TEST BANK for Adolescence 14th Edition. John W. Santrock

Adolescence 14e John W. Santrock (Test Bank All Chapters, 100% Original Verified, A+ Grade) Answers At The End Of Each Chapter

Chapter 01 Student: ___________________________________________________________________________

1.

According to Plato, reasoning first appears during A. early childhood.

B. middle childhood.

C. adolescence.

D. young adulthood.

2.

Plato thought children should study A. science.

B. music.

C. art.

D. mathematics.

3.

Plato thought that adolescents should study A. science.

B. language.

C. music.

D. history.

4.

Which ability did Aristotle argue is the most important aspect of adolescence?

A. the ability to reason B. the ability to think critically C. the ability to debate D. the ability to choose

5.

What did Aristotle see as the hallmark of maturity?

A. self determination B. empathy C. self-efficacy D. critical thinking

6.

Rousseau believed that curiosity should be especially encouraged in the education of A. 6-8 year old children.

B. 8-11 year old children.

C. 12-15 year old children.

D. 17-19 year old children.

7.

Ms. Bowen encourages her students, ages 12-15, to engage their curiosity in their learning. This teacher's ideas most closely resemble those of A. Sigmund Freud.

B. Aristotle.

C. Hall.

D. Rousseau.

8.

G. Stanley Hall believed that development is controlled primarily by _____ factors.

A. cultural B. psychological C. social D. biological

9.

The "storm and stress" view of adolescence was postulated by A. Jean Rousseau.

B. Alfred Adler.

C. G. Stanley Hall.

D. Margaret Mead.

10. The "storm and stress" view of adolescence sees adolescence as a time of A. turbulence.

B. conflict.

C. mood swings.

D. all of these.

11. Mary tells her husband that she is not looking forward to the time their son becomes an adolescent, because she has read that it is a time of great conflict and stress for the family. Which of the following theorists would agree with Mary's view of adolescence?

A. Carl Jung B. Carol Gilligan C. Anna Freud D. G. Stanley Hall 12. Anthropologist Margaret Mead concluded that the basic nature of adolescence is A. biological.

B. psychological.

C. sociocultural.

D. cognitive.

13. Mead believed that cultures in which adolescents' experiences are quite different from adults' experiences produce adolescents who A. experience more stress.

B. experience less stress.

C. develop empathy at early ages.

D. develop empathy later in life.

14. Every state had developed special laws for youth between the ages of 16 and 18-20 by which year?

A. 1920 B. 1930 C. 1940 D. 1950 15. Which of the following historical events changed both the description and the study of adolescents?

A. the Civil Rights movement of the 1960s B. the women's movement of the 1970s C. the anti-war protests of the 1960s D. the Great Depression of the 1930s 16. Today's adolescents are more _____ than their counterparts of previous generations.

A. diverse B. tolerant C. open-minded D. all of these 17. Marty, age 16, spends most of his leisure time text messaging his friends and watching YouTube.

According to Mark Bauerlein, Marty's behavior is A. atypical of someone of his age.

B. typical of someone of his age.

C. classic for someone with impaired social skills.

D. a sign of rebellion against his parents' rules.

18. Mark Bauerlein, author of The Dumbest Generation, asserts that adolescents today are A. reading books at a slightly lower rate than those of their parents' generation.

B. more interested in information retrieval than information formation.

C. playing fewer video games than younger children.

D. becoming more interested in current events.

19. Kevin and Kelly give their 15 year old son, Samuel, options and help him to make choices in his life.

William Damon would say that Samuel's parents are A. overly involved in his life.

B. helping their son to think about his life's purpose.

C. pampering him.

D. giving him too much responsibility for his age.

20. Which of the following statements about stereotypes is NOT true?

A. There are very few stereotypes related to adolescents.

B. Stereotypes are difficult to give up once assigned.

C. Stereotypes are generalizations about a broad category of people.

D. Stereotypes describe a typical member of a specific group.

21. Howard is a manager of a fast food restaurant that employs many adolescents. Howard tells his wife, "They are all self-centered mopes who have no work ethic!" Howard's statement about adolescents is A. a prototype.

B. an exaggeration.

C. a stereotype.

D. a sign that he needs counseling.

22. The term "adolescent generation gap" refers to A. differences in decision-making skills between adolescents and older adults.

B. generalizations based on information about a limited group of adolescents.

C. technological skill differences between adolescents and grade school children.

D. differences in social abilities between younger and older adolescents.

23. Daniel Offer and his colleagues discovered that most adolescents have A. a negative self-image.

B. negative attitudes towards their schools.

C. a positive self-image.

D. an ambiguous self-image.

24. Julie, age 15, has dyed her hair purple and will only wear black jeans and white tops. Julie's parents should know that, according to adolescent psychologists A. Julie is showing signs of a conduct disorder.

B. Julie needs counseling for her hostility issues.

C. Julie is testing boundaries and discovering her identity.

D. Julie needs more parental control over her behavior.

25. Which of the following factors influence the developmental trajectory of every adolescent?

A. socioeconomic B. ethnic C. lifestyle D. all of these 26. The settings in which development occurs are known as A. arenas.

B. compounds.

C. cohorts.

D. context.

27. The fastest growing ethnic group of adolescents in the U.S. is A. European-Americans.

B. Asians.

C. Latinos.

D. African Americans.

28. Sherry's community college has partnerships with the local hospital, the library, and the Boys' and Girls' Club to encourage students to engage in cooperative learning experiences and build strong community relationships. This is an example of what Peter Benson and his colleagues would call a A. developmentally attentive youth policy.

B. community-enhancing initiative.

C. cross-generational policy.

D. socially enhancing planned model.

29. Research has shown that children living in poverty have elevated levels of A. blood glucose.

B. stress.

C. anger.

D. growth hormones.

30. Which of the following statements about adolescent health and well-being is TRUE? A. Adolescent health and well-being have improved in all areas.

B. More adolescents around the world die of malnutrition today than at any time in the past.

C. More adolescents around the world die of infectious diseases today than at any time in the past.

D. Rates of HIV infection among adolescents are increasing in sub-Saharan Africa.

31. What do studies show about gender differences?

A. They appear to be expanding over time.

B. Males have more educational opportunities than females.

C. Gender differences are similar in all countries.

D. Sexual restrictions are more common for females than for males.

32. Which of the following is NOT a trend related to families around the world?

A. migration to rural areas B. smaller families C. increase in mothers' employment D. greater family mobility 33. Which of the following is true about adolescents' peers?

A. Peers figure prominently in the lives of adolescents in most Western nations.

B. Peers can serve as surrogate families for some street youth.

C. Peers have a limited role for girls in Arab cultures.

D. All of these are true.

34. Development A. involves growth.

B. is complex.

C. continues through the lifespan.

D. all of these.

35. Which of the following is NOT a biological process?

A. advances in motor skills B. development of the brain C. weight gains D. changes in personality

36. Dr. Reyes studies hormonal changes of puberty. Which process of human development does Dr. Reyes study?

A. socioemotional B. cognitive C. biological D. psychological 37. Which of the following is associated with the developmental period of early childhood?

A. beginning of symbolic thought B. school readiness C. extreme dependence on adults D. beginning of sensorimotor skills 38. The developmental period of childhood includes all of the following periods EXCEPT A. prenatal.

B. perinatal.

C. infancy.

D. early childhood.

39. A key task of adolescence is A. refining sensorimotor coordination.

B. development of an understanding of one's culture.

C. mastery of language skills.

D. preparation for adulthood.

40. In the U.S. and most other cultures, adolescence begins at approximately _____ years of age.

A. 9-12 B. 11-14 C. 10-13 D. 12-15 41. Alex has begun dating and he is interested in taking a course called "Career Exploration" that will help him decide on a future career. Alex is probably in which period?

A. early adolescence B. late adolescence C. late childhood D. early adulthood 42. The developmental period when people are interested in transmitting their values to the next generation is A. emerging adulthood.

B. middle adulthood.

C. late adulthood.

D. early adulthood.

43. Paul spends much of his time working in his garden and reading books on photography. He doesn't have as much strength as he used to have, but he is enjoying his time of decreased responsibility.

Developmental psychologists would say that Paul is probably in A. emerging old age.

B. middle adulthood.

C. late adulthood.

D. terminal adulthood.

44. The transition from childhood to adolescence includes all of the following EXCEPT A. biological changes of puberty.

B. increased egocentric ways.

C. desire to spend more time with family.

D. greater interest in romantic relationships.

45. The transition from adolescence to adulthood has been referred to as A. preadulthood.

B. post adolescence.

C. transitional adulthood.

D. emerging adulthood.

46. According to Jeffrey Arnett, emerging adulthood is characterized by five key factors. Which of the following is NOT one of these features?

A. stability B. identity exploration C. feeling in-between D. self focus 47. Jeffrey Arnett saw emerging adulthood as a time when many individuals are A. secure in their adult status.

B. absorbed in social obligations and family duties.

C. optimistic about their futures.

D. fairly stable in love and career.

48. In the United States the most widely recognized marker for entry into adulthood is A. graduation from high school.

B. graduation from college.

C. holding a permanent, full-time job.

D. getting married.

49. The ability to adapt positively and achieve successful outcomes despite significant risks and adverse consequences is A. hardiness.

B. resilience.

C. self-efficacy.

D. propriate striving.

50. Ann Masten and her colleagues found that emerging adults who overcame adversity and went on to become competent adults had all of the following characteristics EXCEPT A. they were well-traveled.

B. they were intelligent.

C. they had high-quality parenting.

D. they had a higher socioeconomic status.

51. Which of the following events may be seen as a turning-point opportunity for changing the life course during emerging adulthood?

A. marriage B. work opportunities C. higher education D. all of these 52. Dr. Jackson argues that human beings have basic growth tendencies genetically wired into them. Dr. Albright believes that humans are basically shaped by their environments. Dr. Jackson supports the _______ approach to development, while Dr. Albright advocates for the __________ approach.

A. nurture; nature B. nature; nurture C. continuity; discontinuity D. cognitive; biological

53. Which of the following would a proponent of the nature approach to human development cite as evidence of the strength of genetics?

A. the fact that we grow rapidly in infancy B. the fact that development is affected by nutritional status C. the fact that development is shaped by the media D. the fact that access to medical care affects development 54. Developmentalists who emphasize the importance of experience in development have described development as A. a series of distinct stages.

B. a gradual, continuous process.

C. chaotic and unpredictable.

D. none of these.

55. Developmentalists who emphasize the importance of nature in development describe development as A. a series of distinct stages.

B. a gradual, continuous process.

C. alternating periods of turbulence and calm.

D. none of these.

56. Carrie was abused by her parents. She was eventually removed from their care and was later adopted at age 6 by her foster parents. Which of the following doctrines would assert that Carrie's later quality of parental care can overcome her earlier negative experience?

A. early experiences B. later experiences C. middle experiences D. positive experiences 57. Which of the following is NOT a step in the scientific method?

A. conceptualize a problem to be studied B. collect data C. analyze data D. publish study results 58. An interrelated, coherent set of ideas that helps to explain phenomenon and to make predictions is called A. a hypothesis.

B. an operational definition.

C. a theory.

D. an independent variable.

59. Scientific assertions and predictions that can be tested are A. theories.

B. hypotheses.

C. independent variables.

D. extraneous variables.

60. The pioneering theorist of psychoanalytical theory was A. Carl Jung.

B. Erik Erikson.

C. Karen Horney.

D. Sigmund Freud.

61. Psychoanalytic theories emphasize that development is all of the following EXCEPT A. primarily related to observable behavior.

B. primarily unconscious.

C. heavily influenced by early experiences.

D. highly colored by emotions.

62. Which of the following is NOT one of Freud's psychosexual stages?

A. phallic B. genital C. oral D. moral 63. Which of the following is a structure in Freud's concept of personality?

A. the collective unconscious B. the id C. the self D. the personal unconscious 64. According to Freud, the moral branch of the personality is the A. ego.

B. id.

C. superego.

D. self.

65. According to Freud, _____ is the most powerful and pervasive defense mechanism.

A. reaction formation B. denial C. regression D. repression 66. Peter Blos believed that regression during adolescence was A. normal.

B. inevitable.

C. universal.

D. all of these.

67. The theorist who considered defense mechanisms to be key to understanding adolescent development was A. Sigmund Freud.

B. Anna Freud.

C. Karen Horney.

D. Alfred Adler.

68. Which of the following statements about defense mechanisms is TRUE? A. Defense mechanisms are always unhealthy.

B. Defense mechanisms are unconscious.

C. Defense mechanisms are conscious.

D. Defense mechanisms are always helpful in avoiding reality.

69. Erikson believed that we develop in _____ stages.

A. psychosocial B. psychosexual C. psychodynamic D. psychometric 70. Denise argues that early experiences are more important; Barbara believes that both early and later experiences are important. Denise's view is consistent with _____, while Barbara's view would be supported by _____.

A. Blos; Erikson B. Erikson; Freud C. Freud; Erikson D. Erikson; Blos

71. Erikson's _____ psychosocial stage is experienced in the first year of life.

A. autonomy versus shame and doubt B. initiative versus guilt C. generativity versus stagnation D. trust versus mistrust 72. Harper, age 19 months, has just begun to assert her independence. Harper is probably in Erikson's psychosocial stage of A. identity versus role confusion.

B. trust versus mistrust.

C. autonomy versus shame and doubt.

D. industry versus inferiority.

73. The negative outcome of Erikson's fourth stage of psychosocial development is A. mistrust.

B. shame.

C. doubt.

D. inferiority.

74. According to Erikson, adolescents are in the psychosocial stage of A. intimacy versus isolation.

B. identity versus role confusion.

C. initiative versus guilt.

D. industry versus inferiority.

75. According to Erikson, the core developmental task of early adulthood is to develop A. intimacy.

B. integrity.

C. identity.

D. initiative.

76. Edith, age 57, believes that she has done little to help nurture the next generation. According to Erikson, Edith has experienced _____ associated with the seventh stage of psychosocial development.

A. inferiority B. role confusion C. selfishness D. stagnation 77. Cognitive theories emphasize A. behaviors.

B. emotions.

C. conscious thoughts.

D. none of these.

78. For Piaget, the two processes that underlie cognitive construction of the world are A. denial and distortion.

B. internalizing and externalizing.

C. organization and adaptation.

D. ordering and differentiating.

79. Which of the following statements about Piaget's theory is NOT true?

A. Piaget believed that people go through six stages in understanding the word.

B. Piaget believed that people go through four stages in understanding the world.

C. Each of Piaget's stages is age related.

D. Each of Piaget's stages represents a different way of understanding the world.

80. Calaeb, age 3, is in which of Piaget's stages of cognitive development?

A. sensorimotor B. preoperational C. concrete operational D. formal operational 81. Which of the following statements about Piaget's concrete operational stage is TRUE? A. It lasts from birth to about 2 years of age.

B. It encompasses the ability to think in an abstract manner.

C. It lasts from approximately 7 to 11 years of age.

D. Children can perform operations that involve developing hypotheses.

82. Jenn has just begun to think abstractly and develop images of ideal circumstances. According to Piaget, Jenn is in the _____ stage of cognitive development.

A. sensorimotor B. concrete operational C. formal operational D. post-formal operational 83. Vygotsky emphasized the role of _____ in cognitive development.

A. culture B. social interaction C. learning to use the inventions of society D. all of these 84. Which of the following operations is emphasized by information processing theorists?

A. encoding information B. storing information C. retrieving information D. all of these 85. Which of the following statements describing Skinner's theory of operant conditioning is NOT true?

A. A behavior followed by a rewarding stimulus is likely to be repeated.

B. A behavior followed by a punishing stimulus is less likely to recur.

C. A behavior that is ignored will be repeated.

D. Rewards and punishments shape behavior.

86. The leading theorist in the development of social cognitive theory is A. Albert Bandura.

B. Walter Mischel.

C. George Kelly.

D. John Watson.

87. Craig sees his father help an elderly man who seems to have become confused and lost his way.

Several days later, Craig notices a woman looking in the shrubs for her lost wallet. Craig tries to help her look for her wallet. Bandura would say that Craig's behavior was learned through A. observation of his father.

B. teaching of moral values in Sunday School.

C. being punished in the past for not offering to help an older person.

D. being given a reward in the past for turning in a lost wallet to the police.

88. Bandura's model of learning and development includes the elements of behavior, person/cognition and the A. unconscious mind.

B. environment.

C. rewards available.

D. all of these.

89. Bronfenbrenner developed ______, a perspective that is receiving increased attention.

A. ecological theory B. environmental theory C. socioeconomic theory D. existential theory 90. What is the system in Bronfenbrenner's theory that considers sociohistorical circumstances?

A. mesosystem B. microsystem C. chronosystem D. exosystem 91. Which of the following of Bronfenbrenner's systems considers the culture in which people live?

A. chronosystem B. mesosystem C. exosystem D. macrosystem 92. Harry fights constantly with his parents. Bronfenbrenner would predict that Harry might have difficulty relating to his teacher because of a disruption in his A. mesosystem.

B. exosystem.

C. chronosystem.

D. macrosystem.

93. An approach to understanding adolescent development that selects from each theory whatever is considered its best features is called A. a hybrid theory.

B. a patchwork theory.

C. an eclectic theory.

D. a blended theory.

94. Scientific observations A. require a special set of skills.

B. are the first step in collecting data.

C. have to be systematic.

D. all of these.

95. Researchers can conduct observations in the everyday world or in the A. laboratory.

B. virtual world.

C. theoretical world.

D. none of these.

96. Which of the following is a drawback to conducting observational research in a laboratory?

A. People must be paid for their time.

B. People behave more naturally when they are away from the stresses of the "real world."

C. People may be too relaxed in a laboratory setting.

D. People who are willing to come to a laboratory might not be representative of general population.

97. Lilly is a researcher who wants to know how often high-school students are using their cell phones to cheat on tests. Lilly pretends to be a visiting student. She sits in on classes and observes students as they take tests. Lilly's method of research is known as A. in situ research.

B. naturalistic observation.

C. covert research.

D. in vivo research.

98. Which of the following statements about using surveys to collect data is TRUE? A. People answer in ways that they see as socially desirable.

B. Surveys are very expensive and time consuming to do.

C. Surveys can only be done on a limited range of topics.

D. All of these are true.

99. The Stanford-Binet Intelligence test is an example of A. a projective test.

B. an open-ended test.

C. a standardized test.

D. a subjective test.

100.Which of the following statements about standardized tests is TRUE? A. They assume that people will perform differently depending on the setting of the test.

B. They assume that a person's behavior is consistent and stable.

C. They do not allow a person's performance to be compared with the performance of other people.

D. They do not provide any information about differences among people.

101.Measuring the levels of hormones in an adolescent's blood stream is an example of which type of measure of adolescent development?

A. psychological B. experience sampling C. physiological D. concrete 102.MRI (magnetic resonance imaging) uses _____ to construct an image of the _____.

A. x-rays; brain B. radio waves; brain C. radioactive glucose; brain D. electrical activity levels; heart 103.Corey is participating in research. She is given an electronic pager, and a researcher "beeps" her several times a day to ask her what she is doing. The researcher is using which of the following methods?

A. random sampling B. experimental design C. experience sampling D. correlational research 104.A research method in which a single individual is examined in depth is called the A. single-subject design.

B. case-study method.

C. observational design.

D. descriptive method.

105.The three main types of research designs are descriptive, correlational, and A. observational.

B. covert.

C. experimental.

D. overt.

106.Dr. Tremble sends out surveys to faculty at 57 randomly selected colleges to assess their perceptions of faculty harassment. This is an example of _____ research.

A. correlational B. descriptive C. experimental D. observational

107.Which of the following statements regarding correlational research is NOT true?

A. The goal of correlational research is to demonstrate cause-and-effect relationships.

B. The goal of correlational research is to describe the strength of the relationship between two or more events or characteristics.

C. The results of correlational research are reported in a numerical measure called a correlation coefficient.

D. A negative correlation coefficient means an inverse relationship.

108.Professor Sands studies the relationship between the number of minutes that an adolescent spends text messaging each semester and his/her grades in school. She found a correlation of +.60. What can we conclude from this report?

A. Text messaging results in lower grades for adolescents.

B. Text messaging has no effect on grades for adolescents.

C. Text messaging and academic grades are related in adolescents.

D. The more an adolescent text messages, the higher his or her grades.

109.Three doctoral students are using correlational research designs for their dissertation research.

When all of the work is done, Marilyn's data yielded a correlation coefficient of -.45, Susan's data was at +.30 and Bryan's data a -.50. Which student's data shows the strongest correlation between variables?

A. Bryan B. Susan C. Marilyn D. All students showed very similar results.

110.Which of the following correlation coefficients shows the weakest correlation?

A. -.10 B. +.15 C. +.70 D. -.80 111.The factor that is manipulated in experimental research is the A. independent variable.

B. dependent variable.

C. extraneous variable.

D. none of these.

112.The variable that is measured and that is expected to change as a result of experimental research is the A. independent variable.

B. dependent variable.

C. extraneous variable.

D. experimental variable.

113.Which of the following statements about experimental research is NOT true?

A. All experiments involve at least one independent variable and one dependent variable.

B. Experiments demonstrate cause and effect.

C. Experimental design uses experimental groups only.

D. Experimental design uses experimental and control groups.

114.Assigning participants to experimental or control groups by chance is known as A. random assignment.

B. lottery assignment.

C. nonrandom assignment.

D. convenience assignment.

115.The type of research that involves studying people all at the same time is known as A. single-subject research.

B. longitudinal research.

C. sequential research.

D. cross-sectional research.

116.A disadvantage of cross-sectional research is A. the variable under investigation is assessed all at the same time.

B. it is not very effective.

C. it gives no information about how individuals change over time.

D. it is time-consuming and expensive to conduct.

117.Professor Kelly is interested in seeing how adolescents' prosocial behavior changes over time. He assesses a group of adolescents at ages 12, 15, and 18. Professor Kelly is doing _____ research.

A. sequential B. longitudinal C. cross-sectional D. experimental 118.A disadvantage of longitudinal research is A. it is expensive to conduct.

B. it is time-consuming to conduct.

C. participants who remain in the study may be dissimilar to those who dropped out.

D. all of these.

119.Which of the following is NOT one of the APA's guidelines for ethical research?

A. full disclosure to participants regarding the exact nature of the research B. informed consent C. confidentiality D. debriefing 120.Melissa has agreed to participate in a 90-day study of food preferences among adolescents. After participating for two weeks, Melissa wants to withdraw from the study because it is taking too much of her time. According to the APA guidelines A. Melissa has to give the researchers a two-week notice before she can withdraw.

B. Melissa can withdraw at any time.

C. Melissa cannot withdraw once she has signed an informed consent form.

D. Melissa can withdraw only if she has a valid reason, such as a health issue or family emergency.

121.Which of the following statements about gender bias is TRUE? A.Gender bias is a preconceived idea about the abilities of females and males that prevents them from reaching their full potential.

B. Gender bias is an issue in the United States.

C. Gender bias happens when conclusions are drawn about females from research conducted with only males.

D. All of these are true.

122.Using an ethnic label such as Asian or Latino in a way that portrays an ethnic group as being more homogenous than it is, is known as A. ethnic stereotyping.

B. ethnic gloss.

C. ethnic shine.

D. ethnic categorization.

123.Compare and contrast G. Stanley Hall's "storm and stress" view of adolescence with the inventionist view.

124.What were the underlying themes of the 1960s and 1970s?

125.Describe some of the pros and cons of the technological revolution on adolescents, as outlined by Mark Bauerlein in The Dumbest Generation.

126.What was the major theme of William Damon's book The Path to Purpose?

127.List at least four stereotypes of adolescents today.

128.Compare and contrast psychologists' early views of adolescents with views common now.

129.Describe how the cultural contexts of the United States are changing, especially with respect to immigration patterns and the projections for future demographics.

130.List and describe at least four cultural variations of adolescence around the world.

131.Discuss major trends in health and well-being for adolescents around the world. Include both positive and negative changes.

132.Discuss gender differences in the experiences of male and female adolescents, with respect to education, leisure activities, sexual experiences, family, and peers.

133.List and briefly define the three determinants of human development.

134.Explain what modern theorists mean when they say, "Development is a lifelong process."

135.Briefly describe the three periods of adult development.

136.Beth is 22 years old. What developmental period is Beth in, and what are the two main tasks of this period?

137.List Jeffrey Arnett's five key features of emerging adulthood.

138.What are some of the factors that make it difficult to determine when an individual becomes an adult?

139.List and briefly describe the three types of assets that Jacquelynne Eccles and her colleagues determined are especially important for making a competent transition through adolescence and emerging adulthood.

140.List and define the three major issues in studying adolescent development.

141.List the four steps in the scientific method.

142.List and describe Freud's three parts to the personality.

143.Describe Piaget's formal operational stage of cognitive development. Be sure to address ages and major changes in thinking.

144.What are the main ideas behind Vygotsky's theory of cognitive development?

145.What is the main idea behind Skinner's theory of operant conditioning?

146.List the three key factors in development, according to social cognitive theory.

147.List and describe the five environmental systems in Bronfenbrenner's ecological theory. Explain how the systems relate to each other.

148.Compare and contrast laboratory observation and naturalistic observation.

149.Describe one advantage and one disadvantage of case-study research.

150.Compare and contrast correlational and experimental research.

151.List and briefly describe the four APA guidelines that must be followed in the conduction of ethical research.

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

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

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

113. C 114. A 115. D 116. C 117. B 118. D 119. A 120. B 121. D 122. B Feedback: 3-4 The inventionist view saw adolescence as less of a biological event than a sociohistorical creation. Inventionists stress that sociohistorical circumstances, such as a decline in apprenticeship, increased mechanization of the Industrial Revolution, age-graded schools, urbanization, appearance of youth groups such as the YMCA and the Boy Scouts are affecting adolescents. The three key dimensions for the inventionist view of adolescence are schools, work, and economics.

123. Hall's concept was that adolescence was a turbulent time, charged with conflict and mood swings. He saw these changes in thought, feeling, and actions as happening quite frequently and as normative. He believed that adolescence has a biological base.

Feedback: 5 124. There were three major themes in the United States during the 1960s and the 1970s. These were the anti-discrimination protests, the anti-war protests, and the women's movement. One major theme of this period was that political protests reached their peak when millions of adolescents reacted to what they saw as the United State's immoral part in the Vietnam War. Ethnic conflicts became pervasive as African-American adolescents were denied a college education, and the secondary education that they did receive was seen as inferior. College students participated in riots and sit-ins even as they pursued higher education in higher numbers. Finally, the women's movement of the 1970s changed both the description and the study of adolescence.

Feedback: 6 125. Technology can provide an expansive, rich set of knowledge that, if used in a constructive way, can improve adolescents' education.

However, a possible downside of technology is that today's youth are more interested in information retrieval than information formation.

Technology has decreased adolescents' interest in reading books and, as a result, skills in reading and writing have been negatively affected.

Adolescents don't learn and retain general information and historical facts.

Feedback: 6 126. Damon's major theme is that parents today are teaching their children to expect immediate gratification and to look for short-term solutions to their problems and tasks. In Damon's view, although short-term solutions are often necessary, they can distract adolescents from thinking about their life purpose. He proposes that parents guide and assist their children through their choices by giving them options and by sharing how they have coped with setbacks and dilemmas.

Feedback: 7 Any positive youth accomplishment is seen as an exception.

127. "They are all lazy." "All they think about is sex." "They are so self-centered." "Kids today don't have the moral fiber of my generation." "They don't want to work." "They are rebellious."

Feedback: 8 128. For much of the last century in the United States and other Western cultures, adolescence was perceived as a problematic period of the human life span. The discipline of psychology, likewise, viewed adolescents negatively. Psychology today focuses more on the positive side of human experiences and places greater emphasis on hope, optimism, creativity, and positive individual and group traits.

Feedback: 10 129. The cultural context for U.S. adolescents is changing with the dramatic increase in the number of adolescents immigrating from Latino and Asian countries. Asian Americans are expected to be the fastest-growing ethnic group of adolescents, with a growth rate of more than 500 percent by 2100. Numbers of Latino adolescents are projected to increase almost 400 percent by 2100. By 2100, Latino adolescents are expected to outnumber non-Latino White adolescents.

Feedback: 12 130. Two-thirds of Asian Indian adolescents accept their parents' choice of a marital partner for them. Many female adolescents in the Philippines will sacrifice their own futures by migrating to the city in order to send money to their families. Street youth in Kenya may engage in delinquency or prostitution to survive. In the Middle East, many adolescents are not allowed to interact with the other sex, even in school. Youth in Russia are marrying earlier to legitimize sexual activity.

Feedback: 13 131. Adolescent health and well-being have improved in some areas but not in others. On the positive side, fewer adolescents around the world die from infectious diseases and malnutrition than in the past. However, adolescents continue to engage in a number of health-compromising behaviors, such as illicit drug use and unprotected sex, at levels that place adolescents at risk for serious developmental problems. Extensive increases in the rates of HIV in adolescents have occurred in many sub-Saharan countries.

Feedback: 13-14 Some cultures give peers a stronger role in adolescence than others. While peers figure prominently in the lives of adolescents in Western countries, in Arab countries peers have a very restrictive role, especially for girls.

Family life for adolescents can be very different, depending on the culture and country. For example, adolescents who grow up in Arab countries adhere to a strict code of conduct and loyalty. Adolescents who grow up in the United States and other Western countries may experience divorce and stepfamilies; parenting is less authoritarian than in the past. Other family trends include greater family mobility, migration to cities, smaller families, fewer extended families, and increases in mothers' employment.

Adolescent females have less freedom to pursue leisure activities than males, and gender differences in sexual expression are widespread. This is especially true for adolescent females living in India, Southeast Asia, Latin America, and Arab countries.

132. Except in a few areas, males have more educational opportunities than females. In some countries adolescents do not have access to secondary schools and higher education. Many schools do not provide students with the skills that they need to be successful in adult work.

Feedback: 15 Biological processes involve physical changes in an individual's body. Cognitive changes involve changes in an individual's thinking and intelligence. Socioemotional processes involve changes in an individual's emotions, personality, relationships with others, and social contexts.

133. The three determinants of human development are biological processes, cognitive processes, and socioemotional processes.

Feedback: 17 134. Today developmentalists do not believe that change ends with adolescence. Adolescence is part of the life course and is not an isolated period of development. Although it has some unique characteristics, what takes place in adolescence is connected with development and experiences in childhood and adulthood.

Feedback: 17 135. The three periods of adult development are early adulthood, middle adulthood, and late adulthood. Early adulthood begins in the late teens or early twenties and lasts through the thirties. Middle adulthood begins at approximately 35-45 years of age and ends at some point between 55 and 65 years of age. Late adulthood is the period that extends from 60 or 70 years of age until death.

Feedback: 19 136. Beth is in the developmental period of emerging adulthood. The two main tasks of this period are experimentation and exploration.

Feedback: 19-20 137. The five key features that characterize emerging adulthood are identity exploration, especially in love and work; instability; self-focus; feeling in-between; and the age of possibilities, a time when individuals have an opportunity to transform their lives.

Feedback: 20 138. Determining when an individual becomes an adult is difficult. In the United States, the most widely recognized marker of entry into adulthood is holding a permanent, full-time job. Economic independence is one marker for achieving adult status, but it is a long process in some cultures. Taking responsibility for oneself, deciding on one's own beliefs and values, and establishing a relationship with parents as equal adults are all markers of adult status.

Feedback: 22-23 Social development is related to connectedness, sense of social place, attachment to prosocial institutions, and commitment to civic engagement.

Psychological and emotional development encompasses such things as good mental health, good emotional regulation and conflict resolution skills, mastery motivation, personal autonomy, personal and social identity, and strong moral character.

Intellectual development includes such things as knowledge of essential life and vocational skills, critical thinking and reasoning skills, cultural knowledge, and school success.

139. The three types of assets that Eccles and colleagues determined are necessary for the successful transition through adolescence and emerging adulthood are: intellectual development, psychological and emotional development, and social development.

Feedback: 23-25 The nature-nurture issue involves the debate about whether development is primarily influenced by nature or nurture. Nature refers to an organism's biological inheritance, nurture to its environmental experiences. The continuity-discontinuity issues focuses on the extent to which development involves gradual, cumulative changes (continuity) or distinct stages (discontinuity). The last issue focuses on the importance of earlier experiences in the child's life, and whether or not later experiences can make up for deficits or poor early experiences. Proponents of the early-experience doctrine believe that development will never be optimal if infants are not given warm, nurturing care in the first year of life.

Proponents of the later-experience view argue that children and adolescents are malleable throughout development, and that they can compensate for less than optimum early experiences with quality later experiences.

140. The three important issues raised in the study of adolescent development are nature and nurture, continuity and discontinuity, and early and later experiences.

Feedback: 27 4. Draw conclusions.

3. Analyze data.

2. Collect data.

1. Conceptualize a process or a problem to be solved.

141. The four steps in the scientific method are:

Feedback: 28 142. The three parts to the personality, according to Freud, are the id, ego, and superego. The id is totally unconscious and has no contact with reality. It contains instincts, which are an individual's reservoir of psychic energy. The ego deals with demands of reality and makes rational decisions. The ego uses defense mechanisms to help resolve conflicts between its reality demands, the id's wishes, and the superego's constraints.

The superego is the moral branch of the personality that takes into account whether something is right or wrong.

Feedback: 31 143. The formal operational stage, which appears between the ages of 11 and 15 and continues through adulthood, is Piaget's fourth and final stage. In this stage, individuals move beyond concrete experiences and think in abstract and more logical terms. Adolescents begin to think about possibilities for the future, solve problems more systematically, and develop and test hypotheses.

Feedback: 31 144. The main idea behind Lev Vygotsky's sociocultural theory of cognitive development is that social interaction and culture guide cognitive development. He also believed that individuals actively construct their knowledge. He stressed that cognitive development involves learning to use the inventions of a society, such as language, mathematical systems, and memory strategies.

Feedback: 32 145. B.F. Skinner believed that, through operant conditioning, the consequences of a behavior produce changes in the probability of that behavior's occurrence. In Skinner's view, rewards and punishments that follow a behavior shape development. The key aspect of development for Skinner is behavior, not thoughts and feelings. He believed that all behavior is learned and can be unlearned by making changes to the environment.

Feedback: 32 146. Social cognitive theory holds that behavior, environment, and cognition are key factors in development.

Feedback: 32-33 Finally, the chronosystem consists of the patterning of environmental events and transitions over the life course, as well as sociohistorical circumstances. Each of these systems may overlap one another.

147. Bronfenbrenner holds that development reflects the influence of five environmental systems: microsystem; mesosystem; exosystem; macrosystem; and chronosystem. The microsystem is the setting in which a person lives. For adolescents the microsystem is made up of family, peers, school, and neighborhood. The mesosystem involves relations between microsystems. The exosystem consists of links between a social setting in which a person does not have an active role and the individual's immediate context. For example, things that happen at a mother's or a father's workplace may have an indirect effect on the adolescent. The macrosystem involves the cultures in which adolescents live.

Feedback: 34 Naturalistic observation, on the other hand, means observing behavior in real-world settings, making no effort to manipulate or control the situation.

148. Laboratory observation takes place in a controlled situation, with factors of the "real world" removed. A drawback to this approach is that it is almost impossible to conduct this research without the participants knowing that they are being observed. Because a laboratory setting is unnatural, people may behave differently than they would in another context.

Feedback: 36 149. One advantage of case study research is that it allows the researcher to take an in-depth look at a single individual. A disadvantage is that one cannot generalize the findings from the study of one person to a larger population. The subject of the case study is unique, and other people, even those with the same condition, disorder, or factor of interest, may be very different. In addition, case studies involve judgment of unknown reliability.

Feedback: 37 Correlation does not equal causation. If we want to know if one event causes another, we must look to the experimental design for answers. An experiment is a carefully regulated procedure in which one or more factors believed to influence the behavior being studied are manipulated, while all other factors are held constant.

150. In correlational research, the goal is to describe the strength of the relationship between two or more events or characteristics. The more strongly the two events are related or associated, the more effectively we can predict one event from the other.

Feedback: 39 4. Deception: In all cases of deception the researcher must ensure that deception will not harm the participants.

3. Debriefing: After the study has been completed, participants should be informed of its purpose and the methods that were used.

2. Confidentiality: Researchers are responsible for keeping all data confidential and, when possible, anonymous.

151. 1. Informed Consent: participants must know what the research will involve and what risks might develop.

Chapter 01 Summary Category Blooms Taxonomy: Analysis Blooms Taxonomy: Application Blooms Taxonomy: Comprehension Blooms Taxonomy: Evaluation Blooms Taxonomy: Knowledge Difficulty: Basic Difficulty: Difficult Difficulty: Moderate Learning Goal: 1 Learning Goal: 2 Learning Goal: 3 Learning Goal: 4 Santrock - Chapter 01

# of Questions 24 25 17 2 83 44 28 79 30 13 31 77 151

Chapter 02 Student: ___________________________________________________________________________

1.

______ is a period of rapid physical maturation involving hormonal and bodily change.

A. Menopause B. Puberty C. Menarche D. Andrarche

2.

Which of the following statements about puberty is NOT true?

A. Puberty cannot be distinguished from adolescence.

B. Puberty ends before adolescence.

C. Puberty is the most important marker for the beginning of adolescence.

D. Puberty is a period of rapid physical maturation.

3.

Which of the following is a determinant of puberty?

A. heredity B. hormones C. birth weight D. all of these

4.

Stacy is 12 years old. Stacy is probably A. arguing with her teachers about homework.

B. resisting parental rules.

C. going through puberty.

D. overweight or obese.

5.

Puberty takes place between ages ______ for most individuals.

A. 8 and 15 B. 9 and 16 C. 10 and 17 D. 11 and 18

6.

Chemical substances that are secreted by the endocrine glands and carried by the bloodstream are known as A. hormones.

B. endorphins.

C. cytokines.

D. enkephalins.

7.

_____ are the main class of sex hormones in males; and _____ are the main class of female sex hormones.

A. Testosterones; estrogens B. Androgens; estrogens C. Estrogens; androgens D. Androgens; progesterones

8.

The main androgen that plays an important role in male pubertal development is A. cortisol.

B. leptin.

C. testosterone.

D. progesterone.

9.

The main estrogen that plays an important role in female pubertal development is A. cortisol.

B. estradiol.

C. endorphin.

D. melatonin.

10. Robert, age 14, is experiencing a rise in testosterone. Which of the following changes would Robert NOT expect to experience?

A. increase in height B. voice changes C. decrease in sexual desire D. development of external genitals 11. Sally, age 15, is experiencing a rise in estradiol. Which of the following changes would Sally expect to experience?

A. voice changes B. uterine development C. decrease in sexual desire D. weight loss 12. Which of the following structures is involved in puberty?

A. gonads B. pineal gland C. parathyroid gland D. beta cells of the pancreas 13. One of the two hormones secreted by the pituitary which regulates the levels of sex hormones is FSH (follicle-stimulating hormone); the other is A. insulin.

B. prolactin.

C. oxytocin.

D. luteinizing hormone.

14. Which of the following hormones is NOT involved in the timing of puberty?

A. FSH B. LH C. BPH D. GnRH 15. When the temperature in a room drops too low, the thermostat senses it and the furnace turns on. Once the temperature rises to a predetermined level, the furnace turns off. This is analogous to the way sex hormone levels operate on a A. positive feedback system.

B. negative feedback system.

C. neutral feedback system.

D. none of these.

16. Doreen has a tumor on her adrenal gland. Doreen is likely to experience problems with her A. hearing.

B. vision.

C. growth.

D. balance.

17. Which of the following statements about adrenarche is TRUE? A. It involves changes in the thyroid gland.

B. These hormonal changes occur between the ages of 6 and 9 in girls.

C. This phenomenon is well researched and well understood.

D. These changes begin earlier in boys than in girls.

18. Gonadarche is the period most people think of as A. adolescence.

B. menopause.

C. puberty.

D. none of these.

19. Judy and Justin are twins. Which of the following statements about their experiences with gonadarche is most likely to be TRUE? A. Judy will begin gonadarche one to two years before her brother.

B. Judy and Justin will begin gonadarche at about the same time.

C. Justin will begin gonadarche about two years before his sister.

D. Their experiences of gonadarche will depend on whether or not they play sports.

20. The first menstrual period, which occurs in mid to late gonadarche, is known as A. dysmenorrhea.

B. spermarche.

C. menarche.

D. dysphoria.

21. The first ejaculation of semen, which occurs in early to mid gonadarche, is known as A. spermatogenesis.

B. spermarche.

C. andropause.

D. menarche.

22. Research shows a relationship between ______ and the onset of puberty.

A. higher body weight B. leptin C. percentage of body fat D. all of these 23. Meaghan weighed 3 pounds, 2 ounces at birth but gained weight rapidly. She weighed 21 pounds at the end of her first year of life. Research indicates that Meaghan will probably experience menarche A. at the same time as her normal birthweight peers.

B. approximately one year later than her normal birth weight peers.

C. five to ten months earlier than her normal birth weight peers.

D. approximately two years earlier than her normal birth weight peers.

24. Which of the following early experiences has been linked to early pubertal onset?

A. child maltreatment B. high socioeconomic status C. growing up in a nuclear family D. family stability 25. Early menarche has been linked to A. a father's departure from the home.

