UNIT 5 Flashcards
1
Q
Puberty is a biological process.
a. True
b. False
A
a. True
2
Q
The general sequence of puberty is universal; it is the same for adolescents all around the globe.
a. True
b. False
A
a. True
3
Q
Puberty comes from the Latin word pubertas, which means “adolescent.”
a. True
b. False
A
b. False
4
Q
Puberty is a hormonal process that results in:
a. reproductive competence.
b. general physical development.
c. maturation of the reproductive system.
d. all of the choices
A
d. all of the choices
5
Q
One of the five key changes of puberty is the development of specific organs in the body responsible for reproduction, which are called:
a. primary sex characteristics.
b. secondary sex characteristics.
c. physical sex characteristics.
d. none of the choices
A
a. primary sex characteristics.
6
Q
_______________________ appear during puberty. They are associated with sex hormones but are unrelated to reproductive capability.
a. Primary sex characteristics
b. Secondary sex characteristics
c. Physical sex characteristics
d. None of the choices
A
b. Secondary sex characteristics
7
Q
During puberty, it is typical to see a growth spurt in:
a. height.
b. weight.
c. height and weight.
d. noner of the choices
A
c. height and weight.
8
Q
Onset of puberty is initiated by a chemical process, specifically activated by:
a. hormones.
b. sleep.
c. weight.
d. nutrition.
A
a. hormones.
9
Q
In females, during pubescence, a number of changes can be expected, including:
a. growth of pubic hair.
b. appearance of underarm hair.
c. growth of primary breasts.
d. all of the choices
A
d. all of the choices
10
Q
In females and males, postpubescence is marked by:
a. fertility.
b. growth spurt .
c. both a and b
d. neither a nor b
A
a. fertility.
11
Q
In males, during pubescence, a number of changes can be expected, including:
a. underarm hair.
b. pubic hair growth.
c. appearance of facial hair.
d. all of the choices
A
d. all of the choices
12
Q
Spermarche describes the:
a. increase during puberty in the number of sperm contained in ejaculate.
b. maturation of sperm into viable sperm cells capable of fertilizing an egg.
c. first ejaculation of sperm by an adolescent male.
d. first ejaculation by an adolescent male, often not containing sperm.
A
c. first ejaculation of sperm by an adolescent male.
13
Q
Menarche describes the first:
a. release of a fertile egg.
b. menstrual period of a human female, signaling the beginning of puberty.
c. time a girl begins her menstrual cycle within 28 to 32 days of the prior menstrual cycle.
d. ovulation during which an egg is not fertilized.
A
b. menstrual period of a human female, signaling the beginning of puberty.
14
Q
The timing of menarche is influenced by:
a. ethnicity.
b. body fat.
c. nutrition.
d. all of the choices
A
d. all of the choices
15
Q
Adolescents who begin puberty earlier—the “early maturers”—are at:
a. increased risk for mental health problems.
b. decreased risk for mental health problems.
c. risk for mental health problems; only girls.
d. risk for mental health problems; only boys.
A
c. risk for mental health problems; only girls.
16
Q
The endocrine system, primarily the _____________________, organizes the biological cascade of changes associated with puberty.
a. ovaries
b. testes
c. HPA axis
d. adrenals
A
c. HPA axis
17
Q
While puberty marks the biological transition from adolescence into adulthood, the bridge to adulthood is also marked by social customs or ________________ in some cultures.
a. sociocultural rituals
b. rites of passage
c. cultural events
d. cultural passages
A
b. rites of passage
18
Q
Cultures vary with respect to the specific ways the transition to adulthood is socially recognized, but the cultural process of becoming an adult generally proceeds in three stages:
a. individuation, tradition, and incorporation.
b. emancipation, individuation, and consolidation.
c. separation, transition, and incorporation.
d. accommodation, individuation, and consolidation.
A
c. separation, transition, and incorporation.
19
Q
This first stage of becoming an adult, ___________________, involves making gains in physical and psychological distance from the contexts in which the person lived as an adolescent.
a. separation,
b. emancipation
c. accommodation
d. individuation
A
a. separation,
20
Q
This second stage of becoming an adult, ___________________, involves learning how to become an adult.
a. separation,
b. incorporation
c. transition
d. individuation
A
c. transition
21
Q
This third stage of becoming an adult, ___________________, involves returning to the community from which the individual left as an adolescent, now prepared to take on adult roles and responsibilities.
a. separation,
b. incorporation
c. transition
d. individuation
A
b. incorporation
22
Q
Sarah’s mother was pleased to hear the pediatrician explain why 13-year-old Sarah has experienced so many complaints about the way her clothes fit her this year. It’s not just that she is continuing through her growth spurt, it’s also because puberty gives rise to:
a. increased skin sensitivity.
b. feeling restricted.
c. mild allergic reactions.
d. redistribution of fat and muscle.
A
d. redistribution of fat and muscle.
23
Q
“Red-shirting” kindergarten students is the act of “holding back” a student an extra year before beginning school. One goal of this parenting choice is to take advantage of pubertal growth in adolescence. There is one case in which this is viewed as particularly beneficial in the United States: Being the _____________ in the class gives a height and weight advantage in sports.
a. oldest boy
b. oldest girl
c. youngest boy
d. youngest girl
A
a. oldest boy
24
Q
During adolescence, gray matter decreases due to:
a. dendritic proliferation.
b. dendritic pruning.
c. synaptic pruning.
d. synaptic proliferation.
A
c. synaptic pruning.
25
During adolescence, changes in gray matter take place primarily in the:
a. cingulate gyrus.
b. hippocampus.
c. amygdala.
d. prefrontal cortex.
d. prefrontal cortex.
