problems. Approximately _____ of the high schools in the United States produce _____ of the country's dropouts. A. 50%; 12% B. 12%; 50% C. 10%; 90% D. 90%; 10% 34. The gaps in achievement between Black and Hispanic students, on the one hand, and White and Asian students, on the other hand, _____. A. has decreased and is almost nonexistent B. remains very wide C. is all based on stereotypes D. exists in math but not in reading proficiency 35. Which has a greater effect on students' scholastic achievement: school size or class size? A. school size B. class size C. both school size and class size are extremely important D. neither school size nor class size has an impact on students' achievement 36. Comparisons of large and small schools reveal that: A. small schools actually offer more varied curricula. B. students in large schools are more likely to participate in school activities. C. small schools have more material resources. D. students in small schools are more likely to participate in school activities. 37. Which of the following statements about being a student in a larger school is false? A. Students in larger schools are more likely to experience student victimization. B. Students in large schools are more likely to participate in school activities. C. Students in larger schools are more likely to have access to a more varied curriculum. D. Students in larger schools have access to more extracurricular activities. 38. Research suggests that creating "schools within schools" in larger high schools is associated with all except which of the following? A. the development of a more positive social environment B. inadvertently creating "schools" within the school that differ in their educational quality C. maintaining a more intimate emotional climate for students D. improving students' mental and physical health outcomes 39. According to evidence cited in the textbook, the ideal size of a school for adolescents is between: A. 100 and 500 students. B. 200 and 600 students. C. 600 and 900 students. D. 2,000 and 4,000 students. 40. Achievement is lower when: A. schools are overcrowded. B. teachers have low expectations for their students' abilities. C. students experience transitions. D. All of these statements are true.

41. Which of the following is not a benefit that small schools offer? A. more participation in extracurricular activities by all students B. more students can take leadership positions and responsibility C. more varied instruction D. students feel more connected 42. Mitch attends a high school where 95 percent of the students are involved in extracurricular activities. This probably also will mean that at Mitch's school: A. teachers track their students. B. academic standards are low. C. student enrollment is low. D. there is more variation in instruction. 43. Marnia attends a school with seventh and eighth graders as well as adolescents who are 1 or 2 years younger. This type of educational institution is called a: A. junior high school. B. parochial school. C. comprehensive high school. D. middle school. 44. Jillian's family is moving to another town. Her parents are concerned that Jillian will have a difficult time adjusting to the new school. In which of the following areas should they anticipate disruptions for Jillian? A. academic performance B. behavior C. self-image D. All of the above. 45. Debbie is moving from elementary school into middle school. We would expect her to experience declines in all of the following, except her: A. standardized test scores. B. academic performance. C. motivation. D. self-image. 46. Jacquelynne Eccles describes all of the following changes in school environment when moving from elementary school to middle school or junior high school, except that: A. middle and junior high schools are larger and more impersonal. B. teachers in middle and junior high schools feel more confident in their teaching abilities. C. teachers in middle and junior high schools are less likely to trust their students. D teachers in middle and junior high schools are more likely to believe that students' abilities are not . easily modified through instruction. 47. Jacquelynne Eccles believes that ________ a negative effect on junior high school teachers, which then affects the teachers' interactions with their students. A. the organization and anonymity of junior high schools have B. positive stereotypes teachers hold about adolescents have C. the overemphasis placed on academic achievement has D. concerns about our valueless society have 48. Some educational psychologists, including Jacquelynne Eccles, argue that the difficulty adolescents experience in the transition to junior high school is a result of the: A. increased pressure from parents to succeed. B. teachers' beliefs about junior high students. C. change in curriculum and choice of extracurricular activities. D. increased class size.

49. One study described in the textbook indicated that, among Black and Latino students, transitioning to a school where the proportion of students from the same ethnic background is lower than it had been at their previous school is associated with all of the following except: A. greater disengagement from school. B. greater engagement in school. C. lower grades. D. more frequent absences. 50. What is one research finding that supports the belief that the particular grade configuration of a school is less important than the school's educational climate? AIn one study, sixth-grade girls attending elementary school, where they were the oldest students, . reported more fighting and more suicidal thoughts than their counterparts who were in middle school. BIn one study that was conducted in small, rural communities, there was more bullying in K-8 and K-12 . schools than in districts that had separate elementary and secondary schools. C Neither of these statements supports the belief that the particular grade configuration of a school is less . important than the school's educational climate. D Both of these statements support the belief that the particular grade configuration of a school is less . important than the school's educational climate. 51. ________ involvement has been found to enhance the adjustment of low-income students in their transition to middle school. A. Parental B. Community C. Neighborhood D. Personal 52. Decisions about whether to implement tracking in non-tracked schools, or whether to "de-track" schools that use ability grouping, are typically quite controversial; not surprisingly, parents of students in the higher tracks _____, whereas parents in the lower tracks _____. A. favor the practice; oppose it B. oppose it; favor the practice C. favor the practice; are indifferent D. are indifferent; favor the practice 53. The process of separating students into different levels of classes within the same school is called: A. mainstreaming. B. desegregation. C. acceleration. D. tracking. 54. Even though Scott has some difficulty in English, his school places him in the highest track. Scott's school follows which type of tracking system? A. exclusive B. comprehensive C. meritocratic D. inclusive 55. Placing students in tracks that match their abilities is called: A. exclusive. B. comprehensive. C. meritocratic. D. inclusive. 56. Which of the following statements about tracking is false? A. Teaching quality is more or less the same in different tracks. B. Students who are tracked tend to socialize mainly with peers from the same academic group. C. Tracking can cause hostility between students in different tracks. D. Tracking procedures often discriminate against minority and poor students.

57. Of these students who were initially placed in a low track, ________ is most likely to be moved to a higher track. A. Selena, a Latina adolescent, B. Clay, a Black adolescent, C. Sarah, a White adolescent, D. Rebecca, a Native American adolescent, 58. Which groups are most likely to disengage from school during early adolescence? A. girls and affluent adolescents B. girls and students from poor families C. boys and affluent adolescents D. boys and students from poor families 59. Taisha was discouraged from taking math classes throughout her high school years. Although she is intelligent, a likely long-term implication of this biased tracking is that Taisha will: A. not pursue a college education. B. miss the opportunity to pursue certain careers for which she may be well qualified. C. attempt to take these classes on her own. D. bring a lawsuit against her school for discrimination. 60. Sarah was placed in an advanced track at school. Which of the following is Sarah not likely to experience? A. more challenging instruction B. better teaching C. classroom activities that emphasize critical thinking D. classroom activities that emphasize rote memorization 61. According to the textbook, being placed in a more advanced track has which of the following effects? A. negative influence on school achievement B. positive influence on subsequent course selection C. negative influence on ultimate educational attainment D. positive effect on retaining a strong interest in school 62. According to a recent analysis of national data discussed in the textbook, Black students were especially likely to be enrolled in: A. average-track math and science classes but lower-track English classes. B. lower-track English classes, even after taking into account students' socioeconomic status. C. lower-track math classes in schools in which Blacks are in the minority, even after taking into account students' qualifications. D. lower-track math classes in schools in which students are required to take placement exams. 63. Which of the following is a mechanism by which higher-socioeconomic parents help their children become enrolled in higher-track classes? A. Adolescents from more well off families more frequently consult with their parents about what courses to take B. Higher-socioeconomic parents frequently succeed in lobbying their child's school for a changed track placement. C. Both A and B. D. None of the above. 64. Michelle has been placed in a school program for gifted children. She was probably selected because she: A. has a high IQ. B. is a creative thinker. C. developed language skills early. D. earns good grades.

65. A learning disability: A. is related to emotional problems such as divorce. B. may be caused by a neurological problem. C. is usually related to hearing impairments. D. can be corrected with special tutoring. 66. Although Chris is significantly delayed developmentally he goes to a regular grade school; takes classes in social studies, music, and physical education with the non-handicapped students; and goes to special classes to learn about reading and arithmetic. This situation is an example of: A. mainstreaming. B. functional education. C. higher-order learning. D. education compensation. 67. Under current federal law, children with learning disabilities must be: A. mainstreamed whenever possible. B. educated by tutors at home. C. enrolled in special schools. D. placed in after-school "catch-up" programs. 68. Which adolescent would be expected to have the most positive academic self-concept? A. Anne Marie, a gifted student who takes special classes for gifted students B. Claudia Jean, a gifted student who is integrated into the regular classroom C. Patricia, a student with a learning disability who is integrated into the regular classroom D. Cassie, a student with a learning disability who takes special education classes with other learning disabled students 69. Susannah's school psychologist has recently determined that Susannah has a learning disability. Her parents are concerned about the effects this will have. Which effect should the psychologist warn her parents about? A. Susannah may have trouble making friends. B. She is more likely to drop out of school. C. She will have more trouble coping with school. D. All of the above. 70. Specific learning disabilities are _____ and examples are _____ (impaired ability in reading or spelling), _____ (impaired ability in handwriting), and _____ (impaired ability in arithmetic). A. common; dyslexia; dysgraphia; dyscalculia B. common; dysgraphia; dyslexia; dyscalculia C. rare; dyslexia; dysgraphia; dyscalculia D. rare; dysgraphia; dyslexia; dyscalculia 71. Experts recommend that adolescents with specific learning disabilities receive: A. no special treatment. B. exclusive mainstreaming treatment. C. school vouchers to attend private schools. D. extra instruction in study skills, time management, organization skills, note-taking, and proofreading. 72. Adolescents who have academic difficulties that can be traced to persistent and impairing symptoms of inattention, impulsivity, and hyperactivity may have: A. dyscalculia. B. dysgraphia. C. dyslexia. D. attention deficit/hyperactivity disorder.

73. Adolescents who have ADHD are at risk for: A. delinquency. B. substance abuse. C. anxiety and depression. D. adolescents who have ADHD are at risk for all of these problems. 74. Common treatments for ADHD include: A. stimulant medication. B. antidepressants. C. psychological therapies. D. All of these are treatment options. 75. By the 1960s, after Brown v. Board of Education of Topeka, schools were called on to: A. offer more courses in math and science. B. implement desegregation programs. C. provide opportunities for work-study programs. D. become more academically demanding. 76. Samantha attends a public school that has a great deal of freedom to set its own curriculum. This type of school is referred to as what in your textbook? A. public school B. private school C. parochial school D. charter school 77. As a follow-up to the Supreme Court rulings in Brown v. Board of Education of Topeka (1954, 1955), in which the Court found that it was unconstitutional to maintain separate schools for children on the basis of race, the Supreme Court rule in 2007 that school districts may no longer: A. use race as a factor in deciding how to assign students to schools. B. renew employment contracts with teachers who are written up for racial biasness in the classroom. C. be fully funded if one ethnicity comprises more than 65 percent of the entire student body. D. draw students from different neighborhoods (bus students to school). 78. Beth attends a multiethnic school. Compared to schools that are less well balanced, Beth is most likely to feel: A. safer. B. less lonely. C. less harassed. D. Beth is likely to feel all of the above. 79. Kelly's parents are disappointed with the education she is receiving in her public high school, so they have been investigating alternative options. Assuming Kelly's parents are financially strapped but want to send her to a private school, which of the following should they do? A. obtain government-subsidized school vouchers to use for private school tuition B. send her to a less expensive inner-city public school C. refuse to send her to school at all D. tell her to make do with her current school situation 80. According to the textbook, why do private school students academically outperform students at public schools? A. Private school teachers are better trained and are generally better teachers than public school teachers. B. Teachers at private schools are more committed to the students than the teachers at private schools. C. Because of the characteristics of the students who attend private schools. D. Private schools have more rigorous lesson plans and are in school more days a year than public schools.

81. Which of the following classroom climates is not related to increased student achievement? A. classroom climates that promote competition between students B. classroom climates that promote cooperation between students C. classrooms that are more orderly and disciplined D. classrooms that combine a moderate degree of structure with high student involvement 82. The recent, get-tough approach to dealing with violence in schools that has been hotly debated among researchers is known as: A. the total intolerance approach. B. the complete prevention approach. C. the zero-tolerance approach. D. the absolute zero approach. 83. As discussed in your textbook, the major characteristics of good schools include all but which of the following? A. being integrated into the community (e.g., with local colleges or businesses) B. an emphasis on intellectual activities C. emphasizing rote memorization and passive listening in classrooms D. employing committed teachers and giving them the freedom to plan their curricula 84. According to the textbook, which of the following explanations support why some researchers believe the availability of private schools in urban areas has contributed to racial segregation? A. many White students who would otherwise attend their neighborhood public school attend private school instead B. many White teachers choose to work at private schools C. There are no regulations prohibiting private schools from using ethnicity in admission decisions. D. Black families have negative stereotypes about private schools. 85. All of the following are factors associated with higher performance of students as a result of the social capital in Catholic schools relative to other schools, except: A. close links between the schools and the students' families. B. more discipline. C. more homework. D. better use of academic tracking. 86. Which of the following is most important in influencing adolescents' learning and psychosocial development? A. school climate B. size of the school C. amount of money spent on extracurricular activities D. racial composition of the school 87. Which aspect of the school climate is the least important in influencing psychosocial development during adolescence? A. class size B. teacher-student interactions C. use of classroom time D. standards and expectations 88. Ms. Willingham sets high standards for her students but is very responsive to their needs. What type of teaching style is this characteristic of? A. autocratic B. authoritarian C. authoritative D. permissive

89. What kind of family environment most closely resembles the optimal classroom environment? A. authoritarian B. authoritative C. indifferent D. autocratic 90. Which of the following has the least effect on student achievement? A. families B. peer groups C. the classroom D. neighborhoods 91. According to a national survey, how many students in American public schools have been victims of violence? A. 1 out of 4 B. 2 out of 4 C. 1 out of 40 D. 2 out of 40 92. With respect to violence in schools: A. the number of school shootings has been steadily increasing since the 1990s. B although school shootings that garner public attention generally involve White youth, a disproportionate . number of homicides in schools involve non-White youth. C. homicide in schools involves primarily White students. D. school officials are becoming more skilled at identifying which students are most likely to be involved in school shootings. 93. Which boy is most likely to commit an act of lethal violence? A. Mitchell, who has mental health problems B. Miguel, who has easy access to guns C. Martin, who has recently dropped out of school D. Researchers have not identified a reliable mechanism for identifying which students will commit a lethal crime. 94. Research has shown that teachers tend to favor high-achieving students by providing extra cues for answers and more positive nonverbal behaviors than for lower-achieving students. Such evidence provides support for the notion that teachers' expectations may contribute to: A. superior performance of lower-achieving students. B. better performance of all students. C. lower performance of all students. D. the self-fulfilling prophecy. 95. One potential explanation for the finding that gifted students who are integrated into regular classrooms have more positive academic self-conceptions than those in special classes is: A. the standing-on-the-shoulders-of-giants effect. B. the big-fish-little-pond effect. C. the upward-social-comparison effect. D. the bird-in-the-hand effect. 96. Kerry and Kristie's teacher accidentally got their test scores mixed up and mistakenly thought that Kerry was the more intelligent of the two girls. At the end of the year, her records demonstrated that, indeed, Kerry had gained more and performed at a higher level than Kristie. This is best thought of as an example of: A. goodness-of-fit. B. the self-fulfilling prophecy. C. mainstreaming. D. higher-order thinking.

97. The extent to which students are psychologically committed to learning and mastering the material rather than simply completing the assigned work is called: A. self-fulfilling prophecy. B. student engagement. C. tracking. D. desegregation. 98. Generalizing from the textbook, who would benefit most from summer school? A. Ron, an adolescent living in a low-SES neighborhood B. Bill, an adolescent living in a high-SES neighborhood C. both Ron and Bill D. neither Ron nor Bill 99. Today, _____ of high school graduates enroll in college immediately after graduation. A. more than three-fourth B. approximately one-third C. approximately one-half D. more than two-thirds 100.Based on the textbook, which of the following statements is not an accurate description of most other industrialized nations? A. postsecondary education is likely to be monopolized by monolithic public universities B. individuals are often separated into college- and non-college-bound tracks early in adolescence Cpostsecondary education systems are composed of a wide variety of public and private two- and four. year institutions, some emphasizing a liberal arts education and others focusing more on technical, vocational, and pre-professional training D. all high school students are not housed in a comprehensive high school 101.Of the students who enter college, what percent complete their degrees within six years? A. a little more than 20% B. fewer than 40% C. fewer than 60% D. just about 75% 102.What is the paradox of dropping out of school? A. Students who drop out are often more successful than students who graduate. B. Students who drop out are typically the ones who are most harmed by doing so. C. There is little correlation between later success in the workplace and finishing high school. D. Students who drop out develop a better sense of what life is all about. 103.During the school year, the rate of academic progress was equal between students with highersocioeconomic status and disadvantaged students. During the summer months: A. higher-socioeconomic students' scores declined. B. disadvantaged students' scores declined. C. Both high- and low-income students' scores declined. D. Both high- and low-income students' scores remained the same. 104.What would Stephanie, a high school student, say is the best part about going to school? A. learning new information B. being with friends C. interacting with the teachers D. participating in extracurricular activities

105.Tracking is an important and controversial issue in today's classrooms. Define this issue and illustrate three reasons why this can be problematic.

106.One of your friends has a daughter who will be entering seventh grade next year at a new middle school. Your friend has heard that in general, students' academic motivation, self-image, and school grades all decrease as they leave elementary school and enter middle school. He wants to know why this might happen, and seeks your advice on what to expect and how to help his daughter through this transition. What do you tell him?

107.When it comes to school size, is bigger better? Discuss what you know about research on school size and extracurricular activity participation among high school students.

108.You've just received a frantic phone call from one of your cousins whose son will soon be "graduating" from elementary school. Your cousin has to make a decision about where to send the boy next year and, of course, wants him to have the best education possible—within her financial constraints. Knowing you are studying adolescent development, she asks you what type of school you think is best and asks about school vouchers, wondering if they could help defray the potential costs of private schooling. How can you help her? What advice would you give your cousin about where to send her son to school, based on research findings?

109.Kate is a new teacher for students of adolescent psychology and she wants to know what she can do to maximize her students' learning and achievement. Based on research discussed in the textbook, what can Kate do to establish a classroom climate most conducive to learning and academic achievement?

110.Imagine that you (an adolescent development expert!) have been asked to talk to city council members about the No Child Left Behind Act. The council wants to know the history of the act, including a discussion of why it was signed into law, and the intended, as well as unintended, effects. Be sure to discuss the problems with the original NCLB Act, and discuss what the current administration is doing to remedy the problems that had developed during the early years of the policy.

Chapter 06 Key 1. B 2. A 3. A 4. D 5. B 6. C 7. B 8. A 9. C 10. D 11. D 12. A 13. D 14. A 15. B 16. A 17. D 18. A 19. A 20. B 21. D 22. D 23. B 24. C 25. D 26. B 27. B 28. A 29. B 30. B 31. D 32. D 33. B 34. B 35. A 36. D

37. A 38. D 39. C 40. D 41. C 42. C 43. D 44. D 45. A 46. B 47. A 48. B 49. B 50. D 51. A 52. A 53. D 54. D 55. C 56. A 57. C 58. D 59. B 60. D 61. B 62. C 63. C 64. A 65. B 66. A 67. A 68. B 69. D 70. A 71. D 72. D 73. D 74. D

75. B 76. D 77. A 78. D 79. A 80. C 81. A 82. C 83. C 84. A 85. D 86. A 87. A 88. C 89. B 90. C 91. A 92. B 93. D 94. D 95. B 96. B 97. B 98. A 99. D 100. C 101. C 102. B 103. B 104. B

d) Tracking can contribute to polarization of the students within a school, creating subcultures that do not overlap and may feel hostile toward one another. c) It is very difficult for students to move to a higher track once they have been placed, especially if they are an ethnic minority. b) The problems exist most among the low-tracks or low-ability groups who may receive an inferior education, rather than just a different education. a) Tracking is the process of separating students into different levels of classes within the same school. Although some have argued that tracking students allows teachers to design lessons that match students' actual abilities, others argue that students placed in the lower tracks or in low-ability groups within classrooms sometimes receive a markedly inferior (not just a different type of) education than those in the higher tracks or groups. Being tracked also has an impact on an adolescent's friendships—they tend to socialize with peers only from the same track or academic group. This can polarize the student body of a school and contribute to the development of different subcultures among the students that feel hostile toward one another. Once a student is placed in a lower track, it is very difficult for the student to move up, and there have been research studies that suggest some placement into remedial tracks is racially or economically prejudiced. Additionally, middle-class and White students initially placed in lower tracks are more likely to be moved into higher ones. Key Points: 105. Tracking is the process of separating students of differing academic abilities into different levels of classes (e.g., high/advanced, normal/ average, and low/remedial) within the same school. Some are identified as more challenging and rigorous and are reserved for students who are seen as being especially capable (e.g., the honors classes, advanced placement track classes). Three major problems have been associated with tracking in high schools.

f) Understanding adolescent development and good parenting skills helps parents assist their children with smooth transitions. e) Having close friends who do well in school helps ease the transition to middle or junior high school. d) Teacher traits such as confidence in their teaching ability, dedication, lack of cultural and gender stereotypes, and ability to engage students help make the transition to middle or junior high school smoother for adolescents. c) Teachers with special training in adolescent development help adolescents make the transition to middle or junior high school. b) Difficulties with the transition could be due to the transition itself or to the nature of the differences between elementary and middle/junior high school. a) Drops in motivation, grades, and self-image are normal when transitioning from elementary school to middle school or high school and are usually temporary. 106. Assure your friend that these changes are normal, and may be related to changes adolescents go through in puberty, or to differences in the way teachers grade, or to other issues the adolescents are going through as they move from familiar settings to larger, more anonymous schools. Because scores on standardized achievement tests do not decline during this time, it is likely that the drop in grades may be more a reflection of changes in grading practices and student motivation than in students' knowledge. However, researchers do not agree about whether the drop in academic motivation and achievement between elementary and junior/middle school is due to the transition itself or to the nature of the differences between elementary school and middle or junior high school. If it's possible for him to decide which school his daughter should attend, he could look for a smaller school (experts agree that the ideal school size is between 600 and 900) that has a close tie to the community in which it is located. He should also do some research to ensure that the school has well qualified teachers who have special training in adolescent development. By talking with the teachers he can get a sense of their training, confidence in their teaching ability, dedication to teaching and their students, whether they hold cultural or gender stereotypes, and whether they encourage students to become actively engaged in their own education. With respect to his daughter, her transition will be easier if she has close friends who do well in school who are going to the same school with her. More vulnerable adolescents, adolescents with fewer sources of social support, and adolescents moving into more impersonal schools may be more susceptible to the adverse consequences of this transition than their peers are. Assure him that generally the changes are temporary and that not all students experience them. He can especially help her if he has a good understanding of adolescent development and good parenting skills. Key Points:

d) Students in smaller schools feel needed, have positions of leadership, and are better able to participate in extracurricular activities. c) Lower ratios of interested students per activity. b) Easier to participate. a) Smaller schools are better than larger schools. 107. According to research studies, students may benefit from attending smaller schools (ideal size: 600-900 students). Although large schools are able to offer a more diverse curriculum and a more varied range of extracurricular activities, the greater number of students attending large schools makes participation in school activities more difficult. In fact, the actual rates of participation in different activities are only half as high in large schools as in smaller schools. As such, in larger schools, students tend more often to be observers than participants in school activities. Students in small schools are more likely to feel needed, more likely to be placed in positions of leadership, and more likely to have had experiences that they feel have helped them to develop their skills and abilities. For academically marginal students, especially, large schools can be quite alienating. Some evidence also suggests that there is more inequality in students' educational experiences in larger schools, where students may be sorted into tracks of differing quality. In small schools, in contrast, it is more likely that all students are exposed to the same curriculum, if only because the school cannot afford to offer more than one. Key Points:

d) More important than school type, however, is school quality. List and describe the five characteristics of a good school: an emphasis on intellectual activities, committed teachers, teachers with specialized training in adolescent development, being well integrated into the community they serve, and ensuring that students actively participate in their education. c) Research concerning charter, public, and private schools is inconclusive in terms of their success. b) School vouchers may be available to help pay some costs of private schools. a) Educational options include public, private (independent or parochial), and charter schools. 108. Begin by telling your cousin that she has a choice of type of school, including public, private, and charter (independent public schools that may operate outside some state-imposed constraints). Education vouchers may be available to help defray the expense of sending her son to a private school, but she would have to check this out with her local school district, with her tax consultant or financial advisor, or with a state agency. So far, evaluations of charter schools, privatization, and school vouchers have not provided consistent evidence that would favor one school type over any of the others. More important than type of school, however, is that the public school system in her area may be superior to the others as school quality is known to vary widely even in the same geographical area. Instead of worrying too much about school type, you should advise her to check out all the schools she is considering, and to be sure they possess as many of the five specific characteristics of good schools as possible. The five characteristics of a good school are emphasizing intellectual activities as their priorities, employing committed teachers who are given enough freedom to plan their own lessons, being well integrated into the surrounding community and forging ties with local universities or employers, having teachers who are well qualified and have received specialized training in teaching adolescents, and finally, ensuring that students actively participate in their own education by providing a warm and orderly classroom atmosphere that relies as little as possible on rote memorization of information. Key Points:

d) Students do best when teachers spend a high proportion of time on lessons, begin/end lessons on time, provide clear feedback and expectations, and give ample praise. c) Both students and teachers are more satisfied in classes that combine a moderate degree of structure with high student involvement and high teacher support. b) Students achieve more when teachers are supportive and demanding. a) How teachers interact with students, how classroom time is used, and what sorts of standards and expectations teachers hold for their students are all more important than the size of the school, the way age groups are combined, or the ethnic composition of the school. 109. Most social scientists and educators now agree that the most important school-related influences on learning and psychosocial development during adolescence are those seen in more immediate environments of the school and classroom. Specifically, how teachers interact with students, how classroom time is used, and what sorts of standards and expectations teachers hold for their students are all more important than the size of the school, the way age groups are combined, or the ethnic composition of the school. Students achieve and are engaged more in school when they attend schools that are responsive and demanding. Many research studies have indicated that positive school climates—where relationships between students and teachers are positive and teachers are both supportive and demanding—enhances adolescents' psychological well-being as well as their achievement. Additionally, both students and teachers are more satisfied in classes that combine a moderate degree of structure with high student involvement and high teacher support. In these classes, teachers encourage their students' participation but not let the class get out of control. Classes that are too task oriented—particularly those that also emphasize teacher control—tend to make student anxious, uninterested, and unhappy. Students do best when their teachers spend a high proportion of time on lessons (rather than on setting up equipment or dealing with discipline problems), begin and end lessons on time, provide clear feedback to students about what is expected of them and about their performance, and give ample praise to students when they perform. Key Points:

d) Discuss how policy makers are trying to fix some of the problems with the original NCLB Act. c) Mention the unintended side effects (gaming the system, teaching to the test, pushing low achieving students out of school). b) Mention that NCLB was designed to ensure that all students, regardless of ethnic or socioeconomic background, deserve a high quality education. a) Discuss why NCLB was developed (concerns over the fact that a huge proportion of American students do not meet minimal standards for academic performance, with poor performance being significantly more common among minorities). 110. Amidst growing concerns that inner-city schools were not producing graduates who could compete for high-skill jobs, and in response to a public increasingly interested in alternatives to conventional public education, the No Child Left Behind Act was signed into law in 2002. There was also concern that students were being promoted from one grade to the next regardless of academic performance (social promotion). The NCLB legislation mandated that states ensure that all students, regardless of their economic circumstances, achieve academic proficiency. NCLB required that schools create and enforce academic standards by annually testing all students and by reporting the results of students' performance to the public. Underperforming schools initially would be given an opportunity to do a better job the following year, by providing additional instruction, tutoring, or special services for students who needed them. Schools that continued to fail eventually would have funding taken away and could be forced to close. In theory, NCLB—that every student deserved a high quality public education—appealed to educators and parents alike. Unfortunately, in practice, NCLB was very problematic from the start. States complained that they did not have the resources to conduct the mandated assessments (or to respond to students' poor performance). Teachers started "teaching to the test" and subjects not on the test were at risk of losing funding. Also, schools were indeed "gaming the system" (setting their standards especially low) and school districts were reporting averages without revealing the huge performance gap between the low achieving and high achieving students. NCLB is still an active policy and the Obama administration is trying to fix some of these issues. First, the education secretary stressed the need to have high standards for all students, and the need for a set of common standards across all 50 states. The administration is also trying to build more flexibility into NCLB by encouraging schools to experiment with different approaches to raise student achievement ("Race to the Top"). Also, schools are encouraged to develop better ways of evaluating their teachers. At this point, it is unclear whether these reforms have had a positive impact on student achievement. Key Points:

Chapter 06 Summary Category Steinberg - Chapter 06

# of Questions 110

Chapter 07 Student: ___________________________________________________________________________

Today's teenagers spend the most hours: A. on schoolwork. B. with members of their families. C. on leisure activities. D. working.

All of the following led to an increase in free time for contemporary adolescents, except: A. organized youth movements. B. compulsory schooling. C. improved economics after World War II. D. adolescents gained more autonomy and became consumers with plenty of discretionary income.

What is the main difference in time-use between 15- to 17-year-olds in the late 1970s and 15- to 17-yearolds in the early 2000s? A Boys had a significant decline in the proportion of time devoted to paid jobs and girls had a significant . increase in time devoted to leisure activities. B. There was a significant decline in time devoted to homework among girls. C. Among boys and girls, there was a significant decline in the proportion of time devoted to paid jobs and leisure activities. D Among boys and girls, there was a significant decline in the proportion of time devoted to paid jobs and . a significant increase in time devoted to leisure activities.

According to a survey conducted in the early 2000s, how do adolescents spend most of their leisure time? A. in passive activities B. on the computer C. in physical activities D. in intellectual activities

Adolescents spend the least amount of time on _____ activities and the most amount of time on _____ activities. A. productive; maintenance B. productive; leisure C. maintenance; productive D. maintenance; leisure

Expanding opportunities for adolescents to get involved in athletics, drama group, or another extracurricular activity would be associated with all but which of the following outcomes? A. enhancing their feelings of self-confidence and self-esteem B. higher school achievement C. increasing their contact with adult role models D. increasing the likelihood that they drop out of school

What is the best way to conceptualize adolescents' free time? A Adolescents' free time is best thought of as a "zero sum" phenomenon, whereby involvement in one . activity displaces involvement in another. B There appear to be well-rounded adolescents who have substantial time commitments across many . different activities and others who do not participate in anything. C. There appear to be two groups of adolescents: those who focus on one type of activity and others who are nonparticipants. DThere appear to be adolescents who have substantial time commitments across many activities, . adolescents who focus on one type of activity, and adolescents who do not participate in any activities.

American high school students spend fewer than _____ hours per week on homework, whereas Japanese, Taiwan, and India high school students average closer to _____. A. 10; 20 hours per week B. 20; 20 hours per week C. 5; 5 hours per day D. 5; 5 hours per week

Which adolescent is least likely to spend leisure time reading? A. Jeanne Marie, who lives in France B. Valheida, who lives in Austria C. Jeannette, who lives in the United States D. Momoko, who lives in Japan

10. The proportion of American high school students holding part-time jobs has decreased over the past two decades. Which of the following is not an explanation for this? A. Educational reformers began calling for tougher standards in high school. B. Fewer and fewer individuals sought college admission. C. The recession during the first decade of the twenty-first century left many educated and qualified adults without jobs. D The growth of new technologies during the first part of the twenty-first century expanded leisure . opportunities for many teenagers. 11. Which adolescent is most likely to spend free time with friends? A. Jenny, who lives in the United States B. Genevieve, who lives in France C. Juana, who lives in Span D. Jae, who lives in Korea 12. Approximately how many of today's high school students will have worked in an after-school job before graduating? A. a handful B. about 1 in 2 C. less than 10% D. the majority 13. Which of the following statements about the history of the student worker is not true? A. The proportion of American high school students holding part-time jobs rose dramatically during the 1970s. B. The proportion of American high School students holding part-time jobs has decreased in the last 15 years. C The proportion of American High school students holding part-time jobs increased dramatically during . the first decade of the twenty-first century. D The proportion of American high school students holding part-time jobs declined during the first four . decades of the twentieth century. 14. According to the textbook, all of the following contributed to the rise of the adolescent workplace in the United States, except: A. industrialization. B. the expansion of the service sector. C. the expansion of the retail sector. D. a relatively short school day compared with other countries. 15. Which of the following characteristics of the retail and restaurant industries contributed to the rise in adolescent employment? A. need for part-time workers B. abundance of low-wage positions C. short shift schedules D. All of the above.

16. Compared to other times in recent history, how many adolescents have after-school jobs today? A. Fewer adolescents have after-school jobs today than in recent history. B. More adolescents have after-school jobs today than at any time in recent history. C. The proportion of adolescents who have after-school jobs has been relatively stable for the last four or five decades. D. None of these statements is true. 17. Older students are more likely to hold _____ jobs and working teenagers in rural areas are more likely to be employed in _____ jobs. A. formal; agricultural B. formal; informal C. service jobs; agricultural D. service jobs; informal jobs 18. What kind of job is an eighth grader most likely to have? A. baby-sitting or childcare B. farm or agricultural job C. store clerk or salesperson D. fast-food-related job 19. According to the textbook, in general, how does employment affect adolescent development? A. Working helps adolescents develop a sense of responsibility and prepares them for the transition to adulthood. B. Working interferes with other activities, such as school. C. Working promotes the development of undesirable behaviors, such as drug and alcohol use. DThe question of how adolescents are affected by working depends on many factors, including the nature . of the job, the number of hours worked each week, and the aspect of development studied. 20. Who is more likely to hold a part-time job during high school? A. Gino, a Canadian adolescent B. Cheri, a Swedish adolescent C. Hope, a Japanese adolescent D. Selena, an American adolescent 21. Ryan did a survey at his middle school of the most common after-school jobs for the eighth-grade class. What are his results likely to say? A. movie theater usher and nurses' aide B. baby-sitting and lawn work C. fast-food worker and clothing store cashier D. receptionist and paper carrier 22. Hillary is a high school senior. Which of the following jobs is she most likely to have? A. food server at a restaurant B. baby-sitter C. gardener D. housekeeper 23. Overall, the greatest number of working high school students are employed in: A. construction and manual labor. B. restaurants and retail establishments. C. offices and other clerical settings. D. factories and manufacturing plants. 24. Parker, a senior in high school, is looking for a job. What type of job is he least likely to take? A. stock boy in a retail store B. cashier at a minimart C. pizza delivery driver D. baby-sitter

25. Stan's parents both work long hours. They are concerned that he doesn't have enough interaction with adults. If they want him to be exposed to positive interactions with adult role models, which of the following activities should they not encourage him to do? A. join the high school baseball team B. run for student council C. get a job at the local music store D. joining the drama team and audition for the school play 26. Research assessing adolescent work experiences found: A. adolescents have little opportunity to interact with other adolescents on the job. B. adolescents often form close relationships with adults with whom they work. C.high rates of misconduct on the job among adolescent workers (stealing from employers, lying about the number of hours worked). D. adolescents find it easier to talk about their personal problems with adults at work than with their parents. 27. Which of the following is true of most adolescents' jobs? A. They encourage adolescents to behave independently. B. They require challenging decision making. C. Adolescents are rarely required to use skills taught in school. D. Adolescents receive strict instruction from supervisors. 28. Overall, teenagers are least likely to comment that their jobs: A. are dreary. B. offer good learning experiences. C. provide opportunities to exercise responsibility. D. pay well. 29. Generally speaking, why are part-time jobs less common in European countries? A As the school day lasts well into the late afternoon, the scheduling of part-time jobs in most European . countries is not well suited to the daily routines of students. B. Many low-class parents feel that it is inappropriate for their children to have jobs while attending school. C. There are not as many opportunities for part-time employment in European countries as there are in the United States. D. There are laws in many European countries that prevent schoolchildren from working. 30. Which of the following statements is not supported by research with regard to adolescent employment? A. Working builds character, teaches adolescents about the "real world," and helps them prepare for adult responsibilities. B. The benefits of working during adolescence have been overstated. C. Intensive employment during the school year may be detrimental to adolescent development. D. Intensive employment during the school year may be detrimental to adolescents' preparation for adult work. 31. A U-shaped or inverted-U pattern of results, as seen in studies that have examined how adolescents' moods change over time when with their families, is called what? A. a curvy line pattern B. a linear pattern C. a quadratic pattern D. a curvilinear pattern 32. Ruben works over 20 hours a week during the school year and Marianne does not work at all. Ruben, compared to Marianne, is more likely to: A. become more socially responsible. B. know how to manage his money better. C. drop out of school. D. not engage in drug and alcohol use.

33. Lisa earns approximately $300 a month from her part-time job. She is most likely to spend the money on: A. family necessities. B. leisure activities C. household expenses. D. college expenses. 34. Having more income than one can manage during early adolescence has been called: A. precocious income. B. displacement abundance. C. occupational disparity. D. premature affluence. 35. Which of the following is not an effect of premature affluence? A. decreased satisfaction with their financial situations as young adults B. increased social belongingness C. increased drug and alcohol use D. having a relatively luxurious standard of living 36. Which of the following is an adolescent the least likely to spend their job earnings on? A. drugs and alcohol B. designer clothing C. higher education D. stereo equipment 37. What makes adolescents attractive targets for a variety of businesses? A. the size of the adolescent population B. the prevalence of student employment C. the fact that adolescents save less than any other age group D. All of the above. 38. As discussed in the textbook, adolescents who work more than 20 hours weekly are more likely than their peers to: A. be absent from school. B. graduate from high school. C. spend more time on their homework. D. be less cynical about the workplace. 39. Which of the following is not associated with adolescents who work? A. greater absences from school B. greater enjoyment of school C. less time spent on homework D. earn lower grades 40. Much of adolescents' money is spent on discretionary purchases related to leisure activities. Additionally, many adolescents spend money on ____, which accounts for one-sixth of the amount of dollars spent each year on _____. A. alcohol and cigarettes; alcohol B. computer software; computer software C. drugs such as marijuana and cocaine; illegal drugs D. health-related injuries; emergency visits 41. Which of the following has not been found to be a characteristic of adolescents who work more than 20 hours per week? A. lowered school achievement B. copying homework from friends or other forms of cheating C. more involvement in extracurricular activities D. taking less demanding classes

42. How are nonworking students affected when large numbers of students in their school work? A. They become jealous of their working peers' affluence. B. The quality of their education suffers because many teachers lower classroom expectations and assign less homework. C. They develop similar problem behaviors, such as cheating and losing interest in school. D. They are not generally affected. 43. Abner works long hours on weekends and after school. Research suggests that Abner: A. is likely to develop a strong sense of responsibility. B. is less likely to engage in delinquent activities than his nonworking peers. C. may have a higher likelihood of engaging in minor delinquency than his peers. D. likely to report his fellow workers for their delinquent behavior. 44. Cory works long hours. According to the research presented in the textbook, Cory might increase in which of the following? A. aggression B. school misconduct C. minor delinquency D. All of the above. 45. Pam smokes marijuana every weekend. Based on the options below and according to the textbook, which scenario is most likely? A. Pam is unemployed. B. Pam works long hours. C. Pam is spending too much time with her supervisor. D. Pam's job is not very stressful. 46. Approximately ____ of teens are out of school, unemployed, and looking for full-time work. A. 3% B. 15% C. 25% D. 40% 47. Which of the following statements about unemployed youth is false? AToday, the unemployment rate among recent high school graduates who have not continued their . education is similar to the unemployment rate among high school dropouts. B. The majority of unemployed youth are individuals who have not gone very far in school. C Today, the unemployment rate among dropouts is twice as high as it is among recent high school . graduates who have not enrolled in college. D Five years ago, the unemployment rate among dropouts was twice as high as it was among recent high . school graduates who were not in college. 48. According to research by Wayne Osgood and colleagues, the combination of several factors encourages delinquency and other problem behaviors among adolescents. This view is called the routine activity theory, and all but which of the following are thought to be major contributing factors to this combination? A. a lack of structure B. lower-than-average intelligence C. socializing with peers D. the absence of adult supervision 49. With respect to the rate of unemployment, which of the following is a "recent" phenomenon? A. the high unemployment rate for high school dropouts B. the high rate of unemployment among high school graduates who do not go to college C. the high rate of unemployment for high school dropouts and non-college-bound high school graduates D. None of these is a recent phenomenon.