B. a mother's departure from the home.

C. strong religious affiliation.

D. lack of religious affiliation.

26. Lucy has grown up in a home with her biological mother and father and enjoys a middle socioeconomic class lifestyle. Joan has grown up with her adoptive parents and, although her family is fairly wealthy, her father has struggled with alcoholism for years. Kathy's parents have a poor relationship, low socioeconomic status, and her father frequently leaves the home for weeks at a time. Which of these girls will probably experience puberty FIRST? A. Joan B. Lucy C. Kathy D. They will probably all experience menarche at approximately the same time.

27. Which of the following statements regarding the growth spurt is TRUE? A. The beginning of the growth spurt for boys is age twelve.

B. The beginning of the growth spurt for girls is age nine.

C. Height in elementary school is not a good predictor of height in adolescence.

D. Better nutrition has very little impact on height.

28. At the peak of her weight gain in adolescence, Maud, age 12, gained 18 pounds in one year. Research on weight gain during adolescence would indicate that Maud's weight gain is A. excessive; she should have gained no more than 10 pounds.

B. a little less than normal; she should have gained 20-23 pounds.

C. average.

D. significantly below average; she should have gained approximately 25 pounds.

29. Which of the following statements abut weight and skeletal changes in adolescence is NOT true?

A. Boys' peak weight gain happens at approximately the same time as peak height gain.

B. Girls' peak weight gain happens about six months after their peak height gain.

C. Girls' increase in hip width is associated with an increase in estrogen.

D. Boys' increase in shoulder width is associated with an increase in cortisol.

30. Which of the following male pubertal characteristics develops LAST? A. detectable voice changes B. growth of facial hair C. increase in penis size D. appearance of straight pubic hair 31. Three of the most noticeable signs of sexual maturation in boys are growth of facial hair, penis elongation, and A. increased shoulder width.

B. first ejaculation.

C. appearance of kinky pubic hair.

D. testes development.

32. Which of the following female characteristics is an EARLY sign of pubertal development?

A. menarche B. breast enlargement C. axillary (armpit) hair D. slight lowering of the voice 33. Claudia, age 13, has irregular menstrual cycles. Her pediatrician tells her mother that Claudia is probably not ovulating at every cycle. What should Claudia and her mother know about this information?

A. This is expected in early development.

B. Claudia is atypical for her age; she should have regular cycles.

C. Claudia is atypical for her age; she should be ovulating at each cycle even if her cycles are irregular.

D. Claudia should see a specialist in adolescent physical development to see why she has these problems.

34. The term used to describe the very early onset and rapid progression of puberty is A. accelerated puberty.

B. precocious puberty.

C. premature puberty.

D. fast-track puberty.

35. Which of the following statements regarding precocious puberty is NOT true?

A. It occurs ten times more often in girls than in boys.

B. It is diagnosed when pubertal onset occurs before age eight in girls.

C. It is diagnosed when pubertal onset occurs before age eleven in boys.

D. The treatment is medically suppressing gonadotropic secretions.

36. Allison, age 7, has begun to show signs of breast development and pubic hair. Allison could be diagnosed with A. nothing; her early pubertal development is within normal range.

B. precocious puberty.

C. fast-track puberty.

D. a psychiatric illness that is affecting her body.

37. The term "secular trend" refers to A. patterns of pubertal onset over historical times.

B. patterns of adolescents moving away from religion and moving toward a secular world.

C. the tendency of pubertal change to occur slightly later than in previous generations.

D. the tendency of African-American boys and girls to mature later than their European-American and Asian peers.

38. Several times a day, Leilani, age 13, flips open her mirror and scans her face for any blemish that might have appeared. From what you have learned about body image, Leilani's behavior is A. indicative of a narcissistic personality disorder.

B. normal for her age.

C. indicative of a body dysmorphic disorder.

D. a clear sign that she is unhappy with her body image.

39. Recent research on body image in adolescence has found all of the following EXCEPT A. adolescent boys become more satisfied with their bodies as they move through adolescence.

B. overall health is not affected by body image.

C. boys who rated their appearance more positively were more likely to engage in risky sexual behavior.

D. lack of parental support is related to body image in adolescents.

40. Ryan, age 17, has a tattoo of an eagle on his bicep. If he is like the majority of students with tattoos, Ryan is A. a rebellious young man.

B. a good student.

C. an only child.

D. creative and artistic.

41. In boys, higher levels of _____ are associated with violence and acting-out behavior.

A. thyroid hormone B. estrogens C. androgens D. adrenalin 42. In adolescent girls, increased levels of estrogen are linked to A. aggression.

B. eating disorders.

C. obsessive-compulsive disorder.

D. depression.

43. Which of the following factors can activate or suppress various aspects of the hormonal system?

A. stress B. sexual activity C. depression D. all of these 44. Which of the following statements regarding early-maturing boys is TRUE? A. It is an advantage to be an early-maturing boy.

B. Early-maturing boys were more likely to smoke when they were in middle adulthood.

C. Early-maturing boys were more likely to drink alcohol when they were in middle adulthood.

D. Early-maturing boys were less successful than late-maturing boys at middle adulthood.

45. Recent research on early-maturing girls has found that A. early-maturing girls are more likely than late maturing girls to have eating disorders.

B. early-maturing girls have more dating experience than do late maturing girls.

C. early-maturing girls are more likely than late maturing girls to be depressed.

D. all of these 46. Caryn matured early as an adolescent; her friend Wendy was a late-maturing adolescent. Research shows that, as adults A. Caryn is more likely to have a higher body mass index than Wendy.

B. Wendy is more likely to have a higher body mass index than Caryn.

C. Wendy is less likely than Caryn to have attained a higher education.

D. Caryn is more likely to have attained a higher occupational level than Wendy.

47. Which of the following statements about the effects of puberty is NOT true?

A. Most adolescents do not experience adolescence as a time of stress and storm.

B. Biological changes are the dominant influences on adolescence.

C. Cognitive and social changes shape adolescence.

D. Grade level in school influences maturation.

48. Despite the fact that the U.S. has become a health conscious nation, many adolescents A. smoke.

B. lead sedentary lifestyles.

C. have poor diets.

D. all of these.

49. Jon, age 17, smokes cigarettes and has a diet that is high in fat. He believes that he won't develop hypertension or diabetes as the result of these behaviors. This belief is known as A. cognitive deception.

B. negative bias.

C. the "rose-colored glasses" effect.

D. behavioral ignorance.

50. Unprotected sexual intercourse is considered a health-_____ behavior.

A. compromising B. detracting C. decreasing D. neutral 51. Wearing seat belts and eating nutritious foods are considered health-_____ behaviors.

A. engaging B. enhancing C. increasing D. neutral 52. Which of the following has research found to be positively related to promoting adolescents' healthenhancing behavior?

A. secure attachment to parents.

B. presence of extended family in an adolescent's life.

C. regular participation in religious services.

D. having at least one sibling.

53. High risk-taking behavior in adolescents has been linked to A. hanging out with peers in unstructured contexts.

B. living in a community that offers a range of activities for youth.

C. having good grades in school.

D. all of these

54. The part of the brain involved in reasoning, decision making, and self control is the A. amygdala.

B. cerebellum.

C. temporal lobe.

D. prefrontal cortex.

E. Difficulty: Moderate 55. The part of the brain involved in emotions is the A. occipital lobe.

B. prefrontal cortex.

C. amygdala.

D. pons.

56. Which of the following strategies has been proposed to help adolescents satisfy their need for risk taking without compromising their health?

A. enforcing laws controlling the sale of alcohol B. increasing parental monitoring and supervision C. raising the driving age D. all of these 57. Claire is a 14-year-old African-American girl. If Claire is like most African-American girls, A. she has more contact with health services than older teens.

B. she does not have her health care needs met.

C. she does not receive health care from a private physician.

D. all of these 58. Which of the following is NOT a barrier to better health care for adolescents?

A. cost B. health-care providers' commitment to confidentiality C. availability of health care services D. reluctance of health care providers to discuss sensitive health issues with their patients 59. The three leading causes of death in the United States for adolescents and emerging adults are homicide, suicide, and A. congenital heart disease.

B. leukemia.

C. accidents.

D. AIDS. 60. Shane, age 19, died in a motor vehicle accident in which he was the driver. Of the following conditions, which is the LEAST likely to have caused Shane's accident?

A. his inexperience as a driver B. speeding C. driving while under the influence of alcohol or drugs D. tailgating 61. Which of the following statements is NOT true?

A. African-American males are three times more likely to die of gunshot wounds than of natural causes.

B. Suicide is the third leading cause of death in adolescents and emerging adults.

C. Since 1950 the suicide rate in the United States has quadrupled.

D. The U.S. suicide rate has declined in recent years.

62. Kaylee, age 22, has a cup of coffee for breakfast, skips lunch on most days, and eats a huge dinner. She is slightly overweight but does not exercise. She admits to getting by with only a few hours of sleep on weeknights but insists that she makes up for this by "sleeping in" on the weekends. Kaylee's lifestyle is A. fairly typical of someone in emerging adulthood.

B. atypical of emerging adults; most emerging adults eat in a more healthy manner.

C. atypical of emerging adults; most emerging adults are underweight due to stress.

D. atypical of emerging adults; most emerging adults are exercise conscious.

63. Which of the following statements regarding nutrition among adolescents is TRUE? A. Adolescents in the U.S. are decreasing their intake of fried foods.

B. Adolescents in the U.S. are decreasing their intake of fruits and vegetables.

C. Eating disorders are decreasing slightly among U.S. adolescents.

D. Adolescents are eating more whole grains than a decade ago.

64. Christine's parents buy fresh fruits and vegetables and have them available for her and the rest of the family. In addition, her parents like these foods. According to recent research, Christine is A. likely to eat fruits and vegetables.

B. not likely to eat fruits and vegetables.

C. more likely to be influenced by the food choices of her peers than her parents.

D. likely to choose a high-fat snack than to eat the available fruits and vegetables.

65. A special concern is the amount of ______ in the diets of American adolescents.

A. sugar B. proteins C. carbohydrates D. fat 66. Todd is 10 years old and his brother, Jonah, is 16. If they are like most boys their ages A. Todd gets more exercise than Jonah.

B. Both boys get the same amount of exercise, but they differ in the physical activities that they select.

C. Jonah gets more exercise than Todd.

D. Neither boy gets enough exercise.

67. Which of the following factors has been linked to higher physical activity levels for adolescents?

A. being an older adolescent B. having physically active friends C. having parents who nag at adolescents to be more physically active D. all of these 68. Which of these adolescents is likely to exercise the MOST? A. Andrew, a 15-year-old white male living in the United States.

B. Karla, a 14-year-old girl living in Germany.

C. Maria, a 15-year-old girl living in the United States.

D. None of these; they are all equally likely to exercise.

69. All of the following are health benefits of exercise EXCEPT A. lower blood pressure.

B. lower incidence of Type 1 diabetes.

C. lower incidence of Type 2 diabetes.

D. lower triglyceride levels.

70. Exercise in adolescents has been linked to A. improved self-image.

B. decreased stress levels.

C. less depression.

D. all of these

71. Three contextual factors that influence whether or not adolescents engage in regular exercise are influence of the family, use of TV/computers, and A. influence of schools.

B. influence of cell phones and iPods.

C. influence of siblings.

D. none of these.

72. Which of the following statements about adolescents and sports is TRUE? A. Girls are more likely to play on a sports team than boys.

B. Adolescents who spend time in sports are less likely to take drugs than their counterparts who are not involved in sports.

C. Sports do not play a particularly important role in the lives of adolescents in the United States.

D. Participation in sports has very little impact on self-esteem.

73. Ray, age 16, plays hockey in the winter and baseball in the spring and summer. Compared to his peers who do not play sports, Ray is more likely to A. sustain an injury.

B. be self-centered.

C. have poorer grades.

D. all of these 74. The female athlete triad involves a combination of weight loss, absence of menstrual periods, and A. arthritis.

B. osteoporosis.

C. Type 2 diabetes.

D. all of these 75. Amanda is a star athlete on her high-school swimming team. Recently she has developed weight loss, amenorrhea, and osteoporosis. Amanda has the classic symptoms of A. bulimia nervosa.

B. female athlete triad.

C. female athlete syndrome.

D. none of these.

76. Research on sleep patterns in adolescence have found all of the following to be true EXCEPT A. older adolescents get less sleep than younger adolescents.

B. optimal sleep in adolescents is approximately seven hours per night.

C. in general, adolescents are not getting enough sleep.

D. getting less than the needed amount of sleep can lead to higher levels of anxiety and depression.

77. Research has shown that, given the opportunity, adolescents will sleep about how many hours each night?

A. 9.5 B. 7 C. 11 D. 8 78. The sleep-related hormone secreted at night is A. glucagon.

B. thyroxin.

C. melatonin.

D. insulin.

79. Starting school later for older adolescents has been shown to A. increase absenteeism, as adolescents tend to oversleep.

B. improve test scores.

C. decrease participation in extracurricular activities.

D. increase discipline problems.

80. The evolutionary process that favors the individuals of the species that are best adapted to survive and reproduce is known as A. Darwinism.

B. naturalism.

C. selective attention.

D. natural selection.

81. Dr. Dutch studies adaptation and reproductive patterns to explain human behavior. Dr. Dutch is most likely A. an evolutionary psychologist.

B. a comparative psychologist.

C. a cognitive psychologist.

D. a forensic psychologist.

82. Which of the following topics would be of interest to an evolutionary psychologist?

A. fear responses B. mating patterns C. intelligence D. all of these 83. Albert Bandura has criticized the evolutionary perspective of psychology because it doesn't give enough emphasis to the role of A. culture.

B. biology.

C. ethnic differences.

D. parental attachment.

84. DNA, the complex molecule that contains genetic information, is carried on A. cilia.

B. chromosomes.

C. mitochondria.

D. mitosis segments.

85. All of the following is true of genes EXCEPT A. they direct cells to reproduce themselves.

B. they direct cells to assemble proteins.

C. they are located on segments of DNA. D. they have their own specific functions.

86. The Human Genome Project recently revised its original estimate of the number of genes that human beings have. The new estimate is approximately A. 21,500.

B. 32,500.

C. 40,500.

D. 10,000.

87. Which of the following statements about the working of genes is NOT true?

A. Each gene programs one protein.

B. Genes work together to specify our characteristics.

C. Genes are influenced by their environment.

D. Events inside and outside of the cell can excite or inhibit gene expression.

88. Brendan is 6 feet tall, and has red hair and green eyes. His cousin, Connor, is 5 feet, 6 inches tall, and has brown hair and brown eyes. Both boys are described as friendly and outgoing. These descriptions of genetic expression are known as their A. genotypes.

B. phenotypes.

C. pheromones.

D. latent maps.

89. A person's genetic heritage is called his or her A. genotype.

B. phenotype.

C. genome.

D. cognitive map.

90. Expression of a certain trait or characteristic is partly due to genetics and partly shaped by A. chance or luck.

B. life experiences.

C. race.

D. none of these.

91. You meet a scientist who tells you that she studies the extent to which heredity and environment impact individual differences in human traits and development. This scientist works in the field of A. cognitive genetics.

B. behavior intervention.

C. gene therapy.

D. behavior genetics.

92. Kyle and Karen are twins. Because they are brother and sister, you know that they are A. fraternal twins.

B. identical twins.

C. maternal twins.

D. paternal twins.

93. You learn that your new friends, Connie and Crystal, are identical twins. You now know that they A. developed from two separate eggs and shared the womb at the same time.

B. developed from a single fertilized egg which then split into two; from there two separate people developed.

C. are probably no more alike than nontwins.

D. are also known as dizygotic twins.

94. Twin studies have found that _____ twins are more alike than ____ twins.

A. monozygotic; dizygotic B. dizygotic; monozygotic C. fraternal; identical D. paternal; maternal 95. Adoption studies seek to discover the role of _______ on behavior.

A. environment B. impulse control C. brain development D. none of these 96. Behavior geneticist Sandra Scarr identified different ways in which heredity and environment correlate.

Which of the following is NOT a pattern she described?

A. reactive B. niche-picking C. active D. evocative 97. Which of the following best exemplifies an evocative genotype-environment correlation?

A. Musical parents buy a piano for their children.

B. A high-school student bound for an agricultural college signs up for courses in plant biology.

C. A nervous adolescent displays anxiety at school.

D. Parents suggest music lessons for their musically talented children.

98. Ben and Alex, ages 12 and 14, live with their biological parents in a middle-class neighborhood. This is an example of: A. shared environment experience.

B. nonshared environment experience.

C. shared genetic experience.

D. nonshared genetic experience.

99. The fact that siblings living in the same house, with the same parents can be very different from each other may be due to A. shared environment experience.

B. nonshared environment experience.

C. shared genetic experience.

D. nonshared genetic experience.

100.Which of the following statements regarding environmental experience is TRUE? A. Shared environment accounts for most of the variation in adolescent personality and interests.

B. Heredity influences the nonshared environment of siblings.

C. There is no relationship between genetics and environment.

D. Environment is much more important than genetics in development of personality.

101.Cody is the star pitcher for his high-school baseball team. His father is a retired minor league baseball pitcher, and his mother played softball in college. The epigenic view of development would say that Cody's pitching ability is the result of A. a combination of heredity and environment.

B. his genetically inherited ability to accurately throw a ball.

C. hard work and practice; genes have little or nothing to do with his ability.

D. luck.

102.The emerging view of the role of genetics and environment is that many complex behaviors likely have some A. complex environment experiences.

B. genetic loading.

C. environment experiences of nature and biological encounters.

D. all of these 103.Discuss the role of sex hormones in puberty for males and females.

104.Explain the negative feedback system involved in managing the levels of sex hormones.

105.What could happen if a prepubescent girl's percentage of total body fat was less than 17 percent?

106.Compare and contrast the experience of the growth spurt in boys and girls. Be sure to include ages and bodily changes.

107.List in order the male and female pubertal changes.

108.Define the term "precocious puberty."

109.Compare and contrast changes in body image that occur at puberty for males and females.

110.Discuss some of the advantages and disadvantages of early and late maturation.

111.List at least three health-enhancing and three health-compromising behaviors.

112.What are some of the problems of risk-taking behavior in adolescence?

113.Adolescents underutilize the services of private physicians and other health-care services. List and briefly explain at least four barriers to better health care for adolescents.

114.Describe the concerns that have been raised about the nutritional status and diets of adolescents in the United States today.

115.What steps would you take if you wanted to increase the activity levels of adolescents?

116.What has research found about the amount of sleep that adolescents need, the amount of sleep that they usually get, and the problems associated with lack of adequate sleep?

117.What are some of the main themes in evolutionary psychology? Give an example of a human behavior that evolutionary psychologists study.

118.Define the terms genotype and phenotype.

119.Explain what twin studies are and why they are used in behavior genetics research.

120.Explain what adoption studies are and why they are used in behavior genetics research.

121.Describe the three ways in which behavioral geneticist Sandra Scarr believes that heredity and environment are related.

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

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

75. B 76. B 77. A 78. C 79. B 80. D 81. A 82. D 83. A 84. B 85. C 86. A 87. A 88. B 89. A 90. B 91. D 92. A 93. B 94. A 95. A 96. A 97. D 98. A 99. B 100. B 101. A 102. D Feedback: 51-52 103. Androgens are the main class of males sex hormones; testosterone is the androgen that plays an important role in pubertal development.

Throughout puberty, rising testosterone levels are associated with physical changes, including development of external genital, an increase in height, and voice changes. Testosterone level has also been linked to sexual desire and activity. Estrogens are the main class of sex hormones in females. Estradiol is an estrogen that plays an important role in female pubertal development. As estradiol levels rise, breast development, uterine development, and skeletal changes occur.

Feedback: 53 104. Levels of sex hormones are regulated by two hormones secreted by the pituitary gland: FSH (follicle stimulating hormone) and LH (luteinizing hormone). FSH stimulates follicle development in females and sperm production in males. LH regulates estrogen secretion in females and testosterone production in males. In addition, the hypothalamus secretes a substance called GnRH. These hormones are regulated by a negative feedback system. If the level of sex hormones rises too high, the hypothalamus and the pituitary gland reduce their stimulation of the gonads, decreasing the production of sex hormones. If the level of sex hormones fall too low, the hypothalamus and the pituitary glands increase their production of the sex hormones.

Feedback: 54 105. Some scientists have hypothesized that the onset of menarche is influenced by the percentage of body fat in relation to total body weight. For menarche to occur, they say that a minimum of 17 percent of a girl's body weight must be comprised of fat. If this hypothesis is true, menarche could be delayed in a girl with low body fat.

Feedback: 55-56 The mean age for the beginning of the growth spurt in boys is 11 years of age. The peak of pubertal change occurs at 13.5 years for boys. During their growth spurt, boys increase in height about four inches per year. Boys' peak weight gain per year (20 pounds) occurs at about the same time as their peak increases in height, about 13 to 14 years of age. Boys undergo an increase in shoulder width that is associated with an increase in testosterone. The later growth spurt in boys produces a greater leg length and changes in facial structure.

106. The growth spurt associated with puberty occurs approximately two years earlier for girls than for boys. For girls, the mean beginning of the growth spurt is 9 years of age. The peak of pubertal change occurs at 11.5 years for girls. During their growth spurt, girls increase in height about 3.5 inches per year. At the peak of weight gain, girls gain an average of 18 pounds in one year, at approximately 12 years of age. In addition to changes in height and weight, girls experience a spurt in hip width that is associated with an increase in estrogen.

Feedback: 56 The order of pubertal changes for females is: breasts enlarge or pubic hair appears; growth in height; increase in hip width; menarche.

107. Researchers have found that male pubertal characteristics develop in this order: increased penis and testicle size; appearance of straight pubic hair; minor voice change; first ejaculation; appearance of kinky pubic hair; onset of maximum growth; growth of hair in armpits; more detectable voice changes; growth of facial hair.

Feedback: 56 108. Precocious puberty is the term used to describe the very early onset and rapid progression of puberty. It is usually diagnosed when pubertal onset occurs before age eight for girls and before age nine in boys. Precocious puberty occurs approximately ten times more often in girls than in boys.

Feedback: 59 109. In general, throughout puberty, girls are less happy with their bodies and have more negative body images than boys. As puberty proceeds, girls become increasingly more dissatisfied with their bodies, probably because their body fat increases. In contrast, boys become more satisfied as they move through puberty, probably because their muscle mass increases.

Feedback: 61 Early-maturing girls had more problems in school, were more independent, and were more popular with boys than late-maturing girls. Earlymaturing girls were more likely than late-maturing girls to be satisfied with their body image. However, they are also more likely to smoke, drink, be depressed, have an eating disorder, be sexually active, and have older friends.

110. Early-maturing boys view themselves more positively and have more successful peer relations than their late-maturing counterparts. One study indicated that early-maturing boys were less likely to drink alcohol or smoke cigarettes than late-maturing boys when they reached middle adulthood. However, when boys were studied years later, late-maturing boys had a stronger sense of identity than early-maturing boys. This may be because late-maturing boys had more time to explore a wide variety of options. At least during adolescence, it appears that it is an advantage to be an early-maturing, rather than a late maturing male.

Feedback: 64 111. Health compromising behaviors include drug use, violence, unprotected sexual intercourse, and dangerous driving. Health-enhancing behaviors are such things as exercising, eating a nutritious diet, wearing a seat belt, and getting adequate sleep.

Feedback: 64-65 112. Adolescents who are risk takers may have poorer grades, and engage in poor decision making and impulsive behavior. Their health can be compromised if they drink, smoke, or become sexually active at young ages. Automobile fatalities can result from reckless driving.

Feedback: 66 113. Among the chief barriers to better health care for adolescents is cost. Other reasons that adolescents do not seek health care include poor organization and availability of health services. Lack of confidentiality and reluctance on the part of health care providers to communicate with adolescents about sensitive issues may keep some adolescents away from the health-care system.

Feedback: 67-68 114. The eating habits of many adolescents are health-compromising, and an increasing number of adolescents have eating disorders. Adolescents in the United Sates are more likely to eat fried foods and less likely to choose fruits and vegetables. They tend to select foods that are high in protein and energy value. A special concern in American culture is the amount of fat in our diets. The popularity of fast foods, a staple in the diet of many adolescents, contributes to high dietary fat levels.

Feedback: 69-71 Increasing time for physical education classes in school is key. Parents can model the benefits of physical activity for their children and plan family outings that include exercise. Parents can also encourage their children to play a sport or to exercise on a regular basis. Parents can also limit the time that adolescents are allowed to watch television and be on their computers.

115. Adolescents who have physically active friends tend to be more active themselves. Encouraging teens to choose friends who like to be active is one way of increasing their physical activity.

Feedback: 73-74 116. Research on sleep suggests that adolescents need approximately 9.5 hours of sleep each night. A recent survey of adolescents showed that only 31 percent of U.S. adolescents got eight hours of sleep per night on school nights. Other studies confirm that adolescents are sleeping less than the optimal amount each night. Adolescents who got inadequate sleep (eight hours or less on a school night) were more likely to feel tired or sleepy, more cranky and irritable, fall asleep in school, be in a depressed mood, and drink caffeinated beverages than their counterparts who got optimal sleep. In addition, getting less than six to eight hours of sleep a night has been linked to lower levels of exercise, less effective stress management, adoption of an unhealthy diet, and higher levels of anxiety.

Feedback: 75 117. The field of evolutionary psychology emphasizes the importance of adaptation, reproduction, and "survival of the fittest" in explaining behavior. Evolutionary psychology focuses on the conditions that allow individuals to survive or perish. In this view, the process of natural selection favors those behaviors that increase organisms' reproductive success-their ability to pass their genes on to the next generation. David Buss argues that just as evolution shapes our physical features, it also influences our decision making, our aggressive behavior, our fears, and our mating patterns.

Feedback: 78 118. A person's genetic heritage—the actual genetic material—is his or her genotype. Not all of this genetic material is apparent in our observed and measurable characteristics. The way an individual's genotype is expressed in observed and measurable characteristics is called a phenotype.

Phenotypes include physical traits, such as height, weight, eye color, and skin pigmentation, as well as psychological characteristics, such as intelligence, creativity, personality, and social tendencies. For each genotype, a range of phenotypes can be expressed.

Feedback: 79 119. Behavior geneticists use twin studies to try to determine the role of heredity for a given behavior or characteristic. Identical twins share the same genetic material, so any differences in their behavior could be attributed to environmental factors. Researchers frequently compare results of research conducted with both identical twins and fraternal twins. Several issues complicate the interpretation of twin studies. For example, perhaps the environments of identical twins are more similar than the environments of fraternal twins.

Feedback: 79 120. Behavior geneticists use adoption studies to try to find out the relative contributions of heredity and environment to a given behavior or characteristic. Researchers compare adopted children to their adoptive parents and to their biological parents to see whom they resemble more, and in what ways. Because the children share genes with their biological parents, yet share an environment with their adoptive parents, if the children are more similar in a given way to their biological parents than adoptive parents, behavior geneticists conclude that heredity likely plays a significant role in behavior or characteristics. If adopted children are more similar in a given way to their adoptive parents than to their biological parents, then environment may play a larger role for that behavior or characteristic.

Feedback: 79-80 121. Sandra Scarr's three correlations are: passive genotype-environment correlations, evocative genotype-environment correlations, and active (niche-picking) genotype-environment correlations. In the passive genotype-environment correlation, biological parents who are genetically related to the child, provide a rearing environment for the child. In the evocative genotype-environment correlation, an adolescent's geneticallyshaped traits elicit environmental responses. They get what they need from the environment through this interaction. In the active genotypeenvironment correlation, adolescents seek out environments that are stimulating for them. They find settings that are best suited for their abilities.

Chapter 02 Summary Category Blooms Taxonomy: Analysis Blooms Taxonomy: Application Blooms Taxonomy: Comprehension Blooms Taxonomy: Knowledge Blooms Taxonomy: Synthesis Difficulty: Basic Difficulty: Difficult Difficulty: Moderate Learning Goal: 1 Learning Goal: 2 Learning Goal: 3 Santrock - Chapter 02

# of Questions 21 27 13 58 2 22 22 76 55 38 28 121

Chapter 03 Student: ___________________________________________________________________________

1.

The basic units of the nervous system are A. synapses.

B. neurons.

C. neuronal matrixes.

D. neurofibrillary plaques.

2.

Which of the following is NOT a basic part of a neuron?

A. dendrite(s) B. axon C. cell body D. synapse

3.

What is the main difference between a myelinated cell process and a cell process without myelin?

A. Myelinated cell processes are more efficient at information processing than non-myelinated cell processes.

B. Myelinated cell processes are slower at information processing than non-myelinated cell processes.

C. Non-myelinated cell processes are faster at information processing than myelinated cell processes.

D. There is no difference between myelinated and non-myelinated cell processes.

4.

Which of the following statements about synaptogenesis is NOT true?

A. Synaptogenesis begins in infancy.

B. Synaptogenesis continues in adolescence.

C. Synaptogenesis ends in late childhood.

D. Synaptogenesis is the process of building connections between neurons.

5.

Increases in levels of dopamine can do which of the following?

A. increase risk of onset of schizophrenia B. increase risk-taking behavior C. increase use of addictive drugs D. all of these

6.

The bundle of axon fibers that connect the two hemispheres of the brain is called the A. corpus callosum.

B. prefrontal cortex.

C. hippocampus.

D. amygdala.

7.

Which of the following statements regarding the corpus callosum is NOT true?

A. It is a large bundle of axon fibers.

B. It becomes smaller in adolescence.

C. Its change in adolescence improves the ability to process information.

D. All of these are false.

8.

The prefrontal cortex is primarily involved with A. reasoning.

B. processing emotions, such as love.

C. emotional regulation.

D. all of these.

9.

Which of the following statements regarding the amygdala is TRUE? A. It is the seat of emotions.

B. It is part of the limbic system.

C. It matures much earlier than the prefrontal cortex.

D. All of these are true.

10. Lisa, age 18, finds that she cannot control her emotions when she becomes angry. She lashes out at those around her in an inappropriate way. Nelson and colleagues would say that Lisa's _____ is not able to handle the emotional intensity of her _____.

A. amygdala; prefrontal cortex B. prefrontal cortex; amygdala C. median forebrain bundle; cerebellum D. pons; amygdala 11. Which of the following statements regarding neurogenesis is NOT true?

A. People can generate new brain cells throughout their lives.

B. Researchers have documented neurogenesis in the hippocampus.

C. Drugs, stress, and exercise may affect neurogenesis.

D. Researchers have documented neurogenesis in the prefrontal cortex.

12. Stan tells you that he sustained a head injury as the result of a car accident. He has since lost his sense of smell. Stan's accident likely damaged his A. olfactory bulb.

B. amygdala.

C. occipital lobe.

D. association area.

13. Julie suffered a stroke in the area of her hippocampus. Which of the following difficulties would you expect Julie to experience?

A. difficulty in maintaining her balance B. problems with her memory C. problems with night vision D. loss of her sense of touch 14. Increasing age interferes with the brain's ability to recover from injury because A. the brain repairs itself best in childhood and adolescence.

B. brain plasticity disappears entirely by emerging adulthood.

C. brain plasticity is best in middle age.

D. none of these 15. According to Piaget, adolescents are motivated to understand their world because doing so A. makes them look "cool" to their friends.

B. makes them look grown up to their parents.

C. is biologically adaptive.

D. is necessary for making friends and starting romances.

16. Adolescents _____ their experiences to help them _____ their cognitive worlds.

A. organize; passively construct B. passive construct; adapt C. adapt; assimilate D. organize; actively construct 17. Piaget proposed that children and adolescents use and adopt their schemes through the processes of _____ and accommodation.

A. adaptation B. analysis C. assimilation D. application

18. What process is going on when individuals incorporate new knowledge into their existing knowledge bases?

A. accommodation B. equilibration C. synthesis D. assimilation 19. What process is going on when individuals change their existing way of thinking as a result of new information?

A. accommodation B. equilibration C. synthesis D. assimilation 20. Which of the following statements regarding Piaget's concrete operational stage is NOT true?

A. Logical reasoning replaces intuitive thought when the principles can be applied to concrete examples.

B. It last from approximately seven to eleven years of age.

C. It is the second Piagetian stage.

D. It involves using mental actions to do what was previously done physically.

21. Teachers can help children to learn the concept of _____ by demonstrating with liquids or clay during the _____ stage of cognitive development.

A. conservation; sensorimotor B. assimilation; preoperational thought C. relativity; concrete operational thought D. conservation; concrete operational thought 22. Jackson, age 7, separates all of his toys into groups. All the stuffed animals go in one basket, books go on a low shelf, and trucks are lined up in the corner. According to Piaget, Jackson has learned the concept of A. conservation.

B. organization.

C. classification.

D. neatness.

23. Which of the following statements regarding formal operational thought is TRUE? A. Formal operational thought emerges at 15-18 years of age.

B. Formal operational thought is more abstract than concrete operational thought.

C. Formal operational thought considers only that which is real.

D. Formal operational thought is less logical than concrete operational thought.

24. "Thinking about thinking" is known as A. metacognition.

B. meta-analysis.

C. assimilation.

D. accommodation.

25. Donnie, age 16, is able to understand that a poem has another, less literal meaning and that the words are actually referring to life choices instead of paths in a forest. Donnie is in Piaget's _____stage of cognitive development.

A. sensorimotor B. preoperational thought C. concrete operations D. formal operations

26. What would happen if children in grades three and four were introduced to algebraic equations?

A. They would be able to solve simple algebraic equations with support.

B. They would lack the logical reasoning skills needed to solve algebraic equations.

C. They would lack the hypothetical-deductive reasoning skills needed to solve algebraic equations.

D. They would not be able to think concretely enough to solve algebraic equations.

27. The dominant process in early formal operational thought is A. adaptation.

B. accommodation.

C. analysis.

D. assimilation.

28. Sandra has begun to test her reasoning against her experience; she uses accommodation to adjust to the many cognitive changes that she encounters. Sandra is in the stage of A. early formal operational thought.

B. late formal operational thought.

C. middle formal operational thought.

D. early concrete operational thought.

29. A graduate student gives a lecture on the research concerning individual differences that characterize the cognitive development of adolescents. Which of the following information that she gives to her audience is NOT true?

A. "Most eighth graders are formal operational thinkers."

B. "The data on whether or not formal operational thought increases with age is inconclusive."

C. "There is great variation among adolescents in the use of formal operational thought."

D. "By late adolescence, many youth are using formal operational thought more than concrete operational thought."

30. Which of the following concepts has been attributed to Jean Piaget?

A. children as active knowers B. adaptation C. use of schemes to organize our experiences D. all of these 31. Criticisms of Piaget's theory include all of the following EXCEPT A. Some cognitive abilities have been found to emerge earlier than Piaget thought.

B. Some cognitive abilities have been found to emerge later than Piaget thought.

C. Adolescent cognitive development is more stage-like than Piaget thought.

D. Evidence does not support Piaget's views of development of abstract thinking.

32. Neo-Piagetians focus on A. strategies that children and adolescents use to process information.

B. how fast children and adolescents process information.

C. how children and adolescents divide problems into smaller steps.

D. all of these.

33. Robbie Case, a leading proponent of the neo-Piagetian view believes that, to understand adolescents' cognitive development, it is critical to study their ability to hold information in A. long-term memory.

B. working memory.

C. the sensory register of memory.

D. none of these.

34. Faith, age 16, and Maura, age 26, are likely to differ in their cognitive abilities. Which of the following differences is MOST likely?

A. Maura will be more idealistic in her thinking than Faith.

B. Faith is more likely than Maura to view the world in absolute terms.

C. Faith will be more realistic in her thinking than Maura.

D. Maura will view the world more narrowly than Faith.

35. Which of the following statements about Labouvie-Vief's view of cognitive development is NOT true?

A. Emerging adults' level of education influences how they maximize their cognitive potential.

B. Deciding on a particular worldview is a key aspect of cognitive development in emerging adults.

C. Most emerging adults have attained the highest level of thinking.

D. Emerging adults need to acknowledge diverse world views.

36. Postformal thought is A. reflective.

B. realistic.

C. contextual.

D. all of these.

37. Harry, age 24, was denied admission to graduate school because of a low grade point average. Harry is unwilling to accept this decision and plans to appeal based on the fact that he missed almost one semester of school due to illness. Harry's thinking is typical of someone in A. formal operational thought.

B. postformal thought.

C. subjective operational thought.

D. none of these.

38. Expert knowledge about the practical aspects of life, that permits excellent judgment about important matters, is known as A. wisdom.

B. focused expertise.

C. street-smarts.

D. all of these.

39. Tom always calls his grandfather when he wants some help figuring out a difficult problem in his life.

Paul Baltes would say that Tom is seeking his grandfather's A. practicality.

B. provisional knowledge.

C. wisdom.

D. favor.

40. Which of the following statements regarding wisdom is NOT true?

A. A high level of wisdom is common in middle-aged and older adults.

B. The main age for wisdom to emerge is late adolescence and early adulthood.

C. Life experiences contribute to higher levels of wisdom.

D. People higher in wisdom have values that center on others.

41. Robert Sternberg's beliefs about wisdom focus on a balance between _____ and _____.

A. self interest; interests of others B. common sense; self interest C. common good; academic intelligence D. none of these 42. Grace believes that some aspects of wisdom, such as problem solving with an emphasis on various intrapersonal, interpersonal, and contextual interests, should be taught in schools. Grace's belief would be shared by which of the following theorists?

A. Paul Baltes B. Robert Sternberg C. Robbie Case D. Jean Piaget

43. Vygotsky called the range of tasks that can be mastered with the guidance of a more skilled peer or adult as A. scaffolding.

B. the zone of collaborative learning.

C. the zone of proximal development.

D. the zone of distal development.

44. Vygotsky stressed the role of _____ on cognitive development.

A. interaction with others B. cooperative activities C. social influences D. all of these 45. Mrs. Symmes is the principal of a middle school. In addressing the PTA, she tells the parents that the school is only one influence on adolescent development. She stresses that parents, peers, and the community all influence adolescent development. Mrs. Symmes's view would be MOST likely to be shared by which of the following theorists?

A. Jean Piaget B. Robert Sternberg C. Lev Vygotsky D. Albert Bandura 46. Which of the following is a similarity between Piaget's and Vygotsky's theories of cognitive development?

A. Teachers are seen as facilitators and guides.

B. Teachers are seen as directors and molders of learning.

C. The endpoint of cognitive development is formal operational thought.

D. Knowledge is constructed through social interaction.

47. Which of the following is a criticism of Vygotsky's social constructivist approach?

A. Vygotsky was too specific about age-related changes.

B. Vygotsky overemphasized the role of language in thinking.

C. Vygotsky ignored the role of language in thinking.

D. Vygotsky ignored the role of facilitation in learning.

48. In information processing theory, the capacity and speed of processing are referred to as A. cognitive resources.

B. mental abilities.

C. cognitive gifts and talents.

D. none of these.

49. Which of the following statements regarding the speed of processing is NOT true?

A. Processing speed decreases with age.

B. Processing speed increases with age.

C. Processing speed has been linked with good performance on cognitive tasks.

D. Strategies exist for compensating for slower processing speed.

50. Which of the following has NOT been labeled by psychologists as a type of attention?

A. selective attention B. concentrated attention C. divided attention D. executive attention 51. A parent's ability to pick out his son's voice on a crowded playground is an example of A. selective attention.

B. sustained attention.

C. divided attention.

D. executive attention.

52. Jessica can watch television while doing her math homework. This ability is an example of A. selective attention.

B. divided attention.

C. sustained attention.

D. executive attention.

53. Dr. Wagner can focus on his client and her issues for their 50-minute therapy session without being distracted by other thoughts. This is an example of A. sustained attention.

B. selective attention.

C. executive attention.

D. divided attention.

54. Which of the following statements about multi-tasking is TRUE? A. Younger adolescents are better at multitasking than older adolescents.

B. A major influence on the increase in multi-tasking is the availability of multiple electronic media.

C. Some high multi-tasking adolescents can hold more information in long-term memory.

D. Multi-tasking works best when tasks are complex and challenging.

55. Which of the following memory systems is involved in adolescents' learning?

A. short-term memory B. working memory C. long-term memory D. all of these 56. Mrs. Beaupre is asked by a psychologist to repeat back a series of digits she has just seen for a short time.

The psychologist is assessing her A. sensory register.

B. long-term memory.

C. short-term memory.

D. intermediate memory.

57. Which of the following statements regarding short-term memory and problem solving is TRUE? A. Information processing is incomplete when short-term memory is overloaded.

B. Adolescents have more storage space in short-term memory than do younger children.

C. Limitations in children's short-term memory capacity interfere with their ability to solve problems.

D. All of these are true.

58. Working memory is more _____ than short-term memory.

A. active B. passive C. limited D. precise 59. Which of the following findings on long-term memory has NOT been documented by researchers?

A. Long-term memory is a relatively permanent memory system.

B. Long-term memory can store large amounts of information.

C. Long-term memory increases in middle and late childhood.

D. Long-term memory continues to increase in adolescence.

60. Higher-order, complex processes are often called A. corporate functioning.

B. executive functioning.

C. meta-functioning.

D. academic functioning.

61. Which of the following statements about adolescent decision-making is TRUE? A. Older adolescents are better at making decisions than are younger adolescents.

B. Adolescents who are impulsive are often not effective decision makers.

C. Emotional regulation plays a role in decision making.

D. All of these are true.

62. Justin, age 17, cannot drive at night and is not allowed to have a passenger in the car. Justin most likely is A. in a graduated driver licensing program.