26
Maturation of the prefrontal cortex through adolescence results in development of the brain’s ability to engage in complex cognitive processes.
a. True
b. False
a. True
27
From a developmental systems perspective, in adolescence the development of grey matter has a unidirectional influence on the development of white matter.
a. True
b. False
b. False
28
We’ve made strides in our understanding of the adolescent brain due to technological advances, such as the advent of fMRI.
a. True
b. False
b. False
29
fMRI allows researchers to see images of the adolescent brain while it is functioning, for example, while an adolescent is taking a test.
a. True
b. False
a. True
30
In adolescence, developmental maturation of white matter is associated with:
a. increased myelin.
b. language development.
c. both a and b
d. neither a nor b
c. both a and b
31
In adolescence, developmental maturation of gray matter is associated with:
a. synaptic pruning.
b. development of executive functions.
c. both a and b
d. neither a nor b
c. both a and b
32
In adolescence, normative development is characterized by an increase in bone density.
a. True
b. False
a. True
33
In adolescence, there is an increased likelihood of experiencing a bone break due to heightened levels of activity.
a. True
b. False
a. True
34
The adolescent “growth spurt” involves an acceleration of gains in both height and weight.
a. True
b. False
a. True
35
At the peak of the adolescent growth spurt, the teen is growing at about the same rate as a _____-year-old.
a. 2
b. 5
c. 7
d. 9
a. 2
36
Adolescents gain approximately ____ inches of height per year at the peak of the growth spurt.
a. 1 to 2
b. 3 to 4
c. 5 to 6
d. 7 to 8
b. 3 to 4
37
Adolescent growth is __________________, which is why teens may perceive themselves and their peers as awkward looking.
a. asynchronous
b. synchronous
c. standardized
d. unstandardized
a. asynchronous
38
In adolescence, not all body parts grow at the same rate, and one side of the body may grow at a different rate compared to the other side, resulting in _________________for a short time.
a. symmetry
b. asymmetry
c. equal development
d. unequal development
b. asymmetry
39
Maturation of the skeletal system through adolescence is associated with awkward phases of _________________ development.
a. physical
b. self
c. both a and b
d. neither a nor b
c. both a and b
40
Adolescents will again establish ________________________ after the changes of puberty slow down.
a. equilibrium
b. industry
c. ego integrity
d. all of the choices
a. equilibrium
41
Ellie’s self-esteem began to waiver significantly around her 12th birthday. Her father, a developmentalist, is most likely to say this to her:
a. You’re experiencing a temporary awkward stage of development.
b. You will soon be through this and will feel like yourself again.
c. Your sense of self has come unbalanced due to all the physical changes you are experiencing.
d. all of the choices
d. all of the choices
42
Connor was his school’s basketball star all through elementary school and through sixth grade. This year, in seventh grade, he falls at least once a game and he can’t make the “money shots” that, only a year ago, had been so easy for him to deliver. His coach is not a developmentalist; his coach gives advice from a different lens. Most likely the coach told Connor:
a. You better get to the gym and practice; this only happens when players cut corners in practice.
b. Give your body time to readjust to its new proportions.
c. neither a nor b
d. both a and b
a. You better get to the gym and practice; this only happens when players cut corners in practice.
43
The muscular system is the one functional system that does not grow and develop during puberty.
a. True
b. False
b. False
44
Males and females show the same pattern of change in the muscular system from ages 6 to 18.
a. True
b. False
b. False
45
There are sex differences in muscle development in adolescence.
a. True
b. False
a. True
46
During adolescence, muscle growth occurs when sarcomeres, which are muscle _______________, join existing muscle.
a. fibers
b. tones
c. cells
d. tendons
a. fibers
47
During adolescence, muscles generally become:
a. stronger.
b. longer.
c. more flexible.
d. all of the choices
d. all of the choices
48
The following factor influences the amount and rate of muscle gain during adolescence:
a. hormones.
b. activity level.
c. ethnic background.
d. all of the choices
d. all of the choices
49
One context that appears to motivate adolescents to build muscle is:
a. individual sports.
b. playing sports video games, such as Wii sports.
c. team sports.
d. vacation.
c. team sports.
50
Hormones such as ________________ contribute to gains in muscle mass when teens participate in physical activities that also promote muscle development.
a. human growth hormone
b. insulin
c. thyroid hormone
d. all of the choices
d. all of the choices
51
From a Piagetian perspective, adolescence is primarily associated with the development of formal operational thinking.
a. True
b. False
a. True
52
Piaget’s fourth stage of cognitive development is the final stage of cognitive development, most often achieved near or in adolescence.
a. True
b. False
a. True
53
The development of formal operational thinking is a common maturational milestone in adolescence.
a. True
b. False
a. True
54
One way a parent can tell that his or her adolescent is beginning to develop formal operational thinking is by the appearance of _______________thinking.
a. informal
b. formal
c. abstract
d. literal
c. abstract
55
The ability to formulate varying solutions in one’s mind and to think through the effectiveness of each possible solution is the process of __________________________reasoning.
a. hypothetical-deductive
b. abstract-literal
c. trial-and-error
d. a-not-b
a. hypothetical-deductive
56
Adolescents are significantly less likely to use ___________________ thinking compared to elementary school-aged students.
a. hypothetical-deductive
b. abstract-literal
c. trial-and-error
d. a-not-b
c. trial-and-error
57
Having the capability to use formal operational thinking:
a. is an indicator that an adolescent uses formal operational thinking exclusively.
b. does not necessarily imply that the adolescent uses it.
c. implies that an adolescent is likely to use it in science and math before using it for everyday reasoning.
d. implies that an adolescent is likely to use it for language arts and then in science and math.
b. does not necessarily imply that the adolescent uses it
58
Formal operational thinking is achieved by _____________________ adolescents and adults.
a. all
b. some but not all
c. the vast majority of
d. a very small percentage of
b. some but not all
59
Middle schools that operate form a developmental lens monitor the development of formal operational thinking because such achievements signal a student’s preparedness to:
a. compute basic functions, for example, subtraction.
b. understand concepts of algebra.
c. memorize math facts.
d. visualize math facts, such as the multiplication table
b. understand concepts of algebra.