50. Considering the changing labor market, which of the following strategies would be most likely to prevent high rates of youth unemployment? A. to give employers financial incentives to employ undereducated employees B. to reform schools so that all students graduate with enough academic skills to enroll in college C. to change the age limit of service jobs D. to expand employment opportunities in the private sector 51. Drawing on research that shows that certain extracurricular activities benefit adolescents, and research showing the potential dangers of leaving adolescents unsupervised after school, some experts have argued that well-designed programs will not only deter problem behavior but also encourage youth to develop strengths. This emphasis on developing positive attributes is known as what? A. pro-bono youth development B. preventative youth development C. cultivating decent youths D. positive youth development 52. Who of the following is most likely to be involved in extracurricular activities? A. youth from more affluent families and youth who earn average or below-average grades B. students from larger schools C. youth who earn better grades D. youth in more urban communities 53. Research suggests that the most reliable way to combat the unemployment problem of adolescents who are not attending school is through: A. job training. B. volunteer programs. C. participation in the Armed Forces. D. helping adolescents stay in school. 54. Which of the following statements about extracurricular participation is true? A Students who are highly involved in extracurricular activities at the beginning of high school are likely . to stay highly involved throughout high school. BThough popular activities are likely to remain popular during all four years of high school, the specific . participants who choose to become involved in these activities is likely to undergo frequent changes. C Students who are uninvolved in extracurricular activities at the beginning of high school are likely to . become highly involved by the end of high school. D. Extracurricular overscheduling of youth creates pressures that compromise adolescents' mental health. 55. The Experience Sampling Method involves: A. observing individuals in their natural setting. B. witnessing change in the makeup of the population. C. adolescents carrying beepers and reporting their moods when paged. D. researchers becoming participants during their observations. 56. The Experience Sampling Method was created by: A. Greenberger. B. Larson. C. Steinberg. D. Bachman. 57. Larson's study that used the experience sampling method investigated whether adolescents' moods varied as a function of whom they were with and whether the connection between mood and companionship changed with age. What were the primary results of the study? AIn general, adolescents' moods are generally most positive when they are with their friends, least . positive when they are alone, and somewhere in between when they are with their family. B Between grades 5 and 9, adolescents' moods while with friends become more positive, whereas their . moods while with their family follow a curvilinear pattern. C. Both of these statements are true. D. Neither of these statements is true.

58. Emma is dancing to her favorite song on the radio when her electronic pager goes off. Emma proceeds to pull out a notebook and record her current emotional state. This type of data collection is called: A. ethnography. B. participant observation. C. Experience Sampling Method. D. demography. 59. When are adolescents usually in the "worst" mood? A. when they are with friends B. when they are working C. when they are with their family D. when they are alone 60. Between grades 5 and 9, adolescents' moods while with friends become more positive, whereas moods while with their families follow a(n) _____ pattern. A. increasingly positive B. increasingly negative C. neutral D. curvilinear 61. Ivan, a teenager, is most likely to expend high levels of concentration and interest when he is: A. with his friends. B. in school. C. playing sports. D. watching television. 62. Kent has been involved in minor delinquent behavior. In order to curb this type of behavior, Kent's parents should: A. encourage Kent to get a full-time job. B. encourage Kent to get a part-time job. C. enroll Kent in a larger school. D. enroll Kent in a school-sponsored extracurricular activity. 63. The most popular type of extracurricular activities is: A. athletics. B. music. C. academic clubs. D. occupational clubs. 64. Aside from athletics, which types of extracurricular activities are next most popular among adolescents? A. music-related and academic-related B. academic-related and church-related C. occupation-related and music-related D. church-related and occupation-related 65. Jeb has the choice of several after-school activities. Statistically, he is the most likely to choose: A. music. B. science. C. athletics. D. a job.

66. Dr. Eckert wants to learn whether students with high self-esteem are more likely to participate in extracurricular activities, or if participation in extracurricular activities enhances adolescents' psychological well-being. She is most likely to understand a cause-and-effect relationship between psychological well-being and extracurricular activities by using which type of study? A. cross-sectional B. prospective C. longitudinal D. All of the above. 67. The three dominant theories concerning the media's impact on adolescent development today include all but which of the following? A. the media practice model B. the routine activity theory C. the uses and gratifications approach D. cultivation theory 68. What proportion of American households has at least one television? A. Virtually all American households have at least one TV. B Except for adolescents who live in low-income, single-parent, or disadvantaged homes, the majority of . American households have at least one TV. C. More than 50% of American households have at least one TV. D Virtually all middle-class and upper-class households have at least one TV; however, about 50% of . lower-income families have a TV. 69. Many studies find that rates of smoking, drinking, and drug use are _____ among teenage workers than nonworkers, especially among students who _____. A. lower; choose not to work at all B. higher; also participate in athletics C. higher; choose to work long hours D. higher; are involved in 2 or more extracurricular activities 70. How has the digital divide changed over the last 50 years? A. As a result of the accessibility of new technologies, the digital divide has continued to grow. B. As public access to the Internet has spread, the digital divide has become larger. C. Because the Internet has become more accessible to more and more people, the digital divide has become much smaller. D. Because smartphones have become more popular and common, the digital divide has become larger in recent years. 71. In recent years, studies of adolescents' consumer behavior have noted the strong influence teens have over one another when it comes to spending money. Advertisers have taken advantage of Internet sites such as YouTube, MySpace, and Facebook to utilize what kind of marketing? A. viral marketing B. pandemic marketing C. social marketing D. underground marketing 72. The highest levels of media use are reported by: A. early adolescents. B. late adolescents. C. White adolescents. D. Asian adolescents. 73. According to the textbook, why might the estimated 8 hours a day of media use for adolescents be an understatement? A. Time spent using a smartphone is typically not calculated into the total amount of media use time. B. Adolescents are typically not aware of the fact that they are using media. C. Adolescents notoriously underestimate the time they spend using various types of media. D. This estimate includes media multitasking.

74. The textbook suggests all of the following for parents who leave their children in self-care, except: A. provide clear instructions about after-school activities and whereabouts. B. have the child check in with an adult as soon as he or she gets home. C. teach the child how to handle any emergencies that arise. D. have friends come over for study sessions. 75. When is delinquency most common? A. weekdays during school hours B. weekday afternoons C. weekend nights D. weekend afternoons 76. According to the textbook, compared to young people who are supervised after school by adults, Stephanie, a self-care adolescent, will likely experience all of the following except: A. be more socially isolated and more depressed B. be sexually active earlier C. be more likely to be involved in problem behavior D. use less drugs and alcohol 77. According to the textbook, one limitation of studies of youth in self-care is that: A. self-care youths are a difficult sample to recruit. B. researchers typically lump together all children who take care of themselves after school. C. parents of self-care youths rarely agree to allow their teenagers to participate in research studies. D. self-care youths are more likely than non-self-care youth to drop out of research studies. 78. Affluent, suburban, and White children are _____ likely to be home unsupervised, and poor, minority, and urban and rural children are _____ likely. A. least; most B. slightly less; slightly more C. most; least D. none of the above; they odds of being left home unsupervised are the same. 79. According to a study by Caldwell and Darling presented in the textbook, research indicates spending time after school with friends is most problematic under which circumstance? A. when they lack supervision B. when the adolescent has friends who like to party and use drugs C. when the adolescent is easily susceptible to peer pressure D. it is the combination of all of the above 80. The average American adolescent sends _____ text messages a day. A. 1-20 texts B. 21-50 texts C. 51-100 D. more than 100 81. Research investigating media "effects" on adolescent development has a hard time ruling out the possibility of spurious causation, which means that: A. two things can go hand in hand. B. that the second thing is actually causing the first thing (not the reverse). C. there is no statistically significant relation. D. the correlation between two things is due to the fact that each of them is correlated with a third factor. 82. Adolescents are least likely to seek out ________ websites on the Internet. A. entertainment B. sports C. pornography D. lifestyle

83. Which of the following is not a common message that the media conveys about sex? A. unprotected sex can have serious consequences B. women are sex objects C. sex is a defining aspect of masculinity D. sex is fun and exciting 84. Which set of research findings was used in the Supreme Court case of Brown v. Entertainment Merchants (2010), which was a case that debated whether banning the sale of violent video games to minors was unconstitutional? A. Careful studies have indicated that playing violent video games does not make adolescents more aggressive. B. Careful studies have indicated that playing violent video games indeed makes adolescents more aggressive. C Putting labels on games to alert adolescents and their parents to violent content is an effective way of . restricting the sale of particularly violent games. D. There is a causal relation between playing violent video games and being arrested for an assault. 85. One tremendous problem in interpreting studies of media use and adolescent development is that: A. it is extremely difficult to disentangle cause and effect. B. media is difficult to measure. C. the type of media that adolescents use changes rapidly. D. adolescents are very secretive about their media use. 86. Research evaluating media messages about sex and drugs finds that: A. these messages have a strong impact on adolescents' behavior. B. repeated exposure to these messages is likely to have an effect on adolescent attitudes and beliefs. C. although the messages may be somewhat negative, they tend to be relatively accurate. D. although their attitudes may differ, adolescents and adults have similar interpretations of these messages. 87. Which theory of media's impact emphasizes the fact that adolescents choose the media to which they are exposed? A. uses and gratifications approach B. cultivation theory C. media practice model D. routine activity theory 88. Which theory of media's impact emphasizes the reciprocal link between adolescents' preferences and their media exposure and that adolescents not only choose what they are exposed to but interpret the media in ways that shape their impact? A. uses and gratifications approach B. cultivation theory C. media practice model D. routine activity theory 89. Which theory of media's impact emphasizes the idea that media shape adolescents' interests, motives, and beliefs about the world? A. uses and gratifications approach B. cultivation theory C. media practice model D. routine activity theory

90. What have researchers found in regard to the research on exposure to violent imagery on TV? A Repeated exposure to violent imagery on TV leads to aggressive behavior in children and adults, . especially among those who have prior histories of aggression. B Among male 14-year-olds who view more than 3 hours of TV/day, individuals with prior histories of . aggression will engage in the most subsequent aggressive acts. C Among female 14-year-olds who view more than 3 hours of TV/day, individuals with prior histories of . aggression will engage in the most subsequent aggressive acts. D. All of these statements are true. 91. According to the textbook, the harmful effects of low parental monitoring are especially bad in neighborhoods that: A. are low in collective efficacy. B. are low in diversity. C. are high in diversity. D. are low income. 92. Why is it hard to know whether exposure to messages about drinking and smoking actually change adolescents' behaviors? A. Adolescents are not exposed to the mass media as blank slates. B When adolescents are exposed to the mass media, they bring preexisting values, beliefs, and . expectations to the experience of watching or listening to mass media. C Preexisting values, beliefs, and expectations influence what adolescents perceive, what they pay . attention to, and what they remember. D. All of these statements are true. 93. Which of the following youth programs around today bear a striking resemblance to the stated goals of positive youth development programs? A. YMCA B. the Boys and Girls Clubs of America C. scouting D. All of the above. 94. Based on the definitions outlined in the Five Cs of positive youth development, what does competence mean? A. a positive view of one's actions in domain-specific areas B. an internal sense of overall positive self-worth and self-efficacy C. positive bonds with people and institutions that are reflected in bidirectional exchanges D. respect for societal and cultural rules 95. Based on the definitions outlined in the Five Cs of positive youth development, what does confidence mean? A. a positive view of one's actions in domain-specific areas B. an internal sense of overall positive self-worth and self-efficacy; global self-regard C. positive bonds with people and institutions that are reflected in bidirectional exchanges D. respect for societal and cultural rules 96. Based on the definitions outlined in the Five Cs of positive youth development, what does connection mean? A. a positive view of one's actions in domain-specific areas B. an internal sense of overall positive self-worth and self-efficacy C. positive bonds with people and institutions that are reflected in bidirectional exchanges D. respect for societal and cultural rules 97. Based on the definitions outlined in the Five Cs of positive youth development, what does character mean? A. a positive view of one's actions in domain-specific areas B. an internal sense of overall positive self-worth and self-efficacy C. positive bonds with people and institutions that are reflected in bidirectional exchanges D. respect for societal and cultural rules

98. Based on the Five Cs of positive youth development, which "C" stands for a sense of sympathy and empathy for others? A. character B. connection C. caring D. competence 99. The power of the adolescent as a consumer has increased as a result of: A. the size of the adolescent population. B. the prevalence of student employment. C. the fact that adolescents save less than any other age group. D. All of the above. 100.What makes a positive youth development program successful? A. the extent to which participants are placed in demanding roles B. the extent to which participants are expected to take responsibility for their behavior C. the extent to which participants are helped to understand the consequences of failing to fulfill their obligations D. All of the above. 101.Which of the following statements about adolescents' social communication on the Internet is most supported by scientific research? A. Adolescents' online friendships are likely to displace in-person friendships. B. Most adolescents use the Internet to communicate with people that they have never met or that they do not see in person. C. Many adolescents have both positive and negative experiences while socializing on the Internet. D. The majority of adolescents have not seen someone post something mean about someone else on the Internet. 102.What percent of American adolescents have sent a photo featuring naked breasts, genitals, or buttocks to a fellow student? A. 1% B. 20% C. between 40% and 50% D. more than 75% 103.What is a scientifically valid concern regarding adolescents' media use? A. Adolescents who use the Internet for socializing are at a high risk of being the victim of unwanted sexual attention. B. Adolescents who frequently use the Internet are highly likely to be contacted by sexual predators. CThe amount of time adolescents spend watching TV and playing video games is inversely linked to . the amount of time they spend in physical activity, which can have detrimental effects on adolescents' physical health. D. The increased time spent on the Internet has had a negative effect on adolescents' social development and relationships. 104.Explain how adolescents in the United States use their time differently than adolescents growing up in other parts of the world. Be sure to discuss school, leisure, and work-related activities. When applicable, discuss possible reasons for these differences.

105.A legislator has introduced a bill that would allow adolescents in her state to hold after-school jobs, but that would limit the number of hours that adolescents can work in such jobs to 10 hours per week or fewer. There is a group in the legislature who oppose the bill: they believe that adolescents should be allowed to hold after-school jobs with no restrictions placed on hours worked per week, and that adolescents should work at least 20 hours every week in order to build character. Based on what you know about employment and adolescent development, which of these positions would you support? Why do you support this position over the other? Which type of jobs do you think would help adolescents feel more mature, competent, and dependable?

106.Annie's parents believe Annie has free time on her hands and they would like to sign her up for some extracurricular activities. However, they are concerned that participation in these activities may lead to problem behavior and that overscheduling could place their daughter at risk for psychological stress and mental health problems. They are also worried that extracurricular participation could displace time spent doing homework and, as a result, could decrease her academic performance. They've asked you, the school psychologist, to weigh in. What would you tell Annie's parents?

107.A local hospital has asked you to talk to a group of parents who have expressed their concerns about leaving their teenagers home alone after school while the parents are still at work. You have been asked to address whether this is, indeed, a problem and, if so, how parents can minimize these problems without having to give up their jobs. The hospital administrator has also asked you to discuss the quality of the research that has been done in this area. What do you tell the parents?

108.The local PTA has asked you to address their parents about the effects of media on adolescent development. They are most concerned with the effects of television and the Internet on their children's well-being. Explain to these parents what you know about media in the home, the types of activities for which adolescents typically use the television and Internet, and discuss the impact of sexual, drug-related, and violent messages and images on adolescents.

109.Social networking websites, such as Facebook and MySpace, have become extremely prevalent among teenagers (as well as adults). Describe how online friendships affect in-person relationships. In your opinion, do you think having a personal website, such as a profile on of these websites, places an adolescent at risk of being contacted by a sexual predator? If you were a parent of a teenager, would you allow your son or daughter to have a profile?

110.Pretend you are about to give a lecture to a group of parents about current research views on media exposure and adolescent development. You know that parents are concerned with understanding whether all media is bad for all adolescents, or what determines the effect that media messages and images will have on particular adolescents. Discuss the three major prevalent theories of media influence on adolescent development and give examples of each theory to illustrate its points.

Chapter 07 Key 1. C 2. A 3. D 4. A 5. B 6. D 7. D 8. C 9. C 10. B 11. A 12. D 13. C 14. A 15. D 16. A 17. A 18. A 19. D 20. D 21. B 22. A 23. B 24. D 25. C 26. C 27. C 28. A 29. A 30. A 31. D 32. C 33. B 34. D 35. B 36. C

37. D 38. A 39. B 40. A 41. C 42. B 43. C 44. D 45. B 46. A 47. C 48. B 49. B 50. B 51. D 52. C 53. D 54. A 55. C 56. B 57. C 58. C 59. D 60. D 61. C 62. D 63. A 64. A 65. C 66. C 67. B 68. A 69. C 70. C 71. A 72. A 73. D 74. D

75. B 76. D 77. B 78. C 79. D 80. D 81. D 82. C 83. A 84. A 85. A 86. B 87. A 88. C 89. B 90. D 91. A 92. D 93. D 94. A 95. B 96. C 97. D 98. C 99. D 100. D 101. C 102. A 103. C

c) Americans are more likely to hold paying part-time jobs during the school year. This could be due to the fact that scheduling of part-time jobs in other countries is not well suited to their daily routines, employment of children in other industrialized countries is associated with being poor, and schools in other countries demand much more out-of-school time. b) American adolescents spend a large proportion of their time in leisure activities compared to time spent in school and work obligations. a) American adolescents spend less time on out-of-school work than students in other countries. 104. To begin with, the average American students' use of their free time for school-related activities is especially low. Though the average American high school student spends fewer than 5 hours per week on homework, in some Asian countries (India, Taiwan, and Japan) the average is between 4 and 5 hours a day. Also, European and Asian adolescents spend almost three times as many hours each week reading for pleasure as do American adolescents. Americans spend relatively more time playing sports, socializing with friends, and caring for their physical appearance. Indeed American adolescents spend about half their time in leisure activities—which is far more than is the case in most other industrialized countries. Furthermore, American adolescents are more likely to hold paying part-time jobs during the school year than are most Korean, Japanese, or European adolescents. One reason that Americans are more likely to hold part-time jobs could be that part-time employment opportunities are not as readily available elsewhere as they are in America. Second, the scheduling of part-time jobs in other countries is not well suited to the daily routines of students. Third, in other industrialized countries, the employment of youth is associated with being poor, so there is a negative stigma associated with working while attending school. Fourth, schools in other countries demand much more out-of-school time to prepare adequately for lessons and schoolwork. Key Points:

c) Mention that, in contrast to intensive employment, employment opportunities that require adolescents to make important decisions and engage in challenging tasks are likely to have positive effects associated with "building character." b) Describe the problems associated with working more than 20 hours per week. a) Support the 10-hour limit over 20+. 105. Though many people believe that working builds character, teaches adolescents about the real work, and helps them prepare for adulthood, studies indicate that the benefits of working during adolescence have probably been overstated. In fact, intensive employment (20+ hours/week) may even negatively affect adolescent's development and preparation for adult work. As such, I would support the legislation proposing the 10hour-per-week limit on adolescent work. Research has shown that adolescents who work more than 20 hours per week (like the other group is advocating) have a host of problem behaviors, including being more likely to engage in delinquent behavior (stealing, substance use), suffering academic performance and engagement declines (taking easier classes, cheating, being absent from school, spending less time on homework, earning lower grades, dropping out of school), and experiencing premature affluence—discretionary income spent purely on pleasure, which results from getting used to having a relatively luxurious standard of living before one has any serious financial responsibilities, like rent, food, or utility bills. Indeed many adolescent workers spend most of their earnings on personal expenses, like clothes or cars, and a fair proportion of adolescents' earnings are spent on drugs and alcohol. All of these drawbacks are individually, reasons to resist allowing teens to work 20+ hours per week, but when taken together they provide compelling reason to limit the amount of working hours teens are permitted to engage in. Contrary to the effects of intensive employment, when adolescents are given responsibility, assigned meaningful and challenging tasks, and are allowed to make important decisions, they are more likely to feel mature, competent, and dependable. Key Points:

c) Mention that overscheduling has not been shown to increase the risk of mental health problems. b) Give reasons why extracurricular participation may lead to positive outcomes. a) Extracurricular activities actually improve students' performance in school and reduce the likelihood of dropping out; deter delinquency, drug use, and other types of risk-taking; and enhance students' psychological well-being and social status. 106. Although early research documenting a positive correlation between extracurricular participation and adolescents' well-being could not clearly show that participation lead to improved functioning (rather than the opposite), newer longitudinal studies indicate that participation in an extracurricular activity actually improves students' performance in school and reduce the likelihood of dropping out; deters delinquency, drug use, and other types of risk taking; and enhances students' psychological well-being and social status, with positive effects seen after high school graduation. The one exception to this uniformly positive picture is that some studies have found that involvement in team sports, which is associated many psychological benefits, such as better mental health, better sleep, and higher school achievement, is also associated with increased alcohol use and delinquency. This latter consequence is seen especially among boys who have a strong "jock" identity and who participate in school-sponsored, male-dominated sports, like football. Extracurricular participation in high school also seems to be linked to extracurricular participation in college and to community involvement in adulthood. Researchers speculate that the generally positive impact of extracurricular participation is because these activities increase students' contact with teachers and other school personnel who may reinforce the value of school (as when a coach or advisor counsels a student about plans for college), and because participation itself may improve students' self-confidence and self-esteem. Some educators believe that extracurricular participation also helps bond students and parents to their school, especially in the case of adolescents who are not achieving academically; for many of them, their extracurricular activity is what keeps them coming to school each day. Indeed, a feeling of attachment to school is likely to contribute to students' future educational success. Finally, Annie's parents should not be concerned that overscheduling could compromise Annie's mental health; no available data support this myth. Key Points:

f) Consistent findings indicate spending free time with peers in unstructured activities in the absence of adult supervision is associated with increased problem behavior. e) Limitations of the research: not all self-care children are alike and not all parents interact with their children in the same way. d) Protective factors include authoritative parenting, monitoring children's behavior and activities, providing clear instructions about expected activities, having children check in with adults when they get home, and teaching the youngsters how to handle emergencies. c) Most vulnerable are those with friends who like to party and use drugs, those who are susceptible to peer pressure, and those who live in unsafe neighborhoods. b) Self-care youth may be at increased risk for social isolation, depression, problem behavior, greater likelihood of being sexually active at earlier ages, and greater probability of using drugs and alcohol. a) Most research shows little difference between self-care youth and those who are supervised after school. 107. Most studies of self-care youths show few differences between these youngsters and their peers in regard to psychological development, school achievement, and self-concept. Furthermore, several studies suggest that, compared to young people who are supervised after school by adults, those who are in self-care are more socially isolated, more depressed, and more likely to have school problems. The most vulnerable adolescents are those with friends who like to party and use drugs and those adolescents who are susceptible to peer pressure and, by far, the greatest risk is to children living in unsafe neighborhoods. The best way to sidestep the problems is for parents to use an authoritative parenting style and to monitor their children's behavior and activities by providing clear instructions to their youngsters about the activities they should engage in, having the children check in with an adult as soon as they get home, and teaching them how to handle emergencies. Indeed adolescents who go straight home after school are far less likely to engage in problem behavior than are their peers who go to a friend's house or who just hang out. The primary limitations of the research in this area are that not all self-care youth are alike and not all parents interact with their children in the same way, although there are rather consistent findings that indicate spending free time with peers in unstructured activities in the absence of adult supervision is associated with increased problem behavior. Key Points:

g) Internet and TV can have a detrimental impact on physical health. f) The media have a dangerous effect on girls' self-image and eating habits. e) The media are more likely to affect teens' attitudes and beliefs than their behaviors with regard to sex and drug use, but sex messages are conveyed, such as women are sex objects. d) Evidence links viewing violence on television with aggression. c) The relationship between media exposure and adolescent behavior is typically correlational, so no conclusions can be drawn about which causes which. b) The Internet is used primarily to seek out entertainment, sports, and lifestyle websites, with pornography not being something typically pursued by teens. a) Media sources are ubiquitous. 108. Almost all American households have at least one TV and access to a computer and Internet, regardless of family income. In fact, on average, adolescents spend nearly 8 hours each day using one or more forms of media. Given that adolescents spend an inordinate amount of time using media, researchers and parents have questioned whether this exposure has had a negative impact on teenagers' behavior and development. One thing to keep in mind is that it is difficult to separate cause and effect because adolescents choose which mass media they are exposed to and interpret the media based on their preexisting attitudes, beliefs, and experiences. As such, for example, though studies may show that playing violent video games may provoke more violent behavior, it could be the case that adolescents who are more prone to violence may be more likely to play violent video games. The good news is that adolescents are likely to use the Internet as would an adult: they are more likely to visit entertainment, sports, and lifestyle websites than to view pornography, although the information they get from the Internet is as likely to be helpful as harmful. Clearly, there are negative sexual messages conveyed on television suggesting that women are sex objects, sex is a defining aspect of masculinity, sex is a competition, and sex is fun and exciting. Although questions remain about whether exposure to sexual media content alters adolescents' sexual behavior, many studies demonstrate that repeated exposure affects adolescents' attitudes, beliefs, and intentions. Teens are also constantly exposed to drugs, alcohol, cigarettes, and violence, with advertisers specifically targeting adolescents because of their discretionary income and influence over their parents' household spending. Studies of exposure to ads for alcohol and tobacco, as well as antismoking commercial messages, have shown that they are effective in changing teenagers' attitudes in both directions: pro-ads are likely to change attitudes about using alcohol and tobacco and anti-ads are likely to influence adolescents' attitudes about abstaining from cigarettes. However, it is hard to know whether changing adolescents' exposure to messages about drinking and smoking actually changes their behavior. The most compelling set of findings on media exposure appears to be in regard to violence, with research showing that repeated exposure to violent imagery may lead to aggressive behavior, especially for those who have a history of aggression. In particular, although careful studies have shown that playing violent video games does not make adolescents more aggressive, numerous studies have shown that repeated exposure to violent imagery on television leads to aggressive behavior in children and youth, especially among those who are predisposed to behave violently. Also, of special concern is the impact of the media (particularly print media) on girls' self-image concerning physical attractiveness—the current message that "thin is in" has led to serious problems with girls' self-image and eating habits. Last, to the extent that time spent on the Internet and watching TV displaces time in physical activities, media does indeed have a detrimental impact on an adolescent's physical health. Key Points:

c) Risk of receiving attention from sexual predator is actually pretty low. b) Most adolescents use the Internet to socialize with current friends. a) Mention that online communication can have negative and positive interactions (just like face-to-face interactions). Key Points: 109. Many parents worry that the amount of time that teenagers spend on the Internet will have a negative effect on their social development and relationships (some actually worry that online communication will replace face-to-face interactions!). Indeed social communication on the Internet has opportunities for both positive and negative experiences, as does face-to-face communication. Although many parents worry that adolescents' online friendships will displace in-person friendships, this fear is not supported by scientific research. Most adolescents use social networking sites to stay in touch with people they are currently friends with and studies find that more frequent online communication may bring friends closer together. Also, sexual predators are far less prevalent than many parents think. In fact, according to the most recent Youth Internet Safety Survey, only 9 percent of young people receive an unwanted online sexual solicitation each year. As such, I do not think that having a profile on social media website would make my child particularly vulnerable to a sexual predator attack. In conclusion, when done in moderation, communicating with friends online will probably not have a negative impact on an adolescent's social development.

b) Give examples or real-life illustrations of each theory (be able to apply to real scenario). a) Name three theories and define (cultivation theory, uses and gratifications approach, and the media practice model). 110. There are three major theories of media impact on adolescent development that parents should be aware of, as these theories help explain some of the individual differences among teenagers that help determine how a particular adolescent is affected by the media. The first is cultivation theory, the idea that all adolescents are influenced by the content to which they are exposed, with respect to their knowledge about the world, attitudes, and behavior. This theory most closely mirrors the idea that playing video games makes adolescents violent, listening to rap encourages crime, or watching beer commercials makes adolescents drink more. In this theory, the relationship between media and behavior is direct. The next theory, the uses and gratifications approach, points out that adolescents choose the media to which they are personally exposed. Their resulting behaviors, therefore, are not due to the influence of media, but to the fact that they chose to look at media images and messages that were consistent with their own personal interests. This view would suggest that aggressive adolescents are more likely to purchase violent video games in the first place. Third, the media practice model states that the relationship between adolescents' preferences and their media exposure is reciprocal, with each influencing the other. This model suggests that adolescents choose what they are exposed to, but also interpret the media in ways that shape the impact it will have on them. This model helps explain why two different adolescents can look at the same beer commercial and have two entirely different reactions (e.g., "Eww, look how stupid drinking makes you act," versus, "Oh cool, partying looks so fun!"). Key Points:

Chapter 07 Summary Category Steinberg - Chapter 07

# of Questions 110

Chapter 08 Student: ___________________________________________________________________________

All of the following are defining characteristics of agency, except: A. feeling in control of one's own decisions. B. having confidence that obstacles can be overcome. C. blaming other people for one's problems. D. taking responsibility for one's self.

Researchers are particularly interested in the identity changes that occur in adolescence for all of the following reasons, except: A this is the first substantial reorganization and restructuring of the sense of self at a time when an . individual can fully appreciate the significance of the changes. B. the physical changes of puberty may prompt fluctuations in self-image. C. adolescents are capable of thinking in systematic ways about hypothetical and future events. D. adolescents are now capable of thinking in concrete terms about who they are and where they are going.

Adolescents improve their ability and tendency to consider the long-term consequences of their decisions, which is one aspect of: A. imagining their possible selves. B. future orientation. C. self-concept. D. identity formation.

Identity formation is best seen as a: A. series of interrelated developments. B. single developmental issue. C. discrete quantitative switch. D. movement into a new and different person.

Researchers have identified all of the following factors as critical components of the development of identity during adolescence, except: A. self-esteem. B. sense of identity. C. self-conception. D. self-regulation.

Which of the following is a reason that "identity development" is an adolescent issue? A. An identity crisis occurs during adolescence. B. A sense of identity emerges for the first time during adolescence. C. Identity development is one of the inevitable changes of puberty. D. Changes take place during adolescence that cause young people to change how they view and feel about themselves.

Maria describes herself as an only child, as a person who likes art and music, who is shy, and who likes to read. Maria's description fits best with the idea of: A. self-conception. B. self-esteem. C. self-attribution. D. self-control.

Gwen has recently been preoccupied with trying to understand what kind of person she is. As an exercise, she writes out a list of 20 traits that she thinks best describe her. According to the text, Gwen is focusing on her: A. identity. B. self-conception. C. self-esteem. D. socialization.

As adolescents develop, their self-conceptions become more: A. negative. B. optimistic. C. disorganized. D. differentiated.

10. Which of the following statements about self-conception is most likely to be made by a child rather than by an adolescent? A. "I am a complicated person." B. "Most people think I'm very secure, but really I'm pretty shy." C. "I am a girl; I have two brothers; I like to read." D. "I am honest; I am helpful; I am friendly." 11. When the author of the textbook, Laurence Steinberg, says that "Some researchers have argued that the question of whether self-esteem is stable during adolescence is a poor one," what does he mean? AResearchers have argued that asking whether self-esteem is stable is a poor question because it is . impossible to measure self-esteem, let alone measure whether it changes during adolescence. BResearchers have argued that asking whether self-esteem is stable is a poor question because self. esteem does not change across development; self-esteem is one of the most stable traits. C Researchers have argued that asking whether self-esteem is stable is a poor question because group . averages often hide substantial differences between people. DResearchers have argued that asking whether self-esteem is stable is poor because the answer is . incredibly obvious and, as a result, it does not deserve any more scientific research. 12. When asked to describe himself, Aaron stated, "Most of my friends think I don't care about school, but I really study a lot at night because school is important to me." This is an example of how adolescent selfconceptions become more: A. detailed. B. logical. C. differentiated. D. intensified. 13. Which of the following is one of the characteristics that distinguish between the adolescent's and the child's self-concept? A. Adolescents tend to view the self as involving more dimensions than do children. B. Adolescents distinguish among actual, ideal, and feared selves. C. The adolescent's self varies over time and across situations. D. All of the above. 14. Generally speaking, the parenting style that is associated with the healthiest identity development is: A. warm but not excessively constraining. B. the absence of parental warmth. C. the absence of parental encouragement of individuality. D. warm but discouraging of individuality. 15. Adolescents who have more complex self-conceptions are less likely: A. to be depressed. B. to achieve more in school. C. to have lots of friends. D. to be foreclosed.

16. An important aspect of having a healthy self-concept and more socially appropriate behavior is to be able to balance one's ______ self with one's ______ self. A. actual; ideal B. actual; feared C. ideal; feared D. ideal; other 17. Amy, a 16-year-old girl, is shy around boys though she would really like to be more outgoing. This reflects: A. the drive toward positive self-esteem. B. the discrepancy between her ideal and actual selves. C. a false sense of self-concept. D. All of the above. 18. Adolescents are most likely to exhibit false-self behavior with their: A. friends. B. parents. C. dates. D. siblings. 19. Adolescents are most likely to behave __________ in romantic situations and with a classmate, and they are least likely to engage in ___________ with close friends. A. authentically; inauthentic behavior B. authentically; authentic behavior C. inauthentically; false-self behavior D. inauthentically; true-self behavior 20. Which of the following adolescents is least likely to engage in false-self behavior? A. Kassim, who has low self-esteem B. Emily, who has high support from her parents and peers C. Joy, who has problems with depression D. Eddie, who has a sense of hopelessness 21. Someone who is more likely to engage in excessive false-self behavior is most likely: A. to report less emotional support from parents and peers. B. to have lower self-esteem. C. to report depressive symptoms. D. All of the above. 22. Kikko strongly dislikes country music but told Keith, who is a big Garth Brooks fan and her latest love interest, that country music is her favorite and that she would love to go with him to see Garth in concert. This type of behavior is called: A. the negative identity. B. code switching. C. identity confusion. D. the false-self. 23. Which of the following is not one of the personality dimensions of the Five-Factor Model? A. Neuroticism B. Openness to Experience C. Agreeableness D. Gender Intensification 24. What does the Five-Factor Model describe? A. research methodology B. personality dimensions C. false-self behavior D. self-esteem dimensions

25. Which dimension of the Five-Factor Model measures how organized someone is? A. Extroversion B. Agreeableness C. Neuroticism D. Conscientiousness 26. Studies of ethnic identity development have shown that, relative to ethnic minorities, White adolescents are more likely to: A. identify their specific heritage (e.g., German, Irish). B. have a stronger sense of ethnic identity. C. avoid using "panethnic" labels to describe themselves. D. identify themselves as "American" rather than a specific heritage label. 27. Racial socialization, the process by which parents teach children about their ethnic identity and the experiences they may encounter within society as a result of this identity, is thought to focus on three major themes. Which of the following is not one of these themes? A. getting along in mainstream society B. dealing with racism C. intolerance of the majority culture D. understanding one's own culture 28. How much do people's personalities differ before and after adolescence? A. They are much different. B. There are a few major changes. C. They remain about the same. D. It's different for everyone. 29. Mei was an impulsive preschooler. It is likely that, as an adolescent, she will be: A. impulsive. B. shy. C. anxious. D. well-adjusted. 30. Temperament and personality tend to become _________ as we __________. A. stable; take more classes B. unstable; get older C. more stable; get older D. unstable; take more classes 31. How positively or negatively people feel about themselves defines: A. self-regulation. B. self-esteem. C. self-attribution. D. self-idealization. 32. Sean is an adolescent who frequently engages in false-self behavior and also has low self-esteem. One explanation for these two characteristics is that: A. Sean might be low in self-esteem because he knowingly puts on a false front. B. Sean might engage in false-self behavior because he is low in self-esteem. C. There is no relation between false-self behavior and low self-esteem. D. Both A and B are correct. 33. According to personality research presented in the textbook, there is evidence that, between adolescence and young adulthood, individuals become: A. more extraverted and less conscientious. B. less extraverted and more agreeable. C. more emotionally stable and more extraverted. D. less agreeable and more emotionally stable.