B. a driver who has already had one speeding ticket or other moving violation.

C. in a program for those who have been identified as being "at risk" for an accident.

D. a driver with a night-vision problem.

63. Good decision-making is related to being A. calm.

B. with peers who are risk-takers.

C. under mild to moderate stress.

D. all of these.

64. Critical thinking is thinking reflectively, thinking productively, and A. thinking creatively.

B. evaluating evidence.

C. thinking with self-serving bias.

D. thinking quickly.

65. All of the following factors contribute to improved critical thinking in adolescents EXCEPT A. increased speed of information processing.

B. decreased automaticity of information processing.

C. greater breadth of knowledge in a variety of domains.

D. greater range of strategies for obtaining knowledge.

66. Robert Sternberg believes that most school programs that teach critical thinking A. are flawed.

B. focus too much on formal reasoning.

C. don't give enough attention to critical-thinking skills needed for everyday life.

D. have all of these characteristics.

67. Mr. Loveland wants to encourage critical thinking in his U.S. History class. Which of the following activities would be LEAST likely to contribute to the development of these skills?

A. Have the students prepare and engage in a debate about slavery before the Civil War. B. Have the students discuss the benefits to slave owners and the quality of life of slaves in small group discussions.

C. Have the students listen to a lecture on the issues related to slavery.

D. Have the students view a documentary on slavery and write a reaction paper to it.

68. Which of the following statements regarding creativity is TRUE? A. Creativity and intelligence are basically the same thing.

B. Creative people are all intelligent.

C. People will demonstrate creativity in all domains equally.

D. None of these is true.

69. Tina is a gifted artist who makes and sells her own original pieces of jewelry. From this information, what can we predict about Tina?

A. She is also gifted in music.

B. She has only average skills in math.

C. She is not interested in other academic areas except art.

D. none of these

70. Mr. Bressler, an English Literature teacher, wants to encourage his students' creativity. Which of the following activities will DISCOURAGE critical thinking?

A. brainstorming ideas as a group B. ask the students questions with no single clear or correct answer C. encouraging internal motivation D. giving the students rewards for creative ideas 71. Lori and her group of "explorers" are given the whole term to create a "space alien." They have to describe their alien to parents, peers, and teachers on the last class day. They have no restrictions on the project, and they receive a group grade for creativity. According to research on creativity, which of the following is most likely?

A. The students won't put too much effort into the project because they will not receive individual grades.

B. The students will likely be more creative in designing their alien, because they are not afraid of failing or getting it wrong.

C. The students won't know how to do the project without a great deal of teacher support and direction.

D. The students will only be successful if they are naturally artistic.

72. Kyle is an expert at paint-balling; Mitchell is just beginning in the sport. Kyle will be better than Mitchell at A. understanding meaningful patterns of information.

B. accumulating more content knowledge.

C. retrieving important aspects of knowledge with little effort.

D. all of these.

73. One perspective on expertise is that _____, in addition to motivation, is required to become an expert.

A. deliberate practice B. a great deal of innate talent C. solitary practice D. none of these 74. Which of the following is NOT a component of deliberate practice?

A. practice at an appropriate level of difficulty B. practice that involves corrective feedback C. practice that allows opportunities for repetition D. practice that allows opportunities to observe "super-experts" perform the skill 75. Which of the following statements regarding metacognition is TRUE? A. It involves "knowing about knowing."

B. It can be taught in schools to increase problem-solving skills.

C. It includes knowledge about strategies.

D. All of these are true.

76. Pressley and his colleagues' extensive observation of teachers and students on strategy instruction and use indicated that A. most schools are doing a good job of teaching students strategies for learning.

B. although teachers do a good job at showing students strategies for learning, students do not use these strategies.

C. strategy instruction is far less complete and intense than what students need in order to use strategies effectively.

D. teaching learning strategies is not as important as teaching course content.

77. Self-generation and self-monitoring of one's thoughts, feelings, and behaviors in order to reach a goal is A. self-efficacy learning.

B. self-regulatory learning.

C. self-discovery learning.

D. self-esteem learning.

78. Which of the following is NOT one of the characteristics of self-regulatory learners?

A. They follow the teachers' goals for extending their knowledge.

B. They manage their emotions.

C. They monitor their progress towards the goals.

D. They revise strategies based on their progress towards the goals.

79. Ali wants to improve her understanding of human biology. She has not done well in this class but she wants to push herself to learn more. Every week she critically reviews how much progress she is making and, when needed she revises her approach to learning the material. Ali is a A. goal-oriented learner.

B. self-regulated learner.

C. mastery-oriented learner.

D. none of these.

80. Professor Hulke, who teaches a course on Theories of Personality, assigns her students the project of selecting a famous person and applying a theory of personality to that person's life. She requires the students to submit a detailed outline of the paper before the final draft. Professor Hulke is helping her students with A. general-organization skills.

B. domain-specific thinking skills.

C. time-management skills.

D. none of these.

81. The ability to solve problems and to adapt to and learn from experience is A. metacognition.

B. intelligence.

C. self-regulatory learning.

D. all of these.

82. The psychometric/intelligence view emphasizes A. the importance of individual differences in intelligence.

B. the use of intelligence tests.

C. the stable, consistent ways in which people are different from each other.

D. all of these.

83. The 1905 Scale was designed by A. Alfred Binet and Theophile Simon.

B. Alfred Adler and Carl Jung.

C. Lewis Terman and Alfred Binet.

D. David Wechsler and Robert Sternberg.

84. The formula devised by William Stern in 1912 for calculating IQ is A. MA/CA X 100.

B. CA/MA X 100.

C. MA/CA X 50.

D. CA/MA X 50.

85. Which of the following statements regarding IQ is NOT true?

A. If mental age is the same as chronological age, the person's IQ is 100.

B. If mental age is above chronological age, the person's IQ is above 100 C. If mental age is below chronological age, we cannot calculate an IQ. D. If mental age is below chronological age, IQ is less than 100.

86. The 2004 version of the Stanford-Binet intelligence test, the Stanford-Binet 5, analyzes an individual's responses in all of the following content areas EXCEPT A. long-term memory.

B. fluid reasoning.

C. knowledge.

D. visual-spatial reasoning.

87. Jeremy takes a test that analyzes his responses in such areas as fluid reasoning, knowledge, quantitative reasoning, visual-spatial reasoning, and working memory. Jeremy has taken the A. Big Five Personality Test.

B. Stanford-Binet 5.

C. WAIS 111.

D. 1905 Scale.

88. An advantage of the Wechsler scales is that they A. can be used to test infants ages 12-18 months.

B. can be used to test people over 90 years of age.

C. can be used to test people in small groups rather than one to one.

D. yield composite scores in addition to the overall IQ score.

89. Which of the following statements regarding intelligence testing is TRUE? A. IQ tests measure a person's potential.

B. IQ tests are considered to be the best indicator of competence.

C. An IQ test is considered a measure of current performance.

D. A high IQ is the ultimate human value.

90. Who developed the triarchic theory of intelligence?

A. Alfred Binet B. Theophile Simon C. Robert Sternberg D. Robert Havighurst 91. According to Sternberg, the ability to judge, evaluate, compare, and contrast is which form of intelligence?

A. creative B. analytical C. academic D. practical 92. Michael is a successful business owner who can develop his ideas into productive enterprises. Although he was an average student in school, his great social skills and common sense indicate that Michael might score highly in what Sternberg calls _____ intelligence.

A. analytical B. practical C. emotional D. creative 93. The theorist who proposed that there are eight types of intelligence, or "frames of mind" is A. Daniel Goleman.

B. Lawrence Kohlberg.

C. Carol Gilligan.

D. Howard Gardner.

94. Peter is a landscape designer. Gardner would say that Peter's strength is in A. intrapersonal intelligence.

B. bodily-kinesthetic intelligence.

C. naturalistic intelligence.

D. mathematical intelligence.

95. The ability to think three-dimensionally is a description of Gardner's _____ intelligence.

A. spatial B. naturalist C. mathematical D. scientific

96. Dorian is a skilled psychiatric nurse who has the ability to engage and relate to clients with severe and chronic mental illness. Gardner would say that Dorian is high in A. spatial intelligence.

B. interpersonal intelligence.

C. relational intelligence.

D. verbal intelligence.

97. Who wrote Emotional Intelligence in 1995?

A. Howard Gardner B. Tony Atwood C. Peter Salovey D. Daniel Goleman 98. Emotional intelligence includes the ability to A. accurately perceive emotions.

B. accurately express emotions.

C. understand emotions.

D. do all of these.

99. According to Daniel Goleman, the ability to manage emotions in oneself and others is part of having A. emotional intelligence.

B. mature assessment skills.

C. emotional regulatory skills.

D. none of these.

100.Critics of theories of multiple intelligences argue that A. we do not have sufficient research data to support these theories.

B. Gardner's classification system is arbitrary.

C. we assess a limited number of types of intelligence with these tests.

D. all of these.

101.Which of the following is TRUE about research on the role of heredity in intelligence?

A. It shows that heredity is a weak influence on intelligence.

B. It shows that heredity has a strong influence on intelligence.

C. It has been done mainly using adoption studies.

D. It has been done mainly using sibling studies.

102.Which of the following statements regarding IQ scores is TRUE? A. IQ scores are increasing rapidly around the world.

B. The increase in IQ scores has taken place in a short period of time.

C. The increase in IQ scores may be related to increased level of education or other environmental factors.

D. All of these are true.

103.The worldwide increase in intelligence scores that has occurred over a short period of time has been called the A. Flannigan effect.

B. Flaherty effect.

C. Flynn effect.

D. Foley effect.

104.Which of the following statements regarding ethnic variations in intelligence is NOT true?

A. In the U.S., children from white families score higher on intelligence tests than do African-American children.

B. In the U.S., children from white families score higher on intelligence tests than do Latino children.

C On average, African-American adolescents score 20-25 points lower on standardized intelligence tests . than do non-Latino white adolescents.

D.The gap between the standardized intelligence test scores of African-American and non-Latino white students narrows in college.

105.The heightened self-consciousness of adolescence is known as A. adolescent egocentrism.

B. adolescent self-absorption.

C. adolescent actor syndrome.

D. adolescent uniqueness syndrome.

106.David Elkind argues that adolescent egocentrism can be dissected into two types of social thinking, the _____ and the personal fable.

A. invulnerability aspect B. imaginary audience C. imposter phenomenon D. none of these 107.Martha states that "everyone is staring at my beetle brows" after her mother refuses to drive her to get her eyebrows waxed. Martha's belief is an example of what David Elkind calls the ______ of adolescence.

A. personal fable B. paranoid thinking C. imaginary audience D. delusions 108.Emily tells her friend Sarah, "Absolutely nobody in my family understands me. They are totally clueless!" Emily's feelings are an example of what David Elkind calls the A. personal fable.

B. paranoid thinking.

C. imaginary audience.

D. delusions.

109.Which of the following has been linked to adolescent egocentrism?

A. drinking alcohol B. smoking C. depression D. all of these 110.Recent research has indicated that personal uniqueness should be treated as a risk factor for A. depression and suicidal tendencies in girls.

B. depression and suicidal tendencies in boys.

C. adjustment problems, such as juvenile delinquency, in girls.

D. adjustment problems, such as truancy, in boys.

111.Recent research revealed that adolescent egocentrism A. is still prominent in emerging adults ages 18-21.

B. peaks in early adolescence and is gone by ages 17-19.

C. is seen more in females during early adulthood than in adolescence.

D. is seen more in late adolescent males, ages 15-18, than in males in early adulthood.

112.Describe the anatomy of the neuron and the ways that neurons communicate with each other.

113.List and describe the three most important structural changes in the brain during adolescence.

114.What are the main findings of research related to the roles of experience and brain plasticity?

115.Compare and contrast Piaget's concepts of assimilation and accommodation.

116.How does adolescent thinking change in Piaget's stage of formal operational thought?

117.What did William Perry and Gisela Labouvie-Vief describe as changes in thinking that occur in early adulthood?

118.What are the characteristics of the stage of postformal thought?

119.Define the term wisdom, and describe how wisdom develops over the life cycle.

120.Describe Lev Vygotsky's social constructivist approach to learning.

121.Compare and contrast Piaget's and Vygotsky's views on adolescent cognitive development.

122.Explain how adolescents differ from children in managing cognitive resources.

123.Define the term attention, and describe the four types of attention.

124.Define the term memory, describe the three types of memory, and tell how they change in adolescents.

125.Compare and contrast the decision-making abilities of children, younger adolescents, and older adolescents.

126.List at least three behavioral, cognitive, or psychosocial factors involved in making good decisions.

127.List at least three cognitive changes that allow for improved critical thinking in adolescence.

128.Compare and contrast convergent and divergent thinking.

129.What strategies would you recommend to teachers who wish to increase creativity among adolescent students?

130.Distinguish the characteristics of an expert from those of a novice.

131.What are some of the characteristics of self-regulatory learners?

132.Judge the value of intelligence tests.

133.What similarities and differences exist between Robert Sternberg's triarchic theory of intelligence and Howard Gardner's eight frames of mind theory?

Chapter 03 Key 1. B 2. D 3. A 4. C 5. D 6. A 7. B 8. D 9. D 10. B 11. D 12. A 13. B 14. A 15. C 16. D 17. C 18. D 19. A 20. C 21. D 22. C 23. B 24. A 25. D 26. C 27. D 28. B 29. A 30. D 31. C 32. D 33. B 34. B 35. C 36. D

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

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

Feedback: 88 112. A neuron has three basic parts: the cell body, dendrites, and axon. The dendrite is the receiving part of the neuron and the axon carries information away from the cell body to other cells. Synapses are the gaps between neurons where connections between the axon and the dendrite take place. Chemicals called neurotransmitters carry information across the synaptic gap between one neuron and the next.

Feedback: 88-89 113. Among the most important structural changes in the brain during adolescence are those involving the corpus callosum, the prefrontal cortex and the amygdala. The corpus callosum, a large bundle of axons that connects the brain's right and left hemispheres, thickens in adolescence, and this thickening improves adolescents' ability to process information. Advances in the development of the prefrontal cortex, the highest level of the frontal lobes, an area involved in reasoning, decision making, and self-control, continue through emerging adult years, approximately 18 to 25 years of age or later. The amygdala, a part of the brain's limbic system that is the seat of emotions such as anger, matures much earlier than the prefrontal cortex. Adolescents may have difficulty controlling the emotions that come from the amygdala because the prefrontal cortex is not yet fully developed.

Feedback: 90-91 We know that the brain has a remarkable ability to heal itself but researchers have found that the earlier a brain injury occurs, the more the brain will recover. The brain retains considerable plasticity in adolescence. Researchers have sought to see how much of the information that is known about the brain and its functioning in adolescence can be applied to education.

Researchers are currently studying factors that might inhibit or promote this process of developing new brain cells, known as neurogenesis. Some of the factors under consideration are drugs, stress, and exercise.

114. Researchers have recently discovered that people can generate new brain cells throughout their lives. However, researchers have only documented this new growth of brain cells in two areas of the brain, the hippocampus and the olfactory bulbs.

Feedback: 92 115. Piaget found that children and adolescents use and adapt their schemas, or mental concepts that are useful in organizing and interpreting information, through two processes: assimilation and accommodation. Assimilation is the incorporation of new information into existing knowledge. Accommodation is the adjustment of the existing schema to new information; In accommodation, the schema changes.

Feedback: 94 116. Formal-operational thought is more abstract than concrete-operational thought. Adolescents are no longer limited to actual, concrete experiences as anchors for their thoughts. They can imagine hypothetical situations or strictly abstract propositions and try to reason logically about them. This ability to think in an abstract way enables the adolescent to be better at verbal problem solving and to think about thinking itself.

Formal operational thought is full of idealism and possibilities. At the same time that adolescents think more abstractly and idealistically, they also think more logically and test solutions systematically.

Feedback: 96-97 117. William Perry argued that as youth age into adulthood, they move away from absolutist thinking, as they become aware of the diverse opinions and multiple perspectives of others. Thus, the absolutist, dualistic thinking of adolescence gives way to the reflective, relativistic thinking of adulthood. Labouvie-Vief recently proposed that the increasing complexity of cultures has generated a greater need for more reflective, complex thinking that takes into account the changing nature of knowledge and challenges. She also emphasizes the considerable variations that characterize the thinking of emerging adults, with the highest level of thinking attained only by some.

Feedback: 97 118. Postformal thought is characterized by thinking that is reflective, relativistic, and contextual. It is also provisional, realistic, open to emotions, and subjective.

Feedback: 98-99 119. Wisdom is defined as expert knowledge about the practical aspects of life that permits excellent judgment about important matters. Wisdom focuses on life's pragmatic concerns and human conditions. Research by Paul Baltes and his colleagues has found that high levels of wisdom are rare. Wisdom emerges in late adolescence and early adulthood; no further advances in wisdom have been found for middle-aged and older adults beyond the level attained as young adults.

Feedback: 100 120. In Vygotsky's approach, formal school is only one of the cultural agents that determine an adolescent's growth. He emphasizes the social contexts of learning and the construction of knowledge through social interaction. Parents, peers, the community, and the culture's technological orientation also influence adolescents' thinking.

Feedback: 100 121. Both Piaget and Vygotsky proposed a constructivist view of cognition. Piaget believed that children construct knowledge by transforming, organizing, and reorganizing previous knowledge. For Vygotsky, children and adolescents construct knowledge through social interaction, collaboration, and sociocultural activity. The endpoint of cognitive development for Piaget is formal operational thought. For Vygotsky, the endpoint can differ, depending on which skills are considered to be the most important by a particular culture. The implication of Piaget's theory for teaching is that children need support to explore their world and discover knowledge. The main implication of Vygotsky's theory for teaching is that students need many opportunities to learn with the teacher and with more-skilled peers. In both Piaget's and Vygotsky's theories, teachers serve as facilitators and guides, rather than directors and molders of learning.

Feedback: 102 122. Adolescents have an increased capacity for processing information. They can hold in mind several dimensions of a topic or problem at the same time, whereas children are more prone to focus on only one dimension. The speed with which cognitive tasks are processed improves dramatically across childhood and the adolescent years.

Feedback: 103 123. Attention is the concentration and focusing of mental effort. The four types of attention that have been identified by psychologists are selective attention, divided attention, sustained attention, and executive attention. Selective attention is the ability to focus on a specific aspect of experience that is relevant, while ignoring others that are irrelevant. Divided attention involves concentrating on more than one activity at the same time. Sustained attention is the ability to maintain attention to a selected stimulus for a prolonged period of time. Executive attention involves action, planning, allocating attention to goals, error detection and compensation, monitoring progress on tasks, and dealing with novel or difficult circumstances.

Feedback: 104-105 124. Memory is defined as the retention of information over time. There are three types of memory: short-term memory, working memory, and long-term memory. The short-term memory is a limited-capacity memory system in which information is retained for a short period of time unless it is deliberately rehearsed. Adolescents have better short-term memory than children because of a larger storage capacity. Working memory is a kind of mental "workbench" where individuals manipulate and assemble information when they make decisions, solve problems, and comprehend written and spoken language. Working memory increases substantially from ages 8 to 24. The adolescent years are likely to be an important developmental period for improvement in working memory. Long-term memory is a relatively permanent memory system that holds huge amounts of information for a long period of time. Long-term memory increases substantially in the middle and late childhood years and improvement likely continues into adolescence, although this has not been well documented by researchers.

Feedback: 107-108 125. Compared with children, younger adolescents are more likely to generate different options, examine a situation from a variety of perspectives, anticipate the consequences of decisions, and consider the credibility of sources. Older adolescents, however, are better at making decisions than younger adolescents.

Feedback: 107-108 126. People who have a wider breadth of experiences can often make better decisions that those who have limited experience. Adolescents and adults who are impulsive and seek sensation are often not very effective decision makers. Conversely, people generally make better decisions when they are calm, rather than emotionally aroused. The social context plays a key role in adolescent decision-making. The presence of peers in risk-taking situations increases the likelihood that an adolescent will make risky decisions.

Feedback: 109 127. Adolescents have increased speed, automaticity, and capacity of information processing, which free cognitive resources for other purposes.

In addition, they have a greater breadth of content knowledge in a variety of domains, an increased ability to construct new combinations of knowledge, and a greater range of strategies for obtaining and applying knowledge.

Feedback: 110 128. Convergent thinking produces one correct answer and is the kind of thinking required on a conventional intelligence test. Divergent thinking produces many answers to the same question and is more characteristic of creativity.

Feedback: 111-112 129. Have adolescents engage in brainstorming and come up with as many ideas as possible. Introduce adolescents to environments that stimulate creativity. Don't over control. Encourage internal motivation. Build confidence. Guide adolescents to be persistent and to delay gratification.

Encourage adolescents to take intellectual risks. Introduce adolescents to creative people.

Feedback: 112 130. Experts are better than novices in a number of ways. Experts detect features and meaningful patterns of information. They accumulate more content knowledge and organize it in a manner that shows understanding of the topic. Experts are better than novices at retrieving important aspects of knowledge with little effort.

Feedback: 113 131. Self-regulatory learners set goals for extending their knowledge and sustaining their motivation. They are aware of their emotional makeup and follow strategies for managing their emotions. Self-regulatory learners periodically monitor their progress toward a goal. Based on that monitoring, they are able to fine-tune or revise their strategies. Finally, self-regulatory learners evaluate the obstacles and challenges that arise, and adapt they their strategies accordingly.

Feedback: 115-117 The negative uses of intelligences tests include using them to stereotype a student and to lead to expectations. Another misuse of IQ tests occurs when they are used as the main or sole indicator of competence.

Intelligence tests can tell us about individual differences that make people different from each other. We can gain some insight into an individual's ability to use fluid and quantitative reasoning, and working memory. In tests that yield composite scores in addition to an overall IQ score, we can quickly see patterns of strengths and weaknesses in different areas of the person's intelligence.

132. Psychological tests, including intelligence tests, are like tools. Their effectiveness and value depends on the knowledge, skill, and integrity of the user.

Feedback: 117-118 Howard Gardner believes that there are eight types of intelligence or "frames of mind." They are: verbal, mathematical, spatial, bodily-kinesthetic, musical, interpersonal, intrapersonal, and naturalist.

133. Both Sternberg and Gardner proposed theories of intelligence that stressed that intelligence comes in multiple forms and that students perform differently in school or academic situations, depending on the level of intelligence that they have in different areas. Sternberg proposed that intelligence comes in three forms: (1) analytical intelligence, which refers to the ability to analyze, judge, evaluate, compare, and contrast; (2) creative intelligence, which consists of the ability to create, design, invent, originate, and imagine; and (3) practical intelligence, which involves the ability to use, apply, implement, and put ideas into practice.

Chapter 03 Summary Category Blooms Taxonomy: Analysis Blooms Taxonomy: Application Blooms Taxonomy: Comprehension Blooms Taxonomy: Evaluation Blooms Taxonomy: Knowledge Difficulty: Basic Difficulty: Difficult Difficulty: Moderate Learning Goal: 1 Learning Goal: 2 Learning Goal: 3 Learning Goal: 4 Learning Goal: 5 Santrock - Chapter 03

# of Questions 24 31 9 2 67 31 21 81 17 40 43 26 7 133

Chapter 04 Student: ___________________________________________________________________________

1.

The individual's cognitive representation of the self, the substance and content of self conceptions is called A. self-evaluation.

B. self-understanding.

C. self-esteem.

D. none of these.

2.

Ben knows that he is a baseball player, a member of his church, an older brother, and a fan of jazz music.

This describes Ben's A. personality.

B. self concept.

C. self understanding.

D. self-assessment.

3.

Which of the following statements regarding adolescent self-understanding is TRUE? A. Over time, an adolescent's self-understanding becomes more differentiated.

B. Adolescents understand that they possess different selves depending on the specific role or context.

C. The self fluctuates across situations and time.

D. All of these are true.

4.

Sari goes through many different emotions in one day. One minute she is laughing with her friends, and later she is edgy and snapping at her sister. Sari's fluctuating self has been called the A. barometric self.

B. bipolar self.

C. pendulum self.

D. unstable self.

5.

Carl Rogers argued that a strong discrepancy between the real self and the ideal self is a sign of A. maturity.

B. cognitive dissonance.

C. maladjustment.

D. emerging adulthood.

6.

Crystal wants to be an honor student, a member of the softball team, and a student intern. In reality, she is a B-/C+ student, did not make the softball team, and was placed in a career exploration course rather than an internship. Rogers would say that this discrepancy between Crystal's actual and ideal selves can produce A. a sense of failure.

B. depression.

C. self-criticism.

D. all of these.

7.

Which of the following statements regarding possible selves is NOT true?

A. Possible selves include what individuals would like to become.

B. Possible selves include what individuals are afraid of becoming.

C. Possible selves that have a negative aspect are unhealthy and should be avoided.

D. Aspects of the future negative self can identify behaviors to be avoided.

8.

Troy, age 16, is LEAST likely to show his false self to A. his best friend.

B. his classmate.

C. his girlfriend.

D. his coach.

9.

Most adolescents view social comparisons as A. socially acceptable.

B. socially undesirable.

C. necessary to be popular.

D. normative.

10. The "social mirror" for adolescents is A. friends.

B. parents.

C. siblings.

D. classmates.

11. In an effort to protect the self, adolescents tend to A. deny their negative characteristics.

B. see positive self-descriptions as central aspects of the self.

C. see negative self-descriptions as peripheral or less important aspects of the self.

D. do all of these.

12. What differences exist between the self-understanding of adolescents and that of emerging adults?

A. In adolescence, self-understanding becomes more realistic.

B. In emerging adulthood, self-understanding becomes more integrated.

C. In emerging adulthood, self-understanding becomes more fragmented and diverse.

D. In emerging adulthood, self-understanding becomes less self reflective.

13. Researcher Labouvie-Vief asserts that the development of a coherent, integrated worldview does not happen until which ages?

A. 18-25 B. 20-29 C. 30-39 D. 40-49 14. What happens if youth from different ethic backgrounds are unable to effectively navigate among their different worlds?

A. They develop bicultural selves.

B. They develop multicultural selves.

C. They become culture brokers for others.

D. They can experience alienation from family, peers, and school.

15. Melody moved to the United States from the Philippines with her family. Although she has encountered some barriers related to language and racism, she also has made some close friends and, in general, moves easily between the two cultures. Which of the following is Melody LEAST likely to develop?

A. alienation from family B. abilities as a culture broker for others C. a bicultural self D. none of these 16. Markus and colleagues argue that A. in Japanese culture, individuality is promoted and maintained.

B. in North American cultures, relatedness to others is stressed.

C. all selves are culture-specific.

D. all of these are true.

17. The global evaluative dimension of self is known as A. self-efficacy.

B. self-esteem.

C. locus of control.

D. self-concept.

18. Domain-specific evaluation of the self is referred to as A. self-efficacy.

B. self-worth.

C. self-image.

D. self-concept.

19. What differences exist between Susan Harter's self-perception measures for children and adolescents?

A. Children are assessed on close friendships, but adolescents are not.

B. Adolescents are assessed on athletic competence, but children are not.

C. Adolescents are assessed on close friendships, but children are not.

D. Children are assessed for physical appearance, but adolescents are not.

20. To construct the MOST accurate picture of adolescents' self-esteem, one should look at A. self reports.

B. behavioral observations.

C. reports or ratings from peers and parents.

D. all of these.

21. Which of the following statements regarding self-esteem is TRUE? A. People with high self-esteem are accurate in their self-perceptions.

B. Self-esteem reflects perceptions that do not always match reality.

C. Low self-esteem may be seen as grandiose behavior.

D. None of these is true.

22. Which of the following statements describes narcissists?

A. They show a great deal of empathy for others.

B. They are keenly aware of how others perceive them.

C. They are excessively modest and shy.

D. They are excessively self-centered.

23. Which of the following terms describes a person who has an exaggerated sense of self-importance and who requires almost constant admiration?

A. borderline B. avoidant C. narcissistic D. antisocial 24. Research has shown that narcissism combined with high self-esteem is related to A. major depression.

B. high aggression.

C. eating disorders.

D. truancy.

25. Research on trends in narcissism from 1980 to 2007 showed A. no increase in narcissism among high-school and college students.

B. a significant increase in narcissism among high-school and college students.

C. a slight decrease in narcissism among high-school and college students.

D. none of these.

26. Which of the following factors is related to self-esteem?

A. age B. gender C. social support D. all of these 27. Don is a 24 year-old married teacher. His sister, Diane, age 20, is a single college student. Their cousin, Jude, age 23, is a single man who just lost his job as a bartender. Which of these young adults is likely to have the HIGHEST self-esteem?

A. Don B. Jude C. Diane D. All of them will have about equal self-esteem 28. Research indicates that self-esteem among females in emerging adulthood may be due to A. poor social skills.

B. negative body image.

C. conflict with parents.

D. conflict with peers.

29. Nick's parents told him that he did a "good job" for everything, even when his performance was mediocre or poor. Nick's college sociology teacher gave him a C+ on a paper and included constructive criticism on his writing and critical thinking skills. According to research, Nick will A. be unhappy with his grade but appreciative of the feedback on his work.

B. understand that he did not do his best work on this paper.

C. have difficulty handling criticism.

D. be angry with his parents for not preparing him for the real world.

30. Which of the following statements regarding high self-esteem and school performance is TRUE? A. High self-esteem produces better school performance.

B. High self-esteem adolescents have less initiative than low self-esteem adolescents.

C. High self-esteem adolescents are rarely prone to antisocial actions.

D. School performance and self-esteem are only moderately correlated.

31. The most powerful contributor to global self-esteem in adolescence is A. physical appearance.

B. academic achievement.

C. popularity with peers.

D. athletic achievement.

32. How effective are family cohesiveness and family communication at increasing adolescent self-esteem?

A. quite effective; families that are close and have good communication tend to have adolescents with high self-esteem.

B. not very effective; adolescent don't like to spend too much time with their families.

C. effective in girls but not very effective in boys.

D. effective in boys but not very effective in girls.

33. Tyler is in the sixth grade and attends an elementary school. His brother, Jake, is in the seventh grade and is in his first year of junior high school. Research on self-esteem in adolescents would indicate who has higher self-esteem?

A. Jake.

B. Tyler.

C. Self-esteem is probably about the same, as the brothers are close in age.

D. We cannot make any inferences about self-esteem based on grade in school.

34. Low self-esteem in adolescents and emerging adults has been shown to be a factor in A. depression.

B. anorexia nervosa.

C. delinquency.

D. all of these.

35. Recent research has shown low self-esteem in adolescence to be a factor in all of the following adulthood conditions in adulthood EXCEPT A. poor physical health B. poor mental health C. higher rates of divorce D. higher levels of criminal behavior 36. Which of the following is NOT one of the ways that the text lists as means to improve the self-esteem of adolescents and emerging adults?

A. Let adolescents and emerging adults cope with the causes of their low self-esteem on their own.

B. Identify causes of low self-esteem.

C. Foster achievement.

D. The text recommends none of these.

37. It is extremely important to Sean, age 19, to make the Dean's List in college. His twin brother, Seamus, is more focused on being chosen for the rugby team. According to Susan Harter, Sean and Seamus have each identified their A. vulnerable area for self-esteem.

B. domain important to the self.

C. domain important to their parents.

D. domain important for social approval.

38. Programs such as Big Brothers and Big Sisters provide _____ for adolescents.

A. academic tutoring B. supervision and monitoring of behavior C. social and emotional support D. time management skills training 39. Cassie's soccer coach helps her to cope with her conflicting emotions about her parents' impending divorce. The coach listens to Cassie and has allowed her to come up with her own plan to face this problem. As a result of this support for her coping skills, Cassie is likely to experience A. anger towards her parents.

B. increased self-esteem.

C. increased interest in soccer.

D. none of these.

40. Erikson believed that _____ was the central issue for adolescents.

A. intimacy B. autonomy C. generativity D. identity 41. Brittany thinks a great deal about what she is going to do with her life and what career will allow her to be able to live independently. Brittany is probably in which developmental stage?

A. late childhood B. adolescence C. emerging adulthood D. middle childhood

42. Erikson called the gap between the security of childhood and adult autonomy A. a psychosocial moratorium.

B. an identity crisis.

C. an identity-diffused period.

D. a psychological time-out.

43. Trisha's parents are concerned that at age 15, she seems to be unsure of what she wants to pursue for a career. Last month she was interested in nursing and now she is looking into social work. Trisha's parents should know that her behavior is A. immature and not typical for girls her age.

B. typical for adolescents of her age.

C. a cause for some concern; she should have had her college major decided by now.

D. a sign of instability.

44. Two core ingredients in Erikson's theory of identity development are _____ and role experimentation.

A. rebellion B. academic success C. personality experimentation D. none of these 45. Jodie, age 16, refuses to take a summer job working at her father's grocery store and instead decides to volunteer at a camp for disabled children. She says she would feel "useless" bagging groceries. Erikson would say that Jodie's choice reflects A. her desire to be true to her own identity.

B. her desire to be independent from her father.

C. her basic laziness.

D. her desire to be praised by the community for her selflessness.

46. According to Erikson, which of the following factors is a component of identity?

A. spiritual beliefs B. career path C. how intensely a person identifies with his or her cultural heritage D. all of these 47. Jean tells you that she loves to go to garage sales and flea markets on weekends. She has described her A. intellectual identity.

B. ethnic identity.

C. interest identity.

D. personality.

48. Contemporary views on identity development suggest that A. it is a shorter process than Erikson implied.

B. it is a much simpler process than Erikson implied.

C. it begins in emerging adulthood rather than adolescence.

D. it evolves over the course of the life cycle.

49. Ruth, age 35, has decided to enter a convent after years of being a successful paralegal. She tells her family and friends that she has given this decision a great deal of thought and that she is open to this new experience. Contemporary theorists of identity development would say that Ruth A. is experiencing a mid-life crisis.

B. has reorganized her identity.

C. should not make any major life changes until she is 40.

D. should become a lawyer to strengthen her career identity.

50. William Damon, author of The Path to Purpose, is concerned that too many of today's youth are A. not moving towards any identity resolution.

B. without a sense of direction.

C. developing maladaptive habits.

D. all of these.

51. Adam, age 28, is still "chipping away" at courses in graduate school. He works part-time as a van driver and freely admits that he doesn't know what kind of work he wants to do once he finishes his degree.

William Damon, author of The Path to Purpose, would say that Adam A. needs to figure out his life choices on his own.

B. is missing a sense of purpose that gives meaning and direction to his life.

C. probably was a spoiled and pampered child who now clearly lacks social interest.

D. none of these 52. James Marcia uses the terms _____ and _____ to classify individuals according to four identity statuses.

A. crisis; determination B. crisis; commitment C. challenge; crisis D. exploration; selection 53. James Marcia refers to a period of identity development during which an adolescent is choosing among meaningful alternatives a A. crisis.

B. commitment.

C. choice.

D. challenge.

54. James Marcia uses the term _____ to mean a personal investment in what an individual is going to do.

A. choice B. commitment C. buy-in D. selection 55. Tony has very little interest in choosing a career path. James Marcia would say that Tony's identity status is A. identity moratorium.

B. identity foreclosure.

C. identity achievement.

D. identity diffusion.

56. Myra's parents have always told her that she will be an engineer like her grandfather. Myra never even considered any other career and she is now enrolled in a pre-engineering program at a community college. James Marcia would classify Myra in which identity status?

A. identity achievement B. identity moratorium C. identity diffusion D. identity foreclosure 57. The term for the status in which adolescents have made a commitment but have not experienced an identity crisis is A. identity foreclosure.

B. identity diffusion.

C. identity moratorium.

D. identity achievement.

58. Bob has explored a number of career paths in his senior year of high school and he has decided that he wants to pursue a career as a forensic psychologist. James Marcia would classify Bob in which identity status?

A. identity foreclosure B. identity diffusion C. identity moratorium D. identity achievement 59. Stacy has explored a number of careers that involve helping other people but she has not yet made a commitment to an identity. According to James Marcia, Stacy is in which identity status?

A. identity moratorium B. identity diffusion C. identity foreclosure D. identity achievement 60. A revisionist view of Marcia's concepts has proposed that effective identity development involves A. gathering information and talking to others about current commitments.

B. evaluating identity commitments on a continuing basis.

C. identification with commitment.

D. all of these.

61. Tracy is fairly sure that she wants to pursue a career in nursing. She attends a nursing career fair, interviews two family members who are nurses, and researches the different jobs that nurses can do.

Tracy is in the _____ stage of identity development.

A. fact-gathering B. exploration in depth C. identification with commitment D. survey 62. What has been found to be a turning point in developing identity in late adolescence and emerging adulthood?

A. relationships B. autonomy C. mortality events D. all of these 63. Marcia identified at least three aspects of young adolescent development that are important to identity formation. They are an established sense of industry, a self-reflective stance towards the future, and A. confidence in parental support.

B. academic success.

C. positive peer relationships.

D. good health.

64. Which of the following statements regarding identity in adolescents and young adults is NOT true?

A. Developmental changes in adolescence are especially true of vocational choice.

B. Fewer college students reach identity achieved status with respect to religious and political beliefs than vocational choices.

C. Most young adolescents are identity foreclosed.

D. The timing of identity development may depend on the specific dimensions involved.

65. College produces key changes in identity, due to a wide range of new experiences and A. increased social skills.

B. increased complexity in reasoning skills.

C. increased autonomy.

D. all of these.

66. James Cote argues that a positive identity in emerging adulthood requires A. self discipline.

B. financial security.

C. autonomy.

D. job stability.

67. The process of refining and enhancing the identity choices made in emerging adulthood is known as A. identity clarification.

B. identity solidification.

C. identity consolidation.

D. identity certainty.

68. A common pattern of individuals who develop positive identities is called the A. MAMA cycle.

B. PAPA cycle.

C. MAPA cycle.

D. PAMA cycle.

69. Which of the following parenting styles has been associated with fostering identity achievement?

A. autocratic B. democratic C. permissive D. none of these 70. Ross has parents who provide him with little guidance and who allow him to make his own decisions.

Ross is likely to be A. identity achieved.

B. identity foreclosed.

C. identity diffused.

D. identity confused.

71. What is the main finding of Cooper's research on the role of families in adolescents' identity formation?

A. Identity formation is enhanced by individuality and connectedness.

B. Identity formation is blocked by enmeshment and poor communication.

C. Identity formation is enhanced by diffuse family boundaries and good social skills.

D. Identity formation is halted by individuality and controlling parents.

72. Which of the following statements regarding ethnic identity is NOT true?

A. Adolescents and emerging adults from ethnic minority groups have to choose between two or more sources of identity.

B. Most adolescents resolve their ethnic identity dilemma by rejecting their own ethnic group.

C. Many adolescents resolve their ethnic dilemma by developing a bicultural identity.

D. Most adolescents resolve their ethnic identity dilemma by identifying in some way with the majority culture.

73. Carroll and Gloria are first-generation immigrants from Poland. The degree to which they begin to feel "American" may be related to A. securing jobs in the United States.

B. learning to adapt to American food.

C. buying a home.

D. whether or not they develop social networks beyond their ethnic group.

74. Lito and Jose are second-generation immigrants from Argentina. Their ethnic identity is likely to be linked to A. retention of their native language.

B. whether or not they are close to their parents.

C. the presence of extended family in the home.

D. none of these.

75. Researchers have found that A. ethnic identity decreases with age.

B. ethnic identity increases with age.

C. higher levels of ethnic identity are linked to negative attitudes towards members of other ethnic groups.

D. all of these.

76. Research with adolescents from three ethnic minority groups found that A. Asian American adolescents experienced pressure to achieve academically.

B. African American females realized that the non-Latino White standards of beauty did not apply to them.

C. African American males were concerned about possible job discrimination.

D. All of these 77. Which of the following statements regarding ethnic identity is NOT true?

A. Positive ethnic identity is linked to lower school engagement.

B. Positive ethnic identity is linked to lower levels of aggression.

C. Positive ethnic identity for Navajo adolescents is linked to higher social functioning.

D. All of these are true.

78. Low socioeconomic status (SES) urban settings may expose adolescents to A. drugs.

B. gangs.

C. criminal activities.

D. all of these.

79. Recent research by Niobe Nay and her colleagues reinforced the importance of _____ in the development of positive or negative ethnic identity.

A. proactive coping skills B. local social contexts C. socioeconomic status D. contexts of the wider society 80. Research by Heath and McLaughlin show that an important aspect of the social context, increases the likelihood that they will develop a positive ethnic identity is A. religious schools.

B. youth organizations.

C. inner-city basketball teams.

D. health education programs.

81. Carlos, age 23, is expected to live at home with his family until marriage. His parents emphasize family loyalty and interdependence. Carlos feels a conflict because he sees that the non-Latino White culture, with which he also identifies, values A. loyalty to the dominant culture only.

B. rejection of ethnic norms and traditions.

C. social isolation.

D. independence and self-assertion.

82. Which of the following statements about gender and identity in the 21st century is TRUE? A. Vocational concerns are more central to male identity.

B. Affiliative concerns are more central to female identity.

C. Males are more oriented to ideological commitments.

D. Gender differences have begun to disappear.

83. Erikson argued that _____ must be established before adolescents can develop intimacy.

A. autonomy B. generativity C. identity D. ego integrity

84. A feeling that occurs when a person is in a state or an interaction that is important to well-being is called A. emotion.