60
Abstract thinking is essential for scientific thinking because it is required to be able to:
a. conduct a thorough literature review.
b. formulate hypotheses.
c. run statistical analyses.
d. write a data report for publication.
b. formulate hypotheses.
61
David Elkind’s work on adolescent development offers a framework for understanding the emotional world of teens.
a. True
b. False
a. True
62
Normal development through adolescence involves the teen experiencing himself as star of his own movie.
a. True
b. False
a. True
63
In adolescence, the imaginary audience refers to parents, friends, and family.
a. True
b. False
a. True
64
Elkind’s concept of adolescent egocentrism refers to the adolescents’ tendency to see themselves as:
a. responsible for their own and others’ behaviors.
b. the center of the social world.
c. cognitively capable but emotionally immature.
d. they would like to be seen
b. the center of the social world.
65
When 14-year-old Samantha is certain that the texts students are reading before class are about her having a “bad hair day,” she is assuming there is a(n):
a. imaginary audience.
b. personal audience.
c. personal fable.
d. “good hair day.”
a. imaginary audience.
66
Derek—he’s 16 years of age—told his father that he’s not going to clean his room, he’s going out with his friends, and then he added, “Dad, you should give the star of the school basketball team a break!” Derek’s belief that he should be exempt from his chores is an element of his:
a. imaginary audience.
b. personal fable.
c. ego ideal
d. superego.
b. personal fable.
67
Egocentrism is:
a. unique to adolescence.
b. a lifespan process.
c. a risk factor.
d. a protective factor.
b. a lifespan process.
68
Adolescent egocentrism is a phase of a lifespan process that involves negotiating _______________ from birth through death.
a. attachment
b. self–other relatedness
c. personal identity
d. cultural identity
b. self–other relatedness
69
Cognitive maturation resulting in the attainment of ______________________ triggers the rise of ________________________.
a. formal operational thinking; adolescent egocentrism
b. formal operational thinking; the imaginary audience
c. concrete operations; adolescent egocentrism
d. concrete operations; the imaginary audience
a. formal operational thinking; adolescent egocentrism
70
Applying Elkind’s concepts, which of the following statements are we most likely to find empirical support for in the research literature?
a. Adolescents are more likely to engage in high-risk behaviors such as highway racing when they are alone versus when they are with their peers.
b. Adolescents are more likely to engage in high-risk behaviors such as highway racing when they are with their peers versus when they are alone.
c. Adolescents are more likely to self-injure when they are alone.
d. Adolescents are more likely to self-injure when they are with peers.
b. Adolescents are more likely to engage in high-risk behaviors such as highway racing when they are with their peers versus when they are alone.
71
Applying Elkind’s concepts, which of the following statements are we most likely to find support for in the research literature?
a. Positive feelings about presenting in the front of the class to other students are likely to decrease from fifth to ninth grade.
b. Positive feelings about presenting in the front of the class to other students are likely to increase from fifth to ninth grade.
c. For girls only, positive feelings about presenting in the front of the class to other students are likely to decrease from fifth to ninth grade.
d. For boys only, positive feelings about presenting in the front of the class to other students are likely to decrease from fifth to ninth grade.
a. Positive feelings about presenting in the front of the class to other students are likely to decrease from fifth to ninth grade.
72
Adolescents do a very good job estimating long-term consequences associated with risky behavior.
a. True
b. False
a. True
73
Almost all adolescents strongly underestimate the immediate consequences of high-risk behavior.
a. True
b. False
b. False
74
Optimistic bias is unique to adolescence; a phenomenon not found in adults.
a. True
b. False
b. False
75
In adolescence, optimistic bias refers to the tendency for teens to believe that they are personally ______________their peers to experience a negative consequence.
a. less likely than
b. more likely than
c. more likely than a minority
d. equally as likely as
a. less likely than
76
Findings from developmental science offer __________________support for the assertion that immature rain development is responsible for the high rate of risk-taking behaviors in adolescence.
a. weak
b. moderate
c. strong
d. mixed
d. mixed
77
At this stage of substance use in adolescence, the ________________________stage, professional intervention is essential because the adolescent is likely to have lost support from friends and family who had, in the past, been willing to help.
a. experimental
b. social
c. instrumental
d. compulsive
d. compulsive
78
Parents of adolescents often find it difficult to determine whether or not they need to seek help—for example, whether to take their teen to a therapist when the adolescent is found to be using substances. The confusion is particularly high during the ______________________stage, when the teen is not experiencing any _______________________.
a. experimental; physical addiction
b. instrumental; physical addiction
c. experimental; serious problems
d. instrumental; serious problems
c. experimental; serious problems
79
Caleb was certain he’d be able to complete two back flips off of the hotel balcony into the pool even though he didn't believe any of his peers could do it. This is an example of the way the consequences of one’s high-risk behaviors are ___________________ due to _____________________ in adolescence.
a. underestimated; egocentrism
b. overestimated; egocentrism
c. underestimated; optimistic bias
d. overestimated; optimistic bias
c. underestimated; optimistic bias
80
According to developmental scientists, adolescence is a universal period of storm and stress for teens in all countries across the globe.
a. True
b. False
a. True
81
The positive youth development perspective offers an alternative to the storm and stress view of adolescence.
a. True
b. False
a. True
82
The core belief central to the positive youth development perspective is that adolescents are “resources to be developed, not resources to be managed.”
a. True
b. False
a. True
83
There are ________________ pillars of positive youth development.
a. five
b. seven
c. nine
d. ten
a. five
84
One pillar of positive youth development, ___________________, emphasizes the necessity of having a positive view of one’s actions across a wide variety of domains, specifically domains in which adolescents invest a great deal of time and resources, for example, with peers and in school.
a. competence
b. confidence
c. connection
d. caring/compassion
a. competence
85
In the seventh grade assembly, Elijah was honored for his work promoting tolerance and respect for differences between students that make each of them unique. His award suggests that he would score high on a measure of positive youth development, specifically on a scale assessing
a. competence.
b. confidence.
c. connection.
d. character.
d. character.