34. During childhood, Cathy had relatively high self-esteem. As she enters adolescence, Cathy's self-esteem is most likely to: A. increase. B. be relatively the same. C. remain the same or decrease. D. decrease. 35. Based on findings from research studies, compared to older adolescents (15 years and older) and preadolescents (8- to 11-year-olds), which of the following statements about young adolescents' selfesteem, self-consciousness, and self-image is false? A. Early adolescents experience a sharp increase in self-esteem'. B. Early adolescents have lower self-esteem. C. Early adolescents are more self-conscious. D. Early adolescents have a more unstable self-image. 36. Findings from research studies have found that the most marked fluctuations in self-image occur: A. during the transition into adolescence. B. during middle adolescence. C. over the course of adolescence. D. during the transition from adolescence to adulthood. 37. Rose is transitioning from elementary into junior high school and Sally will be starting her senior year of high school in the fall. According to research presented in the textbook, who is more likely to experience disruptions in self-esteem? A. Rose B. Sally C. Rose and Sally are equally likely to experience disruptions in self-esteem D. neither Sally nor Rose is likely to experience disruptions in self-esteem 38. According to the textbook, young adolescents with __________ also report high levels of anxiety, tension, and adjustment problems. A. a volatile self-image B. an aggressive parent C. extremely low self-esteem D. very few close peers 39. Which of the following is not a reason that early adolescents might experience fluctuations in self-image? A. egocentrism B. they are learning that it is not always possible to tell what people are thinking on the basis of how they act or what they say C. because of the increased importance of peers in early adolescence D. because early adolescents spend most of their time engaging in false-self behavior 40. According to the textbook, which of the following might make individuals especially vulnerable to the effects of stress? A. volatile self-image B. low sense of self-worth C. egocentrism D. impression management 41. According to the chapter in the textbook, most researchers today believe that adolescents evaluate themselves: A. globally B. along several distinct dimensions C. in constant comparison to their peers and their ideal self D. both A and B are correct

42. Alice has high academic self-esteem, whereas Loriann has high physical appearance self-esteem. According to the textbook, who will probably have higher overall self-esteem? A. Loriann B. Alice C. Loriann and Alice will most likely have equally high self-esteem D. There is not enough information to answer this question. 43. Dewayne's parents are worried that as he enters adolescence, his self-esteem will greatly decrease. During what time should Dewayne's parents expect the most fluctuations in his self-image? A. When he is 8-11 years old. B. When he is 12-14 years old. C. When he is 15-18 years old. D. When he is 19-21 years old. 44. Which of the following statements regarding sex differences in self-perceptions is accurate? A. Early adolescent girls' self-esteem is higher than same-age boys. B. Early adolescent girls have lower self-consciousness than same-age boys. C. Early adolescent boys have a shakier self-image than same-age girls. D. Early adolescent girls are more likely to say negative things about themselves than same-aged boys. 45. According to the textbook, because _____ girls do not feel as _____ about their appearances as girls of other racial backgrounds, these individuals typically have _____ overall self-esteem. A. White; negatively; higher B. White; insecure; lower C. Black; negatively; higher D. Black; positively; lower 46. Although research presented in the textbook indicates that physical appearance self-esteem is the best predictor of adolescents' overall self-esteem: A adolescents, when asked, say that their physical appearance is one of the least important contributors to . how they feel about themselves. B. adolescents may be unaware of the degree to which their self-worth is based on their feelings about their appearance. Cyoung girls appear to be more concerned than boys about physical attractiveness and physical . appearance self-esteem is a more important influence on overall self-esteem among girls than among boys''. D. All of the above. 47. Which of the following factors is the most important predictor of overall self-esteem? A. athletic ability B. academic ability C. physical appearance self-esteem D. moral conduct 48. Which adolescent is most vulnerable to disturbances in self-image? A. Carol, a 13-year-old female B. Catherine, an 18-year-old female C. Carl, a 13-year-old male D. Carlton, an 18-year-old male 49. Overall, which group of adolescents feels least positive about themselves? A. White females B. White males C. Black females D. Black males

50. Susan, a White adolescent, is more likely to be vulnerable to disturbances in ________ than any other group of youngsters. A. self-concept B. self-image C. false-self behavior D. family relationships 51. According to the textbook, research indicates which of the following is not a correlate of high selfesteem? A. approval of parents B. approval of peers C. succeeding in school D. involvement in many extracurricular activities 52. Which of the following is not one of the explanations researchers have presented to answer the question, "Given the prevalence of prejudice in American society and the generally disadvantaged position of Blacks, why do Black adolescents have high self-esteem?" A. Black teenagers benefit from the support and positive feedback of adults in their communities. B. Blacks have learned not to recognize the extent to which American society discriminates against them. C. Adolescents protect their self-esteem by focusing on areas of strength instead of areas of weakness. D. A strong sense of ethnic identity among Black adolescents enhances their self-esteem. 53. Tony and Jeff, both Black adolescents, attend different schools. Tony attends a school where his ethnic group is in the majority and Jeff attends a predominately White school. What do studies predict about Tony and/or Jeff's self-perception? A. Tony will have fewer self-image problems than Jeff. B. Tony will have more self-image problems than Jeff. C. Both Tony and Jeff will have high self-esteem. D. Both Tony and Jeff will have low self-esteem. 54. Research has shown that ethnic socialization that results in having positive attitudes about one's ethnic group is associated with: A. having negative attitudes about other ethnic groups. B. faster identity development among adolescents. C. problematic interracial relations. D. positive attitudes about other ethnic groups. 55. Adolescents whose parents are not both from the same ethnic or racial group are known as ________ adolescents. A. multilingual B. culture brokering C. maternal-race D. multiethnic 56. Among multiethnic adolescents asked to describe their own ethnic identity, those with one Black parent and one non-Black parent are more likely to: A. identify themselves as a member of the non-Black parent's ethnic group. B. identify themselves as Black. C. refuse to answer questions about their own ethnic identity. D. identify themselves as half-Black. 57. According to the textbook, which of the following is not generally a predictor of self-esteem? A. academic achievement B. parental love C. supportive friends D. religious affiliation

58. Which of the following adolescent's global self-esteem is most likely affected by his or her academic success? A. John, a White adolescent B. Mary, an Asian-American adolescent C. Justin, a Mexican-American adolescent D. Virginia, a Black adolescent 59. Which of the following statements about self-esteem in children is true? A. Having high self-esteem boosts scholastic achievement. B. High achievement in school boosts self-esteem. C. High achievement in school and high self-esteem are spuriously related. D. The direction of the effect between high achievement in school and high self-esteem is bidirectional. 60. Involvement in delinquent activity may lead to ________ in self-esteem, perhaps because involvement in delinquency _____. A. an increase; earns teenagers approval from certain peers B. a decrease; leads to social isolation C. stability; has no effect on an adolescent's self-image D. sudden fluctuations; is dynamic and unpredictable 61. Erik Erikson believed that ________ is the primary psychosocial crisis of adolescence. A. balancing a sense of trust with a sense of mistrust B. developing a sense of autonomy and the ability to do things for oneself C. establishing a coherent sense of identity D. developing intimate personal relationships 62. According to Erikson, the major crisis of adolescence is called: A. basic trust versus mistrust. B. autonomy versus shame and doubt. C. industry versus inferiority. D. identity versus identity diffusion. 63. Jessica is 15 years old and spends most of her energy wondering who she is and what kind of person she will become. Erikson would describe her as facing the crisis called: A. basic trust versus mistrust. B. autonomy versus shame and doubt. C. industry versus inferiority. D. identity versus identity diffusion. 64. The key to resolving the crisis of identity versus identity diffusion, according to Erikson, is: A. identity achievement. B. family relationships. C. interactions with others. D. peer relationships. 65. Which adolescent would be expected to have the greatest difficulty establishing a sense of identity? A. Michael, who has many alternatives available to him in many different arenas B. Melvin, who has a moderate number of alternatives available to him in a few different arenas C. Jay, who has few alternatives available to him and is expected to follow in his father's footsteps D. All of these adolescents are likely to have difficulty establishing a sense of identity. 66. According to Erikson, a necessary "time-out" for adolescents is called: A. psychosocial moratorium. B. a period of crystallization. C. deindividuation. D. a period of separation.

67. Bruce, a second-year college student, has switched majors three times. He is still undecided about what he wants to do with his life. Bruce is in: A. a state of psychological confusion. B. a period of crystallization. C. a state of deindividuation. D. a state of psychosocial moratorium. 68. Dr. Mullins argues that adolescence is such a demanding time that adolescents need several years with as few responsibilities as possible so they can sort out their identities. His argument focuses on the need for a period of: A. individuation. B. separation. C. crystallization. D. psychosocial moratorium. 69. Since Ignacio became an adolescent, he has experimented with different roles and personalities. Ignacio's parents are telling all their friends that this is just a "phase" that he's going through. According to Erikson, this "phase" is called: A. identity foreclosure. B. psychosocial moratorium. C. identity confusion. D. negative identity. 70. Problems in identity development can result when: A. earlier crises have not been resolved. B. an adolescent's environment does not allow for a period of foreclosure. C. the adolescent has to endure a period moratorium. D. the adolescent has not yet experienced the crisis of generativity. 71. Identity that is incoherent, disjointed, and characterized by an incomplete sense of self is called: A. false-self behavior. B. moratorium. C. identity diffusion. D. marginal identity. 72. Alex suffers from identity diffusion. In addition to problems with identity development, problems with identity diffusion are likely to be reflected in the area(s) of: A. autonomy. B. intimacy. C. sexuality. D. All of the above. 73. James has flunked out of high school, has severed all of his ties with family and friends, and has no sense of where he is headed. He also seems to have significant disruptions in his sense of time (some things seem to happen much faster than they really do). According to Erikson, James is experiencing: A. identity diffusion. B. negative identity. C. identity foreclosure. D. psychosocial moratorium. 74. Sixteen-year-old Geneva believes that the death penalty is wrong because her parents, friends, and church say so. She has never really thought about the issue, but has accepted this view as her own. This pattern of following what her parents and peers say and do is pervasive throughout most of her beliefs and behaviors. Which identity state do you think Geneva is in? A. achievement B. foreclosure C. diffusion D. moratorium

75. Identities that are undesirable to parents and community members are referred to by Erikson as: A. negative identities. B. marginal identities. C. false identities. D. offensive identities. 76. Edith, the adolescent daughter of the local district attorney, has recently been hanging out with a rowdy group of youth who have vandalized a number of public buildings. Edith has most likely adopted a: A. false-self behavior. B. negative peer culture. C. negative identity. D. All of the above. 77. Whose research supports Erikson's theory on identity development? A. Phinney B. Harter C. Marcia D. Gilligan 78. Across all of the identity development frameworks, what is a common factor related to healthy development? A. having authoritative parents B. having a high self-esteem and positive self-regard C. a period of experimentation and exploration before finalizing choices D. exploration in depth and exploration in breadth 79. According to the textbook, which identity status is associated with a coherent sense of identity? A. achievement B. foreclosure C. moratorium D. diffusion 80. What is the best way to conceptualize movement through the four identity states? A. progression proceeds through a preconceived, orderly sequence B. individuals move from state to state, and not necessarily in an orderly fashion C. conflicts in each state must be satisfied before moving to next state D. each state has developmental tasks that need to be solved; failure to successfully navigate a state will halt development 81. Generalizing from Marcia's research on identity, who is most likely to become an authoritarian parent and have the highest need for social approval? A. Sanjay, identity achieved B. Ann, identity diffusion C. Michele, psychosocial moratorium D. Tara, identity foreclosed 82. Which of the following individuals would be considered to be in an identity achieved state? A. Alexandra, who has not made firm commitments and is not currently trying to make them B. Denise, who has made identity commitments without needing a period of exploration C. Brandon, who is in the midst of a period of exploration D. Francis, who has established a coherent sense of identity; she has made identity commitments after a period of exploration 83. Which of the following individuals would be considered to be in an identity moratorium state? A. Alexandra, who has not made firm commitments and is not currently trying to make them B. Denise, who has made identity commitments without needing a period of exploration C. Brandon, who is in the midst of a period of exploration D. Francis, who has established a coherent sense of identity; she has made identity commitments after a period of exploration

84. Which of the following individuals would be considered to be in an identity foreclosure state? A. Alexandra, who has not made firm commitments and is not currently trying to make them B. Denise, who has made identity commitments without needing a period of exploration C. Brandon, who is in the midst of a period of exploration D. Francis, who has established a coherent sense of identity; she has made identity commitments after a period of exploration 85. Which of the following individuals would be considered to be in an identity diffusion state? A. Alexandra, who has not made firm commitments and is not currently trying to make them B. Denise, who has made identity commitments without needing a period of exploration C. Brandon, who is in the midst of a period of exploration D. Francis, who has established a coherent sense of identity; she has made identity commitments after a period of exploration 86. Specific to the ways of resolving an identity crisis, in which category would you classify Anya, an adolescent who approaches identity-related decisions with an open mind and actively seeks information? A. informational orientation B. normative orientation C. diffuse/avoidant orientation D. rational orientation 87. A sense of identity is typically crystallized: A. in early adolescence. B. throughout the adolescent period. C. in late adolescence. D. in late adolescence to the early 20s. 88. According to the textbook, some adolescents might forge some sense of self-definition in an environment that has made it difficult to establish an acceptable identity by: A. selecting a negative identity B. using drugs and alcohol C. engaging in identity moratorium D. engaging in identity foreclosure 89. Recent identity research has debunked which of the following myths about identity development in adolescence? A. There is an identity crisis that is resolved during adolescence. B. There is a clear, systematic order in which all individuals must pass through the stages of identity development. C. Identity achievement is the final state of identity development for all individuals. D. All of these ideas about identity development in adolescence are myths that have been debunked in research studies. 90. Identity states: A. are stable across time. B. proceed from uncommitted to committed patterns. C. shift across the life span. D. occur in the following order: 1) diffused, 2) foreclosed, 3) moratorium, and 4) achieved. 91. Which of the following statements about identity development is false? A. A coherent sense of identity generally is not established before the age of 18. B. Boys tend to lag behind girls in identity development in early and middle adolescence but catch up by late adolescence. C. There is clearly a decline with age in the proportion of individuals who are in a state of moratorium, diffusion, or achievement. D. Few differences in identity statuses are observed in samples of teenagers in the middle adolescent years.

92. Have attempts to speed up the identity development process by training individuals to think more about how specific life events have played a role in their development been effective? A. Yes, adolescents can be trained to crystallize their sense of identity. B. No, these training programs have been ineffective. C. The results of these training programs have been mixed. DYes, programs that train individuals how to think about specific life events can play a substantial . role in the development of female adolescents (but the effect has not been found in a sample of male adolescents). 93. What did the results from longitudinal studies on identity development indicate about the flexibility of identity statuses? A The majority of adolescents who were classified as being in a state of identity diffusion were no longer . classified that way 4 years later. B The majority of individuals who had apparently foreclosed the identity development process were in . the midst of an identity crisis 4 years later. C A large proportion of individuals who were classified as being in a state of identity achievement were . no longer classified that way at later time-points. D. All of these statements are based on the results of longitudinal studies. 94. With regard to adolescent identity development, psychologists are much better at ______ than at ______. A describing the various stages that adolescents move through; explaining why or how individuals' sense . of identity changes when it does. B explaining why or how individuals' sense of identity changes across development; describing the . various stages that adolescents move through. C. describing the identity states of achievement and moratorium; describing the identity states of diffusion and foreclosure. D. explaining how adolescents solve the identity crisis; explaining why the processes are so different for males and females. 95. Ethnic identity may be sped up if parents teach their children: A. to ignore society's conflicting messages about race. B. to respect their elders. C. to attend church regularly. D. about dealing with racism. 96. Which of the following ethnic identity processes is not similar for identity development in general? A. Ethnic identity development is profoundly affected by the context in which adolescents live. B. The process of ethnic identity development usually starts with an unquestioning view of oneself being displaced by a "crises." C Individuals with a strong sense of ethnic identity have better mental health than their peers whose sense . of ethnic identity is more diffuse. DResearch has indicated that the process of ethnic identity may be speeded up when adolescents have . parents who take a deliberate approach to the socialization of an ethnic identity. 97. Robert Sellers and colleagues have presented a model to help make sense of the complicated relations among perceived discrimination, ethnic identity, and mental health among minorities. This model is called: A. the racial centrality model of identity (RCMI). B. the multicultural model of discrimination (MMOD). C. the multidimensional model of racial identity (MMRI). D. the multitrait multimethod model of discrimination (MMMD).

98. Being aware of potential racism and mistrusting others are not the same thing. Awareness of racism is associated with _________, while mistrust is associated with _________. A. better achievement; doing poorly in school B. doing poorly in school; better achievement C. disengagement from school; better achievement D. reductions in self-esteem; increases in self-esteem 99. Among ethnic minority youth, academic achievement is highest when adolescents experience all of the following except: A. feel connected to their ethnic group. B. are aware of racism. C. believe it is important to the people in their life to be academically successful within mainstream society. D. are not aware of racism. 100.One study of ethnic identity and academic achievement illustrated how racial centrality, private regard, and public regard work together to influence Black adolescents' school performance and motivation. The researchers identified four distinct clusters within their sample of 600 students. Which cluster of students was most likely to drop out and which cluster of students was most likely to hold positive beliefs about the school? A.alienated students were the most likely to drop out; idealized students were most likely to hold positive beliefs about the school B buffering/defensive students were the most likely to drop out; idealized students were most likely to . hold positive beliefs about the school C alienated students were the most likely to drop out; buffering/defensive students were most likely to . hold positive beliefs about the school D.idealized students were the most likely to drop out; alienated students were most likely to hold positive beliefs about the school 101.Compared to minority adolescents with families that have been in the United States for a long-time, foreign-born ethnic minority adolescents tend to perform: A. better in school, but are more likely to be involved in delinquent behavior. B. worse in school, but are less likely to have emotional and behavioral problems. C. better in school, and are less likely to be involved in delinquent behavior. D. worse in school, and are more likely to have emotional and behavioral problems. 102.What is the immigrant paradox? AForeign-born and first-generation ethnic minority youth perform better in school and are less likely to be . involved in delinquent behavior or have physical, emotional, and behavioral problems than adolescents from the same ethnic group whose parents were born in America. BForeign-born and first-generation ethnic minority youth perform worse in school and are more likely . to be involved in delinquent behavior or have physical, emotional, and behavioral problems than adolescents from the same ethnic group whose parents were born in America. CForeign-born and first-generation ethnic minority youth perform worse in school but are less likely to be . involved in delinquent behavior or have physical, emotional, and behavioral problems than adolescents from the same ethnic group whose parents were born in America. DForeign-born and first-generation ethnic minority youth perform better in school but are more likely . to be involved in delinquent behavior or have physical, emotional, and behavioral problems than adolescents from the same ethnic group whose parents were born in America. 103.According to the textbook, feeling discriminated against is predictive of all of the following except: A. conduct problems. B. depression. C. lower achievement in school. D. All of the above.

104.According to the textbook, one of the pathways by which adolescents who feel discriminated against experience negative mental health outcomes is: A adolescents who feel discriminated against in school may feel less control over their academic . achievement, which may lead to feelings of depression. B. adolescents who feel discriminated against put less effort into their school work, which leads to feelings of worthlessness. C. adolescents who feel discriminated against isolate themselves from their peers. D. adolescents who feel discriminated against are afraid to present their "true self." 105.According to the textbook, having race as a central part of one's identity has the following impact(s) on adolescent development: A. it may make adolescents more sensitive to discrimination. B. it may help adolescents cope better with discrimination. C. A and B are both true. D. Neither A nor B is true. 106.According to Sellers's Multidimensional Model of Racial Identity (MMRI), three different aspects of racial identity are important to consider in understanding discrimination and its effects. These three components are: A. private regard, public regard, and racial centrality. B. private regard, external regard, and familial regard. C. racial centrality, external regard, and code switching. D. public regard, private regard, and perceived discrimination. 107.According to the textbook, Black individuals who believe that the public has low regard for their ethnic group typically: A. are more sensitive to racial cues. B. are less sensitive to racial cues. C. have low private regard. D. have high private regard. 108.Compared to parents who emphasize having pride in one's ethnic group, parents who emphasize the need to be wary about potential racism tend to have children: A. who fare better in the face of discrimination. B. who fare worse in the face of discrimination. C. who are more prepared for the "real world." D. who are more accepting of discrimination. 109.Positive mental health is associated with: A. having strong positive feelings about one's own ethnic heritage and feeling separate from the mainstream culture. B. separating from one's own ethnic heritage but having strong positive feelings about mainstream culture. C. having strong positive feelings about one's own ethnic heritage and about mainstream culture. D. separating from both one's own ethnic heritage and mainstream culture. 110.Which of the following statements concerning ethnic identity is false? A Proficiency in one's ethnic language and interacting with peers from the same ethnic group are . associated with having a strong ethnic identity. B Foreign-born ethnic minority adolescents express more negative feelings about mainstream American . ideals than their more acculturated peers. C. Foreign-born ethnic minority adolescents perform better in school than their more acculturated peers. D.Foreign-born ethnic minority adolescents are less likely to be involved in delinquent behavior than their more acculturated peers.

111.The idea that pressure to behave in sex-appropriate ways temporary increases during middle adolescence, especially for girls, is called the _______ hypothesis. A. gender intensification B. self-image stability C. sex-role stereotyping D. androgyny 112.Which adolescent male would be expected to have the highest self-esteem? A. Paul, who is extremely masculine B. David, who is extremely feminine C. Roger, whose sexuality is ambiguous D. Donald, who is both masculine and feminine 113.Which of the following statements is not true regarding the gender intensification hypothesis in adolescence? ADuring adolescence, girls can be highly pressured to behave in feminine ways without necessarily being . punished or labeled deviant for exhibiting some masculine traits at the same time. BDuring adolescence, boys can be highly pressured to behave in masculine ways without necessarily . being punished or labeled deviant for exhibiting some feminine traits at the same time. C Boys' gender-role socialization does not intensify during adolescence as much as it does for girls . because boys' gender-role socialization is very intense from childhood. D Girls may feel increasingly pressured to dress nicely and to wear makeup when they reach adolescence, . but they are not pressured to give up athletics. 114.How do self-conceptions change between childhood and late adolescence? Be sure to define selfconception and describe the three major patterns of change that are discussed in the textbook, giving illustrations of each.

115.Sarah admits that she behaves in completely different ways depending on whether she is at school, on a date, with her family, or with her close friends. Using research cited in the textbook, how would you describe Sarah's incongruent behaviors?

116.Has research on Erikson's theory of adolescent identity development supported his original theory? How do identity status researchers obtain their data? What have these studies found that is (or is not) consistent with Erikson's theory? What do the psychological profiles look like for individuals in each of the identity states?'

117.As you join some friends for coffee, they are discussing a group of classmates who seem to have problems with their identity development—some seem to have a rather incoherent, disjointed, incomplete sense of who they are; one seems to have made no exploration at all in any areas of his development and just does what his parents tell him, which he says is fine with him; and a couple of others behave in ways that are obviously contrary to social norms and mores. They turn to you to ask if there are classifications to describe these behaviors and how they might have developed. What do you tell them?

118.Describe how the identity development of minority adolescents differs from the identity development of White adolescents. What unique challenges do minority adolescents, including multiethnic and foreignborn adolescents, face? How do minorities respond to these challenges? Be sure to describe the pathways related to positive and negative outcomes among minority youth.

119.Below is a statement from a Native American adolescent. Analyze the passage below based on what you know about identity development. (HINT: What would identity development research derived from the work of Erikson and Marcia's theory say?) "I think I learned that I couldn't be myself at that school. I had to be like the other students to be happy there; I had to be rich and snobby. Because of my family's poverty and our tribal gatherings, I couldn't be like them. Not really anyway. . . . I felt I had to put on airs, or have a dramatic life that people would be interested in, otherwise I was a lonely person. I needed to find a niche somehow, somewhere. So for about two years, somewhere between eighth and ninth grade, I became a liar. "After exploring a few different career paths during college, I feel I have developed a new appreciation for who I am. I have been an active member of the Native American Society and have lived at the Society house whenever possible. . . . Graduation is finally in sight. I plan to go on to graduate school for Indian education. I want to work in curriculum and administration, but I will probably teach first so that I can get some practical experience. I find that because of my experiences away from home I've gotten a lot of perspective that has, in the end, allowed me to appreciate my heritage."

120.You have been asked to address a group of high school teachers who are concerned about gender socialization in high school. They understand that there is increased pressure on adolescents to act in prescribed ways. They also want you to address any other issues on this topic that you believe are relevant so they will be able to come up with a program to help their students move as smoothly as possible through adolescence.

Chapter 08 Key 1. C 2. D 3. B 4. A 5. D 6. D 7. A 8. B 9. D 10. C 11. C 12. C 13. D 14. A 15. A 16. C 17. B 18. C 19. C 20. B 21. D 22. D 23. D 24. B 25. D 26. D 27. C 28. C 29. A 30. C 31. B 32. D 33. C 34. B 35. A 36. A

37. A 38. A 39. D 40. A 41. D 42. A 43. B 44. D 45. C 46. D 47. C 48. A 49. A 50. B 51. D 52. B 53. A 54. D 55. D 56. B 57. D 58. B 59. B 60. A 61. C 62. D 63. D 64. C 65. A 66. A 67. D 68. D 69. B 70. A 71. C 72. D 73. A 74. B

75. A 76. C 77. C 78. C 79. A 80. B 81. D 82. D 83. C 84. B 85. A 86. A 87. D 88. A 89. D 90. C 91. C 92. B 93. D 94. A 95. D 96. D 97. C 98. A 99. D 100. A 101. C 102. A 103. D 104. A 105. C 106. A 107. A 108. B 109. C 110. B 111. A 112. A

113. B b) Self-conceptions become more abstract, more differentiated, and better organized as one gets older. Give examples of each of these changes. a) Self-conceptions are the ways individuals think about themselves. 114. The term self-conception refers to the ways in which individuals think about themselves or the attributes and characteristics they cite in describing themselves. For example, a teenage male may say that he is good at math, a football player, and reasonably attractive. Between childhood and adolescence, self-conceptions become more abstract, more differentiated, and better organized. An example of growing abstraction would be the increased use of psychological characteristics in their descriptions (e.g., saying that he is outgoing). An example of growing differentiation would be the use of self-descriptions that distinguish between behaviors in different situations (e.g., saying that when he is with his family he is less shy than when he is with his friends or with members of the opposite sex). An example of increased organization would be the more coherent integration found in adolescents' self-descriptions than in those of children. Key Points:

c) Describe personal differences in likelihood of presenting false fronts. b) Describe when Sarah would be most (and least) likely to engage in false-behavior. a) Describe false-self behavior. 115. Adolescents are able to recognize that they are not always consistent in their personalities. An interesting consequence of adolescents' recognition that they are not always consistent in their personality concerns their ability to distinguish between their true and false selves (that is, their authentic and inauthentic selves). Adolescents are most likely to behave inauthentically in romantic and dating situations and with classmates, and they are least likely to put on a false front with close friends. Interestingly, false-self behavior—acting in a way that one knows is inauthentic—occurs less often with parents than with dates, but more often with parents than with close friends. Although adolescents sometimes say that they dislike false-self behavior, they also say that sometimes it is acceptable, such as when trying to impress another person or hide an aspect of their personality that others do not like. You can easily imagine how the ability to put on a false front would come in handy on a date, at school, or with your parents. Adolescents differ in the degree to which they present false fronts and in their reasons for doing so. In general, adolescents who report less emotional support from parents and peers, those who have low self-esteem, and those who are relatively more depressed and hopeless than their peers are more likely to engage in false-self behavior. Whereas some adolescents engage in false-self behavior because they are low in self-esteem, others experience a drop in self-esteem because they knowingly put on a false front. Depression and hopelessness are highest among adolescents who engage in false-self behavior because they genuinely devalue their true self, in contrast to those who put on a false front because they want to please others or because they are experimenting with different personalities. Key Points:

c) There are personality differences between individuals who are classified into different identity states. b) Researchers can classify adolescents into one of four identity states based on their responses to questionnaires or surveys. a) Research has been supportive of the notion that identity development proceeds through periods of varying degrees of exploration and commitment. 116. Generally speaking, research on Erikson's theory has been supportive of the notion that identity development proceeds in and out of states of experimentation and consolidation, although there appears to be more back-and-forth shifting between various points and statuses in the identity development process than one might have predicted. Using an approach based on the work of James Marcia, current researchers generally focus on the processes of exploration (experimenting with different ideas about occupations, etc.) and commitment (making choices among alternatives). In this type of research, adolescents respond to questions on an interview or questionnaire. Based on their responses, individuals are classified into one of four states: identity achievement, moratorium, identity foreclosure, or identity diffusion. In general, researchers have supported many aspects of Erikson's theory. For example, researchers have found that individuals who are in a state of identity achievement are psychologically healthier than others on a variety of measures (they score highest on measures of achievement motivation, moral reasoning, intimacy with peers, career maturity). Also, they have found that individuals in the midst of a moratorium score highest on measures of anxiety, show the highest levels of conflict over issues of authority, and are themselves the least rigid and least authoritarian. Identity status researchers have also found that individuals classified as being in the foreclosure status have been shown to be the most authoritarian and most prejudiced and to have the highest need for social approval, the lowest level of autonomy, and the greatest closeness to their parents. Individuals in the state of identity diffusion display the highest level of psychological and interpersonal problems (they are the most socially withdrawn and show the lowest level of intimacy with peers). Key Points:

e) Authoritative parents encourage their children to explore possibilities and offer a warm, supportive environment; lack of parental warmth is related to problems with commitment; and lack of parental encouragement relates to lack of exploration. d) Negative identity is a way to be recognized in a way that does not foster healthy development. c) Identity foreclosure, in which an adolescent moves directly into a path determined by others, suggests a commitment, but no crisis. b) Identity diffusion, characterized by an incoherent, disjointed, incomplete sense of self, suggests neither crisis nor commitment. a) Problems in identity development can result from not successfully resolving earlier crises or if the environment does not offer the opportunity to explore options through psychosocial moratorium. Key Points: 117. Problems in identity development may come from not resolving the crises Erikson describes that take place earlier in life, or if an adolescent isn't encouraged to explore through a period of psychosocial moratorium. The first behavior your friends describe is called identity diffusion (or identity confusion), and may range anywhere from mild (not having a sense of who you are) to severe, extending into adulthood. It may be characterized by disruptions in one's sense of time, excessive self-consciousness so extreme that the individual can't make any decisions, problems in work and achievement-related activities, problems forming relationships, and sexual concerns. Less problematic for some is identity foreclosure—a failure (intentional or not) to explore life's possibilities and instead stepping directly into a life prescribed by others, typically one's parents. Most problematic is the negative identity, which may be an attempt to evolve a self-definition in an environment that has made it difficult to create an acceptable identity, perhaps by never receiving positive recognition from the important people in an adolescent's life. As a consequence, the teen creates a negative identity in an effort to be noticed. Authoritative parenting patterns will encourage healthy identity development; conversely, the absence of parental warmth is associated with problems in making commitments and may lead to identity diffusion; and lack of parental encouragement of individuality may be related to lack of exploration.

i) Multiethnic adolescents may have a particularly difficult time integrating an ethnic identity into overall identity. h) Individuals differ in the extent to which they perceive discrimination and the extent to which they suffer from it (MMRI). g) Discrimination is prevalent among minority adolescents and leads to a host of negative outcomes. f) Immigrant paradox e) Identity development is influence by context. d) Having a strong sense of ethnic identity is related to positive outcomes. c) Parents who socialize their children in ethnic identity issues may help facilitate this process. b) Ethnic identity development follows similar processes as identity development in general. a) Many minor adolescents face the challenge of incorporating an ethnic identity into their general identity. 118. Many minority adolescents face the issue of integrating a sense of ethnic identity into their overall identity. This ethnic identity development process is similar to the process of identity development in general: an unquestioning view of oneself is displaced by a crisis, followed by a period of exploration (which leads to increases in self-esteem), and eventually, the individual establishes a more coherent sense of personal identity that includes the ethnic identity. Parents who attempt to teach their children about their ethnic or racial heritage and about the special experiences their child may encounter within mainstream society may help their children and adolescents speed up the early stages of ethnic identity. In general, adolescents with a strong sense of ethnic identity have better mental health than their peers whose sense of identity is more diffuse. Furthermore, having a strong ethnic identity, compared to not having a strong ethnic identity, is consistently associated with higher selfesteem and stronger self-efficacy. One reason for this is that a strong ethnic identity helps foster a sense of meaning in life, which is related to overall adjustment. One interesting set of findings with respect to foreign-born and first generation ethnic minority youth is that these adolescents perform better in school and are less likely to be involved in delinquent or other problematic behaviors than adolescents from the same ethnic group whose parents were born in America (known as the immigrant paradox). It is important to keep in mind that ethnic identity, as well as identity development more generally, is profoundly affected by the context in which adolescents live (e.g., ethnic composition of the adolescent's school, adolescent's peer group, presence of discrimination). For example, minority adolescents who experience discrimination are likely to have subsequent conduct problems, depression, and lower achievement in school. This could be because discrimination leads to feelings of loss of control, which leads to feelings of depression, or this could be due to discrimination leading to depression and alienation, which leads to affiliation with deviant peers. Individuals vary in the extent to which they feel discriminated against and in the extent to which they are adversely affected by it. Robert Sellers and colleagues have developed the multidimensional model of racial identity to help understand these relations. This model takes into consideration three different aspects of racial identity: racial centrality, private regard, and public regard. Interestingly, despite their encounters with racism and prejudice, research suggests that Black adolescents have relatively higher self-esteem than non-Black adolescents. Some researchers have proposed that this is because Black teenagers benefit from the support and positive feedback of adults in the Black community, especially in the family. Furthermore, Black adolescents may also pay more attention to their strengths than their weaknesses. Finally, researchers also believe that Black adolescents' strong sense of ethnic identity enhances their overall self-esteem. It is important to note that multiethnic adolescents may have a particularly difficult time integrating an ethnic identity. In fact, across development, multiethnic individuals are likely to change the ethnic group to which they identify multiple times. Key Points:

c) After college, character's identity is achieved according to Marcia. b) Conclude that during adolescence the character was experiencing identity diffusion (according to Marcia) a) Mention and explain Erikson and Marcia's theory of identity development 119. Problem working ethnic identity into personal identity. Experienced alienation from the people went to school with. Took on a false self in younger years Diffused identity (Erikson/Marcia) (had no exploration or commitment). When returns to school, a moratorium occurs during which time identity achievement is accomplished (explored options and committed to one). Integrated ethnic identity into a personal identity Key Points:

b) Explain sex differences in excessive masculinity and femininity. a) Explain the gender intensification hypothesis (and what factors contribute to gender stereotypic behavior). 120. Pressures to behave in sex-appropriate ways may temporarily intensify during middle adolescence. This idea, called the gender intensification hypothesis, is that many of the sex differences observed between adolescent boys and girls result from an acceleration in their socialization to act in stereotypically masculine and feminine ways. Even though individuals' beliefs about gender roles may become more flexible as they move through adolescence, largely as a result of the cognitive changes of the period, social pressures may drive teenagers toward more gender-stereotypic behavior; indeed, the impact of environmental factors on gender-role behavior is much stronger than the impact of the hormonal changes of puberty. As teenagers begin to date, for example, it may become more important for them to act in ways that are consistent with gender-role expectations and that meet with approval in the peer group. Boys who do not act masculine enough and girls who do not act feminine enough may be less popular with and less accepted by their same- and opposite. Although boys and girls who behave in gender-typical ways are more accepted than their peers whose behavior does not conform with gender-role stereotypes—and feel better about themselves as a result of this peer acceptance—the costs of being gender-atypical are greater for boys than girls. Specifically,' males who do not conform to traditionally masculine gender-role norms are judged more deviant than are females whose behavior departs from exclusively feminine roles. Interestingly, however, boys who have a more traditionally masculine orientation, while higher in self-acceptance than other boys, are more likely to be involved in various types of problem behavior—perhaps because part of being masculine in contemporary society involves being "macho" enough to experiment with delinquency, drugs and alcohol, and unprotected sex. Key Points:

Chapter 08 Summary Category Steinberg - Chapter 08

# of Questions 120

Chapter 09 Student: ___________________________________________________________________________

The psychosocial domain concerning the development and expression of independence is called: A. autocracy. B. autonomy. C. detachment. D. morality.

Cara hates that her mother always asks her where she is going and who she is hanging out with. Cara's attempts to keep secrets are her attempt to establish: A. autonomy. B. independence. C. maturity. D. self-reliance.

Whereas _________ refers to individuals' capacity to behave on their own, ___________ has emotional and cognitive as well as behavioral components. A. independence; self-sufficiency B. autonomy; independence C. independence; autonomy D. autonomy; self-sufficiency

Which statement about autonomy in adolescence is false? A. Autonomy is closely related to adolescent rebellion. B. The growth of autonomy during adolescence is gradual and progressive. C. The growth of autonomy during adolescence is relatively un-dramatic. D. The development of adolescent autonomy is often misunderstood.

According to the textbook, many writers have suggested that an adolescent's desire for autonomy may actually have an evolutionary basis, which reflects: A. adolescents' competiveness with their same-sex parent. B. an individual's desire to live in an environment with the least amount of competition for key resources. C. an individual's desire to increase his or her opportunity to find a non-familial mate to reproduce with. D. a genetically based desire to distance oneself from close relatives.

The paradox of adolescent autonomy is that: A adolescents today are more economically dependent than in previous times, yet have fewer . responsibilities than their peers in previous eras. B whereas adolescents today are expected to be increasingly autonomous psychologically and socially, . they are now less autonomous economically. C whereas adolescence extends longer today than it did in previous eras, today's adolescents are more . autonomous than in previous times. D. as autonomy increases in adolescence, "storm and stress" decrease.

According to the textbook, many young people find it frustrating that: A. they feel emotionally independent but have to abide by their parents' rules as long as they are being supported economically. B. their parents expect them to be so autonomous and independent at such a young age. C. they are economically independent, but still rely on parents for approval regarding religious and political issues. D. they are working the same jobs as some adults, but have less freedom and more supervision than the adults.

Issues of autonomy: A. are typically resolved during toddlerhood. B. are typically resolved during adolescence. C. are typically resolved in early adulthood. D. recur throughout the life span.

All of the following are reasons stated in the textbook to explain why adolescent autonomy has attracted the attention of developmental psychologists, except: A. the physical changes of early adolescence trigger changes in the adolescent's emotional relationships at home. B. puberty sets up a situation of the adolescent's increasing emotional dependence on the family. C the cognitive changes of adolescence provide the foundation for changes in the adolescent's thinking . about social, moral, and ethical problems. D. changes in social roles raise concerns about independence relating to increased responsibility and selfreliance.