B. affect.

C. cognition.

D. none of these.

85. During which stage do emotional highs and lows occur most frequently?

A. early adolescence B. middle adolescence C. late adolescence D. emerging adulthood 86. Christopher's mother tells her friend that she does not understand why he is so moody and changeable.

Christopher is most likely in A. late adolescence.

B. middle adolescence.

C. emerging adulthood.

D. early adolescence.

87. Which of the following statements regarding hormones and emotions is TRUE? A. Hormonal influences are largely responsible for negative emotions that occur in puberty.

B. Hormonal changes and environment are about equal in accounting for negative emotions that occur in puberty.

C. Hormonal factors are strongly associated with positive emotions.

D. Environmental experiences may contribute more to emotions of adolescents than hormonal changes.

88. Janeece is aware of her emotions and can cover up negative emotions in social situations. Research has shown that Janeece may be LESS competent at A. managing her emotions.

B. coping with her emotions.

C. communicating her emotions.

D. none of these.

89. Poor emotional regulation can lead to problems with A. eating disorders.

B. drug use.

C. delinquency.

D. all of these.

90. Emotional competence includes all of the following skills EXCEPT A. awareness of emotional expression's role in relationships.

B. adequately coping with positive emotions by using strategies to moderate their intensity.

C. being aware of one's emotional state.

D. not being overwhelmed by one's emotional state.

91. Jim is really angry with his friend for not returning a sports jacket that he borrowed. However, Jim puts on his favorite CD and distracts himself from his negative emotion. Jim clearly has some A. emotional competence.

B. self-control.

C. irresponsible friends.

D. all of these.

92. Gayle seems sad and withdrawn. When her friend asks her if she is sad, Gayle replies, "No; I am more hurt than sad that my so-called friends didn't invite me to their barbeque." Gayle has the emotional competence skill of A. using strategies to reduce the intensity of her emotions.

B. being aware of her emotional state.

C. recognizing that she should not display negative emotions because her friends can see them.

D. all of these.

93. The _____ is the central aspect of the personality.

A. temperament B. cardinal trait C. self D. ego 94. Which of the following factors is NOT one of the Big Five factors of personality?

A. extraversion B. emotional stability C. agreeableness D. introversion 95. The BEST predictor of adjustment and competence in adolescents is A. extraversion.

B. the emergence of conscientiousness.

C. agreeableness.

D. openness to experience.

96. A number of research studies have found that the most important Big Five factor of personality in adolescent development is A. openness to experience.

B. agreeableness.

C. conscientiousness.

D. extraversion.

97. Which Big Five personality factor is the BEST predictor of verbal SAT scores?

A. openness to experience B. extraversion C. agreeableness D. emotional stability 98. Which of the following statements regarding stability of personality is TRUE? A. Dominance and dependency tend to become less stable in adolescence than in late childhood.

B. Researchers find more change than stability in people ages 18-26.

C. Many adolescents become less socially comfortable as adults.

D. Sociability and shyness tend to remain stable from late childhood to adulthood.

99. Research has determined that the greatest change in personality occurs during A. adolescence.

B. early adulthood.

C. middle adulthood.

D. late adulthood.

100.Walter Mischel argued that personality A. changes very little after early adulthood.

B. is mainly a product of innate biological traits.

C. changes most in middle age.

D. varies according to the situation.

101.Psychologists who believe that both traits and situations need to be considered in understanding personality are known as A. behaviorists.

B. interventionists.

C. interactionists.

D. existentialists.

102.An individual's behavioral style and characteristic way of responding is known as the person's A. personality.

B. trait patterns.

C. temperament.

D. emotional stability.

103.Which of the following statements about temperament is NOT true?

A. Temperament forms the foundation of personality.

B. Temperament evolves through interaction with the environment.

C. The link between temperament and personality is supported by research.

D. Negative emotionality is related to conscientiousness.

104.Chess and Thomas concluded that there are _____ basic types or clusters of temperament.

A. three B. four C. five D. six 105.Which of the following is NOT one of the basic temperament types identified by Chess and Thomas?

A. easy B. angry C. difficult D. slow-to-warm-up 106.Parker reacts negatively to many situations and is slow to accept new experiences. Parker could be classified as a(n) _____ child.

A. difficult B. easy C. unattached D. slow-to-warm-up 107.The new classification of temperament includes all of the following EXCEPT A. negative affectivity.

B. positive affect and approach.

C. effortful control.

D. discontinuity.

108.Children who fret and cry often would be classified as having a temperament with A. negative affectivity.

B. effortful control.

C. anger and hostility.

D. low tolerance for frustration.

109.Jasmine, age 16, becomes upset easily and often appears to be unable to control her arousal. In the newer classification of temperament, Jasmine would be seen as being low in A. positive affect.

B. effortful control.

C. frustration tolerance.

D. all of these.

110.Tammy, age 17, was classified as an infant with as easy temperament. From the longitudinal research that was done on the relationship between temperament in childhood and adjustment in adolescence and adulthood, we might expect that A. Tammy has a positive relationship with her parents.

B. Tammy is more likely than children with other temperaments to be a well-adjusted adolescent.

C. Tammy's family environment is cohesive.

D. All of these.

111.Dan, age 17, was classified as an infant with a difficult temperament. From the longitudinal research that was done on the relationship between temperament in childhood and adjustment in adolescence, we might expect that Dan A. probably grew out of this temperament by puberty.

B.is probably still having some problems relating to his childhood temperament, but they will be gone within the next year or two.

C. is probably not a well-adjusted young man.

D. none of these 112.Research suggests that, compared to uninhibited children, individuals classified with inhibition in childhood are A. more likely to experience social support in adolescence.

B. less likely to experience social support in adolescence.

C. more likely to be assertive as adolescents.

D. more likely to enter a stable job tract early.

113.Patrick, age three, seems to have good control of his emotions and handles most situations with ease.

Research shows that as an adult, Patrick will most likely A. have difficulty being assertive.

B. handle his emotions effectively.

C. be naïve and easily duped.

D. We cannot predict how adults will be based on their behavior at age three.

114.The match between an individual's temperament and the demands of the individual's environment is called A. congruence.

B. lock-and-key effect.

C. optimum environment.

D. goodness of fit.

115.Describe self-understanding, and list at least three ways adolescents are different from children in their self-understanding.

116.Explain the differences between self-esteem and self-concept.

117.Describe what is meant by narcissism, and list at least four personality characteristics of a narcissist.

118.Compare and contrast the self-esteem of males and females during adolescence and emerging adulthood.

119.What did Erik Erikson say were the two core ingredients in identity development? Give an example of each.

120.Name at least five parts to identity.

121.Describe the key elements of the contemporary view of identity development.

122.List and briefly describe James Marcia's four identity statuses.

123.Explain theories that revise and extend James Marcia's theory of identify formation.

124.How do families influence identity?

125.Describe some of the challenges that ethnic minority adolescents and emerging adults face in the dominant culture.

126.Define what is meant by emotional competence, and give at least three examples to illustrate the concept.

127.List the Big Five factors of personality. Which factor has research revealed as a key predictor of adjustment and competence? List at least two outcomes that have been linked to that factor.

128.Explain the new classifications of temperament included in a recent revision of Chess and Thomas' original categories, which were easy, difficult, and slow-to-warm-up.

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

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

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

113. B 114. D Feedback: 130-132 115. Self-understanding is the individual's cognitive representation of the self. Adolescents and children differ in several ways in which they describe themselves. First, adolescents are more likely than children to use abstract and idealistic terms. Most adolescents distinguish between the real self and the ideal self. Second, over time adolescents' self-understanding becomes more differentiated. Adolescents are more likely than children to note contextual or situational variables in describing themselves. Adolescents are more likely than children to have a self that is characterized by fluctuation and instability. As adolescents begin to differentiate their concept of the self into multiple roles in different relationship contexts, they sense potential contradictions between the differentiated selves. Children are less likely to see these differences. Third, adolescents are better than children at understanding their possible selves and their true and false selves. Some developmentalists believe that adolescents are more likely than children to use social comparison in evaluating themselves. Finally, adolescents are more likely than children to be self-conscious about their self-understanding.

Feedback: 134-135 116. Self-esteem, also referred to as self-worth or self-image, is the global evaluative dimension of the self. Self-concept refers to domain-specific evaluations of the self. Adolescents and emerging adults make self-evaluations in many domains, such as academic, athletic, physical appearance, romantic appeal, and close friendships.

Feedback: 135-136 117. Narcissism refers to a self-centered and self-concerned approach towards others. Some of the characteristics of narcissist include: being excessively self-centered and self-congratulatory; viewing their own needs and wants as paramount; devaluing people around them; responding with rage and shame if others do not admire them or treat them the way that they expect to be treated.

Feedback: 136-137 118. In general, self-esteem decreases in adolescence and increases in the twenties. At most ages, males report higher self-esteem than do females.

Girls tend to have lower-self-esteem in early adolescence, perhaps due to negative body image issues associated with puberty. Girls also focus more on social relationships than boys, and low self-esteem can result when they perceive that society is not rewarding that interest. A recent study showed that, as females went through emerging adulthood (18 to 25 years of age), the self-esteem gap with males decreased.

Feedback: 141 119. Erikson believed that the two core ingredients in identity development were personality experimentation and role experimentation. In adolescence, it is normal for the individual to try on different personalities before deciding on a stable sense of self. For example, an adolescent might like a friend one day, and dislike the same friend the next. Adolescents change their styles of dress, choices in music, and ways of relating to others in an effort to find their true selves. Adolescents are exploring what it means to be a friend, a sibling, a student, and a worker. There are hundreds of roles for adolescents to try out and multiple ways for the adolescent to pursue these roles. Vocational roles are among the most important choices for adolescents. They may try on and discard career choices as they move through adolescence.

Feedback: 141 120. Identity is a self-portrait that is composed of many parts. Among them are: vocation/career identity; political identity; religious identity; relationship identity; intellectual identity; sexual identity; cultural/ethnic identity; interests; personality; and physical identity.

Feedback: 141-142 121. Contemporary views of identity development suggest that it is a lengthy process, in many instances more gradual and less cataclysmic than Erikson's term, crisis, implies. Today's theorists contend that this complex process neither begins nor ends in adolescence. Instead, modern theorists contend that we go though a series of reorganizations of identity throughout the lifespan. Contemporary theorists also postulate that adolescents and emerging adults have multiple identities and that they are seeking a balance between autonomy and a need for connectedness to others.

Feedback: 143 122. James Marcia identified four statuses of identity development. Identity diffusion is when adolescents have not yet explored meaningful alternatives or made any commitments. They are undecided about such things as their future career, and they show little interest in such matters.

Identity foreclosure happens when adolescents have made a commitment to an identity without experiencing what Marcia calls a "crisis," or an opportunity to explore their options. Identity moratorium is Marcia's term for the state of adolescents who are in the midst of an identity crisis, but who have not yet made a clear commitment to an identity. Finally, Identity achievement happens when adolescents have undergone an identity crisis and have made a commitment to an identity.

Feedback: 144 123. Revisionist theorists stress that effective identity development involves evaluating identity commitments on a continuing basis. Two concepts that have been devised to capture this ongoing identity examination are exploration in depth and identification with commitment. Exploration in depth involves gathering information and talking to others about current commitments. It includes researching a potential career in terms of opportunities for work and educational requirements, such as which college courses or majors would best position one to enter a particular career.

Exploration in depth can also involve discussing the benefits and challenges with people who are already in a career of interest. Identity with commitment refers to the degree of certainty and security one experiences with regard to the current commitment.

Feedback: 147 124. Parents are influential figures in an adolescent's search for identity. Parenting style, in particular, has an impact on identity development.

Research has shown that a democratic parenting style, which encourages the adolescent to participate in family decision making, fosters identity achievement. In contrast, autocratic parents, who insist on control and do not allow their adolescents to express their opinions, tend to promote identity foreclosure. Permissive parents, who provide little guidance and allow adolescents to make their own decisions, foster identity diffusion.

Besides the type of parenting that adolescents receive, the quality of the communication between mothers and adolescents is linked to identity development. Families that maintain an atmosphere of both individuality and connectedness enhance identity formation. Outside the immediate family, persistent conflicts with friends is related to less-positive identity development.

Feedback: 147-148 125. Individuals consciously confront their ethnicity for the first time in adolescence. Adolescents and emerging adults from ethnic minority groups face a choice between two or more sources of ethnic identification: their own ethnic group and the mainstream, or dominant culture.

Many adolescents resolve this issue by developing a bicultural identity. There are differences in identity among first, second, and third, or later generations of immigrants. Historical, contextual, language, and political factors, all affect the degree to which one becomes culturally competent.

Pressures may be different for adolescents and emerging adults from different ethnic groups. For example, Asian-American adolescents often face pressure from their parents to succeed academically. Many African-American young women conclude that they do not meet standards of beauty, such as hair and eye color, that are set for non-Latino White girls. African-American males are often faced with stereotyping and discrimination in the job market. Among Latino adolescents studied by researchers, prejudice was a recurrent theme, as was the conflict between the values of their Latino cultural heritage and those of the majority culture.

Feedback: 151-152 126. Emotional competence includes several skills. One skill is awareness that the expression of emotions plays a major role in relationships.

An adolescent who knows that showing anger when the teacher announces a pop quiz is likely to result in the teacher being displeased with his or her attitude is showing this emotional competency. Another component of emotional competence is engaging in the use of self-regulatory strategies to cope with negative emotions. An adolescent who walks away from a negative situation to control his or her anger is demonstrating this competency. Understanding that inner emotional states do not have to correspond with outer expressions is key to relating to others. The adolescent who is extremely disappointed not to have been chosen to be a class officer but who manages not to let that show outwardly is demonstrating this competency. Finally, emotional competence requires being aware of one's own emotional states without being overwhelmed by them. Adolescents who can clearly differentiate their emotions and focus on their coping skills provide examples of this emotional competency.

Feedback: 153-154 127. The Big Five factors of personality are: openness, conscientiousness, extraversion, agreeableness, and neuroticism (emotional stability).

The major finding in the study of the Big Five factors in adolescence is the emergence of conscientiousness. This factor has been linked to both high-school and college grade point average. Conscientiousness has also been correlated with better interpersonal relationships, higher-quality friendships, better acceptance by peers, and less victimization by peers. On a more negative note, adolescents who are low in conscientiousness tend to have more problems with substance abuse, more conduct problems, and a higher mortality risk than their counterparts who are higher in this trait.

Feedback: 155 128. The general classification of temperament now focuses more on positive affect and approach, negative affectivity, and effortful control (selfregulation). Positive affect and approach is much like the personality trait of extraversion/introversion. Children with a temperament that involves negative affectivity may cry and fret often. Effortful control involves the ability to control one's emotions and to use coping strategies when emotions run high.

Chapter 04 Summary Category Blooms Taxonomy: Analysis Blooms Taxonomy: Application Blooms Taxonomy: Comprehension Blooms Taxonomy: Evaluation Blooms Taxonomy: Knowledge Blooms Taxonomy: Synthesis Difficulty: Basic Difficulty: Difficult Difficulty: Moderate Learning Goal: 1 Learning Goal: 2 Learning Goal: 3 Learning Goal: 4 Santrock - Chapter 04

# of Questions 17 38 6 2 64 1 23 19 86 43 51 10 24 128

Chapter 05 Student: ___________________________________________________________________________

1.

Gender development is influenced by A. biological factors.

B. social factors.

C. cognitive factors.

D. all of these factors.

2.

Which of the following statements regarding pubertal changes and sexuality is TRUE? A. Sexual behavior is related to hormonal changes for boys.

B. Hormonal changes in puberty are related to gender behavior.

C. Hormone changes are less important to girls' sexual activity than the types of friends that they have.

D. All of these are true.

3.

Which theorist agreed that, "Anatomy is destiny"?

A. Sigmund Freud B. Robert Sternberg C. Jean Piaget D. Lev Vygotsky

4.

Erik Erikson and Sigmund Freud agreed that A. anatomy is destiny.

B. gender behaviors and gender are instinctual.

C. human behavior is directly related to reproductive processes.

D. all of these.

5.

Evolutionary psychologists agree that A. natural selection favored males who adopted long-term mating strategies.

B. males evolved dispositions that favor competition and risk-taking.

C. natural selection favored females who paired widely.

D. males evolved dispositions that favor male bonding and friendship.

6.

David Buss argues that men and women differ psychologically in A. cognitive domains that require hypothetical reasoning.

B. domains in which they have faced different adaptive problems during evolutionary history.

C. domains that require assertiveness.

D. none of these.

7.

Who proposed social role theory?

A. Alice Eagly B. Carol Gilligan C. Karen Horney D. Judith Rodin

8.

Social role theory contends that psychological gender differences are mainly due to A. biological dispositions.

B. similar roles of males and females.

C. contrasting roles of males and females.

D. innate psychological dispositions.

9.

Which of the following statements about the role of women around the world is NOT true?

A. Women perform more domestic work.

B. Women and men receive approximately the same pay.

C. Women spend fewer hours in paid employment.

D. Women have less power than men.

10. Alice Eagly believes that the most important causes of gender differences in power, assertiveness, and nurture are social hierarchy and A. power expectations.

B. sexual vulnerability.

C. division of labor.

D. monetary resources.

11. Rita and Don are the parents of 15-year-old twins, Frank and Francine. Research suggests that A. Frank will have more independence than Francine.

B. Frank will be encouraged to do well in English and social sciences.

C. Francine will be encouraged to do well in math.

D. Both twins will be encouraged to excel in science.

12. Recent research by Phyllis Bronstein indicates that A. in many cultures, mothers socialize their daughters to be less responsible than their sons.

B. in many cultures, mothers place more restrictions on the autonomy of sons than that of daughters.

C. fathers show more attention to their daughters than to their sons.

D. many parents continue to encourage behaviors that are in keeping with traditional gender role norms.

13. Which theory of gender development emphasizes the role of reward and punishment for genderappropriate and gender-inappropriate behavior?

A. gender shaping theory B. behavioral learning theory C. social learning theory D. social cognitive theory 14. Betty's mother smiles and praises her for her fashion choices when she wears dresses and tasteful makeup for a family gathering. According to social cognitive theory, this approval for Betty's gender-appropriate behavior is likely to A. make Betty want to wear more casual clothes to the next family event.

B. reinforce Betty's choice to be feminine.

C. have no effect on what Betty chooses to wear in the future.

D. make Betty closer to her mother.

15. Which of the following statements regarding siblings and gender role development is TRUE? A. Older siblings become less like their younger siblings over a two-year period.

B. Siblings play very little role in gender socialization.

C. Younger siblings become less similar to older siblings in terms of gender role.

D. Younger siblings become less similar to older siblings in terms of leisure activities.

16. Debra's peer group is made up of only girls; Rachel's peer group is a mix of boys and girls. Debra is more likely than Rachel to be in A. adolescence.

B. early adulthood.

C. early childhood.

D. middle childhood.

17. In adolescence, _____ approval has a powerful influence on gender attitudes and behavior.

A. parents' B. peer C. siblings' D. all of these 18. Evidence that teachers and school personnel have biases towards both boys and girls include all of the following EXCEPT A. boys are more likely to be criticized than girls.

B. school personnel tend to stereotype boys' behavior as problematic.

C. boys may have few male role models in teachers.

D. girls are more likely than boys to have learning problems.

19. Richard is struggling in his language arts class. According to research on the ways boys and girls are treated in schools, Richard is more likely than a female classmate to A. be given extra help by his teacher.

B. be referred to the school psychologist to be tested for a learning disability.

C. be ignored by school personnel.

D. be paired with a peer tutor.

20. Evidence that the classroom is biased against girls includes all of the following EXCEPT A. teachers spend more time interacting with boys.

B. teachers spend more time watching girls.

C. teachers give more instruction to boys.

D. teachers give boys more time than girls to answer questions.

21. Mary and Matthew are classmates in grade six. Which of the following is probably true, based on research on gender bias in schools?

A. Mary will be more assertive in class than Matthew.

B. Mary's self-esteem will be higher than Matthew's self-esteem.

C. Matthew will describe more career choices than Mary.

D. Matthew will work quietly on his own; Mary will spend more time interacting with the teacher.

22. Which of the following statements regarding same-sex education is TRUE? A. Research evidence regarding same-sex education is mixed.

B. Same-sex education is superior to co-ed education for girls.

C. Same-sex education is superior to co-ed education for boys.

D. Girls benefit more than boys from co-ed education.

23. Television shows portray teenage girls as being primarily interested in A. shopping.

B. appearance.

C. dating.

D. all of these.

24. Elaine says that her favorite TV show's teenage star, Lauren, is an attractive teenager who is an apprentice to a forensic anthropologist. Lauren spends all of her free time analyzing bones and reconstructing skeletons to solve crimes. This TV star is A. not the typical teenage girl star.

B. typical of a teen star in that she is attractive and smart.

C. typical of a teen star in that she is attractive and career-oriented.

D. none of these.

25. Music videos are A. not stereotypical of gender.

B. slanted towards female audiences.

C. slanted towards male audiences.

D. not especially marketed to teen viewers.

26. Which of the following statements regarding television and gender is TRUE? A. Men are portrayed as more powerful than women in many TV shows.

B. Female characters on music videos are shown as passive.

C. Women are overrepresented in prime-time commercials.

D. None of these is true.

27. Research has shown that the more adolescent females and males watched entertainment TV, the more A. positive their body images were.

B. passive they became.

C. aggressive they became.

D. negative their body images were.

28. Gender schema theory is a _____ theory.

A. cognitive B. biological C. sociological D. psychological 29. The theory on gender development that asserts that gender-typing emerges as children and adolescents develop gender schemas regarding what is gender-appropriate or -inappropriate in their culture is called A. gender learning theory.

B. schema dominance theory.

C. gender schema theory.

D. social learning theory.

30. A cognitive structure that organizes the world in terms of female and male is called a A. gender schema.

B. gender worldview.

C. gender-role dichotomy.

D. none of these.

31. Victor has perceived that wearing a silk scarf on his head is not considered appropriate for males in his culture. Consequently, he pulls his long hair back and secures it with a rubber band. Victor's behavior is best explained by A. media influence theory.

B. gender-role transcendence theory.

C. gender schema theory.

D. social role theory.

32. Caitlin tells her friend that women make better nurses and teachers than men. Caitlin's statement is A. generally true.

B. a stereotype.

C. generally false.

D. an overstatement.

33. Traits such as aggressive, independent, and power-oriented are labeled _____ traits.

A. expressive B. concordant C. instrumental D. congruent 34. Traits associated with females are labeled _____ traits.

A. expressive B. concordant C. instrumental D. congruent 35. Which of the following statements regarding roles and traits of the traditional male or female is NOT true?

A. Expressive traits are associated with men and help them to communicate effectively.

B. Instrumental traits suited men to go out and be breadwinners.

C. Instrumental traits equipped men to wield authority.

D. Traditional feminine characteristics are childlike and foster dependency.

36. Recent research continues to find that gender stereotyping A. is decreasing slowly.

B. is pervasive.

C. has decreased considerably in the last 25 years.

D. none of these.

37. Mr. Clarke, an executive at an ad agency, tells his secretary to, "Call Mr. Stone's girl and set up a meeting." Mr. Clarke's directive is an example of A. modern sexism.

B. gender stereotyping.

C. masculine protest.

D. old-fashioned sexism.

38. Jeff tells his colleague that he's, "Tired of these women's libbers trying to change things around here.

They already have the same pay as men!" Jeff's comment is an example of A. old-fashioned sexism.

B. modern sexism.

C. masculine protest.

D. none of these.

39. Harry doesn't see anything wrong with calling women honey, sweetheart, or doll. Harry may be someone who endorses A. old-fashioned sexism.

B. modern sexism.

C. traditional labeling for women.

D. none of these.

40. A 2008 study of adolescent girls showed that _____ percent of the girls reported having experienced sexual harassment at least once.

A. 40 B. 50 C. 70 D. 90 41. A 2008 study of adolescent girls showed that approximately _____ percent of the girls reported academic sexism involving science, math, or computer technology.

A. 40 B. 50 C. 60 D. 70 42. A 2008 study of adolescent girls showed that approximately ____ percent of the girls reported that they had encountered athletic sexism.

A. 30 B. 55 C. 75 D. 85 43. Which of the following statements regarding physical similarities and differences between men and women is NOT true?

A. Males grow to be 10 percent taller than females.

B. Androgens promote the growth of long bones in men.

C. Estrogens stop the growth of long bones in females at puberty.

D. Men have twice as much body fat as women.

44. Many physical differences between men and women are tied to A. intelligence.

B. health.

C. financial status.

D. all of these.

45. Which differences exist between males and females regarding health?

A. Females have a longer life expectancy than males.

B. Females and males can expect to live about the same number of years.

C. Females are more likely to develop mental disorders than males.

D. Males are more resistant to infections than females.

46. High levels of stress hormones have been linked to A. high blood pressure.

B. osteoporosis.

C. rheumatoid arthritis.

D. Alzheimer's disease.

47. Similarities and differences in the brains of males and females could be due to A. evolution.

B. heredity.

C. social experiences.

D. all of these.

48. What differences exist between males and females with regard to brain structure and activity?

A. The part of the hypothalamus involved in sexual behavior is larger in females than in males.

B. The area of the brain involved in visuospatial skills is larger in females than in males.

C. The corpus callosum is larger in females than in males.

D. The area of the brain involved in emotional expression is more active in males than in females.

49. A recent study of over seven million U.S. students in grades 2-11 showed that A. boys outperformed girls on math tests.

B. girls scored significantly lower on math tests than boys.

C. there were no differences in math scores between boys and girls.

D. girls scored slightly better than boys in math in grades 2-6.

50. Which of the following statements regarding visuospatial skills is NOT true?

A. These skills include being able to rotate objects mentally.

B. These skills include being able to determine what objects would look like after rotation.

C. These skills are important in courses such as algebra.

D. These skills are better in boys than in girls.

51. What differences exist between males and females with regard to verbal skills?

A. Females outperform males in reading and writing.

B Females outperform males on reading and writing only in elementary school; by high school the scores . are the same in verbal skills.

C. There are no significant differences between females and males in reading; girls outperform boys in writing.

D. There are no significant differences between females and males in writing; girls outperform boys in reading.

52. Chris just completed high school and plans to go to college to study social work. It is likely that Chris is a A. female in the United States.

B. male in the United States.

C. female in Europe.

D. male in Europe.

53. Which of the following statements regarding gender differences related to schooling and academic achievement is TRUE? A. Females are more likely to drop out of school than males.

B. Males make up about 60 percent of the students enrolled in college today.

C. The bottom 50 percent of high-school classes is made up mainly of males.

D. Most males perform at below-average level.

54. Amanda and Dennis are high school classmates. Which of the following is likely to be TRUE? A. Amanda is more likely than Dennis to be attentive in class.

B. Dennis is more likely than Amanda to be planning a career in math or engineering.

C. Amanda is more likely than Dennis to participate in class.

D. All of these are true.

55. One of the most consistent gender differences is that A. boys are significantly more likely than girls to engage in relational aggression.

B. girls are much more likely than boys to engage in relational aggression.

C. girls are more verbally aggressive than boys.

D. boys are more physically aggressive than girls.

56. Ashley spread a rumor that Donna, the new girl in class, had head lice. As a result of this rumor, Donna has made no friends, and people move their desks to get away from her. Ashley has engaged in A. emotional aggression.

B. relational aggression.

C. latent aggression.

D. mean behavior, but it is not any type of aggression.

57. According to Deborah Tannen, the language of establishing connections and negotiating relationships is known as A. rapport talk.

B. report talk.

C. social talk.

D. polite talk.

58. According to Deborah Tannen, talk that gives information is called A. rapport talk.

B. report talk.

C. factual talk.

D. social talk.

59. Joe tells a story about how his car was rear-ended while he was stopped at a railroad crossing. This is an example of what Deborah Tannen calls A. rapport talk.

B. factual reporting.

C. report talk.

D. none of these.

60. What was Deborah Tannen's main conclusion about differences between boys and girls?

A. Boys learn language ahead of girls.

B. Girls learn language ahead of boys.

C. Boys use more action words in their speech than girls.

D. Boys and girls grow up in different worlds of talk.

61. Which of the following statements regarding gender differences in play is TRUE? A. Girls are more likely than boys to play in small groups.

B. Boys are more likely than girls to play in groups that have a leader.

C. Boys' games tend to have winners and losers.

D. All of these are true.

62. A meta-analysis of gender differences in talkativeness, affiliative speech, and self-assertive speech confirms which criticism of Deborah Tannen's research?

A. Tannen underestimated the size of the gender differences in communication.

B. Tannen overestimated the size of the gender differences in communication.

C. Tannen focused too much on contexts of communication and not enough on the content of communication.

D. none of these

63. Which of the following findings came out of a meta-analysis of gender differences in talkativeness, affiliative speech, and self-assertive speech?

A. Gender differences in talkativeness occurred more in dyads than in large groups.

B. Gender differences in affiliative speech are largest during middle childhood.

C. Boys talk more with adults than girls do.

D. Gender differences in affiliative speech are largest during adolescence.

64. With regard to prosocial behavior, A. males view themselves as more empathetic.

B. females view themselves as more empathetic.

C. males engage in more prosocial behavior during adolescence than do females.

D. the smallest gender differences occur for kind and considerate behavior.

65. The smallest gender differences for prosocial behavior occur for A. kind behavior.

B. considerate behavior.

C. empathetic behavior.

D. sharing.

66. Cara says that she has just begun to experience some intense emotions whereas her neighbor, Craig, says that he doesn't experience any of these emotions. Which of the following is likely to be TRUE? A. Both Cara and Craig are in middle childhood.

B. Cara is in early adolescence; Craig is in late adolescence.

C. Both Cara and Craig are in early adolescence.

D. Cara is in late childhood; Craig is in middle adolescence.

67. When it comes to emotions, boys usually show A. less self-regulation than girls.

B. more self-regulation than girls.

C. about the same self-regulation as girls.

D. no self-regulation until late adolescence.

68. Which of the following theorists believes that extensive gender differences are caused by adaptive problems across human evolutionary history?

A. Janet Shibley Hyde B. Carol Gilligan C. David Buss D. Alice Eagly 69. The theorist who emphasizes the social conditions that have resulted in power inequity and substantial gender differences is A. Alice Eagly.

B. Janet Shibley Hyde.

C. Judith Rodin.

D. Mary Parker.

70. Zoe tells her parents that she learned in her women's studies class that many of the gender differences that she sees are due to inequities in power, money, and other resources between men and women. She says she is going to be taking part in a "walk for equity" to protest lower wages being paid to women in her community. Zoe's position is very much like that of which theorist?

A. Anna Freud B. Carol Gilligan C. Alice Eagly D. Janet Shibley Hyde

71. The theorist who asserts that gender differences have been greatly exaggerated, based on the results of 44 meta-analyses of gender differences and similarities is A. Carol Gilligan.

B. Janet Shibley Hyde.

C. Alice Eagly.

D. Judith Viorst.

72. Which of the following statements regarding gender in context is NOT true?

A. Gender behavior often varies across contexts.

B. Females are more likely than males to help if they feel competent to help.

C. Males are more likely than females to show anger to strangers.

D. In many cultures, roles are very gender-specific.

73. Nezy is a young married woman who lives in Saudi Arabia. Which of the following is probably true for Nezy?

A. Nezy will work at raising her children and hold a part-time job in the public sector.

B. Nezy will share the household tasks with her husband.

C. Nezy will work full-time at a home-based business while caring for her family.

D. Any deviation from Nezy's traditional gender role will be met with disapproval.

74. The presence of a high degree of masculine and feminine characteristics in the same person is known as A. androgyny.

B. ambiguity.

C. hermaphroditeism.

D. transsexualism.

75. Which of the following is NOT one of the classifications made via the Bem Sex-Role Inventory?

A. masculine B. feminine C. transgendered D. undifferentiated 76. A person who is high on instrumental traits and low on expressive traits would be classified as _____ on the Bem Sex-Role Inventory.

A. feminine B. masculine C. undifferentiated D. androgynous 77. Evelyn scores low on both feminine and masculine traits on the Bem Sex-Role Inventory. Evelyn would be classified as A. feminine.

B. masculine.

C. undifferentiated.

D. androgynous.

78. Darren scores a high number of feminine and a high number of masculine traits on the Bem Sex-Role Inventory. Darren would be classified as A. feminine.

B. masculine.

C. undifferentiated.

D. androgynous.

79. Which of the following statements regarding androgyny is NOT true?

A. Androgyny has been linked to higher levels of stress.

B. Androgynous individuals are more flexible than either masculine or feminine individuals.

C. Androgynous individuals report better health practices than people in other categories.

D. None; all of these are true.

80. Increasing numbers of children and adolescents in the U.S. are being raised to behave in A. traditional gender-role ways.

B. androgynous ways.

C. masculine ways.

D. undifferentiated ways.

81. Carmela, age 16, and her brother Juan, age 17, are originally from Puerto Rico. Which of the following statements is likely to be true, based on the studies of Latino and Latina adolescents?

A. Juan will get his driver's license before Carmela.

B. Carmela will have more interaction with males than Juan will have with females.

C. Juan and Carmela will participate in after-school activities.

D. Neither Juan nor Carmela will have a curfew.

82. Which of the following statements regarding access to education around the world is NOT true?

A. Girls' education still lags behind boys' education.

B. Girls in Japan and the Philippines complete their education at lower rates than girls in Western nations.

C. Girls receive, on average, 4.4 years less education than boys.

D. Control over girls' social relationships is easing in some nations.

83. Dr. Burke, a superintendent of a large school system, wants to implement androgynous education in his district. Based on research, Dr. Burke will get the most success from the program if it is offered to students in grade A. two.

B. five.

C. seven.

D. nine.

84. Which of the following statements regarding androgyny education is NOT true?

A. It is easier to teach androgyny to boys than to girls.

B. It is easier to teach androgyny to girls than to boys.

C. Androgyny education includes the use of books, discussion materials, and gender curriculum.

D. Androgyny education works best when it is introduced before middle-school grades.

85. Opponents of androgynous education programs argue that they ignore the diversity of gender roles in our society and that A. programs are too value-laden.

B. programs ignore values.

C. traditional gender roles produce happier people.

D. teachers need costly and lengthy training in order to be able to teach these programs.

86. William Pollack, author of Real Boys, argues that the "boy code" tells boys that they should A. express anger but not positive emotions like love.

B. express positive emotions, but suppress anger and anxiety.

C. express all of their emotions in moderation.

D. show little, if any emotion, as they are growing up.

87. According to William Pollack, author of Real Boys, boys learn the "boy code" from their A. peers.

B. parents.

C. teachers.

D. all of these.

88. According to William Pollack, author of Real Boys, which of the following contexts lends itself to boys learning the "boy code"?

A. camps B. schoolrooms C. sandboxes D. all of these

89. In the traditional male adolescent culture, male adolescents trying to adopt a strong masculine role are likely to believe they will be thought of as more masculine if they A. get a job and pay some of their own expenses.

B. drink alcohol or take drugs.

C. have a steady girlfriend.

D. participate in a "manly" sport, such as football or hockey.

90. Proponents of _____ argue that gender-role classification leads to too much stereotyping.

A. gender-competency theory B. gender-role transcendence C. androgyny theory D. undifferentiated theory 91. Gender-role attitudes and gender intensification tend to A. decrease in early adolescence.

B. increase in early adolescence.

C. spike in middle childhood.

D. stay the same until late adolescence.

92. Carol Gilligan believes A. girls are sensitive to different emotions in relationships.

B. girls experience life differently than boys.

C. adolescence is a critical juncture in girls' development.

D. all of these.

93. According to Carol Gilligan, girls become aware that the male-dominated culture does not value their interest in A. caring.

B. altruism.

C. empathy.

D. intimacy.

94. Natalie struggles with wanting to be independent but still responsive to others. As a result, she is less confident and is tentative about speaking up and sharing her opinions. According to research, this selfdoubt can translate into A. aggression.

B. depression.

C. sexual acting-out behaviors.

D. delinquency.

95. Susan Harter and her colleagues found all of the following in their research EXCEPT A. androgynous girls reported a strong voice in all contexts.

B. feminine girls had lower levels of voice in public contexts.

C. feminine girls had lower levels of voice in interpersonal contexts.

D. girls who lack "voice," but emphasize appearance had a great risk to their development.

96. Critics of Carol Gilligan's theory argue that A. she exaggerates the differences in intimacy between males and females.

B. she exaggerates the differences in connectedness between males and females.

C. her research did not include a comparison group of boys.

D. all of these 97. Critics of Carol Gilligan's theory believe that we should be stressing on A. more opportunities for females to reach higher levels of "voice."

B. more opportunities for females to reach higher levels of achievement.

C. more opportunities for females to tell their stories of being victims of a male-dominated culture.

D. none of these.

98. Which of the following statements regarding self-esteem in adolescent girls is TRUE? A. Self-esteem in adolescent girls is lower than self-esteem in adolescent boys.

B. Self-esteem in girls drops at approximately the same rate as boys.

C. Self-esteem in high-school girls is higher than for college women.

D. All of these are true.

99. Which of the following is NOT recommended for improving gendered lives for boys?

A. Encourage boys to handle their emotions more effectively.

B. Work with boys to improve their athletic ability.

C. Work with boys to improve their academic performance.

D. Encourage boys to be less physically aggressive.

100.Which of the following is NOT recommended for improving gendered lives for girls?

A. Encourage girls to be proud of their caring skills.

B. Encourage girls to develop their self-competencies.

C. Expose girls to a greater range of career options.

D. Encourage girls to be more aggressive.

101.Which of the following is good advice for helping to improve the gendered lives of both boys and girls in adolescence?

A. Help adolescents to reduce gender stereotyping and discrimination.

B. Don't engage in gender stereotyping and discrimination yourself.

C. Never model discrimination for adolescents.

D. All of these are good advice.

102.Explain what Freud and Erikson meant by "anatomy is destiny."

103.Describe evolutionary views of the differences between males and females.

104.What is the main belief behind social role theory of gender?

105.What is the main idea behind the social cognitive theory of gender?

106.Summarize the main points from your textbook about bias against males and females in schools.

107.Describe the influences of the mass media on adolescents' gender development.

108.What is the main idea behind gender schema theory?

109.Define and give an example of instrumental and expressive traits, and discuss how these traits have either benefited or stereotyped males and females.

110.Define sexism, and give examples of old-fashioned sexism and of modern sexism.

111.What physical differences exist between males and females? Be sure to address brain differences.

112.What cognitive differences exist between males and females?

113.Discuss the four main socioemotional differences between males and females.

114.Define and list at least three benefits of androgyny.

115.Explain how context and culture affect gender roles.

116.What is the "boy code" and how does it affect the emotional development of boys?

117.Discuss the major changes that are happening in early adolescence with respect to gender intensification.

118.Explain why Carol Gilligan believes that early adolescence is a critical juncture for females.

119.List at least three ways that adults can guide boys' gender development and at least three ways that adults can guide girls' gender development.

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

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

75. C 76. B 77. C 78. D 79. A 80. B 81. A 82. B 83. B 84. A 85. A 86. D 87. D 88. D 89. B 90. B 91. B 92. D 93. D 94. B 95. C 96. D 97. B 98. A 99. B 100. D 101. D Feedback: 164 102. Both Freud and Erikson argued that an individual's genitals influence his or her gender behavior and, therefore, anatomy is destiny. One of Freud's basic assumptions was that human behavior is directly related to the reproductive process. He believed that gender and sexual behavior were essentially unlearned and instinctual. Erikson extended Freud's argument, claiming that psychological differences between males and females stem from their anatomical differences. Erikson stated that, because of genital structure, males are more intrusive and aggressive, and females more inclusive and passive. In response to critics, Erikson later modified his view, saying that females in today's world are transcending their biological heritage and correcting society's overemphasis on male intrusiveness.

Feedback: 164-165 In contrast, females' contributions to the gene pool were improved by securing resources for their children. This was promoted by obtaining longterm mates who could support a family. As a consequence, natural selection favored females who devoted effort to parenting and to choosing mates who could provide their offspring with resources and protection. Females developed preferences for successful, ambitious men who could provide these resources.

103. Evolutionary psychologists argue that, primarily because of their differing roles in reproduction, males and females faced different pressures in primeval environments when the human species was evolving. Having multiple sexual partners improved the likelihood that males will pass on their genes; natural selection favored males who adopted short-term mating strategies. Males evolved dispositions that favor violence, competition, and risk-taking because they were in competition with other males for access to females.

Feedback: 165 104. Social role theory states that the gender differences mainly result from the contrasting roles of males and females. In most cultures around the world, females have less status and power than do males, and they control fewer resources. Compared with men, women perform more domestic work, spend fewer hours in paid employment, and receive lower pay. The social hierarchy and division of labor are important causes of gender differences in power, assertiveness, and nurture.

Feedback: 166 105. The social cognitive theory of gender emphasizes that children's and adolescents' gender development is influenced by their observation and imitation of others' gender behavior, as well as by the rewards and punishments that they experience for gender-appropriate and gender inappropriate behavior. Through observation adolescents are exposed to a range of models displaying masculine and feminine behavior.

