Adolescence, Second Canadian Edition, 2nd Edition Test Bank by Ace Test Banks

Adolescence, Second Canadian Edition, 2nd Edition

By Ian McMahan, Susan Thompson

TEST ITEM FILE New Questions for the Second Canadian Edition Created by

Leanna Closson Saint Mary’s University

Adolescence Second Canadian Edition Ian McMahan Brooklyn College, CUNY

Susan Thompson Kwantlen Polytechnic University

ISBN 978-0-13-673470-3 Copyright © 2022 Pearson Canada Inc., Toronto, Ontario. All rights reserved. This work is protected by Canadian copyright laws and is provided solely for the use of instructors in teaching their courses and assessing student learning. Dissemination or sale of any part of this work (including on the internet) will destroy the integrity of the work and is not permitted. The copyright holder grants permission to instructors who have adopted Adolescence, Second Canadian Edition by McMahan and Thompson to post this material online only if the use of the website is restricted by access codes to students in the instructor’s class that is using the textbook and provided the reproduced material bears this copyright notice.

Table of Contents Chapter 1 Adolescence: Understanding the Past and the Present, and Planning for the Future Chapter 2 Puberty and Physical Development Chapter 3 Cognitive Changes Chapter 4 Families Chapter 5 Peers Chapter 6 School and Work Chapter 7 Community, Culture, and the Media Chapter 8 Gender Chapter 9 Identity Chapter 10 Intimacy Chapter 11 Challenges Chapter 12 Positive Prospects

McMahan/Thompson, Adolescence, Second Canadian Edition

Chapter 1: Adolescence: Understanding the Past and the Present, and Planning for the Future Multiple Choice Questions 1)

On the first day of class, Professor Parameswaran says, "We will look at adolescence as a set of interacting changes to the person that takes place in interacting contexts." This most closely reflects a(n) _____ perspective. A) psychodynamic B) ecological systems C) behaviourist D) checks and balances Answer: B Learning Objective: 1.1

The concept of stage-environment fit implies that A) teens should make special efforts to adapt to their settings. B) the theater has special importance for those in adolescence. C) teachers and parents need to adapt their approach to the developmental changes in teens. D) teens are particularly concerned about ecological issues such as global warming. Answer: C Learning Objective: 1.1

Back when Emily's parents were in school, practically all the kids were of the same ethnocultural background as them. On Emily's first day of school, they notice that her classmates are from various ethnic backgrounds. This reflects the growth of _____ in Canada. A) cultural diversity B) age stratification C) active learning D) residential segregation Answer: A Learning Objective: 1.1

As a community leader, Mr. Mandela wants to encourage programs to help teens be more confident, productive, and caring. This reflects a focus on A) neighbourhood safety. B) economic progress. C) positive development D) anti-crime measures. Answer: C Learning Objective: 1.1

McMahan/Thompson, Adolescence, Second Canadian Edition

As Alana was reading about the physical changes of puberty, she paused now and then to try to remember her own experiences and the ways they did and did not fit with her reading. Alana is making use of a learning strategy called A) managed distraction. B) deep processing. C) directed reminiscence. D) the power of suggestion. Answer: B Learning Objective: 1.2

Ali wants to use active learning to improve his comprehension and retention of new course material. The tactics he should try will include all of the following EXCEPT A) explaining what he has learned to a friend. B) writing a synopsis of the new material in his own words. C) finding and highlight key sentences. D) reviewing the course material again. Answer: D Learning Objective: 1.2

Like many of her friends, Emma got her first driver's license soon after her 16th birthday. For her, this constituted a(n) A) puberty rite. B) normative transition. C) delayed phase shift. D) idiosyncratic transition. Answer: B Learning Objective: 1.3

When Brandon was 14, his parents separated and he moved with his dad to a new town. For him, this constituted a(n) A) equilibrium. B) stage change. C) normative transition. D) idiosyncratic transition. Answer: D Learning Objective: 1.3

McMahan/Thompson, Adolescence, Second Canadian Edition

Hannah, 12, is in 6th grade and is taller than most of the boys in her class, but has not yet had her first period. Hannah would be considered in _____ adolescence. A) early B) middle C) late D) None of the above Answer: A Learning Objective: 1.4

10) According to Havighurst, the developmental task of achieving psychological independence from one's parents is most relevant to someone in _____ adolescence. A) early B) middle C) late D) delayed Answer: B Learning Objective: 1.4 11) According to Havighurst, adapting to one's changed body is a major developmental task of _____ adolescence. A) all of B) middle C) early D) late Answer: C Learning Objective: 1.4 12) The phase of middle adolescence corresponds roughly with A) the last years of elementary school. B) high school. C) freshman year of college. D) None of the above Answer: B Learning Objective: 1.4 13) "Until the 20th century, there were no teenagers, only children and adults." This statement represents the view known as A) youth denial. B) retrospectivism. C) inventionism. D) historicism. Answer: C Learning Objective: 1.5

McMahan/Thompson, Adolescence, Second Canadian Edition

14) Inventionism is the name given to the view that A) teens are especially creative in developing new technologies. B) the concept of adolescence was created to keep young people off the job market. C) society needs to develop new opportunities for teens. D) the Industrial Revolution gave teens an economic boost. Answer: B Learning Objective: 1.5 15) In ancient Athens, boys became full citizens at the age of A) 12. B) 15. C) 18. D) 30. Answer: D Learning Objective: 1.5 16) In ancient Athens, as in the Roman Empire, girls became legally adult at the age of A) 12 B) 15 C) 18 D) None of the above Answer: D Learning Objective: 1.5 17) In pre-industrial Europe, children often spent the adolescent years away from their parents as apprentices or servants, in a custom known as A) incest avoidance. B) life-cycle service. C) wander-years. D) distancing. Answer: B Learning Objective: 1.5 18) The idea that the life stage of adolescence should be valued for itself was introduced into Western thought by A) Aristotle. B) G. Stanley Hall. C) William Wordsworth. D) Jean-Jacques Rousseau. Answer: D Learning Objective: 1.5

McMahan/Thompson, Adolescence, Second Canadian Edition

19) Jeb, 12, lived in Canada in the year 1800. It is most likely that Jeb A) was an orphan. B) lived on a family farm. C) worked in a textile factory. D) was a street kid in a big city. Answer: B Learning Objective: 1.5 20) During the early 20th century in Canada, adolescent education included all of the following EXCEPT A) that it was seen as the best path for children of the working and lower middle classes. B) that it was pursued by 50% of those 14 to 19 at the high school level. C) that it was promoted as a period of essential personal and social growth. D) that it was for those who were not actively contributing to their families’ economic welfare. Answer: D Learning Objective: 1.5 21) Increasing numbers of teens graduated high school and went on to college in the 1930s as a result of A) nationwide "Stay in School" campaigns. B) a lack of jobs during the Depression. C) more widely available scholarships and loans. D) None of the above. Answer: B Learning Objective: 1.5 22) During the 1930s Depression and World War II, many Canadian couples delayed having children, which led to a(n) _____ in the period immediately after that war. A) baby boom B) economic crisis C) jazz age D) major college expansion Answer: A Learning Objective: 1.5 23) The proportion of adolescents in the Canadian population rose by as much as _____ during the 1960s. A) 5% B) 15% C) 30% D) 45% Answer: C Learning Objective: 1.5 Copyright © 2022 Pearson Canada Inc. 1-5

McMahan/Thompson, Adolescence, Second Canadian Edition

24) In recent decades, Canadian adolescents have been affected by changes in family structure that include all the following except A) higher divorce rates. B) couples having children at younger ages. C) more single-parent families. D) more working mothers. Answer: B Learning Objective: 1.5 25) Canadian teens spend twice as much time with _____ as with _____. A) siblings; friends B) parents; friends C) teachers; parents D) friends; parents Answer: D Learning Objective: 1.5 26) The percentage of the Canadian population that is younger than age 19 is A) 12.5% B) 21.6% C) 32.8% D) 40.9% Answer: B Learning Objective: 1.6 27) In Country X, those under 18 make up half the population. It is most likely that Country X is part of A) Eastern Europe. B) Latin America. C) Africa. D) East Asia. Answer: C Learning Objective: 1.6 28) A diagram that shows the percentage of people in a country who are of different ages is known as a(n) A) population pyramid. B) age stratification. C) cohort categorization. D) birthyear chart. Answer: A Learning Objective: 1.6

McMahan/Thompson, Adolescence, Second Canadian Edition

29) According to the text book, the welfare of those in a society who are too young, too old, or too sick to take care of themselves depends on A) the kindness of strangers. B) those who are active and working productively. C) taxes. D) foreign aid. Answer: B Learning Objective: 1.6 30) The fastest growing cities in the world are in A) Western Europe. B) Australia and New Zealand. C) the developing countries of Asia, Africa, and Latin America. D) Japan. Answer: C Learning Objective: 1.6 31) International trade, faster communications, and economic interdependence are all factors that contribute to A) population pyramids. B) national isolation. C) age stratification. D) globalization. Answer: D Learning Objective: 1.7 32) The tendency for adolescents throughout the world to want to have the clothing, video games, and other goods that are currently fashionable is known as A) status envy. B) Westernism. C) consumerism. D) socialization. Answer: C Learning Objective: 1.7 33) While on vacation in a distant country, you notice a teen wearing a New York Yankees cap. You should probably assume A) that he plays baseball. B) that he has visited New York City. C) that he speaks English. D) that he likes feeling in touch with the latest trends. Answer: D Learning Objective: 1.7

McMahan/Thompson, Adolescence, Second Canadian Edition

34) When teens show up at school, a party, or a concert wearing the brand of clothing that is currently popular, they are doing all of the following EXCEPT A) letting others know that they have the power and means to choose their own clothes. B) signalling that they belong to the "trendy" group. C) offering a possible topic of conversation to teens they don't know. D) trying to stand apart from their peers. Answer: D Learning Objective: 1.7 35) While Jacintha is at a concert waiting for the band to come on, she starts a conversation with the girl in the next seat. They are most likely to talk about A) globalization. B) the upcoming election. C) their favourite bands. D) sexual experiences. Answer: C Learning Objective: 1.7 36) Major change(s) in the lives of Canadian adolescents across the 20th century include all of the following EXCEPT A) they stayed in school longer. B) they waited longer to enter the workforce. C) they put off marriage and children to later ages. D) they had more social groups. Answer: D Learning Objective: 1.7 37) In developed countries around the world, _____ children go through both primary and secondary (high) school. A) essentially all B) about three-quarters of C) not many poor D) only middle class Answer: A Learning Objective: 1.7 38) In developed countries, _____ teens who finish secondary education go on to some form of higher education. A) practically all B) about half of C) four of five D) only wealthy Answer: B Learning Objective: 1.7 Copyright © 2022 Pearson Canada Inc. 1-8

McMahan/Thompson, Adolescence, Second Canadian Edition

39) In developing countries, _____ of those who finish primary school are likely to go on to secondary school. A) essentially all B) very few C) about half D) only one in three Answer: C Learning Objective: 1.7 40) The massive tendency for young people in developing countries to leave the countryside for big cities is called A) transmigration. B) urbanization. C) metropolitanism. D) rural impoverishment. Answer: B Learning Objective: 1.7 41) Kumar and Lata finished high school and some university before getting married and going to work in information technology. They have two children and are able to put aside money for their future education. According to the textbook, they and their children are involved in A) assimilation. B) a virtuous cycle. C) globalization. D) a vicious cycle. Answer: B Learning Objective: 1.7 42) Benito, 13, lives in the capital city of a Third World country. His parents are too poor to pay for school fees and uniforms for him and his brothers and sisters, so he quit school after 4th grade to go to work running errands for a neighbour who has a stand in the market. Benito and his family are directly affected by what the textbook describes as A) globalization. B) a virtuous cycle. C) a vicious cycle. D) a business cycle. Answer: C Learning Objective: 1.7

McMahan/Thompson, Adolescence, Second Canadian Edition

43) The AIDS epidemic has had its most drastic effect in A) the United States and Canada. B) Eastern Europe. C) sub-Saharan Africa. D) East Asia. Answer: C Learning Objective: 1.7 44) The "basic survival skills" that experts say all adolescents need include A) competence in martial arts. B) knowing how to use a computer. C) a caring relationship with an adult. D) the ability to get along without friends. Answer: C Learning Objective: 1.8 45) Adolescence as a scientific field originated with the work of A) Sigmund Freud. B) Jean Piaget. C) Erik Erikson. D) G. Stanley Hall. Answer: D Learning Objective: 1.9 46) According to ______, development occurs through a regular sequence of stages, each with a corresponding conflict or crisis. A) psychoanalytic theories B) social cognitive theory C) the theory of re-capitulationism D) developmental systems theory Answer: A Learning Objective: 1.9 47) Malcolm is studying for his biology test. After reading about genetics, he wonders what his life would have been like if he had a twin brother. His imagination runs wild thinking about the possibilities. According to Piaget’s stages of cognitive development, Malcolm is in the _____ stage. A) sensorimotor B) formal operations C) concrete operations D) preoperational Answer: B Learning Objective: 1.9

McMahan/Thompson, Adolescence, Second Canadian Edition

48) Jenay notices that the popular girls in her grade wear name-brand clothes, so Jenay uses her savings to buy the latest trendy jeans. Jenay’s behaviour is an example of A) ecological theory. B) reproductive fitness. C) social cognitive theory. D) conditioning theory. Answer: C Learning Objective: 1.9 49) Unlike ecological theory, developmental systems theory emphasizes the ways that ______ play an active role in development. A) teachers B) co-workers C) parents D) adolescents themselves Answer: D Learning Objective: 1.9

Essay Questions 1)

Discuss some of the ways of defining the boundaries of adolescence as a developmental period. Which perspective do you agree with the most and which do you agree with the least? Why? Answer: Perspectives cited could include any listed in Table 1.1: chronological age, physical, sexual, familial, psychosocial, interpersonal, educational, and social. Learning Objective: 1.2

Why have observers called the 20th century in North America "The Age of Adolescence"? Cite some demographic, educational, and social trends that contributed. Answer: The spread of compulsory education contributed to age segregation and the notion of "teenagers" as a separate category. The Baby Boom of the 1940s and 1950s gave teens a greater prominence in the population during the 1960s and 1970s and created the notion of a "Youth Culture", while the speed of technological change moved the society in a new direction. Learning Objective: 1.5; Learning Objective: 1.6; Learning Objective: 1.7

Discuss the ways the proportion of adolescents are different within the populations of different countries. What are some implications of these differences? Answer: Adolescents make up a much larger part of the population in developing countries, which puts them at much greater competition with each other for education Copyright © 2022 Pearson Canada Inc. 1-11

McMahan/Thompson, Adolescence, Second Canadian Edition

and work and makes fewer resources available because of the relatively few productive workers. Learning Objective: 1.6 4)

What is "globalization" and what are some important ways the process affects adolescents today? Would you evaluate globalization as a positive, a negative, or a mixed influence? Why? Answer: Globalization has made it possible for teens in different parts of the world to be in touch with one another and to exert mutual influence. It has also made teens worldwide targets of the same commercial and political campaigns by adult interests. Globalization has also alerted those in power throughout the world to the importance of helping children and teens acquire the skills they will need to achieve satisfying and productive lives. Learning Objective: 1.7

What is the connection between the wave of urbanization in developing countries and the setting in motion of a vicious circle for many young people in these countries? Answer: As teens leave the countryside for the city, they lose the support and social controls of the family. Unlikely to be able to afford to continue their education, they become prey to economic and sexual exploitation. Their poverty and lack of qualifications makes it likely that their children, of whom they generally have many at early ages, will be trapped in a similar cycle. Learning Objective: 1.7

McMahan/Thompson, Adolescence, Second Canadian Edition

Chapter 2: Puberty and Physical Development Multiple Choice Questions 1)

_____is a universal feature of adolescent development. A) "Storm and stress" B) Puberty C) Separation from parents D) Sexual initiation Answer: B Learning Objective: 2.1

The process that propels children in the direction of physical and sexual maturity is called A) puberty. B) recapitulation. C) nurture. D) socialization. Answer: A Learning Objective: 2.1

The endocrine system influences bodily processes by producing and releasing A) neural fibers. B) chemical energy. C) hormones. D) electrical impulses. Answer: C Learning Objective: 2.1

The _____ functions as the control centre for the endocrine system. A) hypothalamus B) pituitary C) adrenal gland D) medulla Answer: A Learning Objective: 2.1

A key event in setting off puberty occurs when A) there is a surge in levels of human growth hormone. B) the adrenal gland produces higher levels of stress hormone. C) the hypothalamus becomes less sensitive to sex hormones and signals the gonads to produce higher levels of them. D) the growth curve becomes steepest. Answer: C Learning Objective: 2.1 Copyright © 2022 Pearson Canada Inc. 2-1

McMahan/Thompson, Adolescence, Second Canadian Edition

The letter "G" in HPG axis stands for A) growth. B) GnRH. C) giveback. D) gonads. Answer: D Learning Objective: 2.1

The earliest phase of puberty, which begins before any outward physical changes, is known as A) adrenarche. B) spermarche. C) menarche. D) asynchronicity. Answer: A Learning Objective: 2.1

During puberty, levels of _____ increase much more in boys than in girls. A) DHEA B) estrogen C) androgens D) leptin Answer: C Learning Objective: 2.1

During puberty, levels of _____ increase much more in girls than in boys. A) androgens B) estrogen C) DHEA D) leptin Answer: B Learning Objective: 2.1

10) Scientists theorize that a brain chemical called ________ may contribute to the onset of puberty because it is believed to influence the secretion of gonadotropin-releasing hormone (GnRH). A) leptin B) kisspeptin C) insulin-like growth factor-I (IGF-I) D) endocrine Answer: B Learning Objective: 2.1

McMahan/Thompson, Adolescence, Second Canadian Edition

11) During puberty, there is a rapid increase in height and weight known as A) the secular trend. B) homeostasis. C) the adolescent growth spurt. D) the metabolic transition. Answer: C Learning Objective: 2.2 12) On average, girls enter the adolescent growth spurt _____ boys. A) at the same time as B) six months later than C) about two years earlier than D) six months earlier than Answer: C Learning Objective: 2.2 13) During the adolescent growth spurt, different parts of the body change at different times and different rates; a phenomenon called A) homeostasis. B) the critical period. C) ossification. D) asynchronicity. Answer: D Learning Objective: 2.2 14) One reason for the average difference in height between adult men and women is that A) boys are older and hence taller when they enter the growth spurt. B) androgens promote greater height than estrogen. C) girls are shorter than same-age boys during childhood. D) the Y chromosome in males programs greater height. Answer: A Learning Objective: 2.2 15) During early adolescence, _____ gain more body fat and _____ gain more muscle. A) boys; boys B) girls; girls C) girls; boys D) boys; girls Answer: C Learning Objective: 2.2

McMahan/Thompson, Adolescence, Second Canadian Edition

16) During puberty, boys increase in physical strength more than girls in all of the following EXCEPT A) they are more likely to exercise regularly. B) girls put on proportionately more body fat than boys. C) their endocrine systems produce more testosterone, closely linked to muscle growth. D) they have a faster growth spurt. Answer: D Learning Objective: 2.2 17) Typically, boys experience their first ejaculation fairly _____ in puberty, and girls experience their first menstrual period fairly _____ in puberty. A) early; early B) early; late C) late; early D) late; late Answer: B Learning Objective: 2.2 18) "Tanner stages" refers to A) the sequence of changes in secondary sex characteristics during puberty. B) the levels of melatonin found in the skin of adolescents from different backgrounds. C) the growth and maturation of the long bones of the body. D) the increased production of sebum that is linked to adolescent acne. Answer: A Learning Objective: 2.2 19) In most girls, the first outward indication of puberty is A) the appearance of pubic hair. B) menarche. C) the swelling of the breast bud. D) the development of complexion problems. Answer: C Learning Objective: 2.2 20) In most boys, the first outward sign of puberty is A) the growth of the testes and scrotum. B) the appearance of facial hair. C) the appearance of pubic hair. D) register changes in the voice. Answer: A Learning Objective: 2.2

McMahan/Thompson, Adolescence, Second Canadian Edition

21) For boys, the first signs of puberty usually occur around age A) nine. B) eleven. C) thirteen. D) fifteen. Answer: B Learning Objective: 2.2 22) For girls, the first signs of puberty usually occur around age A) ten. B) twelve. C) fourteen. D) sixteen. Answer: A Learning Objective: 2.2 23) The age at which girls experience their first menstrual period is affected by all of the following EXCEPT A) nutrition. B) family conflict. C) intensive exercise. D) height and weight. Answer: D Learning Objective: 2.2 24) Between 1900 and 1960, the average age of menarche in Canada and the United States dropped by about two months every decade. This is an illustration of the A) pubertal decline. B) secular trend. C) delayed phase preference. D) lowered reaction range. Answer: B Learning Objective: 2.2 25) Research on trends in puberty often focuses on the age of menarche because A) pubertal trends change more for girls than for boys. B) it is the earliest sign of puberty in girls. C) it is a definite event that is usually noticed and remembered. D) sexual development in boys happens more slowly and gradually. Answer: C Learning Objective: 2.3

McMahan/Thompson, Adolescence, Second Canadian Edition

26) Girls who have negative feelings about their breast development tend to attribute this to A) the stress of having to leave childhood. B) increased parental restrictions on their activities. C) the hassle of having to dress modestly. D) overt reactions from others, especially boys. Answer: D Learning Objective: 2.3 27) When girls experience menarche, most respond by A) telling their mother. B) telling their closest friend. C) keeping it secret. D) telling their father. Answer: A Learning Objective: 2.3 28) For boys, semenarche is characterized as the first A) ejaculation of seminal fluid. B) erection. C) appearance of pubic hair. D) sign of testes and scrotum growth. Answer: A Learning Objective: 2.3 29) For pubertal boys, self consciousness about penis size can lead to A) checking out other boys' bodies for reassurance. B) "locker room syndrome," or fear of being seen naked by other boys. C) involuntary erections during public moments. D) frequent conversations on the topic with close friends. Answer: B Learning Objective: 2.3 30) Girls who enter puberty earlier than their age mates A) are better prepared for adolescent changes. B) tend to be taller as adults. C) usually get more social support from parents and peers. D) tend to be less popular and more depressed. Answer: D Learning Objective: 2.3

McMahan/Thompson, Adolescence, Second Canadian Edition

31) Early-maturing girls are less likely to have problems if A) puberty comes at the same time as moving to a new school. B) their community doesn't offer sexuality education until junior high school. C) they attend an all-girls school. D) their friends have not yet reached puberty. Answer: C Learning Objective: 2.3 32) Boys who enter puberty earlier than their age mates experience all of the following EXCEPT A) are seen and treated as more mature B) are more likely to get involved with drug and alcohol use C) have fewer problems with parents D) are more popular with friends Answer: D Learning Objective: 2.3 33) According to the _____ hypothesis, the effects of entering puberty markedly early or late result from the stress of being different from others in one's peer group. A) stage termination B) deviance C) adult resemblance D) continuum Answer: B Learning Objective: 2.3 34) According to the _____ hypothesis, entering puberty early is negative for girls because they haven't had time to complete the psychological tasks of childhood. A) stage termination B) deviance C) adult resemblance D) continuum Answer: A Learning Objective: 2.3 35) With puberty, both boys and girls tend to have _____ closeness and _____ conflict with their mothers. A) more; less B) less; more C) more; more D) less; less Answer: C Learning Objective: 2.3

McMahan/Thompson, Adolescence, Second Canadian Edition

36) The Jewish Bar Mitzvah is an example of the custom of A) honoring outstanding teens. B) puberty rites. C) birthday celebrations. D) exchanging gifts on special days. Answer: B Learning Objective: 2.3 37) As compared to puberty rites for girls, puberty rites for boys tend to be more A) enthusiastically celebrated. B) focused on rules and taboos. C) harsh and painful. D) rapidly dying out. Answer: C Learning Objective: 2.3 38) During puberty and adolescence, neurons in the brain lose as many as half their interconnections, in a process called A) synaptic pruning. B) dendritic branching. C) myelination. D) nerve conservation. Answer: A Learning Objective: 2.4 39) During adolescence, the brain becomes more efficient and precise in its functioning, partly because of the increase in A) neurons. B) myelin. C) hemispheres. D) synapses. Answer: B Learning Objective: 2.4 40) During adolescence, young people form important health habits that affect their well being during adulthood, including all of the following EXCEPT A) getting enough sleep. B) eating a nutritious, well balanced diet. C) exercising regularly. D) drinking lots of water. Answer: D Learning Objective: 2.5