86
When Christine’s parents were preoccupied with their divorce, they fought often and frequently brought the kids into the fights. It’s not surprising that Christine’s __________________ plummeted because stress undermines positive youth development across all domains; in this case, it really took a toll on Christine’s personal sense of her self-worth.
a. competence
b. character
c. confidence
d. caring/compassion
c. confidence
87
Positive youth development (PYD) is a modern view of characteristics believed to be instrumental in predicting healthy development not only in adolescence, but also into adulthood. Specifically, PYD predicts the likelihood that an individual will:
a. score high on the SAT.
b. be accepted at an Ivy League university.
c. make contributions to his or her social world.
d. earn a high income.
c. make contributions to his or her social world.
88
Politicians interested in supporting positive youth development lobby for investment of state funds to increase teens’ access to
a. college loans.
b. developmental assets.
c. housing vouchers.
d. health insurance.
b. developmental assets.
89
In the United States, sexual activity is common among teens; by 12th grade over 50% of teens have had sex.
a. True
b. False
a. True
90
The rate of condom use by teenagers during their sexual encounters decreases from ninth to twelfth grade.
a. True
b. False
a. True
91
There are differences by race in the percentage of teens who have ever had sex.
a. True
b. False
a. True
92
Since becoming sexually active, approximately ____of adolescents report having had sex with four or more partners.
a. 2%
b. 5%
c. 10%
d. 15%
d. 15%
93
In developing countries, the following factor increases the likelihood of a teen becoming sexually active.
a. illiteracy rate
b. unemployment
c. neither a nor b
d. both a and b
d. both a and b
94
One reason sex at an early age is a concern for developmentalists around the globe is that early sex increases risk for:
a. HIV infection.
b. unintended pregnancy.
c. both a and b
d. neither a nor b
c. both a and b
95
Adolescents benefit from learning that sexually transmitted infections are:
a. all treatable.
b. curable within a year.
c. preventable.
d. life-lasting.
c. preventable.
| .
96
Adolescents who learn about abstinence and safe sex practices receive what is known as:
a. scaffolding.
b. comprehensive sexuality education.
c. abstinence-only sex education.
d. censored sex education.
b. comprehensive sexuality education.
97
Abstinence-only sex education programs are delivered in school districts that vote to not teach adolescents:
a. safe sex techniques.
b. what sexual intercourse involves.
c. about sexually transmitted diseases.
d. about sexually transmitted infections
a. safe sex techniques.
98
In the United States, a larger percentage of males compared to females reports having had sex for the first time before age 13. In developing countries:
a. a larger percentage of females versus males reports having had sex before age 13.
b. the same trend is reported.
c. these statistics are not collected.
d. sex before age 13 is a crime.
a. a larger percentage of females versus males reports having had sex before age 13.
99
In the United States, sexually transmitted diseases _________________________ adolescents.
a. affect both male and female
b. rich and poor
c. disproportionately infect rich, male
d. both a and b
d. both a and b
100
Alcohol is the most common drug used by adolescents.
a. True
b. False
a. True
101
More than half of high school students have used alcohol by the end of high school.
a. True
b. False
a. True
102
Alcohol use among adolescents has been increasing steadily over the past two decades.
a. True
b. False
b. False
103
In adolescence, alcohol use increases risk for:
a. unintentional injuries.
b. physical altercations.
c. illegal behaviors.
d. all of the choices
d. all of the choices
104
One protective factor associated with a decreased likelihood of using illegal substances in adolescence is:
a. school engagement.
b. social relations with peers.
c. good communication with parents.
d. all of the choices
d. all of the choices
105
Under natural conditions, that is, when there are no external demands on their schedule, the adolescent sleep–wake rhythm operates on a(n) ________________compared to sleep–wake patterns of childhood.
a. stage delay
b. phase delay
c. regular cycle
d. irregular cycle
b. phase delay
106
When Sam was on summer vacation after ninth grade, he allowed his body to shift toward a more natural rhythm. It’s most likely that his parents noticed that Sam both:
a. delayed bedtime; and delayed wake time.
b. delayed bedtime; and established an earlier wake time.
c. maintained the same bedtime; and delayed wake time.
d. maintained the same bedtime; and established an earlier wake time.
a. delayed bedtime; and delayed wake time.
107
When school board members met to discuss a proposal to change start time at the local high school, school board members turned to recent findings from developmental science research that indicate _____________________ are associated with _______________ in adolescence.
a. later beginnings; a wide range of health and educational benefits
b. earlier beginnings; a wide range of health and educational benefits
c. later beginnings; educational benefits, but not health benefits
d. earlier beginnings; educational benefits, but not health benefits
a. later beginnings; a wide range of health and educational benefits
108
The natural state of the adolescent is change rather than stability.
a. True
b. False
A. True
109
Our modern-day, positively skewed understanding of teenagers reflects G. Stanley Hall’s rose-colored view of the adolescent.
a. True
b. False
b. False
110
Around 1900 when Hall introduced the concept of adolescence, a sizable minority of 10- to 15-year-olds were employed.
A. True
B. False
A. True
111
In the early 1900s, the age of adulthood was:
a. 15.
b. 16.
c. 17.
d. 18.
b. 16.