Feedback: 167-168 Evidence that the classroom is biased against girls includes the fact that, in a typical classroom, teachers are more likely to interact with boys than girls. Girls are more compliant and submissive, often working quietly on their own; this can lead to a decrease in assertiveness. Boys get more instruction than girls and more help from teachers when they have questions. Girls are less likely than boys to believe that they will be successful in college. By middle-school, girls have lower self-esteem than boys, and they list fewer career options than boys.

106. Evidence that the classroom is biased against boys includes the fact that teachers value neat, orderly, rules-based classes, characteristics more likely to be exhibited by girls than boys. Boys are more likely than girls to be diagnosed with learning problems. Boys are more likely than girls to be criticized. School personnel are more likely to ignore the needs of boys who are showing signs of academic problems than girls with the same issues. School personnel tend to label boys' behavior as problematic.

Feedback: 168-169 107. Television shows directed at adolescents are extremely stereotyped in their portrayal of the sexes, especially teenage girls. Teenage girls are shown as being more interested in dating and shopping than in career or school plans. Music videos, which are slanted toward male viewers, portray females as passive. Even in prime-time commercials, there is an inequity between men and women, with men being cast as the main characters. Younger adolescents are particularly susceptible to the highly gender-stereotyped messages of the media. The media also has an impact on body image, particularly for girls.

Feedback: 169 108. A schema is a cognitive structure, a network of associations that guides an individual's perceptions. Gender schema theory states that gender typing emerges as children and adolescents gradually develop gender schemas of what is gender-appropriate and gender inappropriate in their culture. A gender schema organizes the world in terms of male or female. Children and adolescents are internally motivated to perceive the world and to act in accordance with their developing schemas.

Feedback: 170 These roles and traits are not just different, however, they also are unequal in terms of social status and power. The traditional masculine characteristics suit one to deal competently with the wider world and to wield authority. As such, these traits benefit males. On the other hand, the feminine characteristics are childlike, suitable to someone who is dependent and subordinate to others. These traits stereotype females as passive and powerless and do not benefit females.

Traits that are associated with females are known as expressive traits. They include characteristics such as being warm and sensitive. The expressive traits paralleled the traditional feminine role of being the sensitive, nurturing caregiver in the home.

109. Traits associated with males are known as instrumental traits. They include characteristics such as being independent, aggressive, and power oriented. The instrumental traits associated with males suited them for the traditional masculine role of going out into the world as the breadwinner.

Feedback: 176 110. Sexism is prejudice and discrimination against an individual on the basis of his or her sex. Old-fashioned sexism is characterized by the endorsement of traditional gender roles, different treatment for men and women, and a stereotype that females are less competent than males. An example of old-fashioned sexism would be a belief that women cannot think as logically as men. Modern sexism is characterized by the denial that there is still discrimination, antagonism towards women's demands, and lack of support for policies designed to help women. An example of modern sexism would be the belief that society has reached a point where there is equality for men and women.

Feedback: 171 111. Women have about twice the body fat of men. On average, males grow to be about 10 percent taller than women. Androgens, the hormones that are dominant in males, promote the growth of long bones. Estrogens, the hormones dominant in females, stop the growth of long bones at puberty. Females have a longer life expectancy than males, and females are less likely than males to develop physical or mental disorders. Females are more resistant to infection, and their blood vessels are more elastic than those of males. Researchers have found some differences in brain structure between males and females. The part of the hypothalamus that is involved in sexual behavior tends to be larger in men than in women.

Portions of the corpus callosum are larger in females than in males. The portion of the parietal lobe that functions in visuospatial skills tends to be larger in males. Females tend to show more metabolic activity in the areas of the brain involved in emotional expression.

Feedback: 171-172 112. Research on the differences in math ability between males and females has been mixed. It does appear, however, that males are better at visuospatial skills than females. These skills include being able to rotate objects mentally and determine what they would look like when rotated.

There is strong evidence that girls outperform boys in reading and writing.

Feedback: 173-174 There are important differences in emotions and emotional regulation between boys and girls. Boys are more likely to hide their negative emotions, such as sadness, and girls are less likely to express emotions, such as disappointment, that might hurt the feelings of others. Beginning in early adolescence, girls report that they feel more negative and more intense emotions. Boys are more likely to deny these emotions. Boys are less able to regulate their emotions than girls.

Females engage in more prosocial behavior than do males. The biggest gender differences occur for kind and considerate behavior, with smaller differences for sharing.

When in comes to communication in relationships, girls engage in more "rapport talk," language that is designed to establish connections and negotiate relationships. Boys tend to engage in "report talk," talk that gives information.

One of the most consistent gender differences is that boys are more physically aggressive than girls. This difference occurs in all cultures and appears very early in children's development. When verbal aggression is examined, gender differences either disappear or are sometimes even more pronounced in girls. The research on relational aggression—harming someone by manipulating relationships, such as by spreading rumors— is not clear. Some studies have shown that girls were more likely to engage in this type of aggression, but others revealed no differences between boys and girls.

113. Researchers have found that males and females are more alike than different. There are differences in four areas: aggression, communication in relationships, prosocial behavior, and self-regulation of emotion and behavior.

Feedback: 176-177 114. Androgyny is the presence of a high degree of masculine and feminine characteristics in the same person. According to Sandra Bem, androgynous individuals are more flexible and more mentally healthy than either masculine or feminine individuals. Androgyny has been linked to well being and lower levels of stress. A study with emerging adults revealed that androgynous individuals reported better health practices than masculine, feminine, or undifferentiated individuals.

Feedback: 177-178 115. It is important to consider both personality traits and the contexts in which those traits may be expressed. In close relationships, a feminine or androgynous gender role may be desirable because of the expressive nature of the relationship. In a work or academic situation, a masculine or androgynous role may be preferable, due to the demands for action or assertiveness. Each culture has its own prescribed behaviors for males and females, and it is important to consider those expectations when evaluating gender-role behavior. Increasing numbers of children and adolescents in the United States and other modernized countries are being raised to behave in androgynous ways. Traditional gender roles continue to dominate the cultures of many other countries around the world, however. In these cultures, men are expected to be the breadwinners and providers and the women to be the caregivers for the family. These expectations have an impact on social experiences, educational opportunities, and employment options for both men and women.

Feedback: 179 116. William Pollack, the author of Real Boys, argues that the "boy code" teaches boys to not show their feelings and to act tough. Boys are taught by peers, parents, coaches, and teachers to show little, if any, emotion as they are growing up. Pollack believes that boys would be better served if they were socialized to express their anxieties and concerns rather than keeping them bottled up. Boys also need to be taught to better regulate their aggression.

Feedback: 180 117. Psychological and behavioral differences between boys and girls become greater during early adolescence because of increased socialization pressures to conform to traditional male and female gender roles. Puberty may signal to socializing agents, such as parents, peers, and teachers that an adolescent is approaching adulthood and should begin to act in stereotypical male or female ways. Although there is some research to support this claim, it should be noted that family context influences how strongly gender intensification occurs.

Feedback: 181 118. Gilligan says that in early adolescence (ages 11-12), girls become aware that the male-dominated culture does not value their intense interest in intimacy, even though society values women's caring and altruism. The dilemma is that girls are presented with a choice that makes them appear either selfish or selfless. As young adolescent girls struggle with this dilemma, they begin to silence their different voices, becoming less confident and more tentative in offering their opinions. Some researchers note that the self-doubt and ambivalence that girls experience in early adolescence can persist into adulthood and translate into depression and eating disorders.

Feedback: 182 1. Encourage girls to be proud of their relationship and caring skills. 2. Encourage girls to develop their self-competencies. 3. Encourage girls to be more self-assertive. 4. Encourage girls' achievement.

119. 1. Boys can be encouraged to be more sensitive in relationships and to engage in more prosocial behavior. Fathers can be role models. 2.

Encourage boys to be less physically aggressive. 3. Encourage boys to handle their emotions more effectively. This involves emotional selfregulation and control as well as appropriate emotional expression. 4. Work with boys to improve their school performance.

Chapter 05 Summary Category Blooms Taxonomy: Analysis Blooms Taxonomy: Application Blooms Taxonomy: Comprehension Blooms Taxonomy: Knowledge Difficulty: Basic Difficulty: Difficult Difficulty: Moderate Learning Goal: 1 Learning Goal: 2 Learning Goal: 3 Learning Goal: 4 Santrock - Chapter 05

# of Questions 21 23 12 63 19 18 82 38 47 20 14 119

Chapter 06 Student: ___________________________________________________________________________

1.

Which of the following statements regarding sex and the media is TRUE? A. Sex is portrayed as a recreational activity.

B. Sex is often portrayed in a stereotypical way.

C. Women are portrayed as sex objects.

D. All of these are true.

2.

Which of the following was a finding from several research studies of adolescents who watched sexually explicit TV shows?

A. There was a link between the amount of time adolescents watched sexually explicit TV and initiation of dating.

B. There was a link between the amount of time adolescents watched sexually explicit TV and the initiation of sexual intercourse.

C Adolescents who watched "sexy" shows were less likely to endorse sexual stereotypes than adolescents . who did not watch these shows.

D. None of these was a finding.

3.

Which of the following statements regarding development of a sexual identity is NOT true?

A. Western societies place few constraints on adolescents' sexual behavior.

B. Developing a sexual identity is a lengthy process.

C. Sexual identity involves an indication of sexual orientation.

D. Social and cultural factors play a role in the development of a sexual identity.

4.

Obtaining information about adolescent sexuality has been difficult because A. those with conservative sexual attitudes are less likely to respond to sexual surveys than those with more liberal attitudes.

B. some people refuse to answer questions about sex asked by a stranger.

C. some people give socially acceptable answers rather than truthful answers.

D. all of these.

5.

Research shows that by age 20, what percentage of U.S. youth have engaged in sexual intercourse?

A. 54 B. 77 C. 82 D. 90

6.

Which of the following statements regarding sexual activity and gender is NOT true?

A. Adolescent females are less likely than males to report sexual intercourse as an enjoyable experience.

B. Adolescent males are more likely than adolescent females to be sexually active.

C. Adolescent males are less likely than adolescent females to report sexual intercourse as an enjoyable experience.

D. Adolescent males are more likely than adolescent females to engage in sexual intercourse.

7.

Which of the following adolescents is MOST likely to have had a sexual experience before age 13?

A. Abby, a non-Latino White teen B. Zach, an African American teen C. Lynda, an Asian teen D. Josie, a Latino teen

8.

Studies of Latino adolescents' sexual behavior found that, as acculturation proceeded, all of the following happened, EXCEPT A. the sexual behavior of Latino adolescents became to more closely resemble that of African-American adolescents.

B. the sexual behavior of Latino adolescents became to more closely resemble that of non-Latino White adolescents.

C. sexual behavior was initiated earlier.

D. condom use increased.

9.

In a national survey, approximately what percentage of both 15- to 19-year-old males and females said that they had engaged in oral sex?

A. 35 B. 45 C. 55 D. 65

10. Celine, age 17, perceives her friends to be sexually active. She also thinks that her friends would approve or her sexual behavior. Celine is MOST likely to A. be religious.

B. have a communication problem with her parents.

C. be a good student.

D. engage in oral sex.

11. For many adolescents, oral sex is A. restricted to the confines of an intimate relationship.

B. a casual activity.

C. carefully considered behavior.

D. none of these.

12. Liz engages in oral sex with her boyfriend Trevor. Which of the following statements regarding beliefs about oral sex is Liz MOST likely to hold?

A. Oral sex has no health risks.

B. Oral sex is safer than sexual intercourse.

C. Oral sex is not really sex.

D. All of these 13. Which differences exist among different cultures with respect to the timing of teenage sexual activities?

A In developing nations, sexually experienced females, ages 15-19, are married; in developed nations, . sexually experienced teens of the same age are not married.

B. In developing nations, sexually experienced males and females, ages 15-19, are likely to be married.

C There is very little difference in the timing of sexual behaviors among developed nations such as the . United States, Sweden, and Australia.

D. In most Asian countries, first intercourse occurs somewhat earlier than in the United States.

14. A stereotyped pattern of role prescriptions for how individuals should behave sexually is known as a A. sexual edict.

B. sexual script.

C. sexual role.

D. sexual norm.

15. Girls commonly cite all of the following reasons for being sexually active EXCEPT A. being in love.

B. pressure from males.

C. curiosity.

D. pressure from female friends.

16. Sheila, age 16, has just begun to be sexually active with her boyfriend Ted. Which of the following reasons would Sheila MOST likely say is the main reason she is sexually active?

A. She is in love with Ted. B. She was the last of her group of girlfriends to be sexually active and she liked Ted well enough.

C. She was curious about sex.

D. She wanted to rebel against her parents' strict religious rules.

17. Adolescent boys are MORE likely than adolescent girls to cite ______ as a reason for becoming sexually active.

A. being in love B. peer pressure C. curiosity D. none of these 18. A recent study showed that college women who ______ made more responsible decisions regarding sexuality than women who did not engage in this behavior.

A. attended weekly religious services.

B. volunteered in their communities at least five hours per week.

C. had a prior STI. D. frequently set personal goals.

19. Early sexual activity has been linked to all of the following behaviors EXCEPT A. delinquency.

B. eating disorders.

C. drug use.

D. school-related problems.

20. Which of the following adolescents is MOST at risk for engaging in sexual activity?

A. Charlotte, age 14, whose older sister became pregnant at age 16 B. Howie, age 15, who lives with his biological parents in a middle-class neighborhood C. Juanita, a 16-year-old Latina whose parents monitor her closely D. Cole, age 17, who is active in three sports and has a close relationship with his parents 21. Reviews of recent research have found that Latino adolescents were less likely to engage in risky sexual behavior when A. their fathers talked to them about the possible negative consequences of sex.

B. their mothers talked to them about the possible negative consequences of sex.

C. their grandmothers or older aunts talked to them about the possible negative consequences sex.

D. they were confined to their homes after school and on weekends.

22. A cognitive factor implicated in sexual risk-taking in adolescence is A. attention problems.

B. negative peer pressure.

C. poor self-regulation.

D. all of these.

23. A protective factor against sexual risk-taking in African American adolescents is A. positive peer role models.

B. positive adult role models.

C. involvement in religion.

D. all of these.

24. The average age for marriage in the United States is _____ for men and ______ for women.

A. 27; 24 B. 28; 25 C. 27; 26 D. 29; 25

25. Which of the following statements regarding patterns in heterosexual behavior for men and women in emerging adulthood is NOT true?

A. Males have more casual sexual partners than females.

B. Casual sex is more common in emerging adulthood than in young adulthood.

C. Emerging adults are more likely than young adults to have had sexual experiences with two or more partners.

D. Emerging adults have sex more frequently than young adults.

26. Predictors of risky heterosexual behavior in emerging adults include all of the following EXCEPT A. beginning sexual activity as an adolescent.

B. beginning sexual activity as an emerging adult.

C. religious affiliation.

D. drinking alcohol.

27. The majority of sexual minority (same-sex) individuals experience their first sexual behavior in A. adolescence.

B. late childhood.

C. emerging adulthood.

D. young adulthood.

28. Which of the following statements regarding heterosexual behavior and same-sex attraction is TRUE? A. Patterns of attraction to sexual partners are determined in adolescence and do not change after that.

B. People are either heterosexual or have same-sex attraction.

C. The term "bisexual" really means someone who is same-sex identified but afraid to admit it.

D. The use of the term "homosexual" has been replaced by the term "same-sex attraction".

29. Catherine identifies herself as a lesbian. Which of the following is probably TRUE for Catherine?

A. She shares her sexual orientation with five to six percent of women in the U.S. B. She has the same physiological responses to arousal as heterosexual women.

C. Her brain structure, particularly in the area of the hypothalamus, is different than the brains of heterosexual women.

D. She has a higher level of testosterone than heterosexual women.

30. Russell, a gay man, participated in a research study in which he was given injections of androgens to see what, if any, change there would be on his sexual orientation. According to research, which of the following was the most likely outcome for Russell in this study?

A. He became more sexually interested in women.

B. He experienced an increase in desire but had no change on sexual orientation.

C. He experienced a decrease in desire but no change in sexual orientation.

D. None of these 31. Researcher Simon LeVay said that he found that a tiny area of the hypothalamus that governs sexual behavior is twice as large in heterosexual men as in same-sex men. LeVay's research has been criticized, however, by those who point out that A. he did not have a large enough sample from which to draw conclusions.

B. he did not have a balance between heterosexual men and same-sex attraction men.

C. many same-sex attraction men in LeVay's study had AIDS, which could have affected their brains.

D. many of the heterosexual men in LeVay's study had Alzheimer's disease, which could have affected their brains.

32. Research suggests that sexual attraction is determined by A. genetic factors.

B. hormonal factors.

C. environmental factors.

D. all of these.

33. Molly, age nine, is being raised by her biological mother and her mother's lesbian partner. Research suggests that Molly will A. probably grow up to be a lesbian.

B. probably grow up to be heterosexual.

C. decrease her chances of being a lesbian if she chooses a strong heterosexual woman for a role model.

D. increase her chances of becoming a lesbian if she chooses a strong male role model.

34. If Roland, a gay male, followed the developmental pattern of many same-sex attraction men and women, all of the following are true EXCEPT A. he was not aware of his same-sex attraction until late adolescence.

B. he did not engage in heterosexual dating.

C. he recognized that he was gay in early adulthood.

D. he never had any sexual interest in females.

35. Ivy realizes that she is strongly sexually attracted to other females. According to research on disclosure, Ivy is most likely to FIRST tell her A. sister.

B. mother.

C. friend.

D. father.

36. Which of the following statements regarding adolescent disclosure of their same-sex orientation is TRUE? A. Mothers are more likely than fathers to know about their adolescents' same-sex attraction.

B. Fathers are usually told before mothers.

C. Siblings are usually told before friends.

D. Parents are usually told before friends.

37. Having irrational, negative feelings against individuals who have same-sex attractions is called A. stigma.

B. homoerosity.

C. stereotyping.

D. homophobia.

38. Mary believes that all child molesters are gay men and she goes out of her way to avoid a colleague whom she believes is a gay man. Mary's beliefs and behavior could be labeled as A. sexual harassment.

B. stigmatizing.

C. homophobia.

D. gay bashing.

39. Hiding one's real social identity is known as A. covering.

B. closeting.

C. passing.

D. posing.

40. Phil is a gay man, but he dates women and has told nobody about his sexual orientation. Phil is engaged in a form of self-devaluation called A. passing.

B. closeting.

C. covert lying.

D. covering.

41. Which of the following is NOT an area of similarity in the lives of heterosexual, same-sex attraction, and bisexual adolescents?

A. friendship quality B. relationships with parents C. academic orientation D. perception of school climate 42. Which of the following adolescents is MOST likely to report victimization as a result of sexual orientation?

A. Jacob, who is a bisexual B. Zully, who is a lesbian C. Katie, who is a heterosexual D. Conrad, who is a gay male 43. Which of the following statements regarding sexual orientation and mental health is TRUE? A. Significantly more same-sex youth commit suicide than heterosexual youth.

B. Same-sex youth have higher perceived stress than heterosexual youth.

C. Sexual minority youth have less mastery of their lives than heterosexual youth.

D. Sexual minority youth have higher rates of depression and anxiety than heterosexual youth.

44. The most common sexual outlet for adolescents is A. oral sex.

B. petting.

C. masturbation.

D. sexual intercourse.

45. Which of the following statements regarding masturbation is NOT true?

A. More males masturbate than females.

B. Information on masturbation is based on self-reports.

C. Masturbation is a more stigmatized behavior for females than for males.

D. Most adolescents today feel guilty about masturbation.

46. Which of the following statements regarding the use of contraceptives is TRUE? A. Adolescents have increased their use of contraceptives.

B. Many sexually active adolescents do not use contraceptives consistently.

C. Sexually active younger adolescents are less likely to use contraceptives than older adolescents.

D. All of these are true.

47. Condom use has been associated with A. educational level.

B. friends' use of condoms.

C. socioeconomic status.

D. access to health care.

48. Daughters of teenage mothers are at increased risk of A. dropping out of school.

B. poor health.

C. being teenage mothers themselves.

D. none of these.

49. The highest rates of adolescent pregnancies and childbearing in the developed world occur in which nation?

A. Canada B. England C. United States D. France

50. Adolescents in a European country are more likely than adolescents in the United States to be A. told that childbearing is an adult activity.

B. accepted by adults for being sexually active with responsibility.

C. told to protect themselves and their partners from pregnancy and STIs. D. all of these.

51. Adolescents in the United Sates are less likely than their counterparts in Canada to A. have access to a comprehensive sex-education program in school.

B. have access to reproductive health services.

C. be provided with free contraceptives.

D. all of these.

52. Which of the following statements about the pregnancy rates in the U.S. is TRUE? A. The rate of births to adolescent girls has dropped 50 percent since 1990.

B. Births to adolescent girls fell to a record low in 1995.

C. Births to adolescent girls fell to a record low in 2000.

D. The U.S. adolescent birth rate increased in 2006.

53. Which of the following girls is MOST likely to become pregnant while a teen?

A. Amy, a non-Latino white girl.

B. Robin, an African American girl.

C. Sally, a Latina.

D. All of them have an equal probability of becoming pregnant while still a teen.

54. Two reasons for the rise in the proportion of adolescent births that are nonmarital are because marriage has become quite rare in adolescence and because A. pregnancy is no longer seen as a reason to get married.

B. the fathers of these babies are not able to support them as well as their mothers.

C. most of these children are given up for adoption, so there is no need to marry.

D. none of these.

55. Which of the following statements regarding abortion in the United States is NOT true?

A. The experiences of adolescents who want to have an abortion vary by state and region.

B. Some areas of the country have more providers for abortions than others.

C. Some states require parental permission before performing an abortion on an adolescent.

D. The right to an abortion has been guaranteed by the Supreme Court's Roe v Wade decision.

56. In the United States, approximately what fraction of teen pregnancies ends in abortion?

A. one-half B. one-quarter C. one-third D. two-thirds 57. Senator Gorson makes the case to his colleagues that there should be national legislation mandating parental consent for adolescent girls' abortions. He calls abortion a "medically dangerous procedure" and one that will "scar these young women for life". Research on his statements would seem to indicate that Senator Gorson is A. correct about the medical risk; research has shown that abortion is medically dangerous.

B. correct about the psychological risks; girls who have had abortions are at high risk for depression.

C incorrect on both positions; first trimester abortion is medically safe and a study of girls who had . abortions showed they had a decrease in anxiety.

D. incorrect about the medical risk, but correct about the psychological risk.

58. Which of the following is NOT a rationale for stricter abortion laws for adolescents?

A. There is a high risk of physical harm from abortions.

B. Adolescents cannot make an adequate informed choice to have an abortion.

C. Adolescents and their parents will hinder communication if they have to make decisions together.

D. Research has shown that many adolescents will not suffer psychological harm after an abortion.

59. Naomi, who is 16 years old, has just given birth to her first child, Seth. Which of the following is most likely TRUE of Naomi and Seth?

A. Naomi will continue her high school education at an alternative regional school.

B. Seth is likely to be a low birth weight baby.

C. Seth is likely to be a fairly healthy baby.

D. Naomi will catch up to her peers economically after three to five years.

60. Which of the following statements regarding adolescent pregnancy is NOT true?

A. Adolescent mothers often drop out of school.

B. Adolescent mothers generally do not catch up economically with women who postpone childbearing until their twenties.

C. Adolescent mothers are most likely to come from middle class socioeconomic backgrounds.

D. Many adolescent mothers were not good students before they became pregnant.

61. Anna is a 24-year-old woman who is pregnant with her first baby. Her neighbor, Trish, is 16 and pregnant with her first child. Which of the following is most likely to be TRUE of these women?

A. Anna is more likely than Trisha to be receiving prenatal care.

B. Anna is more likely than Trisha to have a premature birth.

C. Trisha's baby is likely to weigh more than Anna's baby.

D. Both mothers will be equally competent caregivers for their babies.

62. According to research, Noah is more likely than his counterparts who were born to older mothers to A. have behavioral problems.

B. score poorly on intelligence tests.

C. have a mother who is less competent in her child-rearing skills.

D. all of these 63. Stephen, age 17, is the father of 16-month-old Jared. If he is typical of most adolescent fathers, Stephen will A. stay in school.

B. have a close relationship with his son.

C. have a lower income than an older father.

D. all of these.

64. Which of the following was NOT one of the recommendations that John Conger offered for reducing the rate of adolescent pregnancy?

A. sex education and family planning B. access to contraceptive methods C. broad community involvement and support D. having pregnant teens educated in separate classrooms from their peers 65. Research showed that the Baby Think It Over experience produced all of the following results among ninth-grade Latino girls EXCEPT A. increased the age at which they planned to have a child.

B. produced a greater interest in being a wife and mother than in engaging in a career.

C. raised their concerns about how having a baby might interfere with their plans for an education.

D. produced a greater interest in career planning.

66. According to recent research, adolescents who look to the future and see that they have the opportunity to become self-sufficient and successful may be motivated to A. reduce their risk of pregnancy.

B. go to college.

C. marry wealthy, established men.

D. none of these.

67. If the United States wanted to model community support for preventing adolescent pregnancy, which of the following countries has a comprehensive model in place?

A. Brazil B. The Netherlands C. Italy D. Honduras 68. Which of the following statements regarding pregnancy prevention strategies in the Netherlands is NOT true?

A. The Netherlands has a mandated sex-education program for all students.

B. Adolescents can obtain contraceptive counseling at government sponsored clinics for a small fee.

C. The Dutch media play a role in educating the public about sex.

D. Sexually active adolescents are not stigmatized in the Netherlands.

69. The Teen Outreach Program (TOP) focuses on: A. providing ways for adolescents to become more successful academically.

B. helping teenage mothers to learn basic child care from more experienced mothers.

C. engaging adolescents in community volunteer opportunities.

D. engaging adolescents in the political process at the grass-roots level.

70. Girls' Inc has a program, Will Power/Won't Power that is targeted toward increasing ______ in 12- to 14year-old girls.

A. assertiveness training B. resistance to persuasion skills (RPS) C. body image awareness and acceptance D. volunteerism 71. Girls' Inc's nine-session program aimed at older girls, which emphasizes career planning, along with sexuality, reproduction, and contraception information, is called A. Teen Outreach Program (TOP).

B. Taking Care of Business.

C. Will Power/Won't Power.

D. Health Bridges.

72. Sandra tells you that she and her mother are participating in a series of five two-hour workshops sponsored by her local Girls' Inc office. They are talking about making responsible decisions about pregnancy, and encouraging her motivation to avoid pregnancy until she is older. Sandra is describing which program?

A. Growing Together B. Health Bridges C. Taking Care of Business D. The Resistance to Persuasion 73. A consideration that is especially important for younger teens as they plan to avoid pregnancy is A. engaging in oral sex rather than sexual intercourse.

B. delaying dating until they are 18.

C. dating in small groups, rather than individual dating situations.

D. abstinence.

74. Which of the following statements about sexually transmitted infections is NOT true?

A. They are contracted primarily through sexual contact.

B. They are an increasing health problem.

C. They cannot be contracted through oral sex.

D. They can be contracted through anal-genital contact.

75. Which of the following STIs is caused by a virus?

A. genital herpes B. gonorrhea C. syphilis D. chlamydia 76. The greatest concern about AIDS is in ______, where it has reached epidemic proportions.

A. the United States B. Thailand C. sub-Saharan Africa D. Argentina 77. Which of the following statements about AIDS is TRUE? A. A higher percentage of adolescent AIDS cases than adult cases are acquired through IV drug use.

B. A special set of legal and ethical issues is involved in testing and informing partners and parents of adolescents.

C. Adolescents have less access to contraceptives and are less likely to use them than are adults.

D. A higher percentage of African-American and Latino AIDS cases occur in adolescence than in adults.

78. Which of the following people is MOST at risk for contracting HIV/AIDS? A. Astrid, a non-Latino white teen who is not yet sexually active.

B. Max, an 18-year-old gay male who practices safe sex.

C. Perry, a 20-year-old who is addicted to prescription narcotic pills.

D. Pam, a 21-year-old woman whose sex partner is a bisexual man.

79. HIV can be transmitted by all of the following methods EXCEPT A. sexual contact.

B. insect bites.

C. sharing of needles.

D. blood transfusions.

80. More than 40 percent of men and women in a recent study said that they would A. understate the number of their sexual partners.

B. lie to a partner in order to have sex.

C. have unprotected sex with a stranger.

D. lie about the results of an HIV blood test.

81. How effective are small-group discussions with an emphasis on open communication and repetition of messages in teaching adolescents about AIDS? A. Not very effective; adolescents prefer to learn about AIDS from parents.

B. Quite effective; adolescents can learn and share information about AIDS with their peers.

C. Not effective at all; adolescents will be too self-conscious to ask questions in a small group.

D. There is no data on the efficacy of small-group format in teaching about AIDS. 82. Which of the following approaches has been shown to be effective in teaching high-risk groups about HIV/AIDS? A. culturally-tailored outreach programs B. population-specific rewards for attending programs C. peer educators D. all of these 83. Which of the following is an initial symptom of genital herpes?

A. fever B. itching and tingling at the site of infection C. appearance of painful sores or blisters at the site of infection D. enlarged lymph nodes in the groin

84. It is estimated that approximately what percentage of adolescents have genital herpes?

A. 20 B. 30 C. 40 D. 10 85. Linnia has a viral sexually-transmitted infection that is characterized by frequent outbreaks of painful sores in her genital area. Linnia most likely has A. genital herpes.

B. syphilis.

C. gonorrhea.

D. genital warts.

86. Which of the following statements regarding genital herpes is NOT true?

A. It is spread by direct contact with the sores.

B. It is caused by bacteria.

C. It can be spread via contraceptive foam and creams.

D. It has no known cure.

87. The most common STI for individuals of ages 15-24 in the U.S. is A. HIV/AIDS. B. gonorrhea.

C. genital warts.

D. genital herpes.

88. The vaccine that the CDC recommends be given to 11- to 12-year-old girls to help fight off HPV and cervical cancer is called A. Niospan.

B. Diovan.

C. Geosporin.

D. Gardasil.

89. Harry tells his friend that he is going to see his doctor because he is afraid that his unprotected sexual encounter has left him with "the clap." Harry is concerned that he has contracted A. gonorrhea.

B. syphilis.

C. chlamydia.

D. trichomoniasis.

90. Which of the following statements regarding gonorrhea is NOT true?

A. The incidence of gonorrhea has declined.

B. Early symptoms in males are discharge from the penis and burning on urination.

C. Females may not detect any early symptoms.

D. It is caused by a virus.

91. Marlene, who is in her third month of pregnancy, has just contracted syphilis. Which of the following is TRUE if Marlene is treated immediately with penicillin?

A. Syphilis will still be transmitted to the fetus but the effects will be diminished.

B. Syphilis will not be transmitted to the fetus.

C.Syphilis will be transmitted to the fetus because Maureen has not been treated before the end of the second month of pregnancy.

D. Syphilis can never be transmitted to a fetus.

92. In its early phases, syphilis can be treated with A. Valtex.

B. Acyclovir.

C. Pedophynin.

D. Penicillin.

93. Which of the following is NOT one of the four phases of syphilis?

A. terminal B. primary C. latent D. tertiary 94. About what percentage of college students have chlamydia?

A. 5 B. 10 C. 15 D. 20 95. Which of the following statements regarding chlamydia is NOT true?

A. It is highly infectious.

B. Many females infected with chlamydia are asymptomatic.

C. The incidence of chlamydia is less than that of gonorrhea.

D. Untreated chlamydia can lead to pelvic inflammatory disease (PID) and infertility in females.

96. Which of the following statements about rape is TRUE? A. Legal definitions of rape vary from state to state.

B. In some states, marital rape is legal.

C. Rape is pervasive in American culture.

D. All of these are true.

97. A recent study of U.S. students in grades 9-12 found that nearly _____ of the students reported that they had been physically forced to have intercourse against their will.

A. 8 percent B. 10 percent C. 12 percent D. 14 percent 98. Men who rape women are likely to have all of the following characteristics EXCEPT A. they are angry at women in general.

B. aggression increases their sense of power.

C. they want to hurt their victims.

D. they are likely to be under the influence of heroin or other opiates.

99. Carla, a 19-year-old college sophomore, is a victim of rape. Which of the following statements about her rape is most likely to be TRUE? A. Her assailant was a stranger.

B. She knew the person who raped her.

C. She reported the rape to the police.

D. She reported the rape to campus security.

100.Which of the following statements about the aftermath of rape is NOT true?

A. About 40 percent of rape victims have made a suicide attempt.

B. Sexual dysfunctions occur in 50 percent of rape victims.

C. Many rape victims make lifestyle changes, such as moving to another apartment or home.

D. Many rape victims experience depression, fear, and anxiety for months or years.

101.Which of the following statements about coping with rape is TRUE? A. Social support is an important factor in recovery.

B. Professional counseling is an important factor in recovery.

C. A woman's psychological adjustment prior to an assault is a factor in coping.

D. All of these are true.

102.A recent study of adolescent girls indicated that A. approximately 90 percent of the girls had experienced athletic sexism.

B. approximately two-thirds of the girls had experienced academic sexism.

C. most of the girls had experienced sexual harassment at least once.

D. none of these.

103.Dana, age 15, has to deal with constant comments from the boys in her science class about her breast size, skin blemishes, and large hips. Her teacher does nothing to stop these offensive remarks. As a result, Dana's grade in science is compromised. Dana is a victim of A. quid pro quo sexual harassment.

B. hostile environment sexual harassment.

C. third-party sexual harassment.

D. rude boys, but no type of sexual harassment.

104.Mr. Nathanson asks his 16-year-old student Mitzi to sit on his lap when she comes to his office after school seeking help on her research paper. She refuses and is dismayed to find that she receives an F on the paper. Mitzi suspects that her refusal of her teacher's advance resulted in the failure. Mitzi may be a victim of A. quid pro quo sexual harassment.

B. hostile environment sexual harassment.

C. third-party sexual harassment.

D. a hard grader, but no sexual harassment.

105.Which of the following statements regarding adolescents' sources of sexual information is NOT true?

A. Male adolescents are more likely to talk to their fathers about sex than their mothers.

B. Adolescents get information about sex from the Internet.

C. Female adolescents are more likely to have conversations about sex with their mothers than with their fathers.

D. Many parents are uncomfortable talking about sex with their adolescents.

106.Which of the following adolescents is MOST likely to romanticize sexuality?

A. Kurt, age 13.

B. Nadia, age 16.

C. Julia, age 19.

D. All of them are likely to romanticize sexuality equally.

107.A recent survey of parents in Minnesota revealed that A. almost 90 percent of the parents recommended teaching about abstinence and contraceptive information.

B. most parents favored an abstinence-only curriculum.

C. most parents said that sex education should be introduced in junior high school.

D. none of these 108.The current trend in sex education in schools in the United States is increasingly focused on A. safer sex.

B. abstinence.

C. comprehensive sex education.

D. decreasing sexually-transmitted diseases.

109.Which of the following statements regarding abstinence-only sex education programs is TRUE? A. They delay the onset of sexual intercourse.

B. They reduce HIV-risk behavior.

C. They do not delay the onset of sexual intercourse.

D. They are preferred by the majority of parents.

110.List some of the components of developing a sexual identity.

111.Discuss the sexual initiation of African American, Asian American, and Latino adolescents, as compared to non-Latino White adolescents. Discuss how acculturation might affect the sexual behavior of Latino youth.

112.Discuss the factors that have been associated with adolescents who engage in oral sex.

113.Define a sexual script. Compare the differences in sexual scripts between males and females.

114.List at least four risk factors associated with sexual activity.

115.Describe at least three patterns found in the sexual behavior of emerging adults.

116.List and describe at least three factors that have been associated with the development of a sexual minority identity.

117.Glen is a gay male who has yet to disclose his sexual identity. Based on what you know of the research that has been done on the coming-out process, predict how Glen will probably go about disclosing his sexual identity.

118.What similarities and differences exist between heterosexual and same-sex attraction adolescents?

119.What is the current trend regarding contraceptive use among adolescents?

120.Using cross-cultural data, discuss three reasons why the United States continues to have one of the highest rates of adolescent pregnancy in the developed world.

121.Karena is 16 years old and pregnant. According to research, what may Karena and her child experience that would not be true for older mothers?

122.List and explain John Conger's four recommendations for reducing the high rate of adolescent pregnancy.

123.Describe the cause, biological course, prevalence, methods of transmission, and prevention of AIDS.

124.Describe the major symptoms for males and females and treatment options for the STDs caused by viruses.

125.Describe the major symptoms for males and females and treatment options for the three most common bacterial sexually-transmitted diseases.

126.Describe why rape is so pervasive in American culture. List three characteristics of rapists.

127.Define and compare and contrast the two types of sexual harassment.

128.Explain why more parents are supporting sex education in schools, and describe the types of sex education programs available.

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

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

75. A 76. C 77. D 78. D 79. B 80. A 81. B 82. D 83. B 84. A 85. A 86. B 87. D 88. D 89. A 90. D 91. B 92. D 93. A 94. B 95. C 96. D 97. A 98. D 99. B 100. A 101. D 102. C 103. B 104. A 105. A 106. B 107. A 108. B 109. C Feedback: 190 110. Forming a sexual identity is multifaceted. It involves learning to manage sexual feelings, such as sexual arousal and attraction, developing new forms of intimacy, and learning the skills to regulate sexual behavior to avoid undesirable consequences. An adolescent's sexual identity involves an indication of sexual orientation, activities, interests, and styles of behavior.

Feedback: 192-193 111. Sexual initiation varies according to ethnic group in the United States. African Americans are more likely to engage in sexual behaviors earlier than other ethnic groups. Asian Americans are more likely to engage in sexual behaviors later than other ethnic groups. Fewer firstgeneration Latino adolescents engage in sexual intercourse before 18 years of age, and fewer first- and second-generation Latino adolescents use contraceptives consistently at 17 years of age, than third-generation Latino adolescents. Thus, as acculturation proceeds, the sexual behavior of Latino adolescents begins to more closely resemble that of non-Latino White adolescents, featuring earlier sexual initiation and increased use of condoms.

Feedback: 192-193 112. A recent study found that, compared to those who had not engaged in oral sex, adolescents who engaged in oral sex were older, had engaged in heavy drinking in the past month, perceived their peers to be sexually active, and thought their friends would approve of their sexual activity.

In addition, it was found that adolescents who had participated in oral sex indicated that they were less connected to their school and had a lower level of religiosity than their counterparts who had not engaged in oral sex. Teens who participate in oral sex seem to do so casually. These adolescents do not see oral sex as sex, and they are unaware of the health risks of oral sex.

Feedback: 193-194 113. A sexual script is a stereotyped pattern of role descriptions for how individuals should behave sexually. By the time individuals reach adolescence, females and males have been socialized to follow different sexual scripts. Female adolescents learn to link sexual intercourse with love. Females are more likely than males to report being in love as the main reason they are sexually active. Other reasons that females give for being sexually active include giving in to male pressure, gambling that sex is a way to get a boyfriend, curiosity, and sexual desire that is unrelated to love and caring. Adolescent boys experience considerable peer pressure to have sexual intercourse. Their sexual script includes making sexual advances; girls' sexual scripts include the mandate to limit the sexual overtures of males.

Feedback: 194-195 114. In early adolescence, sex is linked with drug use, delinquency, and school-related problems. Low socioeconomic status, family/parenting issues, peer relationships, academic achievement, and having older siblings who became pregnant as teens or who are sexually active can all affect teens' risk of becoming sexually active at an early age. In addition, a recent study revealed that not feeling close to their parents, having low self-esteem, and watching television extensively were linked to adolescents being sexually active at 15 years of age. Other studies have found that earlier onset of sexual intercourse was related to living with someone other than one's own biological parents, having lower level of parental monitoring, and poor communication about sex with mothers.

Feedback: 196 115. Males have more casual sex partners; females report being more selective about their choice of a sexual partner. Emerging adults are more likely than young adults in their late twenties and thirties to have sexual intercourse with two or more individuals. Emerging adults have sex less frequently than young adults. Casual sex is more common in emerging adulthood than in young adulthood. Religious emerging adults have fewer sexual partners and engage is less risky sexual behaviors than their less religious counterparts. Alcohol is a factor in casual sex and risky sexual behaviors. Emerging-adult women who engaged in casual sex were more likely than emerging-adult men to report having depressive symptoms.

Feedback: 197-198 116. There has been much research and speculation about why some people have same-sex attractions and others do not, but no firm and clear answers are available. The results of hormone studies have been inconsistent. For example, sexual-minority men who were given androgens experienced increased sexual desire but no change in sexual orientation. Looking at hormonal influence in the prenatal period suggests that exposure of the fetus to hormone levels characteristic of females might cause the individual (male or female) to become attracted to males. Simon LeVay found that tiny area of the hypothalamus that governs sexual behavior is twice as large in heterosexual men as in sexual-minority men.

Critics of LeVay's work point out, however, that many of the men he studied had AIDS, which could have affected the structure of their brains.

Research on the sexual orientations of identical twins found that a high number of identical twin pairs share the same sexual orientation. This finding suggests that there may be a genetic component to sexual orientation. Researchers in this field believe that sexual identity is a result of genetic, cognitive, environmental, and hormonal factors.

Feedback: 208 117. The first person that Glen will likely tell of his same-sex attraction is a friend. Parents are seldom the first people that adolescents tell about their same-sex attraction, but mothers are more likely than fathers to be told about their children's sexual identity. Glen will probably tell his mother first, because he may have a more distant relationship with his father. He may tell his siblings but it would be unlikely that he would share this information with them first.