McMahan/Thompson, Adolescence, Second Canadian Edition

41) Mood swings during adolescence A) are the direct result of changes in hormone levels. B) are no greater than those during childhood or adulthood. C) reflect both a larger number of unpredictable events and a greater vulnerability to them. D) are just as extreme in late adolescence as during puberty. Answer: C Learning Objective: 2.5 42) Girls who see themselves as overweight, even when they are not, and are especially dissatisfied with their hips, thighs, and waists, suffer from a distorted A) body image. B) pubertal growth. C) sexual self. D) media obsession. Answer: A Learning Objective: 2.5 43) Among adolescent girls, dissatisfaction with their bodies A) is found mostly among those whom others consider unattractive. B) is generally the result of being overweight. C) is more common among those who watch more television and read more teen magazines. D) can generally be overcome through a focus on dieting and exercise. Answer: C Learning Objective: 2.5 44) Adolescents who do not get 9 or more hours of sleep on weeknights A) can make up for it by sleeping more on weekends. B) are more likely to have academic and emotional problems. C) are the minority, because most teens do get that much. D) are normal, because teens need less sleep than children. Answer: B Learning Objective: 2.6 45) What proportion of Canadian adolescents eat at least one serving of fruit a day? A) Nearly half B) Two-thirds C) Three quarters D) Over 90% Answer: A Learning Objective: 2.6

McMahan/Thompson, Adolescence, Second Canadian Edition

46) Recent research on diet among teens in industrialized countries indicates that _______ adolescents have the highest rates of overweight and obesity. A) Canadian B) American C) British D) Australian Answer: B Learning Objective: 2.6 47) Among Canadian adolescents, _____ meet ‘moderate’ standards of physical activity. A) 25% B) 38% C) 57% D) 75% Answer: C Learning Objective: 2.6 48) Canadian teens spend _________ in sedentary activities every day. A) more than 8 hours B) less than 8 hours C) 3-5 hours D) 2 hours Answer: A Learning Objective: 2.6 49) Researchers have suggested a later start to the school day because of adolescents’ A) asynchronicity. B) mood swings. C) metabolism. D) delayed phase preference. Answer: D Learning Objective: 2.6 50) Research with off-reserve Indigenous children and youth shows that _________ is an important factor linked with obesity. A) muscle strength B) household socioeconomic status C) family conflict D) bone density Answer: B Learning Objective: 2.6

McMahan/Thompson, Adolescence, Second Canadian Edition

51) Among Canadian children and youth, _______ are meeting physical activity guidelines. A) 30% B) 40% C) 10% D) 25& Answer: C Learning Objective: 2.6 Essay Questions 1)

What body system regulates puberty? What are the crucial elements in this system? How does it carry out its regulatory function? Answer: The endocrine system regulates puberty by way of the HPG axis -- hypothalamus, pituitary, gonads -- which controls the levels of sex hormones, androgens (testosterone) and estrogens (estradiol). The HPG axis creates a feedback loop that keeps hormone levels at their set point. At puberty, the hypothalamus becomes less sensitive to sex hormones, which raises the set point. Learning Objective: 2.1

How is the course of physical and sexual development during puberty different for girls and boys? Answer: Girls enter puberty and the pubertal growth spurt about 2 years earlier than boys. As a result, while they are taller on average between 11 and 13, boys end up taller by midadolescence. Girls reach sexual maturity, or menarche, late in the course of pubertal development, but boys begin producing sperm early in puberty. Learning Objective: 2.2

What are some of the environmental, social, and psychological factors that may influence the timing of menarche? Answer: Environmental influences include nutrition and general health, such as the level of body fat and physical stress. Social and psychological factors include family relationships, such as family conflict, father absence, and presence of a stepfather. Social class and geographic region also affect puberty timing for girls. Learning Objective: 2.2

Shanti is one of the first girls in her school class to enter puberty. What are some of the ways in which this is likely to affect her? What explanations have been offered for these effects? Answer: Girls who mature early tend to suffer for it. They are less popular with other girls, have lower self-esteem, and are more anxious and depressed. Explanations include the deviance hypothesis (those who deviate from the norm suffer for it), the stage termination Copyright © 2022 Pearson Canada Inc. 2-11

McMahan/Thompson, Adolescence, Second Canadian Edition

hypothesis (girls who enter puberty early haven't had time to finish the tasks of childhood), and the adult resemblance hypothesis (girls who look more mature are likely to become involved early in deviant activities). Learning Objective: 2.3 5)

What are puberty rites? What social functions may they serve? How are they usually different for girls and boys? Answer: Especially in traditional cultures, a child’s entry into puberty is generally marked by special events called puberty rites. For girls, these generally include instruction on adult roles and rules, taboos, and sexual matters. Boys are often subjected to difficult and painful ordeals. Learning Objective: 2.3

What important health issues come forward during puberty? Discuss in detail how teens are affected and what might be done to help. Answer: Health issues during puberty include mood swings; poor body image; insufficient sleep; poor nutrition; and lack of exercise. New issues and experiences, along with hormonal shifts, can create mood swings and heightened emotionality. Unhappiness with one’s changing body is common, especially among girls who read teen-oriented magazines, and can lead to serious eating problems. Many adolescents are chronically sleep-deprived. Too many skip meals and rely on high-fat fast food, resulting in an epidemic of teen obesity, and too few get even a minimum of physical exercise. Learning Objective: 2.5

McMahan/Thompson, Adolescence, Second Canadian Edition

Chapter 3: Cognitive Changes Multiple Choice Questions 1)

The changes that take place in the way adolescents think are known as A) mental progress. B) informational input. C) cognitive development. D) knowledge processing. Answer: C Learning Objective: 3.1

The most important figure to study how children's thinking changes during development was A) Sigmund Freud. B) Jean Piaget. C) Konrad Lorenz. D) G. Stanley Hall. Answer: B Learning Objective: 3.1

For Piaget, the process of trying to understand new information in terms of one's existing knowledge is known as A) interaction. B) maturation. C) accommodation. D) assimilation. Answer: D Learning Objective: 3.1

For Piaget, the process of changing one's current ways of thinking in response to new experiences is known as A) assimilation. B) accommodation. C) interaction. D) maturation. Answer: A Learning Objective: 3.1

McMahan/Thompson, Adolescence, Second Canadian Edition

According to Piaget, young adolescents enter the stage of _____, in which thinking is based on an abstract system of logic. A) concrete operations B) abstract operations C) formal operations D) logical operations Answer: C Learning Objective: 3.1

When trying to understand social relationships in a new school, Farah generates a set of hypotheses about who is friends with whom, then systematically looks for evidence to confirm or disconfirm them. Piaget would place Farah in the _____ stage of cognitive development. A) sensorimotor B) preoperational C) concrete operational D) formal operational Answer: D Learning Objective: 3.1

The competence-performance gap is likely to be larger when A) the adolescent's attention is divided among different problems. B) the material fits well with the teen's own views. C) the matter is personally relevant. D) the information being considered is more familiar. Answer: A Learning Objective: 3.1

Patrick, a 10th grader, does not believe there are such things as UFOs. Patrick is most likely to notice illogical reasoning when reading an article that A) discusses the benefits and costs of globalization. B) argues for the existence of UFOs. C) argues that UFOs are imaginary. D) explains why 10th graders are superior to younger adolescents. Answer: B Learning Objective: 3.1

"Cars have four wheels. This object has four wheels, so it's a car." This is an example of A) hypothetico-deductive reasoning. B) metalogical analysis. C) inductive reasoning. D) preoperational thinking. Answer: C Learning Objective: 3.1 Copyright © 2022 Pearson Canada Inc. 3-2

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10) Adolescents are more likely than children to measure their world against abstract concepts such as fairness and justice and to propose ways to improve it, reflecting their greater ability to A) understand metaphors. B) use inductive reasoning. C) think hypothetically. D) infer conclusions. Answer: C Learning Objective: 3.1 11) Adolescents can better grasp sayings such as "When it rains, it pours" through their ability to A) mentally compare explicit and implicit meanings. B) understand grammatical rules. C) ignore abstract relationships. D) stay focused on concrete aspects of objects. Answer: A Learning Objective: 3.1 12) The ability to attend to multiple meanings helps adolescents appreciate A) concrete information. B) sarcasm. C) egocentrism. D) inductive reasoning. Answer: B Learning Objective: 3.1 13) Compared to younger children, adolescents are better at all of the following EXCEPT A) thinking about possibilities. B) understanding the world in abstract terms. C) seeing what is as a particular case of what might be. D) solving problems. Answer: D Learning Objective: 3.1 14) The "imaginary audience" is one way that adolescent _____ shows itself. A) abstraction B) accommodation C) egocentrism D) operationalism Answer: C Learning Objective: 3.1

McMahan/Thompson, Adolescence, Second Canadian Edition

15) As Luigi walks by two girls, one glances at him, then returns to her conversation. He is sure she is making a negative comment about him. Elkind would see this as an example of A) introspection. B) the imaginary audience. C) impression formation. D) a personal fable. Answer: B Learning Objective: 3.1 16) "This is the worst thing that ever happened to anyone!" Statements of this sort reflect the influence of A) Internet chatrooms. B) dramatic license. C) the personal fable. D) concrete operations. Answer: C Learning Objective: 3.1 17) Tiffany is aware that unprotected sex can lead to pregnancy and sexually transmitted infections, but she tells her friends that if she became sexually active, she knows nothing bad would happen to her. Elkind would see this as an example of A) counterfactual thinking. B) a personal fable. C) metacognition. D) the imaginary audience. Answer: B Learning Objective: 3.1 18) Research on the imaginary audience suggests that A) teens show off even if no one is looking. B) young adolescents are more egocentric than older adolescents. C) risky behaviour is more likely in the company of peers. D) often others really are watching and judging. Answer: D Learning Objective: 3.1 19) Teens lacking in sleep tend to take more risks because of impairment to A) working memory skills. B) practical intelligence. C) reflective abstraction. D) selective attention. Answer: A Learning Objective: 3.1

McMahan/Thompson, Adolescence, Second Canadian Edition

20) Campaigns to prevent risky behaviours by teens may be less effective because _____ leads teens to believe that bad things are likely to happen to others but not to themselves. A) formal operational thinking B) the personal fable C) probabilistic reasoning D) the imaginary audience Answer: B Learning Objective: 3.1 21) Piaget's theory has been criticized on the grounds of all of the following EXCEPT A) many older adolescents fail to show formal operational thinking. B) the distinctions among stages are not strict enough. C) it does not focus enough on mental structures. D) it doesn’t consider every child at every age. Answer: A Learning Objective: 3.1 22) The area between those things you can do on your own and those you could do if guided by someone more skilled than you is what Vygotsky termed A) the social environment. B) the competence-performance gap. C) the zone of proximal development. D) the region of dynamic skills. Answer: C Learning Objective: 3.2 23) Teachers who provide guidance and support to their students’ current level of knowledge and understanding use an approach to learning known as A) executive control structuring. B) developmental cascading. C) scaffolding. D) heuristics. Answer: C Learning Objective: 3.2 24) According to Robbie Case, adolescents are better than children at solving problems because of their use of _____ to mentally represent the goal and possible strategies to reach it. A) scaffolding B) concrete operations C) metaphors D) executive control structures Answer: D Learning Objective: 3.2 Copyright © 2022 Pearson Canada Inc. 3-5

McMahan/Thompson, Adolescence, Second Canadian Edition

25) A discussion of adolescent thinking that features such terms as input, working memory, and executive function most likely reflects the _____ approach to the subject. A) cognitive developmental B) information processing C) psychometric D) neuropsychological Answer: B Learning Objective: 3.3 26) According to the information processing approach to cognition, if some piece of information engages your attention, it is passed along to A) motoric control. B) working memory. C) the executive function. D) comparison units. Answer: B Learning Objective: 3.3 27) Adolescents who use multiple media streams all at once tend to have poorer A) memory skills. B) propositional logic. C) inductive reasoning. D) decision-making abilities. Answer: A Learning Objective: 3.3 28) Adolescents reason and solve problems better than children as a result of all of the following EXCEPT A) better attentional control. B) faster processing speed. C) greater memory span. D) easier understanding of issues. Answer: D Learning Objective: 3.3 29) Physical changes in the associative areas of the cortex during late childhood and early adolescence are thought to contribute to A) increased processing speed. B) crystallized intelligence. C) selective attention. D) the competence-performance gap. Answer: A Learning Objective: 3.3

McMahan/Thompson, Adolescence, Second Canadian Edition

30) Saeed studies for an upcoming quiz in the noisy cafeteria. Saeed’s ability to focus on the material is the result of A) divided attention. B) executive functions. C) selective attention. D) the sensory register. Answer: C Learning Objective: 3.3 31) Jayashri reads an assigned text while listening to music on headphones. This is an example of A) divided attention. B) selective attention. C) limited attention. D) working memory. Answer: A Learning Objective: 3.3 32) The amount of time someone takes to do a task such as mental addition A) has little to do with working memory. B) goes down sharply from middle childhood to early adolescence. C) is the result of divided attention. D) depends on abstract logical structures. Answer: B Learning Objective: 3.3 33) Adolescents who are able to use logical analysis often fail to do so because A) more intuitive methods may be faster and cognitively cheaper. B) they depend too much on inductive reasoning. C) they look at problems from too many angles. D) they realize that real life is usually illogical. Answer: A Learning Objective: 3.3 34) "My enemy's enemy is my friend" is an example of a A) contradiction in terms. B) fuzzy trace. C) heuristic. D) cognitive conflict. Answer: C Learning Objective: 3.3

McMahan/Thompson, Adolescence, Second Canadian Edition

35) Instead of trying to memorize something verbatim, adolescents tend to extract a(n) _____ that is easier to store, retrieve, and use. A) working memory B) fuzzy trace C) heuristic D) principle Answer: B Learning Objective: 3.3 36) The work of _____ implies that adolescents and adults may approach problems using both conscious logical analysis and less conscious heuristic intuition. A) Jean Piaget B) Lev Vygotsky C) Robbie Case D) Paul Klaczynski Answer: D Learning Objective: 3.3 37) The psychometric approach to cognition focuses on A) universal patterns of development. B) people with very unusual ways of thinking. C) how individuals differ from one another in thinking ability. D) the rate at which children pass through cognitive stages. Answer: C Learning Objective: 3.4 38) In the early 20th century, Alfred Binet was asked to develop a test to A) measure a child's innate intellectual potential. B) indicate if an adolescent was ready to graduate from high school. C) predict how well a child was likely to do in school. D) control admissions to the university. Answer: C Learning Objective: 3.4 39) If an intelligence test yields a deviation IQ, about two-thirds of the population will get scores between _____ and _____. A) 0; 100 B) 50; 150 C) 85; 115 D) 100; 125 Answer: A Learning Objective: 3.4

McMahan/Thompson, Adolescence, Second Canadian Edition

40) Today's IQ tests are standardized to give an average IQ score of A) 50. B) 85. C) 100. D) 115. Answer: C Learning Objective: 3.4 41) Absolute levels of intelligence _____ during adolescence and one's relative position within one's age group _____. A) stay much the same; fluctuates B) increase; stays much the same C) increase; improves D) are constant; is constant Answer: B Learning Objective: 3.4 42) _____ intelligence peaks during the adolescent years, while _____ intelligence continues to increase during adulthood. A) Fluid; crystallized B) Verbal; quantitative C) Fixed; variable D) Crystallized; fluid Answer: A Learning Objective: 3.4 43) The knowledge and critical judgment that people accumulate from education and experience is known as A) life lessons. B) crystallized intelligence. C) fluid intelligence. D) wisdom. Answer: B Learning Objective: 3.4 44) Persistent class and ethnic differences in children's IQ scores have been explained as the result of all of the following EXCEPT A) culturally biased tests. B) genetic group differences. C) unfavourable environmental factors. D) various social groups. Answer: D Learning Objective: 3.4

McMahan/Thompson, Adolescence, Second Canadian Edition

45) The suggestion that environmental factors contribute to group differences in IQ is supported by all of the following findings EXCEPT A) children adopted into more advantaged homes score higher on IQ tests. B) parents in disadvantaged groups who encourage learning have children who score higher on IQ tests. C) children who miss a lot of school score lower on IQ tests. D) children who have different groups of friends can score lower on IQ tests. Answer: D Learning Objective: 3.4 46) When problems come up, Suriyya can be counted on to suggest new and useful solutions. Robert Sternberg would say that Suriyya is strong in _____ intelligence. A) contextual B) experiential C) successful D) componential Answer: B Learning Objective: 3.4 47) In Howard Gardner's view, highly skilled dancers, athletes, and surgeons are all likely to have unusually high _____ intelligence. A) musical B) experiential C) kinesthetic D) global Answer: C Learning Objective: 3.4 48) Monica’s best subject in high school is biology. In fact, Monica received a scholarship to study agriculture when university starts next year. According to Gardner, Monica should score highest on A) spatial intelligence. B) naturalistic intelligence. C) biological intelligence. D) bodily-kinesthetic intelligence. Answer: B Learning Objective: 3.4

McMahan/Thompson, Adolescence, Second Canadian Edition

49) Adolescents have increased abilities to think about their own thinking, is what is known as A) formal operations. B) reflective cognition. C) metacognition. D) automatization. Answer: C Learning Objective: 3.5 50) Jackson has the ability to autonomously control his activities in an adaptive way that moves him closer to his personal goals of becoming a computer programmer. In his spare time, he has read dozens of computer programming books and has developed a prototype for a new app. Jackson best demonstrates A) self-regulated learning. B) personal epistemology. C) critical thinking. D) hypothetico-deductive reasoning. Answer: A Learning Objective: 3.5 51) With respect to knowledge, younger adolescents are likely to maintain that A) there are meaningful ways to choose among different viewpoints. B) different people see things differently, and each viewpoint is as valid as the next. C) there is a correct viewpoint, which authorities either know or can find out. D) only a few people with special talents are able really to know. Answer: B Learning Objective: 3.5 52) The process of analyzing what you know, deciding if it is correct and relevant, and coordinating it with other knowledge is known as A) self analysis. B) reflective formalism. C) critical thinking. D) cognitive self regulation. Answer: C Learning Objective: 3.6 53) A focus on giving the right answer to questions is likely to get in the way of adolescents developing A) rote learning. B) critical thinking. C) automatization. D) epistemological objectivism. Answer: B Learning Objective: 3.6 Copyright © 2022 Pearson Canada Inc. 3-11

McMahan/Thompson, Adolescence, Second Canadian Edition

Essay Questions 1)

What would you say are the most important developments in adolescent thinking from the perspective of Piaget's work? How do these developments show themselves? Give examples. Answer: Those in the stage of formal operations are able to reason about abstract propositions and to think hypothetically. They are better able to think inductively and deductively and to understand multiple meanings and perspectives. They are also more likely to use metacognition, that is, to reflect upon their own thinking processes. Learning Objective: 3.1

Based on research about individual differences in brain development, what are possible explanations for why some teens are more prone to risk taking than others? Answer: Teens at a greater likelihood of risk taking include those with poorer cognitive control (high activity in dorsal anterior cingulate cortex, low activity in anterior insular cortex), those with a younger “brain age”, and those with high approach motivation (low activity in bilateral insular cortex). However, researchers have not yet reached a consensus on what parts of the brain are responsible for risk taking, and suggest monitoring whole brain activity in future research to identify the right areas. Learning Objective: 3.1

Sharon, 14, refuses to join her parents on a trip to the beach because her new bathing suit is in the laundry and her old one has a small discolouration. From the point of view of cognitive development, why might Sharon be so concerned? Answer: According to Elkind, teens have difficulty separating their own perspective from that of others, in what he calls adolescent egocentrism. Sharon is reacting to an imaginary audience, believing that everyone at the beach will notice her blotched bathing suit and laugh at her. Learning Objective: 3.1

Professor Nathanyahu says that the changes in thinking that take place in moving from childhood to adolescence are like replacing a 10-year-old computer with a new one. What sorts of changes is she probably referring to, and why are they important? Answer: From an information processing perspective, adolescents are better able to direct attention to relevant information, block out irrelevant information, keep more information active, and process it faster than children can. Learning Objective: 3.3

McMahan/Thompson, Adolescence, Second Canadian Edition

Mallala gets high grades, but constantly blunders when dealing with friends. Jordan is a below-average student, but a top student politician. What approach to intelligence might help us understand these contrasts? Answer: Sternberg's triarchic theory of intelligence suggests that Mallala is high in analytic but low in practical intelligence, while Jordan is just the opposite. Gardner's theory of multiple intelligences, similarly, would suggest that Mallala is high in linguistic and/or logical intelligence and low in interpersonal intelligence, while Jordan is the opposite. Learning Objective: 3.4

What are the important elements of critical thinking, and how do they improve during adolescence? Answer: Critical thinking involves analyzing what you know, deciding if it is relevant, and coordinating it with other things you know. According to Keating, its components are conceptual flexibility, reflective thinking, and cognitive self-regulation. Adolescents are better at this because they know more, can think about multiple aspects of a problem, and realize that knowledge is relative and uncertain. Learning Objective: 3.6

McMahan/Thompson, Adolescence, Second Canadian Edition

Chapter 4: Families Multiple Choice Questions 1)

Parents and families strive to give children the values, beliefs, and aspirations of their culture through the process of A) assimilation. B) skills training. C) socialization. D) discrimination learning. Answer: C Learning Objectives: 4.1

According to Robert LeVine, in raising children, families implicitly give higher priority to _____ than to encouraging self fulfillment. A) social advancement B) economically valuable skills C) creativity D) cultural traditions. Answer: B Learning Objectives: 4.1

3) The notion that parents influence their children, yet children also influence their parents suggests the nature of parent-child relationships is A) codirectional B) unidirectional C) bidirectional D) nondirectional Answer: C Learning Objective: 4.1 4)

Family members have a direct influence on each other. In addition, each ________ between two of the members has an indirect effect on a third member who also has an influence on that relationship. Each of these relationships has a reciprocal effect on each of the other relationships. A) open relationship B) one-way relationship C) dyadic relationship D) dynamic relationship Answer: C Learning Objectives: 4.1

McMahan/Thompson, Adolescence, Second Canadian Edition

Maria's cheerful "Good morning!" elicits a smile from her mother, which raises Maria's spirits further and leads her to make a joke. This is an example of A) assimilation. B) a positive feedback loop. C) a discriminative stimulus. D) a negative feedback loop. Answer: B Learning Objectives: 4.1

Carlos finds his brother's low spirits depressing, but he proposes a game they both like and soon both are in a better mood. This is an example of a A) negative feedback loop. B) positive feedback loop. C) phase transition. D) disequilibrium. Answer: A Learning Objectives: 4.1

_____ feedback loops tend to make a dynamic system _____. A) Positive; stay the same B) Positive; unpredictable C) Negative; stay the same D) Negative; change Answer: C Learning Objectives: 4.1

A situation in which even minor events can strongly affect developmental paths is known as a(n) A) pattern crisis. B) phase transition. C) crucial conjunction. D) stage boundary. Answer: B Learning Objectives: 4.1

With adolescence, the function of the family tends to change because of all of the following EXCEPT A) issues of authority become more troublesome. B) social interests focus more outside the family circle. C) teens may expect more autonomy than parents are ready to allow. D) teens feel they know how to make their own rules. Answer: D Learning Objectives: 4.2 Copyright © 2022 Pearson Canada Inc. 4-2

McMahan/Thompson, Adolescence, Second Canadian Edition

10) In North America, the most common concept of a family is a single set of parents and children, or a(n) _____ family. A) nuclear B) reconstituted C) extended D) isolated Answer: A Learning Objectives: 4.2 11) The _____ family is more common among Aboriginal and ethno-cultural communities in Canada. A) nuclear B) extended C) reconstituted D) isolated Answer: B Learning Objectives: 4.2 12) Parents who praise their children's accomplishments and notice their signals are high on the dimension of A) democracy. B) acceptance/responsiveness. C) permissiveness. D) demandingness/control. Answer: B Learning Objectives: 4.3 13) According to Diana Baumrind, an _____ parenting style involves high responsiveness and low demandingness. A) authoritative B) authoritarian C) indulgent D) indifferent Answer: C Learning Objectives: 4.3