10. Peter is noticing changes in the expression of affection and distribution of power in his relationships with his parents. He is less likely to rush to them with a problem, and is spending more time with his friends. What type of autonomy is developing with Peter? A. behavioral B. emotional C. cognitive D. None of the above. 11. Which of the following aspects of autonomy involves the capacity to make independent decisions and follow through with them? A. behavioral autonomy B. psychosocial autonomy C. emotional autonomy D. cognitive autonomy 12. Jane has decided not to go along with her friends and drink after school. She realizes that this is wrong, and decides not to give in to the peer pressure. What type of autonomy is Jane exhibiting? A. behavioral B. emotional C. cognitive D. None of the above. 13. As Barbara moves into adolescence, her relationship with her mother and father changes. She is becoming less dependent on them and more dependent on herself. She also realizes that her parents are not always right. Which type of autonomy is Barbara expressing? A. behavioral autonomy B. psychosocial autonomy C. emotional autonomy D. cognitive autonomy 14. Which of the following types of autonomy refers to that aspect of independence related to changes in an individual's close relationships? A. behavioral autonomy B. psychosocial autonomy C. emotional autonomy D. cognitive autonomy

15. Why is early adolescence a time during which parents' knowledge of their adolescent's behavior declines? A. Parents are less likely to supervise their adolescent children during this period. B. Adolescents become less likely to spontaneously disclose information to their parents. C. Both A and B are true. D Neither A nor B is true. Parents are more likely to be privy to their child's behavior and whereabouts . during early adolescence than earlier and later time-points. 16. Karen's parents have noticed that throughout Karen's adolescent years, their relationship has transformed. What type of autonomy is Karen expressing? A. emotional B. cognitive C. behavioral D. None of the above. 17. Which of the following is not a characteristic of an adolescent's growing emotional autonomy? A. Adolescents become more likely to believe that their life would have been better if they had their friends' parents. B. Adolescents become less likely to hold onto idealized pictures of their parents. C Adolescents become more likely to appreciate that their parents may act differently with their own . friends than they do with their children. DWhen something goes wrong, adolescents become less likely to assume that their parents will "make . everything better" and become more likely to rely on themselves to straighten things out. 18. Which of the following behaviors is characteristic of increased emotional autonomy among adolescents? A. Adolescents are eager to get their parents help and advice with problems. B. Adolescents feel their parents are all-knowing and all-powerful. C. Adolescents are able to see their parents as people. D. Adolescents have difficulty sympathizing with their parents' problems. 19. Which of the following parenting behaviors encourages healthy adolescent development and behavior? A. having rigidly enforced rules B. providing a family environment that is characterized by close family relationships C. taking the time to make frequent "check-in" calls to their adolescent's cell phone D. providing few guidelines so the adolescent is "forced" to develop, and internalize, their own standards for behavior 20. In classical psychoanalytic theories, the process of separation that occurs during early adolescence is referred to as: A. detachment. B. separation anxiety. C. distinction. D. individuation. 21. Which of the following statements about autonomy is false? A. Adolescents are less emotionally dependent on their parents than they were as children. B. Children are closer to their parents than adolescents. C. An absence of conflict between an adolescent and his or her parents indicates a delay in autonomy development. D. In general, adolescents get along very well with their parents. 22. Who would argue that the physical changes of puberty cause substantial disruption and conflict inside the family system? A. Anna Freud B. Erik Erikson C. Laurence Steinberg D. Susan Harter

23. Which statement regarding autonomy development would not fit with Anna Freud's theory? A. The physical changes of puberty cause substantial disruption in the family system. B. Detachment in adolescence is a result of tensions between family members. C. Emotional autonomy during adolescence involves a transformation of family relationships. D Intrapsychic conflicts that have been repressed since early childhood are reawakened at early . adolescence by the resurgence of sexual impulses. 24. In contrast to the psychoanalytic perspective, many researchers today assert that a late adolescent who is gradually and progressively sharpening his/her sense of self as autonomous, competent, and separate from one's parents is developing a sense of: A. autonomy. B. individuation. C. self-evaluation. D. morality. 25. Tyler's parents comment that his first year in college has been very good for him because he has learned to accept responsibility for his actions. Tyler's parents are describing: A. individuation. B. crystallization. C. specification. D. psychosocial moratorium. 26. Viggo says to his friends, "You know, sometimes my Dad is wrong and I tell him so and I give him my opinion. I didn't use to do that when I was younger—I used to think that everything he said was right." Viggo is demonstrating: A. individuation. B. de-idealization of parents. C. seeing parents as people. D. nondependence. 27. Which statement concerning adolescents' ability to see their parents as people is false? A. This aspect of emotional autonomy may not develop until early adulthood. B. This aspect of emotional autonomy develops later in adolescents' relations with their mothers than with their fathers. C. During high school, adolescents have difficulty seeing their parents as individuals beyond their role as parents. D. Fifteen-year-olds are not much better than 10-year-olds at seeing their parents as people. 28. According to one study of 10- to 15-year-olds, which aspect of emotional autonomy does not increase over the period of adolescence? A. individuation B. de-idealization of parents C. seeing parents as people D. nondependence 29. As individuals transition from adolescence into adulthood and progress through the process of individuation, they increasingly: A. view lying to their parents as unacceptable. B. improve their techniques for lying to parents without being detected. C. view lying to their parents as desirable. D. become worse liars. 30. Recent research indicates that _______ has negative effects on adolescents' mental health, whereas _________ has positive effects. A. detachment; nondependency B. detachment; individuation C. individuation; nondependency D. individuation; detachment

31. Which of the following events have researchers suggested is one of the most important triggers of the individuation process? A. puberty B. identity development C. detaching from parents D. seeing parents as people 32. During late adolescence and the college years, students who live away from home report all but which of the following? A. better communication with their parents B. more strained family relationships C. higher levels of satisfaction with their family relationship D. more affection for parents 33. Emotional autonomy develops best when parents encourage _______ and _______. A. individuation; emotional closeness B. individuation; emotional distance C. detachment; emotional distance D. independence; interdependence 34. Healthy individuation and positive mental health are fostered by _____ family relationships. A. constraining B. authoritarian C. close D. distant 35. Which of the following types of parenting promotes healthy emotional autonomy in adolescents? A. authoritarian B. autocratic C. authoritative D. permissive 36. Kristie believes that her parents are too strict and has decided not to abide by their rules. She refuses to do her chores around the house and breaks curfew every night. Kristie is probably from: A. a permissive home. B. an authoritarian home. C. an authoritative home. D. an autocratic home. 37. When Lenny gets frustrated or upset, he turns to his peers rather than his parents for support. As a matter of fact, Lenny relies on his peers more than his parents for most things. Lenny is probably from: A. a permissive home. B. an authoritarian home. C. an authoritative home. D. an autocratic home. 38. Michelle's parents believe in relaxed rules and guidelines. They believe that rules and regulations will inhibit Michelle's discovery of herself as a person. In what way is this parental philosophy not likely to affect Michelle? A. Michelle will be emotionally detached from her parents. B. Michelle will be genuinely autonomous. C. Michelle will be psychosocially dependent on her friends. D. Michelle's social life will be important to her.

39. Which of the following types of households creates adolescents who do not develop healthy autonomy, have difficulty complying with rules, and are usually dependent on their friends? A. authoritarian B. autocratic C. authoritative D. permissive 40. When researchers use brain-imaging technology to investigate patterns of adolescent brain activation, what do they find? A Researchers find that regions of the brain that are especially sensitive to rewards are more intensely . activated during early and middle adolescence than adulthood. B Researchers find that regions of the brain that are especially sensitive to rewards are less activated . during early and middle adolescence than adulthood. C Researchers find that regions of the brain that are sensitive to punishment are more intensely activated . during early and middle adolescence than adulthood. D Researchers find that regions of the brain that block the ability to perceive rewards are more intensely . activated during early and middle adolescence than adulthood. 41. Before Shirley fills out her course registration for fall semester, she asks her parents which courses they think she should take. Shirley also consults the guidance counselor at school as well as some of her close friends. She weighs their suggestions, then enrolls in the courses that seem best suited to her educational goals. Which type of autonomy is Shirley expressing? A. cognitive autonomy B. behavioral autonomy C. emotional autonomy D. psychosocial autonomy 42. With age, adolescents become more likely to consider both the risks and benefits associated with the decisions they make and more likely to weigh the long-term consequences of their choices, and not just the immediate ones. According to the textbook, these improvements seem to be due to all of the following except: A. the decline in the extent to which decisions are influenced by their potential to produce an immediate reward. B. the increase in the ability to give equal weight to the potential costs and benefits of a decision. C. the increase in the ability to control their impulses. D. the increase in the probability that decision making is influenced by emotions. 43. Between middle and late adolescence, individuals become: A. more likely to consider both the risks and benefits associated with a decision. B. more likely to weigh the long-term consequences of their choices. C. more likely to control their impulses. D. All of the above are true. 44. According to the results from the Steinberg and colleagues' study, who would be most likely to settle for $750 tomorrow than receive $1,000 a year from now? A. 10- to 11-year-olds B. 14- to 15-year-olds C. 16- to 17-year-olds D. 22- to 25-year-olds 45. Parents who use a lot of psychological control are best characterized as being: A. emotionally close and permissive. B. overprotective and intrusive. C. emotionally distant and critical. D. intrusive and emotionally distant.

46. Between early and late adolescence, individuals improve in their ability to: A. imagine and analyze the consequences of their decisions. B. seek and evaluate the advice of others. C. make deliberate decisions that are not influenced by their emotions. D. All of the above are true. 47. Many individuals have argued that older adolescents should have the right to seek health care services without parental knowledge or consent because: A the basic cognitive abilities that are most likely necessary to make these kinds of decisions are typically . fully developed by the age of 16. B. have more rights than younger adolescents. C. are at an age where they could legally become emancipated. D. are more sexually active than younger adolescents. 48. Researchers who oppose trying juvenile offenders as adults in criminal court typically base their arguments on findings that: A. the legal age of majority is 18. Bmature decision making is the product of both cognitive abilities, which mature around 16 years of age, . and psychosocial factors, which are still developing in young adulthood. C. no juvenile can think as maturely as an adult. D. there is consensus that juveniles do not have sufficiently good decision-making skills to understand right from wrong. 49. Mark is a teenager who generally respects his parents. On which of the following issues, however, is Mark most likely to side with his friends and against his parents? A. on how to wear his hair B. on the issue of capital punishment C. on the choice of religious preference D. on the value of a college education 50. Consistent with the immigrant paradox discussed in another chapter of the textbook, which of the following statements is true? A.Susceptibility to peer pressure is higher among relatively more acculturated Latino adolescents than their less acculturated peers. B Susceptibility to peer pressure is higher among Latino adolescents who were born abroad than Latino . adolescents born in the United States. C. Research shows that more acculturated adolescents engage in lower rates of delinquency. D.Susceptibility to peer pressure is lower among relatively more acculturated Latino adolescents than their less acculturated peers. 51. Peers usually have more influence than parents on matters of: A. work. B. education. C. personal taste. D. admired personal qualities. 52. Carrie's parents have repeatedly told her not to pierce her belly button despite her argument that all of her friends are getting their belly buttons pierced. Carrie's urge to pierce her navel probably stems from: A. her desire to rebel against her parents. B. her need to express her true identity. C. her desire to be a true individual. D. her desire to conform to her peers. 53. Albert always follows the clothing trends his friends start at school. Carl ignores the trends at school and strictly adheres to his parents' guidelines for dressing. Which adolescent is genuinely autonomous? A. Albert B. Carl C. neither Albert nor Carl D. both Albert and Carl

54. If an adolescent is making a decision regarding long-term occupational plans, he or she is likely to go to ___________ for advice. A. his or her parents B. a friend C. an acquaintance D. no one 55. For which of the following questions is an adolescent most likely to turn to outside experts for advice? A. What steps do I need to take to get admitted to college? B. Does this outfit look nice? C. Are my friends really nerds? D. Is the University of Michigan a fun place to go to college? 56. In early and middle adolescence, adolescents become more _____ with respect to parents, and more _____ with respect to peers. A. autonomous; conformist B. conformist; autonomous C. autonomous; autonomous D. conformist; conformist 57. Which statement about conformity to peers is most true? A. Conformity is higher during later adolescence. B. Conformity is low when the behavior in question is antisocial. C Conformity is higher during early and middle adolescence than later adolescence, especially when the . behavior in question is antisocial. D. Conformity to peers is low during early and middle adolescence. 58. At which of the following ages would you expect susceptibility to peer pressure, especially for delinquent behaviors, to be the greatest? A. 8 years B. 11 years C. 14 years D. 19 years 59. According to one experiment, when confronted with false evidence: A. is most often seen in the antisocial behavior of girls during early and middle adolescence. B. is higher among less acculturated Latino adolescents than among their more acculturated peers. C. significantly more young adolescents (12-16) than young adults will give a false confession. D occurs early in adolescence because pressure by the peer group is strong enough to make even the most . autonomous adolescent comply. 60. One recent brain imaging study that was investigating individual differences in susceptibility to peer pressure found that individuals who showed a heightened sensitivity to social rejection were: A. more likely to be influenced by their emotions when making important decisions. B. less able to resist peer influences. C. less likely to be influenced by their emotions when making important decisions. D. more able to resist peer influences. 61. During childhood, boys and girls are: A. highly oriented toward their parents and far less oriented toward their peers. B. less oriented toward their parents and far more oriented toward their peers. C. highly oriented toward their peers and far less oriented toward their teachers. D. highly oriented toward their peers and far less oriented toward their parents.

62. As children approach adolescence, children become somewhat _____ oriented toward their parents; and _____ oriented toward their peers, and peer pressure begins to _____. A. more; less; subside B. less; more; escalate C. more; more; decline D. less; less; decrease 63. Typically, adolescents who rebel against their parents or authorities do so because: A. they are asserting their independence from their parents. B. they are asserting their personal individuality. C. they are conforming to their peers. D. they are more emotionally mature than their non-rebellious counterparts. 64. When asked what a guilty person should do when being interrogated by police, younger adolescents are more likely than older adolescents to say: A. the person should remain silent. B. the person should give the police misleading information. C. the person should confess. D. the person should blame someone else. 65. The sexual behavior of adolescents who have talked about sex with their parents is ________ compared to the sexual behavior of adolescents who have not talked to their parents about sex. A. more influenced by peer pressure B. less influenced by peer pressure C. more influenced by drug use D. less influenced by drug use 66. Adolescents who have less positive relationships with their parents are more likely to do all but which of the following? A. spend time with friends in unsupervised settings B. hang out with negative peers C. be highly peer-oriented D. be influenced by friends who perform well in school 67. Over the course of adolescence, individuals come to _____ prosocial acts that are done for _____ reasons. A. respect; self-serving B. seek out; non-biased C. devalue; self-serving D. devalue; humanitarian 68. Research suggests that adolescents _________ are the most likely to be susceptible to peer pressure. A. from families in which parents are strict and make decisions for their adolescents B. whose parents encourage autonomy C. who have positive regard for their parents D. from authoritative homes that encourage independent decision making 69. According to research cited in the textbook, susceptibility to antisocial peer pressure is _____ among relatively _____ acculturated Latino adolescents than their _____ acculturated peers. A. higher; more; less B. higher; less; more C. lower; more; less D. none of the above options are true

70. Which of the following adolescents (all are the same age) would have a heightened susceptibility to peer pressure? A. Steven, a male adolescent B. Paul, an Asian adolescent C. Annie, an adolescent from a single-parent family D. All of these youths are likely to appear relatively more susceptible to peer pressure. 71. During late adolescence, the susceptibility to peer pressure _________ A. remains stable. B. increases. C. changes in form. D. decreases. 72. Craig is easily persuaded by his friends to engage in illegal and antisocial behaviors. If you had to guess, which style of parenting do you think Craig's mom and dad utilize? A. authoritarian B. permissive C. authoritative D. autocratic 73. Feldman and her colleagues have found evidence for consistent variations in autonomy expectations as a function of: A. gender. B. birth order. C. ethnicity. D. All of the above. 74. Research studies have generally indicated that the extent to which parents grant their children autonomy depends on the constellation of sons and daughters in the home and: A. their children's IQ. B. the family's financial situation. C. parents' attitudes toward sex roles. D. whether the home is a single-parent family. 75. According to research presented in the textbook, which individuals are likely to have earlier expectations for autonomy than Asian families? A. White parents B. White adolescents C. White adolescents and their parents D None of the above. Asian adolescents and their parents have earlier expectations for autonomy than . White adolescents and their parents. 76. All of the following are characteristics of the development of cognitive autonomy, except: A. increasingly abstract ways to think about moral, political, ideological, and religious issues. B. increasing emotional distance from parents. C. beliefs that are increasingly rooted in general principles that have an ideological basis. D. beliefs that are increasingly founded in the individual's own values. 77. Which of the following is an example of cognitive autonomy? A. establishing more adult-like relationships with family members B. relying less on your parents for emotional support C. refusing to cheat on an exam even when the teacher is not in the room D. seeking the advice of others when faced with a serious question 78. The dominant perspective of moral development is grounded in _____ theory. A. Piaget's cognitive B. Watson's behavioral C. Bronfenbrenner's ecological D. Freud's psychoanalytic

79. Individuals who reason at higher levels of moral thought are thought to: A. be less likely to commit antisocial acts. B. less likely to cheat. C. to be more tolerant. D. All of the above responses are true. 80. As a child, Joe doesn't understand that he simply cannot take the things he wants. As he gets older, he begins to understand the concept of ownership. This change is an example of: A. moral development. B. peer pressure. C. self-reliance. D. detachment. 81. According to Kohlberg, reasoning that is based on rewards and punishments is called: A. principled. B. conventional. C. postconventional. D. preconventional. 82. Postconventional reasoning can also be referred to as: A. emotional reasoning. B. principled moral reasoning. C. self-reliant reasoning. D. autonomous reasoning. 83. According to Kohlberg, at which level of moral reasoning would someone who saw society's rules and conventions as relative and subject be at? A. preconventional B. postconventional C. current conventional D. This description does not match one of Kohlberg's levels. 84. A person who obeys the rules because of a sense of social obligation to behave in certain ways is functioning at which level of moral development? A. principled B. conventional C. postconventional D. preconventional 85. According to Kohlberg's theory, the most important thing is: A. whether an individual, for example, believes that Heinz should have stolen the drug. B. how long the individual took to respond to the moral dilemma. C. the reasoning behind an individual's response. D. an individual's choice of words in his or her response. 86. Research suggests that the majority of adolescents probably function at which of the following moral reasoning levels? A. principled B. conventional C. postconventional D. preconventional 87. More advanced levels of moral reasoning are indicative of which parenting style? A. authoritarian B. permissive C. neglectful D. authoritative

88. Critics of Kohlberg's theory have asserted that reasoning about hypothetical moral problems in an advanced way is not the same as behaving morally. Furthermore, critics have also argued that reasoning about hypothetical life-and-death situations does not tell us very much about the ways people reason in day-to-day problems. What has recent research studies addressing these concerns found? A. These critics are correct in noting that there is little relationship between moral reasoning and moral behavior. BResearch has indicated that people reason about life-and-death dilemmas in ways that parallel their . reasoning about moral dilemmas they encounter in their daily lives. Also, in general, an individual's moral reasoning is indeed related to an individual's moral behavior. CPeople who reason at higher stages of moral thought are more tolerant of others' misbehavior; however, . the way people reasoning about abstract, hypothetical situations is not related to the ways that people actually behave in real life day-to-day problems. DResearch has indicated that people who reason at higher stages do not necessarily behave in more moral . ways; however, the reasoning behind life-and-death dilemmas is absolutely the same as the reasoning behind the problems that people encounter in everyday life. 89. Mark complains to his mother that there is nothing wrong with drinking a little beer because, "Everyone my age does it once in a while and I'll be a social outcast if I don't have a drink." Mark's level of moral development would be described as: A. preconventional stage. B. conventional stage. C. postconventional stage. D. anticonventional stage. 90. According to the textbook, which of the following statements about moral reasoning and moral behavior is not true? A. In tests measuring moral reasoning, assessments are made in a social vacuum, but such vacuums don't exist in the real world. B. Moral behavior and moral reasoning always go hand in hand. C. Situational factors influence moral choices. D. All of the above are true. 91. Individuals are more likely to engage in risky behavior when they see the behavior as: A. a personal choice rather than an ethical dilemma. B. an ethical dilemma rather than a personal choice. C. a private issue rather than a personal choice. D. something they are entitled to, rather than an ethical issue. 92. Adam is known for scoring high on moral disengagement assessments. Which of the following is probably true? A. Adam is likely to engage in delinquency and aggression. B. Adam is likely to engage in prosocial behavior. C. Adam is likely to have authoritative parents. D. Adam is likely to abuse substances. 93. Researchers have found that scoring higher on measures of prosocial moral reasoning: A. correlates positively with prosocial behavior, but not with attitudes toward helping others. B. correlates positively with attitudes toward helping others, but not with actual prosocial behavior. C. correlates positively with both sympathy and empathy, but not with actual prosocial behavior. D. correlates positively with prosocial behavior and is related to being more sympathetic and empathic. 94. Which adolescent would probably score lowest on measures of prosocial moral reasoning? A. Latonya, who scores high on both typically masculine and feminine traits B. Talya, who scores high on femininity C. Michael, who scores high on femininity D. Randy, who scores high on masculinity

95. Which of the following individuals is not especially likely to be engaged in volunteerism? A. Ashley, whose parents actively volunteer in the community B. Joshua, who is a male adolescent C. Nancy, who is actively involved in neighborhood church D. Carolyn, who scores high on measures of extroversion 96. Which of the following statements concerning volunteerism is false? A. Engaging in community service leads to short-term gains in social responsibility. B. Engaging in community service increases the importance individuals place on helping others. C Engaging in community service has a long-lasting positive impact even when it is part of a school . mandated service-learning program. D. Engaging in community service leads to increased commitment to tolerance, equal opportunity, and cultural diversity. 97. In contrast to younger adolescents, older adolescents: A. are more likely to be Republicans than Democrats. B. are more likely to believe in autocratic rule and take an acquiescent stance toward government. C. are equally as likely to be influenced by their living environment. D. are more likely to challenge authority and argue that laws should be reexamined. 98. Which of the following is not a shift that is noticed in the political thinking of adolescents as they mature? A. increased abstraction B. increased authoritarianism C. movement away from obedience D. greater use of principles 99. According to a recent analysis of data from a sample of nationally representative high school seniors, which of the following trends in regard to adolescents' civic engagement and political participation is true? A Since 1990, there has been a steady increase in the proportion of young people who report participating . in community service activities. BSince 1990, there has been a decrease in the proportion of young people who report participating in . conventional civic activities (example: voting, contracting elected officials). C Since 1990, the proportion of young people who engage in alternative political activities (e.g., boycotts, . demonstrations) has fluctuated. D. All of the above are true. 100.During late adolescence, individuals define their religious beliefs based on: A. their own system of personal religious beliefs. B. the teachings of their parents. C. the beliefs of their peers. D. this question is difficult to answer because adolescents are private about their religious beliefs. 101.Research on religious changes during adolescence indicates that: A. adolescents believe that attending church exhibits a person's religious commitment. B. children are more strict observers of religious customs. C. college students are more religiously oriented than children. D. religion is more important to older adolescents than to children. 102.According to research from Clardy and King, which adolescent is most likely to say that God is important to him? A. an adolescent from Mexico B. an adolescent from China C. an adolescent from Japan D. an adolescent from France

103.When is an adolescent most likely to question his or her religious beliefs? A. during junior high B. during middle school C. during high school D. during the early years of college 104.During adolescence, the importance of religion: A. increases. B. decreases. C. decreases during early adolescence and then begins to increase. D. remains the same. 105.According to U.S. surveys, what percent of American adolescents report an affiliation with a religious group? A. about 85% B. about 50% C. about 35% D. less than 20% 106.The transformation in religious thinking during adolescence can be best understood as part of the overall development of ________ autonomy. A. adolescent B. behavioral C. emotional D. cognitive 107.Madeline is a fairly religious adolescent. Much of the research on religion and adolescence would suggest that Madeline: A. would be more likely than other adolescents to rebel against the constraints placed on her by her religion. B. would be more likely than other adolescents to rebel against constraints place on her by her parents. C. would be less depressed and less likely to engage in premarital sex. D. would be more likely to live in an inner-city neighborhood. 108.There are two components of religious development: (1) _____, which refers to the religious practices one engages in; and (2) _____, which refers to one's personal quest for answers to questions about God and the mean of life. A. spirituality; religiosity B. religiosity; spirituality C. religion practices; religion search D. religion behaviors; religion quest 109.Discuss Anna Freud's view, the psychoanalytic approach, of autonomy during early adolescence. How does her perspective differ from that of contemporary writers?

110.Your aunt and uncle are concerned about whether their teenage children, your cousins, will develop into moral adults. They ask you about adolescent moral development and, in particular, they want to know what they should expect in regard to moral behavior for their children. They are specifically concerned about whether there is a gap between moral reasoning and moral behavior. They also want to know what they can do to ensure the healthy moral development of their teens. Explain what you know about Kohlberg's stages of moral reasoning.

111.You are giving a guest lecture to a bunch of college students. Define three types of autonomy and describe an example of each.

112.The process of individuation is integral to adolescent development. Discuss two ways in which this process is triggered, and one of the first signs that this might be taking place.

113.Your next-door neighbor tells you she read an article about a 17-year-old girl who was severely punished by her parents when they were informed that she was planning to have an abortion and had not told them; then your neighbor relates a second article about a 15-year-old boy who is being tried as an adult for murdering his abusive stepfather. Your neighbor doesn't understand why the girl was not allowed to make this personal choice for herself because she was considered a minor, but the boy, who is younger, is being treated as an adult. What can you tell her?

114.Now that Sarah is an adolescent, she has changed the way in which she thinks about religion, morals, and politics. Specifically, she disagrees with her parents and believes that protesting against pollution is acceptable because protecting the environment is more important than living in accord with the law. She knows that breaking the law is wrong, but she believes that the enforcement of certain laws should depend on the context in which the law is being evaluated. She believes that some laws are outdated and should be reexamined and perhaps amended. Sarah's parents think she is just trying to rebel against them. How can you explain Sarah's change in political ideology based on cognitive research in adolescence?

115.Discuss the changes in the way(s) adolescents think about prosocial issues and the changes in their willingness to engage in prosocial behavior. Do adolescents' beliefs about prosocial phenomena predict the extent to which they engage in prosocial behavior? What do adolescents think about prosocial acts that have a self-serving goal? What types of prosocial behavior are common among adolescents? Who is likely to engage in service learning and what are the effects of volunteering? Is "forcing" adolescents to "volunteer" likely to have positive impacts?

Chapter 09 Key 1. B 2. A 3. C 4. A 5. C 6. B 7. A 8. D 9. B 10. B 11. A 12. A 13. C 14. C 15. C 16. A 17. A 18. C 19. B 20. A 21. C 22. A 23. C 24. B 25. A 26. B 27. B 28. C 29. A 30. B 31. A 32. B 33. A 34. C 35. C 36. B

37. A 38. B 39. D 40. A 41. B 42. D 43. D 44. A 45. B 46. D 47. A 48. B 49. A 50. A 51. C 52. D 53. C 54. A 55. A 56. A 57. C 58. C 59. C 60. B 61. A 62. B 63. C 64. C 65. B 66. D 67. C 68. A 69. A 70. D 71. D 72. B 73. C 74. C

75. A 76. B 77. C 78. A 79. D 80. A 81. D 82. B 83. B 84. B 85. C 86. B 87. D 88. B 89. B 90. B 91. A 92. A 93. D 94. D 95. B 96. C 97. D 98. B 99. D 100. A 101. B 102. A 103. D 104. B 105. A 106. D 107. C 108. B

c) Other contemporary writers analyze adolescent autonomy in terms of individuation rather than detachment. b) Resulting tensions lead the adolescent to peers for emotional support. a) Physical changes of puberty cause substantial disruption and conflict inside the family system, leading to detachment. 109. Freud argued that the physical changes of puberty caused substantial disruption and conflict inside the family system, because intrapsychic conflicts that had been repressed since early childhood are reawakened at early adolescence by the resurgence of sexual impulses. The reawakened conflicts are not dealt with consciously and explicitly by the adolescent and his or her parents but, rather, are expressed in the form of increased tension between family members. As a consequence of this tension, early adolescents are driven to separate themselves, at least emotionally, from their parents and turn their emotional energies instead to relationships with peers. Psychoanalytic theorists called this process detachment, because it appeared as if the early adolescent was attempting to sever the attachments that had been formed during infancy and strengthened throughout childhood. As an alternative to the classic psychoanalytic perspective on adolescent "detachment," some contemporary writers have suggested that we look at the development of emotional autonomy in terms of the adolescent's developing sense of individuation. The process of individuation, which begins during infancy and continues well into late adolescence, involves a gradual, progressive sharpening of one's sense of self as autonomous, as competent, and as separate from one's parents. The process does not involve breaking off relationships with parents, but rather transforming them. Key Points:

e) Advanced levels of moral reasoning are more likely when children are exposed to authoritative parenting, modeling moral reasoning/moral behavior, and higher education. d) Moral behavior may not follow from moral reasoning when affected by particular situational factors or if an adolescent perceives a risk-taking activity as personal choice rather than a moral dilemma. c) Although moral reasoning does not necessitate moral behavior, they strongly parallel each other. b) By preadolescence, youngsters typically achieve the conventional level of moral reasoning; by late adolescence most are capable of reasoning at the postconventional level. a) Kohlberg described moral development as moving from preconventional (before internalizing societal standards) to conventional (basing one's actions on societal norms) to postconventional (principles such as the value of life take precedence over society's rules). 110. Kohlberg described three levels of moral reasoning, from preconventional (not based on society's standards/conventions) to conventional (based on approval from others and maintaining social order) to postconventional or principled (when principles such as justice, fairness, sanctity of life take precedence over society's rules and conventions), noting that although postconventional reasoning is relatively rare, by late adolescence an individual who is exposed to this type of reasoning may achieve it. At the least, conventional reasoning appears during preadolescence. Moral reasoning does not necessarily mean a person will behave morally; however, the two do parallel each other, and behavior is related to reasoning—individuals who reason at higher levels tend to behave in more moral ways, although situational factors also affect behavior. However, if an adolescent assesses a situation as a matter of personal choice rather than a moral dilemma, at least in cases of risktaking activities (e.g., drug use), moral reasoning does not apply. Children reared with an authoritative parenting style are more likely than other children to reach higher levels of moral reasoning. This includes encouraging children to participate in family discussions, keeping the level of conflict in family discussions at a medium level (i.e., neither extremely low nor extremely high), and exposing adolescents to moral arguments that challenge them to reach a stage higher than where they are at present. Higher levels of moral reasoning are also associated with higher levels of education, although this is not a direct relationship and good role models are critically important. Key Points:

c) Cognitive autonomy describes having a set of principles about right and wrong. b) Behavioral autonomy refers to the capacity to make independent decisions and follow through with them. a) Emotional autonomy refers to changes in the individual's close relationships. 111. Three types of autonomy that develop throughout adolescence are emotional autonomy, behavioral autonomy, and cognitive autonomy. Emotional autonomy describes the aspect of independence that is related to changes in the individual's close relationships, especially with parents. The adolescent-parent relationship changes in the expression of affection, the distribution of power, and patterns of verbal interaction. Emotionally autonomous adolescents do not generally rush to their parents whenever they have a problem. Behavioral autonomy describes the capacity to make independent decisions and follow through with them. An individual who is behaviorally autonomous is able to turn to others for advice, can weigh alternative courses of action, and can reach an independent conclusion about how to behave. Cognitive autonomy describes having a set of principles about right and wrong. The development of cognitive autonomy entails changes in the adolescent's conceptions of moral, political, ideological, and religious issues. Individuals with a stronger sense of cognitive autonomy may question how just certain laws or rules are. Key Points:

c) The first sign of individuation tends to be the de-idealization of parents. b) Another model focuses on social-cognitive developmental changes. a) In one model, puberty is the main catalyst that leads to individuation. 112. Two different models have been suggested as to the triggers of individuation, or the gradual, progressive sharpening of one's sense of self as autonomous and separate from one's parents. One model notes puberty as the main catalyst. Changes in adolescents' physical appearance provoke changes in the way that adolescents are viewed—by themselves and by their parents—which, in turn, provokes changes in parent-child interaction. A second model notes that adolescents' movement toward higher levels of individuation is stimulated by their social-cognitive development. The development of more sophisticated understandings of oneself and one's parents is one way to gain this sense of autonomy. One of the first signs that this is taking place is the de-idealization of parents, or realizing that parents sometimes make mistakes and aren't perfect. Key Points:

f) Policies should take into consideration the specific skills that are necessary for each type of decision/issue (instead of having blanket age boundaries across very different issues). e) Policy makers will need to develop laws that account for chronological age as well as individual variability. d) The lack of consensus about cognitive advances during adolescence has led to inconsistencies among the states in terms of how to treat adolescents in the legal system. c) Because of the variability in the development of individual adolescents, it is a mistake to assume that all adolescents have the cognitive abilities of adults. b) Considering these cognitive advances, some people believe adolescents are capable of making adult decisions, whereas others believe teens are not yet ready to make such decisions on their own. a) From preadolescence on, decision-making abilities become more sophisticated. 113. Adolescents progressively develop the ability to think abstractly and to reason as adults, and their decision-making abilities progressively become more sophisticated as they move from preadolescence toward adulthood. This increase in cognitive abilities leads some people to believe that they should be treated as adults. However, this is a fuzzy area because the process is gradual and some adolescents develop more quickly—or more slowly—than others. Many youth advocates argue that older adolescents, who reason in significantly more sophisticated ways than younger adolescents, should have the right to seek health care services without the knowledge or consent of their parents. That same rationale is used to justify trying youthful offenders as adults, although before age 15 or 16 it is rare that adolescents have the cognitive maturity to be considered adults. There is little consensus about whether adolescents' decision-making skills are sufficient to be considered as adult, nor is there consensus with regard to the age at which an adolescent may be considered an adult for legal purposes. Furthermore, there is extreme variability from one adolescent to another in terms of cognitive development. This leads to inconsistency among jurisdictions when deciding if an adolescent is entitled to privacy concerning health care and whether an adolescent has the cognitive capacity to be tried as an adult. Policy makers are faced with a dilemma, not yet resolved, to develop laws that account for both chronological age and individual variability. Also, it is important to emphasize that the skills that are relevant for each of these issues develop along slightly different timetables. Many psychosocial factors (which are still developing into the mid-20s) likely contributed to the 15-year-old's decision to murder his step-father; yet many cognitive skills (which are moreor-less fully developed by the age of 16) were likely utilized for the 17-year-old who decided to get an abortion. Key Points:

c) Explain why/how political thinking becomes more abstract, more principled, and more independent b) Because of changes in cognitive skills, adolescents change in the way they think about political issues a) Mention that Sarah's behavior is normal Key Points: 114. Sarah's behavior is completely normal. Changes in the domains of moral, political, and religious thinking during adolescence reflect the individual's growing sense of cognitive autonomy. Moral, political, and religious thinking become more abstract, more principled, and more independent, especially during late adolescence. Although younger children usually think about political matters in concrete terms, older adolescents are likely to respond with more abstract and general statements. Specifically, individuals are more likely to judge the appropriateness of having certain rights (for example, freedom of speech) in light of characteristics of the individual (for example, whether the individual is mature enough to act responsibly) and the context within which the right is expressed (for example, if it is for a "good" reason). Additionally, political thinking during adolescence becomes less authoritarian and less rigid. Young adolescents are inclined toward obedience, authority, and an uncritical, trusting, and acquiescent stance toward government. Additionally, adolescents develop an ideology that is more or less organized in reference to a wide range of issues, including civil liberties, freedom of speech, and social equality. Shifts in all three of these directions—increasing abstraction, decreasing authoritarianism, and increasing use of principles—are similar to the shifts observed in studies of moral development, and they support the idea that cognitive autonomy begins to emerge during late adolescence. The movement away from authoritarianism, obedience, and unquestioning acceptance of the rulings of authority is especially interesting because it suggests further that an important psychological concern for adolescents involves questioning the values and beliefs emanating from parents and other authority figures and trying to establish their own priorities.

f) Many school districts are requiring students to complete community service hours, however it is unclear whether "forcing" adolescents to volunteer has the same positive impacts as when adolescents choose to engage in these activities. e) Individuals most likely to engage in prosocial/volunteering activities are girls, those involved in religious institutions, having parents who are also engaged in community, being extraverted, more socially mature, and more altruistic. d) Tendency to engage in prosocial behavior is a stable trait. c) Adolescents are likely to devalue prosocial behavior that has self-serving basis b) High prosocial thinking is related to high levels of prosocial behaviors. a) Prosocial thinking becomes more sophisticated and advanced across adolescence. Key Points: 115. In general, similar to moral and political thinking, the ways in which individuals think about prosocial phenomena (e.g., honesty, kindness) becomes more sophisticated and more advanced during late adolescence and young adulthood. Across adolescence, individuals become more likely to devalue prosocial acts if they are done for personal gain (receiving an award, improving their image). On average, adolescents who engage in high levels of prosocial behavior are also likely to score high on measures of prosocial, moral reasoning. However, although scores on prosocial reasoning are likely to increase and become more advanced across adolescence, research examining prosocial behavior among teenagers has been inconsistent. With regard to prosocial behavior, the most consistent research finding is that the tendency to engage in empathic, sympathetic, and helpful behavior is a fairly stable trait. Girls also tend to be more prosocial than boys. One type of prosocial behavior is civic engagement. Unfortunately, most studies indicate that only a small proportion of adolescents are engaged in political affairs within their communities. The most common ways that adolescents get involved in their communities is through their schools, religious institutions, and extracurricular clubs. One common type of civic engagement is volunteering (also called service learning). Many school districts are now requiring students to complete a certain number of volunteer hours before students are allowed to graduate. The best predictors of volunteering (in addition to mandatory school requirements) are being actively involved in a religious group; having parents who are active volunteers in their community; and being female, more socially mature, more extraverted, and more altruistic. Studies have indicated that service learning may lead to short-term gains in social responsibility; increases in the importance individuals place on helping others; and increased commitment to tolerance, equal opportunity, and cultural diversity. Volunteering in adolescence also may predict volunteering in adulthood. However, it is unclear whether "forcing" adolescents to volunteer is likely to have the same positive benefits. Some critics argue that forcing adolescents to volunteer may make the activity less intrinsically rewarding or may even lead to negative attitudes about community service. Though results are mixed, in this case, it is safe to say that the recipients of the adolescents' service may gain more than the adolescents themselves.

Chapter 09 Summary Category Steinberg - Chapter 09

# of Questions 115

Chapter 10 Student: ___________________________________________________________________________

When college students were asked to rate the most important criteria for deciding when someone is ready to get married, what was the most consistently endorsed item? A. capacity for intimacy B. being physically mature enough to have a child C. being emotionally mature enough to have a child D. being financially secure

As used in the study of adolescence, the term intimacy refers to an emotional attachment between two people that is characterized by all of the following, except: A. concern for each other's well-being. B. a sexual and/or physical relationship. C. a willingness to disclose private, sometimes sensitive, information. D. sharing common interests and activities.

An adolescent may have an intimate relationship with: A. a romantic partner. B. parents. C. friends. D. All of the above.

What statement about intimacy is false? A. Intimacy is an important concern only in adolescence. B. One of the central issues in the study of intimacy during adolescence is the onset of dating. C.Intimacy is characterized by a willingness to disclose private and occasionally sensitive topics and a sharing of common interests. D. Intimacy can take the form of close friendships between people of both sexes.

Children's friendships are based on _____, whereas adolescents' friendships are typically based on _____. A. activities; competition B. activities; intimacy C. intimacy; competition D. competition; activities

It is likely that a limitation in children's ability to ____ inhibits their ability to have intimate interpersonal relationships. A. empathize B. take another person's perspective C. care deeply D. understand friendships

The textbook states all of the following to explain why the development of intimacy is especially important in adolescence, except: A. truly intimate relationships do not emerge until adolescence. B. the nature of the adolescent's social world changes, with increasing importance of both same sex and other-sex peers. C. growth of social cognition reflects more sophisticated conceptions of social relationships. D. friendships transform being self-conscious to being more activity oriented.

Which theorist adopted the most biological view of development? A. Freud B. Sullivan C. Erikson D. Benedict

According to Sullivan, development can be best understood by examining transformations in: A. psychosexual needs. B. sexual drive. C. interpersonal needs. D. self-conceptions.

10. According to Sullivan's theory, which of the following is the correct sequence of interpersonal needs? A. need for contact with people; need for integration into adult society; need for intimacy B. need for intimacy and consensual validation; need for adult participation; need for sexual contact C. need for intimacy; need for sexual contact; need for integration into adult society D. need for playmates; need for contact with people; need for sexual contact 11. According to Sullivan, the need for intimacy starts to develop during: A. childhood. B. preadolescence. C. early adolescence. D. late adolescence. 12. Which child is probably experiencing for the first time the need to be intimate with a friend of the same age? A. Carlo, who is 7 B. Dierdre, who is 18 C. Randy, who is 11 D. Connie, who is 16 13. Sullivan believed that important interpersonal transitions are more likely to be negotiated successfully if: A. they have a solid foundation of security in past relationships. B. an individual develops appropriate cognitive skills. C. an individual had many playmates in childhood. D. they have a solid basis in social cognition. 14. Sullivan emphasized the social aspects of growth, suggesting that psychological development can be best understood when looked at in: A. societal terms. B. interpersonal terms. C. identity terms. D. medical terms. 15. According to Sullivan, where does the capacity for intimacy first develop? A. early adolescent, same-sex relationships B. early adolescent, other-sex relationships C. middle adolescent, other-sex relationships D. preadolescent, same-sex relationships 16. Based on Sullivan's theory of interpersonal development, intimacy is first expressed in: A. sexual relationships. B. other-sex friendships. C. mixed-sex relationships. D. same-sex relationships.