Feedback: 199 118. Similarities across sexual orientation occurred for friendship quality, academic orientation, and perception of school climate. Studies on bisexual adolescents reported the most negative results, including in areas of their lives such as relationships with parents, psychological functioning, and victimization. Same-sex attraction adolescents experienced similar negative experiences as bisexual youth but to a lesser extent.

Same-sex attraction adolescents had the positive experiences of intrapersonal strengths, such as academic orientation and good friendships.

One study found that sexual minority youth had a higher rate of depression and anxiety than heterosexual youth, but there were no significant differences in perceived stress, self-esteem, or mastery.

Feedback: 200-201 119. Adolescents have increased their contraceptive use in recent decades. Although adolescent contraceptive use is increasing, many sexually active adolescents still do not use contraceptives or they use them inconsistently. Sexually active younger adolescents are less likely than older adolescents to take contraceptive precautions. They are more likely to rely on a condom or the withdrawal method than older adolescents, who are more apt to use birth-control pills or a diaphragm. A recent study revealed that adolescents with friends who did not use condoms were more likely to not use condoms themselves.

Feedback: 202-203 120. 1) In European countries, as well as Canada, adolescents are given the strong and consistent message that childbearing is an adult activity.

Adolescents clearly understand that they are expected to delay childbearing until such time as they have finished their education, have become employed and financially independent of their parents, and are living in stable relationships. In the United States, this attitude is much less strong and much more variable across groups and areas of the country. 2) Adults in other countries are much more realistic and accepting of adolescent sexuality. There is an expectation that sex will take place within a committed relationship and that the partners will take the needed precautions to prevent pregnancy and sexually-transmitted infections. The sex-education programs in other countries are more comprehensive, and the media supports safer, more responsible sexual choices. 3) In some other countries, teens have better access to contraceptives and reproductive health services. In Canada, Great Britain, and Sweden these services are provided free or at a low cost. In the United States, many sexually active adolescents cannot get birth control as part of their health care.

Feedback: 205-206 Adolescent mothers are also less competent at childrearing and have less realistic expectations of their infants' development than older mothers.

Children born to adolescent mothers had lower achievement test scores and more behavioral problems than children born to older mothers.

Characteristics of adolescent mothers that have been related to their likelihood of having problems as emerging adults include a history of school problems, delinquency, hard substance use, and mental health problems. Even if she has none of these characteristics, Karena may drop out of school, as is the case with many teenage mothers. Although they often resume their education later in life, adolescent mothers generally do not catch up economically with women who postpone childbearing until their twenties.

121. Adolescent pregnancy creates health risks for both the baby and the mother. Infants born to adolescent mothers are more likely to have low birth weights and to have more neurological problems and childhood illnesses than babies born to older mothers. Karena has to guard against developing anemia, and she has to be sure to secure prenatal care early. Good prenatal care can help to prevent low birth weight and premature delivery.

Feedback: 206-207 122. Conger's four recommendations for reducing the high rate of adolescent pregnancy are: sex education and family planning; access to contraceptive methods; the life options approach; and broad community involvement and support. Age-appropriate family-life education benefits adolescents. There are a number of programs that attempt to show adolescents the reality of life with an infant. In addition to family-life and sex education, adolescents need access to contraceptive methods. These needs can often be met through adolescent clinics. However, access to birthcontrol methods is only part of the equation. Adolescents must be motivated to reduce their risk of pregnancy. They need to see a future that includes the opportunity to become self-sufficient, successful adults. Adolescents need resources to improve their academic skills, career-related skills, job opportunities, life-planning consultations, and mental-health services. Finally, we need broad community involvement and support.

For example, outreach programs that focus on helping teens to stay busy and productive in their communities have been shown to be a factor in decreasing teen pregnancy.

Feedback: 208-211 123. Acquired immunodeficiency syndrome is caused by the human immunodeficiency virus (HIV). This virus destroys the body's immune system, making it more vulnerable to germs that the body would normally destroy. While AIDS is found in many countries of the world, it is at epidemic proportions in sub-Saharan Africa. HIV is transmitted through sexual contact, the sharing of needles of infected persons, and blood transfusions. AIDS can be prevented by education about the modes of transmission, and avoiding practices that are particularly risky. Education programs that target the needs of a specific group and programs that are offered in small group formats have been shown to be particularly effective.

Feedback: 211 124. Besides AIDS, the two major sexually transmitted infections that are caused by viruses are genital herpes and genital warts. Genital herpes is actually caused by a number of different viruses. The major early symptoms are itching and tingling at the site of infection, three to five days after contact. This is followed by the development of painful sores and blisters. It is direct contact with the sores that transmits the virus to the partner. The attacks of sores and blisters can recur as frequently as every few weeks or as infrequently as every few years. There is no known cure for genital herpes. Drugs such as Acyclovir can alleviate symptoms but cannot eliminate the virus from the body. Support groups have been established for people who suffer from genital herpes and these groups may prove beneficial for some people. The other viral sexually-transmitted infection is genital warts. This STI is caused by the human papilloma virus (HPV) and is it is very contagious even when there are no obvious symptoms. Genital warts usually appear as small, hard, painless bumps on the penis, in the vaginal area or around the anus. Treatment options include the use of a topical drug, freezing, or surgery. Genital warts may return despite treatment, and in some cases they have been linked to cervical cancer.

Feedback: 211-212 125. The three most common sexually transmitted diseases caused by bacteria are gonorrhea, syphilis, and chlamydia. Gonorrhea is caused by a bacterium called Neisseria gonorrhoeae, which thrives in moist mucous membranes. The bacterium is spread by contact between the infected moist membranes of one individual and the membranes of another. Early symptoms of gonorrhea are more likely to appear in males, who may have a discharge from the penis and burning during urination. The early sign of gonorrhea in females, often undetectable, is a mild, irritating vaginal discharge. Gonorrhea can be successfully treated with penicillin or other antibiotics. Syphilis is caused by the bacterium Treponema pallidum. This organism needs a warm, moist environment to survive and is transmitted by sexual contact. It can also be transmitted from a pregnant woman to her fetus after the fourth month of pregnancy. If untreated, syphilis may progress through four stages. In primary syphilis, sores known as chancres appear. Secondary syphilis is characterized by a general skin rash. The third stage, latent syphilis, can last for years in which no overt symptoms are present. Finally, tertiary syphilis manifests as cardiovascular disease, blindness, paralysis, skin ulcers, liver damage, mental problems, and even death. Syphilis can be effectively treated in the early stages with penicillin. Chlamydia spreads through sexual contact and infects the genital organs of both sexes. Many females with chlamydia have no symptoms. When symptoms do appear, they include disrupted menstrual periods, pelvic pain, elevated temperature, nausea, vomiting, and headache. Possible symptoms of chlamydia in males are a discharge from the penis and burning on urination.

Feedback: 213 126. Some feminists believe that American males are socialized to be sexually aggressive, to regard females as inferior beings, and to view their own pleasure as the most important objective. Researchers have found the following characteristics among rapists: aggression enhances their sense of power or masculinity; they are angry at females in general; and they want to hurt their victims. Rape is more likely to occur when alcohol and marijuana are being used.

Feedback: 215 Hostile environment sexual harassment occurs when students are subjected to unwelcome sexual conduct that is so severe, persistent, or pervasive that it limits the students' ability to benefit from their education. Such a hostile environment is usually created by a series of incidents, such as repeated sexual overtures.

127. Quid pro quo sexual harassment occurs when a school employee threatens to base an educational decision (such as a grade) on a student's submission to unwelcome sexual conduct.

Feedback: 217-218 The two main types of sex education programs are abstinence-only programs and comprehensive programs, which include abstinence but also offer information on contraceptives. Despite the popular belief that teaching adolescents about sex causes them to engage in sexual behaviors, research has shown that this is not the case. In fact, adolescents who were taught in a comprehensive program were less likely to report adolescent pregnancies than their counterparts who were educated in an abstinence-only program.

128. Several large studies have found that approximately 90 percent of parents are in favor of a sex-education program in high schools. A slightly lower number of parents support the introduction of sex education in middle and junior-high schools. The dramatic increase in HIV/AIDS and other STIs is the main reason that Americans have increasingly supported sex education in schools in recent years. The nature of sex education in schools is changing. U.S. schools today increasingly focus on abstinence and are less likely to present students with comprehensive teaching that includes information about birth control, abortion and sexual orientation.

Chapter 06 Summary Category Blooms Taxonomy: Analysis Blooms Taxonomy: Application Blooms Taxonomy: Comprehension Blooms Taxonomy: Knowledge Blooms Taxonomy: Synthesis Difficulty: Basic Difficulty: Difficult Difficulty: Moderate Learning Goal: 1 Learning Goal: 2 Learning Goal: 3 Learning Goal: 4 Santrock - Chapter 06

# of Questions 31 22 12 62 1 22 6 100 8 49 65 6 128

Chapter 07 Student: ___________________________________________________________________________

1.

Moral development includes moral A. thought.

B. feelings.

C. behavior.

D. all of these.

2.

The theorist who developed a major stage theory of moral development is A. Lawrence Kohlberg.

B. John Money.

C. Timothy Malone.

D. Susan Cloninger.

3.

The key concept in understanding Kohlberg's theory of moral development is A. externalization.

B. internalization.

C. individualism.

D. collectivism.

4.

The two stages of Kohlberg's preconventional reasoning level are individualism, instrumental purpose and exchange, and A. punishment and obedience orientation.

B. social systems morality.

C. social contract morality.

D. none of these.

5.

Chip obeys adults because they tell him to obey them. According to Kohlberg, Chip is in which stage of moral development?

A. mutual interpersonal perspective B. punishment and obedience orientation C. conventional reasoning D. conformity orientation

6.

Kohlberg's conventional reasoning level consists of two stages. One is called mutual interpersonal expectations, relationships, and interpersonal conformity. The other is called A. universal ethical principles.

B. heteronomous morality.

C. social systems morality.

D. social contract morality.

7.

Lucia argues that community members need to obey laws in order for the community to work effectively.

According to Kohlberg, Lucia is in which stage of moral development?

A. social systems morality B. social contract morality C. mutual interpersonal expectations morality D. universal ethical principles

8.

The highest level of Kohlberg's theory of moral development is A. conventional reasoning.

B. utilitarian reasoning.

C. postconventional reasoning.

D. universal reasoning.

9.

Which of the following statements regarding Kohlberg's theory of moral development is NOT true?

A. Most adolescents reason at Stage 3.

B. Stage 5 never characterizes more than 10 percent of the individuals.

C. Stage 6 has recently been removed from the Kohlberg moral judgment scoring manual.

D. Most people in their mid-thirties reason at Stage 3.

10. Which of the following factors has been found to influence movement through Kohlberg's stages of moral development?

A. cognitive conflict B. modeling C. peer relationships D. all of these 11. Lance's parents encourage family discussions about value-laden issues such as the death penalty, abortion, and amnesty for illegal immigrants. As a result, Lance is likely to think at A. more advanced levels of moral reasoning than other people his age.

B. the same level as his parents.

C. Stages 5 or 6 of Kohlberg's stages.

D. none of these.

12. In recent years, there has been an increased emphasis on the role of ______ in moral development.

A. values clarification programs B. parenting C. teachers D. peers 13. Criticisms of Kohlberg's theory of moral development have included all of the following, EXCEPT that Kohlberg A. placed too much emphasis on moral thought.

B. may not have done high-quality research.

C. may have underestimated the care perspective.

D. placed too much emphasis on moral behavior.

14. The Defining Issues Test (DIT) was designed by A. James Rest.

B. Robert Sternberg.

C. Carol Gilligan.

D. Joel Olsteen.

15. The Defining Issues Test (DIT) expands on Kohlberg's series of moral dilemmas by adding A. a list of definitions of the major issues involved.

B. rating scales for each issue involved.

C. lists for the four most important issues involved in a moral dilemma.

D. all of these.

16. Alberto has taken a test that gives him a series of moral dilemmas to evaluate. He is asked to rate the importance of each issue involved and to develop a list of the four most important issues involved in each dilemma. Alberto has taken the A. Minnesota Multiphasic Personality Inventory (MMPI).

B. Defining Issues Test (DIT).

C. 16 PF Test.

D. Thematic Apperception Test (TAT).

17. Which of the following statements regarding Kohlberg's theory of moral development and culture is TRUE? A. Stages 5 and 6 have been found in all cultures.

B. Kohlberg's scoring system is appropriate for all cultures.

C. Moral reasoning is more culture-specific than Kohlberg envisioned.

D. People around the world shift from Stage 3 to Stage 4 at approximately the same time.

18. Carol Gilligan's theory is based on a(n) ______ perspective toward morality.

A. equity B. justice C. care D. individualistic 19. What differences exist between Kohlberg's and Gilligan's theories of moral development?

A. Gilligan postulated an ethic of justice; Kohlberg postulated an ethic of care.

B. Kohlberg postulated an ethic of justice; Gilligan postulated an ethic of care.

C. Gilligan postulated an ethic of equity; Kohlberg postulated an ethic of care.

D. Gilligan postulated an ethic of individualism; Kohlberg postulated an ethic of collectivism.

20. Gilligan found that girls, ages 6-18, consistently interpreted moral dilemmas in terms of A. human relationships.

B. fairness and gender equity.

C. social norms.

D. all of these.

21. Which of the following statements regarding gender differences in moral development between males and females is TRUE? A. Males generate more interpersonal conflict than females.

B. There is no evidence to support Gilligan's claim that Kohlberg downplayed female moral thinking.

C. Young adolescent girls use more justice-based reasoning about dating dilemmas than do boys.

D. Females rated prosocial dilemmas as less significant than did males.

22. The type of moral reasoning that focuses on social consensus is A. empathy reasoning.

B. behavioral reasoning.

C. prosocial reasoning.

D. social conventional reasoning.

23. Joel shuts his cell phone off upon entering a church to attend a funeral service. Joel's action is an example of A. a conventional rule.

B. a moral rule.

C. an ethical rule.

D. none of these.

24. Moral rules are _____, while conventional rules are _____.

A. personal; impersonal B. to promote organization; to ensure justice C. optional; obligatory D. obligatory; optional 25. Which of the following is considered a personal, rather than moral or conventional, issue?

A. choice of friends B. choice of activities C. privacy D. all of these 26. Which of the following has been used to explain how adolescents learn moral behavior and why behavior differs from one person to another?

A. reinforcement B. punishment C. modeling D. all of these

27. Riley's parents praise her frequently for volunteering at Community Table, an organization that provides dinners for the poor and the homeless. Riley is likely to A. continue to volunteer at the Community Table.

B. stop volunteering at the Community Table, but volunteer at another service-based organization.

C. continue to volunteer at the Community Table and expand her volunteer activities to other places.

D. cut back on the hours that she volunteers at the Community Table.

28. Which of the following statements regarding moral behavior is NOT true?

A. Moral behavior is situation-dependent.

B. Adolescents are more likely to cheat when their friends pressure them to do so.

C. Adolescents are likely to display consistent moral behavior in diverse social settings.

D. Adolescents are more likely to cheat when the chance of being caught is slim.

29. Which theory of moral development emphasizes a distinction between adolescent moral competence and moral performance?

A. self-efficacy theory B. social cognitive theory C. social competence theory D. none of these 30. Marcy believes that self-regulation, rather than abstract reasoning, is the key to positive moral development. Which of the following theorists shared Marcy's view?

A. George Kelly B. Abraham Maslow C. B.F. Skinner D. Albert Bandura 31. Denise helps organize a five-mile walk to raise money for a good cause, the Brain Injury Association.

Denise's work is an act of A. altruism.

B. egocentrism.

C. proactive behavior.

D. empathy.

32. Which of the following statements regarding prosocial behavior is NOT true?

A. Adolescents engage in more prosocial behavior than do children.

B. Adolescent females regard themselves as more prosocial than adolescent males.

C. The biggest gender difference in prosocial behavior is in kindness and considerate behavior.

D. Prosocial behavior occurs more in childhood than in adolescence.

33. According to Freud, children develop the superego by A. identifying with their opposite-sex parent.

B. identifying with their same sex parent.

C. projecting their basic hostility onto their siblings.

D. internalizing their own anxiety.

34. Which of the following statements accurately reflects the psychoanalytic account of moral development?

A. Inwardly directed hostility is experienced as depression.

B. Children are openly hostile to their parents until age 4 or 5.

C. Adolescents avoid committing transgressions for fear of punishment.

D. Children and adolescents conform to societal standards to avoid guilt.

35. According to Freud, when the moral standards of the _____ are violated, the individual feels _____.

A. id; anger B. ego; shame C. conscience; guilt D. ego ideal; doubt

36. Which of the following is NOT one of Erikson's three stages of moral development?

A. specific moral learning in childhood B. ideological concerns in adolescence C. ethical consolidation in adulthood D. identity development in emerging adulthood 37. Alex, age 12, always helps his elderly grandmother by carrying her plate to the table and making sure that she always has her cane ready before she gets up. Alex says he feels sad that his Nana is getting weaker and not able to do as much for herself. Alex is showing A. sympathy.

B. empathy.

C. pity.

D. neurotic anxiety.

38. Which of the following statements regarding empathy is TRUE? A. Children develop empathy at approximately seven to nine years of age.

B. Not every adolescent may be capable of responding with empathy.

C. Empathetic dysfunction may result in obsessive-compulsive personality disorder.

D. Adolescents' empathetic behavior varies considerably.

39. Contemporary moral development theorists emphasize that A. both positive feelings and negative feelings contribute to moral development in adolescence.

B. both positive and negative emotions provide the foundation for the acquisition of moral values.

C. moral emotions are not enough to build adolescents' moral awareness.

D. all of these.

40. Recently there has been an interest in the fourth dimension of moral development, which is A. moral personality.

B. moral emotions.

C. moral values.

D. moral beliefs.

41. Which of the following is NOT one of the three aspects of the moral personality?

A. moral identity B. moral character C. moral integrity D. moral exemplar 42. Gretchen's moral notions and commitments are central to her life. A developmentalist would say that Gretchen has developed a: A. moral character.

B. moral identity.

C. moral integrity.

D. moral exemplar.

43. Which of the following is NOT a moral virtue identified by Augusto Blasi?

A. willpower B. integrity C. moral thought D. moral desire 44. Candace holds herself accountable for the consequences of her actions. She has a sense of responsibility for all that she does, good or bad. According to Blasi, Candace has the virtue of A. willpower.

B. honesty.

C. integrity.

D. moral desire.

45. The power went out in the jewelry store where Rick was looking for watches. Although others around him stuffed their pockets with expensive pieces of jewelry and left the store before security could lock the door, Rick resisted the temptation to steal and, instead, waited for the lights to come back on so that he could purchase a watch. Rick's behavior is an example of what Blasi would call: A. willpower.

B. integrity.

C. basic honesty.

D. moral desire.

46. In Blasi's view, willpower and integrity are neutral unless they are attached to A. moral behavior.

B. altruism.

C. moral desire.

D. basic honesty.

47. Which of the following is part of James Rest's view of moral character?

A. having the strength of your convictions B. persisting C. overcoming obstacles D. all of these 48. Moral character presupposes that the person has A. set moral goals and is committed to act in accord with these goals.

B. formally learned the morals of society.

C. had moral guides or mentors.

D. all of these.

49. People who have lived exemplary lives are known as: A. moral exemplars.

B. moral characters.

C. moral elitists.

D. moral dignitaries.

50. Which of the following is NOT one of the types of moral exemplars?

A. brave B. just C. caring D. honest 51. Researchers consider the core of all three types of moral exemplars to include the traits of honesty and A. agreeableness.

B. conscientiousness.

C. emotional stability.

D. dependability.

52. Piaget and Kohlberg both believed that A. parents were the primary agents in moral development of children.

B. parents provided unique input into their children's moral development.

C. the primary role in moral development is that of peers.

D. the primary role in moral development is that of religion.

53. Margaret's parents refuse to talk to her if she displeases them in any way. They tell her younger brother that Margaret is a big disappointment to them if she gets any grade below a B. Margaret's parents are using which of the following discipline techniques?

A. power assertion B. induction C. deduction D. love withdrawal

54. Freud believed in encouraging moral development in children by instilling A. confidence.

B. fear of losing parental love.

C. collaboration.

D. control.

55. Parents who attempt to gain control over their adolescent or his or her resources are using a discipline technique known as A. authoritative.

B. induction.

C. power assertion.

D. love withdrawal.

56. Chelsea's father takes away her cell phone and her iPod whenever she does something that he views as "disrespectful." Chelsea's father is using which of the following discipline techniques?

A. authoritative B. power assertion C. love withdrawal D. induction 57. The discipline technique in which a parent uses reason and explanation of the consequences for others of the adolescent's actions is known as A. deduction.

B. rationality.

C. induction.

D. none of these.

58. Which of the following statements regarding the effects of parental discipline on an adolescent is NOT true?

A. Any discipline produces arousal on the part of the adolescent.

B. Power assertion evokes a high level of anxiety.

C. Love withdrawal evokes considerable anxiety.

D. Power assertion presents parents as weak models of self-control.

59. Which of the following statements regarding the use of the induction technique of discipline is TRUE? A. Induction works better with older children and adolescents than with preschool children.

B. Induction focuses on the adolescent's shortcomings.

C. Induction works just as well as love withdrawal for adolescents.

D. Induction works better on children from low SES families than with children from middle SES families.

60. Research has found that moral children have parents who do all EXCEPT A. foster an external sense of morality.

B. involve children in family decision-making.

C. model moral behaviors.

D. use inductive discipline.

61. Sandy and Will are the parents of two sons, William, age 15, and Thomas, age 14. The boys have to call one of their parents as soon as they get home from school, and they are not allowed to do anything but homework or reading until their parents get home. They are only allowed to socialize with teens whose parents are friends of Sandy and Will. They can attend school dances only when Sandy or Will chaperones. Sandy and Will are using which type of parenting strategy?

A. cocooning B. pre-arming C. pampering D. protecting

62. Katie's parents know that their daughter will inevitably be confronted by peers who want to offer her alcohol or drugs. They spend time talking with her about how to resist these harmful situations, and they even role-play with her to increase her skills. Katie's parents are engaging in which type of parenting strategy?

A. cocooning B. pre-arming C. pampering D. protecting 63. Justin's school has rules about behaviors, and teachers clearly transmit the attitude that students should be respectful and considerate of others. According to John Dewey, the rules and moral atmosphere of Justin's school make up its A. values curriculum.

B. belief system.

C. overt curriculum.

D. hidden curriculum.

64. Currently 40 out of 50 states provide mandates to schools requiring them to provide some sort of A. values-clarification.

B. service learning.

C. character education.

D. cognitive moral education.

65. Isabel learns in school that some behaviors, such as lying and cheating, are wrong and do harm to others.

Isabel's school has adopted which approach to teaching basic moral literacy?

A. values clarification B. character education C. cognitive moral education D. explicit moral code 66. A relatively new approach to character education that helps students to develop moral concepts emphasizes A. a care perspective.

B. an equity perspective.

C. a justice perspective.

D. none of these.

67. Maria participates in a moral education program where students are encouraged to define their own values and understand the values of others. This program is using which approach to moral development?

A. cognitive moral education B. service learning C. values sharing D. values clarification 68. Kendra's class on moral education consists of small-group discussions on a number of moral issues.

Kendra's school has adopted a _____ approach to moral education.

A. values clarification B. cognitive moral education C. moral character D. moral literacy 69. In a cognitive moral education program, teachers act as A. directors.

B. instructors.

C. coaches.

D. facilitators.

70. Mr. Hale has his tenth-grade honors English class tutor younger children in reading and writing. Mr. Hale's students are engaged in A. volunteerism.

B. co-operative learning.

C. service learning.

D. moral induction.

71. Which of the following statements regarding service learning is NOT true?

A. Boys participate more in service learning than girls.

B. Service learning takes learning out into the community.

C. Service learning is often more effective when the students have a choice of activities.

D. Service learning benefits adolescents in a number of different ways.

72. Austin volunteers to help senior citizens learn basic computer skills. If Austin is like many students who participate in service learning, Austin will A. have high grades in school.

B. have excellent computer skills.

C. have elderly grandparents who inspire him to give back to the community.

D. probably not volunteer when he gets older.

73. Recent research on the benefits for volunteers and those who receive volunteer services suggest that A. recipients benefit when adolescents are mandated to participate in service learning; adolescents are negatively affected.

B. required service learning results in hostility and is not good for either the volunteer or the recipient.

C. more adolescents should be required to participate in service learning programs.

D. service learning programs should be introduced in middle school.

74. Approximately what percentage of 30,000 high-school students surveyed recently said that they had cheated on a test in school during the last year?

A. 65 B. 75 C. 85 D. 95 75. Which of the following students would be considered a cheater?

A. Brooke, who falsifies her lab reports B. Bobbi, who adds six unearned hours to her monthly record of service learning C. Ariel, who buys a research paper from a friend D. all of these 76. Ms. Sacco's U.S. history students perceive her to be incompetent. They also think that she is unfair and that she does not care about her students. According to recent research, Ms. Sacco's students are likely to A. hate U.S. history.

B. complain to the principal about her class.

C. cheat in her class.

D. be rude and disrespectful to her.

77. Mr. Gates, who teaches World Geography, frequently gives out a test and then leaves the room to pick up his mail in the office or to get coffee. What does research predict Mr. Gates' students are likely to do while he is out of the room?

A. cheat on his tests B. not cheat on his tests, because he clearly trusts them C. have increased anxiety about his tests because he is not in the room D. report his behavior to their parents

78. Professor Dawson clearly spells out, both verbally and on his syllabus, what constitutes cheating in his class. His colleague, Professor Curtis, assumes that students know what behaviors are cheating and doesn't mention her policies. According to research, what is likely to happen in these two professors' classes?

A. Students in Professor Curtis' class will be less likely to cheat than students in Professor Dawson's class.

B. Students in Professor Dawson's class will be less likely to cheat than students in Professor Curtis' class.

C. Students in both classes will cheat approximately 50 percent of the time.

D. Whether or not students cheat depends on the subject material.

79. An integrative approach to moral education encompasses the _____ and ______.

A. reflective moral thinking of Kohlberg; values clarification approach B. cognitive moral education approach; service learning C. reflective moral thinking of Kohlberg; character education D. care perspective of Gilligan; values clarification 80. The Child Development Project is an example of A. a moral exemplar program.

B. a values-clarification program.

C. a service-learning program.

D. an integrated approach to moral education.

81. A program in which adults coach students in ethical decision making, and students have a caring experience in the classroom and community is called the A. Child-Centered Learning Project.

B. Child Development Project.

C. Innocence Project.

D. No Child Left Behind Initiative.

82. The goal of the integrative ethical education program is to A. help students to define and clarify their moral values.

B. have students practice their ethical skills in the community.

C. turn moral novices into moral exemplars.

D. have students identify clear moral and immoral behaviors.

83. According to the proponents of integrative ethical education, moral experts possess all of the following skills EXCEPT A. ethical mandates.

B. ethical sensitivity.

C. ethical judgment.

D. ethical actions.

84. Our beliefs and attitudes about the way things should be are our A. values.

B. ethics.

C. morals.

D. stereotypes.

85. Jordan says that he wants to make as much money as he can after college so that he can retire at age 45.

He plans to "save every dime" that is not needed for his basic living expenses. David says that he wants to earn a decent salary but that he is more interested in using some of his earnings to travel and meet interesting people. Jordan and David have different A. ideas about how to spend their time.

B. goals for their lives.

C. values about money.

D. none of these.

86. Which of the following statements about the values of today's college students is NOT true?

A. Today's college students are less interested than earlier students in personal well-being.

B. Today's college students are less interested than earlier students in the well-being of others.

C. College students today are strongly motivated to be well-off financially.

D. Today's college students are less motivated than earlier students to develop a meaningful philosophy of life.

87. In 2007, becoming well-off financially was rated "essential" or "very important" by nearly _____ of college students.

A. one-third B. two-thirds C. three-fourths D. one-half 88. Recent research has shown that more college freshmen today than in 1990 are interested in A. immigration.

B. the homeless.

C. the working poor.

D. volunteer or community-service programs.

89. Damon (2008) found that only about what percentage of 12- to 22-year-olds in the United States expressed a clear sense of what they want to do with their lives.

A. 10 percent B. 20 percent C. 25 percent D. 35 percent 90. Which of the following is a recent trend in religion among adolescents and emerging adults?

A. There is a downward trend in religious interest among college students.

B. Religious issues are important to many adolescents and emerging adults.

C. More than twice as many first-year students as in 1978 reported no religious preference.

D. All of these are recent trends.

91. Religiousness is associated with all of the following EXCEPT A. attendance at religious services.

B. frequency of prayer.

C. overall importance of religion in everyday life.

D. frequency of discussing religious teachings.

92. Which of the following statements regarding religiousness around the world is TRUE? A. Attending religious services is highest at age 12.

B. Emerging adults in developing nations were more likely than their counterparts in developed nations to be religious.

C. Belief in God is high among adolescents and emerging adults in Japan.

D. Attending religious services declines from ages 14-18 and then rises again at age 20.

93. Researchers have found that having a religious affiliation is linked to A. lower rates of delinquency.

B. lower rates of drug use.

C. lower rates of depression.

D. all of these.

94. Brandi has begun to question how God can let so many people die in natural disasters, and she struggles to reconcile how an all-powerful God and an all-merciful God can exist in the same being. Brandi is most likely in which developmental period?

A. adolescence B. emerging adulthood C. young adulthood D. late childhood

95. Aaron thinks about what kind of life he wants to live. He wonders if there really is a God, and whether he truly believes or is going along with the beliefs of his parents. Aaron is most likely in which developmental period?

A. adolescence B. emerging adulthood C. young adulthood D. late childhood 96. Alyssa, age 17, was brought up in the Baptist church but recently she has begun to go to the Buddhist temple in the next town. She tells her parents that she is "all done with the Baptists." According to research, Alyssa probably A. is testing her parents.

B. is going through a phase, and will return to the Baptist church within a year.

C. has conflict with her parents.

D. experiences none of these.

97. Which of the following statements regarding religion and parenting is NOT true?

A. Adolescents who have a positive relationship with their parents are likely to adopt their parents' religious affiliation.

B. Children and adolescents tend to adopt the religious teachings of their parents.

C. Mothers are more influential than fathers in religious development of their children.

D Adolescents who have a positive relationship with their parents are more likely to seek a religion that is . different from their parents' religion.

98. Which of the following statements about religion and sexual activity is TRUE? A. Most churches discourage premarital sex.

B. All churches forbid premarital sex.

C. Most religions do not talk about sexual matters in their services.

D. Adolescents who attend religious services are more likely than those who do not to engage in sex as a way of rebellion.

99. Mackenzie, a 20-year-old college student, attends church weekly and makes prayer a part of her daily activities. According to research, Mackenzie is likely to have A. fewer sexual encounters than her less religious counterparts.

B. a fear of contracting HIV from unprotected sexual intercourse.

C. a fear of an unplanned pregnancy from unprotected sexual intercourse.

D. all of these.

100.Which of the following describes a cult?

A. a marginal and deviant group B. dangerous institutions that cause severe emotional harm C. fringe, often new, religious movements D. all of these 101.What determines the major difference between cults and other groups?

A. the ultimate goal of the group B. the type of group leader C. the type of members of the group D. members' levels of interaction with others outside of the group 102.Which of the following statements about cults is NOT true?

A. People involved in cults are usually focused on the goals of the cult's leader.

B. People involved in cults are attempting to better the lives of members as well as nonmembers.

C. Cults sometimes use deception to get people to join them.

D. Cults attempt to replace a recruit's identity with a new identity.

103.Which of the following people is MOST likely to be targeted for recruitment by a cult?

A. Maxim, who lives at the poverty line even though he works at three jobs B. Nikita, who is mentally ill and lives in a group home C. Evan, who has a good job and is quite intelligent D. Shelby, who has just moved back home with her parents to save money for a house 104.The potential for abuse is highest in cults that A. require members to beg on the streets for money to feed and house members.

B. are physically and socially isolated from the outside community.

C. have an engaging, friendly leader.

D. require members to give 10 percent of their income to the cult.

105.Define and list the three components of moral development.

106.Name and describe Kohlberg's first level of moral reasoning and its two stages.

107.Name and describe Kohlberg's second level of moral reasoning and its two stages.

108.Name and describe Kohlberg's third level of moral reasoning and its two stages.

109.Describe James Rest's Defining Issues Test and explain why this test was developed.

110.Compare and contrast Gilligan's theory of moral development with Kohlberg's theory of moral development.

111.Describe social conventional reasoning and conventional rules.

112.What are the basic processes that behaviorists argue are responsible for forming moral behavior in adolescents? How effective are these processes?

113.Explain the social cognitive theory of moral development, and distinguish between moral competence and moral performance.

114.Define prosocial behaviors, and discuss the gender differences in prosocial behavior found by recent research.

115.Describe Freud's psychoanalytical view of moral development.

116.List Erikson's three stages of moral development. Explain the stage related to adolescence.

117.What is the contemporary perspective of moral development in adolescents?

118.Explain what is meant by the fourth dimension of moral development, and describe the components of this fourth dimension.

119.Describe the three parental discipline techniques that developmentalists have shown to be associated with moral development.

120.List at least five characteristics of parents that your text identifies as being helpful in producing moral children.

121.Compare and contrast the three main ways in which schools teach moral development.

122.Define and describe what is meant by "service learning." Explain the goals and benefits of service learning.

123.Describe situations in which students are likely to cheat, and explain some of the strategies that can be implemented to decrease cheating behavior.

124.Describe current trends in the values of college students. Be sure to compare the values of adolescents living in the United States to those of adolescents living in other parts of the world.

125.Describe trends in religious interests in adolescents and emerging adults.

126.Describe at least four positive outcomes of religion for adolescents.

127.Compare and contrast cults with churches or other community groups.

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

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

75. D 76. C 77. A 78. B 79. C 80. D 81. B 82. C 83. A 84. A 85. C 86. A 87. C 88. D 89. B 90. D 91. A 92. D 93. D 94. A 95. B 96. C 97. D 98. A 99. D 100. D 101. A 102. B 103. C 104. B Feedback: 224 105. Moral development involves thoughts, behaviors, and feelings regarding standards of right and wrong. Moral development has an intrapersonal dimension (a person's basic values and a sense of self) and an interpersonal dimension (a focus on what people should do in their interactions with other people). The intrapersonal dimension regulates a person's activities when he or she is not engaged in social interaction. The interpersonal dimension regulates people's social interactions and arbitrates conflict.

Feedback: 226 106. Kohlberg's first level of moral reasoning is known as preconventional reasoning. At this level, the individual shows no internalization of moral values. Instead, moral reasoning is controlled by external rewards and punishments. The two stages of the preconventional level are 1) punishment and obedience orientation, and 2) individualism, instrumental purpose, and exchange. In the first stage, moral thinking is tied to punishment. In the second stage, individuals pursue their own interests but let others do the same. Thus, what is right involves an equal exchange.

Feedback: 226 107. Conventional reasoning is the second, or intermediate, level in Kohlberg's theory of moral development. At this level, internalization is immediate. Individuals abide by certain standards (internal), but they are the standards of others (external), such as parents or the laws of society.

The conventional reasoning level has two stages: 1) mutual interpersonal expectations, relationships, and interpersonal conformity; and 2) social systems morality. In the first stage, mutual interpersonal expectations, relationships, and interpersonal conformity, individuals value trust, caring, and loyalty to others as a basis of moral judgment. In the second stage, social systems morality, moral judgments are based on understanding the social order, law, justice, and duty.

Feedback: 226-227 108. Postconventional reasoning is the third and highest level in Kohlberg's theory of moral development. At this level, morality is completely internalized and is not based on others' standards. The individual recognizes alternative moral courses, explores the options, and then decides on a personal moral code. The postconventional level consists of two stages: 1) social contract or utility and individual rights and 2) universal ethical principles. Social contract or utility and individual rights is Kohlberg's fifth stage. At this stage, individuals reason that values, rights, and principles undergird or transcend the law. A person evaluates the validity of actual laws and examines social systems in terms of the degree to which they preserve and protect fundamental human rights and values. Universal ethical principles is the sixth and highest stage of Kohlberg's theory of moral development. At this stage, the person has developed a moral standard based on universal human rights. When faced with a conflict between law and conscience, the person will follow conscience, even though the decision might involve personal risk.

Feedback: 230 109. Some developmentalists fault the quality of Kohlberg's research and stress that more attention should be paid to the way moral development is assessed. James Rest argued that, rather than relying on a single method that requires individuals to reason about hypothetical moral dilemmas, alternative methods should be used to collect information about moral thinking. The Defining Issues Test (DIT) attempts to determine which moral issues individuals feel are most critical in a given situation, by presenting them with a series of dilemmas and a list of definitions of the major issues involved. Subjects are given five stories and asked to rate the importance of each issue in deciding what ought to be done. Then they are asked to list what they believe are the four most important issues. Rest argued that this method provides a way to assess moral thinking that is more valid and reliable way than Kohlberg's method.

Feedback: 231 110. Gilligan argues that Kohlberg's theory of moral development does not adequately reflect relationships and concern for others. Kohlberg's theory is a justice perspective, a moral perspective that focuses on the rights of the individual. In this perspective, individuals stand alone and make independent moral decisions. By contrast, Gilligan's perspective is a care perspective, which views people in terms of their connectedness with others. This perspective emphasizes interpersonal communication, relationships with others, and concern for others. Gilligan believed that Kohlberg greatly underplayed the care perspective in moral development. In addition, Kohlberg did most of his research with males, rather than females. In contrast, Gilligan studied females, primarily girls, 6 to 18 years of age.

Feedback: 231-232 111. Social conventional reasoning focuses on thoughts about social consensus and convention. In contrast, moral reasoning emphasizes ethical issues. Conventional rules are created to control behavioral irregularities and maintain the social system. Conventional rules are arbitrary and subject to individual judgment.

Feedback: 232-233 112. The familiar processes of reinforcement, punishment, and imitation have been invoked to explain how and why adolescents learn certain moral behaviors and why different people's behaviors differ. These processes are effective in shaping moral behavior. When adolescents are positively reinforced for behavior that is consistent with laws and social conventions, they are most likely to repeat the behavior. Conversely, when adolescents are punished for immoral and unacceptable behaviors, those behaviors can be eliminated. However, there are emotional side effects to the use of punishment. Although these methods are effective, the effectiveness of reinforcement and punishment depends on how consistently they are administered and the schedule that is adopted. The effectiveness of a model depends on the characteristics of the model and the presence of cognitive processes, such as symbolic codes and imagery, to enhance retention of the modeled behavior.

Feedback: 233 113. The social cognitive theory of moral development emphasizes a distinction between adolescents' moral competence, their ability to produce moral behaviors, and moral performance, which is the enactment of those behaviors in specific situations. Competence is the outgrowth of cognitive-sensory processes. Competencies include what adolescents are capable of doing, what they know, their skills, their awareness of moral rules and regulations, and their cognitive ability to construct behaviors. In contrast, adolescents' moral performance or behavior is determined by their motivation and by rewards and incentives to act in a moral way.

Feedback: 234 114. Prosocial behaviors are behaviors that help another person without expectation of any reward or gain on the part of the helper. Adolescent females view themselves as more prosocial and empathetic than males, and they also engage in more prosocial behavior than males. A review of research found that across childhood and adolescence, females engaged in more prosocial behavior than did males. The biggest gender differences occurred for kind and considerate behavior and the smallest difference for sharing.

Feedback: 235 115. In Freud's classical psychoanalytic theory, an individual's superego, the moral branch of the personality, develops in early childhood. To reduce anxiety, avoid punishment, and maintain parental affection, children form a superego by identifying with their same-sex parent. Through this identification, children internalize their parents' standards of right and wrong, which in turn, reflect the norms of society. At the same time, children turn inward the hostility that was previously aimed at the same-sex parent. This inwardly directed hostility is then unconsciously experienced as guilt. In the psychoanalytic view of moral development, self-punitive guilt keeps children and adolescents from committing transgressions. The superego consists of two main components: the ego ideal and the conscience. The ego ideal is the component of the superego that involves behaviors approved by parents. The conscience is the component of the superego that involves behaviors not approved by parents.

An individual's ego ideal rewards the individual by conveying a sense of pride and personal value when the individual acts according to moral standards. The conscience punishes the person for acting immorally by making the individual feel guilty and worthless.

Feedback: 235 116. Erikson outlined three stages of moral development: specific moral learning in childhood, ideological concerns in adolescence, and ethical consideration in adulthood. According to Erikson, individuals search for an identity during adolescence. If adolescents become disillusioned with the moral and religious beliefs that they acquired during childhood, they are likely to lose, at least temporarily, their sense of purpose and to feel that their lives are empty. This loss may lead adolescents to search for an ideology that will give some purpose to their lives.

Feedback: 236 117. Today, many developmentalists believe that both positive feelings, such as empathy, sympathy, admiration, and self-esteem, as well as negative feelings, such as anger, outrage, shame, and guilt, contribute to adolescents' moral development. When strongly experienced, these emotions influence adolescents to act in accord with standards of right and wrong. Such emotions as empathy, shame, guilt, and anxiety over other people's violation of standards are present early in development, but they undergo developmental change in childhood and adolescence.