McMahan/Thompson, Adolescence, Second Canadian Edition

14) "I really want to watch that show tonight!" "Sorry, you know the rule: no TV on school nights. But if it's really important, we'll make a point of taping or downloading it so you can watch on the weekend." This exemplifies an _____ parenting style. A) authoritative B) authoritarian C) indulgent D) indifferent Answer: A Learning Objectives: 4.3 15) "Where are you going?" “Out with my friends." "Okay, but if those kids you hang out with get you in trouble, I don't want to know about it." This best represents an _____ parenting style. A) authoritative B) authoritarian C) indulgent D) indifferent Answer: D Learning Objectives: 4.3 16) Olga’s mother sets strict rules and punishes any infractions. When Olga tries to argue, the response received is, "I'm your mother, and Mother knows best." This is closest to an _____ parental style. A) authoritative B) authoritarian C) indulgent D) indifferent Answer: B Learning Objectives: 4.3 17) Fong is self-confident, positive, and independent, and does well in school. Research indicates that Fong is more likely to come from a family with _____ parents. A) authoritative B) authoritarian C) indulgent D) indifferent Answer: A Learning Objectives: 4.3

McMahan/Thompson, Adolescence, Second Canadian Edition

18) Mindful parenting may help teens improve their A) self-compassion. B) concentration. C) academic engagement. D) mood. Answer: A Learning Objective: 4.3 19) In considering the effects adolescents have on parental styles, it is important to remember that A) teens usually get the kind of parenting they need. B) parental expectations determine the child's temperament. C) a child's characteristics may call forth some types of parenting more than others. D) adolescents are more affected by siblings than by parents. Answer: C Learning Objectives: 4.3 20) Diana Baumrind has described a fifth parenting style, labeled traditional parenting that is _____ in warmth and _____ in parental authority. A) high; low B) low; high C) high; high D) low; low Answer: C Learning Objectives: 4.3 21) Obedience and respect for authority are values that _____ parents are especially likely to stress to their children. A) middle class B) nontraditional C) professional D) working-class Answer: D Learning Objectives: 4.3 22) According to Laurence Steinberg, the outcomes that are linked to authoritative parenting A) vary according to ethnic group. B) are highly desirable in contemporary industrialized societies. C) are equally adaptive across all cultural contexts. D) do not give adolescents any particular advantage. Answer: B Learning Objectives: 4.3

McMahan/Thompson, Adolescence, Second Canadian Edition

23) Teens whose parents take an authoritative approach have more positive outcomes A) only if they are White and middle class. B) in North America but not in other countries. C) only in Western cultures. D) regardless of racial, ethnic, class, or cultural background. Answer: D Learning Objectives: 4.3 24) Without prompting, Makeeba makes sure she schedules study time, cleans her room, and gets up in time to go to school. In this she is showing A) psychological control. B) the effects of authoritarian parenting. C) behavioural autonomy. D) psychological autonomy. Answer: C Learning Objectives: 4.4 25) With increased _____, Eric has come to see his parents as people who make as many mistakes as anyone else and to depend on them less for a sense of security. A) emotional autonomy B) behavioural autonomy C) family conflict D) gender intensification Answer: A Learning Objectives: 4.4 26) Moving toward autonomy is difficult for young adolescents because of all of the following EXCEPT A) their parents still see them as children. B) they need to change long-established roles and habits. C) they may be tempted to stay in the comfortable role of a child. D) they are incapable of thinking for themselves. Answer: D Learning Objectives: 4.4 27) Monitoring a child's behaviour and structuring daily environments are important aspects of A) psychological autonomy. B) behavioural control. C) psychological control. D) emotional autonomy. Answer: B Learning Objectives: 4.4 Copyright © 2022 Pearson Canada Inc. 4-6

McMahan/Thompson, Adolescence, Second Canadian Edition

28) Anxiety, depression, and withdrawn behaviour have all been linked to high levels of A) emotional autonomy. B) behavioural control. C) authoritative parenting. D) psychological control. Answer: D Learning Objectives: 4.4 29) Parents who are supportive and responsive have adolescents who are more likely to A) tell them about difficulties and problem behaviours. B) need close monitoring. C) be low in emotional autonomy. D) get involved in drug, alcohol, and tobacco use. Answer: A Learning Objectives: 4.4 30) Parents who are sensitive, affectionate, and responsive generally have babies who form _____ attachments. A) disorganized B) avoidant C) secure D) resistant Answer: C Learning Objectives: 4.5 31) According to John Bowlby, experiences in infancy lead to the formation of _____ that affect expectations about relationships with others. A) internal working models B) cathexes C) engrams D) generalized responses Answer: A Learning Objectives: 4.5 32) The working models of the self and others that form in infancy A) usually change as the result of later experience. B) affect relationships with the parents but not with others. C) predict relationships with friends and romantic partners in adolescence. D) lose their importance after early childhood. Answer: C Learning Objectives: 4.5

McMahan/Thompson, Adolescence, Second Canadian Edition

33) Family conflicts in early adolescence are most likely to occur between A) mothers and sons. B) mothers and daughters. C) fathers and sons. D) fathers and daughters. Answer: B Learning Objectives: 4.5 34) Research indicates that conflict between adolescents and parents A) is a necessary feature of growing up. B) gets more severe across the adolescent years. C) generally involves fairly minor issues. D) is usually worse than parents expect. Answer: C Learning Objectives: 4.5 35) Adolescents are more likely to come into conflict with their parents on an issue such as A) appropriate dress. B) religious beliefs. C) whether to go to college. D) the value of tolerance. Answer: A Learning Objectives: 4.5 36) Twin studies and adoption studies are important tools for research on A) ethology. B) environmental psychology. C) behavioural genetics. D) internal working models. Answer: C Learning Objectives: 4.5 37) Samantha and her sister have very different memories of the family vacations they were on together. A behavioural geneticist would therefore tend to see the vacations as A) irrelevant. B) shared environmental influences. C) precipitating events. D) nonshared environmental influences. Answer: D Learning Objectives: 4.5

McMahan/Thompson, Adolescence, Second Canadian Edition

38) Everybody in Mustafa’s family is cheerful and outgoing, and his parents have always liked having lots of friends and relatives around. Sandra Scarr would suggest that Mustafa’s own outgoing nature probably reflects a(n) _____ genotype-environment correlation. A) active B) passive C) evocative D) latent Answer: B Learning Objectives: 4.5 39) The first day of gymnastics class, the coach noticed Vanessa's slim build, strong arms, and sense of balance, and began giving her the special attention that helped her become a champion. This exemplifies what Sandra Scarr has termed a(n) _____ genotypeenvironment correlation. A) passive B) behavioural C) active D) evocative Answer: D Learning Objectives: 4.5 40) When Fazia discovered she was gifted at playing chess, she talked her parents into letting her join an after school chess club across town. For Sandra Scarr, this would be an example of a(n) _____ genotype-environment correlation. A) active B) passive C) evocative D) inherent Answer: A Learning Objectives: 4.5 41) For some individuals but not others, early stress may change the way their genes control stress-linked hormones later in life. This would be an example of a A) phase transition. B) shared environmental influence. C) gene-environment interaction D) behavioural shift. Answer: C Learning Objectives: 4.5

McMahan/Thompson, Adolescence, Second Canadian Edition

42) During adolescence, relationships between siblings generally become all of the following EXCEPT A) more equal. B) more distant. C) less conflictful. D) less equal. Answer: D Learning Objectives: 4.6 43) During adolescence, siblings who are close in age may go out of their way to choose different interests, activities, and friends, in a process called A) separation anxiety. B) de-identification. C) sibling collusion. D) nonshared environment. Answer: B Learning Objectives: 4.6 44) High intimacy in _______________ has been found to predict adolescents’ positive attitudes toward marriage. A) same-gender sibling relationships B) mixed-gender sibling relationships C) same-gender parent relationships D) mixed-gender parent relationships Answer: B Learning Objective: 4.6 45) According to Statistics Canada 16.7% of families are lone-parent families, with the number of lone-father families __________ than lone-mother families. The latter makes up 8 of 10 lone-parent families. A) rising faster B) rising slower C) rising at the same rate D) stabilizing Answer: A Learning Objectives: 4.7

McMahan/Thompson, Adolescence, Second Canadian Edition

46) In 2016, about ______% of Canadian children lived in foster care. Since 2012, this number has __________. A) 5; decreased B) 10; decreased C) 5; increased D) 10; increased Answer: D Learning Objective: 4.7 47) By way of comparison, among teens raised in non-divorcing homes, about _______% show no long-term adjustment problems. This suggests that divorce is responsible for some adolescents who develop psychological and behaviour problems and a small fraction of the entire group of teens who have experienced a parental divorce. A) 60 B) 75 C) 81 D) 90 Answer: D Learning Objectives: 4.7 48) Most adolescents who experience their parents' divorce A) also experience living in a stepfamily. B) are likely to live in a single-parent home until they grow up. C) have fewer problems if the custodial parent remarries. D) get more attention if the custodial parent remarries. Answer: A Learning Objectives: 4.7 49) Among adolescents, the remarriage of the custodial parent is most difficult for A) younger boys. B) younger girls. C) older boys. D) older girls. Answer: B Learning Objectives: 4.7 50) The effects of having both parents employed tend to be _____ for adolescent boys and _____ for adolescent girls. A) positive; positive B) positive; negative C) negative; positive D) negative; negative Answer: C Learning Objectives: 4.7 Copyright © 2022 Pearson Canada Inc. 4-11

McMahan/Thompson, Adolescence, Second Canadian Edition

51) Adolescents who are on their own after school and on vacation days, often because their parents are at work, are called _____ teens. A) latchkey B) trouble-prone C) neglected D) abandoned Answer: A Learning Objectives: 4.7 52) Adolescents who have to take care of themselves after school and on holidays because their parents are employed A) become more confident and self reliant. B) benefit when they receive close parental monitoring. C) spend more time doing their homework. D) take on a greater share of household chores. Answer: B Learning Objectives: 4.7 53) Compared with adolescents raised by heterosexual parents, those raised by samegendered parents A) have low self esteem. B) are just as likely to develop a heterosexual orientation as adults. C) are less likely to become involved in romantic relationships. D) have more academic difficulties. Answer: B Learning Objectives: 4.7 54) Compared to youth raised in heterosexual families, youth raised in same-gendered families are A) more likely to experience homophobic bullying. B) more likely to be immature. C) less likely to imagine developing homosexual feelings. D) more likely to engage in problem behaviours. Answer: A Learning Objective: 4.7

Essay Questions 1)

What are the four patterns of parenting described by Baumrind, and how are they related to important dimensions of child rearing? Is one of these patterns more closely associated with positive adolescent outcomes? How and why? Answer: The patterns and their association with child rearing dimensions are: authoritative Copyright © 2022 Pearson Canada Inc. 4-12

McMahan/Thompson, Adolescence, Second Canadian Edition

(high responsiveness, high demandingness); authoritarian (low responsiveness, high demandingness); indulgent (high responsiveness, low demandingness); and indifferent (low responsiveness, low demandingness). The authoritative pattern is consistently linked to more positive outcomes because of its merging of age-appropriate demands and ageappropriate granting of autonomy. Learning Objectives: 4.3 2)

What is helicopter parenting? Is helicopter parenting beneficial or problematic for adolescents? In what ways? Answer: Helicopter parenting is a type of parenting behaviour where parents micromanage their children’s activities. Helicopter parents are over solicitous, overbearing, and smother their children with unneeded emotional soothing. Helicopter parenting is problematic. Helicopter parents may hinder adolescents’ development of autonomy and self-reliance. Helicopter parenting has been related to numerous problematic outcomes for adolescents such as poor psychological health, substance abuse, low self-efficacy, dependency, low self-esteem, and poor coping skills. Learning Objective: 4.3

When Jaime's mother tells him to clean his room, he gets upset and tells her it’s his room and he'll keep it the way he likes it. They end up in a shouting match. Analyze the sources of this argument. Answer: According to Smetana's work, parents and teens broadly agree about who has final say in different domains (safety, moral, personal, etc.), but often disagree about what issues belong to which domains. Learning Objectives: 4.5

In grade school, Jorge's sweet singing voice attracted the attention of his church's choir director, who pushed his parents to give him singing lessons. Now, in high school, he is a soloist in the school chorus and a candidate for a big role in the annual school musical. Assuming that one's voice is affected by genetic factors, analyze Jorge's situation in terms of Starr's gene-environment interactions. Answer: This is primarily an instance of an evocative gene-environment interaction. A genetically affected characteristic—the voice—evoked a positive environmental response—the choir director's interest—that furthered the development of the characteristic. Learning Objectives: 4.5

What are some of the benefits and costs of growing up with a younger sibling? Of growing up with an older sibling? Answer: Sibling relationships offer chances to exercise authority and to follow instruction Copyright © 2022 Pearson Canada Inc. 4-13

McMahan/Thompson, Adolescence, Second Canadian Edition

within a basically equal relationship. The joint pattern of older/younger and sister/brother has generally positive effects on gender roles and social perspective taking. Learning Objectives: 4.6 6)

Amit's and Leila's marriage is in trouble, but they worry about the effects of any breakup on 8-year-old Indira and 13-year-old Lallchand. What could you tell them about how their children are likely to react to a divorce, and what advice could you give to help them and the kids to adapt to the breakup? Answer: If the divorce is preceded or accompanied by overt hostility, the negative effects on children are more severe. Parents should assure children that they are not among the causes of the breakup. Learning Objectives: 4.7

McMahan/Thompson, Adolescence, Second Canadian Edition

Chapter 5: Peers Multiple Choice Questions 1)

Social scientists consider peers to be those who A) have the right to tell others what to do. B) are involved in the same activities. C) are of roughly the same status or level of functioning. D) are still considered less than adult. Answer: C Learning Objective: 5.1

Unlike relationships with other adolescents, a teen's family relationships are generally A) asymmetrical. B) full of storm and stress. C) based on social equality. D) open to radical change. Answer: A Learning Objective: 5.1

Canadian adolescents spend the largest proportion of their waking hours A) with their parents. B) with their siblings. C) alone, doing homework. D) with other adolescents. Answer: D Learning Objective: 5.1

The fact that Canadian teens spend so much time with others who are almost exactly the same age is the result of A) finding those who are younger childish and boring. B) not wanting to be bossed around by those who are older. C) significant amount of time in schools and organized sports. D) the influence of child labor laws. Answer: C Learning Objective: 5.1

McMahan/Thompson, Adolescence, Second Canadian Edition

Adolescents are more open to new styles, trends, and ideas because of all of the following EXCEPT A) they have fewer set habits. B) their new cognitive abilities allow them to imagine different approaches. C) they are eager to construct identities different from those they are assigned. D) they have more time to research trends online. Answer: D Learning Objective: 5.1

During the 1960s, the proportion of teens in the Canadian population climbed steeply as a result of A) increased immigration. B) the baby boom that followed World War II. C) more adults leaving the country. D) higher casualties in the Vietnam War. Answer: B Learning Objective: 5.1

In his book, The Adolescent Society, sociologist James Coleman expressed deep concern that the monolithic world of adolescents A) were becoming radicalized by the civil rights movement. B) rejected the importance of learning and academic success. C) were more interested in literature and the arts than in the sciences. D) were becoming sexually active at younger ages. Answer: B Learning Objective: 5.1

_____ refers to a contrast in values and behaviours between adolescents and adults. A) The generation gap B) Storm and stress C) The age divide D) Cohort clash Answer: A Learning Objective: 5.1

The biological, cognitive, and social changes that adolescents are going through are similar enough to make the idea of a separate and coherent _____________ plausible. A) globalization B) back-to-the-land movements C) youth culture D) greater respect for older generations Answer: C Learning Objective: 5.2

McMahan/Thompson, Adolescence, Second Canadian Edition

10) Marta, 14, spent Saturday morning setting up her mother's new computer and showing her mother how to access her e-mail. Margaret Mead would see this as a symptom of a _____ culture. A) postfigurative B) postmodern C) prefigurative D) postindustrial Answer: C Learning Objective: 5.2 11) Respect for elders and for authority is likely to be strongest in societies in which A) traditional ways of doing things are dying out. B) technological change comes slowly. C) rural populations are moving to the city. D) adolescents are encouraged to learn new skills. Answer: B Page Ref: 153 12) Societies in which the young are equally likely to learn from elders or from their contemporaries are called A) prefigurative. B) equidistant. C) cofigurative. D) postfigurative. Answer: C Learning Objective: 5.2 13) Most social scientists would consider that Western cultures today are A) prefigurative. B) cofigurative. C) nonfigurative. D) postfigurative. Answer: B Learning Objective: 5.2 14) Javier goes to see a new movie because some friends said it was great. This is an example of _____ social influence. A) negative B) impositional C) normative D) informational Answer: D Learning Objective: 5.3

McMahan/Thompson, Adolescence, Second Canadian Edition

15) Barack goes to see a new movie because everybody he knows has seen it and he doesn't want to feel left out. This is an example of _____ social influence. A) normative B) positional C) informational D) negative Answer: A Learning Objective: 5.3 16) Those we look to for guidance on what to do and how well we do it are known as a(n) A) imaginary audience. B) reference group. C) comparison control. D) peer set. Answer: B Learning Objective: 5.3 17) Helene observes how other girls in her class act when talking to boys. For this purpose, she is making the other girls her A) reference group. B) comparison standard. C) interpersonal examples. D) implicit rivals. Answer: A Learning Objective: 5.3 18) The members of one's reference group who exert the LEAST influence are likely to be those who A) are most admired or successful. B) are seen as most similar by the person being influenced. C) have control over desirable resources. D) have outgoing personalities. Answer: D Learning Objective: 5.3 19) In photography class, Hans is affected by whether he thinks his pictures are as good as those of his classmates. This process is known as A) social comparison. B) evaluative control. C) contingent reward. D) peer referencing. Answer: A Learning Objective: 5.3

McMahan/Thompson, Adolescence, Second Canadian Edition

20) Adolescents with ____________ attachments are _________ susceptible to peer influence. A) secure; not B) insecure; more C) secure; more D) insecure; not Answer: B Learning Objective: 5.3 21) Going along with antisocial behaviour by peers is strongest among A) 3rd graders. B) 6th graders. C) 9th graders. D) 12th graders. Answer: C Learning Objective: 5.3 22) Sven’s friends urge him to come to a game with them, but his parents insist he come with them to visit his grandmother. Sven is being subjected to A) an approach-avoidance conflict. B) the generation gap. C) postfigurative culture. D) cross-pressures. Answer: D Learning Objective: 5.3 23) Teens whose parents are warm and engaged with them are less subject to cross-pressures because of all of the following EXCEPT A) their parents do not put pressure on them to be a particular way. B) they are likely to share their parents' values and to choose friends with similar values. C) their friends do not put pressure on them to be a particular way. D) their parents are overprotective and strict. Answer: B Learning Objective: 5.3 24) Adolescents with overly strict parents, like those whose parents fail to monitor them, are NOT A) especially susceptible to peer influence. B) more likely to select deviant peers as friends. C) more likely to do poorly in school. D) more likely to excel in their studies. Answer: D Learning Objective: 5.3

McMahan/Thompson, Adolescence, Second Canadian Edition

25) Angelo is wondering if he should drop chemistry in order to have more time to spend practicing drums. He is most likely to go for advice to A) his parents. B) an other-sex friend. C) a same-sex friend. D) an Internet chatroom. Answer: A Learning Objective: 5.3 26) Kwame is wondering how to get closer to a girl he likes. He is most likely to go for advice to A) his mother. B) his father. C) his best friend. D) an Internet chatroom. Answer: C Learning Objective: 5.3 27) In a nomination study, hardly anyone said they really liked Rebecca, and hardly anyone said they really disliked her. Rebecca's status would be considered A) average. B) rejected. C) controversial. D) neglected. Answer: D Learning Objective: 5.4 28) In a nomination study of social status, a child whose social preference score is around zero would be considered A) neglected. B) average. C) controversial. D) impossible to say without more information. Answer: D Learning Objective: 5.4 29) A child's status category tends to stay the same, with the exception of those in the _____ category. A) neglected B) controversial C) average D) popular Answer: B Learning Objective: 5.4

McMahan/Thompson, Adolescence, Second Canadian Edition

30) Among popular teens, those who prioritize popularity are more ____________ than those who are less motivated to remain popular. A) aggressive B) liked C) prosocial D) mature Answer: A Learning Objective: 5.4 31) Another boy bumps into Pasquale in the hallway. Pasquale spins around, ready to throw a punch. His belief that the other kid meant to bump him reflects a A) projective defense mechanism. B) conflict readiness. C) hostile attributional bias. D) passive-aggressive character. Answer: C Learning Objective: 5.4 32) Those in the rejected-aggressive category tend to stay there because A) if they try to be friendly, others assume they are being insincere. B) by rejecting them, others build up their own status. C) they enjoy the status that comes with being well known as bad guys. D) teachers single them out for infractions that are ignored in others. Answer: A Learning Objective: 5.4 33) The teens that classmates name as the most popular A) are also the best liked. B) are considered trustworthy. C) are seen as stuck-up bullies. D) are high in social preference and impact. Answer: C Learning Objective: 5.4 34) Henri is angry at Jacques and gets back at him by ridiculing the way he dresses. Henri is engaging in what is known as A) displacement. B) relational aggression. C) jokesterism. D) implicit victimization. Answer: B Learning Objective: 5.4 35) The term relational aggression refers to Copyright © 2022 Pearson Canada Inc. 5-7

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A) harming someone by damaging their personal and social relations. B) getting back at an enemy by picking on their younger sibling. C) starting fights only when backed up by friends. D) being aggressive toward someone who has many relatives. Answer: A Learning Objective: 5.4 36) Research indicates that young adolescents who are high in relational aggression tend to be _____ in social prominence and _____ in social preference. A) high; high B) low; low C) high; low D) low; high Answer: C Learning Objective: 5.4 37) Popular teens, Carter and Mike, are on the school basketball team. Carter tends to get into trouble and start fights, whereas Mike is cooperative and non-aggressive. Both boys would be described as ________. A) model B) tough C) cool D) liked Answer: C Learning Objective: 5.4 38) Teens are better able than children to think about and understand their relationships with peers because of their more A) frequent peer interactions. B) advanced social cognition. C) distant relations with parents. D) ambitious friendship goals. Answer: B Learning Objective: 5.5

McMahan/Thompson, Adolescence, Second Canadian Edition

39) "I was hurt when Jenny didn't come to my party, but I'm okay with it now because I can see that she couldn't bear to run into Tammy so soon after they stopped being best friends." This is an example of A) adolescent egocentrism. B) a personal fable. C) relational aggression. D) social perspective taking. Answer: D Learning Objective: 5.5 40) Kwan is very self conscious about his acne problem. When a girl he finds attractive makes a joke about her own complexion, he interprets it as a disguised rejection of him and reacts with hostility. His misplaced response is the result of a problem with A) social information processing. B) relational aggression. C) reference groups. D) normative social influence. Answer: A Learning Objective: 5.5 41) Canadian statistics show that around _______% of teens are bullied at least twice per week. A) 15 B) 30 C) 20 D) 25 Answer: D Learning Objective: 5.6 42) Adolescents who frequently engage in bullying includes all of the following EXCEPT A) are generally disliked. B) think of themselves as attractive and popular. C) may themselves be victims of bullying. D) are popular amongst their peers. Answer: D Learning Objective: 5.6 43) Susanna is socially immature, withdrawn, and fearful. She is likely to A) be a target of bullying. B) grow out of her problems soon. C) get special attention from teachers. D) be adopted as a "pet" by more mature classmates. Answer: A Learning Objective: 5.6 Copyright © 2022 Pearson Canada Inc. 5-9

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44) Those who are _____ are most likely to carry a weapon to school. A) persistent bullies B) persistently victimized C) both bullies and victims D) All of the above. Answer: C Learning Objective: 5.6 45) Being victimized by a bully is less likely A) among younger than among older adolescents. B) if the potential victim has at least one good friend. C) in a smaller school. D) if the potential victim learns to avoid social encounters. Answer: B Learning Objective: 5.6 46) Jon has four friends he always hangs around with, talking, kidding, shooting baskets, and playing video games. Jon and his friends make up A) a status hierarchy. B) a crowd. C) a clique. D) an activity group. Answer: C Learning Objective: 5.7 47) As many as one in four adolescents have friends in two or more cliques, but do not themselves belong to one. They are called A) loners. B) liaisons. C) isolates. D) bridges. Answer: B Learning Objective: 5.7 48) Belonging to a clique is linked to better peer relationships and school adjustment A) for girls but not for boys. B) for boys but not for girls. C) for both boys and girls. D) for neither boys nor girls. Answer: A Learning Objective: 5.7