17. Sullivan believed a precondition to forming close relationships as an adolescent is: A. being able to take someone else's perspective. B. forming intimate friendships during preadolescence. C. having secure interpersonal relationships since childhood. D. overcoming the frustration and anxiety associated with making friends in childhood. 18. In Sullivan's view, the shift in the "targets" of intimacy during early adolescence from same-sex to othersex relationships is primarily motivated by: A. the need to transition from nonromantic to romantic relationships. B. the onset of puberty and the emergence of sexuality and a biologically based sex drive. C. resolving the homophobic conflict of childhood. D. the need to appear popular by surrounding one's self with as many peers as possible. 19. According to Sullivan, if the interpersonal tasks of adolescence are negotiated successfully, the young adolescent enters late adolescence able to: A. be intimate. B. enjoy sex. C. experience intimacy and sex in the same relationship. D. All of the above. 20. Sullivan believed the crisis of adolescence is _____. Erikson believed it is _____. A. identity; intimacy B. autonomy; intimacy C. intimacy; identity D. intimacy; autonomy 21. During __________ concerns about loyalty and anxieties over rejection become more pronounced and may temporarily overshadow concerns about intimate self-disclosure, particularly among girls. A. middle adolescence B. late adolescence C. early adolescence D. late childhood 22. Which of the following statements about intimate friendships for youth adolescent girls is not true? A. they have a confidante with whom they can easily talk about their problems B. their friendships are fragile C. their friendships are more easily disrupted by feelings of betrayal D. their friendships, on average, last longer than boys' friendships do. 23. Adolescents' close friendships are distinguished from their casual friendships in the types of conflicts they have. Although conflicts between adolescents and their close friends are _______ frequent than they are between adolescents and other peers, arguments between close friends are ________ emotional. A. less; more B. more; less C. slightly more; less D. more; never 24. In Chapter 4 of this textbook you learned that there are _________ differences among ethnic groups within the United States with respect to parental discipline and ethnic socialization. However, differences between ethnic groups in the expression of intimacy between adolescents and parents are _______. A. substantial; modest B. modest; substantial C. negligible; substantial D. modest; negligible

25. Research studying the relation between identity and intimacy has provided support for the idea that: A. intimacy must develop first. B. identity must develop first. C. individuals follow different developmental paths. D. identity and intimacy development are uncorrelated. 26. Optimal social development during adolescence most likely requires healthy relationships with: A. parents. B. peers. C. important non-parental adults. D. Both A and B are correct. 27. Which of the following statements about sibling relationships is not true? A. Intimacy in sibling relationships is a complicated matter, often including a mix of feelings of affection and rivalry. B. Generally, adolescents say they are less intimate with siblings than with parents or friends. C. Adolescents fight less with brothers and sisters than they do with close friends. D. Arguments with siblings tend to be resolved more through the intervention of parents than by letting things slide. 28. Over the course of adolescence, conflict between siblings ________, and this may be due to the fact that siblings spend _____ time together in adolescence than they did in childhood. A. decreases; less B. decreases; more C. increases; less D. increases; more 29. Which developmental period appears to be when warmth and closeness for siblings is at its lowest point? A. late childhood B. early adolescence C. middle adolescence D. late adolescence 30. The close, significant emotional bond between parent and infant is called: A. attachment. B. goodness-of-fit. C. symbiosis. D. the secure base. 31. An infant who is indifferent to his/her caregiver would have what type of attachment? A. secure B. anxious-avoidant C. anxious-resistant D. anxious-secure 32. Maria is the mother of a 6-month-old baby girl, Antonia. Antonia does not seem to have a close, trusting bond with Maria. Instead, their relationship is characterized by ambivalence. What type of attachment best describes Antonia's relationship with Maria? A. secure attachment B. anxious-resistant attachment C. anxious-avoidant attachment D. indifferent attachment

33. Which of the following patterns of attachment is positively correlated with high sociability in childhood? A. anxious-resistant B. secure C. anxious-avoidant D. dependent 34. Studies that compare adolescents' working models of their relationships: A. show that emotional attachments in adolescence were influenced by attachments formed in infancy. B. suggest that an individual's beliefs and expectations about relationships are similar across different interpersonal domains. C. demonstrate different beliefs and expectations for different interpersonal domains. D. show that early life attachments may not be relevant to relationships developed during adolescence. 35. During infancy, Julia formed a secure attachment with her parents. This attachment has formed the basis for all her future approaches to interpersonal relationships. According to attachment theorists, Julia is employing: A. a Q-sort technique. B. an intimate ideology. C. an internal working model. D. a social support theory. 36. Research assessing the link between infant attachment and the quality of interpersonal relationships in adolescence and young adulthood finds: A. a consistent link between infant attachment and healthy adolescent relationships. B. little continuity between infant attachment and adolescent relationships. C. stability of attachment over time that withstands the pressures of major life events. D. early relationships set the stage for later interpersonal relationships. 37. The structured interview used to assess an individual's past attachment history and internal working model of relationships is called the: A. Adult Attachment Interview. B. Q-sort. C. Intimacy Measure. D. Adolescent Security Scale. 38. Dr. Diamond conducts an interview with a patient in order to assess the history of the patient's attachment relationships. What method would Dr. Diamond use? A. the Adult Attachment Interview B. the Q-sort C. the Longitudinal Attachment Measure D. the Adolescent Security Scale 39. Rejection sensitivity is a term that psychologists use to describe: A. oversensitivity to romantic rejection that is related to an insecure attachment in infancy and early childhood. B. the development of a working model of relationships in which parental and peer relationships are similar. C. the development of a working model of relationships in which romantic partners and parents are less important than peers. D. an oversensitivity to peer rejection in childhood that leads to an oversensitivity to rejection in the adult workplace.

40. One study that used brain-imaging techniques to investigate adolescents' neural responses to rejection while playing an online game called "Cyberball" found that: A adolescents high in rejection sensitivity show a different pattern of brain activity in response to . exclusion and are more likely to develop symptoms of depression. B adolescents low in rejection sensitivity show a different pattern of brain activity in response to . exclusion and are more likely to develop symptoms of depression. C adolescents high in rejection sensitivity show a different pattern of brain activity in response to . exclusion and are less likely to develop symptoms of depression. D there are no biological differences in how individuals respond to not being thrown the ball based on . whether he or she scores high or low on rejection sensitivity. 41. Being securely attached in adolescence is associated with all of the following outcomes, except: A. more stable romantic relationships than their insecure counterparts. B. better academic success. C. rejection sensitivity in adulthood. D. better social competence. 42. Which of the following is not one of the adolescent classifications in the Adult Attachment Interviews? A. secure B. avoidant C. dismissing D. preoccupied 43. Although it is difficult to separate "selection" and "socialization" effects, individuals who are securely attached in infancy are likely to: A. be socially competent in childhood. B. be securely attached to close friends in adolescence. C. have positive romantic relationships in adulthood. D. All of these statements are true. 44. It appears the Daniel is uninfluenced by his childhood relationship with his mother. For example, even though his mother wasn't around much during his childhood, instead of being upset, Daniel replies, "No big deal, I didn't need her anyway." Based on the classifications, Daniel would be categorized as: A. secure. B. anxious avoidant attachment. C. anxious-resistant attachment. D. preoccupied. 45. Jennifer has never had a very good relationship with her parents, especially her mom. Lately, Jennifer has been exhibiting quite a lot of depressive symptomatology along with an extremely disordered relationship with food. Based on research from the textbook and according to the Adult Attachment Interview, which attachment style would you guess Jennifer most likely falls under? A. anxious B. dismissive or preoccupied C. avoidant D. secure 46. With respect to Internet use and social networking sites, adolescents are likely to: A. communicate with people they have offline relationships with. B. meet new people. C. spend time interacting with people their parents would not approve of. D. become obsessive, to the point of neglecting in-person relationships.

47. Which of the following explanations of friendship would probably be associated with the oldest child? A. "He always wants to play with me." B. "He will stick up for me when a bully picks on me." C. "He helps me figure out how to build things." D. "He likes to go to the park with me." 48. Allison says that Susan is her friend because she can tell Susan secrets and Susan won't tell anyone else. Allison's definition of friendship is based on: A. play. B. prosocial behavior. C. intimacy and trust. D. association. 49. Self-disclosure and loyalty become important dimensions of friendship in: A. childhood. B. preadolescence. C. early adolescence. D. middle adolescence. 50. Girls are _____ likely to confide in friends than boys. This is primarily because _____. A. more; girls expect that self-disclosure will make them feel better B. less; girls expect that self-disclosure will make them feel vulnerable C. more; girls expect that self-disclosure will make them feel empowered D. less; girls expect that self-disclosure will make them feel weird 51. Friendships based on which of the following criteria are more likely to be found among adolescents than younger children? A. play B. association C. shared activities D. loyalty 52. According to research presented in the textbook, the expression of intimacy is more advanced among adolescent girls than among boys. What is a consequence of this advanced intimacy? A. Girls' mental health is more positively affected than boys' when things are going well in relationships B. Girls' mental health is more negatively affected than boys' when things are going poorly in relationships. C. Both A and B are true. D. Neither A nor B is true. 53. Which of the following friendship qualities would be most important to Sarah, a 14-year-old female adolescent? A. self-disclosure B. loyalty C. honesty D. openness 54. Fourteen-year-old Fatimah, who has relatively low self-esteem and is relatively high in rejection sensitivity, is most likely to be upset with her best friend if the friend: A. criticizes Fatimah's clothes. B. spends more time with a new friend she has made. C. cannot come shopping with Fatimah because she has to babysit her sister. D. disagrees with Fatimah about the boys each girl is dating.

55. Cassandra and Rosemarie spend a lot of time obsessing over each other's problems. What is this called? A. co-rumination B. being intimate C. engaging in mutual self-disclosure D. co-internal working model 56. Which of the following is described by the textbook as being a "double-edged sword" (at least for girls)? A. emotional mimicry B. self-disclosure C. internal working models D. co-rumination 57. All of the following are examples of the ways adolescents display intimacy with their friends, except: A. they know what their friends worry about. B. their behaviors and emotional states are frequently synchronized. C. they respond sensitively to their friends' feelings. D. they become less likely to negotiate than to disengage when resolving their disagreements. 58. Girls are more likely than boys to express intimacy with their friends by doing all of the following, except: A. having intimate knowledge about their friends. B. expressing empathy when comforting their friends. C. displaying a great deal of interest in close friendships. D. being concerned about a friend's faithfulness and experiencing a high degree of anxiety over rejection. 59. Girls are more likely than boys to settle disagreements with friends by: A. letting things slide. B. engaging in physical aggression. C. engaging in verbal aggression. D. apologizing. 60. The likelihood that an individual will turn to a peer during a time of trouble _____ in adolescence and the likelihood of turning to a parent _____. A. increases; increases B. decreases; decreases C. decreases; remains stable D. increases; remains stable 61. Carol, an eighth-grader, is facing a big dilemma and she needs advice. To whom is Carol likely to turn for this support? A. her friends B. her parents C. an adult expert outside the family D. it depends on the specific issue at hand 62. Research suggests that with regard to the link between adolescents' relationships with their peers and their families: A. close family relationships do not necessarily reflect close peer relationships. B. close peer relationships do not necessarily reflect close family relationships. C. peer and family relationships suggest little support for attachment theory. D. improving the quality of relationships at home can help adolescents improve their peer relationships.

63. Which of the following statements about adolescents' level and degree of interaction with parents is true? A. Adolescents interact more often with, are closer to, and argue more with their mothers than with their fathers. B Adolescents interact more often and are closer to their mother; however both sons and daughters report . arguing more often with their fathers than their mothers. C. There are no differences in adolescents' level or degree of interaction with mothers and fathers. D. Sons interact more often and are closer to fathers and daughters interact more often and are closer to mothers. 64. In general, which of the following relationships tends to be the closest? A. mother-son relationship B. mother-daughter relationship C. father-son relationship D. father-daughter relationship 65. In general, which of the following relationships tends to be the least intimate? A. mother-son relationship B. mother-daughter relationship C. father-son relationship D. father-daughter relationship 66. Ron will be going to a new school in the fall. According to a research study presented in the textbook, what would be most effective in making this transition less stressful? A. calling the guidance counselors at the new school to alert them to Ron's arrival B. encouraging Ron to sever ties with his current school so that he enters his new school with no prior attachments C. letting Ron establish his autonomy by fending for himself D. providing Ron with social support and encouragement from parents and peers at school 67. Justin, a 16-year-old, has a substance-abuse problem. According to a research study presented in the textbook, to whom is he most likely to turn for help? A. his teacher B. his friends C. his parents D. his siblings 68. Which adolescent would be predicted to have the closest relationship with a maternal grandfather? A. a boy living with both of his biological parents B. a girl living with both of her biological parents C. a boy whose body is just starting to undergo the physical changes of puberty and is living with his divorced mother D. a girl whose body is just starting to undergo the physical changes of puberty and is living with her divorced mother 69. During preadolescence, _____ is the single most important determinant of friendship. A. sex B. ethnicity C. socioeconomic status D. neighborhood 70. In contrast to Sullivan's claims about adolescent friendships, more current research has found: A. cross-sex intimacy replaces intimacy with same-sex peers. B. as the number of same-sex peers increases, the number of cross-sex peers decreases. C. as the number of cross-sex peers increases, the number of same-sex peers either stays the same or increases. D. although cross-sex interactions increase, there is little cross-sex intimacy.

71. Dating among adolescents today is largely a: A. recreational activity. B. part of the courtship process. C. part of mating selection. D. meaningless activity. 72. Statistics on the age at which young people marry indicate that: A. it is approximately the same for males and females. B. girls marry younger today than in their mothers' generation. C. both males and females tend to be much older at first marriage than in the 1950s. D. more males than females marry before they are 20. 73. Which of the following is the best indicator of when an adolescent will begin dating? A. chronological age B. biological development C. the school/community norms D. whether he or she has older siblings 74. According to one study from Furman and Simon, on whom does an internal working model of relationships have the greatest affect? A. Sarah, an adolescent girl B. Tom, an adolescent boy C. An internal working model of relationships has an equal affect on boys and girls D. An internal working model of relationships has no affect on boys or girls 75. Which of the following statements about sex differences in partner preferences is true? AAlthough girls may believe that they place more weight on interpersonal qualities (such as support and . intimacy) than physical attractiveness, controlled experiments indicate that girls are more influenced by physical attractiveness than they think. B. Across adolescence and young adulthood, boys are more likely to emphasize the importance of physical attractiveness. CNatural observational studies and controlled experiments indicate that girls are more likely to emphasize . the desirability of interpersonal qualities in their prospective partners and boys are more attuned to the physical attractiveness of their prospective mate. DBoys' and girls' internal working models of relationships are most sensitive to evolutionary clues that . lead an individual to select a mate that offers the best probability of having healthy offspring. 76. The ways in which adolescents interact with romantic partners changes with development, with increasing _____. A. desires for more independence B. willingness to acknowledge, analyze and work through disagreements C. sources of conflict D. pressure to engage in antisocial behavior 77. Jesse is a physically immature 14-year-old who goes to school where it is expected that 14-year-olds date. Hillary is a physically mature 14-year-old who goes to school where it is expected that students delay dating until age 16. Which adolescent is more likely to date? A. Hillary B. Jesse C. neither Hillary nor Jesse is likely to date D. both Hillary and Jesse are likely to date 78. The average duration of a romantic relationship during the middle high school years is about _____ months. A. 2 B. 6 C. 12 D. 18

79. Within the United States and in Canada, adolescents of which racial/ethnic group are the least likely to date? A. Asian B. Hispanic C. American Indian D. White 80. Which of the following is the best indicator of when an adolescent will engage in sexual behavior? A. chronological age B. biological development C. the school norm D. the age of their parents 81. Which of the following factors is not closely related to when an adolescent will begin dating? A. family instability B. community norms C. when peers start dating D. depressive symptomatology 82. Research addressing difficult social situations related to adolescents' transitions into romantic relationships found _____ to be among the most frequently mentioned themes. A. attracting the other-sex B. communicating with the other-sex C. discussing dating with parents D. discussing sex with same-sex peers 83. For middle adolescents, the least important aspect of dating is: A. establishing autonomy from parents. B. furthering the development of gender identity. C. developing intimacy. D. establishing and maintaining status in one's peer group. 84. Contemporary discussions of adolescent romance draw on: A. Sullivan's theory of interpersonal development. B. attachment theory. C. ecological perspectives on development. D. All of the above. 85. Which of the following statements concerning sexual-minority (LGBT) youth is false? A. the progression through the phases of dating and romance is as similar for them as for heterosexual adolescents B. the stigmas attached to homosexuality complicate the development of intimate relations C. these youngsters often pursue sexual activity outside the context of a dating relationship to avoid harassment by peers D for sexual-minority youth, development of close, nonsexual friendships with same-sex peers may be . hampered by their peers' homophobia 86. Compared to same-sex peers, who is likely to be less socially mature, less imaginative, less achievementoriented, more superficial, and more likely to exhibit problem behaviors? A. Amber, who started dating seriously at age 14 B. Becky, who started dating casually at age 14 C. Karin, who started dating seriously at age 16 D. Donald, who started dating seriously at age 16

87. Delaying serious involvement in dating relationships until age _____ appears to be the most favorable pattern for healthy psychosocial development. A. 13 B. 15 C. 16 D. 17 88. Based on the research you read about in the textbook, which of the following statements about dating and relationships is not true? A. opposites attract B. "birds of a feather flock together" C. romance, relationships, and romance have powerful impacts on adolescents' emotional states D adolescents with problems who date peers whose mental health is good show improvements in their . psychological functioning over time 89. The most common trigger of the first episode of major depression is: A. parents' divorce. B. failing in school. C. the breakup of a romantic relationship. D. dating violence. 90. Which one of the adolescents below will be most vulnerable to the potential negative consequences of a break-up? A. Cory, an adolescent low in rejection sensitivity B. Nicole, an adolescent who has never experienced a break-up C. Richard, an adolescent who is a binge drinker and engages in delinquency D. Michael, an adolescent who was the breaker-upper 91. Which of the following statements about dating violence is false? A. Dating violence becomes more common with age. B. Males and females are equally likely to be victims of violence in dating relationships. C. Dating violence is more common in rural than in urban or suburban communities. D. Dating violence is virtually nonexistent among LGBT adolescents. 92. Adolescents behave in a variety of ways within dating relationships that are usually shaped by _____________. A. their partners' expectations B. scripts that are learned at home and from the mass media C. their peers' relationships D. cultural norms 93. What proportion of American sixth-graders believe it is OK for someone to hit a boyfriend or girlfriend? A More than 50% of American sixth-graders believe it is OK for a girl to hit her boyfriend and about 25% . believe it is OK for a boy to hit his girlfriend. B Approximately 10% of American sixth-graders believe it is OK for a girl to hit her boyfriend and only . about 5% believe it is OK for a boy to hit his girlfriend. C More than 80% of American sixth-graders believe it is OK for a girl to hit her boyfriend; however, only . about 10% believe it is OK for a boy to hit his girlfriend. D. About 50% of American sixth-graders believe it is OK for a girl or boy to his or her romantic partner. 94. Jessica's parents are verbally abusive to one another and are constantly fighting. When Jessica interacts with her boyfriend, she will be likely to: A. avoid arguments. B. break up with him over an argument. C. talk to him when they have an argument. D. fight with him when they have an argument.

95. Approximately what percent of American adolescents has been the victim of dating violence? Who is more likely to be the victim of dating violence, boys or girls? A Approximately 40% of American adolescents have been the victim of dating violence and male and . female adolescents are equally likely to be the victim. B Approximately 10% of American adolescents have been the victim of dating violence and male and . female adolescents are equally likely to be the victim. C Approximately 30% of American adolescents have been the victim of dating violence but female . adolescents are much more likely to experience this. D Approximately 20% of American adolescents have been the victim of dating violence and males are . much more likely to be the victim than females. 96. Stephanie, an adolescent who has witnessed a great deal of conflict between her parents, will most likely experience higher levels of: A. verbal aggression with her romantic partners. B. physical aggression with her romantic partners. C. relationship difficulties with her romantic partners. D. All of the above. 97. According to the textbook, which of the following statements about dating is true? A. As adolescents develop, dating shifts from a focus on bonding to a focus on infatuation. BAdolescents who have been exposed to high levels of conflict or violence in their family are more likely . to put more effort into having tender and supportive relationships with friends. C. Across the board, dating is associated with better mental health and well-being than not dating at all. D. Social activities with the other-sex begin in early adolescence. 98. It is important to keep in mind that an individual's relationships with parents, siblings, peers, and romantic partners: A. vary drastically in form and function. B. have a reverse causal relation. C. are spuriously related. D. are correlated. 99. Which of the following is most important for adolescent development? A. having an intimate relationship with someone B. being popular C. having a lot of friends D. having a few good friendships 100.According to the textbook, which of the following statements is not true? A. The impact of close friends on development must take into account the characteristics of these friends. B. Being popular is less important than genuinely having friends. C. Having a huge network of many friends is more important than having a few good friendships. D. Adolescents who have intimate friendships typically have better mental health than their peers who do not. 101.Tamara, a late adolescent, often experiences intense feelings of anxiety. How would Sullivan explain this? (HINT: Think about the developmental progression of these feelings.) How does Sullivan's theory build on Erikson's theory?

102.The closeness that intimacy brings to friendships also increases the likelihood of conflict in those relationships. Address the differences between close and casual friendships in the types of conflicts experienced in both forms of friendship, differences in conflict resolution, and differences between boys' and girls' conflicts with their friends.

103.Describe the extent to which intimacy with peers replaces intimacy with parents over the course of adolescence. Does it completely replace intimacy with parents, or does it supplement this kind of intimacy? What about intimacy with a romantic partner? Does it replace intimacy with peers?

104.The head of a local youth group in your community has asked you to talk to teens and their parents about "the evolution of romance during adolescence," and to include in your talk how this process may differ for heterosexual girls and boys and also for sexual-minority (LGBT) youth. What will you tell them?

105.Provide at least two reasons why the nature of an individual's early attachment relationships during infancy continues to have an influence on the capacity to form satisfying intimate relationships during adolescence and adulthood.

106.As the older sibling of a 13-year-old sister, you want to help her enjoy her adolescent years, and particularly the adventure of romance that is likely to unfold for her. Having read about the development of romantic relationships during adolescence, you now feel you are in a better position to talk to her about some potential issues, such as the effects of early dating and the increase of violence in dating relationships. What will you tell her?

Chapter 10 Key 1. A 2. B 3. D 4. A 5. B 6. B 7. D 8. A 9. C 10. C 11. B 12. C 13. A 14. B 15. D 16. D 17. B 18. B 19. D 20. C 21. A 22. D 23. A 24. A 25. C 26. D 27. A 28. A 29. B 30. A 31. B 32. B 33. B 34. B 35. C 36. D

37. A 38. A 39. A 40. A 41. C 42. B 43. D 44. B 45. B 46. A 47. B 48. C 49. C 50. A 51. D 52. C 53. B 54. B 55. A 56. D 57. D 58. A 59. D 60. D 61. D 62. D 63. A 64. B 65. D 66. D 67. B 68. C 69. A 70. C 71. A 72. C 73. C 74. A

75. A 76. B 77. B 78. B 79. A 80. B 81. D 82. B 83. C 84. D 85. A 86. A 87. B 88. A 89. C 90. C 91. D 92. B 93. A 94. D 95. A 96. D 97. D 98. D 99. D 100. C

d) Explain how Tamara's feelings of anxiety may have developed. c) Describe the different stages of interpersonal development. b) Discuss the importance Sullivan placed on interpersonal relationships. a) Discuss the similarities between Erikson and Sullivan. Key Points: 101. Similarities to Erikson: Sullivan and Erikson took a far less biological view of development than other psychoanalytic thinkers. Sullivan and Erikson both believed that successful development requires individuals to successfully resolve different stages before advancing to the next stage. Sullivan and Erikson both viewed the effects of development to be cumulative. Unsuccessful completion of stages leads to further and continual problems. Sullivan's Theory of Interpersonal Development: Sullivan emphasized the social world of children/adolescents and that differences in interpersonal experiences could explain a great deal of variation in psychological development. In fact, Sullivan's theory focuses on the transformations in relationships with others. Sullivan believed that people progress through stages of interpersonal needs. Furthermore, Sullivan might say that Tamara is suffering from feelings of anxiety because she has not satisfied her interpersonal developmental needs. When interpersonal needs are satisfied across development, people are filled with feelings of security. When interpersonal needs are not satisfied, feelings of anxiety result. The stages are broken up into: (1) infancy [need for contact and tenderness]; (2) early childhood [need for adult participation]; (3) middle childhood [need for peers and for peer acceptance]; (4) preadolescence [need for intimacy]; (5) early adolescence [need for sexual contact and the need for intimacy with a peer of the other-sex]; and (6) late adolescence [need for integration into adult society]. According to Sullivan, successful interpersonal relationships are an integral aspect of forming a solid sense of self. Tamara likely failed to develop successful relationships in one of these stages, which had a profound effect on later relationships (Sullivan viewed psychosocial development as cumulative). Frustrations and satisfactions individuals experience during earlier periods affect their later relationships and developing sense of identity. For example, it is possible that Tamara's anxiety could have resulted from not receiving appropriate levels of tenderness as an infant, or from not being accepted into a peer group as a child/adolescent. Additionally, Tamara is also at risk for having a more intense need for security and a shakier sense of self.

c) Boys' conflicts contrast with girls' conflicts in their duration, cause, and resolution. b) More effort to resolve the conflict and restore the friendship will occur in close friendships. a) Conflict is less common but more intense in close friendships than in casual friendships. 102. Although conflicts with close friends are less common than conflicts with casual friends, the conflicts with close friends are more emotional. Anger and hurt feelings are more common in arguments with close friends. Also, close friends are more likely to engage in efforts to restore the relationship following a conflict than are casual friends. Boys' conflicts with their friends are briefer, often focus on issues of power or control, are more likely to involve physical aggression, and are often resolved by just letting the problem pass. In comparison, girls' conflicts last longer, often focus on betrayal in the relationship, and are resolved when one friend apologizes to the other. Key Points:

c) Intimacy with peers and romantic partners increases throughout adolescence. b) Intimacy with parents generally remains stable throughout adolescence, although there might be a slight decline that reverses itself as adolescents move into adulthood. a) Intimacy with peers and romantic partners does not replace intimacy with parents. 103. Although intimacy with peers and romantic partners increases during adolescence, it appears to supplement, rather than take the place of, intimacy with parents. This can be seen in studies of young people's relationships. For example, studies that ask young people questions about the degree of intimate self-disclosure in their various relationships show that although there may be a slight drop in intimacy between adolescents and their parents, this decline reverses itself as adolescents progress toward adulthood. (Intimacy with peers increases steadily throughout adolescence, most dramatically in early adolescence; intimacy with romantic partners also increases steadily throughout adolescence; however, most dramatic increase takes place during late high school years.) Second, in studies asking young people to list their significant others, the likelihood of naming parents does not decrease during adolescence, even though the number of peers appearing on the typical youngster's list increases. Generally speaking, research suggests there is an overall expansion of the individual's social world during adolescence, rather than a substitution of relationships with age-mates for relations with parents. Key Points:

f) sexual minorities may not pass through the same phases. e) In middle adolescence, boys mention physical attractiveness and girls mention interpersonal qualities as qualities in potential mates; by late adolescence, both sexes are equally likely to seek interpersonal qualities in potential mates. d) Third phase: Adolescents begin to focus on the long-term survival and growth of their relationships. In this phase, adolescents come to value commitment and caring as features of relationships that are as important as passion and pleasure. c) Second phase: Adolescents slowly move toward more meaningful dyadic relationships and adolescents become passionate and preoccupied with these relationships. Dating is very casual and often occurs in a group context. b) First phase: adolescents discover an interest in socializing with potential romantic and sexual partners (roughly between 11 and 13), focus is learning about themselves, relationships are often based on superficial infatuation, main purpose of romantic activity at this age involves establishing, improving, or maintaining peer group status. a) Adolescent romantic relationships are described as evolving through three distinct phases. 104. Developmental psychologists have described three distinct phases in the evolution of romance during adolescence. During the first phase, adolescents first discover an interest in socializing with potential romantic and sexual partners. The focus of activity during this phase is primarily on learning about themselves, as adolescents broaden their self-conceptions to include seeing themselves as a potential romantic partner to someone else. The main purpose of romantic activity at this age involves establishing, improving, or maintaining peer group status. During the second phase, adolescents slowly move toward more meaningful dyadic relationships. During this period, dating is very casual, and often occurs in a group context, in which peer networks start to include couples who have a special relationship. These relationships become a huge source of passion and preoccupation for adolescents. Although relationships are more enduring at this age than they were during early adolescence, the average romance still only lasts about 6 months. The last stage (around 17 or 18), concerns about commitment, become the focus and adolescents begin to think about the long-term survival of their relationships. Often during this stage, there are tensions between partners' need for intimacy and their needs for autonomy. Relationships in this phase are very similar to relationships of young adults, and the average relationship for 18year-olds is approximately 12 months. During middle adolescence, boys are more likely to mention physical attractiveness and girls are more likely to mention interpersonal qualities (e.g., support or intimacy) as important qualities in potential mates. By late adolescence, however, both sexes emphasize interpersonal qualities (e.g., passion, communication, commitment, emotional support, and togetherness). Adolescents who are not exclusively heterosexual (LGBT) might not pass through these same phases. This might be due to the fact that sexual-minority youth do not have the freedom to publicly express their romantic and sexual interests in members of the same sex, and they often find it difficult to engage in many of the social and interpersonal activities that their heterosexual friends are permitted to enjoy. Thus, many LGBT youth end up pursuing sexual activity outside the context of a dating relationship, because the prejudices and harassment of others may preclude any public display of romantic intimacy with a same-sex partner. LGBT youth may also choose not to self-disclose information about their sexuality to same-sex peers for fear of homophobic reactions. Key Points:

b) The effects of the initial attachment relationship are cumulative, affecting the social life from infancy to childhood, adolescence, and adulthood. a) The initial attachment relationship forms the internal working model, which determines an individual's sensitivity to rejection and ability to incorporate intimacy into relationships. 105. Many theorists propose that the initial attachment relationship with parents, developed in infancy, forms the basic foundation from which all ensuing interpersonal relationships stem. This foundational representation of relationships is called an internal working model. An individual's internal working model determines his or her sensitivity to rejection and the ability to incorporate intimacy into relationships in adolescence and adulthood. Additionally, the initial attachment relationship is important because its effects are thought to be cumulative. Studies have found that anxiously attached infants are more likely to develop psychological and social problems during childhood, including poor peer relationships. These problems lead to additional problems of social competence in adolescence. Adolescents who are able to establish healthy, intimate relationships are more satisfied with their lives as middle-aged adults. This extension suggests that the initial attachment relationship continues to influence social ability throughout life. Key Points:

f) The best predictor of the quality of interpersonal relationships is the quality of family relationships, and improving family relationships can help improve other interpersonal relationships. e) Both males and females may be victims of violence within a dating relationship, and violence may lead to a negative emotional and behavioral outcome. d) Moderate dating for adolescent girls is associated with better mental health. c) For girls, serious dating before age 15 can lead to a multitude of problems. b) Early in adolescence it is healthier for girls to participate in mixed-sex group activities than in serious couples dating. a) In early adolescence, boys look for physical attractiveness in dating partners; by later adolescence they catch up with girls and both focus on interpersonal qualities. 106. Start by explaining that although girls typically look for interpersonal qualities in dating partners, boys don't usually do that until later in adolescence, and it is not until later in adolescence that teens begin to value commitment in their romantic relationships. Early in adolescence, participating in mixed-sex group activities has a positive psychological effect on girls, whereas serious dating in couples can have a negative effect—one reason for this is increased pressure to engage in sex, which may be coerced or even result in date rape. Romantic relationships early in adolescence tend to be superficial and getting seriously involved with a romantic partner before age 15 is associated with stunted psychosocial development, evidenced by lower levels of social maturity, imagination, achievement orientation, and satisfaction with self. These girls also experience increased alcohol use, delinquency, sexual activity, dating violence, disordered eating, and depression. Research also shows that adolescents who begin dating early and who have multiple dating partners experience a drop in the quality of their relationships over time. This does not mean she shouldn't date, though, because adolescent girls who date and go to parties regularly tend to be more popular, have a stronger self-image, and feel more accepted by their friends and have better mental health than girls who do not date. A special concern for adolescents in romantic relationships is dating violence—noting that both males and females are equally likely to be victims of violence. These teens are more likely to be depressed and suicidal, use illegal drugs, drop out of school, and girls in abusive relationships are more likely to become pregnant. Because relationships within the family strongly predict the scripts for other interpersonal relationships, it's important to understand your own family dynamics and, if there is conflict between your parents and their children, it's important to improve the family communication and improve conflict resolution skills. Key Points:

Chapter 10 Summary Category Steinberg - Chapter 10

# of Questions 106

Chapter 11 Student: ___________________________________________________________________________

Until recently, what aspect of teenage sexuality did social scientists focus on? A. Until the late 1990s, it was taboo to study teenage sex. B. Just like identity, autonomy, and intimacy, researchers have always studied the normative aspects of adolescent sexuality. C Until fairly recently, researchers only focused on the problematic aspects of adolescent sexuality . (precocious sex, promiscuous sex, unsafe sex, etc.). DUntil fairly recently, most researchers were preoccupied with understanding adolescent sexuality and, . as a result, important topics, such as promiscuous sex and unsafe sex, were neglected.

The textbook lists all of the following as reasons why sexuality in adolescence is a particularly important period during the life cycle, except: A. adolescence is the time when erotic feelings first emerge. B. puberty brings on physical changes that allow for sexual reproduction. C. cognitive changes in adolescence have a major impact on sexuality. D.it is not until adolescence that sexual activity begins to take on the social meaning it will continue to have throughout adulthood.

Sexual activity in adolescence is motivated by: A. desire to enhance status with peers. B. love and the desire for a serious emotional relationship. C. hormones. D. All of the above are true.

Sex play that is innocuous during childhood is no longer innocuous during adolescence because: A. children report erotic feelings before puberty. B. the hormonal changes of puberty result in an increased sex drive in adolescence. C. children are not capable of kissing, petting, masturbating, or sexual intercourse before puberty. D. with puberty, pregnancy becomes a serious possibility.

Which of the following is not considered an aspect of positive sexual development that the majority of adolescents face? A. becoming comfortable with one's maturing body B. reconciling feelings of sexual arousal with one's religious beliefs C. feeling comfortable in choosing to engage or not to engage in sexual activity D. understanding and practicing safe sex

"Sexual socialization" refers to: A. a person's sexual orientation. B. a person's social skills in sexual relationships. C. the way in which an individual is exposed to and educated about sexuality. D. the degree to which an individual is comfortable with his or her sexuality.

Most research with respect to oral sex between adolescents has indicated that: A. in general, most teenagers are more likely to engage in vaginal intercourse than oral sex. B. many teenagers give and receive oral sex promiscuously. C. there is a large proportion of adolescents who exclusively engage in oral sex. D the vast majority of teenagers who engage in oral sex also engage in sexual (vaginal) intercourse and . promiscuity is not the norm for either activity.

What is the best way to conceptualize adolescent sexual development? A. as gradual stages of increasing intimacy B. with the first event being intercourse C. as an isolated behavior D. there are no systematic patterns to adolescent sexual development

Beginning on Isaac's 13th birthday, his father wants to start a series of conversations with him about sex and the "birds and the bees." This process is called: A. sociosexual preparation. B. sexual socialization. C. permissive communication. D. human ecology.