Feedback: 236-237 118. The fourth dimension of moral development is moral personality. Recently there has been a surge of interest in moral personality. Three aspects of a moral personality have recently been emphasized: moral identity, moral character, and moral exemplars. Individuals have moral identity when moral notions and commitments are central to their lives. In this view, behaving in a manner that violates this moral commitment places the integrity of one's self at risk. Moral character involves having the strength of your convictions, persisting, and overcoming obstacles and distractions. Moral character presupposes that the person has set moral goals and that achieving those goals involves the commitment to act in accord with those goals. Moral exemplars are people who have lived exemplary lives. They have a moral personality, identity, character, and a set of virtues that reflect moral excellence and commitment.

Feedback: 239 Induction is the discipline technique in which a parent uses reason and explanation of the consequences for others for the adolescent's actions.

Induction is more likely to produce a moderate level of arousal in adolescents, a level that permits them to attend to the cognitive rationales that the parents offer. According to research, induction is more positively related to moral development than love withdrawal or power assertion.

Power assertion is a discipline technique in which the parent attempts to gain control over the adolescent or the adolescent's resources. This can generate hostility in the adolescent, along with a high degree of emotional arousal.

Love withdrawal is a technique in which a parent withholds attention or love from the adolescent. This induces fear of punishment and fear of losing the parents' love as a way of attempting to produce moral behavior. However, this type of discipline has been shown to produce a high level of arousal and anxiety in adolescents.

119. The three parental discipline techniques that have been associated with moral development are love withdrawal, power assertion, and induction.

Feedback: 240 120. Parents who tend to produce moral children are warm and supportive rather than punitive. They use inductive discipline and provide opportunities for children to learn about the perspectives and feelings of others. They afford their children opportunities to participate in family decisions and to think about moral decisions. Parents should model moral thinking and moral behavior themselves. Giving children clear behavioral expectations and fostering an internal sense of morality helps them to develop in a moral way.

Feedback: 240-241 Cognitive moral education is based on the belief that students should learn to value such things as democracy and justice as their moral reasoning develops. With this approach, students meet for a course in which the teacher acts as the facilitator rather than as a director, the role assumed in character-education approach. The hope is that students will develop more advanced notions of such concepts as cooperation, trust, responsibility, and community.

Values clarification involves helping students to clarify what their lives are for and what is worth working for. Unlike character education, which tells students what their values should be, values clarification encourages students to define their own values and to understand the values of others.

Character education is a direct education approach that involves teaching students a basic moral literacy to prevent them from engaging in immoral behavior and doing harm to themselves and others. The argument is that some behaviors are clearly morally wrong and that students need to be taught this throughout their education. Character education is taught through class discussions, role playing, and rewarding students for proper behavior. It is also demonstrated for students through the moral code of the school.

121. Three main ways schools use to teach moral development are character education, values clarification, and cognitive moral education. All three approaches have different objectives, methods of teaching, and roles for the teacher.

Feedback: 241-242 122. Service learning is a form of education that promotes social responsibility and service to the community. In service learning, adolescents engage in a number of activities that benefit others. An important goal of service learning is that adolescents become less self-centered and more strongly motivated to help others. Service learning is more effective when students have some degree of choice in the service activities in which they participate and when there are opportunities to reflect about their participation. Service learning has been linked to a number of benefits for adolescents who participate, including higher grades in school, increased goal-setting, higher self-esteem, an improved sense of being able to make a difference for others, and an increased likelihood that they will serve as volunteers in the future. For some students, the opportunity to work in the community as part of a school program led to lower dropout rates.

Feedback: 242-243 123. Several studies have shown that it is the power of the situation that determines whether or not students will cheat. Students are more likely to cheat when they are not being closely monitored during a test, when they know that their peers are cheating, if they know whether or not another student has been caught cheating, and when student scores are made public. Strategies for decreasing academic cheating include making students aware of what constitutes cheating and what the consequences will be if they cheat, closely monitoring students' behavior while they are taking tests, and teaching the importance of being a moral, responsible individual who engages in academic integrity.

Feedback: 244-245 124. There are some signs that U.S. college students are shifting toward a stronger interest in the welfare of society. Interest in developing a meaningful philosophy of life increased from 2001 to 2007. More college students said that the chances were very good that they would participate in volunteer or community-service programs. Research on values of adolescents in seven different countries revealed that family values of compassion and social responsibility were linked to adolescent participation in community service, commitment to serving their country, and empathy for disenfranchised groups.

Feedback: 246 125. Although religious issues are important to many adolescents and emerging adults, in the twenty-first century there has been a downward trend in religious interest among college students. In 2007, more than twice as many first-year students than in 1978 reported that they have no religious preference. A recent developmental study revealed that religiousness declined from 14 to 20 years of age in the United States. More changes occurred in attending religious services than in religiousness. The World Values Survey of 18- to 24-year-olds revealed that emerging adults in less developed countries were more likely than their counterparts in more developed countries to be religious.

Feedback: 247 126. Researchers have found that various aspects of religion are linked with positive outcomes for adolescents. Adolescents who viewed religion as a meaningful part of their life and a way to cope with problems were half as likely as adolescents who did not view religion as important to use drugs. Going to church has been linked to better grades for students from low-income backgrounds. Indonesian Muslims revealed that their religiousness was linked to social competence, positive peer relationships, academic achievement, emotional regulation, prosocial behavior, and self-esteem. Religious affiliation has been linked to lower rates of delinquency, drug use, and depression. Religious youth are more apt to engage in community service than nonreligious youth.

Feedback: 260 127. The major difference between a cult and another type of organization is the ultimate goal of the group. Established religions and altruistic movements focus outward, attempting to better the lives of members as well as nonmembers. Cults direct their energies inwards rather than outward, serving their own purposes and those of the cult's leader. Religions and altruistic movements usually do not involve overbearing authoritarian control by a leader, the use of deception in recruiting members, coercive influence techniques, or the replacement of the recruit's identity with a new identity that would not have been freely chosen by the individual before joining the group.

Chapter 07 Summary Category Blooms Taxonomy: Analysis Blooms Taxonomy: Application Blooms Taxonomy: Comprehension Blooms Taxonomy: Evaluation Blooms Taxonomy: Knowledge Difficulty: Basic Difficulty: Difficult Difficulty: Moderate Learning Goal: 1 Learning Goal: 2 Learning Goal: 3 Santrock - Chapter 07

# of Questions 23 31 17 1 55 18 8 101 65 37 25 127

Chapter 08 Student: ___________________________________________________________________________

1.

Today's parent-adolescent relationships are viewed as A. one-way processes.

B. collaborative.

C. adversarial.

D. reciprocal.

2.

Bianca's parents fight constantly. As a result, they ignore her. Lately Bianca has begun to stay out late and to hang out with much older friends. Bianca's parents' conflict is having a(n) _____ effect on her behavior.

A. indirect B. direct C. overt D. covert

3.

Which of the following statements regarding the link between marital relationships and parenting is NOT true?

A. Marital satisfaction is often related to good parenting.

B. When parents have more intimacy in their marriage, they are less affectionate to their children and adolescents.

C. Marriage enhancement programs improve parenting.

D. Happily married parents are more sensitive towards their children and adolescents.

4.

The continuity view of relating to others emphasizes _____; the discontinuity view emphasizes _____.

A. early parent-child relationships; change and growth in relationships over time B. change and growth in relationships over time; the early parent-child relationship C. peer relationships; relationships with siblings D. relationships with siblings; peer relationships

5.

Which of the following statements regarding the continuity view of relationships is TRUE? A. It emphasizes the role of peers in the development of later relationships.

B. It emphasizes the role of dating relationships on later relationships.

C. It emphasizes the influence of the early parent-child relationship on later relationships.

D. Close relationships repeat themselves over the course of child and adolescent development.

6.

Brett, age 14, has a positive relationship with his parents. As a baby, he formed a secure attachment.

According to research, Brett probably has A. social competence.

B. leadership skills.

C. extensive peer relationships.

D. all of these.

7.

Which of the following statements regarding the discontinuity view of relationships is NOT true?

A. It views early parent-child relationships as the foundation for later relationships.

B. It emphasizes change and growth in relationships over time.

C. People develop structurally different relationships with peers, friends, teachers, etc.

D. Individuals learn new ways of relating with each new relationship.

8.

The discontinuity view includes all the following ideas about relationships with peers EXCEPT A. peer relationships are reciprocal and symmetrical.

B. they are based on an obligatory model.

C. children learn to formulate and assert their opinions with peers.

D. children evolve standards of conduct that are mutually acceptable.

9.

Which of the following is NOT a change in adolescence that can affect the parent-adolescent relationship?

A. decreased idealistic thought B. puberty C. changes in schooling D. violated expectations

10. Which of the following, according to research, is the MOST stressful to adolescents during the apex of pubertal growth?

A. changes in schooling B. conflict with parents C. conflict with peers D. moving towards independence 11. Annie's mother tells her to change her shorts because they are too tight. Annie wants to know why she should have to change her outfit and says, "Everybody wears their shorts this way." Annie is most likely in which developmental stage?

A. early childhood B. adolescence C. middle childhood D. late childhood 12. Cognitive changes in adolescence that contribute to change in parent-adolescent relationships include all of the following EXCEPT A. more logical reasoning.

B. increased idealistic thought.

C. changes in the expectations adolescents and parents have for each other.

D. decreased cognitive sophistication.

13. Socioemotional changes that affect parent-adolescent relationships include A. increased responsibility in school.

B. increased initiative in school.

C. development of more sophisticated friendships.

D. all of these.

14. Which of the following changes in parents contribute to parent-adolescent relationships?

A. Parents feel a decreased economic burden when their children are in adolescence.

B. Marital satisfaction increases after adolescents or emerging adults leave home.

C. Parents feel a decreased economic burden when their children are emerging adults.

D. Parents are increasingly comfortable with their own health and attractiveness.

15. Which of the following is an example of an adult developmental trajectory?

A. cohabitation B. entry into high school C. timing of child care D. all of these

16. Which of the following statements about the timing for beginning parenthood has been found to be TRUE? A Parents who delayed childbearing have less egalitarian relationships with their adolescents than parents . who had children earlier in life.

B.Men who delayed having children until their early thirties were less involved in child care than those who became fathers earlier.

C. The number of adolescent pregnancies increased considerably in the 1970s and 1980s.

D. In the last two decades women have had children earlier than they did 50 years ago.

17. According to research, when Kahlid, age 14, begins to question his parents' authority and resist their standards, his parents may A. put pressure on him to conform.

B. let him do as he pleases.

C. calmly discuss his attitudes and behavior with him.

D. do any of these.

18. Elise's parents give her information on an upcoming college fair and talk to her about her potential career choices. Elise's parents are acting as A. co-parents.

B. managers.

C. collaborators.

D. controllers.

19. Which of the following statements regarding parents as managers is NOT true?

A. Fathers are more likely than mothers to have a managerial role in parenting.

B. Mothers are more likely than fathers to have a managerial role in parenting.

C. Family management practices are positively related to students' grades.

D. Family management practices are negatively related to school problems.

20. Family organization and routine has been shown to be positively related to all of the following factors EXCEPT A. school-related problems.

B. school attendance.

C. school achievement.

D. paying attention in class.

21. Supervising adolescents' friends, activities, and academic efforts is known as A. structuring.

B. monitoring.

C. managing.

D. controlling.

22. Which of the following statements regarding adolescents' disclosure to parents about their activities is TRUE? A. Disclosure is linked to positive adolescent adjustment.

B. Younger adolescents are more likely than older adolescents to lie to parents if they are concerned about parental disapproval.

C. Older adolescents are more likely than younger adolescents to disclose engagement in risk-taking behavior.

D. Adolescents are more likely to disclose information on matters of privacy than risky actions.

23. Which of the following is NOT one of the parenting styles described by Diana Baumrind?

A. authoritative B. authoritarian C. neglectful D. incompetent

24. Michael's parents never discuss their rules. If he asks for an explanation, they answer, "Because I said so; that's all the explanation you need." Michael's parents are using which style of parenting?

A. authoritarian B. authoritative C. neglectful D. indulgent 25. Research has found that the result of authoritarian parenting is often adolescents who are A. angry and hostile.

B. antisocial.

C. obsessive-compulsive.

D. socially incompetent.

26. Maureen's parents have clear, reasonable rules, which they communicate and enforce. They also are warm and nurturing towards Maureen and her siblings. Maureen's parents are using which of Diana Baumrind's styles of parenting?

A. indulgent B. collaborative C. authoritative D. authoritarian 27. Delany's parents are uninvolved in her life. She comes and goes as she pleases and she has the sense that she doesn't matter very much to her parents. Delaney's parents are using which of Diana Baumrind's styles of parenting?

A. authoritative B. authoritarian C. neglectful D. incompetent 28. Adolescents whose parents are not involved with their lives and who do not monitor their activities in any way tend to A. lack self-efficacy.

B. lack self-control.

C. be shy and withdrawn.

D. be socially competent.

29. Bryan's parents give him anything he wants and do not expect anything from him. They tried to involve him in family chores, but he just ignored them. Bryan's parents are using which of Diana Baurind's parenting styles?

A. authoritative B. incompetent C. authoritarian D. indulgent 30. Indulgent parenting has been associated with _____ in adolescents.

A. appreciation B. altruism C. social competence D. lack of self-control 31. Which of the following statements about authoritative parents is NOT true?

A. They establish an appropriate balance between control and autonomy.

B. They provide warmth and parental involvement.

C. Their children are less receptive to parental influences than other styles of parenting.

D. They are likely to encourage expression of adolescents' views.

32. Ruth Chao argues that Asian-American parents are more likely to use the parenting style of ______, rather than authoritarian parenting.

A. guidance B. affiliation C. training D. obedience 33. Which of the following parents are most likely to use physical punishment?

A. Latino B. Asian C. non-Latino White D. African American 34. Which of the following statements about parenting is TRUE? A. Consistent parenting is recommended.

B. Many parents use a combination of techniques.

C. Parents and adolescents socialize each other.

D. All of these are true.

35. Which of the following statements regarding adolescents and their fathers is TRUE? A. Adolescents in countries such as Japan and Australia spend more time with their fathers than they do with their mothers.

B. African American and Latino fathers spend more time with their children than do non-Latino white fathers.

C. The amount of time that fathers spend with their children has decreased in recent years.

D. U.S. adolescents spend more time with their mothers than their fathers.

36. Don is an African American teen who lives in a low-income neighborhood with his parents. Don's father works two jobs to provide for his family but he always has time to listen to Don, and their weekly "burger and bowling" night is something that they both enjoy. According to research, Don is more likely than his counterparts who do not have a close relationship with their fathers to A. go to college.

B. stay out of jail.

C. have good mental health.

D. do all of these.

37. Jasmine's parents undermine each other when it comes to the discipline of their children. All of the children know that if Mom says, "No," they just have to ask Dad, and they will get what they want.

Jasmine's father frequently refers to her mother as "the wimp," and the children know that their father has no respect for their mother. This type of parenting is likely to result in children who are A. bullies and aggressive towards their peers.

B. at developmental risk.

C. socially competent despite their dysfunctional parents.

D. none of these.

38. Ricardo's parents use a co-parenting model whereby they show parental solidarity and cooperation. As a result Ricardo is likely to have A. prosocial behavior.

B. competence in peer relationships.

C. positive attitudes towards males and females.

D. all of these.

39. What percentages of adolescents have a high degree of conflict with their parents?

A. 5-10 percent B. 15-20 percent C. 20-25 percent D. 30-35 percent

40. Which of the following statements about conflict between adolescents and parents is TRUE? A. Parent-adolescent conflict increases from early adolescence to late adolescence.

B. Recent research shows that Hall's conception of adolescence as a time of "storm and stress" is probably true.

C. Parent-child conflict is stronger than parent-early adolescent conflict.

D. Conflict between parents and adolescents is highest in early adolescence.

41. Lori and her parents frequently have conflict over the amount of time she spends talking on the phone to her friends. Carl's parents nag him about how much time he spends text messaging his buddies. Both Lori and Carl are experiencing conflicts with their parents that are A. fairly typical of the issues that lead adolescents and their parents to be in conflict.

B. atypical; most parents focus on larger issues like drinking or truancy.

C. atypical in that the conflicts are common; most parents rarely have conflict with their teens.

D. none of these.

42. Adolescents are most likely to have conflict with their A. fathers.

B. siblings.

C. mothers.

D. romantic partners.

43. In a recent study of Latino adolescents it was found that high levels of conflict with either the mother or the father were linked to A. depression.

B. delinquency.

C. problem behaviors.

D. all of these.

44. Carmen is a 16-year-old Latina. According to research, conflict with her ______ is particularly detrimental to Carmen.

A. father B. mother C. oldest brother D. grandmother 45. Two countries where parent-adolescent conflict is lower than in the United States are India and A. China.

B. Spain.

C. Kenya.

D. Japan.

46. Eva, age 15, insists that she is going to spend her summer vacation with her best friend at the lake house owned by the friend's family. Eva does not want to go on the vacation that her family has planned and says that they can't make her. Her parents should understand that Eva is A. asserting her autonomy.

B. challenging her parents' authority.

C. tired of her family.

D. closer to her friends' parents than her own parents.

47. The ability to relinquish childlike dependencies on parents is called A. familial independence.

B. financial autonomy.

C. emotional autonomy.

D. none of these.

48. Which of the following statements regarding autonomy in adolescence is NOT true?

A. Boys are given independence more than girls are.

B. Expectations about the timing of adolescent autonomy vary across cultures.

C. Expectations for early autonomy are prevalent in Latinos.

D. Expectations for early autonomy are prevalent in single parents.

49. Suki is a Japanese adolescent living in the United States. Which of the following is probably TRUE of Suki?

A. She will not seek autonomy from her parents as early as her non-Latino White counterparts.

B. She will seek autonomy from her parents at approximately the same time as her non-Latino White peers.

C. She will get her own apartment as soon as she transitions into adulthood.

D. She will not be as closely monitored by her parents as her non-Latino White peers.

50. The transition from high school to college is especially difficult for adolescents who A. continue to live at home and commute to college.

B. move more than 100 miles away from home to go to college.

C. have parents that are divorced or separated.

D. are only children.

51. Which of the following statements about the transition from high school to college is NOT true?

A. Female students show more psychological dependency on their parents than do male students.

B. Male students show more psychological dependency on their parents than do female students.

C. Freshmen show more psychological dependency on their parents than do upperclassmen.

D. Freshmen show poorer social adjustment than do upperclassmen.

52. Which of the following statements about adolescent runaways is NOT true?

A. Runaways are often the victim of physical or sexual abuse at home.

B. Some runaways have parents who are not able to meet their needs for food and clothing.

C. Running away is usually an impulsive decision.

D. Many runaways simply disappear.

53. Which of the following teens is most likely to run away from home?

A. Ali, who wants to be with her boyfriend, but is banned by her parents from seeing him.

B. Jeff, whose parents are heroin addicts and often have no food in the house.

C. Jeremy, whose parents fight constantly, to the point that he feels like he is living in a "war zone."

D. All of these teens are likely to run away from home.

54. Caitlin, age 17, wants to move out of her home and move in with her 20-year-old friend, Liza. Caitlin's parents have gradually allowed her to have a car and a part-time job and to make her own decisions about her activities, but they forbid her to move out at this time. No matter how hard Caitlin pushes, her parents remain firm. This example illustrates A. an authoritarian, controlling parenting style.

B. relinquishing control in areas where the adolescent can make mature decisions.

C. parental fear of the "empty nest."

D. alienation of family members.

55. According to attachment theorists, secure attachment in infancy is linked to adolescents' development of A. social competence.

B. trust.

C. self-efficacy.

D. human agency.

56. Myra, age 9 months, crawls away from her mother while visiting a friend's home. Myra periodically looks back to see that her mother is there and then ventures out a little further into the new environment.

According to attachment theorists, Myra is displaying A. anxious attachment.

B. secure attachment.

C. resistant attachment.

D. ambivalent attachment.

57. Which of the following statements about insecure attachment is NOT true?

A. Infants avoid the caregiver in insecure attachment situations.

B. Infants may show ambivalence towards the caregiver in insecure attachment situations.

C. Insecure attachment has little bearing on later development beyond infancy.

D. Insecure attachment has been theorized to be related to later relationship difficulties.

58. Joseph Allen and his colleagues found that secure attachment of adolescents to their parents can A. facilitate social competence in adolescents.

B. decrease the risk of engaging in delinquent acts.

C. increase the probability of good peer relationships.

D. do all of these.

59. Jonathan, age 16, has a secure attachment to his parents. According to Joseph Allen and his colleagues, Jonathan should have A. a high capacity for intimacy.

B. a slightly higher risk for experimenting with alcohol than peers with different attachment styles.

C. fewer friends than his peers, because he spends more time with his parents.

D. high grades in school.

60. Eli has an insecure attachment to his parents. According to Joseph Allen and his colleagues, Eli's attachment situation makes him more likely to experience A. good peer relationships.

B. depression.

C. successful autonomy.

D. none of these.

61. Many studies that assess secure and insecure attachment in adolescence use the A. Minnesota Multiphasic Personality Inventory (MMPI).

B. Jung Typology.

C. Adult Attachment Interview (AAI).

D. Adolescent Attachment Survey (AAS).

62. Which of the following is NOT one of the insecure attachment categories on the Adult Attachment Interview?

A. dismissing/avoidant attachment B. secure-autonomous attachment C. preoccupied/ambivalent attachment D. unresolved/disorganized attachment 63. The type of insecure attachment in which the adolescent and the parent may mutually distance themselves from each other is A. preoccupied/ambivalent attachment.

B. autonomous attachment.

C. symbiotic attachment.

D. dismissing/avoidant attachment.

64. Cody has tried for years to get close to his parents, but now at age 16, he has decided that the effort is not worth it. At this point, he basically shares a living space with them with very little interaction. This is an example of which type of attachment?

A. laissez-faire B. unresolved/disorganized C. dismissing/avoidant D. symbiotic 65. Research has shown that adolescents who have a dismissing/avoidant attachment to their parents may display A. disorientation.

B. anger.

C. confusion.

D. aggression.

66. Yasmine's parents are inconsistently available to her. When she tries to get close to them and they don't have time for her, she becomes angry. Yasmine has a(n) ________ attachment to her parents.

A. mixed B. hostile C. unresolved/disoriented D. preoccupied/ambivalent 67. The attachment type that is most associated with traumatic experiences is A. dismissing/avoiding.

B. unresolved/disorganized.

C. preoccupied/ambivalent.

D. none of these.

68. The old model of parent-adolescent relationships suggests that _____, while the new model suggests that _____.

A. parent-adolescent conflict is moderate; parent-adolescent conflict is intense B as adolescents mature, they move towards their parents for continued support; as they mature, . adolescents detach themselves from parents C. conflict between parents and adolescents is intense; conflict between parents and adolescents is moderate D parents serve as support systems that allow adolescents to explore a more complex social world; parents . are invested in keeping adolescents as close to home as possible 69. The majority of adults describe their attachment styles as A. ambivalently attached.

B. insecurely attached.

C. securely attached.

D. avoidantly attached.

70. Gina, age 22, is securely attached to her parents. Recent research on attachment and the emerging adult would suggest that Gina should have all of the following characteristics EXCEPT A. resilience.

B. optimism.

C. poor coping skills under stress.

D. emotional control.

71. Which of the following benefits have researchers found to be associated with secure attachment in emerging adulthood?

A. well-integrated sense of self acceptance B. self-esteem C. self-efficacy D. all of these

72. Recent research has found that insecure attachment of one or both partners places couples at risk for A. alcohol abuse.

B. relationship problems.

C. depression.

D. risk-taking behaviors.

73. What is a potential negative outcome if an individual with an anxious attachment style is in a relationship with an individual who has an avoidant attachment style?

A. mutual retreat from the relationship B. excess closeness in the relationship C. violence in the relationship D. mutual attack on the relationship 74. Nora is an anxious woman. Her husband, Michael, is an avoidant man. When Nora seeks support and reassurance from Michael that he is happy with their marriage, Michael is most likely to react with A. frustration; he needs distance in the relationship.

B. understanding of his wife's insecurities.

C. mild annoyance.

D. compassion and love.

75. Researchers have found that when both partners in a relationship have an anxious attachment pattern, the result is likely to be A. mutual closeness.

B. mutual distance.

C. mutual attack and retreat.

D. none of these.

76. Which of the following statements about insecure attachment and relationships is NOT true?

A. Attachment categories are somewhat stable in adulthood.

B. Adults have a very limited capacity to change their attachment thinking and behavior.

C. Attachment styles make a moderate contribution to relationship functioning.

D. Other factors besides attachment behavior contribute to the satisfaction in relationships.

77. Greg, age 23, moves back home with his parents in order to save money to buy a house. If Greg and his parents are like many families that experience this "boomerang" phenomenon, Greg will complain that his parents A. restrict his independence.

B. do too much for him.

C. are angry at him for moving back home.

D. none of these 78. Marcia and John's 25-year-old daughter, Serena, moves back in with them after graduate school. She cannot find a job in her field and works part-time as a waitress while searching for jobs. If Marcia and John are like many parents whose emerging adult children move back home with them, they will A. experience a disequilibrium in the family.

B. have few or no complaints about Serena moving back home.

C. try to avoid interaction with Serena and just continue their life as before.

D. overcompensate for Serena's lack of financial independence by pampering her.

79. Which of the following is good advice for parents and emerging adult children who are considering living together?

A. Agree on conditions ahead of time.

B. Treat each other as adults.

C. Address any concerns that arise before hard feelings develop.

D. All of these are good advice.

80. Lily calls her son Mark, age 22, at least three times each day. She says she's just "checking in" to see that he ate lunch and that he's studying for his exams in graduate school. Lily is engaged in A. symbiotic neurosis.

B. enmeshed parenting.

C. permaparenting.

D. protective, but not excessive, parenting.

81. Which of the following statements about intergenerational relationships is TRUE? A There is no evidence to show that early supportive relationships with parents are linked to the quality of . the parent-young adult relationship.

B Individuals who spent quality time with their parents as children provided as much support to older . parents as did children who spent little time with their parents.

C. Females have an especially important role in connecting family relationships across generations.

D Sons who experienced long-term lack of trust during adolescence were more alienated from their . parents than daughters who had the same experience.

82. Approximately what percentage of American adolescents have one or more siblings?

A. 45 percent B. 58 percent C. 70 percent D. 80 percent 83. Which of the following characteristics is involved in sibling relationships?

A. conflict B. teaching C. rivalry D. all of these 84. Which of the following statements about sibling relationships is NOT true?

A. When siblings talk, the main focus is on their relationship with their parents.

B. Siblings spend an average of 10 hours a week together.

C. Mexican-American adolescents spend as much as 17 hours of week with their siblings.

D. Siblings most often talk about the media, school, and extracurricular activities.

85. Judy Dunn has described three important characteristics of sibling relationships: familiarity and intimacy of the relationship, variation in sibling relationships, and A. parent favoritism between and among siblings.

B. emotional quality of the relationship.

C. trust level of the relationship.

D. conflict level of the relationship.

86. Research has shown that parents favoring one sibling over another is linked to A. anger and rebellion in the less-favored sibling.

B. eating disorders in the less-favored sibling.

C. sadness and lower self-esteem in the less-favored sibling.

D. anxiety in the more-favored sibling.

87. Ben, age 14, is close to his older brother Sam, who is 16. According to research, Sam will be A. less of a socializing agent for Ben than their parents.

B. less of a socializing agent for Ben than their 20-year-old sister.

C. more of a socializing agent for Ben than his peers.

D. none of these.

88. Recent longitudinal studies on the effects of sibling conflict found that increased sibling conflict was linked to all of the following EXCEPT A. increased peer competence.

B. depression.

C. antisocial behavior.

D. poor peer relationships.

89. Helena is the first-born child in her family. According to research on birth order, Helena is likely to be A. liberal.

B. achieving.

C. overly dependent.

D. diplomatic.

90. Cassie, age 16, has a younger sister, Jodie, who is 13. Cassie sees her parents let Jodie get away with things for which she would have been punished or grounded. Cassie is likely to feel A. happy for Jodie that she has life a bit easier.

B. competitive with Jodie for her parents' affection.

C. hostile towards Jodie for her less restricted adolescence.

D. resentful towards her parents for the preferential treatment that they give Jodie.

91. Which of the following statements about later-born children is NOT true?

A. Characterizing later-borns is difficult, because they can occupy many different sibling positions.

B. A boy with an older sister is more likely to develop "feminine" interests than a boy with an older brother.

C. Later-borns usually enjoy poorer peer relations than firstborns.

D. Middle-borns tend to be more diplomatic.

92. Research has shown that an only child is usually A. a spoiled brat.

B. dependent.

C. self-centered.

D. achievement-oriented.

93. Which of the following statements about birth order is TRUE? A. Birth order is a strong predictor of adolescent behavior.

B. The importance of birth order has been underestimated.

C. Birth order shows a limited capacity to predict adolescent behavior.

D. Birth order has not been adequately studied.

94. Which of the following adolescents is MOST likely to have a positive relationship with a sibling?

A. Hannah, whose easy temperament is the opposite of her brother's difficult temperament.

B. Elsie, whose difficult temperament is the same as her sister's difficult temperament.

C. Colleen, who shares an easy temperament with her brother.

D. Hayden, whose parents treat her and her sister differently.

95. Which of the following factors have researchers determined is important in influencing adolescents' behavior?

A. peer influences B. parental models of competency C. school influences D. all of these 96. About what percentage of American children will, by the age of 18, have lived a portion of their lives in a stepfamily?

A. 10 percent B. 15 percent C. 20 percent D. 25 percent 97. It is likely that what percentage of children born to married parents will experience their parents' divorce?

A. 20 percent B. 30 percent C. 40 percent D. 50 percent

98. In a study on the effects of divorce on children conducted by Hetherington and colleagues, what percentage of the children from divorced families were found to have emotional problems?

A. 10 percent B. 15 percent C. 20 percent D. 25 percent 99. What percentage of emerging adults studied whose parents divorced had emotional problems?

A. 15 percent B. 20 percent C. 25 percent D. 30 percent 100.Heidi, age 23, is an emerging adult who parents divorced when she was 12. Heidi admits that she has some emotional scarring from the divorce. According to Hetherington's research, Heidi is likely to be A. depressed.

B. caring and empathetic to young adolescents from divorced families.

C. responsible and a good worker.

D. careful in making her decisions.

101.Adolescents and emerging adults from divorced families are more likely than those whose parents did not divorce to do which of the following?

A. have academic problems B. show acting-out behavior and delinquency C. experience anxiety and depression D. all of these 102.A recent study revealed that adolescent girls with divorced parents were especially vulnerable to A. dating violence.

B. anorexia nervosa.

C. depression.

D. bulimia.

103.Penny's parents are still married but they have a high degree of marital conflict. According to research, Penny is more likely than her peers whose parents are happily married to A. engage in self-injurious behaviors, like cutting.

B. develop emotional problems.

C. develop an eating disorder.

D. develop a conduct disorder.

104.Research suggests all of the following about the consequences of divorce EXCEPT that A. the majority of adolescents and emerging adults have significant adjustments if their parents divorced.

B. the majority of adolescents and emerging adults do not have significant adjustment problems if their parents divorced.

C. marital conflict, with or without divorce, has negative consequences for emotional development.

D. most adolescents and emerging adults cope well with parental divorce.

105.Which of the following statements about the risk-benefit comparison of divorce to retaining a marriage is NOT true?

A. If major stressors for children will be reduced by divorce, divorce might be advantageous.

B. Divorce is always not in the best interest of children or adolescents.

C. If parents will be more incompetent by a divorce, staying together might be better for children.

D. Sometimes remaining in an unhappy marriage is actually a better alternative to divorce.

106.According to research, which of the following statements about divorce among parents of adolescents is TRUE? A. Prolonged conflict between divorced parents was linked to emotional problems in adolescents.

B. Adolescents with secure attachment cope better with their parents' divorce.

C. Disequilibrium occurs in the year following a divorce.

D. All of these are true.

107.Which of the following statements about disengagement from parents is TRUE? A. About 10 percent of adolescents from nondivorced families become disengaged.

B. About 60 percent of adolescents from divorced families become disengaged.

C. Disengagement is higher for girls than for boys in divorced families.

D. Even with the presence of supportive mentors, disengagement from families is a poor choice.

108.Which of the following has been shown to be related to poor adjustment among children and adolescents after their parents' divorce?

A. the timing of the divorce; children and adolescents whose parents divorce later experience more issues B. having an easy temperament C. high social maturity D. high levels of responsibility 109.Which of the following statements about custody arrangements in divorced families is NOT true?

A. Children benefit from joint custody.

B. Girls adjust better in mother-custody families.

C. Boys adjust better in mother-custody families.

D. Boys adjust better in father-custody families.

110.Jeremy's parents have divorced. If Jeremy's situation is typical of many divorced families, he can expect that A. his mother will have less money than when she was married.

B. his mother will have more money than when she was married, due to child support and alimony payments.

C. his standard of living will increase slightly.

D. none of these will happen.

111.Research has shown that approximately what percentage of all children whose parents divorce will have a stepfather within four years of parental separation?

A. 20 percent B. 30 percent C. 40 percent D. 50 percent 112.Compared to first marriages, the divorce rate for remarriages is A. 20 percent lower.

B. 20 percent higher.

C. 15 percent higher.

D. 10 percent higher.

113.The three types of step families are stepfather, stepmother, and A. blended.

B. mixed.

C. adjusted.

D. none of these.

114.Chris gained custody of his three biological children after his divorce. After three years, he married Jennifer who had no children from her previous marriage. Chris and Jennifer's new family is a A. father-headed family.

B. complex family.

C. blended family.

D. stepmother family.

115.Kathy has one son, Mitchell. Six years after her divorce, Kathy marries Dan. Dan has never been married before and has no children. Kathy, Mitchell, and Dan make up what kind of family?

A. mother-headed B. stepfather C. complex D. blended 116.Sherry and Jason have two children each from previous marriages. When they marry, they create a A. co-parenting family.

B. blended family.

C. extended family.

D. kin-oriented family.

117.Before Justin's father remarried, Justin was responsible for mowing the grass, putting the dishes in the dishwasher, and doing his own laundry. Now that Kim has married into the family, Justin is not sure which of his responsibilities he should continue to do. Justin is experiencing A. boundary strain.

B. role discontinuity.

C. boundary ambiguity.

D. cognitive dissonance.

118.Keith recently married Andrea, who has two children from a former marriage. Keith tells the children to do their chores, and he has decided on new rules for the household. Experts on stepparent-stepchild relations would say that Keith: A. is on the right track; he needs to establish his authority as the new father in the home.

B. should not discipline the children; he should let Andrea do the disciplining.

C. should discipline the children but also spend time doing activities with them.

D. should interact as little as possible with the children and concentrate on Andrea.

119.An especially difficult time for the establishment of a step-family is during a child's A. late adolescence.

B. middle adolescence.

C. late childhood.

D. early adolescence.

120.Toby's mother, Jill, works as a nanny and housekeeper to an extremely demanding family. The mother in the family is a lawyer who never comes home on time and the father, a stock broker, won't allow Jill to leave the children until his wife comes home. Consequently, Jill comes home late, exhausted, and irritable. Toby is more likely than his peers whose lives are less stressed to A. receive less effective parenting from his mother.

B. have lower grades in school.

C. have more behavior problems.

D. all of these.

121.The term "latchkey children" refers to those children who A. are unsupervised from after school until their parents return from work.

B. go to after-school programs for two hours and then are alone at home for less than one hour.

C. are watched by their neighbors after school.

D. remain at school in special programs, called "latchkey programs," until a parent gets them.

122.Compared to those cared for at home, children and young adolescents who are in out-of-home care have a higher risk of A. delinquency.

B. eating disorders.

C. anxiety.

D. obesity.

123.Which of the following statements about the trends in adoption in the United States is NOT true?

A. There have been an increased number of adoptions across racial lines.

B. Recently it has become easier to adopt children from Russia and China than it was in the past.

C. Foster parents have considered adopting their foster children.

D. Adoption agencies are "screening in" many different types of adoption applicants.

124.Which of the following adoption applicants would probably be disqualified today?

A. Amanda, a 40-year-old, single college professor.

B. Bill, a 43-year-old single, gay security guard.

C. Jay and Wendy, a married couple who need food stamps to make ends meet.

D. None of these 125.Research shows that which of the following statements about adoptive children and adolescents is TRUE? A. The earlier adoption occurred, the fewer the problems the adoptees had.

B. Children adopted after seven years of age had the most problems.

C. Being adopted had no impact on the psychological health of the adoptees.

D. Being adopted had no impact on the academic performance of adoptees.

126.Adopted adolescents are more likely than nonadopted adolescents to A. have contact with a mental-health professional.

B. have learning disabilities.

C. engage in prosocial behaviors.

D. all of these.

127.Parents of adopted children have the additional challenges of A. dealing with children's inevitable antisocial behaviors at some point.

B. protecting the children from contact with their birth parents.

C. supporting the adolescent's search for identity and self.

D. dealing with academic problems and learning disabilities.

128.The largest group of adolescents with gay and lesbian parents are likely those who A. were adopted.

B. were conceived though artificial insemination.

C. were born in the context of heterosexual relationships of one of their parents.

D. are in foster care.

129.Ashley, age 17, lives with her biological mother and her mother's lesbian partner, Daryl. According to researchers, Ashley is likely to A. develop a heterosexual identity.

B. develop a bisexual identity.

C. suffer more mental health problems than her peers raised in heterosexual homes.

D. have fewer friends than her peers being raised in heterosexual homes.

130.The most common pattern of parenting that was found in a study of parenting behaviors in 186 countries around the world was A. warm and controlling.

B. restrictive and punitive.

C. permissive and indulgent.

D. permissive and neglectful.

131.In Arab countries, parenting tends to be A. authoritative.

B. dominated by the mother's rule.

C. dominated by the grandparents' rule.

D. focused on family loyalty and codes of conduct.

132.Which of the following is NOT a trend in cultural change in families around the world?

A. more families migrating to rural areas B. greater family mobility C. smaller families D. fewer extended families 133.Which of the following statements concerning ethnic and cultural differences among families is NOT true?

A.Ethnic minority children and adolescents are more likely than non-Latino White adolescents to come from low-income parents.

B. There are very few differences between ethnic minority families and non-Latino White families.

C. Non-Latino White adolescents are less likely than ethnic minority adolescents to interact with extended family members.

D. Large and extended families are more common among ethnic minority groups than in non-Latino White families.

134.The two ethnic groups that tend to place the largest emphasis on family duty and obligation are AsianAmericans and A. African Americans.

B. Latinos.

C. Native Americans.

D. non-Latino Whites.

135.Recent research has shown that which of the following factors is likely to affect how ethnic minority families deal with stress?

A. immigrant status of the parents B. socioeconomic status C. specific national origin D. all of these 136.All of the following are recommendations of the Carnegie Council on Adolescent Development EXCEPT A professionals who work with adolescents should aim to increase their contact time with the adolescents . and decrease the time that they spend with the parents.

B. community institutions should become more involved in providing after-school programs.

C. employers should extend the benefits now afforded to parents of young children to parents of adolescents.

D. All of these are recommendations.

137.Define what is meant by the term reciprocal socialization and by referring to the family as "a system."

138.Compare and contrast the continuity and discontinuity views of the development of relationships.

139.Describe at least five changes in adolescents and five changes in parents that can influence parentadolescent relationships.

140.What functions might parents provide if they are serving as "managers"?

141.Briefly describe the four styles of parenting identified by Diana Baumrind, and summarize likely outcomes for the child who is parented using these styles.

142.Discuss how the authoritarian style of parenting might be used in different ethnic groups.

143.Explain the major similarities and differences between the roles of mothers and the roles of fathers in families today.

144.What is meant by the term co-parenting, and how does it differ from more traditional parenting?

145.Discuss conflict between early adolescents and parents. Be sure to include the nature of conflict at this age.

146.Define the term autonomy, and discuss gender and cultural differences that have been found in adolescents' autonomy.

147.List at least three reasons that adolescents run away from home.

148.Describe the two main types of infant attachment and the type of adolescent who is likely to emerge from each attachment pattern.

149.Discuss the outcome of the different types of attachment on emerging adults.

150.Based upon information in the textbook, what advice would you give to parents and their emerging adult children if the children return home to live?

151.Describe three important characteristics of adolescents' sibling relationships as identified by Judy Dunn.

152.Describe the characteristics of firstborn, later-born, middle-born, last-born, and only children.

153.Compare and contrast adolescents and emerging adults from divorced and nondivorced families.

154.Describe the three common types of stepfamilies.

155.What are some of the negatives aspects associated with being a "latchkey" adolescent?

156.Summarize the major changes that have taken place recently in adoption practices.

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

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

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

113. A 114. D 115. B 116. B 117. C 118. C 119. D 120. D 121. A 122. A 123. B 124. D 125. A 126. D 127. C 128. C 129. A 130. A 131. D 132. D 133. B 134. B 135. D 136. A Feedback: 254 137. Reciprocal socialization is the process by which children and adolescents socialize parents, just as parents socialize them. As a social system, the family can be thought of as a constellation, or grouping, of subsystems, defined in terms of generation, gender, and role. Divisions of labor among family members define specific subunits, and attachments define others. Each family member is a participant in several subsystems.

Marital relations, parenting, and adolescent behavior can have both direct and indirect effects on each other.