McMahan/Thompson, Adolescence, Second Canadian Edition

49) On the first day of school, Malika shows up with a copy of James Joyce's Ulysses tucked under her arm. Her fellow students are likely to assume that she is A) selling used books on eBay. B) pretentious. C) a "brain." D) trying to get on the good side of her English teacher. Answer: C Learning Objective: 5.7 50) Membership in a _____ is based on reputation, observable behaviour, and stereotypes. A) status hierarchy B) clique C) crowd D) reference group Answer: C Learning Objective: 5.7 51) Jocks, Brains, and Druggies are examples of _____ that are found in most high schools. A) crowds B) cliques C) reference groups D) status hierarchies Answer: A Learning Objective: 5.7 52) Across adolescence, the crowd structure A) becomes more rigidly defined. B) becomes more differentiated. C) develops stricter barriers between crowds. D) dissolves as teens become more autonomous. Answer: B Learning Objective: 5.7 53) Aggression within cliques is most often attributed to A) individual differences in personality B) pressure to maintain status C) lack of adult supervision D) poor social skills Answer: B Learning Objective: 5.7

McMahan/Thompson, Adolescence, Second Canadian Edition

Essay Questions 1)

What do teens gain from relationships with peers that they do not get from relationships with parents or siblings? How are mixed-age peer relationships different from same-age relationships? Answer: Peer relationships are equal, reciprocal, and voluntary, unlike the fixed hierarchy of parental and sibling relationships. Mixed-age relationships give opportunities to practice both leadership and follower roles and skills. Learning Objective: 5.1

Explain the difference between normative and informational social influence. Who among a teen's peers might be most likely to exert each kind of influence, and why? Answer: In normative social influence, one is influenced by others because of a norm of conformity, while in informational social influence, one is influenced by others because they may be better informed. Those peers who are seen as most similar (age, gender, SES, etc.) might be most likely to exert normative social influence, while those who are seen as more mature (older, higher grade, more advanced in pubertal development, etc.) might wield informational social influence. Learning Objective: 5.2

What is relational aggression, who uses it, and how is it related to popularity and social status? Answer: Relational aggression involves hurting someone by damaging their social relationships. Both girls and boys use it, but it is a more important form of aggression for girls. Popular teens often use relational aggression as a tool to maintain their popularity, and it does not necessarily have the same negative effects on social status as physical aggression does. Learning Objective: 5.4

Discuss the phenomenon of bullying among teens. Who is likely to be a bully, who is likely to be a victim, and what are the effects on each? Answer: Bullying is widespread during childhood and adolescence. It has negative impact not just on bullies and their victims but on those who witness harassment as well. Victims of bullying tend to be withdrawn, insecure, and socially isolated, while bullies tend to be aggressive, hostile, domineering, and disliked by peers. Some who are victimized themselves also victimize others. These bully/victims are at particular risk for problem behaviour. Learning Objective: 5.6

McMahan/Thompson, Adolescence, Second Canadian Edition

What is cyberbullying? How common is cyberbullying among Canadian teens? What do we know about the characteristics of teens that engage in cyberbullying behaviour? Answer: Cyberbullying is the use of the internet to send nasty messages to victims or to spread malicious rumours. About 20% of teens living in Canada between ages 15-19 report being cyberbullied. Teens that engage in cyberbullying behaviour tend to be high consumers of media, especially with antisocial content. Teens that bully in the more traditional sense, especially when they were younger, are likely to engage in cyberbullying behaviour. Learning Objective: 5.6

How do social groups evolve during adolescence and what functions do different types of groups serve for their members? Answer: The clique is a small, tightly knit group of friends who are usually similar in age, sex, and social background that offers adolescents social and emotional support, but also demand conformity to the group’s norms. The crowd is a social group that is largely defined by reputation, interests, and activities (populars, jocks, brains, druggies, nerds, etc.). Most adolescents identify with their crowd as their primary reference group. Learning Objective: 5.7

McMahan/Thompson, Adolescence, Second Canadian Edition

Chapter 6: School and Work Multiple Choice Questions 1)

The social institution that has the most direct impact on the daily lives of adolescents is A) local government. B) the workplace. C) school. D) newspapers and television. Answer: C Learning Objective: 6.1

In comprehensive high schools, students followed A) college preparatory programs. B) vocational programs. C) general education programs. D) any of the above, depending on what their abilities were thought to be. Answer: D Learning Objective: 6.1

John Dewey's belief that high schools should promote democratic equality and citizenship was a core principle of _____ education. A) progressive B) civic C) humanitarian D) comprehensive Answer: A Learning Objective: 6.1

Faced with a choice of expanding or creating a new high school that lacks its history and school spirit, parents and community leaders often opt for A) downsizing. B) supersizing. C) cost efficiencies. D) square footage. Answer: B Learning Objective: 6.1

McMahan/Thompson, Adolescence, Second Canadian Edition

A large high school may have many more clubs, interest groups, sports teams, and student publications; however, students in small high schools are ___________ likely to take part in extracurricular activities. A) much more B) much less C) generally shy, therefore, not D) prefer to be observers from the sidelines and definitely not Answer: A Learning Objective: 6.1

Smaller schools are safer schools for the following reasons, EXCEPT A) are less likely to impose invasive security measures such as metal detectors and drug sweeps. B) students are much less likely to be victims of violence. C) students are much more likely to be victims of theft. D) create an especially positive effect on achievement for ethno-cultural minority students. Answer: C Learning Objective: 6.1

_______ high schools have academic advantages, such as higher attendance and passing rates, higher grades and achievement test scores, even after individual and family backgrounds are taken into account. A) Bigger B) Smaller C) Comprehensive D) Downsized Answer: B Learning Objective: 6.1

Those who favour smaller high schools argue that A) science labs, libraries, and sports facilities are unnecessary luxuries. B) smaller schools are more energy efficient. C) breaking up big high schools reduces problems with gangs. D) students in smaller schools feel less alienated and more attached to their schools. Answer: D Learning Objective: 6.1

McMahan/Thompson, Adolescence, Second Canadian Edition

High school students who are academically below average are more likely to take part in extracurricular activities A) when they are required to improve their grades in order to participate. B) in large schools with a wide array of clubs, teams, and interest groups. C) in smaller schools where their participation carries more weight. D) that force them to use the academic skills they need to work on. Answer: C Learning Objective: 6.1

10) In their analysis of schools in Alberta and New Brunswick, Corak and Lauzon (2009) found that decreasing class size A) helped some of the student populations, but may have led to even lower achievement in other students. B) greatly improved academic achievement in the early grades. C) greatly improved academic achievement in the high school years. D) worked best when classes are reduced from 35 to 25 students. Answer: A Learning Objective: 6.1 11) From a handful of schools in the 1960s, middle schools, and the ________ system they are part of, spread dramatically and are now the most common form of early secondary education in Canada. A) 8-4 B) 6-3-3 C) 5-3-4 D) progressive Answer: C Learning Objective: 6.1 12) Which of the following experience is more characteristic of Canadian teens in the period from the last year of elementary school to the first year of middle or junior high school? A) achievement scores go down B) interest in school goes down C) school-related anxiety goes up D) there did not seem to be any general impact on grades nor social or behavioural functioning Answer: D Learning Objective: 6.1

McMahan/Thompson, Adolescence, Second Canadian Edition

13) Moving from elementary to junior high school may be difficult because A) most students in the new school already know their reputation from before. B) it coincides with other stressful transitions such as puberty. C) the looser classroom atmosphere makes it hard to know how to act. D) the greater interest teachers take in their students feels like prying. Answer: B Learning Objective: 6.1 14) American research suggests that students have better feelings about themselves and their connection to school in which one of the following systems that Canadian research suggests may not be the best plan? A) 6-3-3 B) 5-3-4 C) 8-4 D) comprehensive. Answer: C Learning Objective: 6.1 15) A school environment that stresses competition and outstanding academic successes leads to a(n) _____ orientation among students. A) mastery B) performance C) superiority D) defeatist Answer: B Learning Objective: 6.1 16) A system that assigns students to different sequences of courses on the basis of some measure of ability is called A) tracking. B) preprogramming. C) slipstreaming. D) merit grouping. Answer: A Learning Objective: 6.1 17) An effect of ability grouping includes all of the following EXCEPT A) students in honours courses are more motivated to learn. B) students in low-ability courses have lower achievement and involvement. C) honours courses attract more experienced teachers. D) students in honours courses are less likely to join extracurricular activities. Answer: D Learning Objective: 6.1

McMahan/Thompson, Adolescence, Second Canadian Edition

18) A school climate that is high in both responsiveness and demandingness is similar in its effects to _____ parenting. A) indulgent B) indifferent C) authoritative D) authoritarian Answer: C Learning Objective: 6.1 19) Schools in which the curriculum and teaching style respond to the evolving needs and capabilities of students are said to have A) a temperate climate. B) a good stage-environment fit. C) constructive tracking. D) self-righting tendencies. Answer: B Learning Objective: 6.1 20) Students who believe their teachers care about them and who feel a connection to their fellow students develop a sense of _____ that is linked to better grades and lower rates of dropping out. A) school membership B) self efficacy C) zero tolerance D) positive self regard Answer: A Learning Objective: 6.1 21) Paulo attends a school with a lot of students who are unmotivated and disruptive. It is likely that Paulo A) will put more effort into schoolwork to make up for the others. B) thinks of students who act up and get away with it as cool. C) has mostly skilled and experienced teachers. D) has a strong sense of school membership. Answer: B Learning Objective: 6.1

McMahan/Thompson, Adolescence, Second Canadian Edition

22) Statistics on school safety indicate that A) the number of violent crimes against students has climbed steadily. B) males and females are equally likely to bring a weapon to school. C) teens are much safer at school than out of school. D) half of all high school students have been threatened or injured with a weapon at school. Answer: C Learning Objective: 6.1 23) According to the text book, the inclusion of _________may increase the achievement scores of Indigenous students studying among their Indigenous peers, and also help with the retention and graduation rates of black youth in Toronto’s black-focused schools. A) zero tolerance for discrimination B) culturally relevant curricula/materials C) less stereotyping D) safety zoning Answer: B Learning Objective: 6.1 24) Teachers who have a _____ put more effort into trying to reach students and communicate high expectations. A) self-fulfilling prophecy B) sense of personal efficacy C) conflict with school officials D) master's degree in education Answer: B Learning Objective: 6.1 25) Junior high and middle school teachers, compared to elementary school teachers, A) are more likely to get involved with students' social and emotional problems. B) put more effort into helping students overcome academic difficulties. C) have less confidence in their own teaching efficacy. D) have a stronger belief in their students' teachability. Answer: C Learning Objective: 6.1 26) Students who feel strongly connected to their schools tend to A) have low family support. B) be from larger schools. C) be in a higher grade level. D) experience better mental health. Answer: D Learning Objective: 6.1

McMahan/Thompson, Adolescence, Second Canadian Edition

27) The expectations that teachers hold for different students A) have no impact on academic performance. B) are generally fair and impartial. C) are not likely to be noticed by the students. D) are often linked to gender, race, and social class. Answer: D Learning Objective: 6.1 28) In English class, the teacher calls on Jasdeep Singh. When he hesitates, trying to find the right words, the teacher quickly calls on Wendy instead. What is least likely to have happened A) the teacher thinks Wendy is bright. B) the teacher doesn't think much of Jasdeep’s ability. C) Jasdeep's achievement in English will go down over the year. D) the teacher is impatient. Answer: D Learning Objective: 6.1 29) Ms. Gomez, who teaches 10th grade history, is warm and supportive, but makes it clear that she expects her students both to follow the rules and to do well in the class. Ms. Gomez would be considered a(n) _____ teacher. A) authoritative B) permissive C) authoritarian D) comprehensive Answer: A Learning Objective: 6.1 30) According to Bernard Weiner’s (1985, 1992) attribution theory, one influential approach to achievement focuses on what happens ________ an activity. A) prior to B) during C) after D) researching Answer: C Learning Objective: 6.1

McMahan/Thompson, Adolescence, Second Canadian Edition

31) Which of the following is NOT one of the four (4) causal factors that are particularly central to achievement attributions? A) ability B) effort C) ease/difficulty D) outcome Answer: D Learning Objective: 6.1 32) The four (4) causal factors that are particularly central to achievement attributions can be arranged according to two causal dimensions A) locus of causality and causal stability B) locus of stability and causal stability C) outcome and locus of causality D) outcome and locus of stability Answer: A Learning Objective: 6.1 33) According to the text book, who are more likely to choose schools for their children? A) labourers who want a better future for their children. B) immigrants who place a major emphasis on education. C) parents with more income and more education. D) Aboriginal parents. Answer: C Learning Objective: 6.2 34) Aisha's parents have transferred her to a private school. It is likely that she will A) not have access to as many advanced courses as her friends in public school. B) do no better on achievement tests than she would have if she hadn't transferred. C) receive more support and help from her parents and teachers. D) have just as many classmates whose parents are poor. Answer: C Learning Objective: 6.2 35) The practice of _____ involves including students with physical, cognitive, or developmental problems in regular classrooms. A) regularizing B) mainstreaming C) slipstreaming D) classification Answer: B Learning Objective: 6.2

McMahan/Thompson, Adolescence, Second Canadian Edition

36) About _____ of 100 students receive IQ scores high enough to meet the usual criterion for "gifted" programs. A) 2 or 3 B) 10 C) 20 D) 35 Answer: A Learning Objective: 6.2 37) Antonio, 17-years old, is in AP class. Antonio is most likely A) gifted. B) disabled. C) home schooled. D) in private school. Answer: A Learning Objective: 6.2 38) The advantages of private school may be more about getting into university than staying there. Recent research in British Columbia indicates that public school students _________ at university, where, unlike in private schools, there is very little individual attention. A) are disadvantaged B) may have an advantage C) do just as well as private school students D) study more Answer: B Learning Objective: 6.2 39) Francesca is active in a school club and on a sports team. It is likely that, compared to those who are less active in extracurricular activities, Francesca A) spends less time on homework and earns lower grades. B) is too busy with her activities to talk to her parents and teachers about school concerns. C) is less likely to drop out of high school and more likely to go on to college. D) is more involved in problem behaviours and substance use. Answer: C Learning Objective: 6.2

McMahan/Thompson, Adolescence, Second Canadian Edition

40) Researchers have determined that early school leavers have much less success in finding steady employment, and have lower wages. What percentage of these students return to school in some form for upgrading and possible university admission? A) 10% B) 20% C) 30% D) 35% Answer: B Learning Objective: 6.2 41) Students who had poor grades and test scores in _______ were more likely to leave school before graduation. A) grade 11 B) grade 10 C) grade 9 D) grade 8 Answer: D Learning Objective: 6.2 42) About ____% of Canadian teens report being involved in at least one organized extracurricular activity. A) 46 B) 66 C) 86 D) 96 Answer: C Learning Objective: 6.3 43) The children who lived in less safe neighbourhoods, spent more unsupervised time with peers after school, and had parents who did not pay as much attention to where they were and what they were doing were _____________ for problem behaviours compared to children is safer neighbourhoods. A) at similar levels of risk B) more at risk C) occasionally at risk D) never at real risk Answer: B Learning Objective: 6.3

McMahan/Thompson, Adolescence, Second Canadian Edition

44) Nancy Deutsch spent 4 years observing the children and staff members in an after-school program at a Boys & Girls Club. In her view, the fairly____ structure is one of the features that make the program work. A) organized B) formal C) loose D) rigid Answer: C Learning Objective: 6.3 45) Nearly ______of Canadian teens go on to postsecondary education after finishing high school, generally at a college or university while only _____for Indigenous students. A) 50; 40 B) 65; 45 C) 75; 51 D) 82; 56 Answer: C Learning Objective: 6.4 46) A lot of teens think that getting into college or a university is the hardest part, however, this is not necessarily so. About ________ drop out, for such reasons as inadequate study habits and not so good marks, but many eventually return. A) 15% B) 25% C) 30% D) 35% Answer: B Learning Objective: 6.4 47) Compared to Americans, Canadian youth are ______ likely to ________ postsecondary education, like college or university. A) less; start B) equally; start C) less; drop out from D) more; drop out from Answer: C Learning Objective: 6.4

McMahan/Thompson, Adolescence, Second Canadian Edition

48) When Saleem has a problem in school or wonders where to go with his life, he finds it easier to talk to a family friend, Mr. Mohamed, than to his parents. Mr. Mohamed encourages him, gives him sound advice, and even helped him find a job last summer. Mr. Mohamed is serving as Saleem’s A) tutor. B) mentor. C) protege. D) guardian. Answer: B Learning Objective: 6.5 49) The 25% of high school graduates who do not proceed to postsecondary educations are referred to as the A) proletariat. B) drop outs. C) forgotten half. D) alienated. Answer: C Learning Objective: 6.4 50) _______ is the web of social and professional relationships that make it easier to be productive or accomplish one’s goals. A) Network B) Website C) References D) Social capital Answer: D Learning Objective: 6.5 51) For adolescents, working has been linked to A) higher self esteem. B) school misconduct and delinquency. C) higher school grades. D) less substance use. Answer: B Learning Objective: 6.5

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52) As for school achievement, the number of hours worked is more influential than the simple fact of having a job. Those who spend more than __________ hours a week at work tend to get lower grades, score lower on standardized tests, be less involved in school, and have higher dropout rates. A) 7–10 B) 11–14 C) 15–20 D) 21–30 Answer: C Learning Objective: 6.6 53) Among Canadian teens, ____________ work while attending high school. A) around 50% B) over 70% C) around 25% D) almost none Answer: B Learning Objective: 6.6 54) One of the largest influences on a teen’s choice of career is their A) work ethic. B) extracurricular involvement. C) friends. D) parents. Answer: D Learning Objective: 6.7

Essay Questions 1)

An important characteristic of schools is the goodness of fit between the student's stage of development and the school's approach. Discuss this in terms of adolescents and the typical middle school and high school environment. Answer: Secondary schools tend to be more impersonal and to place greater emphasis on maintaining order, at a time when adolescents are looking for adult models and seeking greater autonomy. Students in smaller schools feel a greater sense of school membership, linked to better mental health and academic performance. Learning Objective: 6.1

What is meant by teacher expectancy effects, what is the evidence for and against them, and which adolescents are most likely to be affected by them? Answer: Teachers may treat students differently as a result of holding different expectations for them. These differences are most likely to affect those whose race, Copyright © 2022 Pearson Canada Inc. 6-13

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gender, or social class are often linked to lower expectations and performance. Learning Objective: 6.1 3)

What are some of the predictors of school dropout for teens? Is anything being done in Canada to prevent school dropout? Answer: There are numerous predictors of school dropout for teens, such as poor school climate, poor sense of school membership or connectedness, history of adverse childhood experiences, discrimination, and low socioeconomic status. Efforts to prevent school dropout are happening in Canada. For example, Pathways to Education is a Canada-wide program that supports youth living in low income neighbourhoods in completing high school and transitioning into postsecondary education. For Indigenous youth in particular, culturally relevant school-based programming has been shown to be effective. Schools that involve Indigenous culture in the curriculum and have Indigenous community members involved in the school foster school safety and improve the likelihood of high school completion among Indigenous youth. Learning Objective: 6.2

What are extracurricular activities and what effects do they have on those who take part in them? Answer: Taking part in a school-based club, activity, or team sport is linked to a long list of benefits. These include increased motivation and involvement, a stronger sense of school membership, better grades, higher educational aspirations, better self-esteem, and fewer problem behaviours. Learning Objective: 6.3

Compared with many other industrialized countries, Canada has a much more open system of higher education. What are some pros and cons of the Canadian approach? Answer: In some European countries, a central authority looks at students’ goals and qualifications and matches them to a particular institution, or students are forced to attend institutions within a certain geographic area. In Canadian schools the role of the counsellor is to steer students toward an appropriate university or college and perhaps even guide them through the application process, but not all high school counsellors have the time for individual attention. In Canada, high school students can apply anywhere they like and go anywhere they are admitted if they can afford the tuition or get enough financial aid. This openness creates wider possibilities for students. However, the lack of coordination between high schools and colleges or universities can create problems for them. Many students believe, wrongly, that simply meeting the requirements for high school graduation will prepare them for postsecondary study. Learning Objective: 6.4

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What proportion of Canadian teens work part-time, how much do they earn, and what do they do with the money? What effects does this have? Answer: A majority of Canadian adolescents work, mostly for about the minimum wage, and they spend much of what they earn on clothing and entertainment. This premature affluence may lead to unrealistic and harmful attitudes about money. Learning Objective: 6.6

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Chapter 7: Community, Culture, and the Media Multiple Choice Questions 1)

In Bronfenbrenner's terms, those systems that affect an adolescent directly, such as families and friends, make up the A) macrosystem. B) microsystem. C) exosystem. D) endosystem. Answer: B Learning Objective: 7.1

For Bronfenbrenner, the exosystem is represented by A) families and peers. B) travel to foreign countries. C) the local community. D) cultural forces and beliefs. Answer: C Learning Objective: 7.1

Cultural beliefs about how children should be raised and what the role of adolescents is in society are important elements of what Bronfenbrenner terms the A) microsystem. B) macrosystem. C) exosystem. D) endosystem. Answer: B Learning Objective: 7.1

When people believe they are members of a group with a common purpose, it creates a A) sense of community. B) sense of alienation. C) social division. D) dislike of those not in the group. Answer: A Learning Objective: 7.1

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When teachers, doctors, and other significant people in the life of a community live outside the community, A) it places serious strains on social bonds. B) they are more effective because they can get away from their work on their time off. C) their social distance has no impact on people's confidence in them. D) their workday activities give them just as much knowledge of the community as if they lived there full time. Answer: A Learning Objective: 7.1

Adolescents who are active in local community organizations do NOT A) regard the organization mainly as a means to achieve their personal goals. B) become leaders by developing a strong "me" orientation. C) learn to recognize different viewpoints and to be willing to compromise. D) apply simply for extra credit toward postsecondary applications. Answer: C Learning Objective: 7.1

7) Affluent youth living in middle-class neighourhoods experience ________ difficulties compared to affluent youth living in affluent neighbourhoods. A) more B) fewer C) similar D) unique Answer: B Learning Objective: 7.1 8)

Millions of young people in Canada take part in community-based A) arts and crafts clubs. B) political organizations. C) weight loss programs. D) sports. Answer: D Learning Objective: 7.2

A system of norms, beliefs, and values that is shared by a group and passed along across generations is a A) social standard. B) exosystem. C) culture. D) nation-state. Answer: C Learning Objective: 7.3

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10) Mark's parents offer to host Ahmed, a visiting student from North Africa. Mark is sure that Ahmed is kidding him when he says he has no interest in dating. Mark's disbelief is an example of A) moral ambiguity. B) ethnocentrism. C) social perspective taking. D) normative social influence. Answer: B Learning Objective: 7.3 11) Dating during adolescence is A) a natural response to biological changes. B) a universal mechanism for promoting mate choice. C) a cultural custom in North America and some other places. D) a practice that goes back to the Middle Ages and earlier. Answer: C Learning Objective: 7.3 12) Joy, whose parents moved to Canada from China, is shy, soft-spoken, and reticent. It is likely that her parents A) encourage her to become more assertive. B) worry that her shyness will cause her to be rejected by other teens of Chinese origin. C) consider her to be very well behaved. D) hope her teachers will urge her to speak up more in class. Answer: C Learning Objective: 7.3 13) In Professor Bilgrim's research project, teens from India, Turkey, and Canada are observed in a normative social influence situation. The data from the three groups are then compared. This is best described as a(n) _____ study. A) multiethnic B) cross-cultural C) ethnological D) observational Answer: B Learning Objective: 7.3

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14) A study of Canadian and Chinese adolescents finds that, unlike the Chinese teens, the Canadians say that falsely denying you did a good deed is a bad thing. This suggests that attitudes about lying are A) universal. B) rigid. C) flexible within cultures. D) culture specific. Answer: D Learning Objective: 7.3 15) Ezra has been brought up to see assertiveness and self-expression as important personal values. This suggests that Ezra lives in a(n) _____ culture. A) collectivistic B) traditional C) individualistic D) postfigurative Answer: C Learning Objective: 7.3 16) Alexi has been brought up to believe that if his personal goals clash with the goals of his family or community, he should act in the interests of the group. It is likely that Alexi lives in a(n) _____ culture. A) collectivistic B) multiethnic C) postmodern D) individualistic Answer: A Learning Objective: 7.3 17) Lee, a second-generation Chinese-Canadian, is running for office in an after-school organization. The day before the election, his father tells him he must run an errand for his grandmother the next afternoon. Lee complies, knowing he may lose the election as a result of not showing up. His action reflects a (n) _____ orientation. A) individualistic B) independent C) collectivistic D) cross-cultural Answer: C Learning Objective: 7.3

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18) While Western countries generally have _____ cultures, many have ethnic minorities with more _____ cultural orientations. A) cofigurative; prefigurative B) collectivistic; individualistic C) paternalistic; egalitarian D) individualistic; collectivistic Answer: D Learning Objective: 7.3 19) The view that cultures are unified systems with shared values and beliefs A) is true of collectivistic cultures but not individualistic cultures. B) overlooks the role of conflict and opposition within cultures. C) is strongly supported by scientific surveys. D) is true of Western than of East Asian societies. Answer: B Learning Objective: 7.3 20) Instruction by parents and other adults, traditional stories, and religious sagas are among the ways children come to adopt the psychological aspects of their group, in a process known as A) indoctrination. B) group-think. C) enculturation. D) assimilation. Answer: C Learning Objective: 7.3 21) Guadeloupe, 14, notices that friends with different cultural backgrounds have different attitudes on many issues. She concludes that there are many ways to approach these issues and that she should choose those that best fit her own view of the world. This is an example of a(n) _____ process of enculturation. A) traditionalist B) constructivist C) collectivistic D) socializing Answer: B Learning Objective: 7.3

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22) The proportion of children in Canada who are members of ethnic minorities have NOT A) grown steadily in recent decades. B) grown greater than the proportion among adults. C) increased as the result of immigration. D) decreased as the result of immigration. Answer: D Learning Objective: 7.3 23) By 2016, Canada’s racial minorities are predicted to rise to ______% of the Canadian population. A) 5 B) 19 C) 23 D) 27 Answer: C Learning Objective: 7.3 24) In ethnically and culturally diverse Canada, the 2006 Census reported over _______ mother-tongue languages. A) 75 B) 100 C) 150 D) 200 Answer: D Learning Objective: 7.3 25) When Patrick is asked what his background is, he says, Irish-Canadian, but his brother, Daniel, simply says, Canadian. They apparently differ in the strength of their A) cultural heritage. B) family identification. C) ethnocultural identity. D) national origin. Answer: C Learning Objective: 7.3 26) Franco's parents came to Canada from Central America before he was born. He insists that he is "100% Canadian" and even refuses to speak Spanish. John Berry would see Franco as an example of A) separation. B) assimilation. C) reaction formation. D) integration. Answer: B Learning Objective: 7.3 Copyright © 2022 Pearson Canada Inc. 7-6

Commented [SM1]: Madhu, in the book the number is 2150 and the source is not active to hard to confirm. I looked it up online and I think the number is 215, so the book has an error on p. 222.