112
In the early 1900s, the typical adolescent lived in a state of:
a. full dependence on parents.
b. semi-independence from parents.
c. full independence from parents.
d. none of the choices
b. semi-independence from parents.
113
Adolescence emerged as a developmental stage in the context of the Industrial Revolution, which provided adolescents opportunities to:
a. work and earn money to save for college.
b. work and earn money for their families.
c. live in cities and get married earlier.
d. live in cities and move away from their parents.
b. work and earn money for their families.
114
Laws that required adolescents to __________________ were introduced in the 1900s in an effort to protect adolescents from ___________________.
a. take sex education courses; STDs
b. take sex education courses; early marriage
c. attend school; dedicating their work lives to agriculture
d. attend school; the demands of adult work
d. attend school; the demands of adult work
115
Laws that required adolescents to spend more years in school affected the:
a. average age adolescents planned to get married.
b. actual age adolescents got married.
c. length of time adolescents were financially dependent on parents.
d. length of time adolescents were emotionally dependent on parents.
c. length of time adolescents were financially dependent on parents.
116
In the 1900s, semi-independence involved continuing to live with one’s family-of-origin while also contributing to the household economy by:
a. working on the family farm.
b. contributing to the economic activities of their families.
c. apprenticing under another family’s authority.
d. any of the choices
d. any of the choices
117
The storm and stress view of adolescence assumes that ______________________is a universal feature of the teen years.
a. parental conflict
b. moodiness
c. risk-taking
d. all of the choices
d. all of the choices
118
According to more recent empirical studies of parent–adolescent conflict, developmentalists understand that:
a. conflict does not dominate parent–adolescent relationships.
b. parents and adolescents have disagreements about insignificant and superficial issues.
c. the majority of adolescents have positive feelings toward their parents.
d. all of the choices
d. all of the choices
119
While moodiness is not a universal or key feature of the adolescent experience, when teens do experience moodiness it is often the result of their:
a. neglecting to make financial contributions to the household in which they live.
b. refusing to make financial contributions to the household in which they live.
c. attempting to navigate emerging autonomy and parents trying to accommodate to that developmental need.
d. attempting to gain independence from their parents and their parents’ refusal to grant full independence.
c. attempting to navigate emerging autonomy and parents trying to accommodate to that developmental need.
120
Adolescence remains a developmental stage associated with the notion that risk-taking behaviors are common; research indicates that breaking rules:
a. and deviant behavior are uncommon
b. and deviant behavior are indeed very common.
c. occurs only when parents are too permissive.
d. occurs only when an adolescent spends time with peers who are bad influences.
a. and deviant behavior are uncommon
121
G. Stanley Hall took a(n) __________________ approach to the study of adolescence.
a. biological
b. psychological
c. sociological
d. interdisciplinary
d. interdisciplinary
122
The end of adolescence, when Hall introduced the concept, marked what milestone in lifespan development?
a. Approximately 1/10 of the human lifespan was complete.
b. Approximately 1/5 of the human lifespan was complete.
c. Approximately 1/3 of the human lifespan was complete.
d. Approximately ½ of the human lifespan was complete.
c. Approximately 1/3 of the human lifespan was complete.
123
The psychosocial crisis associated with adolescence is identity versus role confusion.
a. True
b. False
a. True
124
The positive resolution of identity versus role confusion in adolescence is the ability to adopt and maintain a coherent and integrated sense of himself and purpose.
a. True
b. False
a. True
125
If an adolescent does not resolve his or her identity in adolescence, it may increase the likelihood of delaying the crisis to middle adulthood, in other words—a midlife crisis.
a. True
b. False
a. True
126
Resolution of identity versus role confusion is encouraged by the adolescent reflecting on the question:
a. Who am I?
b. What do I want to be?
c. How do I let others know my identity?
d. all of the choices
d. all of the choices
127
A healthy developing adolescent will turn to ____________________ for information that helps him refine his identity.
a. parents
b. friends
c. media
d. All choices are important.
d. All choices are important.
128
Evidence of adolescent role confusion may manifest as:
a. a dazed look
b. incoherent responses to questions from authority.
c. fully adopting the identity of someone the teen admires.
d. none of the choices
c. fully adopting the identity of someone the teen admires.
129
Identity-confused adolescents are __________________ about who they are.
a. certain
b. uncertain
c. happy
d. unhappy
b. uncertain
130
James Marcia proposed that there are ____________ identity statuses rather than the two proposed by Erikson.
a. three
b. four
c. five
d. six
b. four
131
Positive resolution of the identity crisis according to Erikson is consistent with which of Marcia’s identity statuses?
a. diffusion
b. foreclosure
c. moratorium
d. achievement
d. achievement
132
Identity __________________ refers to a state of exploration of one’s identity without commitment.
a. diffusion
b. foreclosure
c. moratorium
d. achievement
c. moratorium
133
Identity development is consistent across all domains of development. That is, an adolescent is likely to have the same level of identity resolution with respect to religious, occupational, political, and relational identity.
a. True
b. False
b. False
134
Adolescents are less likely to experience negative feelings and problems associated with identity development when identity _______________is reached; compared to identity __________________.
a. foreclosure; achievement
b. foreclosure; diffusion
c. diffusion; moratorium
d. diffusion; foreclosure
b. foreclosure; diffusion
135
John’s dad is a mechanic and not a developmentalist by nature. He’s often annoyed with 16-year-old Christopher, his son, who has made little progress in deciding what career he wants to pursue, but he spends hours choosing which shirt and hat to wear to have pizza with his friends. A developmentalist might explain that adolescents:
a. focus on the superficial before the serious, for example, their careers.
b. have too many choices; limit the clothing he has.
c. are irresponsible.
d. enjoy making their parents angry.
a. focus on the superficial before the serious, for example, their careers.