10. What type of behaviors does the term noncoital activity refer to? A. kissing B. touching parts of each other's body through clothes C. touching or kissing each other's naked body D. All of the above behaviors are considered noncoital. 11. Why should data that is obtained by asking adolescents to self-report whether they are still virgins be interpreted with caution? A. Adolescents are likely to lie about whether they are still virgins. B. Adolescents are likely to give the response that they think the researcher wants to hear. C. It is dependent on how adolescents interpret what it means to be a "virgin." DThere is a selection bias, with substantial between-person differences between those who choose to . answer this question and those who typically leave this question blank. 12. Which of the following is not typically considered to be autoerotic behavior during adolescence? A. sexual activity experienced alone B. sexual fantasies C. masturbation D. sexual intercourse 13. When Ken is alone, he fantasizes about supermodels and masturbates. This type of behavior is called: A. nocturnal stimulation. B. autoerotic. C. sociosexual. D. sensual stimulation. 14. Which of the following illustrates the typical sequence of sexual behavior among adolescents? A. masturbation; kissing; sexual intercourse; oral intercourse B. kissing; masturbation; touching genitals through clothes; sexual intercourse C. masturbation; feeling breasts through clothes; feeling a penis under clothes; sexual intercourse D. kissing body parts; making out; sexual intercourse; oral intercourse 15. How does the average age of first intercourse vary by geographical region? A. It doesn't—the average age of first intercourse is fairly similar around the world. B. The average age of first intercourse varies considerably around the world. CThe average of first intercourse is roughly the same in industrialized countries, giving support for the . idea that sexual activity is driven primarily by biological development, not socialization practices. DBecause societies differ in their use of "sex" terminology, the average age of first intercourse is . extremely difficult to compare across different geographical, temporal, and cultural contexts. 16. Which of the following adolescents is more likely to move toward intercourse at an earlier age without as many intervening steps? A. Sotoko, an Asian American adolescent B. Miranda, a Latina adolescent C. Richard, a Black adolescent D. Torrie, a White adolescent

17. Members of which of the following racial groups are most likely to become sexually experienced at earlier ages? A. White adolescents B. Hispanic adolescents C. Asian American adolescents D. Black adolescents 18. Estimates of the prevalence of sexual intercourse among adolescents: A. are consistent across time. B. are consistent across samples. C. depend on the wording of the questions. D. are dependent on the sex of the researcher. 19. A particular concern regarding the faster progression of sexual activity is an increased: A. push for autonomy from parents. B. risk of pregnancy. C. rate of adolescent marriages. D. risk for experimenting with alcohol and other drugs. 20. Researchers have found that with respect to reporting their sexual activity: A. if they are assured of confidentiality, it is unlikely that adolescents will give misinformation. B. males tend to overstate their level of activity. C. females tend to overstate their level of activity. D. males and females both tend to understate their level of activity. 21. Compared with studies conducted in the mid-1990s: A. the adolescents who choose to engage in sexual intercourse are doing so at an earlier age. B. fewer adolescents today are engaging in sexual intercourse. C.regional and ethnic variations make it difficult to generalize about an average age for sexual intercourse for American adolescents. D. All of the above. 22. According to national surveys, sexual activity among adolescents is occurring ______ it has in past decades. A. later than B. earlier than C. at the same time as D. earlier for boys but later for girls than 23. Current research suggests that sexual intercourse during the high school years: A. has been slowly but steadily decreasing over the past decade. B. is part of the normative experience of adolescence in America. C. is higher among adolescents in the United States than in other industrialized countries. D. is more likely among girls than for boys. 24. Approximately what percentage of American adolescents have had sexual intercourse before the end of their sophomore year of high school? A. 40% B. 60% C. 10% D. 75% 25. Which adolescent is most likely to engage in sexual intercourse at the youngest age? A. Laurence, a Black adolescent B. Michael, an Asian American adolescent C. Danny, a European American adolescent D. Jesse, a Hispanic adolescent

26. Ann, a 17-year-old, is still a virgin. If you had to guess, what race/ethnicity is Ann likely to be? A. Black B. Asian American C. Native American D. White 27. As compared with females whose first intercourse occurs after age 18, those who engage in sexual intercourse at a younger age are likely to report that: A. they were sexually curious. B. they were in love with their partner. C. their first sexual experience was involuntary. D. their sex partner was approximately the same age. 28. ______ is the peak month for adolescents in a serious relationship to have their first intercourse. A. January B. March C. September D. December 29. The most common reasons that 14- to 15-year-olds give for abstaining from sex are: A. fear of disease and fear of pregnancy. B. parental and religious restrictions. C. concerns about their reputation and parental disapproval. D. negative attitudes about the physical aspects of sexual intercourse. 30. The greatest increase in the prevalence of premarital intercourse has been among which group? A. males B. females C. minority males D. females from higher socioeconomic backgrounds 31. Experts who accept that sex is part of life for the average American teenager believe that all of the following create difficulties for our society, except: A. providing inadequate sex education. B. beginning sex education too early. C. limiting access to effective contraception. D. not dealing with the issue directly. 32. Jeannette, a 17-year-old, has decided to engage in sexual intercourse with her boyfriend. Tammy, also 17, has decided to abstain from sex until she is older. Which adolescent is more likely to experience psychological disturbances? A. Jeannette B. Tammy C. Neither Tammy nor Jeannette, because they have made mature decisions. D. Normative sexual activity during late adolescence is not associated with psychological disturbance. 33. Tim and Carol are upset because they recently discovered that their 13-year-old daughter has already engaged in sexual intercourse. What other types of problems is their daughter likely to have? A. drug and alcohol problems B. low interest in academics C. tolerance of deviant behavior D. All of the above. 34. Boys' initial interest in sex is motivated by ________ hormones, whereas girls' initial interest in sex is motivated by _______. A. testosterone; estrogen B. androgen; estrogen C. androgen; androgens and estrogen D. estrogen; testosterone

35. Which of the following is the most likely scenario for adolescent sexual activity? A. It takes place in the boy's home on a weekday after school. B. It takes place in the back of the boy's car on a weekend evening. C. It takes place in the girl's home on a weekend evening. D. It takes place at a friend's home on a weekday after school. 36. Which of the following is not associated with risky sex behavior? A. having parents who engage in low parental monitoring B. having delinquent peers who are sexually active C. having a stronger orientation toward independence D. being exposed to pornography 37. In addition to parental supervision, what else might help decrease the probability of adolescent sexual activity? A. insisting that adolescents come home right after school B. having adolescents participate in after-school programs C. having their fathers talk to them about the dangers of sexual involvement D. providing them with books on the risks of sexual involvement 38. Boys' and girls' initial interest in sex is influenced primarily by the surge in levels of: A. progesterone. B. estrogen. C. ACTH. D. testosterone. 39. For adolescent boys, which of the following is the most important factor in determining the onset of sexual intercourse? A. increased levels of androgens B. availability of birth control C. the attitudes of friends toward sexual activity D. receiving sex education in school 40. For adolescent girls, which of the following is the most important factor in determining the onset of sexual intercourse? A. increased levels of androgens B. availability of birth control C. the attitudes of friends toward sexual activity D. receiving sex education in school 41. In contrast to delinquent individuals who engage in sex in a romantic relationship, at least one research study found that delinquent adolescents who engage in casual sex: A. are more depressed and have more psychological issues. B. tend to have very similar genetic and psychological profiles to individuals who abstain from sex. Cmay have genes that influence both the propensity to engage in delinquency and the tendency to seek . opportunities to have sex "just for fun," which is consistent with other research on the genetic basis of traits like sensation seeking and impulsivity. D. tend to have parents that have very conservative attitudes toward sexuality. 42. Research assessing parent-adolescent communication about sex has found all of the following, except: A although parents may indicate that they talked to their adolescents about a topic, such as sexually . transmitted diseases, their adolescents are likely to say they have not. B. parents believe that if they express their disapproval of sexual activity, their adolescents will not be sexually active. C. parent-adolescent communication about sex significantly lowers adolescents' likelihood of being sexually active. D. parent-adolescent communication about contraception lowers the rate of risky sex.

43. Generalizing from the textbook, if Nicky's parents want to slow down her sexual involvement, which of her parents should talk to her about sex? A. her mother B. her father C. Both of her parents should talk to her at the same time. D. Neither of her parents should talk to her about sex. 44. Which of the following statements about parent-adolescent communication about sex is not true? A. Adolescents are more receptive to having one "big talk" about sex than having multiple conversations over a period of time. B. Sexually active adolescents underestimate their parents' disapproval of sexual activity. C. Parents assume that if they disapprove of sexual activity, their adolescent is not likely to be sexually active. D There seems to be a gap between what parents say they have discussed with their adolescent child and . what adolescents say they have discussed with their parents. 45. Which aspect of parent-adolescent communication about sex is likely to have a meaningful effect on the adolescent's behavior? A. parent-child communication specifically focused on the topic of contraception lowers the rate of risky sex B. parent-child discussion about whether the adolescent should have sex at all C. parent-child communication that involves an authoritarian approach with specific, rigid rules with respect to sexual activity D parent-child communication that directly cautions their teenager against sex but avoids implying that . sex is a moral or religious issue 46. Which of the following is not a good predictor of whether adolescents will engage in sexual activity? A. the adolescent's opportunity to have sex B. parent-adolescent communication C. having sexually active friends D. use of alcohol and other drugs 47. What do researchers believe explains why some individuals who engage in precocious, promiscuous, or unprotected sex are also highly likely to engage in other types of delinquent behavior? A. It is likely that risky sexual behavior causes other types of risky and delinquent behaviors. B. It is likely that risky and delinquent behaviors cause risky sexual activity. CIt is likely that risky sexual behavior and other types of risky behavior are both symptoms of a certain . personality profile which makes individuals more likely to behave risky in general. D. These two behaviors are likely spuriously related by a third, unrelated (and unmeasured) variable. 48. What family factor appears to predict adolescent sexual involvement, especially among girls? A. household composition B. mother's employment C. number of siblings D. parenting styles 49. According to research presented in the textbook, who is more likely to be sexually active: Ingrid, who lives in a single-parent home, or Leanne, who lives in a two-parent home? A. Ingrid B. Leanne C. Ingrid, but only immediately following her parents' divorce. D. Both girls are equally likely to be sexually active.

50. Which of the following is least likely to explain why growing up in a single-parent home affects girls' sexual behavior more than boys' sexual behavior? A Social influences on sexual behavior are weaker for girls than for boys, thereby leading to fewer . restraints on girls' sexual activities. B. Single mothers may be dating, thereby inadvertently acting as role models of sexual activity for their adolescent daughters. C. Girls are more likely than boys to look outside the family for warmth and support. D. There may be a genetic link inherited from the girls' fathers that increases daughters' sexual behavior. 51. An analysis of "virginity pledges" that encourage adolescents to promise to abstain from premarital sex has found that: A. pledging works equally well for adolescents of all ages. B. pledging has a big effect in schools in which few students take the pledge. C. pledging works well in schools in which nearly everyone takes the pledge. D. about 82% of adolescents who take a virginity pledge will deny having done so five years later. 52. The sexual ______ of males and females may be similar, but the sexual _____ of males and females is quite different. A. behavior; socialization B. socialization; behavior C. attitudes; experiences D. experiences; attitudes 53. According to research by Small and Luster, which adolescent is most likely to engage in early sexual activity? A. Chelsea, who lives in a low SES/disadvantaged neighborhood B. Ryan, who has many antisocial peers C. Frank, someone who has completely disengaged from school D. The adolescent most likely to engage in early sexual activity is one that has a combination of the above risk factors. 54. Research on risk factors for adolescent sexual activity has found all of the following, except: A. lack of parental support is a risk factor for boys but not for girls. B. as the number of risk factors increases, the likelihood of engaging in sexual intercourse increases. C the same risk factors that predict sexual activity for White adolescents also predict sexual activity . among ethnic minority adolescents. D. efforts aimed at predicting adolescent sexual activity must focus on more than one risk factor. 55. Which of the following statements about boys' first sexual experience is false? A. A boy's first sexual experience is usually through masturbation. B. Boys typically view sex as recreation. C. A boy's first sexual partner is likely to be someone he's in love with. D. Boys are more likely than girls to keep sex and intimacy separate. 56. Early sexuality for males is tinged with elements of ________, whereas for females it is more linked to feelings of _______________. A. intimacy; recreation B. recreation; intimacy C. enjoyment; guilt D. guilt; enjoyment 57. Amy, a 15-year-old, lost her virginity to her boyfriend last night. Which of the following is Amy least likely to say? A. "I'm in love!" B. "I'm so worried—what if I'm pregnant!" C. "I'm so glad I'm no longer a virgin!" D. "I'm so excited!"

58. Generalizing from the textbook, Marge is most likely to have her first sexual encounter with a: A. younger partner. B. classmate. C. casual acquaintance. D. steady boyfriend. 59. Michael and Kayla are concerned because they noticed their 10-year-old son, Tom, engaging in sex play with a male friend. They ask a psychologist what she thinks. What did she probably say? A. "Tom is probably homosexual." B. "It is likely that Tom has been sexually abused." C. "Same-sex play among young adolescents is more common than many would think and nothing to worry about." D. "Tom needs to get counseling as this is a symptom of a larger psychological issue." 60. Which of the following statements about sexual orientation in adolescence is false? AThirteen percent of girls, compared to 6% of boys, report having had same-sex attractions, a non. heterosexual orientation, or engaging in same-sex activity during adolescence. B. Approximately 2 to 5% of adolescents identify themselves as gay, lesbian, or bisexual. C Researchers have been able to identify consistent predictors for adolescents who will later identify . themselves as gay, lesbian, bisexual, or transgender. D. The majority of gay, lesbian, bisexual, and transgender adults engaged in heterosexual activity during adolescence. 61. Todd would rather date men than women. This refers to Todd's: A. gender identity. B. sexual orientation. C. sex-role behavior. D. homophobia. 62. Bill is a very feminine man. Based on this sex-role behavior, one would predict that Bill is probably: A. homosexual. B. heterosexual. C. bisexual. D. There is no connection between sex-role behavior and sexual orientation. 63. Because Andrea is a lesbian, she is more likely to exhibit what types of behaviors? A. feminine behaviors B. masculine behaviors C. androgynous behaviors D. There is no connection between sex-role behavior and sexual preference. 64. Amy is a "straight" 16-year-old adolescent. Kelly, also 16, has discovered that she has homosexual interests. Which girl is most confused about her gender identity because of her sexual orientation? A. Amy B. Kelly C. Amy and Kelly are likely to be equally confused because gender identity is separate from sexual orientation. D. Neither Amy nor Kelly will be confused about their gender, because they understand their sexual orientations. 65. Studies suggest which of the following are antecedents of homosexuality? A. biological factors B. social factors C. the interaction between biological and social factors D. All of the above.

66. According to the textbook, which adults are most likely to describe their fathers as distant and rejecting? A. bisexual males B. homosexual males C. bisexual and homosexual adolescents D. transgender males 67. Date rape is when a young person is forced to have sex when he or she does not want to. Sexual coercion and date rape are more likely to occur when: A. a girl plays hard to get with her boyfriend. B. there is a large (3 or more years) age difference between a girl and her partner. C. a stranger attacks and sexually assaults a teenager. D. the teen's parents utilize an authoritarian style of parenting. 68. Professor Snapes is conducting research on sexual harassment of adolescents. He is likely to learn all of the following, except: A. sexual harassment is widespread within American public schools. B. a significant number of adolescents report having been sexually harassed by their teachers. C. school-based programs aimed at reducing sexual harassment, such as a program called Safe Dates, have had long-term success. D. the majority of adolescents who have been sexually harassed had themselves harassed others. 69. Which of the following statements about sexual abuse during adolescence is false? A Histories of individuals who commit dating violence suggest the perpetrators are likely to have been . exposed to physical punishment and abuse at home. B. Younger children are more likely than adolescents to be abused and neglected. C. Adolescent victims of sexual abuse are disproportionately female and poor. D. Both perpetrators and victims of sexual assaults are often reluctant to admit the assault occurred. 70. Which is not a risk factor for sexual abuse? A. living apart from one's parents B. living in a major city, compared to living in a rural area C. being raised in poverty D. having parents who abuse alcohol or other drugs 71. Fourteen-year-old Sarah began "acting out" behaviors that her teacher had never observed in her before, such as a decline in self-esteem, sexual promiscuity, and risky behavior. Sarah's teacher suspects that Sarah is: A. pregnant. B. fighting with her boyfriend. C. a victim of sexual abuse. D. questioning her sexual orientation. 72. Suzanne has just found out that her 13-year-old daughter had been sexually abused by her piano teacher. According to research presented in the textbook, what type of problems is Suzanne's daughter most likely to face? A. dissociative disorders B. psychopathic disorders C. academic difficulties D. infertility 73. What is the most common method of birth control among sexually active adolescents? A. condoms B. birth control pills C. withdrawal D. the rhythm method

74. Research has indicated that many young people do not use contraception regularly for all of the following reasons, except: A. using contraception would indicate that they are planfully and willingly sexually active. B. they unconsciously desire to become pregnant. C. contraceptives may be difficult for them to obtain. D their egocentric thinking leads them to believe that they are immune from getting pregnant or . contracting sexually transmitted diseases. 75. Which adolescent is most likely to use contraception effectively while engaging in sex? A. Vanessa, who feels guilty about having sex with her boyfriend B. Lynn, who belongs to a conservative religious faith C. Vesta, who had previously pledged to remain a virgin D. Tasha, who is sexually active and relatively conventional 76. The textbook suggests all of the following as ways to increase use of contraceptives among adolescents, except: A. ensure the availability of contraceptive devices to adolescents. B. offer sex education that teaches the fundamentals of contraceptive use once adolescents become sexually active. C. ensure open lines of communication so adolescents feel free to talk to adults about their sexual issues and concerns. D. portray sex in the media more responsibly, showing contraception use along with sexual activity. 77. Sexual activity in the United States is _____ in other industrialized countries, and the rate of pregnancy is _____. A. higher than; higher B. lower than; the same C. comparable; the same D. comparable; higher 78. Which of the following sexually transmitted diseases is caused by a virus? A. gonorrhea B. herpes C. chlamydia D. trichomoniasis 79. Which of the following sexually transmitted diseases is caused by a parasite? A. gonorrhea B. herpes C. chlamydia D. trichomoniasis 80. Both _____________ are cause by a bacterium, whereas ____________ are caused by a virus. A. chlamydia and herpes; gonorrhea and human papilloma virus B. gonorrhea and herpes; chlamydia and human papilloma virus C. human papilloma virus and gonorrhea; chlamydia and herpes D. gonorrhea and chlamydia; herpes and human papilloma virus 81. AIDS is transmitted through: A. casual contact. B. bodily fluids. C. kissing. D. mosquito bites.

82. Approximately what percent of sexually active women between the ages of 14 and 19 have at least one of the following infections: HPV, gonorrhea, chlamydia, herpes, or trichomoniasis? A. 5% B. 20% C. 40% D. 80% 83. What is not a risk factor for contracting HIV? A. using drugs B. having unprotected sex C. having many sexual partners D. being male 84. Professor Bertrande understands that most adolescents she talks to are not likely to engage in abstinence. Her research has demonstrated that the next best way for adolescents to protect themselves against sexually transmitted diseases is: A. effective condom use during sex. B. use of the withdrawal method. C. use of the rhythm method. D. taking antiviral drugs before and after having sex. 85. Recent research on promoting safe-sex behaviors among adolescents has suggested all of the following, except: A. it is more effective to focus on adolescents' motives and social relationships, rather than their knowledge about safe sex. B. adolescents are often unaware that their partners may be having sex with others as well. C. being aware of the risk of STDs is sufficient to ensure safe sex practices among adolescents. D. it may be important to use different strategies for sexually active and inexperienced adolescents. 86. Which of the following messages was not part of the large-scale media campaign targeted at reducing risky safe and the prevalence of STDs among Black youth? A. "using condoms would make sex worry-free and therefore more enjoyable" B. "waiting to have sex is a way of showing respect for your partner" C. "STDs are painful" D. "having a steady partner is a safe partner" 87. What percentage of American adolescents who become pregnant get an abortion? A. fewer than 2% B. 15% C. 33% D. 70% 88. The birthrate among adolescent women today is _____ in previous eras. A. impossible to compare to what it was B. considerably lower than it was C. higher than it was D. the same as it was 89. Which country has the highest rate of teen pregnancy? A. Sweden B. the United States C. England D. Israel

90. Although the rate of sexual activity among adolescents in the United States does not differ much from that reported by other industrialized countries, the rate of teenage pregnancy in the United States is: A. in the top third of all industrialized countries. B. in the bottom third of all industrialized countries. C. the highest in the world among industrialized countries. D. average as compared to other industrialized countries. 91. According to the textbook, international disparities in rates of teenage childbearing are associated with: A. income equality and educational attainment. B. average income and educational attainment. C. the amount of independence a culture allows adolescents to have. D. the influence of the mass media. 92. Who is the least likely adolescent to bear her first child while married? A. Maria, a Mexican American B. Alisha, a Black adolescent C. Francine, an Asian American D. Sylvia, a White American 93. Alice, a 16-year-old, gave birth to a baby boy last year. How will this affect the likelihood that her 13year-old sister, Marie, will have a baby? A. It will increase. B. It will increase only if Marie is already sexually active. C. It will be unaffected. D. It will decrease. 94. Who is the most likely, after becoming pregnant, to have an abortion? A. Jamie, a White female living in the suburbs B. Kimberly, a White female who dropped out of high school C. Dotty, a Black female who dropped out of high school D. Tara, a Black female living in poverty 95. Which of the following statements about abortion and teen pregnancy is not true? A. There are no long-term differences between pregnant teenagers who do and do not seek abortion. B Unplanned pregnancies are much more likely to be terminated by abortion among young women who . are academically successfully and ambitious. C. Approximately one-third of teenage pregnancies result in abortion. DYoung women who terminate their pregnancy by abortion are less likely over the next two years to . experience a subsequent pregnancy and more likely to practice contraception than those who do not abort their pregnancy. 96. According to the textbook, which adolescent is most likely to use contraception? A. Nancy, who had an abortion a year ago B. Geraldine, who had a baby a year ago C. Annie, who is not doing well in school D. Melanie, who lives in a state that requires parental notification for abortions 97. Greg, a 17-year-old, has gotten his girlfriend pregnant. If he is typical of other males who impregnate adolescent women, we would expect him to experience all of the following, except: A. low self-esteem. B. school or work problems. C. an increased sense of responsibility and optimism about the future. D. problems with alcohol and other drugs.

98. Research on teenage mothers indicates that: A. their infants are at heightened risk for school problems and other behavior problems in childhood. B. most of them unconsciously "wanted" to have a baby. C. within 2 to 3 years, their lives are similar to those of their peers who did not bear a child. D. they are better off psychologically than teenagers who had aborted their pregnancy. 99. The adverse outcomes of being born to an adolescent mother are generally a result of all of the following, except: A. characteristics of the mother. B. characteristics of the mother's family environment. C. the immature reproductive system of an adolescent mother. D. prenatal malnutrition. 100.According to research cited in the textbook, all of the following are reasons that some sex education programs fail, except: A. when they are introduced into the curriculum too late (after adolescents are already sexually active). B. when teachers are uncomfortable talking about the subject with students. C. when they focus primarily on changing students' knowledge rather than their behavior. D. when they emphasize abstinence-only sex education. 101.Although sex education programs have not been particularly successful in reducing the high rates of adolescent pregnancy, there is current optimism that _____ may be effective. A. encouraging sexual abstinence B. a comprehensive sex education C. family planning services D. having the unwed mother marry her baby's father 102.Kate is a Black teen mom and has decided to move back to her parents' home. Which of the following statements is not true? A. Kate is more likely to stay in school. B Living with parents might actually undermine the development of Kate's parenting skills and increase . her likelihood of getting pregnant again. C. It would be best if Kate lived with her parents for an extended period. D. Problems in the relationship between Kate and her mother can adversely affect Kate's mental health. 103.According to the textbook, which of the following is not something that policymakers have called for to ensure young mothers have an adequate income and the chance for adequate employment? A. adaptations in school schedules and the development of school-based child-care centers B. the expansion of subsidized child-care for young mothers who are out of school C. the expansion of family planning services to adolescent mothers D. laws that ensure companies cannot discriminate against teen mothers 104.According to the textbook, evaluations of programs aimed at enhancing teen mothers' access to adequate income and employment have found that: A while enhancing teen mothers' employability has not been successful, decreasing their reliance on . welfare has been hugely successful. B. both decreasing teen mothers' reliance on welfare and preventing their subsequent pregnancies have been successful. C programs aimed at preventing future pregnancies have been successful, but programs aimed at . enhancing teen mothers' employability have been largely disappointing. D programs aimed at enhancing teen mothers' employability and preventing their subsequent pregnancies . have been largely disappointing. 105.Studies of the long-term consequences of adolescent parenthood indicate that the problems associated with it: A. are actually relatively minor, and research studies have difficulty replicating the findings. B. may actually be greater for the children than for their mothers. C. may actually be greater for the mothers than for their children. D. are likely limited to psychological and emotional domains.

106.One study indicated that there is quite a bit of diversity among teenage mothers in their transitions to adulthood. Which of the following is not one of the three groups of teen moms identified in Oxford and colleague's study? A. a problem-prone group that had chronic problems in many areas of life B a psychologically vulnerable group that had high rates of mental health problems but were able to . transition into adult roles with some degree of success C. a group who seemed to develop "typically" and made successful transitions into adult roles D a group of individuals who bounced back and forth between identities and scored alarmingly low on all . measures of "life satisfaction" (higher scores = more satisfaction) 107.Compared to adolescent women who choose to have their child, adolescents who abort their pregnancy: A. are typically filled with feelings of self-doubt and insecurity. B. are more likely to have a children over the following 2 years. C. are psychologically, socially, and economically better off. D. less likely to practice contraception. 108.The comprehensive sex education discussed in the textbook has all of the following elements except: A. it must teach adolescents how to refuse unwanted sex and avoid unintended sex. B. it must increase adolescents' motivation to engage in safe sex. C. it must change perceptions about peer norms and attitudes. D. it must reduce adolescents' likelihood of having sex. 109.Evaluations of school-based clinics have found that: A. they increase adolescents' use of contraception. B. they appear to increase adolescents' sexual activity. C. contrary to parents' concerns, they do no appear to increase sexual activity. D. they are largely effective, especially among White and Hispanic youths. 110.Adolescents' stance on premarital intercourse has changed over the past three decades. Describe the ways in which these attitudes have changed and explain why this may have happened.

111.Michelle, a 16-year-old female, is the only one in her circle of friends who has not yet had sex. She is beginning to feel pressure to have sex. Discuss two ways that her friends are influencing her attitude toward sex.

112.You have been asked to talk to a group of educators about sex education programs, describing what does and what does not work. In your discussion, they've asked you to address "virginity pledges" and to include a discussion of the major features of a good sex education program.

113.Provide four reasons, discussed in your textbook, that growing up in a single-parent home affects girls' sexual behavior more than boys' sexual behavior.

114.You have been asked to address a group of parents about how they can talk to their adolescents about sexual behavior. The two major concerns are pregnancy and contracting sexually transmitted diseases. They want to know how they can best protect their teens. What can you tell them?

115.Pretend you are talking to your virgin 16-year-old self (or another 16-year-old that is thinking about having sex for the first time). Your 16-year-old self wants to know if sexuality is normal, when(if) he/ she is ready to engage in sexual behaviors, and what the potential risks are. Be sure to tell the 16-year-old everything you wish you would have known about sex when you were younger.

116.One of your friends, Tom, has come to the realization that he is attracted to both males and females. He is worried that he is the only one who feels attracted to peers of his same-sex. He knows that you have just taken a class on adolescent sexuality and asks you for some information regarding the prevalence of lesbian, gay, bisexual, and transgender adolescents. What would you tell him? He is also concerned that, although he enjoys playing typical male sports, such as baseball and football, his attraction to males will cause people to assume that he is more feminine than his heterosexual teammates. Knowing that he likely has a bisexual orientation, what do you predict for his gender identity and sex-role behavior? In your view, is homosexuality more due to biological factors or social/contextual factors? Is there anything else that Tom should be aware of?

Chapter 11 Key 1. C 2. A 3. D 4. D 5. B 6. C 7. D 8. A 9. B 10. D 11. C 12. D 13. B 14. C 15. B 16. C 17. D 18. C 19. B 20. B 21. D 22. B 23. B 24. A 25. A 26. B 27. C 28. D 29. A 30. B 31. B 32. D 33. D 34. C 35. A 36. D

37. B 38. D 39. A 40. C 41. C 42. C 43. A 44. A 45. A 46. B 47. C 48. A 49. A 50. A 51. D 52. A 53. D 54. A 55. C 56. B 57. C 58. D 59. C 60. C 61. B 62. D 63. D 64. C 65. D 66. C 67. B 68. C 69. B 70. B 71. C 72. C 73. A 74. B

75. D 76. B 77. D 78. B 79. D 80. D 81. B 82. C 83. D 84. A 85. C 86. C 87. C 88. B 89. B 90. C 91. A 92. B 93. A 94. A 95. A 96. A 97. C 98. A 99. C 100. B 101. B 102. C 103. D 104. D 105. C 106. D 107. C 108. D 109. C

c) Parents should take comfort in knowledge that sexual experiences during adolescence are typically positive and monogamous. b) The median age at which adolescents first engage in intercourse has declined over the past 30 years, and females have demonstrated the greatest increases in levels of premarital intercourse. a) Premarital intercourse increased over the 1970s and 1980s, and declined slightly in recent years. This decline not matched by a decline in all sexual activity, however, suggesting a shift to safer sexual practices. 110. Overall, the percentage of adolescents in America who were engaging in premarital sex increased during the 1970s, the 1980s, and then declined slightly between 1995 and 2001. This decline in premarital sexual intercourse, interestingly, was not mirrored by a decline in the proportion of adolescents engaging in other kinds of sex, suggesting that the threat of AIDS and STDs has led sexually active adolescents to substitute safer forms of sex (e.g., oral sex) for intercourse. The median age at which adolescents first engage in intercourse has declined since the early 1970s, with females especially exhibiting the greatest increase in the prevalence of premarital intercourse. Not only are more adolescents from all groups engaging in premarital sex, but they start younger, and more young females are engaging in sex than ever before. Although these trends may concern parents, they should take comfort in the fact that most high school students are not promiscuous, and that adolescent sexual experiences are usually accompanied by affection and emotional involvement with the partner. Key Points:

b) Peers influence each other's sexual behavior directly through communication. a) When an adolescent's peers are sexually active, they establish a normative standard that having sex is acceptable. 111. Adolescents often influence each other's sexual attitudes just as they influence each other's tastes and behaviors. Michelle is probably feeling pressured to become sexually experienced like her friends because of two reasons. First, because all of her close friends have experienced intercourse, they have established a normative standard that having sex is acceptable. Therefore, if and when Michelle does decide to have sex, she knows that she will have a group of friends who will support and condone her decision. Second, Michelle's friends are probably directly influencing her sexual attitudes through direct communication among friends, or through conversations she has had with potential sexual partners. Peers often engage in lengthy conversations about sexual experiences and Michelle might feel like she stands out, or her friends might directly point out that she is at a different place than the others. Key Points:

d) Comprehensive sex education programs are the most effective ways to increase safe sex practices among adolescents. c) "Virginity pledges" may affect the sexual activity of younger but not older adolescents, but have limitations concerning the contexts in which they may be effective. b) Reasons for failure include initiation after teens are already sexually active, focusing on changing knowledge not behavior, and emphasizing abstinence. a) Sex education programs have had little effect on sexual activity and a small effect on contraceptive use. 112. Sex education programs in general have had little effect on sexual activity, but they have had small effects on use of contraceptives (thus, they have the greatest impact on risky sexual practices as opposed to stopping adolescents from engaging in them at all). Many experts believe that early sex education programs failed because they are initiated into the curriculum too late (after adolescents have already become sexually active) and their focus is on changing students' knowledge rather than their behavior, resulting in no direct effect on patterns of sexual activity or contraceptive use. In addition to knowledge about contraceptive use, adolescents have to be motivated to use contraception. Moreover, evaluations of school-based clinics, which make contraceptive services more accessible to adolescents, do not appear to increase sexual activity (a concern of parents), but neither do they increase contraceptive use. Furthermore, evaluations of abstinence-only sex programs have consistently found that programs that only emphasize abstinence are not successful in changing adolescents' sexual behavior or reducing rates of pregnancy or STDs. In fact, abstinence-only education programs cause an increase in teen pregnancy and childbearing. In a similar vein, recent analyses of "virginity pledges" (adolescents promise to abstain from sex until they are married) have found the pledges to be more effective for younger adolescents, but they have no effect among older high school students. Ironically, they have little effect both in schools where few students take the pledges, but also in schools where nearly everyone pledges, presumably because the pledge is meant to be a statement of one's values and if everyone in the school holds the same values, the pledge-taker is not set apart by it. Additionally, adolescents who take the pledge and then engage in sexual intercourse are less likely to use condoms than their peers who did not take the pledge, because they may feel guilty about breaking the pledge and are unwilling to engage in planning behaviors like buying condoms ahead of time. Also, when asked 5 years later, 82% of adolescents deny taking a virginity pledge. The most effective sex education program would be a comprehensive sex education. This approach does more than simply providing youths with information about contraception, STDs, and pregnancy. It also strives to teach adolescents how to refuse unwanted sex, increase adolescents' motivation to engage in safe sex, and change perceptions about peer norms and attitudes. Key Points:

d) Possible genetic transmission c) Girls are more likely than boys to respond to problems at home by turning outside the family for support. b) Single-parent mothers are more likely to be dating than married mothers, and therefore may inadvertently be role models of sexual activity. a) The social influences on girls' sexual behavior are stronger and more varied than boys. 113. Social influences on girls' sexual behavior are in general stronger and more varied than are the influences on boys' behavior. Boys' parents may not attempt to exert great control over their sexual activity, regardless of whether the household has one parent or two. A second reason is that single-parent mothers are more likely to be dating than married mothers, and may inadvertently be role models of sexual activity for their adolescents. To the extent that this modeling effect is stronger between parents and children of the same sex, we would expect to find a more powerful effect of growing up in a single-mother home on the sexual behavior of daughters than sons. A third reason is that girls are more likely than boys to respond to problems at home by turning outside the family for alternative sources of warmth and support. A fourth possible explanation is that the same traits or genes that contributed to the marital instability could, when transmitted to the daughter, contribute to her promiscuity. Key Points:

e) Parent-adolescent communication may reduce the occurrence of risky sex behaviors but is not likely to reduce sexual activity. d) Parents may believe they spoke to their adolescents about specific topics and their adolescents are likely to say these conversations did not take place. c) Adolescents are more likely to talk to their mothers than to their fathers about sex. b) Parent-adolescent conflict is associated with early sexual activity. a) Authoritative parenting is likely to reduce risky sex and result in later engagement with sexual activity. 114. The good news is that an authoritative parenting style of warmth, involvement in the adolescent's life, and monitoring an adolescent's behavior forestalls early sexual activity and makes adolescents less likely to engage in risky behaviors. In that regard, adolescents are more likely to learn about sex when the communication is interactive rather than dominated by the parents. Modeling the type of behavior that parents want, communicating attitudes and values when discussing sex, and discussing sexual topics often reduce the impact of peer influence. Conversely, parent-adolescent conflict is associated with early sexual activity. Research suggests, too, that teens are more likely to talk to their mothers about sex than to their fathers. Specific studies addressing the effect of parent-adolescent communication exhibit many communication discrepancies. For one thing, parents may believe they have spoken to their adolescents about a particular topic, such as pregnancy or AIDS, whereas the adolescent is likely to deny such a conversation took place. Also, parents underestimate their teens' sexual activity and assume that if they disapprove of sexual behavior their teen will refrain. It is important to emphasize that sex among teenagers is common, and, although conversation about contraception are likely to reduce adolescents' risky sexual behaviors, parent-child communication is not likely to have an effect on whether an adolescent chooses to have sex. Key Points:

d) Understand that sexual harassment, teen pregnancy, and STDs are serious issues that adolescents must deal with. c) Know other types of sexual behaviors besides vaginal intercourse. b) Ensure that you satisfy the four stages of positive sexual development. a) Sexual desires and behaviors are normal during adolescence. 115. First of all, while many adults have an ambivalent attitude toward adolescent sexuality, sex after age 16 is part of the normative process of adolescent development. Additionally, sex is not entirely new during adolescence. It is highly likely that you were curious about your sex organs when you were a young child, and you may have even derived pleasure from genital stimulation at a young age. Nonetheless, because of the biological, cognitive, and social changes of adolescence, sexuality becomes extremely salient (and normal!) during the second decade of life. The physical and hormonal changes of puberty increase sex drive, change the adolescent's appearance, and permit reproduction. The fact that pregnancy is possible after puberty changes the just changes the dynamic of sexuality. Now that you can become pregnant (or get a girl pregnant), certain precautions need to be taken. Teen pregnancy is a serious issue. Being a teen mom can be detrimental to the child as well as the teen mother. You should also know that if you are curious about sexuality, but are not ready for full vaginal intercourse, there are other behaviors you can engage in (e.g., noncoital activity: kissing, touching each other's body parts) that can help you explore your sexuality. Additionally, many adolescents' first sexual experience falls into the category of autoerotic behavior (e.g., masturbation) and this is completely normal. Before you are ready for sexual intercourse, you need to make sure you are comfortable with your changing (maturing) body, accept having feelings of sexual arousal as normal and appropriate, understand that sex is voluntary, and understand how to engage in safe sex. You need to know that sexual harassment and date rape are serious issues, and that a significant minority of adolescents are forced to have sex against their will. Know how to say no! It is also important for you to know that many adolescents have involuntary sex when they are under the influence of drugs and alcohol. Every time you have sex, you should use a condom (regardless of whether you are taking a birth control pill) to prevent against STDs. You also need to make sure to use the condom correctly (e.g., put the condom on before first entry and hold onto the condom while withdrawing). Also, you should know that the withdrawal and rhythm method are entirely ineffective. Moreover, communication with your partner about contraceptive use is extremely important. Don't be embarrassed to shop for contraceptives—doing so actually demonstrates that you are planning ahead and trying to be responsible! Finally, always be prepared. Many adolescents fail to use appropriate contraception because they don't anticipate having sex. Key Points:

e) Tom should be recognize that, unfortunately, he might experience discrimination because of his sexuality. d) Sexual orientation likely results from a complex, bidirectional interaction of biology and the environment. c) Sexual orientation, gender identity, and sex-role behavior are not related. b) Approximately 2 to 5 percent of adolescents identify themselves as gay, lesbian, or bisexual; however, identifying as transgender is less common. a) Same-sex attraction is more common that one might think. Key Points: 116. First of all, Tom should know that it is certainly not uncommon for children and younger adolescents to engage in sex play with members of the same sex, to explore various sexual orientations, to have sexual fantasies about people of the same sex, or to have questions about the nature of their feelings for same-sex peers. In fact, about 6 percent of boys and about 13 percent of girls report have same-sex attractions, engaging in same-sex activity, or having a non-heterosexual orientation during adolescence. The percent of adolescents who actually identify themselves as gay, lesbian, or bisexual is a little smaller (between 2 percent and 5 percent). Transgender adolescents (individuals whose gender identity does not match the sex they were assigned at birth) is more rare: About 1 in 100,000 American adults are transsexual women and about 1 in 400,000 are transsexual men. It is likely that Tom falls under the bisexual orientation. It is also important to note that between 2 percent and 3 percent are unsure of their sexual orientation. It is important for Tom to understand the differences between sexual orientation (whether one is sexually attracted to individuals of the same sex), sex-role behavior (the extent to which an individual behaves in traditionally masculine or feminine ways), and gender identity (the gender an individual believes he or she is psychologically, regardless of the sex he or she was labeled at birth). It is impossible to predict Tom's gender identity or sex-role behavior based on his sexual orientation (these things are unrelated). Individuals with strong preferences for homosexual relationships exhibit the same range of masculine and feminine behaviors seen among individuals with strong or exclusive heterosexual interests. It would be unwise (and wrong) for anyone to make an assumption about Tom's femininity or masculinity based on his sexual orientation. It is also important to mention that many people change their sexual orientation or gender identities throughout their lifetime. Studies have indicated that there are likely biological factors (e.g., hormones, genes) and social factors (e.g., strained parent-child relationships, cold and distant fathers) that bidirectionally affect each other to influence the development of homosexuality. Unfortunately, Tom should be aware of the fact that he may experience hostility and other types of discrimination because of his sexual orientation, especially if he goes to school in a rural area, a low-SES school, or a school that has a less racially diverse student population.

Chapter 11 Summary Category Steinberg - Chapter 11

# of Questions 116

Chapter 12 Student: ___________________________________________________________________________

Achievement concerns the development of motives, capabilities, interests, and behavior that relate to ______________ in evaluative situations. A. performance B. outcomes C. emotional response D. None of the above.

The extent to which an individual strives for success is referred to as: A. mood composition. B. achievement motivation. C. personality structure. D. self-orientation.

Industrialized societies place a great deal of emphasis on all of the following, except: A. cooperation. B. achievement. C. competition. D. success.

All of the following are noted in the text as reasons why achievement during the adolescent years merits special attention, except: A. this is a period when adolescents prepare for and sort themselves into occupational roles. B it is during this period that adolescents begin to evaluate their occupational choices in light of their . talents, abilities, and opportunities. C. development in the realm of achievement begins and ends during adolescence. Dthe educational and occupation decisions made during adolescence are more numerous and the . consequences of these decisions are more serious than those that take place during childhood.

The transition from school to work is _________ defined transition. A. an educationally B. a socially C. a personally D. an environmentally

According to the textbook, how is puberty connected to achievement? ATo the extent that puberty changes what's important for maintaining status in the peer group, it may lead . adolescents to worry about whether trying too hard to do well will make them less attractive to their classmates. BPuberty intensifies differences between males and females, and one impact of this is to make individuals . think about what is "appropriate" achievement-related behavior for each of the sexes. C. Biological (hormonal) changes of puberty are directly related to achievement and motivation in high school. D. Both A and B are correct.

Which one of the following is not a reason that the cognitive changes of adolescence affect achievement? AThe cognitive changes of adolescence allow individuals to engage in longer-term, hypothetical thinking . that affects many decisions that high school students will have to make. BThe personal fable inherent in adolescence will make it difficult for older high school students to . realize that, if they do not hard try in school, they may not be accepted into their first- or second-choice universities. CThe cognitive changes of adolescence enable individuals to study subjects, such as algebra and other . advanced math classes, which require more sophisticated cognitive abilities. D Adolescents' increased future orientation allows individuals to think about and plan their long-term . educational and occupational goals.