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27) Chandra was born in India but now lives in Toronto. She wears traditional Indian dress to school, does not socialize with non-Indian students, celebrates Hindu holidays, and has told her parents she wants them to arrange her marriage in traditional style. John Berry would say that she represents an example of A) marginalization. B) assimilation. C) separation. D) integration. Answer: C Learning Objective: 7.3 28) Jomo, an African-Canadian, identifies both with his ethnic group and with the majority culture. He would best be described as A) assimilated. B) bicultural. C) confused. D) marginalizes. Answer: B Learning Objective: 7.3 29) Compared to their parents, adolescents in immigrant families do not A) become acculturated more quickly. B) place less stress on the importance of family obligations. C) hold more individualistic values and beliefs. D) place importance on cultural traditions. Answer: D Learning Objective: 7.3 30) Adolescents from a minority ethnic background may experience some conflict in the need for autonomy and family closeness. However, it is possible to integrate these two needs in what Kagitcibasi (2003) calls the A) integrated self. B) autonomous/related self. C) self-directed. D) marginalized. Answer: B Learning Objective: 7.3

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31) Adolescents from a minority ethnic background who adapt and merge attitudes and customs from their ethnic culture and the majority culture are said to be A) bicultural. B) accommodating. C) assimilated. D) marginalized. Answer: A Learning Objective: 7.3 32) Approximately _____ of Canadian teenagers have at least one parent born outside of Canada. A) one-third B) one-half C) one-quarter D) one-fifth Answer: A Learning Objective: 7.3 33) Family income, social prestige, and access to social resources are major indications of A) culture. B) social class. C) educational achievement. D) ethnicity. Answer: B Learning Objective: 7.4 34) Social class or SES has an important impact on all of the following EXCEPT A) access to resources. B) an awareness of how social institutions function. C) an ability to affect social institutions. D) an ability to ignore financial responsiblities. Answer: D Learning Objective: 7.4 35) In Canada, being a new immigrant or Indigenous person _____ socioeconomic status. A) has no relationship to B) is associated with higher C) is associated with lower D) leads individuals to strive for and achieve a higher Answer: C Learning Objective: 7.4

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36) In Canada, over _____% of children and adolescents under 16 live in poverty. A) 3 B) 14 C) 23 D) 33 Answer: B Learning Objective: 7.4 37) When child poverty is compared among developed nations, Canada’s rate is ______than many of them. A) higher B) lower C) about the same D) twice as quick Answer: A Learning Objective: 7.4 38) The effects of growing up in poverty are linked to all of the following EXCEPT A) a lack of community resources such as libraries, parks, and community centers. B) less unsupervised time with peers. C) attending magnet schools with more skilled and experienced teachers. D) creating large social groups. Answer: A Learning Objective: 7.4 39) A key element to overcoming the hazards of growing up poor is A) leaving home at an early age to escape the negative environment. B) recognizing and resigning to the powerlessness that comes with being poor. C) getting social support from parents, mentors, and friends. D) refusing to admit the harmful aspects of one's neighbourhood. Answer: C Learning Objective: 7.4 40) Adolescents in developed countries spend the largest part of their free time A) doing household chores. B) studying. C) at paid jobs. D) engaged with mass media. Answer: D Learning Objective: 7.5

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41) Socioeconomic status is linked to media exposure, at least for younger adolescents. Compared with those from ________-income and more-educated families, Canadian teens with _______-income backgrounds spend more time on television and video games, but not on computer use. A) higher, lower B) lower, higher C) middle, lower D) lower; middle Answer: A Learning Objective: 7.5 42) According to the _____ approach, adolescents make media choices in line with such factors as diversion, social utility, personal identity, and high sensation. A) functional B) uses and gratifications C) behavioural D) constructionist Answer: B Learning Objective: 7.5 43) According to the cultivation theory of media effects, A) the selective assumptions that are constantly presented in the media encourage a shared set of ideas about the world. B) the media are a source of ways to interpret situations and make social judgments. C) those who are better educated and more familiar with art and literature are less likely to be influenced by mass media. D) people are influenced by what they see models do in the media and by the consequences that are portrayed. Answer: A Learning Objective: 7.5 44) Research indicates that children's exposure to media violence does not A) lead to greater aggressiveness in some children. B) lead to an increased acceptance of aggression. C) lead to a distorted view of how common aggression is. D) lead to increasing fear toward violence they experience. Answer: D Learning Objective: 7.5

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45) About half the crimes shown in TV crime dramas are murders, while FBI statistics indicate that murders represent _____ actual crimes. A) 1 in 4 B) 1 in 10 C) 1 in 50 D) 1 in 500 (2 in 1000) Answer: D Learning Objective: 7.5 46) The violence depicted in _____ is generally more graphic and extreme than in _____. A) TV shows; graphic novels B) video games; TV shows C) young adult novels; R rated movies D) TV shows; unrated DVDs Answer: B Learning Objective: 7.5 47) An important difference between television and video games is that A) practically all Canadian teens have access to a TV but only a small minority have access to a video game system. B) girls watch more TV than boys, but boys play more video games. C) unlike watching TV, in video games the player is the character who carries out various actions and gets points for doing so. D) graphic violence is more common on TV than in video games. Answer: C Learning Objective: 7.5 48) Sylvana just spent half an hour playing a violent video game, while her friend, Tatiana, flipped through a teen magazine. When they turn on the TV, they see a news clip of rioters attacking women and children with machetes and clubs. Based on research, it is likely that A) Sylvana is less affected by the real-life violence than Tatiana. B) Sylvana and Tatiana are equally alarmed and disturbed by the violence. C) Sylvana is more affected by the real-life violence than Tatiana. D) Neither Sylvana nor Tatiana is disturbed by the news clip. Answer: A Learning Objective: 7.5 49) Adolescents who watch more TV shows that portray sexual relationships A) are better educated about the risks of sexually transmitted diseases. B) are more likely to endorse sexual abstinence. C) are more likely to believe that sexual promiscuity is the norm. D) are more likely to reject double standards and sexual stereotypes. Answer: C Learning Objective: 7.5 Copyright © 2022 Pearson Canada Inc. 7-11

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50) Sexual relationships on television generally A) are between young unmarried people. B) are part of an ongoing, committed emotional relationship. C) make clear the risks of promiscuous behaviour. D) avoid sexual stereotypes and double standards. Answer: A Learning Objective: 7.5 51) Women who are presented in the media as physically attractive A) accurately represent normal healthy adults. B) give most adolescent girls a positive sense of self worth. C) are taller and thinner than a healthy average woman. D) have little impact on teen concepts of attractiveness. Answer: C Learning Objective: 7.5 52) In ________ 15% of teens were found to have sent nude or semi-nude pictures of themselves over the Internet. A) Quebec B) PEI C) New Brunswick D) Ontario Answer: C Learning Objective: 7.5 53) Teenagers Rachelle and Jacob are equally heavy users of social media. Rachelle spends her time interacting with posts related to cooking, whereas Jacob spends his time interacting with posts related to alcohol use. For both teens, their social media use is most likely related to A) substance use. B) sexual activity. C) poor sleep quality. D) sexting. Answer: C Learning Objective: 7.5

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54) Jerome plays video games excessively. His video game playing has begun to impair his quality of life. He is obsessed with playing video games and is not interested in other activities or spending time with others unless it involves video games. According to the Diagnostic and Statistical Manual of Mental Health Disorders, Jerome might be diagnosed with _________ Gaming Disorder. A) Compulsive B) Internet C) Video D) Obsessive Answer: B Learning Objective: 7.5 55) Among Canadian teenagers under the age of 18 years old, _________ % of boys compared to 13.4% of girls have sent a nude or seminude text. A) 51.4% B) 38.4% C) 25.4% D) 14.4% Answer: D Learning Objective: 7.5

Essay Questions 1)

Is a sense of community important for adolescents? Explain and justify your answer. What factors or institutions help build a sense of community, and what works against it? Answer: Adolescents need to feel connected to others by their common setting, activities, goals, attitudes, and values. Community organizations play a critical role in fostering a sense of engagement and identification with the common good and the development of positive social values. However, growing physical and social distance between adults and adolescents, encouraged by suburbanization and age segregation, makes achieving a sense of community more difficult, especially for inner-city teens. Learning Objective: 7.1

What are the important distinctions between individualistic and collectivistic cultures? How useful do you find these concepts and why? Answer: Individualistic cultures, such as those of the United States, Canada, and Western Europe, focus more on the rights, goals, and needs of independent individuals. Collectivistic cultures, such as those of China and India, focus more on the norms, beliefs, and goals of the group and the duty of interdependent individuals to act in the interest of the group. Critics of these concepts cite findings that adolescents across cultures develop similar concepts of universal human rights. Learning Objective: 7.3 Copyright © 2022 Pearson Canada Inc. 7-13

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What are the different ways adolescents who belong to minority ethnic groups relate to the majority culture? What are the advantages and disadvantages of these adaptations? Answer: Teens who assimilate give up their own culture to identify with the majority culture. Those who marginalize themselves reject both their own culture and the majority culture. Those who separate identify only with their own culture and reject the majority culture. Those who integrate retain their identification with their own culture while also identifying with the majority culture. These teens are called bicultural. Bicultural teens have fewer psychological difficulties than those in the other three groups. Learning Objective: 7.3

How prevalent is poverty in Canada? What are some of the effects of poverty on adolescents? What are some ways that after-school programs can help adolescents living in poverty? Answer: Seventeen percent of Canadians under 18 years of age live in poverty. Some of the effects of poverty on adolescents include poor physical health, low school readiness, low academic achievement, juvenile delinquency, violence, early sexual activity, teenage pregnancy, substance use, anxiety, and depression. After-school programs can help adolescents living in poverty in a number of ways, including the use of therapeutic activities like art making, providing a stimulating environment as an alternative to youth seeking out negative behaviours to combat boredom, increasing youths’ social networks and social support, fostering teamwork, and providing positive and supportive interactions with adult mentors. Learning Objective: 7.4

Discuss how and why Canadian adolescents use media. How does media use change across adolescence? What concepts can help us understand the effects of media? Answer: Adolescents use media for diversion, excitement, gathering information, and keeping up with friends and peers. In early adolescence, television takes up the most time, but music steadily gains importance. Internet use among teens is strongly linked to family income and ethnic background. The effects of media exposure can be understood in terms of the understanding of the world communicated by the media, the models for behaviours and attitudes that are presented, and the scripts or social judgments that are provided or encouraged. Learning Objective: 7.5

What is desensitization? How is it used to explain the effects of media exposure? What evidence can you cite that supports or casts doubt on this explanation? Answer: Research indicates that while watching media violence causes some children to become more aggressive, it leads many others to become desensitized and more accepting Copyright © 2022 Pearson Canada Inc. 7-14

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of aggressiveness. Violent video games arouse special concern because the violence is so pervasive and explicit and because players are involved in first-person violent activities. Learning Objective: 7.5

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Chapter 8: Gender Multiple Choice Questions 1)

Professor Mushinski does research on the rate at which caffeine affects adolescent boys and girls. This would best be described as a question of A) gender roles. B) sex differences. C) gender differences. D) gender typing. Answer: B Learning Objectives: 8.1

Doctor Kawasaki is interested in the ways adolescent girls and boys use networking sites on the Internet. This would best be described as a question of A) sex differences. B) sex-linked characteristics. C) gender differences. D) neurobiology. Answer: C Learning Objectives: 8.1

The expectations within a society about how males and females are supposed to be are known as A) gender roles. B) sex differences. C) culture specificity. D) social influence. Answer: A Learning Objectives: 8.1

Scholars maintain that the most important factor in gender typing is all of the following EXCEPT A) biology. B) socialization. C) cognition. D) personality. Answer: D Learning Objectives: 8.1

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During prenatal development, the hormone testosterone A) is present in male, but not female fetuses. B) is equally high in all males and equally low in all females. C) has an impact on the appearance of the external genitals in both sexes. D) is produced only in the testes of the male fetus. Answer: C Learning Objectives: 8.1

A genetic disorder known as _____ leads to an overproduction of androgens in the developing fetus. A) hyperandrism B) congenital adrenal hyperplasia C) prenatal testosterone D) automasculinization Answer: B Learning Objectives: 8.1

Girls who were exposed to high levels of prenatal testosterone do not A) tend to prefer playing with boys' toys. B) play more with boys. C) have ambiguous genitals at the time of birth. D) prefer play with girls. Answer: D Learning Objectives: 8.1

In Bandura's view, a central element in gender typing is A) the child's belief that he or she has the resources needed for gender-typical activities. B) the parents' awareness that the child was affected by prenatal hormones. C) the child's ability to solve concrete operational problems. D) the parents' commitment to avoid sex discrimination in child rearing. Answer: A Learning Objectives: 8.1

9) Aspects of a person’s sense of self that relate to masculinity or femininity is known as A) gender typing B) gender role C) gender identity D) gender consistency Answer: C Learning Objective: 8.1

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10) On Kristina's first day of nursery school, she hovers near the door, unsure what to do. The teacher's aide leads her to the kitchen corner and suggests she have a tea party with another girl and two dolls. This is best seen as an example of A) cognitive dissonance. B) gender socialization. C) hormone-environment interaction. D) gender consistency. Answer: B Learning Objectives: 8.1 11) When Jared, who is 10, wears a skirt and wig for the school play, he has to explain to his 4-year-old sister that he is still a boy. Jared and his sister differ in their understanding of A) gender roles. B) gender consistency. C) gender differences. D) gender typing. Answer: B Learning Objectives: 8.1 12) "Once children understand that their gender is a permanent aspect of the self, they begin to identify with their gender role." This statement is closest to the view of A) Albert Bandura. B) G. Stanley Hall. C) Sigmund Freud. D) Lawrence Kohlberg. Answer: D Learning Objectives: 8.1 13) The term _____ refers to the structured knowledge that children acquire about the characteristics and typical activities of males or females. A) gender schema B) gender consistency C) gender identity D) socialization Answer: A Learning Objectives: 8.1

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14) When a new and unusual toy is introduced in Sarah's nursery school class, two boys are the first to start playing with it. Later Sarah turns down a chance to play with it because "that's a boy toy." Her refusal reflects her A) shyness with boys. B) gender schemas. C) gender consistency. D) preoperational thinking. Answer: B Learning Objectives: 8.1 15) At summer camp, the first time Aaron found himself on the list for dishwashing, he protested that guys don't wash dishes, that's for girls. This reflected his particular A) gender schemas. B) hormonal imbalance. C) dislike for housework. D) talent for avoiding chores. Answer: A Learning Objectives: 8.1 16) According to gender schema theorists, a child's sense of gender identity emerges A) gradually, beginning in the preschool years. B) once the child is able to solve conservation problems. C) with the hormonal changes of puberty. D) as a result of discrimination by those of the other gender. Answer: A Learning Objectives: 8.1 17) A developmental systems account would not point to _____ as important contributor(s) to gender development. A) biological characteristics B) parents and peers C) cultural beliefs D) socialization. Answer: D Learning Objectives: 8.1 18) According to _____, parents and others react to the changes of puberty by pushing for more gender-typical attitudes and behaviours. A) the gender intensification hypothesis B) gender diversity theory C) biopsychological research D) self-efficacy approaches Answer: A Learning Objectives: 8.2 Copyright © 2022 Pearson Canada Inc. 8-4

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19) At 11, Vanessa's favourite activities are dirt-biking and rock-climbing. Her mother's repeated and pressing offers to take her shopping for a party dress and to sign her up for dance lessons can be seen as an example of A) gender intensification. B) passive gene-environment interaction. C) informational social influence. D) maternal deprivation. Answer: A Learning Objectives: 8.2 20) Teens diagnosed with Gender Dysphoria (GD) often experience high levels of depression and behavioural problems. Research shows this is especially true of teens with GD living in Canada, compared to teens with GD living in ___________. A) The Netherlands B) The United States C) The Bahamas D) The United Kingdom Answer: A Learning Objective: 8.2 21) The proportion of children who are put in remedial programs and become underachievers A) is equally low for girls and boys. B) is higher for girls than for boys. C) is higher for boys than for girls. D) is equally high for boys and girls. Answer: C Learning Objectives: 8.3 22) One well documented cognitive difference between adolescent boys and girls is that on the whole A) girls are more sociable. B) boys are more logical. C) boys perform better on tests of spatial abilities. D) boys are more social. Answer: C Learning Objectives: 8.3 23) Construction toys such as Lego blocks and Tinkertoys are not A) stereotyped as toys for boys. B) played with more often by boys than girls. C) used to improve spatial abilities in both boys and girls. D) used to improve social abilities in children. Answer: D Learning Objectives: 8.3 Copyright © 2022 Pearson Canada Inc. 8-5

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24) Compared to boys, girls receive _____ in math during _____. A) lower grades; elementary school B) more encouragement; elementary school C) higher grades; elementary school D) equally high test scores; high school Answer: C Learning Objectives: 8.3 25) Compared to adolescent girls, adolescent boys A) have a stronger feeling of self-efficacy in math and science. B) gradually lose their confidence about doing well in math and science. C) are less interested in fields that involve math and science. D) are equally likely to have achievement in math drop off over the high school years. Answer: A Learning Objectives: 8.3 24) Last week, Marissa scored high on a math quiz. She told her best friend, "I lucked out this time." This week her score was lower and she told her friend, "I just don't have the head for this stuff." A likely consequence of these explanations is that she will A) deliberately do poorly in math to avoid seeming unfeminine. B) study harder for the next math quiz. C) develop a sense of learned helplessness about math. D) expect that her luck will change and she will do better next time. Answer: C Learning Objectives: 8.3 26) Yuan enters a summer program for high school students who are gifted in math. Of the 40 students, she is one of five girls. Her success in the program is likely to A) be greater because she wants to prove that girls can handle it. B) depend on making friends with the smartest boys. C) suffer because of the effect of stereotype threat. D) be unaffected by the unbalanced male-female ratio. Answer: C Learning Objectives: 8.3 27) Carol Gilligan maintains that during adolescence, girls A) become increasingly sure of themselves. B) become more tentative and silence their "voice." C) come to value their sensitivity to others more highly. D) expect themselves to be more assertive. Answer: B Learning Objectives: 8.3

McMahan/Thompson, Adolescence, Second Canadian Edition

28) During adolescence, scores on measures of self-esteem do not A) drop for girls. B) drop for boys. C) drop more for girls than for boys. D) drop more for boys than for girls. Answer: D Learning Objectives: 8.3 29) According to gender stereotypes, girls feel more _____ and boys feel more _____. A) anger; guilt B) sadness; anger C) fear; guilt D) sadness; happiness Answer: B Learning Objectives: 8.3 30) During childhood, symptoms of depression A) are much more likely in girls. B) are much more likely in boys. C) are just as likely in girls and boys. D) are never found. Answer: C Learning Objectives: 8.4 31) The experience that is most likely to trigger an outbreak of depression in adolescence is A) academic problems. B) the breakup of a romance. C) conflict with parents. D) being turned down by your college choice. Answer: B Learning Objectives: 8.3 32) When faced with emotional stress, girls are more likely than boys to A) deal with the problem logically. B) distract themselves with activities. C) conceal the problem from parents. D) brood about the problem. Answer: D Learning Objectives: 8.3

McMahan/Thompson, Adolescence, Second Canadian Edition

33) When faced with emotional distress, boys are more likely than girls to A) brood about the problem. B) distract themselves with activities. C) discuss the problem with parents. D) immerse themselves in their negative feelings. Answer: B Learning Objectives: 8.3 34) Among _____, a small group is high in physical aggression from childhood and through adolescence. A) girls but not boys B) boys but not girls C) both boys and girls D) None of the above. Answer: C Learning Objectives: 8.4 35) After Tom and Hakeem get into an argument, Hakeem spreads the (false) rumour that Tom called him a racially charged name. This is best understood as an example of A) hostile attributional bias. B) relational aggression. C) a hate crime. D) the frustration-aggression hypothesis. Answer: B Learning Objectives: 8.4 36) Girls do not _____ personal relationships than boys. A) put more energy into B) are more distressed by problems with C) want to feel closer in their D) enjoy. Answer: D Learning Objectives: 8.4 37) When personal relationships run into trouble, girls, more than boys, are likely to talk over their problems and feelings with a friend, in what is known as A) co-rumination. B) soul-searching C) accommodation. D) relational aggression. Answer: A Learning Objectives: 8.4

McMahan/Thompson, Adolescence, Second Canadian Edition

38) A culture in which men are expected to control or dominate women would be described by social scientists as A) traditional. B) homocentric. C) modern. D) antiquated. Answer: A Learning Objectives: 8.5 39) A culture in which men and women are said to be equal in rights, education, and job opportunities would be described by social scientists as A) gender-free. B) modern. C) traditional. D) gynecological. Answer: B Learning Objectives: 8.5 40) Research among university students in many countries indicates that gender beliefs in Canada A) are on the traditional side of the spectrum. B) are on the modern side of the spectrum. C) fall midway between traditional and modern. D) are more modern than those in European countries. Answer: C Learning Objectives: 8.5 41) The gender-related attitudes of Pakistani Canadians are not A) more traditional than those of Anglo Canadians. B) more traditional than those of Dutch Canadians. C) as traditional as Malaysian Canadians. D) different from European-Canadians. Answer: D Learning Objectives: 8.5 42) Marisol, 11, and her younger brother need something to do on a rainy Saturday morning. It is most likely that A) she will suggest an activity such as an art project and he will agree. B) he will suggest an activity such as a video game and she will agree. C) they will flip a coin to decide who chooses the activity. D) they will not agree and end up playing separately. Answer: A Learning Objectives: 8.5