136
A parent may wonder if a teen is depressed when he isolates himself from others, has low mood, and stops doing the things he used to do that made him happy. A developmentalist may wonder about barriers to developing a healthy identity and may specifically assess whether the adolescent is experiencing identity:
a. diffusion.
b. foreclosure.
c. moratorium.
d. achievement.
a. diffusion.
137
Ethnic identity may or may not be a central concern of an adolescent.
a. True
b. False
a. True
138
Minority or majority status influences ethnic identity development in adolescence.
a. True
b. False
a. True
139
Like other domains of identity development, ethnic identity is resolved through dual processes: exploration and commitment.
a. True
b. False
a. True
140
In adolescence, ethnic identity development involves:
a. choosing whether to become a member of an ethnic group.
b. deciding whether or not to publicly reject the values of one’s ethnic group.
c. resolving positive and negative views about one’s ethnic group membership.
d. selecting an ethnicity that fits one’s belief and value system.
c. resolving positive and negative views about one’s ethnic group membership.
141
Adolescent ethnic identity is influenced by acculturation, the:
a. extent to which family values are influenced by culture.
b. extent to which and adolescents values are the same as peers’ values.
c. process of a minority culture adopting the values of the majority culture.
d. process of a majority culture adopting the values of the minority culture.
c. process of a minority culture adopting the values of the majority culture.
142
According to Phinney, adolescents from minority cultures who are in Stage 1 of ethnic minority identity formation:
a. accept without question the values and opinions of the majority culture.
b. feel confused by the choices they have with respect to forming an ethnic identity.
c. have thought about and selected an ethnic identity consistent with his or her beliefs and values.
d. none of the choices
a. accept without question the values and opinions of the majority culture.
143
According to Phinney, Stage 2 of ethnic minority identity formation is consistent with Marcia’s notion of identity:
a. achievement.
b. foreclosure.
c. diffusion.
d. moratorium.
d. moratorium.
144
According to Phinney, Stage 3 of ethnic minority identity formation is characterized by:
a. resolution of one’s identity after consideration of one’s ethnicity.
b. an openness to ongoing consideration of options.
c. making a choice to delay the search for ethnic identity.
d. making the choice to honor the choice of one’s parents.
a. resolution of one’s identity after consideration of one’s ethnicity.
145
In adolescence, gender identity refers to:
a. one’s sexual preference for sexual activity with a boy or a girl.
b. the perceptions that others have concerning whether a person looks like a boy or a girl.
c. the desire to be treated like a boy or a girl by one’s peers.
d. one’s perception of whether he or she is more like a girl or a boy with respect to activity preferences, personality traits, and attitudes
d. one’s perception of whether he or she is more like a girl or a boy with respect to activity preferences, personality traits, and attitudes
146
______________________about femininity and masculinity develop through childhood and influence gender identity in adolescence.
a. Gender schemas
b. Sex schemas
c. Gender goals
d. Sexual goals
a. Gender schemas
147
Adolescent sexual orientation is determined at birth and does not change.
a. True
b. False
b. False
148
When Adele is 14, she understands her sexual orientation to be heterosexual. Through adolescence her sexual orientation:
a. will not change.
b. may change.
c. will certainly change.
d. will change more than once.
b. may change.
149
Manuel asked his friends to call him “Mike.” Although he was born in the United States, his parents were born in Mexico and Manuel wants to de-identify with his parents’ culture. Developmentalists designing interventions to support ethnic identity development are likely to encourage Manuel to:
a. disown his parents’ culture.
b. adopt a bicultural identity.
c. use his real name regardless of his identity choice.
d. none of the choices
b. adopt a bicultural identity.
150
The most significant change in the world of adolescents is the increase in freedom they experience.
a. True
b. False
a. True
151
With adolescence, there comes an increasingly likelihood that peers know more than parents about an adolescent’s life.
a. True
b. False
a. True
152
In adolescence, school is both an academic and a social context.
a. True
b. False
a. True
153
Since the 1960s, high school dropout rates have:
a. decreased.
b. increased.
c. remained steady.
d. fluctuated significantly.
a. decreased.
154
High school dropout rates are _________________ different race/ethnicity groups.
a. the same for
b. different for
c. reliable for
d. unreliable for
b. different for
155
Middle school and junior high students are increasingly encouraged to focus on _________________goals over __________________ goals.
a. performance; mastery
b. mastery; performance
c. long-term; short-term
d. short-term; long-term
a. performance; mastery
156
Middle school and junior high schools provide students with __________________ compared to elementary school.
a. less autonomy and control
b. more autonomy and control
c. more art and music education
d. less art and music education
a. less autonomy and control
157
Middle school and junior high school teachers ____________________ compared to elementary school teachers.
a. are less emotionally connected to students
b. feel less effective with their students
c. have many more students
d. all of the choices
d. all of the choices
158
Compared to the increased risks for school drop-out associated with the transition from elementary to middle school, the transition from junior high to high school is associated with;
a. many of the same problems.
b. fewer problems.
c. different problems.
d. none of the choices
a. many of the same problems.
159
To reduce risk for school drop-out, researchers have focused their attention on the transition to junior high and specifically the:
a. confluence of puberty, changing schools, and increased academic demands.
b. heightened opportunity to prevent stress.
c. benefit of sex education.
d. need for art and music training.
a. confluence of puberty, changing schools, and increased academic demands.