What is the main reason that many achievement-related issues take on new significance during adolescence? A. biological transitions B. social transitions C. changes in cognitions D. achievement-related issues do not take on new significance during adolescence

According to Mischel's classic study conducted nearly 50 years ago, what would you predict about Evelyn, who, in elementary and high school always scored at the top of her class, and now, as an adult, is a successful executive? AIt is likely that in preschool, when given the choice between eating one marshmallow now or waiting . for two, she was able to negotiate getting two marshmallows without waiting the full 15 minutes. B. It is likely that Evelyn was securely attached in preschool. C. It is likely that Evelyn scored relatively high on an IQ test in preschool. DWhen Evelyn was a preschooler, it is likely that, when given the choice between eating one . marshmallow now or waiting 15 minutes to get two of them, she was able to wait.

10. Which of the following statements regarding social roles and achievement is not true? A. Adolescence is the period when important educational and occupational decisions are made. B In most industrialized societies, it is not until adolescence that individuals attain the status necessary to . decide whether they will continue or end their formal education. C In most industrialized societies, it is not until adolescence that individuals are allowed to enter the labor . force in an official capacity. D. During adolescence, most individuals solidify career choices. 11. One disturbing finding is that there appears to be a drop in students' _____ motivation as they transition from elementary into secondary school; which could be due to the fact that _____. A. mastery motivation; teachers become more performance-oriented during this time B. performance motivation; teachers become more mastery-oriented during this time C. mastery motivation; students have many other things to worry about than school performance D. performance motivation; peers become much more important than schoolwork at this time 12. Which of the following adolescents is not likely to develop a performance-orientation? A. Sheryl, whose parents give her cash when she gets As on her exams B. Leslie, whose parents ground her when she does not do well in her courses C. Rachel, whose parents excessively check her homework every night D. Autumn, whose parents encourage her autonomy 13. The text suggests that one set of factors that may differentiate the academically "rich" from the academically "poor" early in the educational setting is _________ and _________. A. motivation to succeed; beliefs about the causes of success and failure B. neighborhood; socioeconomic factors C. genetic inheritance; prejudice against minorities D. parents' level of education; parents' attitudes toward education

14. What do the most recent models of the psychological process of achievement during adolescence illustrate? A. students' beliefs about their abilities influence their motivation B. students' motivation influences their performance C. students' performance influences their beliefs D. All of the above are true. 15. Even though Chloe works very hard in school, she gives her classmates the impression that she is uninterested in school in order to have an excuse for her poor performance. What type of behavior is this? A. learned helplessness B. self-handicapping C. need for fulfillment D. need for success 16. Alice has worked all evening on a psychology assignment that is not being graded. She has a very strong: A. need for approval. B. achievement motivation. C. need for fulfillment. D. need for success. 17. John and Mary want their children to develop a strong achievement motivation. In addition to using an authoritative parenting style, they also should: A. punish their children's failures. B. encourage their children's successes. C. compare their children to other children who are successful. D. set difficult tasks for their children to accomplish. 18. Amy gets extremely nervous during exams and never does as well as she should because of these anxious feelings. She has a very strong: A. fear of rejection. B. fear of testing. C. fear of failure. D. fear of evaluation. 19. The textbook indicates that parents' and adolescents' expectations influence each other over time. What is one area in which parental expectations may play an especially important role? A. mathematics B. science C. writing D. athletics 20. Al's parents expect him to receive all As on his report card, play quarterback for the football team, and win the election for senior class president. When Al came home with a B+ on his report card, his parents grounded him for a month. Al probably will develop: A. a high achievement motivation. B. a fear of failure. C. a mastery type of motivation. D. learned helplessness. 21. Adolescents who come from family environments in which parents have set unrealistically high standards for their children's achievement and react very negatively to failure are most likely to develop: A. mastery motivation. B. a fear of failure. C. Type-A personality characteristics. D. a high achievement motivation.

22. Jason is an intelligent youngster who avoids challenging situations because of his intense fear of failure. Despite his innate ability, he gets low grades and has trouble persisting even with easy tasks. Jason is: A. a failure. B. an underachiever. C. bored. D. a loader. 23. Alicia has trouble persisting at tasks and fears failure. Her grades are far lower than one would expect based on her intellectual ability. She is a(n): A. failure. B. underachiever. C. delinquent. D. normal adolescent. 24. Connie believes that intelligence is fixed. Which of the following is most likely true for Connie? A. Connie is likely to be performance-oriented. B. Connie's school or task performance is not likely to be affected by fluctuations in her confidence. C. Connie is likely to be mastery-oriented. D. Connie is likely to seek opportunities to engage in challenging tasks. 25. Sonya has scored in the top 1 percentile on an IQ test, yet she gets below average grades in school. What is true about Sonya? A. She doesn't care about school. B. She has low self-esteem. C. She is a delinquent. D. She is an underachiever. 26. According to the textbook, which of the following is not true in classrooms in which teachers are very performance-oriented? A. Students feel more alienated from the school. B. Students have lower feelings of self-efficacy. C. Students are more likely to engage in self-handicapping behavior. D. Students are likely to actually learn the material. 27. Which statement about underachievement is false? A. Many underachievers receive far better grades in school that you would expect based on intelligence tests. B. Some students choose to appear uninterested in school to get more respect from their peers. C. Many students want to ensure that they have an "excuse" for poor performance other than a lack of ability. D Some students use "self-handicapping" strategies to diminish the importance of academics as a . response to their poor performance. 28. Peter, who does exceptionally well in school, is likely to attribute his academic successes and failures to causes such as: A. ability and luck. B. ability and effort. C. effort and task difficulty. D. effort and luck. 29. Mastery motivation is most similar to: A. intrinsic motivation. B. mastery motivation. C. evaluation anxiety. D. extrinsic motivation.

30. Performance motivation is most similar to: A. intrinsic motivation. B. mastery motivation. C. evaluation anxiety. D. extrinsic motivation. 31. Motivation based on the pleasure one will experience from mastering a task is called: A. extrinsic motivation. B. mastery motivation. C. intuitive motivation. D. performance motivation. 32. Leroy plays video games not because he will win anything by doing well, or because anyone approves of his increasing skill, but because he enjoys getting better at the games. His behavior is an example of: A. mastery motivation. B. temperament. C. learned helplessness. D. extrinsic motivation. 33. Motivation based on the rewards one will receive for successful performance is called: A. performance motivation. B. reward-punishment theory. C. extraneous achievement. D. mastery motivation. 34. Whitney's present goal is to get good enough at spelling to earn the school's spelling trophy. Whitney's ambition is an example of: A. intrinsic motivation. B. mastery motivation. C. self-regulation. D. performance motivation. 35. Margie sees herself as competent and genuinely enjoys learning. Manny experiences a great deal of anxiety and hesitation when facing a challenge because he doubts his abilities. All he wants to do is receive high grades so his parents won't punish him. Both are A students. Margie is most likely ________ motivated and Manny is most likely ________ motivated. A. mastery; intrinsically B. mastery; performance C. extrinsically; intrinsically D. performance; extrinsically 36. Bill approaches new tasks with the attitude that he can master them, and he tries to do so because he wants to gain new skills. Bill is motivated by: A. a mastery orientation. B. extrinsic forces. C. fear of failure. D. learned helplessness. 37. Janelle is told that, no matter how hard she tries, she will likely not pass the exam. As a result, she believes that failure is inevitable and stops "wasting" her time studying. What has Janelle developed? A. scapegoating B. inflated self-efficacy C. fear of failure D. learned helplessness

38. Every time that Frank receives an A on his report card, his grandmother gives him $50. However, if Frank receives a C, he is grounded for 2 weeks. Frank will probably develop: A. a high achievement motivation. B. mastery motivation. C. performance motivation. D. Type-A behavior. 39. Marty's main concern in playing soccer is whether his performance will be good enough to win his father's attention and approval. Marty's behavior is being motivated by: A. intrinsic forces. B. a performance orientation. C. temperament. D. crystallization. 40. Professor Stein wants to test the stereotype threat effect. What is the most likely scenario if this effect does, in fact, occur? AProfessor Stein tells participants in the experimental group that members of their ethnic group perform . poorly on the type of task that he is asking them to perform, and these participants actually perform better than participants in the control group. BProfessor Stein tells participants in the experimental group that members of their ethnic group perform . poorly on the type of task that he is asking them to perform, and these participants perform more poorly than participants in the control group. CProfessor Stein tells participants in the experimental group that members of their ethnic group perform . extremely well on the type of task that he is asking them to perform, and these participants perform more poorly than participants in the control group. DProfessor Stein tells participants in the experimental group that participants in the control group do . not like them because of their ethnic background, so the experimental group members act aggressively toward members of the control group. 41. To the extent individuals believe widely held stereotypes about ethnic or sex differences in ability, the ________ suggests that their performance will be affected, depending on how they expect to perform. A. stereotype threat effect B. gender differences effect C. general expectations theory D. self-efficacy hypothesis 42. Current research addressing sex differences in achievement suggests that: A. girls still lag far behind boys on science and math. B. if differences in math and science are found today, they are very slight. C. girls have closed the math/science gap and have now become better in these subjects than boys. D there were so many methodological flaws in the earlier research that the differences in boys' and girls' . math and science abilities were unduly exaggerated. 43. Antonio is very confident about his abilities; he has a strong sense of: A. academic success. B. self-efficacy. C. self-awareness. D. social desirability. 44. Tory is performance motivated and believes that intelligence is a fixed trait. Based on this combination, Tory probably focuses on: A. external rewards. B. learning goals. C. self-regulatory goals. D. mastery goals.

45. Ivan, who believes that intelligence is a malleable trait, is enrolled in several advanced placement classes. Mastering the subject material is more important to him than getting good grades. Ivan probably emphasizes: A. performance goals. B. learning goals. C. self-regulatory goals. D. evaluation goals. 46. Which of the following is not likely to predict students' achievement-related behavior? A. whether the student has experienced a failure B. whether the student believes intelligence is fixed or malleable C. whether the student is mastery or performance motivated D. whether the student is confident in his/her abilities 47. Professor Umbridge takes pleasure in making her students look foolish. She stresses the importance of grades more than mastery of the course material. Her students are likely to demonstrate all of the following, except: A. insecurity about their abilities. B. hesitation about challenging themselves. C. reluctance to ask her for help. D. a need to outperform their classmates. 48. Students' motivation and school performance _______ when they enter into secondary school. A. remain the same B. increase C. decrease D. increase sharply and then plateau 49. An explanation of why students' motivation and school achievement drop as they transition into secondary school is that: A. the subject matter becomes more difficult. B. teachers focus on grades (performance goals) rather than mastery of the material. C. they are intimidated by the older students. D. there is a decline in their use of self-handicapping strategies. 50. Dr. Worthy studies achievement attributions. According to the textbook, she would be assessing the ways in which individuals attribute their performance to a combination of all of the following factors, except: A. ability and effort. B. task difficulty. C. luck. D. motivation. 51. Jacob and Stephen just got a project back from their teacher that they had worked on together. They received a D on the project. Jacob said that it was because the project was too hard. Stephen said it was because they hadn't worked hard enough on the project. Which adolescent is most likely to try harder on future projects? A. Stephen B. Jacob C. Both boys will try harder next time. D. Neither boy will try hard next time because they failed this time. 52. Shawn is told by his teacher that the task he is working on is too difficult for him. Therefore, Shawn believes that failure is inevitable. He is likely to develop: A. learned helplessness. B. attribution biases. C. achievement attributions. D. None of the above.

53. The belief or expectation that one cannot control the forces in one's environment is called: A. underachievement. B. fear of failure. C. learned helplessness. D. temperament. 54. Paul won't even try to learn how to swim because when he has tried before, he has not done very well and he is now convinced that no matter what he does, he will never learn to swim. Paul's situation is an example of: A. ego deflation. B. Type-A behavior. C. learned helplessness. D. temperament. 55. Mrs. Kumin wants to help her lower-achieving students. She should: A. acknowledge that they do not have the ability to achieve and stop pressuring them. B. help them learn to attribute their performance to factors that are under their control. C. have them placed into special education classes. D. provide them with remedial education and have them keep trying. 56. Which of the following is not identified in the textbook as one of the factors that researchers study in connection with how home environment influences adolescents' level of achievement? A. parents' values and expectations B. parenting practices C. cultural factors D. quality of home environment 57. Which adolescent is least likely to exhibit high academic achievement? A. Barney, whose parents set high scholastic standards and expect him to go to college B. Bernie, whose parents go to all of his school programs and help him select his classes C. Benny, whose parents do not want to pressure him, but argue with his teachers about his grades D. Bob, whose parents join together with other parents who stay involved in school activities 58. According to the textbook, which of the following is not an effective form of parental involvement? A. helping with homework B. encouraging achievement in school C. expecting achievement in school D. being involved in school-based activities 59. Which of the following parenting styles is associated with adolescents' development of mastery motivation and academic achievement? A. permissive B. authoritative C. authoritarian D. demonstrative 60. Which type of parenting is linked to school success during adolescence? A. authoritarian B. authoritative C. indulgent D. neglectful 61. Who is probably most likely to drop out of high school? A. Luanne, whose parents are consistently authoritative B. Dierdre, whose parents are consistently authoritarian C. Bobby Jo, whose parents are inconsistent D. Sally, whose parents are consistently permissive

62. Two characteristics of authoritative parents that positively influence their children's school performance are ______ and ______. A. healthy beliefs about the child's achievement; less tendency to be over-controlling B. healthy beliefs about the child's achievement; greater tendency to be over-controlling C. exaggerated beliefs about their child's achievement; involvement in their child's academic pursuits D. a tendency to push their child to succeed; the ability to let their child make his or her own decisions 63. Lydia's family is always going to art shows, concerts, and poetry readings. They have a large amount of: A. societal influence. B. social capital. C. cultural capital. D. monetary success. 64. The resources provided within a family allowing the exposure of the adolescent to art, music, and literature are called: A. special education. B. social cultivation. C. artistic refinement. D. cultural capital. 65. During the school year, Titus's parents took him to the theater and the opera. In addition, they bought him an encyclopedia for his birthday. The treatment Titus is receiving is an example of: A. special education. B. social cultivation. C. artistic refinement. D. cultural capital. 66. Which of the following is the best example of cultural capital? A. Art's father takes him to museums during the summer. B. Chip's parents bought him a computer. C. Henry's mother has a Master's degree in Shakespearean drama. D. Crystal's parents buy her expensive earrings. 67. Jane's community does a lot to support and encourage adolescents' success in school. This community has a large amount of: A. societal influence. B. social capital. C. cultural capital. D. monetary success. 68. The impact of friends on adolescents' school performance depends on: A. the academic orientation of the peer group. B. the number of extracurricular activities in which they participate. C. the size of the peer group. D. All of the above. 69. In the United States today, the peer group is most likely to have _______ influence on an adolescent's academic achievement. A. a positive B. a negative C. little D. both a positive and a negative

70. Which of the following is not a way that an individual's grades are related their peers' grades? AStudents with best friends who achieve high grades in school are more likely to show improvements in . their own grades than are students who begin at similar levels of achievement but whose friends are not high achievers. B. When adolescents' grades improve, they tend to befriend more high-achieving classmates. C. When adolescents' grades drop, they tend to befriend lower-achieving classmates. D. All of these are ways that students' grades change in relation to the grades of their friends. 71. Although this theory has not been supported empirically, it was once believed that Black students in the inner city who do well in school: A. may be criticized by their peers who say they are "acting White." B. are likely to be respected by the White students but not by their Black peers. C. are usually respected by the other high-achieving students. D. are more likely than their White counterparts to attend college. 72. The textbook states that peers are important for all of the following reasons, except: A. students whose friends are more engaged in school are themselves more engaged. Bstudents with best friends who achieve high grades in school are more likely to show improvements in . their own grades than are students who begin at similar levels of achievement but whose friends are not high achievers. C. peers play an especially important role in girls' decisions to take math and science classes. D. adolescents with an extremely high orientation toward peers tend to perform better in school. 73. Which of the following is not a finding of Witkow's recent study that investigated the ways in which adolescents use their time? A. Students who earn higher grades than their peers spend more time studying, both on weekdays and on weekends. B. High-achieving students spend less time with their friends than do low-achieving students on weekdays, but not on weekends. C Study results suggest that high-achieving students are able to maintain an active social life by allocating . time more judiciously during the week. D. High-achieving students spend equal time with their friends than do low-achieving students on weekdays. 74. Research on the interaction of the influence of parents and peers suggests all of the following, except: A. family environment affects adolescents' choice of friends. B friends who value school can positively affect adolescents' school achievement even if the adolescent . does not come from an authoritative home. C peers and parents have a stronger influence on adolescents' school achievement in countries in which . schools serve heterogeneous groups of students. Dpeers have a significantly stronger influence on adolescents than families in countries where students . are placed in different schools depending on their long-term educational aspirations and occupational plans. 75. Although Miguel and Luis both consider themselves to be Hispanic, Miguel's parents were born in Mexico while Luis's family has been in the United States for three generations. What do you predict about these youths' school engagement and performance? A. Miguel is more likely to drop out of high school. B. Miguel is likely to achieve more in school than Luis. C. Miguel's stronger sense of family obligation will contribute to his school success. D. All of the above are true. 76. Which of the following is an example of school performance? A. Kelly received a C on her report card. B. Naomi received a 1200 on the SATs. C. Mel has been in school for 7 years. D. Vinny has an IQ of 105.

77. Which of the following is an example of academic achievement? A. Kelly received a C on her report card. B. Naomi received a 1200 on the SATs. C. Mel has been in school for 7 years. D. Vinny has 3.7 GPA. 78. Which term refers to the number of years of schooling completed by an individual? A. school performance B. academic achievement C. educational attainment D. social promotion 79. Which term refers to achievement that is measured by standardized tests? A. school performance B. academic achievement C. educational attainment D. social promotion 80. Which type of educational achievement has the most important implications for subsequent earnings? A. school performance B. academic achievement C. educational attainment D. All of the above. 81. The gap between American students' performance and that of students from other countries _____ as they move from elementary to middle to high school. A. widens B. shrinks C. stays the same D. there is no gap between American students' performance and that of students from other countries 82. The practice of advancing adolescents to the next grade level in school based on age rather than their successful completion of the grade level is known as: A. peer group promotion. B. age mate promotion. C. social promotion. D. upward social comparison. 83. Harry has failed ninth grade this year and has not learned the material he needs to go on to higher grade levels. However, his teachers are debating letting him go on to tenth grade next year so that he does not feel left behind or lose touch with his same-age friends. This practice is called: A. disengagement promotion. B. teacher-based social support. C. achiever dropout prevention. D. social promotion. 84. Work values are the different types of rewards that individuals expect to receive from their chosen occupation. The textbook discussed all but which of the following values? A. influence B. social rewards C. leverage D. leisure 85. In a study on the effect of early intensive education on later school performance among children in poverty, which intervention had the greatest impact on performance in high school? A. the preschool intervention B. the elementary school intervention C. each intervention was equally effective D. neither intervention affected high school performance

86. Studies show that disadvantaged youth perform more poorly in school than their advantaged counterparts. Which of the following reasons best accounts for this disparity? A. Poor adolescents begin school at a distinct academic disadvantage. B. Poor adolescents have more stress. C. Parents from higher social classes are more involved in the school. D. All of the above. 87. Mary comes from an economically disadvantaged household. Her mother went to the school counselor to find out what could be done to help Mary overcome her disadvantage. What did the counselor suggest would help? A. positive relations at home B. extra tutoring C. an after-school job D. special education classes 88. Which ethnic group, on average, has the highest level of educational achievement? A. Black adolescents B. Asian Americans C. White adolescents D. Hispanic American 89. Asian American students are likely to have higher academic achievement than White or ethnic minority youth because: A. they believe in the value of school success. B. they are very anxious about negative repercussions of not doing well in school. C. they spend more time studying than White or other ethnic minority students. D. All of the above. 90. According to the text, Asian children tend to attribute success to: A. external causes. B. hard work. C. inherited intelligence. D. luck. 91. Across all ethnic groups, studies indicate that which of the following measures helps students to achieve? A. a sense of belonging to the school B. a perceived connection between academic accomplishment and future success C. parental monitoring of behavior and schooling D. All of the above. 92. Levels of educational attainment in America have _____ over the past six decades. A. risen B. remained stable C. declined dramatically D. declined slightly 93. Compared with their counterparts from previous decades, today's adolescents have __________levels of educational attainment and ___________ levels of academic achievement. A. lower; lower B. lower; higher C. higher; higher D. higher; lower

94. Compared with students in other countries, U.S. elementary school students_______ students in other countries, and high school students in the United States _______ than their peers in other countries (especially in science and math). A. perform as well as; perform as well B. perform better than; perform better C. perform as well as; perform more poorly D. perform more poorly than; perform better 95. All of the following have been cited as possible explanations for low achievement scores among American students, except: A. teachers do not spend enough time on basic instruction, and very little time is spent on writing. B. students do not take advanced courses when they are offered. C. parents do not encourage academic pursuits at home. D. students spend too much time involved in extracurricular activities. 96. Compared to how her grandmother felt when she was an adolescent 50 years ago, how does Femina most likely feel about work? A. Femina is more likely to see work as a central part of her life than her grandmother did. B. Compared to her adolescent grandmother, Femina is less likely to say that if she had enough money, she would not work. C. Compared to her adolescent grandmother, Femina is more likely to work overtime to make sure her job is done well. D Femina is more likely to say that it is important to have a job that allows sufficient time for leisure than . her grandmother would have said. 97. Which of the following is the best predictor of occupational success? A. school performance B. educational attainment C. academic achievement D. motivation 98. High school dropouts are more likely than high school graduates to do all of the following, except: A. experience poverty and unemployment. B. become pregnant. C. begin working earlier. D. be involved in criminal activity. 99. Based on the definition used by the U.S. Department of Education (the proportion of individuals aged 16 to 24 who are not enrolled in school and who have not earned a high school diploma or GED), the dropout rate has _____ steadily over the past half-century, to about _____. A. increased; 24% B. declined; 8% C. increased; 19% D. declined; 14% 100.High school dropout rates are highest among _____ adolescents. A. Black B. American-born Hispanic C. White D. foreign-born Hispanic 101.Which of the following has not been identified as a factor in determining the likelihood of dropping out of high school? A. socioeconomic status B. repeating a grade C. achievement test scores D. whether the individual is a male or female

102.The most effective strategy for keeping students from dropping out of high school has been: A. involving at-risk students in service learning and guided discussions of their life options. B. providing remedial classes for at-risk students. C. making courses easier. D. offering guidance counseling for at-risk students to help them academically. 103.High school dropout rates would be expected to be highest: A. in schools that emphasize academic achievement. B in large schools that group students according to ability and that fail a relatively high proportion of . students in the early years of high school. C. when students who are having difficulties are allowed to change schools. D. when students are promoted from one grade to the next based on age rather than achievement. 104.Who is most likely to attain the most occupational success? A. Francesca, who earned good grades in college B. Luke, who received a high score on the SAT C. Karen, who has a Master's degree D. Ruben, who has a high IQ 105.Which of the following statements regarding work values is not true for adolescents? A. Adolescents tend to rate almost all work rewards very highly. B. Adolescents optimistically believe that they can find jobs that satisfy multiple rewards simultaneously. C. Adolescents are able to focus on what they want from a job and identify a few rewards that are most important to them. D. Adolescents typically believe that they can "have it all" from future occupational choices. 106.Which of the following is most likely to influence (both directly and indirectly) a teenager's occupational choice? A. parents B. part-time work C. courses in school D. peers 107.According to the textbook, all of the following are reasons that adolescents' ambitions are consistent with the socioeconomic status of those around them, except: A occupational attainment depends strongly on educational attainment and educational attainment is . greatly influenced by socioeconomic status. B middle-class parents are more likely to raise their children in ways that foster the development of strong . achievement orientation and career exploration. C. parents, siblings, and other important sources of influence serve as models for adolescents' occupational choices. D. many employers won't higher people from certain SES groups. 108.Which work values are most likely to remain strong over the course of young adulthood, as other work values decline? A. extrinsic B. altruistic C. intrinsic rewards and job security D. social rewards of the job 109.Which work values decline most dramatically with age? A. extrinsic, altruistic, and social rewards B. intrinsic, leisure, and job security C. extrinsic, social rewards, job security D. altruistic, influence, and intrinsic

110.How do male and female adolescents differ when they rate the importance of various work values? A. Girls are more likely to value leisure rewards in a future job. B. Boys are more likely to value extrinsic rewards in a future job. C. There are significant sex differences in the extent to which individuals value power and altruistic rewards in future jobs. D. There are significant sex differences in the extent to which individuals value social and intrinsic rewards in future jobs. 111.Which of the following explanations for the effect of parents on adolescents' occupational ambitions and subsequent success is not true? AWorking-class families are less likely to raise their children to value attributes such as obedience and . conformity, which affects the types of jobs that are appealing to these adolescents. B.Middle-class and upper-class adolescents are likely to have important family connections that are less available in poorer families. C. Parents and siblings serve as models for adolescents' occupational choices. D. Parents indirectly and directly encourage (and discourage) certain occupational values. 112.According to the textbook, which of the following is a reason that career counselors (especially on college campuses) have come to play an increasingly important role individuals' career decision making? A The labor market is changing so quickly that it is difficult for adolescents to obtain accurate . information about careers from their families. B. New government-subsidized programs that require career counselors to do so. C. Adolescents have become apathetic about career choices and want others to decide their careers for them. D. None of the above. According to the textbook, career counselors are useless. 113.Which of the following is not a problem that young adults face as they crystallize their occupational plans? A. obtaining accurate information about the labor market needs of the future B. obtaining accurate information about the appropriate means of pursuing positions in various fields C. forming educational plans that are consistent with the educational requirements of the jobs they hope to enter D. being overly pessimistic about their chances for success in the labor market 114.Adolescents' occupational plans are influenced by: A. adolescents' social background B. adolescents' perceptions of the labor market C. adolescents' work values D. All of the these factors influence adolescents' occupational plans. 115.As a guidance counselor at a large public high school, you notice that achievement test scores are very low. From your knowledge of the recent research, suggest the main reasons for this disturbing fact.

116.Michael and Selma are the parents of 13-year-old Luisa. They understand that the home environment they create can affect their daughter's achievement. What steps can they take to positively influence Luisa's achievement?

117.As you come into the campus cafeteria you join your friends who are discussing how occupational choices are made. One friend believes that we choose our careers based on the importance we place on various work rewards, a second says we are pushed into our jobs through the social influence of parents and peers, and a third says there are much more potent forces in the broader social environment that affect where we end up occupationally. They ask you what you think—how do you respond?

118.Ricky is 16 years old, yet he is just a freshman in high school because he was held back a grade in elementary school. Recently, Ricky has decided to drop out of school. Discuss the likely origins of his decision and the general factors that lead students to drop out, and give your thoughts on what may be done to keep students like Ricky in school.

119.You have been approached by the head of a relatively poor (lower socioeconomic status) school district to help them understand why their students are not performing as well as students from other, more affluent communities. The goal, of course, would be to overcome the problems and help these students become more successful. What information can you share to both explain the tendency of more affluent children to have greater educational achievement, and to offer suggestions for how to combat this disparity in the lower SES school district?

120.Mathew is calm during exams and works hard on all school assignments—even when assignments are not going to be graded. However, his girlfriend, Maria, tends to have high feelings of anxiety in evaluative situations (especially when dealing with new information) and often performs poorly because of this anxiety. Discuss the underlying issues you think are most likely causing these two behavioral profiles and how these issues are related. Additionally, why do you think Mathew and Maria have developed these idiosyncrasies?

Chapter 12 Key 1. A 2. B 3. A 4. C 5. B 6. D 7. B 8. B 9. D 10. D 11. A 12. D 13. A 14. D 15. B 16. B 17. B 18. C 19. A 20. B 21. B 22. B 23. B 24. A 25. D 26. D 27. A 28. B 29. A 30. D 31. B 32. A 33. A 34. D 35. B 36. A

37. D 38. C 39. B 40. B 41. A 42. B 43. B 44. A 45. B 46. A 47. D 48. C 49. B 50. D 51. A 52. A 53. C 54. C 55. B 56. C 57. C 58. A 59. B 60. B 61. D 62. A 63. C 64. D 65. D 66. A 67. B 68. A 69. B 70. D 71. A 72. D 73. D 74. D

75. D 76. A 77. B 78. C 79. B 80. C 81. A 82. C 83. D 84. C 85. A 86. D 87. A 88. B 89. D 90. B 91. D 92. A 93. D 94. C 95. D 96. D 97. B 98. C 99. B 100. D 101. D 102. A 103. B 104. C 105. C 106. A 107. D 108. C 109. A 110. C 111. A 112. A

113. D 114. D e) Grade inflation d) Students are not spending enough time on studies outside of the classroom. c) Parents are not encouraging academic pursuits at home. b) The decline in difficulty of textbooks a) Teachers are not spending enough time on basic instruction. 115. Recent research suggests several reasons why achievement test scores are so low. First, teachers are not spending enough time on basic instruction, and very little time is spent on writing. Second, there has been a pervasive decline in the difficulty of textbooks. Third, parents are not encouraging academic pursuits at home. Also, students are not spending sufficient time on their studies outside of school and students are permitted to choose what courses to take. Finally, students know that, thanks to "grade inflation," they can earn good grades without working very hard. Key Points:

e) They can be sure to provide as much cultural capital as possible, to enhance her home environment. d) Authoritative parenting is linked to adolescents' success in school. c) They should become involved in the school and their daughter's education. b) They can support values expressed at the school by echoing school messages at home. a) They can encourage achievement by setting high standards and aspirations for performance at school. 116. Researchers have found that important aspects of the home environment are good predictors of adolescents' academic achievement. Michael and Selma can help improve Luisa's chances of achieving by doing three things. First, they should encourage school success by setting high standards for Luisa's school performance and homework completion as well as have high aspirations for her. Second, they should support values that are consistent with doing well in school. For example, they should structure their home environment so that the messages Luisa hears at school are echoed at home. Third, they should become involved in Luisa's education. Parents who encourage success are more likely to attend school programs, help in course selection, and maintain interest in school activities and assignments. It is also important to note that authoritative parenting—a style in which parents are warm, fair, and firm—is linked to school success for adolescents. Finally, if Luisa's parents are able, they should provide as much cultural capital as they can for her—by taking her to see art shows, museums, music performances, and talking to her about these things. Key Points:

d) Career educations must help adolescents make informed and realistic choices by providing accurate information without the constraints of stereotypes. c) The broad social context profoundly influences career options by offering expanded or limited opportunities through social forces as well as internalized belief systems. b) Other theorists consider the influences of families and, particularly, resources and opportunities available as a result of a family's socioeconomic status. a) Some theorists look at the sorts of rewards individuals seek from their jobs. 117. In response to your first friend, recent researchers have examined the role of work values in the process of career selection. However, we are not usually able to satisfy all of our work values and must settle for those that are achievable (typically intrinsic rewards and job security), and it often happens that we wind up in a job for which we initially feel we are not suited, but over time, as we grow and change, what seemed a "bad match" becomes a good match. In response to your second friend, since socioeconomic status is the strongest factor influencing occupational choice, our families influence us in that regard as well as by directing our education, achievement motivation, resources, values, and through role modeling. However, your third friend is correct in looking at the profound influence of the broader social context that affects our perceptions of labor market demands, acceptability of jobs based on social status, ethnicity, and gender. You note that it is a combination of all three of these forces interacting together, and that career counselors—particularly in high schools—need to help individuals get accurate information about future labor market needs, how to pursue positions that will be consistent with personal and social ideals, as well as helping adolescents make more informed and realistic career choices free from stereotypes that might constrain their choices. Key Points:

d) Involving at-risk adolescents in programs that combine service learning with guided discussions of their life options to help them see the importance of graduating from high school has been successful in reducing dropout rates. c) Adolescents who drop out are likely to come from households with limited social and cultural capital. b) Having been held back is one of the strongest predictors of dropping out among adolescents. a) Dropping out is not so much a decision made during adolescence as it is the culmination of a long process that begins early on. 118. When considering the origin of Ricky's decision to drop out, it is important to remember that his decision is not so much made during adolescence as it is the culmination of a long process that begins early on. Ricky's decision probably has a lot to do with the fact that he was held back a grade in elementary school. Having been held back is one of the strongest predictors of dropping out among adolescents. There are, however, many other reasons that may lead to dropping out. Dropping out is a process characterized by a history of repeated academic failure and increasing alienation from school. Adolescents who leave high school before graduating are more likely to come from lower socioeconomic levels; poor communities; large, single-parent, or non-demanding families; and households where little reading material is available. One approach that has been successful in keeping students from dropping out of school has focused on involving at-risk adolescents in service learning combined with guided discussions of life options to help them see the importance of graduating from high school. Key Points:

c) Interventions have begun to show promising results, with lower-SES children targeted for intensive educational training in preschool showing long-term benefits and advantages later in adolescence. b) The head start in basic skills that higher-SES children appear to receive is in part a result of genetic and environmental differences. a) There is a disparity between higher and lower-SES families in terms of educational achievement, possibly partly because of the family's contribution of social and cultural capital. 119. One of the most powerful influences on educational achievement in adolescence is the SES of the family. Middle-class adolescents are more likely to score higher on basic tests of academic skills, earn higher grades, and complete more overall years of school than their working- and lower-class counterparts. Families influence student achievement in many ways, for example by providing cultural and social capital, but the differences in SES that predict differential educational outcomes are robust, even across ethnic groups. Researchers have suggested that higher-SES teens enter school with higher scores of basic competence, probably due to genetic and environmental factors. Middle-class parents tend to have higher IQs than lower-class parents, and of course they pass this on to their teens. Also, adolescents from higher-SES homes and families are likely to benefit from growing up in favorable conditions (e.g., health care and better nutrition), which also can contribute to higher scores on intelligence tests. It is important for the school district to understand that progress in high school depends on a good foundation of academic understanding, so those students who enter high school without a mastery of basic skills will fall behind, and may be more likely to drop out of school when this happens. However, encouraging results from some intervention studies shows that intervening in children's lives to involve them in intensive educational programs, during preschool, was associated with better academic performance in adolescence. Results from these intervention studies suggest that the earlier the intervention takes place, the better (children who participated in elementary school only did not show an advantage). I would advise the head of this school district to model a preschool intervention after those conducted in these studies, so that more lower-SES children could receive intensive educational training at an early enough point in their lives to even out the disparity between their ultimate educational achievement and the achievement of more affluent teenagers. Key Points:

d) Fear of failure is the fear of the consequences of failing in achievement situations, related to parents having unrealistically high standards for achievement and reacting very negatively to failure. c) Maria is probably high in fear of failure. b) Achievement motivation is the extent to which individuals strive for success, related to authoritative parenting. a) Mathew is probably high in achievement motivation. Key Points: 120. The extent to which an individual strives for success is referred to as his or her achievement motivation. Need for achievement is an intrinsically motivated (or "mastery motivated") desire to perform well that operates even in the absence of external rewards for success. A student who works very hard on an assignment that is not going to be graded probably has a very strong achievement motivation. As such, Mathew probably scores high in achievement motivation. All other factors being equal, Mathew is probably more likely to succeed than his peers who may try less. According to research from the textbook, Mathew probably comes from a family in which his parents have set high performance standards, have rewarded achievement success during childhood, and have encouraged autonomy and independence. Equally important, however, is the fact that his training for achievement and independence probably took place in the context of a warm parent-child relationship in which Mathew most likely formed a close relationship with his parents. Authoritative parenting, coupled with his parents' encouragement of success, is probably the most important contributor to Mathew's strong achievement motivation. On the other hand, Maria probably suffers from a high fear of failure. Fear of failure, which is often manifested in feelings of anxiety during tests or in other evaluative situations, can interfere with successful performance. This is often the case in situations in which the task involves learning something new or solving a complex problem— like what Maria is experiencing. As such, Maria's behavior is very consistent with those who are high in fear of failure. Maria probably comes from a family environment in which her parents have set unrealistically high standards for her achievement and react very negatively to failure (rather than simply reacting positively to success). An adolescent's achievement motivation and her or his fear of failure work together to pull the individual toward (or repel the individual from) achievement situations. Individuals with a relatively strong achievement motivation and a relatively weak fear of failure are more likely to actively approach challenging achievement situations—by taking more difficult classes, for example—and to look forward to them. In contrast, those whose fear of failure is relatively intense and whose achievement motivation is relatively weak will dread challenging situations and do what they can to avoid them. Many students who have trouble persisting at tasks and who fear failure become underachievers—their grades are far lower than one would expect based on their intellectual ability.

Chapter 12 Summary Category Steinberg - Chapter 12

# of Questions 120

Chapter 13 Student: ___________________________________________________________________________

Which scenario best represents adolescent alcohol use in today's society? A. Dahlia started using alcohol at age 17 and by age 19 had stopped drinking completely. B. Brian first tried alcohol at the beginning of high school and now, at 17, uses it only occasionally. C. Julia, a high school senior, has never tried alcohol. D. Michael, a 13-year-old, drinks alcohol almost every day with his friends.

Since 1991, a survey assessing eighth-graders', tenth-graders', and high school seniors' use and abuse of a variety of drugs has been distributed to a nationwide sample every year. The name of this survey is: A. Examining the Future. B. Monitoring Tomorrow. C. Monitoring the Future. D. Focus on the Future.

Denise has just been caught vandalizing public property for the fourth time this year. What is probably true of her early home and school life? A. Her problems have emerged only during adolescence. B. Her early home and school life were average. C. She probably had problems at home and school at an early age. D. Home and school life have not been shown to be connected to delinquency.

Approximately how many teenagers develop drinking problems or permit alcohol to adversely affect their schooling or personal relationships? A. a reasonable amount B. relatively few C. a large proportion D. none

Which of the following adolescent problems is likely to be resolved by adulthood? A. substance use B. delinquency C. unemployment D. All of the above.

According to a study of more than 10,000 American adolescents, approximately _____ of all teenagers report having an anxiety disorder by age 18 and ______ of these individuals developed an anxiety disorder before turning 12. A. 60%; 2% B. one-third; almost all C. 50%; over 90% D. 15%; just over half

The textbook indicates that some risk taking behaviors may have: A. been evolutionarily adaptive. B. biological underpinnings. C. Both A and B are true. D. Neither A nor B is true.

Peter's parents caught him drinking alcohol with a couple of his friends and now they're worried. They think his alcohol use might turn into a long-term problem. Which of the following best illustrates the nature of adolescent drug use? A. Many adolescents experiment with alcohol in high school without growing into adult alcoholics. B. Adolescent alcohol use is the first sign of long-term problems with drugs. C. Adolescent alcohol use is a clear indication of permissive parenting techniques. D. None of the above is true.

Carol has just learned that her son, Mike, has been caught shoplifting for the fifth time. Carol told the police that Mike is just reacting to the stress of going through puberty. How accurate is Carol's idea? A. Carol is probably correct; adolescence is a very confusing time. B. Adolescent stress can only be part of the problem. There must be some problems at home as well. C. Carol is incorrect. Problem behavior is virtually never a direct consequence of going through the normative adolescent changes. D. Mike's problem behavior is difficult to trace to just one cause.