McMahan/Thompson, Adolescence, Second Canadian Edition

43) Where conformity to traditional gender roles is concerned, adolescent _____ who are _____ are looked on least favourably by other adolescents. A) girls; gender-typical B) girls; gender-atypical C) boys; gender-typical D) boys; gender-atypical Answer: D Learning Objectives: 8.5 44) Female genital mutilation refers to the removal of all or part of the female genitalia for ________ reasons. A) medical B) non-medical C) functional D) practical Answer: B Learning Objective: 8.5 45) Female genital mutilation is most prevalent in ________ countries. A) Middle Eastern B) South American C) Asian D) African Answer: D Learning Objective: 8.5 46) In media presentations that adolescents watch, women are typically presented as A) young, beautiful, and thin. B) high achieving executives. C) the decision-makers in a family. D) harassed by tasks such as paying bills and figuring taxes. Answer: A Learning Objectives: 8.6 47) Research with adolescent girls living in Africa and Asia suggests exposure to media portrayals of a(n) _________ body size is linked with less body satisfaction. A) average B) muscular C) thin D) overweight Answer: C Learning Objective: 8.6

McMahan/Thompson, Adolescence, Second Canadian Edition

48) On a personality test, Kim scores high in nurturance and expressiveness as well as in assertiveness and analytical thinking. It is most likely that Kim would be classified as A) masculine sex-typed. B) undifferentiated. C) psychologically androgynous. D) feminine sex-typed. Answer: C Learning Objectives: 8.7 49) Friends describe Leslie as very sensitive and supportive, but too dependent and unassertive. Leslie best fits the description of those who are A) masculine sex-typed. B) psychologically androgynous. C) feminine sex-typed. D) undifferentiated. Answer: C Learning Objectives: 8.7 50) Those who are high in both feminine and masculine personality traits are called A) sexually ambiguous. B) sinistrodextrous. C) psychologically androgynous. D) doubly stereotyped. Answer: C Learning Objectives: 8.7 51) Psychologists suggest that androgynous adolescents A) are better adjusted and have higher self-esteem. B) will work through their gender confusion once they near adulthood. C) have a disorder that requires treatment. D) will only be attracted to other androgynous teens. Answer: A Learning Objectives: 8.7 52) Research suggests that once children enter adolescence, psychological androgyny has _____ effects for _____. A) negative; boys and girls B) positive; boys and girls C) positive; boys but not girls D) positive; girls but not boys Answer: D Learning Objectives: 8.7

McMahan/Thompson, Adolescence, Second Canadian Edition

53) _____ who are high in masculine traits are accepted, as are _____ who are high in feminine traits. A) Boys; boys B) Boys and girls; girls C) Girls; boys D) Girls; girls. Answer: B Learning Objectives: 8.7

Essay Questions 1)

Two friends are arguing about the origins of sex and gender differences in teens. One says it's all biology, the other says it's mainly society and culture. They appeal to you to settle the question. What do you tell them, and what evidence do you offer to support your conclusions? Answer: While genetic, hormonal, and physical differences between males and females have an impact on neurological development, the models of gendered behaviours that parents and peers present and the ways others respond to gender typical and gender atypical attitudes and behaviours channel the expression of biological differences according to the beliefs of the culture. Learning Objectives: 8.1

Discuss the similarities and differences between Kohlberg's cognitive-developmental approach to gender development and the gender schema approach of Martin and Halverson. Answer: Both theories focus on the person's cognitive understanding of the concept and implications of gender. Kohlberg presents a stage theory in which the achievement of gender identity is critical, while Martin and Halverson see the construction of gender schemas as an ongoing process that begins early in childhood. Learning Objectives: 8.1

What is Gender Dysphoria? What are some treatment options available to help alleviate such dysphoria for teens? Answer: Children and teens who are confused about their gender identity, engage in high levels of gender-variant behaviour, or are highly uncomfortable with their biologically based gender may be diagnosed with Gender Dysphoria. Treatment includes psychological therapy, and sometimes progresses to puberty-suppressing medications and/or the use of hormones. Some people diagnosed with Gender Dysphoria will choose sexual reassignment surgery to change the appearance of their genitals. Learning Objective: 8.2

McMahan/Thompson, Adolescence, Second Canadian Edition

Discuss the relationship between gender and self-esteem in adolescence. How has this relationship been explained by theorists such as Carol Gilligan? Answer: During early adolescence, self-esteem declines more sharply for girls than for boys. One reason is that girls experience greater body dissatisfaction than boys. Girls selfesteem and confidence may also suffer as they realize that their interest in and sensitivity to human relationships is not as highly valued by society as the practical problem solving more typical of boys. This is said to lead to them silencing their distinctive voice. Learning Objectives: 8.3

How does exposure to mass media influence gender roles during adolescence? Answer: The media are a major source of information and influence on gender roles for teens. The media portray adults in heavily gender-stereotyped ways. Men are strong, active, and effective, and women are young, beautiful, dependent, and thin. Television watching and reading teen magazines have been linked to gender-stereotyped attitudes and poor body image in adolescent boys and girls. Learning Objectives: 8.6

Discuss the concept of psychological androgyny and the suggestion that teens who are androgynous are better adjusted. Answer: Adolescents who have both masculine- and feminine-type characteristics are called androgynous. Androgynous girls often are better adjusted and have higher self-esteem than those with more traditional gender attitudes, but it is not clear that this is the case for androgynous boys. Learning Objectives: 8.7

McMahan/Thompson, Adolescence, Second Canadian Edition

Chapter 9: Identity Multiple Choice Questions 1)

According to _____, the I and the Me are contrasting sides that make up the self. A) Erik Erikson B) William James C) Jean Piaget D) G. Stanley Hall Answer: B Learning Objective: 9.1

William James referred to the process that enables people to think, feel, and know about themselves as the A) ego. B) Me. C) I. D) identity. Answer: C Learning Objective: 9.1

One change in the self-concept that takes place during adolescence is that A) teens move away from psychological thinking. B) self-descriptions become more complicated. C) teens use more concrete self-descriptions. D) All of the above. Answer: B Learning Objective: 9.1

Which of the following self-descriptions is most likely to have been made by an adolescent? A) "I love sports!" B) "I'm the shortest kid in my class." C) "I get good grades in English so I really like it." D) "I'm pretty outgoing with my friends, but I come on shy around grown-ups." Answer: D Learning Objective: 9.1

McMahan/Thompson, Adolescence, Second Canadian Edition

Those in _____ adolescence are most likely to notice discrepancies in their selfdescriptions and to be disturbed by these inconsistencies. A) early B) middle C) late D) preAnswer: B Learning Objective: 9.1

Compared to children, adolescents who describe themselves tend NOT to use concepts that are more A) complex. B) abstract. C) integrated. D) popular. Answer: D Learning Objective: 9.1

Charles Horton Cooley's term, the _____, refers to the idea that we learn who we are by seeing how others react to us. A) looking-glass self B) social ego C) referenced self D) generalized other Answer: A Learning Objective: 9.1

The stable positive or negative feelings that people have about themselves are known as _____ self-esteem. A) referential B) barometric C) predictive D) baseline Answer: D Learning Objective: 9.1

"I felt so good about myself when my friend told me how helpful I was. It would be great if I could feel that good all the time." This comment best reflects _____ self-esteem. A) lack of B) barometric C) unstable D) baseline Answer: B Learning Objective: 9.1 Copyright © 2022 Pearson Canada Inc. 9-2

McMahan/Thompson, Adolescence, Second Canadian Edition

10) During early adolescence, baseline self-esteem A) becomes more positive. B) drops sharply. C) stays at similar levels for boys and girls. D) remains similar to levels in late childhood. Answer: B Learning Objective: 9.1 11) For adolescents, the most important single contributor to self-esteem is A) having lots of friends. B) getting good grades in school. C) success in sports. D) being physically attractive. Answer: D Learning Objective: 9.1 12) Programs designed to raise the self-esteem of adolescents have NOT A) led to higher school achievement. B) led to fewer problem behaviours. C) led to better personal relationships. D) led to higher problem behaviours. Answer: D Learning Objective: 9.1 13) During the second stage of ________, typically in middle adolescence, teens embark on a process of active exploration. A) developing an ethnocultural identity B) achieved ethnocultural identity C) foreclosure D) baseline self-esteem Answer: A Learning Objective: 9.2 14) According to Erikson, the most pressing psychosocial issue during adolescence is A) preparing for adult employment. B) being popular with other teens. C) achieving a sense of identity. D) finding the right romantic partner. Answer: C Learning Objective: 9.2

McMahan/Thompson, Adolescence, Second Canadian Edition

15) When Luka tells his parents he wants to be a rock musician, they offer to help him pay for guitar lessons as long as he keeps his grades up. Erikson would say that their response is an example of A) permissive parenting. B) a psychosocial moratorium. C) identity foreclosure. D) positive working models. Answer: B Learning Objective: 9.2 16) "I'm taking biology because my mom's a doctor and always intended for me to go into medicine too." This statement is an example of what Erikson calls A) intellectualization. B) psychosocial moratorium. C) identity diffusion. D) identity foreclosure. Answer: D Learning Objective: 9.2 17) Ariel's father is an attorney and his mother is a municipal judge. At 17, Ariel pierces his tongue, gets a bright orange Mohawk haircut, and shows up shirtless at his parents' reception for a prominent city official. Erikson would probably describe Ariel's behaviour as indicating A) a psychological disorder. B) a psychosocial moratorium. C) a negative identity. D) role confusion. Answer: C Learning Objective: 9.2 18) According to James Marcia, identity development involves the processes of _____ and _____. A) crisis; conflict B) assimilation; accommodation C) rewards; punishments D) exploration; commitment Answer: D Learning Objective: 9.2

McMahan/Thompson, Adolescence, Second Canadian Edition

19) Marcia would say that teens who are exploring their beliefs and values but have not made a commitment to them are in the _____ identity status. A) diffusion B) foreclosure C) moratorium D) achievement Answer: C Learning Objective: 9.2 20) Those who are in the _____ category of identity status are more likely to be apathetic, depressed, and uninterested. A) diffusion B) foreclosure C) moratorium D) achievement Answer: A Learning Objective: 9.2 21) Lee hopes to go to a college known as a "party school", but has no idea what he might want to major in. He says he'll figure that out when he has to. James Marcia would say that Lee is in the ____ identity status. A) moratorium B) diffusion C) foreclosure D) achievement Answer: B Learning Objective: 9.2 22) Anastasia has taken a summer internship in a public relations firm because she thinks she might enjoy that kind of work and wants to explore it further before choosing a major. In Marcia's terms, Anastasia is in the _____ identity status. A) foreclosure B) diffusion C) moratorium D) achievement Answer: C Learning Objective: 9.2

McMahan/Thompson, Adolescence, Second Canadian Edition

23) Anatoly's parents are activists in a political party. When Anatoly turns 18 and registers to vote, he enrolls in the same party, though he is not sure if he agrees with that party's stand on issues. In Marcia's terms, Anatoly's identity status is A) identity diffusion. B) identity moratorium. C) identity achievement. D) identity foreclosure. Answer: D Learning Objective: 9.2 24) When a cousin asks Gregoire what he wants to do with his life, he replies, "I'll think about that some other time. Rock on, dude!" According to Marcia, Gregoire is in the _____ identity status. A) foreclosure B) diffusion C) moratorium D) achievement Answer: B Learning Objective: 9.2 25) Oksana spent a lot of time discussing an upcoming election with friends and studying the websites of different candidates and political bloggers. Now she has decided to spend the summer working as a volunteer for the candidate she thinks is best, who is not her parents' choice. Oksana's actions fit Marcia's description of _____ identity status. A) foreclosure B) achievement C) moratorium D) diffusion Answer: B Learning Objective: 9.2 26) According to Michael Berzonsky's description of identity styles, teens with a low tolerance for ambiguity and a high need for structure are likely to use a _____ processing style. A) normative B) foreclosed C) informational D) diffuse-avoidant Answer: A Learning Objective: 9.2

McMahan/Thompson, Adolescence, Second Canadian Edition

27) In Berzonsky's view, those in the _____ identity status are likely to seek out self-relevant information and look skeptically at their own views. A) moratorium and achievement B) diffusion and achievement C) achievement and normative D) foreclosure and normative Answer: A Learning Objective: 9.2 28) Recent research indicates that the identity status typical of most high school students is A) achievement and diffusion. B) foreclosure and diffusion C) moratorium and diffusion. D) normative and diffusion . Answer: B Learning Objective: 9.2 29) Miguel is quiet and polite around his immigrant elders, but brash and funny with his Anglo friends at school. His behaviour is an example of A) assimilation. B) code switching. C) marginalization. D) accommodation. Answer: B Learning Objective: 9.2 30) Teens are LEAST likely to develop a solid ethnic identity when A) they live in neighbourhoods that are ethnically diverse. B) they explore the history and customs of their ethnic culture. C) their families take part in ethnic celebrations and serve ethnic meals. D) they avoid ethnic customs. Answer: D Learning Objective: 9.2 31) Research has shown that ______________ in Canadian teens predicts concern about future generations. A) identity exploration B) identity diffusion C) moratorium D) identity commitment Answer: D Learning Objective: 9.2

McMahan/Thompson, Adolescence, Second Canadian Edition

32) Among Canadians aged 5–24, around _______ % are racialized minorities. A) 27 B) 17 C) 47 D) 37 Answer: A Learning Objective: 9.2 33) The attitudes, ways of thinking, and manners of relating to others that are associated with speaking a particular language is known as A) ethnicity B) ethnocultural identity C) cultural frame. D) code switching. Answer: C Learning Objective: 9.2 34) Which of the following statements is the best example of heteronomous morality? A) "He made a mess, but it wasn't wrong because he was trying to help." B) "It doesn't matter what he meant to do, wrong is wrong." C) "If you want to play the game with different rules, that's okay." D) "Sometimes people do something bad and get away with it." Answer: B Learning Objective: 9.3 35) "Yeah, he knocked over the lamp, but he didn't mean to, so it wasn't that bad." This statement represents what Piaget called A) autonomous morality. B) preoperational thought. C) heteronomous morality. D) moral realism. Answer: A Learning Objective: 9.3 36) The term immanent justice refers to the belief that A) judges should be prominent figures in a community. B) it is only fair to take a person's intentions into account when judging what they do. C) wrongdoing automatically leads to punishment. D) illegal acts should be sanctioned as quickly as possible. Answer: C Learning Objective: 9.3

McMahan/Thompson, Adolescence, Second Canadian Edition

37) "Of course what they did was wrong. They got sent to jail, didn't they?" This statement most closely fits what Kohlberg called A) preconventional morality. B) conventional morality. C) postconventional morality. D) preoperational morality Answer: A Learning Objective: 9.3 38) Research indicates that the most common of Kohlberg's stages among adolescents is the _____ orientation. A) punishment B) social contract C) "Good boy/Good girl" D) naive hedonism Answer: C Learning Objective: 9.3 39) In Kohlberg's view, people move from one stage of moral development to the next because A) others confront them with arguments that are more morally adequate than their own. B) they receive systematic instruction in moral rules and beliefs. C) they want to fit in with peers who are more morally mature. D) being at a lower moral stage arouses feelings of guilt. Answer: A Learning Objective: 9.3 40) According to ____________ and _____________, the role of peers is an important factor in moral development. A) Piaget and Kohlberg B) Freud and Kohlberg C) Freud and Piaget D) Kohlberg and Gilligan Answer: A Learning Objective: 9.3 41) Carol Gilligan maintains that girls are more likely than boys to make moral judgments based on a _____ orientation. A) justice B) social order C) care D) social equality Answer: C Learning Objective: 9.4 Copyright © 2022 Pearson Canada Inc. 9-9

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42) Research aimed at testing Gilligan's ideas about moral judgment has found that A) boys and girls are roughly equal in the importance they give to intimacy versus obligations. B) boys are more likely to think that someone who commits a crime should be punished, whatever the circumstances. C) girls are more swayed by irrelevant sentimentality. D) girls are more caring and boys are more objective in their judgments. Answer: A Learning Objective: 9.4 43) Critics have charged that Kohlberg's approach to moral development does NOT A) suffer from Eurocentric cultural bias. B) underestimate the moral judgment ability of females. C) study what people think is right, but not whether they act according to their beliefs. D) understand the reasons why people behave poorly. Answer: D Learning Objective: 9.4 44) Sanjay says that Heinz should definitely steal the drug to save his wife. Sanjay’s comment does NOT indicate that this A) is in Kohlberg's preconventional level of moral judgment. B) is in Kohlberg's conventional level of moral judgment. C) is from a culture that is collectivist rather than individualist. D) is in Gilligan’s care orientation. Answer: D Learning Objective: 9.4 45) Freud maintained that the superego forms when the child A) can use concrete operations to think about moral issues. B) internalizes the parents' moral code as part of dealing with the Oedipus complex. C) is rewarded for doing what is morally correct. D) is punished for morally wrong actions. Answer: B Learning Objective: 9.5 46) For Freud, the most important factor in promoting moral behaviour is the need to A) gain the approval of peers. B) keep the affections of parents. C) avoid internal feelings of guilt. D) avoid criticism from others. Answer: C Learning Objective: 9.5

McMahan/Thompson, Adolescence, Second Canadian Edition

47) Recent research has discovered the existence of "mirror-neurons" that may provide a neurological basis for the feeling of A) personal attractiveness. B) empathy. C) obligation to others. D) ethnic identity. Answer: B Learning Objective: 9.5 48) Martin Hoffman has suggested that the origin of moral development is in A) observing others who act morally. B) discussions with peers of moral issues. C) the capacity to feel empathy. D) strict parental discipline. Answer: C Learning Objective: 9.5 49) The earliest signs of a sense of empathy with the distress of others occur when A) babies become upset by the sound of another baby crying. B) toddlers offer a toy to an upset playmate. C) school-children give money to charity. D) adolescents volunteer for community service projects. Answer: A Learning Objective: 9.5 50) Children are most likely to accept and internalize their parents' moral values when their parents take a(n) _____ approach to parenting. A) authoritarian B) authoritative C) permissive D) nonjudgmental Answer: B Learning Objective: 9.5 51) The disciplinary technique of _____ is most closely associated with children's moral maturity. A) permissiveness B) power assertion C) induction D) love withdrawal Answer: C Learning Objective: 9.5

McMahan/Thompson, Adolescence, Second Canadian Edition

52) The disciplinary technique of induction helps promote more mature moral thinking because A) asking the child to imagine the other person's feelings encourages sympathy and perspective taking. B) fear of punishment leads the child to follow rules more closely. C) the child comes to realize that immature moral thinking will lead to loss of the parent's approval or love. D) the internal feelings of guilt it creates motivate the child to behave better. Answer: A Learning Objective: 9.5 53) A person whom others consider to be outstanding in moral commitment and character is referred to as a moral A) paragon. B) apogee. C) exemplar. D) archetype. Answer: C Learning Objective: 9.5 54) "Trying to live up to my moral beliefs is very important to the way I think of myself." This statement suggests someone with a strong A) sense of guilt. B) fear of punishment for misdeeds. C) tolerance for ambiguity. D) moral identity. Answer: D Learning Objective: 9.5 55) Teens that are disengaged from a moral identity are most likely to A) be victimized. B) be bullies. C) be low in self-esteem. D) have a differentiated self-concept Answer: B Learning Objective: 9.5

Essay Questions 1)

Describe the ways the self-concept changes from childhood to adolescence and discuss the reasons for these changes. Answer: With adolescence, the self-concept becomes more differentiated, more abstract, and more integrated. The abstract reasoning powers of adolescence make it easier to Copyright © 2022 Pearson Canada Inc. 9-12

McMahan/Thompson, Adolescence, Second Canadian Edition

imagine possible selves that play a role in planning, setting priorities, and self-regulation. The self-concept develops as children and adolescents think about themselves, but also as a looking-glass self based on noticing the ways others respond to them, leading to a sense of the generalized other. Learning Objective: 9.1 2)

Why is it important to distinguish between baseline self-esteem and barometric selfesteem? How does each respond to adolescence? Answer: Baseline self-esteem is reasonably stable over time, while barometric self-esteem goes up and down in response to particular incidents and experiences. During early and middle adolescence, baseline self-esteem drops sharply, and then levels off in late adolescence and rises slightly in early adulthood. Learning Objective: 9.1

Discuss Erikson's description of the psychosocial crisis of adolescence and the possible outcomes. Answer: Erikson proposed that adolescence sets off the identity crisis, in which childhood identifications with the goals, beliefs, and attitudes of parents may be brought into question. Many teens benefit from a psychosocial moratorium, in which they have greater freedom to explore their talents and interests and try out different, even unconventional, roles. Exploration typically results in choice, followed by commitment and consolidation. Some teens take over a rigid definition of identity and roles prescribed for them by parents and community, in a process called foreclosure. Some who find it hard to face the process of identity exploration and construction fall into a state of identity diffusion and waste their energies in meaningless activities. Teens who feel that their social world ignores them may adopt a negative identity that forces others to acknowledge them. Learning Objective: 9.2

What is ethnic identity and why is it important? Answer: Ethnic identity is an important part of an adolescent's sense of identity as a whole, especially for those who belong to a non-dominant ethnic minority. Like identity development generally, the development of ethnic identity involves active exploration, choice, commitment, and consolidation. A well-developed sense of ethnic identity has been linked to less depression, a greater ability to shrug off stressful events, and a stronger sense of well being. Teens who are members of an ethnic minority are usually exposed to two cultures, that of their ethnic group and that of the wider society. Their response to this may be biculturalism, assimilation, separation, or marginalization. Bicultural adolescents may combine features of both cultures in their attitudes and behaviours (blended biculturals) or move between aspects of the two cultures (alternating biculturals). Learning Objective: 9.2 Copyright © 2022 Pearson Canada Inc. 9-13

McMahan/Thompson, Adolescence, Second Canadian Edition

Discuss the ways parents affect the moral development of children and adolescents. Answer: Parents affect the moral development of their children both as models of mature adult behaviour and through the disciplinary techniques they use. In induction, parents explain the effects of an action and how it has affected others, and then suggest ways to repair any damage. In power assertion, parents use their dominant position to control what the child does, through the threat of punishment or loss of privileges. In love withdrawal, parents threaten the child with a loss of affection or approval. Authoritative parents are more likely to use induction, which is linked to more mature moral thinking and behaviour, while authoritarian parents are more likely to rely on power assertion. Learning Objective: 9.3

Is there a gender bias in Kohlberg’s theory of moral development? To what extent are there gender differences in moral judgment? Answer: Carol Gilligan argued that Kohlberg’s theory of moral development is biased against women. Kohlberg’s initial research on moral judgment included only male participants. Kohlberg later extended his research to include female participants. In doing so, he found that, on average, women scored at a lower stage than men. Gilligan believed that men and women differ in how they consider moral questions. Gilligan theorized that men would predominantly use a justice orientation, where moral questions are approached with the primary goal of finding fair, objective resolutions to conflict. On the other hand, women should predominantly use a care orientation, where moral questions are approached with the primary goal of preserving positive relationships among people. Nevertheless, there is little evidence to support Gilligan’s proposition. In fact, numerous recent studies have shown no gender differences in moral judgment. Learning Objective: 9.4

McMahan/Thompson, Adolescence, Second Canadian Edition

Chapter 10: Intimacy Multiple Choice Questions 1)

The term "intimacy" is generally used to refer to as all of the following EXCEPT A) sexual relationships. B) romantic involvements. C) close friendships. D) acquaintances. Answer: D Learning Objective: 10.1

Friendships between peers first become a feature of social interactions A) during elementary school. B) in the preschool years. C) with the approach of puberty. D) during early adolescence. Answer: B Learning Objective: 10.1

By the late elementary school years the qualities that are important to friendships come to include all of the following EXCEPT A) shared values. B) loyalty. C) mutual support. D) common interests. Answer: D Learning Objective: 10.1

_____ is a crucial feature of close friendships that emerges in early adolescence. A) Having mutual interests B) Liking the same kinds of jokes C) Self-disclosure D) Loyalty. Answer: C Learning Objective: 10.1

McMahan/Thompson, Adolescence, Second Canadian Edition

An important reason that intimate friendships become more possible during adolescence is that A) cognitive changes make teens better able to understand another person's thoughts and feelings. B) secondary school offers more sustained contact with fellow students than elementary school. C) parents put more effort into fostering friendships for teenagers than for younger children. D) the limited range of interests among teens makes it more likely they will have interests in common. Answer: A Learning Objective: 10.1