160
Ryan and Adam were both in the gifted and talented program. But in sixth grade, they began to skip school. The difficulty of the schoolwork had nothing to do with their unhappiness in school, it was the _______________________that undermined their motivation to attend.
a. lack of opportunity to make their own decisions
b. high level of teacher control and low value for self-directedness
c. routinization of the learning experience
d. all of the choices
d. all of the choices
161
The power dynamic between parents and adolescents shifts through the teen years.
a. True
b. False
a. True
162
Adolescents are able to describe differences in peers who have different attachment styles.
a. True
b. False
a. True
163
After childhood, the Adult Attachment Interview is used to assess an individual’s attachment schema.
a. True
b. False
a. True
164
In adolescence, the relationship adolescents have with their parents changes with respect to:
a. the affective quality of their relationship.
b. attachment.
c. the balance of power.
d. all of the choices
d. all of the choices
165
Securely attached adolescents are likely to __________________ their early attachments.
a. avoid talking about
b. freely describe and evaluate without judgment
c. spend a great deal of time focused on
d. none of the choices
b. freely describe and evaluate without judgment
166
Insecurely attached/dismissive adolescents are likely to __________________ their early attachments.
a. avoid talking about
b. freely describe and evaluate without judgment
c. spend a great deal of time focused on
d. none of the choices
a. avoid talking about
167
Insecurely attached/preoccupied adolescents are likely to __________________ their early attachments.
a. avoid talking about
b. freely describe and evaluate without judgment
c. spend a great deal of time focused on
d. none of the choices
c. spend a great deal of time focused on
168
According to peer reports, securely attached adolescents are:
a. less anxious.
b. more prosocial.
c. resilient.
d. all of the choices
d. all of the choices
169
Parenting style from early childhood ______________________ adolescence.
a. shows continuity through
b. is interrupted by
c. shifts in the opposite direction in
d. none of the choices
a. shows continuity through
170
Melinda’s mother died of a drug overdose when Melinda was 11, and her father married a woman who was not maternal to neither Melinda nor her sister. Both teenagers are doing well in high school, have a good group of friends, and plan to go to college. It’s very likely that Melinda’s father has a(n) _______________ parenting style.
a. high warmth
b. high conflict
c. authoritarian
d. authoritative
d. authoritative
171
A parenting class for parents of adolescents would encourage both mothers and fathers to demonstrate ____________if they want to facilitate a healthy relationship between themselves and their teens.
a. trust
b. honesty
c. openness
d. all of the choices
d. all of the choices
172
Peer crowds have clear boundaries.
a. True
b. False
a. True
173
In adolescence, high-status peer crowds have tighter boundaries than low-status crowds.
a. True
b. False
a. True
174
In adolescence, crowd membership is determined by peers’ perceptions of how well a student does in school.
a. True
b. False
b. False
175
Crowd membership in adolescence influences an adolescent’s:
a. self-concept of achievement.
b. self-esteem.
c. self-awareness.
d. none of the choices
b. self-esteem.
176
Adolescents shape their own experiences through choosing to be members of a(n) _______________, a group of friends who share similar values and behaviors.
a. crowd
b. clique
c. ethnic group
d. none of the choices
b. clique
177
Peers are aware that other adolescents belonging to a certain ___________________, even when an adolescent has no idea that he or she shares similar attributes with others.
a. crowd
b. clique
c. ethnic group
d. none of the choices
a. crowd
178
The majority of adolescents are ___________________, average students who have little influence on what is and is not cool.
a. “normals”
b. “druggies/toughs”
c. “nobodies”
d. “populars”
a. “normals”
179
A small group of adolescents belong to the _____________________ crowd, a small group of students who tend to set trends and dictate who is “in” and who is “out.”
a. “normals”
b. “druggies/toughs”
c. “nobodies”
d. “populars
d. “populars
180
Parents concerned about their teen’s media use will benefit in knowing the risk factors known to be associated with problematic internet use, including:
a. neglecting basic needs.
b. feeling angry, tense, and depressed when prohibited from using the Internet.
c. feeling the need for more and better computer equipment.
d. all of the choices
d. all of the choices
181
A developmentalist might teach adolescents to self-monitor for problematic Internet use by teaching them to look out for signs such as:
a. lying about how much time he or she is spending on the Internet.
b. socially isolating themselves to spend more time online.
c. receiving lower grades than he or she is able to earn.
d. all of these
d. all of these
182
. A developmentalist presenting a workshop to middle school teachers would emphasize that __________________ to help them understand the peer world of teens.
a. adolescents spend more time in peer groups than children do
b. adolescents are preoccupied with being accepted by their peer group
c. it is normal for teens to increase their orientation to the peer world, away from the adult world,
d. all of the choices
d. all of the choices
183
Along with five other teens, Jacob was caught stealing small items from a department store. The police interviewed each of them separately and recognized that, unlike the other four, Jacob’s desire to fit into this particular crowd of peers made him especially vulnerable. They released Jacob to his parents, explaining to them the role that peer ________________ played in Jacob’s poor choices and told Jacob to stop __________________ to fit in.
a. pressure; taking risks
b. nominations; making friends
c. pressure; making friends
d. nominations, taking risks
a. pressure; taking risks
184
Almost all adolescents between ages 15 and16 are in romantic relationships.
a. True
b. False
a. True
185
All adolescent romantic relationships are all very similar.
a. True
b. False
b. False
186
Exclusive attachments are not possible in adolescence because teens don't have the capability of sharing deep feelings.
a. True
b. False
b. False
187
During adolescence, teens whose sexual identity and preferences don't conform to the norm face:
a. stigma;
b. prejudice;
c. discrimination;
d. all of the choices
d. all of the choices
188
The “status phase” of building a romantic relationship is all about dating:
a. at least one person.
b. the right person.
c. many others.
d. all of the choices
b. the right person
189
Dating violence in adolescence is characterized by:
a. physical assault.
b. psychological abuse.
c. sexual violence.
d. any of the choices
d. any of the choices
190
Annually, approximately ____ of U.S. teens are victims of dating violence.
a. 2%
b. 5%
c. 10%
d. 33%
d. 33%
191
Early in the process of recognizing and becoming aware of an emerging homosexual attraction, an adolescent is likely to experience:
a. identity confusion.
b. identity achievement.
c. identity foreclosure.
d. all of the choices
a. identity confusion.