10. Which of the following is the best explanation of serious problem behavior during adolescence? A. Problem behavior is the result of the hormonal changes that accompany puberty. B. Problem behavior is a manifestation of an inherent need to rebel against authority that is common during adolescence. C. Problem behavior results from having an identity crisis. D. Problem behavior is likely to be a sign that something is wrong. 11. Dara suffers from depression. What type of disorder does depression reflect? A. an externalizing disorder B. a psychosomatic disorder C. an internalizing disorder D. a personality disorder 12. One recent international study found that which type of countries are likely to have adolescents whose alcohol use is not predictive of violence? A. poor countries B. countries with large income disparities C. countries that have relatively few adolescents compared to other generations D. countries where adolescents are more likely to drink in settings were adults are present 13. Theodore has been referred to as an "acting-out" adolescent. He engages in delinquent behavior. Theodore is most likely exhibiting: A. externalizing symptomatology. B. psychosomatic symptomatology. C. internalizing symptomatology. D. psychopathological symptomatology. 14. _______________ is an example of an internalizing disorder; _______________ is an example of an externalizing disorder. A. Depression; psychosomatic disturbance B. Anxiety; delinquency C. Drug and alcohol abuse; delinquency D. Truancy; psychosomatic disturbance 15. Alice has a substance abuse problem. Which of the following problems is she also likely to have? A. internalizing disorder B. externalizing disorder C. internalizing and externalizing disorders are both likely to accompany substance use problems D. None of the above.

16. Alcohol and tobacco use among adolescents is more common ______; however, illicit drug use (mainly marijuana) is more common _____. A. in most European countries than in the United States; in the United States than in European countries B. in the United States than in European countries; in most European countries than in the United States C. among males; among females D. among females; among males 17. Christi suffers from depression. She also gets in fights at school to express her anger and sadness. Christi's problems fall into which category? A. internalizing disorder B. externalizing disorder C. Christi has comorbid disorders D. substance abuse 18. Approximately how many of high school seniors have used steroids? A. almost all male high school athletes B. just less than half C. very few (about 2%) D. about 25% 19. Approximately how many high school seniors have taken prescription drugs, like Percocet or Vicodin for recreational use? A. almost 80% B. just less than half C. not very many (about 7%) D. about 65% 20. The most worrisome alcohol related issues presented in the textbook is that: Aabout 20% of high school seniors have had more than five drinks at one time and about 14% of high . school seniors report having driven a car after drinking at least once in the past month. B the majority of adolescents who use alcohol before their senior year of high school are likely to be . alcoholics by the time they are 30 years old. C. about 93% of unwanted pregnancies among teenagers are caused by binge drinking. D. about 93% of rape cases between two adolescents occur when at least one of the two individuals is intoxicated. 21. Which of the following statement about comorbidity is not true? A. co-occurring internalizing and externalizing problems are more prevalent among females than among males B some experts question whether it makes sense to draw distinctions between anxiety and depression . because rates of comorbidity are so high Cthere is hardly any comorbidity among different psychosocial problems during adolescence within . or across the broad categories (i.e., internalizing disorders, externalizing disorders, substance abuse) D. substance abuse problems are likely to be comorbid with both externalizing and internalizing problems 22. When two problems occur together, such as substance abuse and depression, it is referred to as: A. comorbidity. B. coexisting. C. coterminous disorder. D. parallel diagnoses. 23. Researchers have found all of the following with regard to problem behavior in adolescence, except: A. adolescents often exhibit one specific problem, such as depression, without exhibiting any others. B. adolescents may exhibit more than one problem within the same general category, such as depression and anxiety. C. adolescents may exhibit both internalizing and externalizing problems, such as depression and delinquency. D adolescents with severe behavior problems are likely to have followed similar pathways to deviance, . most typically with similar family problems.

24. Greg suffers from depression. His friend, Matthew, also suffers from depression as well as conduct disorder. Which boy probably had worse family experiences? A. Chris B. Matthew C. both Chris and Matthew D. Neither boy; these problems cannot be attributed to the family, 25. Which behavior would not be seen as a manifestation of lack of impulse control? A. truancy B. depression C. defiance D. academic difficulties 26. The term "______ syndrome" refers to covariation among various types of externalizing disorders that results from an underlying trait of unconventionality found in the adolescent's personality and social environment. A. problem behavior B. biological risk C. social control D. gateway 27. Which of the following individuals is most likely to engage in risk-taking behaviors? A. Marco, who is tolerant of deviance B. Karen, who is not highly connected to school or to a religious institution C. Patrick, who is very liberal in his social views D. all of these individuals are likely to engage in risky behaviors. 28. Denise Kandel is most likely to argue that: A. a predisposition toward deviance may be inherited. B. biologically based differences account for differences in arousal and sensation-seeking. C. defiance develops in deviance-prone children who are reared in hostile environments. D. involvement in a given problem behavior may lead to involvement in other problem behaviors. 29. According to social control theory, delinquency is caused by: A. unconventionality in the adolescent's personality. B. an inherited predisposition toward deviance. C. biologically based differences in arousal and sensation-seeking. D. a lack of bonds to the family, the school, or the workplace. 30. What would a social control theorist say about an adolescent who engages in risk-taking behavior? A. They have a biological predisposition toward risky behavior. B. They are inherently unconventional. C. They have a weak attachment to society. D. They have authoritarian parents. 31. Research on problem behaviors suggests that: A. most delinquents are serious drug users. B. risky behaviors cluster together in different ways for different adolescents. C. the problem behaviors that adults disapprove of are considered by adolescents to be normative, not problematic. D. risky behaviors are more likely to be noticed as clustering together in studies of children than in studies of adolescents. 32. The common factor with respect to comorbidity in internalizing disorders is: A. the subjective state of distress. B. acting-out behaviors. C. depression. D. withdrawal.

33. Externalizing problems are hypothesized to reflect an antisocial syndrome just as internalizing problems are hypothesized to reflect the common underlying factor of: A. negative emotionality. B. social control. C. risk-taking behaviors. D. comorbidity. 34. Which of the following is considered an "internalizing disorder"? A. drug abuse B. anxiety C. truancy D. delinquency 35. Research shows that the enormous sums of money spent by tobacco companies on marketing cigarettes to teenagers are: A. pretty much a waste because the marketing strategies have little effect on adolescents. B. unnecessary because adolescents would smoke even without the extensive advertising. C. does not cause adolescents to start smoking; tobacco advertising is mainly effective at brand recognition. D. important in getting adolescents to stop smoking because these companies now are required to sponsor antismoking ads. 36. Which of the following is not one of the popular stereotypes of contemporary adolescents? A. They use and abuse drugs more than their counterparts did in previous generations. B. The main reason adolescents use drugs is peer pressure. C. The "epidemic" of substance use by American adolescents underlies many of the other problems associated with adolescents. D. Although not supported by research, all of the above are popular stereotypes of contemporary adolescents. 37. Which substance is most commonly used and abused by adolescents? A. alcohol B. marijuana C. nicotine D. cocaine 38. Alcohol is the commonly used and abused substance in terms of: A. prevalence B. recency of use. C. Both A and B. D. Neither A nor B. 39. Approximately what percent of high school seniors have tried alcohol? What about marijuana? A. Approximately 70% of adolescents have tried alcohol and approximately 46% of high school seniors have tried marijuana. B. Approximately 40% of adolescents have tried alcohol and approximately 66% of high school seniors have tried marijuana. C. Approximately 90% of adolescents have tried alcohol and approximately 56% of high school seniors have tried marijuana. D. Approximately 30% of adolescents have tried alcohol and approximately 16% of high school seniors have tried marijuana. 40. Jim and his mom are in an argument because his mom found out that Jim has smoked marijuana. Jim's defense is, "Half the senior class is doing it!" How accurate is Jim's statement? A. It is very inaccurate—only 10% of high school seniors have tried marijuana. B. It is inaccurate—half of Americans have tried marijuana, not half of high school seniors. C. It is almost accurate—about 46% of all high school seniors have tried marijuana. D. Statistics about marijuana use are too inconsistent to know.

41. Which list correctly ranks substances used by high school seniors from most to least popular? A. alcohol, marijuana, cigarettes, inhalants B. cigarettes, alcohol, cocaine, marijuana C. alcohol, cigarettes, marijuana, cocaine D. cigarettes, alcohol, marijuana, inhalants 42. According to recent surveys, which drug is used most on a daily basis by high school students? A. marijuana B. alcohol C. tobacco D. cocaine 43. For which age group are these statistics accurate: One-third of these individuals have tried alcohol; one in six has tried marijuana, and one in six has been drunk at least once. A. high school seniors B. eighth graders C. college students D. high school sophomores 44. Eduardo was caught binge drinking on Saturday night. This means that he: A. drinks alcohol every day. B. drinks alcohol every weekend. C. has had more than five alcoholic drinks in a row. D. has had enough alcohol within the past year to cause him to black out. 45. Studies of adolescent drug use suggest that: A. a large majority of adolescents have serious drug dependence problems. B. a large majority of adolescents use hard drugs. C. drug and alcohol use are the underlying cause of many adolescents' problems. D. the drug of choice among adolescents is alcohol. 46. Which of the following has not been supported by research addressing drug use by adolescents? A. Almost half of adolescents have experimented with alcohol and marijuana. B. Many adolescents use alcohol or marijuana regularly. C. Marijuana is the drug most used by adolescents. D. Most adolescents have not experimented with hard drugs. 47. Which of the following statements about adolescent cigarette use is true? A The huge increase in the price of cigarettes over the last couple decades has led to a sharp decrease in . the percentage of smoking adolescents. B. Antismoking campaigns have contributed to the steady decline of cigarette use among adolescents. C. The most effective way to reduce adolescent smoking has been to enforce laws that restrict sales of cigarettes to minors. D. Despite changes in tobacco industry policies, the percentage of smoking adolescents has remained stable over two decades. 48. Researchers believe that changes in rates of adolescent drug use: A. are in opposition to messages they receive from parents and teachers. B. are in opposition to messages they receive from the media. C. may relate to their perceptions of how harmful and disapproved of the drug is. D. show a consistent gap in drug use between males and females. 49. Which statement is most likely true about American adolescents today? A. Adolescents are experimenting with drugs at later ages. B. Marijuana is the only substance used by a substantial number of high school seniors daily. C. Experimentation with drugs is less common among younger teens than it had been in the past D. A large proportion of adolescents use hard drugs.

50. Corrina is concerned because she learned that her 13-year-old son, Henry, and her 17-year-old son, Hector, were caught drinking. Are either of these teenagers likely to become addicted to alcohol? A. Yes, Hector is likely to be addicted to alcohol as an adult. B. Yes, Henry is likely to be addicted to alcohol as an adult. C. Both boys will be addicted and continue drug use into adulthood. D. Neither boy; these are both cases of adolescent experimentation. 51. The neurotransmitter associated with the experience of pleasure that is implicated in substance abuse problems is known as: A. serotonin. B. dopamine. C. acetylcholine. D. norepinephrine. 52. Studies that have focused on the different developmental trajectories of adolescent alcohol, tobacco, and drug use have identified all except which of the following groups? A. low escalators B. late starters C. nonusers D. slow escalators 53. Alejandra, a Hispanic adolescent, is best friends with Mina, a foreign-born Hispanic adolescent. Which statement is most likely true about their drug use? A. Alejandra will use fewer drugs than Mina. B. Alejandra and Mina will use the same amount of drugs. C. Alejandra and Mina will use more drugs than their friend Sue, an American Indian adolescent. D. Mina will use fewer drugs than Alejandra. 54. Which of the following adolescents is least likely to use drugs? A. Mike, a White adolescent B. Li, an exchange student from China C. Emily, an Asian-American adolescent D. Hector, a Black adolescent 55. Studies comparing the consequences of drug exposure during adolescence and adulthood have found all of the following except: Athe increased vulnerability of the adolescent brain to the addicting effects of alcohol is compounded by . the fact that adolescents don't feel the negative consequences of drinking as profoundly as adults do. B studies comparing juvenile rodents with adult rodents find that juveniles can drink more than adults . before they become tired or have their reflexes slow. C. the consequences of drinking too much (otherwise known as a hangover) are less intense among juveniles than adults. D. juveniles don't feel the positive effects of alcohol as profoundly as adults do. 56. Alcohol and marijuana are considered ______ drugs because they are almost always used before harder drugs. A. gateway B. passage C. ritual D. experimental 57. Tina smoked cigarettes, drank alcohol, and used drugs moderately in early adolescence, then quickly increased her use between early and middle adolescence, and continued to increase her use throughout high school and late adolescence. Tina is a: A. low escalator. B. early starter. C. high escalator. D. delinquent.

58. Of the following adolescents, who will be the most well-adjusted? A. Mavis, who is a frequent drug user B. Jennifer, who irrationally and obsessively abstains from drugs and alcohol C. Vicki, who has experimented with alcohol D. None of the above. 59. At age 17, Cherise is a frequent drug user. According to one team of researchers who followed a sample of individuals from preschool into young adulthood, it is possible that: A. she had psychological disturbance before the age of 7. B. her problem behavior began a few months ago. C. her problem behavior began by age 15. D. it is her peer group, not her early family relations, that has directed her into using drugs. 60. Which is not considered a risk factor for substance abuse in adolescence? A. psychological factors B. familial factors C. contextual factors D. educational factors 61. What is a reason offered by the textbook to explain why many youth do not receive substance abuse treatment? A. These programs are rarely offered during times that do not interfere with a typical public school schedule. B. There are many stigmas attached to seeking drug or alcohol treatment. C Many families, especially minority families, cannot afford (or don't have adequate health insurance) to . send their adolescent to treatment. D It is difficult to actually meet the clinical cut-off for "substance abuse"; therefore, it is hard to be . accepted into one of these programs. 62. Which adolescent does not have a personality trait associated with developing drug and alcohol problems? A. Aaron, who is a slow learner B. Thomas, who angers quickly C. Dennis, who is impulsive D. Steve, who is inattentive 63. Which statement about the familial influences on an adolescent's drug and alcohol use is false? A. Distant, hostile, and conflicted family relations are risk factors for developing substance abuse problems. B. An indulgent, permissive parenting style is a protective factor against developing substance abuse problems. C. An uninvolved, neglecting-rejecting parenting style is a risk factor for developing substance abuse problems. D. There are both genetic and family-environmental influences on development of adolescent substance abuse problems. 64. Which of the following is not a risk factor for developing substance abuse problems? A. having excessively permissive parents B. having easy access to drugs C. having friends who use and tolerate the use of drugs D. being involved in a sexual relationship 65. Glen and Laura ask a counselor what they can do to help protect their teenage son, Jason, from abusing drugs. What might the counselor suggest? A. Enroll Jason in a private school. B. Get Jason involved in a religious group. C. Punish any deviance very heavily. D. Make sure Jason gets an after-school job.

66. Which of the following is a likely reason that Black youngsters have a lower rate of drinking than their White counterparts? A. They don't have money to purchase alcohol. B. They are biologically unable to process alcohol. C. Their parents are less likely to drink and tolerate drinking. D. Their celebrity role models do not drink. 67. Based on prior successful methods, which of the following methods is likely to reduce drug and alcohol use? A. drug and alcohol education B. raising the price of alcohol and cigarettes C. scare tactics D. laws restricting the sale of these items to minors 68. Evaluations of individual-focused approaches to drug prevention programs have found that: A. these programs are largely ineffective. B. these programs are more effective for changing adolescents' sexual behaviors than their drug use. C. scare tactics are more effective in changing behavior than rational information. D. random drug testing in schools has been the only effective strategy for reducing adolescents' use of drugs. 69. Young people who abuse alcohol, tobacco, and other drugs are more likely to experience all of the following, except: A. increased popularity. B. suffer from psychological distress and depression. C. become involved in dangerous or deviant activities such as crime and truancy. D. engage in unprotected sexual activities. 70. Which prevention program is most likely to be successful? A. one that focuses on community-wide intervention aimed at adolescents B. one that focuses on social competence training C. one that focuses on community-wide intervention aimed at peers, parents, and teachers D. one that focuses on all of these components 71. Evaluations of adolescent treatment programs suggest: A.placing adolescents who experiment with drugs into treatment programs has been effective in preventing escalation to drug abuse. B drug treatment programs for adolescent substance abuse are more effective when the adolescent's . family is involved in therapy with the adolescent. C the most effective programs are those that deal with substance abusing adolescents in a private setting, . away from their families and friends. D most substance abuse treatment programs for adolescents have strict admission guidelines so they only . accept adolescents who are seriously abusing drugs. 72. According to the textbook, which of the following is the main reason experts advise against applying the term psychopath to people under 18? A. Most young people who engage in antisocial behavior as teenagers do not continue to do so after their mid-20s. B. Those with a "psychopath" label are likely to receive lesser sentences. C. It is very rare for youths to exhibit any psychopathic traits. D. None of the above—experts encourage the use of psychopaths as another dimension of antisociality. 73. Cliff is 16 years old, is truant from school, drinks alcohol regularly, and has run away from home. Legally speaking, Cliff is a(n): A. ADHD child. B. habitual criminal. C. sociopath. D. status offender.

74. Which of the following would be considered a status offense? A. using marijuana B. being truant from school C. vandalizing property D. All of the above. 75. According to FBI statistics, individuals under the age of 18 account for approximately _____ of violent crime in the United States. A. one-quarter B. one-sixth C. one-half D. two-thirds 76. A look at the commission of violent crimes by adolescents in the United States shows all of the following, except: A. today, the male-to-female ratio in juvenile arrests for violent crime is about 4 to 1. B. in general, violent crime among young people has slightly increased since 1993. C. in general, violent crime among young people has declined since 1993. D. as of 2009, violent crime among adolescents was at its lowest level since 1980. 77. Kristin has just been the victim of a mugging. Her parents are concerned about how she will react to the crime. What problem(s) is(are) Kristin likely to report? A. sleep deprivation B. depressed mood C. academic problems D. All of the above. 78. Who is the most likely to be a victim of a crime such as theft, robbery, rape, and assault? A. Jeffrey, a Black adolescent living in the suburbs B. Rose, an adult White woman living in a large city C. Elaine, a White adolescent living in a rural area D. Mitch, a Hispanic adolescent living in the inner city 79. Which of the following is not a category of externalizing problems during adolescence? A. conduct disorder B. delinquency C. substance use D. aggression 80. Confidential surveys of adolescents suggest all of the following, except: A. between 60 and 80% of adolescents have engaged in delinquent behavior at one time or another. B ethnic differences in the prevalence of delinquent and criminal activity are greater than what would be . expected from information in official records. C. nearly one-third of American 17-year-old boys have committed a violent crime in the past year. D. nearly half of all males report being responsible for an assault sometime during adolescence 81. In general, the earlier an adolescent's criminal career begins: A. the easier it is for that person to be treated. B. the more likely the adolescent is to stop the criminal behavior on his or her own. C. the less likely he or she is to be arrested. D. the more likely he or she is to become a chronic offender. 82. Vince engaged in delinquency as a pre-adolescent and has continued to be in trouble with the law ever since. Now, as a young adult, Vince would most likely be characterized as a _____ offender. A. life-course-persistent B. comorbid C. externalizing D. adolescent limited

83. At what point in history was violent crime among adolescents at its lowest level since 1980? A. 2009 B. 1985 C. 1993 D. violent crime among adolescents has increased steadily since 1980. 84. Some people who are delinquent as adolescents grow up to be law-abiding adults. What type of pattern is this? A. transitory delinquency B. negative affectivity C. diathesis-stress model D. adolescent limited offender 85. When contrasting life-course-persistent offenders with adolescent-limited offenders, researchers agree that: A. both types of offenders have similar antecedents but different outcomes. B. the causes and consequences of the two are very different. C although males and females are equally as likely to be life-course persistent offenders, males are more . likely to be adolescent-limited offenders. D. the risk factors for life-course-persistent offenders differ for males and females. 86. One of the most consistent predictors of chronic delinquency (or being a life-course persistent offender) appears to be rooted in: A. poor relations with peers during childhood. B. being exposed to disorganized families with hostile, inept, or neglectful parenting. C. academic failure in junior high school. D. pessimistic attitudes about employment prospects. 87. The biologically based psychological disorder characterized by impulsiveness, inattentiveness, restlessness, and inappropriately high levels of activity is called: A. schizophrenia. B. nervosa. C. attention deficit/hyperactivity disorder. D. oppositional defiant disorder. 88. As a child, Carlos had a hard time sitting still and was highly aggressive. As an adolescent, he is extremely impulsive and is more likely to engage in delinquent behavior. Carlos probably suffers from: A. antisocial nervosa. B. obsessive/compulsive disorder. C. attention deficit/hyperactivity disorder. D. oppositional defiant disorder. 89. The tendency to interpret ambiguous interactions with others as deliberately antagonistic is called: A. attention deficit disorder. B. negative affectivity. C. hostile attributional bias. D. oppositional defiant disorder. 90. While Alan is waiting in line for tickets to the show, the man behind him bumps into him. Even though the man apologizes, Alan becomes extremely upset and pushes him back. Alan is probably suffering from: A. attention deficit disorder. B. negative affectivity disorder. C. hostile attributional bias. D. status offense syndrome.

91. Which of the following is a stable trait over childhood? A. aggressiveness B. impulsivity C. hyperactivity D. All of the above are relatively stable traits over childhood. 92. Which of the following characteristics is not true for individuals high in callous-unemotional (CU) traits? A. Individuals high in CU traits don't experience distress as easily or as often as others. B. Individuals high in CU traits are less likely to empathize with others. C. Individuals high in CU traits show a blunted response to emotional and painful stimuli. D. Almost all adolescents who score high in CU traits are likely to be career criminals. 93. Which type of intervention has been effective for adolescent-limited offenders? A. teaching them how to resist peer pressure and settle conflict without resorting to aggression B. training parents to monitor their children effectively C. making sure adolescents know that misbehavior has serious consequences D. a combination of all of the above 94. According to self-report data, what explains why the male-to-female arrest ratio has decreased in recent years? A. Girls are being arrested more frequently for the same things they did in the past but were not arrested for. B. The proportion of females who engage in violent crimes has increased substantially. C. Both A and B are true. D. Neither A nor B is true. The gender gap in offending has actually increased over the past several decades. 95. According to the age-crime curve, when does offending peak? A. in adolescence B. in childhood C. in adulthood D. there is no peak; the likelihood of offending increases across the life-span 96. Which would be considered a cognitive symptom of depression? A. dejection B. apathy C. pessimism D. fatigue 97. "Decreased enjoyment of pleasurable activities" and "low self-esteem" would be examples of what type of depressive symptoms? A. cognitive B. emotional C. motivational D. physical 98. Depression has which of the following types of symptoms? A. motivational B. cognitive C. physicals D. Depression can be manifested in all of these symptoms. 99. According to recent research, what percent of adolescents have attempted suicide? A. fewer than 1% of both males and females B. approximately 10% of females and 6% of males C. approximately 5% of females and 10% of males D. approximately 20% of females and 25% of males

100.Which of the following statements about suicide is false? A Suicide is a much more common cause of death among adults than young people because very few . suicide attempts by adolescents are successful. B. The rate of attempted suicide is higher among females than males. C. The suicide rate among 15 to 19-year-olds increased alarmingly between 1950 and 1990. D. Suicide is a much more common cause of death among adolescents than adults. 101.One explanation for girls' greater susceptibility to internalizing problems, such as depression, emphasizes their greater orientation toward and sensitivity to interpersonal relationships. Specifically, gender differences in the level of the hormone ________ may play a role in making females both more invested in close relationships, and more vulnerable to adverse consequences of interpersonal problems. A. dopamine B. serotonin C. oxytocin D. leptin 102.Many experts endorse a model of depression that suggests individuals who are predisposed toward internalizing problems will develop depression when they are exposed to chronic or acute stressors. This is called: A. emotion-focused diagnosis. B. the diathesis-stress model. C. epidemiology. D. antecedent diagnosis. 103.Research has identified all but which of the following as risk factors for suicide attempts during adolescence? A. experiencing extensive family conflict B. being under stress C. having a psychiatric problem D. All of the above are risk factors for suicide and suicide ideation. 104.To treat depression, anxiety disorders, and social phobia in adolescence, a class of drugs known as ________ has been shown to be effective, especially when used in conjunction with cognitive behavioral therapy. A. selective serotonin reuptake inhibitors (SSRIs) B. selective dopamine blockers (SDBs) C. selective norepinephrine inhibitors (SNEIs) D. selective melatonin reuptake inhibitors (SMRIs) 105.Many adolescents commit acts of non-suicidal self-injury (NSSI). What is this and approximately how many adolescents have engaged in this at least once? A NNSI is a behavior such as deliberately burning or cutting oneself and nearly 25% of adolescents have . engaged in this at least once. B NNSI is a behavior such as deliberately burning or cutting another person and nearly 25% of . adolescents have engaged in this at least once. C.NNSI is a behavior such as deliberately burning or cutting oneself and nearly 85% of adolescents have engaged in this at least once. D NNSI is thinking about doing something such as deliberately burning or cutting oneself and nearly 15% . of adolescents have thought about this at least once. 106.The three types of antisocial behavior discussed in the textbook are: A. overt antisocial behavior B. covert antisocial behavior C. authority conflict behavior D. implicit antisocial behavior

107.Depression is the most common internalizing disorder of adolescence and afflicts approximately: A. 15% of individuals by the time they are 18. B. 10% of individuals by the time they enter adulthood. C. 50% of individuals by the time they are 18. D. 65% of individuals by the time they are 18. 108.Margaret has been able to withstand many stressors in her life without showing negative effects. Margaret's behavior would be considered an example of: A. resiliency. B. an internalizing behavior. C. an externalizing behavior. D. withdrawal strategies. 109.Bobbie Jo's employer has been sexually harassing her. Bobby Jo has decided to find a new job, which she will start next week, and she also has filed sexual harassment charges against her current employer. Bobbie Jo is using ______ strategies to deal with her stress. A. primary control B. secondary control C. emotion-focused D. scapegoating 110.What would be a situation where a secondary control strategy would be least effective? A. situations that are uncontrollable B. a situation such as being diagnosed with a serious illness C. a situation such as learning your parents are getting a divorce D. realizing that you have a final exam on Friday 111.______ strategies are more effective in situations that are clearly uncontrollable; ______ strategies generally result in better adjustment, less depression, and fewer behavior problems. A. Primary; primary B. Primary; secondary C. Secondary; secondary D. Secondary; primary 112.Discuss several points of confusion that often surface in discussions of adolescent problem behavior and that lead to exaggerations of its prevalence and seriousness.

113.You are a school counselor. One day, an early adolescent is brought into your office by his concerned parents because he has been caught doing things that would be considered against the law. They want to know why these problems may have developed and whether this pattern of problem behavior persist in adulthood. What can you tell them about Moffitt's (2006) two types of adolescent offenders to answer their questions?

114.John's sister scores extremely high in depressive symptomatology. He wants to know why, although they have lived very similar lives, she might be at an increased risk for depression during adolescence?

115.You have been asked to address a group of parents, teachers, and high school administrators concerning the prevention and treatment of substance use and abuse. They want to discuss what attempts have not worked (so they can avoid them), as well as what has been effective in preventing what they see as an epidemic of alcohol and drug use. What will you tell them?

116.You've gone to a friend's house for a study session and, when you come into the living room, you hear some of your classmates talking about how minorities are "ruining" our country, and how a large proportion of minorities are chronic offenders. They claim that most crimes are committed by ethnic minorities and that White individuals end up being the victims of their violence. How can you set them straight?

117.You overhear two of your classmates talking about Mona, another classmate that has been diagnosed with depression. One of your classmates contends that the root of Mona's depression is biological, since her mother is also clinically depressed. However, your other classmate argues that Mona is depressed because her parents are going through a divorce. With whom do you agree? How can research inform this debate?

118.Robert and Todd have both recently been diagnosed with a serious chronic illness that will most likely present itself in late adulthood. Discuss how Robert and Todd, similarly aged peers who are exposed to the same stressor, may respond to hearing this news very differently? What are the "best" ways to cope with this news?

Chapter 13 Key 1. B 2. C 3. C 4. B 5. D 6. B 7. C 8. A 9. C 10. D 11. C 12. D 13. A 14. B 15. C 16. A 17. C 18. C 19. C 20. A 21. C 22. A 23. D 24. B 25. B 26. A 27. D 28. D 29. D 30. C 31. B 32. A 33. A 34. B 35. C 36. D

37. A 38. C 39. A 40. C 41. A 42. C 43. B 44. C 45. D 46. C 47. A 48. C 49. C 50. B 51. B 52. D 53. D 54. B 55. D 56. A 57. C 58. C 59. A 60. D 61. C 62. A 63. B 64. D 65. B 66. C 67. B 68. A 69. A 70. D 71. B 72. A 73. D 74. B

75. B 76. B 77. D 78. D 79. C 80. B 81. D 82. A 83. A 84. D 85. B 86. B 87. C 88. C 89. C 90. C 91. D 92. D 93. D 94. A 95. A 96. C 97. B 98. D 99. B 100. D 101. C 102. B 103. D 104. A 105. A 106. D 107. A 108. A 109. A 110. D 111. D

d) Problem behavior is not associated with the normative changes of adolescence. c) Most problems are transitory in nature. b) Some problems begin before adolescence and other emerge at the onset of adolescence. a) Distinguish between occasional experimentation and enduring delinquent behavior. 112. Four points in particular are important. First, there is a distinction that must be made between occasional experimentation with substances such as alcohol, tobacco, and marijuana and more enduring patterns of dangerous or troublesome behavior. Research shows that rates of occasional, and usually harmless, experimentation far exceed rates of enduring problem behavior. Whether parents approve of it or not, experimentation with substances is becoming a normative part of adolescence. However, even though many adolescents have experimented, very few of them report using any substance on a daily basis (cigarettes are the most commonly used, with 10 percent of high school seniors smoking daily). Second, a distinction must be made between problems that have their origins and onset in adolescence and those that have their roots in earlier periods of development. The fact that a problem may be displayed during adolescence does not mean that it is a problem of adolescence. Third, it is important to remember that some, although not all, of the problems experienced by adolescents are relatively transitory in nature and are resolved by the beginning of adulthood with few long-term repercussions in the majority of cases. Finally, problem behavior during adolescence is virtually never a direct consequence of the normative changes of adolescence itself. Key Points:

b) Make a prediction about this particular teenager based on given information. a) Describe Moffitt's life-course persistent and adolescent-limited offenders. 113. Terrie Moffitt has proposed two types of adolescent offenders: the life-course persistent (LCP) and the adolescent limited (AL) offenders. It is important to keep in mind that it is virtually impossible for a school counselor to predict which type of "offender" this adolescent may be based entirely on his behavior during adolescence. As such, the school counselor will need to obtain information about the juvenile's behavior and history before adolescence in order to predict whether his offending is likely to be adolescence-limited or life-course-persistent. LCP offenders routinely demonstrate antisocial behavior before adolescence, are involved in delinquency during adolescence, and are at high risk of continuing into adulthood. These adolescents are usually poor, male, and come from divorced homes. Importantly, LCP offenders are also known to come from households in which there are inept or hostile parents who ineffectively respond to the LCP child's first antisocial behaviors. Thus, LCP offenders get caught up in a vicious cycle in which the bad parenting exacerbates their offending and vice versa. It is also the case that LCP have histories of aggression and antisocial behavior that were identifiable as early as age 8. LCP offenders also have problems in self-regulation. Some studies have found biologically underpinnings of chronic antisocial behavior (biologically inherited tendency toward fearlessness, blunted responses to emotional and painful stimuli), however, not all individuals who have these characteristics are LCP offenders. Finally, LCP offenders also tend to score lower on standardized tests of intelligence and neuropsychological functioning and perform poorly in school. If none of these risk factors seem characteristic of their son, it is likely that he will not continue engaging in illegal behaviors in adulthood. Specifically, AL offenders typically engage in antisocial behavior only during adolescence. These offenders do not show signs of severe family problems or psychological difficulties like LCP offenders do. The main risk factors for AL offending is poor parenting and affiliation with antisocial peers. Parents should bear in mind, however, that predicting trajectories of offending is very complicated, and they should attempt to improve their own parenting skills (especially parental monitoring) to curb the offending behavior. Key Points:

b) Name and describe four major theories of this sex difference: gender intensification/gender roles of females, more stress, more rumination, and more sensitivity and vulnerability to interpersonal relationships. a) Males are more likely to be depressed in childhood; after puberty this switches. 114. Before adolescence, boys are slightly more likely than girls to exhibit depressive symptoms, but after puberty girls become much more likely than boys to show depressive symptoms. In fact, from early adolescence until very late in adulthood, twice as many females suffer from depressive disorder. There are several theoretical explanations for this shift at puberty: the gender roles of females, the greater levels of stress females experience, greater levels of rumination among females, and females' greater sensitivity to other people in interpersonal relationships. Although the timing (after puberty) of the increased depressive symptoms suggests a biological explanation, this has not yet been clearly shown by research. As females move through puberty, they become more self-conscious about their physical appearance, thanks in part to societal pressures to behave in certain feminine ways. This pressure represents the gender role approach to understanding sex differences in depression. Next, early adolescence tends to be more stressful for girls than for boys. Greater levels of stress are consistently associated with depression. Third, girls are more likely to react to stress by turning their feelings inward, and thinking about the problem over and over (ruminating and co-ruminating with friends). Finally, girls are more oriented toward and sensitive to interpersonal relationships, perhaps because of higher levels of the hormone oxytocin in girls. This hormone may encourage girls to open up to close relationships more, invest more, and also be more vulnerable to adverse consequences if the relationship has problems. Thus, these four major factors are thought to help explain why girls are more susceptible to depression during adolescence than males. Key Points:

c) The current consensus among researchers is that interventions targeting the adolescent and the broader social community (peers, parents, teachers) are the most effective. b) Limiting the supply has not worked, although increasing price has. a) Three approaches have been to limit the supply, change the environment, and understand potential drug users' characteristics (mention these three, provide detail about limited supply). 115. The three most notable approaches that have been used to prevent substance use and abuse among adolescents have been aimed at reducing the supply of drugs, changing the environment in which adolescents are exposed to drugs, and changing characteristics of potential drug users. Most of the government money for drug prevention has been spent on trying to limit the availability of substances, but this approach has not been successful; in fact, two of the most commonly used and abused drugs, cigarettes and alcohol, are legal (though not to minors), widely available, and socially acceptable. Although laws limiting the sale of these drugs to minors have not been effective, raising the price of these products has reduced teens' use of them. Also, attempts to enforce laws governing the purchase of cigarettes are less effective (probably because teens are likely to get them through other means). Furthermore, research designed to teach adolescents about drug use and abuse, based on rational information or scare tactic, does not prevent drug use (e.g., DARE). Indeed, with adolescents, educational programs may change individual's knowledge, but they rarely affect their behavior. Also, efforts designed to change the potential adolescent drug user without transforming the environment in which the adolescent lives are not likely to succeed. As such, researchers now typically agree that the best technique for interventions combine some sort of social-competence training for adolescent with community-wide intervention aimed not only at adolescents, but also at their peers, parents, and teachers. An effective program must have two components: First, the program should include workshops that address socialcompetence skills, such as how to handle social situations where drugs and alcohol are involved. The second component that would make the program effective is a training session for parents and teachers that would help empower them to change the community environment at school and at home so that adolescents can successfully avoid drug abuse. Finally, it is important to distinguish drug use from drug abuse. A program designed to prevent any drug use is not likely to succeed. It would be more appropriate to design a program that prevented drug abuse, for example, an intervention aimed at preventing binge drinking. Key Points:

c) Adolescents of all ethnicities report committing crimes, but ethnic minorities are disproportionately charged with crimes. b) Links between violence and aggression with poverty include deterioration of effective parenting and the social fabric of neighborhoods and thus their social institutions, and high unemployment producing aggression. a) Victims of violent crimes are largely ethnic minority youth. 116. There are two major issues to address here: which adolescents are committing crimes, and who the victims actually are. With regard to the first issue, self-report surveys of adolescents that promised anonymity and confidentiality have found: 60 to 80 percent of American adolescents have engaged in delinquent behavior at some time; ethnic differences in the prevalence of delinquent and criminal activity are much smaller than what would be expected from looking at rates of arrest; and minority youth are far more likely to be arrested and treated harshly by the juvenile justice system than their nonminority counterparts. So, although most adolescents violate the law at one time or another, the vast majority do so only once and approximately 5 to 10 percent of adolescents account for most serious criminal activity. As such, minority youth may be much more likely to be targeted by the police to be arrested for illegal behavior; however, self-report data indicate that minority youth are only slightly more likely to actually engage in illegal behavior. Also, an overwhelming proportion of minorities do not go on to be chronic adult offenders. Adolescents in general are the age group that is most likely to be the victims of crime. Indeed, adolescents are 2.5 times more likely than adults to be the victim of a non-fatal violent crime. Black and Hispanic adolescents who live in the inner city are the most likely to be victims of violent crime (not White youth as your friends may believe). Violence and aggression are linked to poverty in many ways other than minority status, such as impoverished neighborhoods leading to less effective parenting; deterioration of the social fabric of neighborhoods that reduces effectiveness of social institutions; high rates of unemployment producing aggression as a means by which males can demonstrate their standing and power; and repeated exposure to violence breeding more violence. Thus, minority adolescents are actually victims of crime more often than White adolescents, and although ethnicities all report committing crimes, minorities are much more likely to have their offenses recorded. Key Points:

b) Mention and explain the diathesis-stress model. a) Mona's depression is probably the result of both biological and environmental influences. 117. Current consensus is that depression is more likely to be the result of an interacting set of environmental conditions and individual predispositions than the result of either set of factors alone (suggested by the diathesis-stress model). As such, there is merit to both of the statements made be the debating students. The diathesis in the model refers to the predisposition towards internalizing problems (predispositions can be biological in nature or can reflect an individual's cognitive style); stress refers to the environmental influences (e.g., going through a divorce). Using the diathesis-stress model as a guide, Mona probably had a genetic predisposition (that she may have inherited from her mother) and an environmental precipitant (going through the divorce) before the depression manifested itself. Individuals without the diathesis (genetic or cognitive predisposition) are able to withstand a great deal of stress without developing any psychological problems (resiliency). Key Points:

c) Two types of coping strategies: primary control and secondary control; secondary control is best when you cannot change the situation. b) Effect of stress is exacerbated if it is accompanied by other stressors, if the adolescent lacks sufficient internal or external resources, or if the adolescent has poorly developed coping skills. a) Variety of things affect how an individual will cope with stressful news. 118. For some adolescents, exposure to chronic or severe stress can result in psychological or physical difficulties. However, for others, the very same stress levels do not seem to be associated with disturbances. In general, research suggests that Robert and/or Todd will have extreme difficulties with the news of the diagnosis if there are other stressors in their lives right now, if they lack sufficient internal (high self-esteem, healthy identity development, high intelligence, strong feelings of competence) or external resources (social support from others), or if they have poorly developed coping skills. Healthy coping in this instance would be accepting the illness for what it is, especially the aspects of the disease that are uncontrollable or inevitable (secondary control strategies). Robert and/or Todd would also fare best if they focus on changing the things they can (primary control strategies) and adapting to the things that they cannot change (secondary control strategies). Indeed, individuals who use primary or secondary control strategies are better adjusted, less depressed, and less likely to have behavioral problems than those who react to stress through disengagement or avoidance. Key Points:

Chapter 13 Summary Category Steinberg - Chapter 13

# of Questions 118