The theory of _____ focuses on the stages in the development of interpersonal needs. A) Erik Erikson B) Lawrence Kohlberg C) Harry Stack Sullivan D) Edward Deci Answer: C Learning Objective: 10.1

Tenderness, companionship, and acceptance are psychological needs that are typical of different stages of childhood according to A) Anna Freud. B) Erik Erikson. C) Lev Vygotsky. D) Harry Stack Sullivan. Answer: D Learning Objective: 10.1

According to Sullivan, the preadolescent years see the emergence of the need for a close same-sex friend, or what Sullivan calls a A) buddy. B) bro. C) chum. D) pal. Answer: C Learning Objective: 10.1

McMahan/Thompson, Adolescence, Second Canadian Edition

For Sullivan, the close friendships that develop in preadolescence are a child's first experience of an intimate relationship based on A) familial ties. B) an exchange between equals. C) dominance hierarchies. D) age stratification. Answer: B Learning Objective: 10.1

10) A unique feature of intimate preadolescent friendships, for Sullivan, is A) the chance to see oneself through the eyes of another who knows and likes one well. B) the feeling of being comfortable without any pressure for self-disclosure. C) the knowledge that each person in the relationship is better at some activity than the other. D) the absence of physical contact. Answer: A Learning Objective: 10.1 11) In Sullivan’s view, the characteristics and interpersonal skills that develop in the context of close preadolescent same-sex friendships A) become irrelevant in the world of adolescent peer relationships. B) get in the way of intimate relationships with other-sex peers. C) are essential for achieving close romantic and sexual relationships later on. D) are more critical for girls than for boys. Answer: C Learning Objective: 10.1 12) "Only someone who has already achieved a clear sense of his or her own identity can be expected to develop a truly intimate relationship with another person." This statement most closely reflects the viewpoint of A) Erik Erikson. B) John Bowlby. C) Harry Stack Sullivan. D) James Marcia. Answer: A Learning Objective: 10.1 13) For Erikson, the psychosocial crisis of _____ is the major challenge of the young adult years. A) identity vs. role confusion B) autonomy vs. shame and doubt C) intimacy vs. isolation D) integrity vs. despair Answer: C Learning Objective: 10.1 Copyright © 2022 Pearson Canada Inc. 10-3

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14) Broadly speaking, _____ sees a sense of identity as a precondition for true intimacy, and _____ sees intimate relationships as contributing to the development of a sense of identity. A) Erikson; Sullivan B) Sullivan; Bowlby C) Bowlby; Erikson D) Sullivan; Erikson Answer: A Learning Objective: 10.1 15) According to Bowlby, the _____ formed in infancy continue to affect the expectations children and adolescents hold for relationships with others. A) cathexes B) accommodations C) operant responses D) working models Answer: D Learning Objective: 10.1 16) Research based on Bowlby's approach indicates that teens who have _____ their parents are likely to have _____ with peers. A) more distance from; closer friendships B) secure attachments to; more distant relationships C) secure attachments to; closer friendships D) conflicts with; more dependent relationships Answer: C Learning Objective: 10.1 17) From Bowlby's viewpoint, a teen who very much wants close relationships but undermines them through overinvolvement and demandingness is likely as a baby to have had a(n) _____ attachment to parents. A) secure B) anxious-ambivalent C) dismissing D) anxious-avoidant Answer: B Learning Objective: 10.1

McMahan/Thompson, Adolescence, Second Canadian Edition

18) Through the process of _____, teens who have similar interests and attitudes tend to become friends. A) assimilation B) socialization C) intellectualization D) selection Answer: D Learning Objective: 10.2 19) Through the process of _____, friends tend to become more similar in their tastes, interests, and attitudes. A) selection B) acclimation C) socialization D) optimization Answer: C Learning Objective: 10.2 20) Research on adolescent friendships most closely confirms the saying that A) "The apple never falls far from the tree." B) "Birds of a feather flock together." C) "Opposites attract." D) "As the twig is bent, so grows the tree." Answer: B Learning Objective: 10.2 21) Which is NOT true about having a close opposite-sex friend? A) It is common by mid-adolescence. B) It is rare during childhood. C) It is considered rewarding, especially by adolescent boys. D) It is not possible without developing romantic feelings. Answer: D Learning Objective: 10.2 22) Jim and Faizal are close friends, but Jim tends to boss Faizal around and make nasty cracks to others about Faizal's cluelessness in sports and with girls. A social scientist would probably say that Jim and Faizal have A) gender-role issues. B) a low-quality friendship. C) sibling rivalry. D) negative working models. Answer: B Learning Objective: 10.3 Copyright © 2022 Pearson Canada Inc. 10-5

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23) High quality friendships A) offer some protection against being bullied and becoming depressed. B) are found only among teens with very high self-esteem. C) are more likely to be affected by daily ups and downs. D) tend to prevent teens from making other friends. Answer: A Learning Objective: 10.3 24) Close friends sometimes discuss problems and negative feelings over and over, in a process known as A) overdwelling. B) amplification. C) co-rumination. D) martyrization. Answer: C Learning Objective: 10.3 25) Secure friendships during _____________ has been found to predict decreased anxiety over adolescence. A) infancy B) early adolescence C) the preteen years D) early childhood Answer: C Learning Objective: 10.3 26) One of the risks of a high intimacy friendship in adolescence is A) substance use. B) academic difficulties. C) aggression. D) low self-esteem. Answer: A Learning Objective: 10.3 27) The custom of adolescent dating A) is common in Western Europe as well as North America. B) has become nearly universal because of globalization. C) is found mostly in the United States and Canada. D) is disappearing as teens come to prefer group activities. Answer: C Learning Objective: 10.4

McMahan/Thompson, Adolescence, Second Canadian Edition

28) Romantic relationships are NOT linked to the brain systems and neurochemicals involved with A) attachment. B) passion. C) sexual gratification. D) dislike. Answer: D Learning Objective: 10.4 29) Talia, 12, is convinced that Roberto is the most amazing person on earth. She talks about him all the time with her closest friend and has scratched his name into her desktop at home. Yesterday she filched the paper napkin from his tray at lunch and tucked it in her diary. The only time they have spoken was once when she bumped into him in the hall and he said, "Oh, sorry." Talia’s situation fits the description of a(n) A) delusion. B) infatuation. C) committed relationship. D) positive working model. Answer: B Learning Objective: 10.4 30) Jameeran and Yassin know each other very well and feel a strong mutual attraction, but have not entered into any commitments. Sternberg would say that they are experiencing _____ love. A) fatuous B) companionate C) consummate D) romantic Answer: D Learning Objective: 10.4 31) Gabe generally gets along well with his parents and has several close friends. Recently he became involved in a romantic relationship. Research suggests that A) his experiences dealing with friends will not be of much help. B) his attachment to his parents will get in the way of his new romance. C) he and his new partner will probably have an intimate and gratifying experience. D) romance is so mysterious that no one can predict what will happen. Answer: C Learning Objective: 10.4

McMahan/Thompson, Adolescence, Second Canadian Edition

32) Indira and Raj have been serious about each other for a while, but after Indira saw Raj chatting with another girl, she picked a fight and broke up with him. Indira is most likely a victim of A) male double-dealing. B) an unscrupulous rival. C) loosened standards of fidelity. D) rejection sensitivity. Answer: D Learning Objective: 10.4 33) As a child, Naomi was usually the only one in the class with her ethnic background. She was also small for her age. As a result, she was often excluded or ignored by the other kids. Now, as a teen, she is often told how attractive she is. Based on the concept of rejection sensitivity, she is likely to think, A) "The past is the past, and now is now." B) "They're all just after something, and once they get it, they'll drop me." C) "It's just like the story of the Ugly Duckling, and that had a happy ending too." D) "Now I can get back at all those kids who were so mean to me." Answer: B Learning Objective: 10.4 34) Most adolescent romantic relationships come to an end A) because of interference from parents or friends. B) gradually, as the partners come to agree they are no longer in love. C) when one partner rejects the other. D) when the partners have to separate for the summer or to go to different schools. Answer: C Learning Objective: 10.4 35) In some countries, boys and girls go to different schools from early childhood on. They use separate sports facilities as well. Any contact between adolescent boys and girls is either forbidden or strictly supervised. Ford and Beach would describe these societies as A) puritanical. B) separatist. C) restrictive. D) semi-restrictive. Answer: C Learning Objective: 10.5

McMahan/Thompson, Adolescence, Second Canadian Edition

36) Ann and Bob know that they are not supposed to have sex, but they also know that their parents and others will ignore their sexual involvement unless forced to notice it. According to Ford and Beach, Ann and Bob live in a _____ society. A) permissive B) hypocritical C) restrictive D) semi-restrictive Answer: D Learning Objective: 10.5 37) By age 18, roughly _____% of Canadian adolescents have experienced sexual intercourse. A) 55 B) 65 C) 85 D) 88 Answer: C Learning Objective: 10.5 38) Sexual activity among Western teens A) has become the norm. B) is much higher than in Western Europe. C) has been greatly reduced by the popularity of virginity pledges. D) occurs mostly in poorer, less educated neighbourhoods. Answer: A Learning Objective: 10.5 39) Before age 16, about _____% of Canadian adolescents have experienced sexual intercourse. A) 10 B) 30 C) 50+ D) 85 Answer: C Learning Objective: 10.4 40) Around ________ teens report physical violence in their dating relationships. A) 1 in 2 B) 1 in 3 C) 1 in 4 D) 1 in 5 Answer: D Learning Objective: 10.4

McMahan/Thompson, Adolescence, Second Canadian Edition

41) For many boys, and perhaps for girls as well, their earliest adolescent sexual experience takes the form of A) mutual stimulation or "heavy petting." B) masturbation. C) oral sex. D) intercourse. Answer: B Learning Objective: 10.5 42) The textbook linked the following factors to beginning intercourse earlier, EXCEPT A) ethnicity. B) neighbourhood characteristics. C) school underachievement. D) involvement in other risk behaviours, such as alcohol and drug use. Answer: A Learning Objective: 10.5 43) Canadian girls are reporting that the average age for both intercourse and oral sex initiation was about _______ years, and _______% of them had engaged in oral sex prior to intercourse. A) 16; 26 B) 17; 27 C) 18; 28 D) 13; 30 Answer: B Learning Objective: 10.5 44) Adolescents say that the following are attractive features of oral sex, EXCEPT A) curiosity. B) promoting greater intimacy with a romantic partner. C) fewer health risks than vaginal sex. D) parental encouragement. Answer: D Learning Objective: 10.5 45) Canada has a mandate for comprehensive sexual health education programs for all students, designed to focus on three of the following, EXCEPT A) biological aspects of puberty. B) sexual behaviour. C) abstinence from sexual activity. D) contraception and safer sexual practices. Answer: C Learning Objective: 10.5

McMahan/Thompson, Adolescence, Second Canadian Edition

46) One of the strongest predictors for initiating sexual intercourse is A) conflicts with parents who disapprove of adolescent sex. B) having friends who approve of sex and are sexually active. C) not being exposed to sexual abstinence messages in school. D) being offered free condoms by government agencies. Answer: B Learning Objective: 10.5 47) Evidence suggests that adolescent sexual-minority orientation is NOT linked to A) genetic factors. B) prenatal hormones. C) childhood experiences. D) sexual orientation. Answer: D Learning Objective: 10.5 48) Schools ___________________ tend to have positive effects for LGBTQ youth. A) with a high proportion of female teachers B) with a gay-straight alliance (GSA) C) in affluent neighbourhoods D) in middle-class neighbourhoods Answer: B Learning Objective: 10.5 49) The most widespread sexually transmitted infection among Canadian adolescents is A) human papilloma virus (HPV). B) gonorrhea. C) genital herpes. D) HIV/AIDS. Answer: A Learning Objective: 10.6 50) Compared to adolescents in other developed countries, the rate of sexual activity among Canadian adolescents is _____ and the rate of pregnancies is _____. A) about the same; about the same B) much lower; much lower C) about the same; much lower D) higher; about the same Answer: C Learning Objective: 10.6

McMahan/Thompson, Adolescence, Second Canadian Edition

51) Unlike Canadian teens, American teens are more likely to become pregnant because of three of the following, except A) less likelihood of using contraceptive. B) more sexually active. C) a more permissive societal attitude towards sex. D) unplanned sexual activity. Answer: C Learning Objective: 10.6 52) Human papillomavirus (HPV) vaccinations for adolescents are important to protect against A) cancer. B) heart disease. C) metabolic syndrome. D) diabetes. Answer: A Learning Objective: 10.6

Essay Questions 1)

Describe how friendship changes from childhood into adolescence. How do the ideas of Harry Stack Sullivan fit with your description? Answer: Several features of adolescence favor closer relationships. In self-disclosure, young adolescents begin to confide their most personal thoughts and feelings with agemates whom they like and trust. An increased ability to take the perspective of others helps teens understand and respond to close friends more deeply. The increased importance of the peer group makes it vital to have someone understanding, sympathetic, and trustworthy to talk with about social relationships and problems. Sullivan described stages at which different interpersonal needs become primary. The preadolescent years are marked by the need for intimacy, shown in the development of close same sex friendships or chumships. In early adolescence, the need for sexuality leads to a search for a romantic partner who can also be a friend. Learning Objective: 10.1

How common are other-gender friendships in adolescence? What are some of the costs and benefits of other-gender friendships? Answer: Other-gender friendships are common by middle adolescence in North America. In other cultures, such as Iran, other-gender friendships are uncommon due to religious and cultural beliefs. Adolescents with other-gender friends tend to be well-adjusted in their relationships. Boys see their friendships with their female best friend as more rewarding than their same-gender friendships. Girls tend to not rate the quality of their other- and same-gender friendships differently. For boys, other-gender close friends are likely to make them feel good about themselves. For girls, other-gender friendships carry Copyright © 2022 Pearson Canada Inc. 10-12

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some potential risks for problematic behaviour such as substance use. Learning Objective: 10.2 3)

What factors predict which teens will become friends, and what are the benefits and risks of such friendships? Answer: Close friends are generally similar in age, grade, sex, ethnic and class background, social and school related attitudes, religious beliefs, and problem behaviours. Teens select friends largely on the basis of similarities, and once they become friends, they socialize one another to become still more similar. By middle adolescence most teens have at least one close friend of the other sex. High-quality friendships, which have many positive and few negative features, confer many benefits, but low-quality friendships, in which negative feature predominate, have been linked to increased behaviour problems. Learning Objective: 10.2; Learning Objective: 10.3

Describe the development during adolescence of (a) dating; and (b) romance. Answer: Across adolescence, dating patterns move from mixed gender groups, to group dates, to more exclusive couple relationships. Romantic relationships involve behavioural systems that include attachment, romantic passion, and sexual gratification. One account of romance outlines four phases: initial infatuation; affiliative relationships; intimate relationships; and committed relationships. Infatuation is more common in early adolescence, affiliation in middle adolescence, and intimacy and commitment in late adolescence. Learning Objective: 10.4

Discuss the factors that differentiate among sexually restrictive, semi-restrictive, and permissive societies. How would you categorize contemporary Canadian society? Justify your response with examples. Answer: Societies deal with adolescent sexuality in many different ways. Restrictive societies control or forbid any sexual expression before adulthood or marriage, often by keeping boys and girls apart from an early age. Semirestrictive societies officially frown on adolescent sexual activity, but generally do not enforce prohibitions rigorously. Permissive societies expect children and adolescents to be active sexually. While Western societies, including Canada, feature pervasive sexual messages that target adolescents, sexual activity by adolescents is usually seen as a source of problems. Learning Objective: 10.5

What special problems are faced by sexual minority adolescents? Can you suggest any measures that might relieve these problems? Answer: Sexual minority teens face a variety of particular problems, ranging from being the target of insults and harassment, to feelings of loneliness and isolation, to having a Copyright © 2022 Pearson Canada Inc. 10-13

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severely limited pool of potential romantic and sexual partners. Measures such as gaystraight alliances have helped promote greater acceptance of sexual minority teens. Learning Objective: 10.5

McMahan/Thompson, Adolescence, Second Canadian Edition

Chapter 11: Challenges Multiple Choice Questions 1)

Teens with _____ problems tend to have weak impulse control and are more likely to be boys than girls. A) somatizing B) internalizing C) externalizing D) psychologizing Answer: C Learning Objective: 11.1

Xaviar was caught vandalizing a local cemetery. He also gets into fights at school. It is likely that A) his problems are the result of a difficult transition into adolescence. B) he also had conduct problems as a child. C) he will go on to become a career criminal as an adult. D) he suffers from a hormonal imbalance. Answer: B Learning Objective: 11.1

Actions such as buying cigarettes or alcohol that are against the law for minors but not for adults are known as A) status offences. B) delinquency. C) juvenile infractions. D) minor violations. Answer: A Learning Objective: 11.1

Teens with _____ problems tend to repress their impulses and are more likely to be girls than boys. A) externalizing B) psychologizing C) internalizing D) somatizing Answer: C Learning Objective: 11.1

McMahan/Thompson, Adolescence, Second Canadian Edition

Researchers find that many teens with conduct problems are also depressed; this is an example of A) disinhibition. B) overlapping disorders. C) amplification. D) comorbidity. Answer: D Learning Objective: 11.1

Depression, anxiety, and eating disorders are among the more common _____ problems during adolescence. A) externalizing B) psychosomatic C) internalizing D) incurable Answer: C Learning Objective: 11.1

Slobadan skips school, gets into a lot of fights, and commits vandalism. He is exhibiting _____ problems. A) internalizing B) externalizing C) personality D) somatizing Answer: B Learning Objective: 11.1

The offenses known as index crimes include A) violent crimes. B) status offenses. C) property crimes. D) Both A and C. Answer: D Learning Objective: 11.2

The most common offence committed by Canadian youth is A) mischief. B) drug violation. C) theft under $5000. D) homicide. Answer: C Learning Objective: 11.2

McMahan/Thompson, Adolescence, Second Canadian Edition

10) __________ is a legal term for behaviours such as truancy and running away, misconduct like being disruptive in school, and minor offences such as gambling. A) Delinquency B) Antisocial behaviour C) Conduct disorder D) Young offender Answer: A Learning Objective: 11.2 11) According to Statistics Canada, from 2008 to 2018, the rate of youth crime has A) fluctuated B) stabilized C) increased D) decreased Answer: D Learning Objective: 11.2 12) Studies that have evaluated the effects of punishing adolescents as adults suggest that A) those sent to adult prisons are more likely to give up their criminal activities to avoid further punishment. B) those sent to adult prisons are more likely to be arrested again once they are out. C) the harsh punishment given to offenders scares other teens into avoiding delinquent activities. D) the results are inconclusive. Answer: B Learning Objective: 11.2 13) Bias, long-term inequities, marginalization and severe family dysfunction are among the reasons why ______________youth are overrepresented in the youth justice system. A) foreign-born (immigrant) B) Canadian-born (immigrant) C) black D) Indigenous Answer: D Learning Objective: 11.2 14) A contributor to the gap between self-reported delinquency and crime statistics is that a good deal of delinquency by _________ adolescents never makes it into official records. A) low-income B) middle-class C) South Asian D) illegal-immigrant Answer: B Learning Objective: 11.2 Copyright © 2022 Pearson Canada Inc. 11-3

McMahan/Thompson, Adolescence, Second Canadian Edition

15) Important risk factor(s) for delinquency that does not continue into adulthood is/are A) hostile or neglecting parents. B) high levels of impulsiveness. C) low IQ scores. D) high IQ scores. Answer: D Learning Objective: 11.2 16) John was an aggressive and defiant kid in grade school, and as a teen he is involved in serious delinquency. His mother, a single parent, has given up on him. John is at high risk for becoming a(n) _____ offender. A) status B) life-course-persistent C) adolescence-limited D) transitory Answer: B Learning Objective: 11.2 17) Charlie is unpopular with most classmates because he picks fights. The chances are that he will A) hang out with other aggressive guys, overestimate how antisocial they are, and try to live up to them by becoming even more aggressive. B) realize he has a problem and try to learn how to make friends. C) settle down once he gets a girlfriend. D) pick a fight with someone tougher than him, get beaten, and become timid and withdrawn. Answer: A Learning Objective: 11.2 18) Another student brushes by Mariano's desk and knocks his book to the floor. Mariano jumps up and threatens him. It is likely that Mariano has a(n) A) oppositional defiance disorder. B) attention deficit disorder. C) hostile attributional bias. D) adolescence-limited syndrome. Answer: C Learning Objective: 11.2

McMahan/Thompson, Adolescence, Second Canadian Edition

19) In Canada, youth gangs are found in almost every major city and are engaged in the following, except A) prostitution. B) drug trafficking. C) trying to eliminate rival gangs. D) prosocial homelessness prevention. Answer: D Learning Objective: 11.2 20) In a study comparing Montreal and Toronto, over _______ of students in the schools in Toronto, and 7% in Montreal, knew someone who had brought a gun to school, and many students reported that they felt guns were a very or somewhat serious problem in school. A) one-tenth B) one-third C) one-fifth D) one-quarter Answer: C Learning Objective: 11.2 21) The presence of guns in schools in Canada is much lower than in the United States due to the ______ legislation we do have in place. A) zero tolerance B) neighbourhood watch C) violent student expulsion D) gun control Answer: D Learning Objective: 11.2 22) Research with Canadian teens shows that higher life satisfaction is protective against A) violent crime. B) nonviolent crime. C) violent and nonviolent crime. D) status offences. Answer: C Learning Objective: 11.2 23) While studying for an important exam, Julie asks a friend for a dose of a prescription drug that is rumored to focus attention. Julie's substance use in this case is _____ and _____. A) recreational; licit B) instrumental; illicit C) instrumental; licit D) recreational; illicit Answer: B Learning Objective: 11.3 Copyright © 2022 Pearson Canada Inc. 11-5

McMahan/Thompson, Adolescence, Second Canadian Edition

24) Gus and a couple of friends meet in the parking lot every morning before school to share a hit of marijuana. This substance use is _____ and _____. A) instrumental; licit B) recreational; licit C) recreational; illicit D) instrumental; illicit Answer: C Learning Objective: 11.3 25) Psychoactive substances that cannot lead to drug dependence include A) alcohol. B) nicotine. C) opiates. D) caffeine. Answer: D Learning Objective: 11.3 26) When Philippe tried to stop smoking, he got twitchy and very uncomfortable. The only way he found to relieve these symptoms was to light a cigarette. Philippe is experiencing the effects of A) drug dependence. B) lack of character strength. C) drug withdrawal. D) both A and C. Answer: D Learning Objective: 11.3 27) Health Canada (2019) reported the rate of marijuana use amongst adolescents went from ____ to ____%. A) 1.8; 15 B) 2.5; 18.1 C) 2.4; 37.7 D) 4.2; 23.5 Answer: C Learning Objective: 11.3 28) The rate of alcohol consumption among Canadian students went from 10.9% of Grade 7 students to nearly _____% of Grade 12 students. A) 22 B) 35 C) 43 D) 71 Answer: D Learning Objective: 11.3 Copyright © 2022 Pearson Canada Inc. 11-6

McMahan/Thompson, Adolescence, Second Canadian Edition

29) In low doses, the first effect of alcohol is to depress the cerebral cortex. This weakens the ability of the cortex to control and inhibit behaviour, so people feel stimulated. However, alcohol is a A) stimulant. B) depressant. C) booster. D) enabler. Answer: B Learning Objective: 11.3 30) Health Canada (2012), reported a finding that nearly ______% of youth aged 15 to 24 had used alcohol in the past year. A) 41 B) 51 C) 61 D) 71 Answer: D Learning Objective: 11.3 31) Although 16- to 25-year-olds made up only 13.2% of Canada’s population in 2006, in that year they made up _____% of alcohol-related crash fatalities (MADD, 2012). A) 15.5 B) 21.6 C) 33.4 D) 40 Answer: C Learning Objective: 11.3 32) The percentage of students who had ridden with a driver who had been drinking ranged from 24% to _____% for Grade 12 students. A) 32 B) 47 C) 51 D) 63 Answer: B Learning Objective: 11.3