192
Later in the process of becoming aware of a homosexual attraction, an adolescent is likely to experience:
a. identity acceptance.
b. identity pride.
c. identity synthesis.
d. all of the choices
d. all of the choices
193
Jen and Joyce were wondering what middle school would bring for their son, Ed. They watched for signs that Ed was beginning to have interest in a romantic relationship. Specifically, they were waiting to see signs of him:
a. taking notice of and becoming more interested in one other person who is not necessarily “just a friend.”
b. wanting to be introduced to new adolescents, such as friends of friends.
c. trying to find ways to hang out alone in his room with a person who is more than a friend.
d. spending more time texting one person almost exclusively.
a. taking notice of and becoming more interested in one other person who is not necessarily “just a friend.
194
Compared to peers who are attracted to the opposite sex and don’t feel the need to consider their sexual preferences, the teen who does question whether his or her sexual identity conforms to the majority is more likely to:
a. be a target of violence and victimization.
b. perceive low social support and have fewer social resources.
c. experience health problems.
d. all of the choices
a. be a target of violence and victimization.
195
Risk that an adolescent will engage in juvenile delinquency or criminal activity is primarily genetically determined.
a. True
b. False
b. False
196
Juvenile delinquency has increased since the 1990s, peaking within the past year.
a. True
b. False
b. False
197
Emotion regulation in adolescence is influenced by the pathway of emotion regulation development that begins early in the lifespan.
a. True
b. False
a. True
198
Around __ of all violent crimes and property crimes are committed by adolescents.
a. 2%
b. 5%
c. 10%
d. 20%
d. 20%
199
Cognitive development influences emotional development in adolescence by:
a. limiting the amount of time it takes for an adolescent to process his or her emotions.
b. exposing the teen to the overemotionality of peers.
c. restricting the expression of emotions for fear of being teased by peers.
d. expanding the meanings an adolescent can attach to his or her emotions.
d. expanding the meanings an adolescent can attach to his or her emotions.
200
. __________________ is an emotion-regulation strategy that allows a teen to interpret his or her emotional response and choose how to make meaning of his or her experience.
a. Expressive suppression
b. Cognitive reappraisal
c. Cognitive dissonance
d. Cognitive distortion
b. Cognitive reappraisal
201
Evan felt a strong reaction when he found out he was not invited to the party his friend had planned for the following night. _________________ wasn’t the most adaptive emotion-regulation strategy he could have used, but it was necessary because he had much work to complete before leaving for the ban¬¬d competition that afternoon.
a. Expressive suppression
b. Cognitive reappraisal
c. Cognitive dissonance
d. Cognitive distortion
a. Expressive suppression
202
The cascade effect, when used to explain the pathway to juvenile delinquency, recognizes that there is a link between _________________ that increases the risk for problem behaviors in adolescence.
a. parent maltreatment and academic problems
b. parent abuse and problems with peers
c. parent neglect and running away from home
d. all of the choices
d. all of the choices
203
Depression is typical in adolescence; it’s normal for teens to have at least one episode during their adolescence.
a. True
b. False
b. False
204
Depression in adolescence is predicted by environmental risk, such as exposure to family stress or peer problems.
a. True
b. False
b. False
205
A longer-lasting depression that appears to be part of a teen’s personality is cause for concern, requiring a professional to assess the teen for:
a. bipolar disorder.
b. dysthymia.
c. cyclothymia.
d. antisocial personality.
b. dysthymia.
206
Adolescents who are concerned with not wanting others to know they are dealing with depression want to avoid the ______________ associated with mental illness.
a. lack of popularity
b. stigma
c. guilt
d. financial cost
b. stigma
207
Treating adolescents with antidepressants:
a. can be very effective.
b. is unlikely to be effective.
c. is not a legal option.
d. carries both risks and benefits.
d. carries both risks and benefits.
208
Erica was supposed to be going to the prom this weekend; instead she is in bed. When her parents tell the pediatrician that Erica __________________, the pediatrician tells the parents to bring Erica in immediately to be evaluated for depression.
a. feels sad, empty, and hopeless
b. has lost about 10 pounds in the past 2 weeks
c. wishes she wasn’t alive
d. any of the choices
d. any of the choices
209
Suicide may again become a concern in adolescence, although currently it is not a risk associated with adolescence.
A. True
B. False
B. False
210
Caucasian adolescents have been and continue to be at greater risk for suicide in adolescents compared to peers from minority groups.
a. True
b. False
B. False
211
Obsessive thoughts about suicide—suicidal ________________—is a risk factor for acts of suicide.
a. ideation
b. identification
c. comprehension
d. compulsion
a. ideation
212
Deliberate self-injury with no suicidal intent is troubling adolescent behavior and is often a form of:
a. self-punishment.
b. managing negative emotions.
c. communicating personal distress.
d. all of the choices
d. all of the choices
213
Adolescents who engage in nonsuicidal self-injury:
a. do so to cause sharp physical pain.
b. are trying to distract themselves from their emotional pain.
c. generate feelings of shame and guilt toward the self.
d. all of the choices
d. all of the choices
214
Depression, suicidal ideation, and nonsuicidal self-injury are risk factors associated with unwanted, negative health outcomes at all ages but may be particularly painful for adolescents who feel trapped due to:
a. low rates of health insurance coverage.
b. their parents not understanding what adolescence is like for them.
c. features of adolescent egocentrism.
d. peers experiencing the same problems
c. features of adolescent egocentrism.