McMahan/Thompson, Adolescence, Second Canadian Edition

33) _______is the single biggest preventable cause of death in Canada according to Statistics Canada. A) Car crashes B) Suicide C) Cigarette smoking D) Alcoholism Answer: C Learning Objective: 11.3 34) In one study, ______smokers who were in treatment programs for drug abuse said it was much harder to quit smoking than to kick a drug habit. A) 1 in 5 B) 1 in 4 C) 1 in 3 D) 2 in 3 Answer: C Learning Objective: 11.3 35) Tiffany's health education teacher says that someone who smokes marijuana is more likely to go on more dangerous drugs such as heroin or cocaine. This is known as the _____ hypothesis. A) gateway B) get-away C) high-way D) sure-way Answer: A Learning Objective: 11.3 36) _____, the major psychoactive substance in marijuana lingers in the body for several days A) Nicotine B) THC C) Hemp resin D) Hash Answer: B Learning Objective: 11.3 37) Up to ______of Grade 12 students have been in a car driven by someone under the influence of marijuana. A) 30 B) 40 C) 50 D) 60 Answer: C Learning Objective: 11.3 Copyright © 2022 Pearson Canada Inc. 11-8

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38) In an eastern Canadian study 40% of Grade 8 girls reported A) they are happy with their body proportions and weight. B) they are overweight or obese. C) they add more muscle than body fat during puberty. D) they want to lose weight even though many were not overweight. Answer: D Learning Objective: 11.4 39) Kate is very thin, intensely afraid of gaining weight, and convinced that any bite of food she takes will make her swell up like a balloon. She is probably suffering from A) bulimia. B) an oral fixation. C) Barbie syndrome. D) anorexia nervosa. Answer: D Learning Objective: 11.4 40) Victoria is sometimes overwhelmed by an urge to overeat. The only way she knows to stay at a normal weight is to make herself throw up after an eating binge. Victoria is probably suffering from A) anorexia nervosa. B) a weight fixation. C) bulimia. D) depression. Answer: C Learning Objective: 11.4 41) While relatively few young women are diagnosed with clinical cases of bulimia, about _____ show some bulimic symptoms. A) 1 in 10 B) 1 in 5 C) 1 in 3 D) half Answer: B Learning Objective: 11.4 42) Which of the following girls is at greatest risk for developing anorexia? A) Tanya, whose family is Black and working class. B) Felicity, whose family is White and upper middle class. C) Maria, whose family is Hispanic and working class. D) Alicia, whose family is Black and middle class. Answer: B Learning Objective: 11.4

McMahan/Thompson, Adolescence, Second Canadian Edition

43) The most common psychological disturbance among adolescents is A) anorexia nervosa. B) conduct disorder. C) gender identity disorder. D) depression. Answer: D Learning Objective: 11.4 44) Among Canadian children and youth in Canada, approximately ___________ are overweight or obese. A) 1 in 3 B) 1 in 5 C) 1 in 7 D) 1 in 9 Answer: C Learning Objective: 11.4 45) During childhood, boys and girls are equally likely to experience _____, but in adolescence this becomes much more common among girls than among boys. A) depression B) aggressive impulses C) body satisfaction D) sexual feelings Answer: A Learning Objective: 11.5 46) Corey complains that nothing is worth the effort of doing it. He spends a lot of time in bed, has no appetite for meals, and says he's sure it'll be this way forever. Corey fits the description of someone suffering from A) stress syndrome. B) adolescent growth complex. C) depression. D) hedonic boredom. Answer: C Learning Objective: 11.5 47) One account of the development of depression is that it involves both an individual vulnerability or _____ and some circumstance or event that creates _____. A) complex; sadness B) weakness; strain C) diathesis; stress D) bias; pessimism Answer: C Learning Objective: 11.5 Copyright © 2022 Pearson Canada Inc. 11-10

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48) When Jerry found out that Cyndi was breaking up with him, he thought, "I knew I didn't have what it takes. I'll never find another girl like her. Who'd want somebody like me?" This sort of explanation is likely to lead to A) learned helplessness B) optimistic bias. C) projection. D) diathesis. Answer: A Learning Objective: 11.5 49) The suicide rate for Indigenous boys is about _____times higher than in the general Canadian population, and the rate for Indigenous girls is _______ times as high (Health Canada, 2019). A) 2; 4 B) 5; 12 C) 6; 8 D) 7; 9 Answer: B Learning Objective: 11.5 50) Girls are _____ likely to attempt suicide than boys, and boys are _____ likely to die from suicide than girls. A) less; more B) more; less C) less; less D) much more; much more Answer: D Learning Objective: 11.5 51) The rates of suicide for Inuit youth are at ______ times the national average and are among the highest in the world (Health Canada, 2019). A) 6-8 B) 9-11 C) 11-15 D) 13-16 Answer: C Learning Objective: 11.5

McMahan/Thompson, Adolescence, Second Canadian Edition

52) Which of the following adolescents has the greatest number of risk factors for engaging in self-injurious behaviours? A) Connor, a straight male with low self-esteem B) Nadine, a lesbian female with a depressive disorder C) Jacob, a gay male with an anxiety disorder D) Andrea, a straight female who is occasionally bullied by peers Answer: B Learning Objective: 11.5 53) Teens that engage in self-injurious behaviours are most likely to seek help from _________ A) friends. B) parents. C) teachers. D) health-care professionals. Answer: A Learning Objective: 11.5

Essay Questions 1)

Explain the distinction between externalizing and internalizing problems. How are these linked to emotional controls? Are there gender differences in the rate of these problems? If so, why might that be? Answer: Those with externalizing problems, such as aggression and delinquency, tend to be undercontrolled, that is, to have difficulty controlling their impulses. Boys are more likely than girls to develop externalizing problems. Those with internalizing problems, such as eating disorders and depression, tend to be overcontrolled, that is, to repress their impulses. Girls are more likely than boys to develop internalizing problems. Learning Objective 11.2

What are the main risk factors for becoming involved in delinquency? Answer: Risk factors for delinquency include gender (males), impulsiveness, a hostile attributional bias, association with deviant peers, living in high poverty, high crime neighbourhoods, and conflict within the family. Delinquent youth gangs have become more widespread and more violent, supported by drug trafficking. Learning Objective 11.2

McMahan/Thompson, Adolescence, Second Canadian Edition

How widespread is substance use among Canadian teens? What substances are most widely used? What are the risk factors for substance use? Answer: In the national Canadian Student Tobacco, Alcohol and Drugs Survey during the years 2018 and 2019, over 62 850 students were surveyed in Grades 7 to 12, in the 10 provinces. Use of all substances rose over the high school years, with alcohol and marijuana having the sharpest increases. For alcohol, the rate went from 10.9% of Grade 7 students to nearly 71% of Grade 12 students. For marijuana, the rate went from 2.4% to 37.71%. Males were more likely to report use of all substances than females, except for some sleeping medications. In an earlier survey, only 36.1% of Grade 12 students reported that they were not using any of the substances. Learning Objective 11.3

Describe some of the risks associated with marijuana use in adolescents. Answer: Adolescents are more likely to drive while under the influence of marijuana compared to when they are drunk. Driving while “high”, and even a few days after getting high, negatively affects driving ability. Some adolescents who use marijuana will at some point meet the criteria for dependence. Marijuana use is linked with problematic alcohol use. Marijuana use is also a concern for the adolescent brain. Specifically, early onset of marijuana use is associated with poor verbal learning, memory, and planning performance. Marijuana use can also change the physical brain and lead to decreased functionality. Learning Objective: 11.3

Describe two major eating problems and discuss risk factors for them. Answer: Two serious eating disorders are anorexia nervosa and bulimia. Those with anorexia feel intense fear of getting fat and starve themselves to become or stay thin. Those with bulimia engage in binge eating, then purge themselves through vomiting or taking laxatives. Risk factors for eating disorders include body dissatisfaction, a perfectionist attitude, and exposure to very thin models in television shows, music videos, and appearance-related magazines. Distorted body image and body dissatisfaction are common among adolescent girls. Two girls in five believe they are overweight, and three in five actively try to lose weight. Learning Objective: 11.4

What is the diathesis-stress model and what is it used to explain? Elaborate. Answer: The diathesis-stress model proposes that depression is produced by the interaction of a predisposition or diathesis, and the stress of negative events or circumstances. Children of depressed parents are more likely to develop depression, probably because of a combination of inherited vulnerability and the stress of dealing with Copyright © 2022 Pearson Canada Inc. 11-13

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depressed parents. Other risk factors include changing schools, moving to a new home, living in an impoverished, unsafe neighbourhood, and experiencing a parental divorce. Poor relationships with peers and difficulties with romantic partners are a major source of stress that leads to depression. Teens who interpret negative events as caused by permanent aspects of themselves may develop learned helplessness, which in turn may lead to depression. Learning Objective: 11.5

McMahan/Thompson, Adolescence, Second Canadian Edition

Chapter 12: Positive Prospects Multiple Choice Questions 1)

The _____ approach to adolescence focuses on understanding how problems emerge and developing ways to deal with them. A) scientific B) positive youth development C) medical D) nomothetic Answer: C Learning Objective: 12.1

The _____ approach to adolescence involves trying to find the most accurate and predictive ways to describe adolescence as it is. A) medical B) positive youth development C) idiographic D) scientific Answer: D Learning Objective: 12.1

The _____ approach to adolescence focuses on uncovering ways to support teens in their eagerness to explore and understand. A) positive youth development B) nomothetic C) scientific D) medical Answer: A Learning Objective: 12.1

At a lecture, the speaker says, "I see adolescents as active and capable individuals who want to develop their potential and give back to their families and communities." The speaker apparently holds a(n) _____ perspective. A) behaviourist B) evolutionary C) psychoanalytic D) positive youth development Answer: D Learning Objective: 12.1

McMahan/Thompson, Adolescence, Second Canadian Edition

A state of _____ mobilizes the body's resources in response to a perceived threat. A) torpor B) stress C) awareness D) negativity Answer: B Learning Objective: 12.1

Esther has been studying for a university entrance exam and worrying about doing badly for over two months. She carries vocabulary flash cards and sheets of math problems everywhere. She has not been sleeping well, and this morning she felt a bad cold coming on. Esther is apparently being affected by A) unrealistic expectations. B) "senior-itis." C) chronic stress. D) hypochondria. Answer: C Learning Objective: 12.1

Research on _____ focuses on the various ways adolescents try to deal with situations that pose different levels of threat. A) retaliation B) self determination C) flow D) coping Answer: D Learning Objective: 12.1

In the middle of an important exam, Raza's teacher picks up his answer sheet and accuses him of cheating. Raza's first impulse is to grab the answer sheet back and loudly deny the accusation. But he takes a deep breath and quietly asks the teacher to speak to him privately. He successfully counters the charge and is allowed to finish the exam. Raza's responses illustrate _____ of coping with stress. A) a "hot," impulsive system B) a "cool," regulatory system C) two complementary systems D) an unusual way Answer: C Learning Objective: 12.1

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Just as Ethan is about to save the final draft of his term paper, his baby sister trips over the computer's power cord and the screen goes blank. After taking a few deep breaths, Ethan restarts the computer and begins searching for earlier versions of the paper. Ethan is engaging in A) problem-focused coping. B) solution generativity. C) emotion-focused coping. D) goal-focused coping. Answer: A Learning Objective: 12.1

10) Just as Josh is about to print out the paper that is due the next morning, there is a power failure. Josh tells himself that he's probably not the only one this happened to and that the paper isn't really that important anyway. Josh is engaging in A) intellectualization. B) emotion-focused coping. C) goal-focused coping. D) problem-focused coping. Answer: B Learning Objective: 12.1 11) Among adolescents, girls are _____ boys to use emotion-focused coping strategies. A) less likely than B) more likely than C) equally likely as D) not the same as Answer: B Learning Objective: 12.1 12) Kaitlyn is the most feminine of Emma's group of friends. When Emma tells her that she's afraid her boyfriend is losing interest in her, Kaitlyn's response is likely to be along the lines of A) "Oh, you must feel awful! But you know, lots of other guys like you, so it's not really so bad." B) "The creep! I never understood what you saw in him anyway." C) "I bet there are things you could do to get him interested again. Why don't we hit the mall and find you something really cute to wear on Friday night?" D) "Boys are all the same. You want to come over and watch television?" Answer: A Learning Objective: 12.1

McMahan/Thompson, Adolescence, Second Canadian Edition

13) Adolescents with _____ parents are more likely to use active, engaged coping. A) distant B) authoritative C) coercive D) permissive Answer: B Learning Objective: 12.3 14) Adolescents who find themselves facing social and emotional problems tend to cope by turning to _____ for emotional and practical support. A) the same-sex parent B) the other-sex parent C) peers D) school counselors Answer: C Learning Objective: 12.1 15) Adolescents who find themselves facing uncontrollable sources of stress tend to cope by turning to _____ for emotional and practical support. A) their parents B) same-sex friends C) other-sex friends D) school counselors Answer: A Learning Objective: 12.1 16) Sophie is falling badly behind in school, but feels that her parents are so busy with their own problems that they don't want to hear about hers. She is most likely to adopt a coping strategy that involves A) going to her teachers and asking for help. B) arranging to study with a friend who gets good grades. C) telling herself that she'll somehow get her act together by the final. D) going to the library after school to study. Answer: C Learning Objective: 12.1 17) The experience of coping effectively with a stressful problem tends NOT to A) strengthen a teen's sense of self efficacy. B) reduce the level of stress when similar problems come up. C) promote a general ability to rise above difficulties. D) go away on its own. Answer: D Learning Objective: 12.1

McMahan/Thompson, Adolescence, Second Canadian Edition

18) Justin's parents lost their home and jobs to a hurricane and had to move to emergency housing. Justin has made friends in his new school, is keeping up his grades, and finds time to help his little brother with homework. Justin is an example of A) extrinsic motivation. B) catastrophizing. C) resilience. D) cognitive dissonance. Answer: C Learning Objective: 12.1 19) The adaptational systems that promote resilience in adolescents include all the following except A) self-efficacy. B) extrinsic motivation. C) attachment relationships. D) positive self-regard. Answer: B Learning Objective: 12.1 20) Research on resilience suggests that the most basic factor in helping teens develop normally under very difficult conditions is A) warm connections to caring adults. B) critical thinking. C) strict self-discipline. D) acknowledgment of one's limitations. Answer: A Learning Objective: 12.1 21) The program MindUp focuses on improving ___________ to help youth develop resilience. A) academic skills B) self-esteem C) mindfulness D) peer relations Answer: C Learning Objective: 12.1 22) The "Five Cs" that are the basic goals of positive youth development include all the following except A) Connection. B) Confidence. C) Commitment. D) Caring. Answer: C Learning Objective: 12.2 Copyright © 2022 Pearson Canada Inc. 12-5

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23) Among the Five Cs of positive youth development, _____ focuses on respect for rules and a sense of right and wrong. A) Competence B) Character C) Connection D) Caring Answer: B Learning Objective: 12.2 24) Among the Five Cs of positive youth development, _____ focuses on cognitive, social, and academic skills. A) Competence B) Confidence C) Connection D) Caring Answer: A Learning Objective: 12.2 25) Among the Five Cs of positive youth development, _____ focuses on positive bonds with others, such as peers, family members, and those in the community. A) Character B) Connection C) Confidence D) Caring Answer: B Learning Objective: 12.2 26) According to Richard Lerner, as teens develop the Five Cs, they are on the way to a "Sixth C," which is A) Curiosity about the world and its people. B) Contributions to the self, family, and community. C) Calculations of the place they hope to fill in society. D) Celebrations of the help they have received from others. Answer: B Learning Objective: 12.2

McMahan/Thompson, Adolescence, Second Canadian Edition

27) Terms such as positive self-concept, future orientation, and communication skills are frequently given by both adults and teens as important characteristics of _____ adolescents. A) coping B) resilient C) thriving D) normal Answer: C Learning Objective: 12.3 28) When Zelda joined a school service organization, it gave a new focus to her desire to help others. Her enthusiasm helped make the organization more lively and attractive to other students, which made her enjoy it even more. The relationship between her and the organization is NOT an example of A) a dynamic person-context interaction. B) an adaptive developmental regulation. C) goodness of fit. D) resilience. Answer: D Learning Objective: 12.3 29) Among the recent social changes that reduce the resources teens need in order to thrive, social scientists list all the following except A) age segregation. B) after school programs. C) increased use of popular media. D) reduced parental presence. Answer: B Learning Objective: 12.3 30) Shayna’s positive interactions with her family contribute to both her own happiness and the happiness of her family members. Shayna’s experience is an example of A) adaptive developmental regulation. B) goodness of fit. C) optimization. D) resilience. Answer: A Learning Objective: 12.3

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31) Mastery motivation, coping skills, and a sense of purpose in life are examples of __________ resources that promote positive development in adolescents. A) social B) internal C) model D) external Answer: B Learning Objective: 12.4 32) Nailah’s parents are warm and accepting and hold appropriate goals and expectations for her. Their _____ approach to parenting is a key element in her positive development. A) authoritative B) aspiring C) authoritarian D) efficacious Answer: A Learning Objective: 12.4 33) Parents who are confident, caring, and involved in their community promote their children's positive development by A) serving as models. B) encouraging intrinsic motivation for positive actions. C) setting unrealistic expectations. D) Both A and B. Answer: D Learning Objective: 12.4 34) One way parents can help foster positive development in their adolescent children is through their knowledge of and associations in the community, or what is known as A) synergy. B) primary influence. C) social capital. D) working models. Answer: C Learning Objective: 12.4

McMahan/Thompson, Adolescence, Second Canadian Edition

35) Gabriela became friends with Emily when they were in the same modern dance class. This year Emily urged Gabriela to join a dance group that performs in old age homes. Gabriela has found this an inspiring experience and intends to do more volunteer work with the elderly. Emily's impact on Gabriela's positive development is an example of A) selection. B) socialization. C) assortative friendship. D) assimilation. Answer: B Learning Objective: 12.4 36) Shimon's family just moved to a new area. Shimon's parents are warm, responsive, and communicate well with him. It is likely that the friends he makes in his new school will be A) prosocial and involved in school activities. B) disengaged and apathetic. C) whoever he happens to run across in the first few days. D) hostile to authority. Answer: A Learning Objective: 12.4 37) An effective way for teens to develop their teamwork, leadership, communication, and conflict resolution skills is by participating in A) online forums. B) individual sports. C) structured youth activities. D) foreign travel. Answer: C Learning Objective: 12.4 38) Scholars describe three features of youth activities that are important for promoting positive development. These "Big Three" include A) sustained positive relationships with adults. B) opportunities to exercise personal authority. C) peer counseling for deviant youth. D) programs to help substance users quit. Answer: A Learning Objective: 12.4

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39) The developmental benefits from organized activities that have all the "Big Three" features A) include higher rates of college admission. B) vary according to the type of activity. C) depend on the amount of social capital a teen can access. D) are greater for ethnic minority teens. Answer: B Learning Objective: 12.4 40) A statistic that helps predict whether adolescents will feel a sense of membership in their school is A) annual spending per student. B) the football team's win-loss record. C) the ratio of teachers to students. D) working with peers on a project. Answer: C Learning Objective: 12.4 41) Research indicates that adolescents spend much of their time feeling bored, especially while A) doing schoolwork. B) watching television. C) hanging with friends. D) listening to music. Answer: A Learning Objective: 12.5 42) According to Reed Larson, the battle against boredom involves developing an intrinsic motivation to direct effort toward a challenging goal, or A) incentive. B) flow. C) initiative. D) reward orientation. Answer: C Learning Objective: 12.5 43) Shakira, 13, is generally very interested in the activities she undertakes. Research suggests that A) as she gets older, boredom will take over. B) she believes what she does has an impact on what happens to her. C) she has low expectations for the future. D) she tends to choose easily achievable tasks. Answer: B Learning Objective: 12.5

McMahan/Thompson, Adolescence, Second Canadian Edition

44) Activities that offer high levels of interest, intrinsic motivation, and realistic challenge are more likely to lead to A) the state of involvement called flow. B) deeper frustration after setbacks. C) the state of apathy called burnout. D) competitiveness and hostility toward rivals. Answer: A Learning Objective: 12.5 45) According to Reinders and Youniss, community service experiences have more impact on teen participants when they include A) endorsements by prominent figures such as entertainers. B) media involvement. C) direct interaction with people in need. D) online exchanges with people in distant lands. Answer: C Learning Objective: 12.5 46) Living well the sort of life that is good for one to live is a common definition of A) autogratification. B) ambition. C) happiness. D) achievement. Answer: C Learning Objective: 12.5 47) Research with Italian teens has shown identity achievement is related to A) hope. B) initiative. C) interest. D) engagement. Answer: D Learning Objective: 12.5 48) The view that people are happiest when they develop their potentials to contribute to the greater good is known as A) hedonism. B) altruism. C) communitarianism. D) eudaimonia. Answer: D Learning Objective: 12.6

McMahan/Thompson, Adolescence, Second Canadian Edition

49) The philosophical point of view that says happiness results from the pursuit of pleasure is called A) hedonism. B) self-indulgence. C) eudaimonia D) gluttony. Answer: A Learning Objective: 12.6 50) When adults were asked about the sources of happiness, those with the greatest life satisfaction endorsed the _____ orientation. A) eudaemonic B) engagement C) hedonistic D) All of the above. Answer: D Learning Objective: 12.6 51) The psychological characteristics that are linked to greater life satisfaction in teens include all the following except A) intrinsic motivation. B) high social status. C) mastery orientation. D) prosocial attitudes. Answer: B Learning Objective: 12.6 52) People who are happier are A) refusing to see the world's misery. B) more cooperative and prosocial. C) more self-centered. D) less well informed. Answer: B Learning Objective: 12.6 53) When teens allow themselves to hope that they can achieve happiness, they A) imagine a happier future. B) think that they can exert some control over their future. C) expect that a happier future is actually a possibility. D) All of the above. Answer: D Learning Objective: 12.6

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54) Emilio wants a better life, is able to imagine it, and believes in the possibility it can be achieved. Emilio is best characterized as A) engaged. B) interested. C) hopeful. D) happy. Answer: C Learning Objective: 12.6

Essay Questions 1)

What are the two major kinds of coping strategies, and under what circumstances is each likely to be more useful? Answer: Problem-focused coping involves trying to manage a threat and seeking practical support. It is a more likely response when a threatening situation seems open to change. Emotion-focused coping involves trying to reduce the negative emotions created by the threat and seeking emotional support. It is a more likely response when a threatening situation seems impossible to change or avoid. Girls are more likely to prefer emotionfocused strategies and boys to prefer problem-focused strategies, but adolescents are flexible in switching between problem-focused and emotion-focused coping, depending on the situation. Learning Objective: 12.1

What is resilience, and what adaptational systems encourage its development? Answer: Resilience is a general ability to rise above problems. The adaptational systems that foster resilience include cognitive skills; attachment relationships; self-regulation of emotions and behaviour; positive self-regard; self-efficacy; and intrinsic motivation. The most basic of these is having warm, supportive connections to competent and caring adults in the family and community. Learning Objective: 12.1

What is meant by Lerner's statement that the arrow joining teens to their social environment points both ways? How does this relate to his idea of a "sixth C"? Answer: Lerner stresses the concept that adolescents are active participants in their own development. Their choices and actions contribute to their well-being, and as they change, so does the effect they have on their environment. This puts them on course toward the "Sixth C" of Contributions to the self, the family, and the community. Learning Objective: 12.2

McMahan/Thompson, Adolescence, Second Canadian Edition

Answer: Adults and adolescents have somewhat different view of the qualities that are most important to teen well-being. Adults and adolescents all agree that positive selfconcept, future orientation, and communication skills are important to teen well-being. Relative to adults and older adolescents, younger adolescents more often mention schoolrelated qualities such as extracurricular activities, academic commitment, and work ethic. Older adolescents differ in their perspective from adults and younger adolescents in their view of psychological characteristics as being important to teen well-being, such as being happy and responsible. Compared to younger and older adolescents, adults are more likely to emphasize being connected with others, engaged, and resilient. Learning Objective: 12.3 5)

Discuss the features that extracurricular and community-based activities should have to play in positive development. Answer: Structured activities that include positive sustained relationships between teens and adults, activities that build competencies and ways to use skills productively provide positive developmental experiences. This implies settings with such features as physical and psychological safety, clear rules and expectations, supportive relationships, and opportunities to belong and to build skills. Learning Objective: 12.4

How do initiative, interest, and engagement contribute to positive development? Answer: Initiative is an internal motivation that directs effort toward meaningful and challenging goals. Taking an interest in events and activities becomes part of a dynamic system that generates continued and increasing interest. For teens, engagement with civil society involves seeing themselves as active, involved members of their community whose own welfare, and that of their families, friends, and neighbours, is affected by their efforts and contributions. Learning Objective: 12.4