Feedback: 270-272 The discontinuity view of the construction of relationships emphasizes change and growth in relationships over time. As people grow, they develop many different types of relationships with peers, friends, teachers, romantic partners, etc. Each of these relationships is structurally different and requires individuals to encounter new modes of relating. Although the discontinuity view does not deny that prior close relationships (such as with parents) are carried forward to influence later relationships, it does stress that each new type of relationship that children and adolescents encounter requires the construction of different and even more sophisticated modes of relating to others. Further, in the change and growth version, each period of development uniquely contributes to the construction of relationship knowledge; development across the lifespan is not solely determined by a sensitive or critical period during infancy. Evidence for the discontinuity view of relationships was found in a longitudinal study conducted by Andrew Collins and his colleagues.

138. The continuity view emphasizes the role that early parent-child relationships play in constructing a basic way of relating to other people throughout the life span. This view states that the basic components of social relationships are laid down and shaped by the security or insecurity of parent-infant attachment relationships in the first year or second of an infant's life. Relationships with parents over the long course of childhood are carried forward to influence, to some degree, the parent-adolescent relationship. There is a body of research to support the continuity view.

Feedback: 255-256 Parents, too, are going through some changes that affect their relationships with adolescents. Some of these changes include marital satisfaction, economic burdens, and career reevaluation, and health and body concerns as well as different time perspectives from their adolescents. In general, parents experience greater marital satisfaction when their adolescent or emerging adult children leave home. In addition, parents feel an increased economic burden when their children are in adolescence and emerging adulthood. Parents of adolescents may be preoccupied with their own health, body integrity, and sexual attractiveness.

139. Among the changes in the adolescent that can influence parent-adolescent relationships are puberty, expanded logical reasoning, increased idealistic thought, violated expectations, changes in schooling, peers, friendships, dating, and movement towards independence. With increased cognitive skills, adolescents want to know why they are being disciplined and often find deficiencies in their parents' reasoning. Adolescents spend more time with peers and they develop more sophisticated friendships than in childhood.

Feedback: 259 140. Parents who function as managers of their adolescents' opportunities are monitors of their social relationships, social initiators, and arrangers.

Parents can assist their adolescents by finding information, making contacts, providing guidance, and helping to structure choices. They also mange the home environment to be sure that there is sufficient structure and organization for the adolescent to thrive. Adolescents do better in school when there is structured time for homework, chores, bedtimes, etc. than when the home is more loosely run. A key aspect of the managerial role of parents is the monitoring of their adolescents' social lives and academic activities.

Feedback: 260-261 The last parenting style, indulgent parenting, is a style in which parents are highly involved with their adolescents but place few demands or controls on them. They allow adolescents to do pretty much whatever they want to do. The frequent result is that the adolescent never learns to control his or her own behavior and always expects to get his or her own way.

Neglectful parenting is a style in which parents are very uninvolved in the adolescent's life. These adolescents tend to be socially incompetent, show a lack of self-control, and do not handle independence well.

Authoritative parents encourage adolescents to be independent but still place limits and controls on their actions. These parents encourage verbal give-and-take and are warm and nurturing toward their children. Authoritative parenting is associated with adolescents who are socially competent, self-reliant, and socially responsible.

141. Diana Baumrind emphasizes four styles of parenting that are associated with different aspects of the adolescent's social behavior. These four styles are authoritarian, authoritative, neglectful, and permissive parenting. Authoritarian parents are restrictive, punitive individuals who demand that the adolescent follow directions and who respect work and effort. They are controlling, place firm limits on their children, and do not encourage verbal exchange. Authoritarian parenting is associated with socially incompetent behavior among adolescents. In addition, adolescents of authoritarian parents often are anxious about social comparison, fail to initiate activity, and have poor communication skills.

Feedback: 262 Researchers have found that African American parents are more likely than non-Latino White parents to use physical punishment. Unlike children from other ethnic groups, African American children who are disciplined with physical means do not show evidence of externalized problems such as aggression. This may be because African American parents need to enforce rules in the dangerous environments in which they are more likely to live.

142. Aspects of traditional Asian child-rearing practices are often continued by Asian American families. In some cases, these practices have been described as authoritarian. However, this style of parenting can be conceptualized as a type of training in which parents are concerned and involved in their children's lives, rather than reflective of strict or authoritarian control. The positive outcomes of the training parenting style in Asian American families occur in the high academic achievement of Asian American children.

Feedback: 279-280 143. The main responsibility for children and adolescents still falls on the mother. In general, mothers are more involved in parenting than fathers, and society still blames mothers more than fathers for any shortcomings of children and adolescents. Fathers spend only a small portion of their time with their adolescents. Although the amount of time that fathers spend with their children has increased over the last decade, it is still far less than the time that mothers spend with both children and adolescents. This gender difference in parenting occurs in non-Latino White parents, Latino parents, and African American parents. Cross-cultural studies have revealed that fathers in many other countries also spend less time with their children than do mothers.

Feedback: 263 144. Co-parenting is parenting that is characterized by parental solidarity, cooperation, and warmth toward the children. Parents show mutual respect, balanced communication, and attunement to each others' needs. Children parented in this manner develop positive attitudes towards both males and females. In contrast, poor coordination, active undermining and disparagement of the other parent, lack of warmth, and disconnection by one parenting partner are conditions that place children and adolescents at developmental risk.

Feedback: 263-264 145. Early adolescence is a time when parent-adolescent conflict escalates beyond parent-child conflict. This increase is due to a number of factors involving the maturation of the adolescent and the maturation of the parents, Parent-adolescent conflict decreases from early adolescence through late adolescence. Much of the conflict involves everyday events of family life, such as chores, dress, curfews, time on the phone, etc. The conflicts rarely involve major dilemmas, such as drugs or delinquency. Adolescents reported having more conflict with their mothers than with anyone else.

A high degree of conflict exists for 20 to 25 percent of families with parents and adolescents. Prolonged, intense, repeated, and unhealthy conflict is associated with a number of adolescent problems, including moving away from home, juvenile delinquency, school dropout, early marriage, membership in religious cults, and substance abuse. Many times, these conflicts do not begin in adolescence but are carried on from childhood.

Feedback: 265-266 146. Defining adolescent autonomy is more complex and elusive than it might seem at first. The term autonomy generally connotes self-direction and independence. One aspect of autonomy that is especially important is emotional autonomy, the capacity to relinquish childlike dependencies on parents. In developing emotional autonomy, adolescents increasingly de-idealize their parents, perceive them as people rather than simply as parenting figures, and become less dependent on them for immediate emotional support. Gender differences characterize autonomy granting in adolescence, with boys being granted more independence than girls are. This is especially true in those U.S. families with a traditional gender-role orientation. Also, Latino families protect and monitor daughters more closely than sons to a greater degree than is the case in non-Latino White families. Expectations about the appropriate timing of adolescent autonomy often vary across cultures, parents, and adolescents. Approval of early autonomy on the part of adolescents is more prevalent in non-Latino Whites, single parents, and adolescents themselves than in Asian Americans or Latinos, married parents, and parents themselves.

Feedback: 266-267 147. Generally, adolescents who run away are unhappy at home. Many runaways are from families in which a parent or other adult beats or sexually exploits them. Their lives may be in daily danger. Parents of runaways may be drug addicts or alcoholics. In some cases, the family may be so poor that the parents are unable to feed and clothe their adolescents adequately. The parents may be so overwhelmed by their own emotional or material inadequacies that they fail to give the adolescents the attention and understanding that they need. Parents may fight or have conflict that the teen feels the need to escape. Not all teens run away because of parental reasons. Teenage lovers might decide to elope and make a life of their own rather than risk parental disapproval of their relationship.

Feedback: 267-268 In unresolved/disorganized attachment, the adolescent has an unusually high level of fear and may be disoriented. This may occur with traumatic experiences, such as abuse or a parent's death.

In preoccupied/ambivalent attachment, adolescents are hyperattuned to attachment experiences. Parents may be inconsistently available to the adolescent. The result may be a high degree of attachment-seeking behavior, mixed with angry feelings on the part of the adolescent.

There are three categories of insecure adolescent attachment: dismissing/avoidant attachment, preoccupied/ambivalent attachment, and unresolved/ disorganized attachment. In dismissing/avoidant attachment, individuals deemphasize the importance of attachment. Caregivers consistently reject the attachment needs of those in their care. The result is often that parents and adolescents mutually distance themselves from each other.

Sometimes this leads to violent and aggressive behavior on the part of the adolescent.

Secure attachment to parents has been linked to adolescents' social competence, well-being, self-esteem, emotional adjustment, and physical health. Other outcomes of secure attachment are good peer relations, successful autonomy, and fewer externalized issues such as delinquency and drug abuse.

148. Attachment theorists argue that the secure attachment in infancy is essential to the development of social competence. In secure attachment, the infant uses the caregiver as a secure base from which to explore the environment. Secure attachment is theorized to be an important foundation for psychological development later in childhood, adolescence, and adulthood. In insecure attachment, infants either avoid the caregiver or show considerable resistance or ambivalence toward the caregiver. Insecure attachment is theorized to be related to difficulties in relationships and problems in later development.

Feedback: 269-270 149. Although much of the research on attachment has focused on children and adolescents, researchers are now studying links between emerging adults' current attachment and many aspects of their lives. Individuals who are securely attached have a well-integrated sense of self-acceptance, self-esteem, and self-efficacy. They have the ability to control their emotions, are optimistic, and are resilient. Facing stress and adversity, they activate cognitive representations of security. Insecure attachment places couples at risk for relationship problems. Depending on the pairing of the individuals and their attachment styles, the results could be couples who frustrate, anger, stress, or isolate themselves from each other.

Feedback: 272 150. The decision for the emerging adult to return home is one that affects both the young person and the parents. When emerging adults ask to return home, parents and the emerging adult children need to agree on the conditions and the time duration of the return to home. They should discuss and agree on such things as rent, chores, bill payment, freedom to come and go, and whether or not they will be allowed to drink alcohol at home or have overnight guests. Conflict will result if these issues are not brought out into the open and discussed honestly. Parents need to treat emerging adult children as adults, and the children need to view their parents as adults. While emerging adults do have many choices, if those choices conflict with the values and wishes of the parents, there will be miscommunication and conflict.

Feedback: 275 151. The first characteristic is the emotional quality of the relationship. Siblings often express both intense positive and intense negative emotions toward one another. Secondly, the familiarity and intimacy of the relationship can affect the degree to which siblings provide support or undermine each other. Finally, there are variations in sibling relationships. Some siblings describe their relationships more positively than others.

Feedback: 276 152. Firstborn children tend to be the most intelligent, achieving, and conscientious. They have been described as more adult-oriented, helpful, conforming, and self-controlled. Characterizing later-borns is difficult because they may occupy a number of different positions in the family.

Overall, later-borns enjoy better relations with peers than do firstborns. Middle-borns tend to be more diplomatic, often performing the role of negotiator in times of dispute. Last-born children are often described as the "baby," and they run the risk of becoming overly dependent. Only children are often achievement-oriented and display desirable personalities, especially in comparison to later-borns and children from large families.

Feedback: 278 These who experienced multiple divorces are at greater risk. Adolescents and emerging adults from divorced families are more likely than adolescents from nondivorced families to have academic problems and to show externalized and internalized problems. In addition, they are less socially responsible, have less competent intimate relationships, and are more likely to drop out of school, become sexually active at younger ages, take drugs, associate with antisocial peers, and have low self-esteem.

153. Most researchers agree that children, adolescents, and emerging adults from divorced families show poorer adjustment than their counterparts in nondivorced families. A recent study by Mavis Hetherington and her colleagues revealed that 25 percent of children from divorced families had emotional problems, compared to 10 percent of children from nondivorced families. In this research, the 20 percent of emerging adults from divorced families who continued to have emotional problems were characterized by impulsive, irresponsible, antisocial behavior or were depressed. Toward the end of emerging adulthood, this troubled group was having problems at work and difficulties in romantic relationships. The 10 percent of emerging adults from nondivorced families who had emotional problems mainly came from homes where family conflict was high and authoritative parenting was rare. In another longitudinal study, parental divorce in childhood and adolescence was linked to poor relationships with fathers, unstable romantic or marital relationships, and low levels of education in adulthood.

Feedback: 281-282 154. The three common types of stepfamilies by structure are: stepfather, stepmother, and blended or complex. In stepfather families, the mother typically had custody of the children and remarried, introducing a stepfather into her children's lives. In stepmother families, the father usually had custody and remarried, introducing a stepmother into his children's lives. In blended or complex stepfamilies, both parents bring children from previous marriages to live in the newly-formed stepfamily.

Feedback: 283-284 155. Adolescents who are left unsupervised for a period of time after school and during school vacations are more at risk than their supervised peers for delinquency, drug and alcohol use, and school problems. Without limits and supervision, latchkey children and adolescents may find it easier to get into trouble, possibly stealing, vandalizing, or abusing a sibling. There is, however, considerable variability in the experiences of latchkey adolescents. Parental monitoring and authoritative parenting may help adolescents to cope more effectively with latchkey experiences, especially in resisting peer pressure. Low monitoring has been linked to externalizing problems, such as acting out and delinquency, in young adolescents.

Feedback: 284 156. There has been a substantial decrease in the number of non-Latino White infants available for adoption. This has forced parents seeking to adopt to look at adopting across racial lines and adopting children from other countries. Numbers of these types of adoptions are growing rapidly.

Recently, however, it has become more difficult to adopt children from Romania, China, and Russia. Another trend has been that more people who provided foster care became adoptive parents. In many cases, these children were thought to have limited chances of being adopted, due to many factors including mental-health issues. Different parents have also been allowed to adopt. Until the last several decades of the twentieth century, most adoptive parents were of middle or upper socioeconomic status and married. Many other potential parents were routinely screened out from eligibility to adopt. Today, however, adoption agency policy and practice have moved in the direction of "screening in" as many different types of adoption applicants as possible. These changes open opportunities for many children and couples. The outcomes for both parents and children still need to be determined.

Chapter 08 Summary Category Blooms Taxonomy: Analysis Blooms Taxonomy: Application Blooms Taxonomy: Comprehension Blooms Taxonomy: Knowledge Blooms Taxonomy: Synthesis Difficulty: Basic Difficulty: Difficult Difficulty: Moderate Learning Goal: 1 Learning Goal: 2 Learning Goal: 3 Learning Goal: 4 Santrock - Chapter 08

# of Questions 35 41 18 60 2 22 10 124 19 76 16 45 156

Chapter 09 Student: ___________________________________________________________________________

1.

Individuals who are about the same age or maturity level are called A. friends.

B. colleagues.

C. peers.

D. classmates.

2.

Ali says that her peer group is very important to her. Which of the following things will Ali likely say her peers do for her?

A. provide a source of information about the world outside of the family B. give her feedback about her abilities C. serve as form of social comparison D. all of these

3.

Which of the following statements about peer contexts is NOT true?

A. Peer contexts include type of peer and the situation or location where the interaction takes place.

B. Adolescents encounter different messages from different peers.

C. Susceptibility to peer pressure has to do with the setting of the peer interaction.

D. Susceptibility to peer pressure has to do with parental monitoring of adolescents and peers.

4.

Which of the following is an individual difference that can affect an adolescent's peer relations?

A. personality traits B. negative emotionality C. being in a subordinate social position D. all of these

5.

Susan is an adolescent whose peers view her as being in a subordinate group. Which of the following statements regarding Susan and the dominant peer group is likely to be TRUE? A. Susan will be open to influence from the dominant peer group.

B. Susan will be able to influence the dominate peer group.

C. Susan will be alienated from the subordinate peer group.

D. None of these is true.

6.

Which of the following statements about the time that children and adolescents spend with peers is NOT true?

A. Between ages 7 and 11, children spend about 20 percent of their time interacting with peers.

B. By adolescence, peer relations occupy a large amount of time.

C. Young adolescents can spend as much as twice the amount of time with peers as they do with parents.

D. Peer interaction time increases during late childhood and adolescence.

7.

Which of the following theorists stressed that it is through peer interaction that adolescents learn the symmetrical reciprocal mode of relationships?

A. George Kelly B. Melanie Klein C. Harry Stack Sullivan D. Viktor Frankel

8.

Which of the following is NOT a positive aspect of peer relationships?

A. exploring principles of fairness and justice by working through disagreements with peers B. feeling hostile or lonely because of the hurt of being rejected by peers C. learning to be sensitive partners in intimate relationships by forging close friendships with selected peers D. learning to be keen observers of peers' interests in order to integrate into the peer group

9.

Being rejected or overlooked by peers can lead some adolescents to A. become closer to their parents.

B. be vulnerable to cult recruiters.

C. feel lonely or hostile.

D. become closer to their siblings.

10. Deviant peer relations have been linked to all of the following EXCEPT A. substance abuse.

B. eating disorders.

C. delinquent behavior.

D. depression.

11. Which of the following statements regarding adolescent-peer and adolescent-parent relationships is NOT true?

A. The worlds of parents and peers are connected in many ways.

B. Adolescents' relationships with their parents are disconnected from their peer relationships.

C. Parents have some influence over adolescents' morals and values.

D. Young adolescents talk with their mothers about their peer relationships.

12. Cheri has a secure attachment to her parents. What might this attachment mean to her attachment to her peers?

A. She will very likely be insecurely attached to her peers.

B. She will very likely be securely attached to her peers.

C. The parent-adolescent attachment pattern is not strongly indicative of the adolescent peer relationship.

D. There is no correlation at all between attachment to parents and attachment to peers.

13. Conformity to peers peaks in grades A. six to seven B. seven to eight C. eight to nine D. nine to ten 14. Larry finds himself in trouble with the police when he and his friends throw eggs all over the houses of their neighbors. Larry tells his parents that he just went along with the antisocial act because all of his friends were doing it. According to research on peer conformity, Larry is most likely to be in which grade?

A. five or six B. eight or nine C. ten or eleven D. four or five 15. A recent study by Mitchell Prinstein and colleagues revealed that adolescents who have _____ are most likely to conform to peers.

A. high self-esteem B. low social anxiety C. an uncertain social identity D. none of these 16. Which of the following statements regarding conformity to peer pressure has recent research found to be TRUE? A. Social identity uncertainly is linked to peer conformity.

B. Social identity uncertainty decreases in times of school transition.

C. Social identity uncertainly decreases in time of family transitions.

D. Peers are most likely to conform to peers whom they perceive to be at the same level of social status.

17. The term researchers use to describe the extent to which children and adolescents are liked or disliked by their peer group is A. social capital.

B. popularity.

C. social inclusion.

D. sociometric status.

18. Which of the following is NOT one of the peer statuses that developmentalists have identified?

A. nonpopular children B. controversial children C. neglected children D. rejected children 19. Which of the following statements about popular children is TRUE? A. Popular children have social skills that contribute to their being well-liked.

B. Popular children are usually conceited.

C. Popular children often have difficulty communicating with their peers.

D. Popular children are often described as "shy" by their peers.

20. Brenda listens carefully to her friends, controls her own negative emotions, and is self confident. Brenda is most likely classified as a(n) _____ child.

A. controversial B. average C. popular D. neglected 21. Alex is described as "shy" by his peers; he has a low rate of interaction with peers. Alex is likely to be classified as a(n) _____ child.

A. neglected B. rejected C. average D. controversial 22. The best predictor of whether rejected children engage in delinquent behavior or drop out of school later, during adolescence is A. low rates of interactions with their peers.

B. aggression towards peers in junior high school.

C. aggression towards peers in elementary school.

D. use of alcohol in ninth grade.

23. Paul has been identified as a rejected, aggressive boy. Which of the following is probably TRUE of Paul?

A. He has few social skills in making friends.

B. He has problems sustaining attention.

C. He is emotionally reactive.

D. All of these are probably true.

24. About what percentage of rejected children are actually shy, rather than aggressive?

A. 5 to 8 B. 10 to 20 C. 25 to 30 D. 45 to 50 25. Social cognition involves A. feelings about social matters.

B. behaviors in regards to social matters.

C. thoughts about social matters.

D. all of these.

26. Which of the following actions is most likely to increase the probability that an adolescent will be popular?

A. giving out reinforcements to peers B. comforting a friend C. sharing private information with a friend D. all of these 27. Children who have peer-related difficulties have been found to A. come from lower socioeconomic status homes.

B. be overweight or obese.

C. lack social cognitive skills.

D. all of these 28. Planning ahead, generating multiple solutions to hypothetical problems, and evaluating physically aggressive responses negatively are all A. emotional regulation skills.

B. social cognitive skills.

C. self-efficacy skills.

D. prosocial skills.

29. Tony has not adjusted well to the peer group at his new school. When another boy accidentally bumps into Tony at a school dance, Tony will be MOST likely to A. ignore the bump and continue talking to the chaperone who has befriended him.

B. aggressively attack the other boy because he assumes that he was bumped on purpose.

C. verbally lash out, but he won't be physically aggressive.

D. ask those around him if he was bumped on purpose.

30. According to Kenneth Dodge, the first step in processing information about our social world is A. interpreting social cues.

B. searching for an appropriate response.

C. decoding social cues.

D. selecting an appropriate response.

31. Yvonne's friend tells her that her new sweater is "like an old-lady sweater—not cool." Yvonne is angry, but she doesn't explode. She says, "I like it," and walks into her class. Yvonne is demonstrating A. nonassertive behavior.

B. assertive behavior.

C. emotional blunting.

D. emotional self-regulation.

32. Another word for conglomerate strategies for improving social skills is A. role playing.

B. brainstorming.

C. coaching.

D. directing.

33. Conglomerate strategies are A. the use of multiple techniques to improve adolescents' social skills.

B. also known as brainstorming.

C. the most effective kinds of problem-solving skills.

D. a team approach to teaching social sciences.

34. Lexi participated in a program designed to help her improve her self-control, stress management, and social problem solving skills. Which of the following strategies would Lexi have been taught to use LAST? A. Go over the problem and state how you feel.

B. Go ahead and try the best plan.

C. Set a positive goal.

D. Think of lots of solutions.

35. James is actively disliked by his peers. He seems to have no idea how to enter a conversation with others; he frequently barges in and starts talking about an entirely different topic. Which of the following conglomerate strategies might assist James to be more accepted by his peers?

A. Offer comments about the interests of the peer group.

B. Listen quietly and slowly ease into a conversation.

C. Don't try to change the dynamics of the group.

D. All of these strategies could help James.

36. Social-skills training programs have been generally most successful with individuals who are A. in early adolescence.

B. age 10 and under.

C. in middle adolescence.

D. in emerging adulthood.

37. Mrs. Brice has several adolescents in her class who are clearly regarded as "weird" by their peers. In order to change the attitude of the majority group toward these few students, Mrs. Brice implements a strategy in which A. the whole class undergoes social-skills training.

B. the whole class works together on a common goal of organizing a food drive.

C. the outcast students are paired with sympathetic classmates in hopes of raising their popularity.

D. none of these happens.

38. Which of the following is NOT one of the six functions of friendship?

A. financial support B. physical support C. stimulation D. social comparison 39. Providing a friend with amusement is a function of friendship called A. ego support.

B. social comparison.

C. companionship.

D. stimulation.

40. Rosemary encourages her friend Meredith to try harder in her biology class. Rosemary tells Meredith that she can get a good grade and offers to give her feedback on her reports. Which function of friendship is Rosemary providing for Meredith?

A. intimacy/affection B. ego support C. stimulation D. social comparison 41. The friendship function of providing closeness and self-disclosure is A. ego support.

B. companionship.

C. intimacy/affection.

D. stimulation.

42. Tyler and Andrew like to play basketball together and "hang out," but they really don't know much about each other's lives. This type of friendship is one primarily of A. physical support.

B. social comparison.

C. ego support.

D. companionship.

43. The most influential theorist in the study of adolescent friendship has been A. Peter Blos.

B. Anna Freud.

C. Harry Stack Sullivan.

D. Aaron Durphey.

44. Which of the following is NOT one of the basic social needs identified by Harry Stack Sullivan?

A. need for secure attachment B. need for competitive companionship C. need for intimacy D. need for social acceptance 45. Which of the basic social needs identified by Sullivan intensifies in early adolescence?

A. the need for a secure attachment B. the need for playful companionship C. the need for intimacy D. the need for sexual relations 46. Which of the following statements about adolescent friendships is NOT true?

A. Adolescents, more than children, have to learn more complex skills to maintain friendships.

B. Children have more intimate friendships than adolescents.

C. In adolescence, friendships provide a source of support.

D. In adolescence, friends act more as confidants.

47. Which of the following statements regarding the quality of adolescent friendships is TRUE? A. Conflict-ridden friendships are developmentally disadvantageous.

B. Poor-quality friendships are better than no friendships at all.

C. It is more important to consider the number of friendships than the quality of the friendships.

D. Most adolescents have similar types of problems.

48. Tara's friends are in honors courses, and they all have high grade-point averages. It is likely that Tara A. also has positive achievement in school.

B. suffers anxiety trying to compete with her friends for grades.

C. turns her attention to sports, rather than academics.

D. does none of these.

49. A recent study found that, for girls, achievement of their best friends is linked to the adolescent A. being involved in a team sport in high school.

B. being involved in extracurricular activities in high school.

C. taking math courses in high school.

D. taking science courses in high school.

50. Which of the following statements related to friendships during emerging adulthood is TRUE? A. The number of friendships increases from adolescence to emerging adulthood.

B. Satisfaction with best friend relationships increases in the first year of college.

C. Close friendships in emerging adulthood are less similar to other close relationships than in adolescence.

D. Close friendships in emerging adulthood are more integrated with other relationships than those in adolescence.

51. A high degree of similarity between friends is known as A. hemophilia.

B. homophily.

C. homophobia.

D. intimacy.

52. Travis, age 16, is friends with a group of young men ages 21 to 23. According to research, Travis is more likely than his counterparts with same-age friends to A. engage in early sexual behavior.

B. be highly mature.

C. be employed.

D. have older sisters.

53. Chronic loneliness has been linked to A. impaired cognition.

B. impaired physical health.

C. poor grades.

D. stealing.

54. Hilda, age 25, moved to the United States from Mexico to marry Steve, whom she met at a conference.

Unfortunately, Steve died ten months after their marriage. Hilda works part-time in a dry cleaning shop, but she has few friends. According to research, Hilda is at risk of A. suicide.

B. bulimia.

C. loneliness.

D. poverty.

55. One study found that two weeks after the school year began, what percentage of college freshmen felt lonely at least part of the time?

A. 35 percent B. 45 percent C. 65 percent D. 75 percent 56. Which of the following statements regarding child and adolescent groups is NOT true?

A. Adolescent groups are more mixed or heterogeneous than children's groups.

B. Opposite-sex participation in social groups decreases in adolescence.

C. Adolescent groups are more formalized than children's groups.

D. Rules are more well-defined in adolescent groups than in children's groups.

57. The average number of individuals in a clique is A. 10 to 12.

B. 15.

C. 5 to 6.

D. 3 to 5.

58. Nikki "hangs out" every day and some of the time on weekends with four other girls. They enjoy each other's company and share a love of scrapbooking. Nikki is part of a(n) A. clique.

B. crowd.

C. club.

D. out-group.

59. Which of the following statements regarding adolescent crowds is TRUE? A. Crowds are larger than cliques.

B. Crowds are less personal than cliques.

C. Crowds may or may not spend much time together.

D. All of these are true.

60. Reputation-based crowds often appear first during A. late childhood.

B. early adolescence.

C. late adolescence.

D. emerging adulthood.

61. Which of the following is NOT one of the common crowds of adolescence?

A. jocks B. normals C. nerds D. nobodies 62. Adolescents who say that crowd membership is not that important to them are called A. independents.

B. nonconformists.

C. self-actualized.

D. populars.

63. What do Girl Scouts, Young Republicans, Junior Achievement, and 4-H have in common?

A. They require their members to have a sponsor in order to join.

B. They are national youth organizations.

C. They are not very popular with youth.

D. none of these 64. Which of the following youth programs is dedicated to dropout prevention?

A. 4-H B. ALANA C. Junior Achievement D. WAVE 65. Gini is very active in her local chapter of Young Libertarians. Compared to her counterparts who do not participate in youth groups, Gini is more likely to A. have higher self-esteem.

B. be more radical.

C. take more history and political science courses in school.

D. take part in political demonstrations.

66. Quinby, age 13, does not participate in any youth programs. Which of the following reasons might she give for not participating?

A. She has no transportation to programs.

B. She is unaware of the available opportunities.

C. She is not interested in the available activities.

D. All of these.

67. Recent research found that vulnerable youth who participate in positive extracurricular activities in high school were more likely than non-participants to A. enter the military.

B. enroll in college.

C. volunteer in their communities as adults.

D. do none of these.

68. There is increasing evidence that _____ plays an important role in the peer group and friendships.

A. socioeconomic status B. ethnicity C. sexual orientation D. gender 69. Boys are more likely than girls to do all of the following EXCEPT A. participate in organized sports.

B. engage in risk-taking.

C. associate in small groups.

D. engage in "collaborative discourse."

70. Girls' friendships in adolescence are more likely than boys' to focus on A. intimacy.

B. shared activities.

C. excitement.

D. ego support.

71. Robert openly talks to his male friends about his problems at work. Robert's self-disclosure is likely to be met with A. empathy.

B. disapproval.

C. encouragement.

D. sharing on the part of his friends.

72. Megan has a problem with her boyfriend's intense jealousy. She and her friends talk constantly about her problem, focusing on nothing else. According to research, this co-rumination is likely to result in A. resolution of the problem for Megan.

B. decrease in positive friendship quality with her friends.

C. an increase in depressive symptoms for Megan.

D. all of these.

73. Which of the following adolescents is MOST likely to assume a leadership role on the student council?

A. Jeremy, an African-American boy B. Sarah, a middle class White girl C. John, a low socioeconomic class Latino boy D. Marcus, a lower socioeconomic class White boy 74. Purnima is an adolescent living in Iran. If her experience is typical of adolescent girls living in Arab countries, Purnima will A. have limited opportunities for peer interactions.

B. attend a sex-segregated school.

C. be severely restricted or even prohibited from socializing with males.

D. experience all of these.

75. In the Murian culture of Eastern India, children live A. in group homes from age 13 to age 18.

B. with their grandparents from ages 12 to 20.

C. in dormitories from age 6 until marriage.

D. at boarding schools from ages 8 to 18.

76. Which of the following statements about peer groups across the world is TRUE? A. Street youth rely on peer networks for survival.

B. In cultures where peer interaction is limited, adolescents rely more on the advice of parents.

C. The peer group is more important to Japanese adolescents than to adolescents in the United States.

D. In sub-Saharan Africa, peers are not an important aspect of adolescents' lives.

77. Which of the following statements about dating is TRUE? A. It is a relatively recent phenomenon.

B. The primary role of dating in the past was recreation.

C. The primary role of dating today is to secure a mate.

D. Parents have historically avoided any involvement in their children's dating and mate selection.

78. Janet dates Ryan primarily because he is popular and good-looking. Which of the following functions of dating does this fulfill for Janet?

A. mate selection B. socialization C. recreation D. status

79. Haley and Andrew, both age 12, are "going out." They eat lunch together every day, sit together on the bus, and meet at the weekly school dance. This early relationship helps them to A. validate their attractiveness to the opposite sex.

B. learn how to interact romantically.

C. negotiate socializing in a later heterosexual group.

D. do all of these.

80. The average age of the initial same-sex activity for females is A. 10 to 14.

B. 18 to 22.

C. 14 to 18.

D. 12 to 16.

81. The average age of initial same-sex activity for males is A. 11 to 13.

B. 13 to 15.

C. 15 to 17.

D. 17 to 19.

82. Lydia is a sexually active lesbian adolescent. Which of the following is probably TRUE for Lydia?

A. She has had sex with boys before a same-sex encounter.

B. Her initial same-sex encounter was with a casual acquaintance.

C. She is in love with her current partner.

D. She is open with her parents about her romantic life.

83. Which of the following statements about the romantic relationships of sexual minority youth is NOT true?

A. Same-sex relationships are complex.

B. We can generalize from the issues of heterosexual relationships to same-sex relationships.

C. Sexual minority youth rate the breakup of a romance as very stressful.

D. Same-sex romances may be met with parental disapproval.

84. A high frequency of dating in middle adolescence has been linked to A. delinquency.

B. depression.

C. substance abuse.

D. all of these.

85. Romantic relationships and _____ predicted an increase in depressive symptoms in girls.

A. co-rumination B. secure attachment to parents C. lack of female friends D. poor grades in school 86. Researchers have found a link between early dating and A. adolescent pregnancy.

B. suicide.

C. eating disorders.

D. none of these.

87. Most adolescent love is characterized by A. affectionate love.

B. romantic love.

C. companionate love.

D. agape.

88. Which of the following is NOT true of romantic love?

A. It has a strong sexual component.

B. It is extremely important among college students.

C. It is also called companionate love.

D. It characterizes most adolescent love.

89. The type of love characterized by the desire to have another person near and to have a deep, caring affection for that person is called A. eros.

B. agape.

C. filial love.

D. affectionate love.

90. Shirlee and John are both widowed and they have found that they want to be with each other and to grow old together. They both say, "romance is for the young," and they are happy with their relationship.

Shirlee and John share which type of love?

A. companionate B. erotic C. agape D. filial 91. Most boys and girls who date each other A. come from similar ethnic backgrounds.

B. come from similar socioeconomic backgrounds.

C. have similar academic success.

D. all of these 92. Judy has a pattern of choosing partners whom she perceives to be unresponsive and unavailable. It is probable that Judy had a _____ attachment to her parents.

A. preoccupied/ambivalent B. dismissive/avoidant C. disorganized D. secure 93. Debra's parents have a high level of marital conflict. According to research, as an emerging adult, Debra is likely to have romantic relationships that are: A. stable.

B. warm and nurturing.

C. superficial.

D. conflicted.

94. Which of the following findings related to women from divorced families is TRUE? A. They enter marriage with a lower commitment than women from never-divorced families.

B. They enter marriage with more confidence that their marriages will succeed than women from never divorced families.

C. They are less sensitive to their parents' divorces than are men from divorced families.

D. They have a more positive view of males than women from never-divorced families.

95. Researchers have found links between romantic relationships and A. academic success.

B. adolescent friendships.

C. quality of sibling relationships.

D. socioeconomic status.

96. Research shows all of the following to be true of adolescents' friendships and later romantic relationships EXCEPT A. intimate friendships form the basis for later dating and marital relationships.

B. adolescents who are part of a mixed-gender peer group move more readily into romantic relationships.

C. young adolescents decrease their mixed-gender peer group participation.

D. mixed-gender groups are important to the development of romantic relationships.

97. Leeanne is a 15-year-old girl. When she describes her romantic relationship, which of the following is she LEAST likely to mention?

A. intimacy B. support C. companionship D. love 98. Which of the following is NOT likely to be part of a dating script for females?

A. enjoying the date.

B. concern for appearance.

C. initiating the date.

D. responding to her date's sexual gestures.

99. Which of the following statements about dating scripts is TRUE? A. males follow a proactive dating script B. females follow a reactive dating script C. first dates tend to be highly scripted D. all of these 100.Amalie age 17, is an adolescent whose parents immigrated to the United States from Brazil when she was eight years old. Amalie wants to date a young man who is from Cambodia. Amalie is likely to A. have her parents' approval, because they are more liberal than non-immigrants about dating than people from other countries.

B. be chaperoned on her dates until she is engaged.

C. have conflict with her parents over her wish to date outside of her ethnic group.

D. have to hide any interest in boys from her parents.

101.When parents impose strict rules on the dating behavior of their adolescent children, the adolescents frequently deal with this conflict by A. dating without the knowledge of their parents.

B. having a teacher or coach talk to their parents about the norms of dating in the U.S. C. abiding by their parents' rules but showing open hostility.

D. doing none of these.

102.Which of the following statements regarding single adults is TRUE? A. Over a thirty-year period there has been a dramatic decrease in the number of single adults in the United States.

B. Single people experience much less stress than married people.

C. There are few advantages to being single.

D. Singles are frequently stereotyped as "swinging" or "desperate."

103.Matt is a 26-year-old single man. Although he has a great job, a nice apartment, and many friends, he is often A. stereotyped.

B. seen as lonely.

C. seen as having trouble settling down.

D. all of these may be true

104.Approximately what percentage of U.S. couples cohabit before marriage today?

A. 45 percent B. 55 percent C. 65 percent D. 75 percent 105.Which of the following factors is associated with cohabitation?

A. educational level B. geographic location C. socioeconomic status D. career status 106.Which of the following statements about cohabitation is NOT true?

A. Almost all cohabitating couples plan to marry at some point.

B. Cohabitating couples' relationships are usually short-lived.

C. Fewer than 10 percent of cohabitating couples are still living together after five years.

D. Relationships between cohabitating couples tend to be more equal than those of husbands and wives.

107.Lisa lives with her boyfriend, Jeff. According to recent research, Lisa is more at risk for _____ than her married counterparts.

A. depression B. partner violence C. alcoholism D. eating disorders 108.Which of the following statements regarding marriage trends in the United States is NOT true?

A. Marriage rates in the United States have declined in recent years.

B. The average duration of marriage in the United States is 15 years.

C. More than 90 percent of women will marry at some point in their lives.

D. More adults are remaining single for longer periods of time.

109.Margie is 49 years old and has never been married. Although she tells all of her friends that she would like to get married, her chances of finding a husband are A. dependent upon whether or not she has a secure financial base.

B. dependent on whether or not she is attractive.

C. poor; most people who are going to marry have done so by age 45.

D. poor; it is apparent that Margie has something wrong with her if she has no husband by now.

110.Which of the following statements regarding marriage trends around the world is TRUE? A. In Scandinavian countries, cohabitation is popular and people marry later.

B. In Sweden, men and women marry in their early twenties.

C. In Hungary, men and women marry at between ages 30 and 33.

D. Japan has a low proportion of unmarried young people.

111.It is recommended that premarital education begin approximately _____ prior to the wedding.

A. two years B. six months C. three months D. one month 112.Research on premarital education has shown all of the following to be true EXCEPT A. Premarital education has been linked to lower rates of divorce.

B. Premarital education has been linked to lower levels of destructive marital conflict.

C. Premarital education is best if the couple begins classes at least a year before the marriage.

D. Premarital education focuses on relationship advice.

113.Which of the following individuals has the highest risk of divorce?

A. Andrea, a 43-year-old lawyer who has been married for 12 years B. Connie, a 19-year-old high school graduate who has been married for a year C. Joel, a 26-year-old youth minister who has been married for two years D. Harry, a 40-year-old physician whose parents divorced when he was 25 years old 114.Jennifer was recently divorced from her husband, Ed. Although they were only married for two years and have no children, both Jennifer and Ed are at higher risk for _____ than their married counterparts.

A. loneliness B. decreased self-esteem C. depression D. all of these 115.Flora and Amy are a lesbian couple. They have been together for 12 years and characterize their relationship as happy. Which of the following is likely to be TRUE of their relationship?

A. They try to find a balance between romantic love, affection, autonomy, and equality.

B. They have conflict in the same areas that heterosexual couples do (finances, household chores, etc.)

C. They place a high priority on equality in their relationship.

D. All of these.

116.List five contexts in which adolescents interact with peers.

117.List five individual differences that can affect peer relationships.

118.Describe the positive and negative aspects of peers in adolescent development.

119.Describe how parents and peers are connected.

120.Describe the five types of peer statuses.

121.Describe the five steps that adolescents go through in processing information about their social worlds.

122.Design an intervention program to increase an adolescent's ability to increase activity with peers.

123.List the six functions of friendship.

124.What differences exist between friendships in childhood and friendships in adolescence?

125.Describe the two important characteristics of friendship seen in adolescence and emerging adulthood.

126.List at least three ways that adults can recommend to adolescents for making friends.

127.Describe some situations in which adolescents would be particularly vulnerable to loneliness.

128.What differences exist between groups in childhood and groups in adolescence?

129.What differences exist between cliques and crowds?

130.Describe the role of a youth organization on adolescent development.

131.Describe the differences between girls and boys in friendships.

132.Describe the role of culture in adolescent friendships.

133.List the eight functions of dating.

134.Describe how romantic relationships in sexual minority youth usually develop.

135.Describe the link between dating and romantic relationships and adjustment in adolescence.

136.Describe the two types of love. Identify which type of love is more common in adolescence.

137.Compare and contrast parental and peer influences on dating relationships in adolescence.

138.Describe U.S. trends in cohabitation, and summarize the positives and negatives of cohabitation.

139.What are the current trends in marriage in the United States?

140.What are the current trends in divorce in the United States?

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

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

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

113. B 114. D 115. D Feedback: 296 116. Contexts can include any type of peer the adolescent interacts with as well as the situation where the interactions take place. Type of peer can include an acquaintance, members of a clique, a crowd, a friend, a romantic partner. Situations include school, neighborhood, community center, dance, religious setting, sporting events, as well as the culture in which the adolescent lives.

Feedback: 296-297 117. Among the wide range of individual differences that can affect peer relationships are personality traits, negative emotionality, how open the adolescent is to peer influence, and the status or power of the adolescent versus the status or power of the other adolescents or the adolescent peer group. Being in a subordinate social position in a dyad or group can decrease the likelihood that the adolescent can influence other peers but increase the probability that the adolescent will be open to peer influence.

Feedback: 297-298 Further, such rejection and neglect by peers are related to an individual's subsequent mental health. Some theorists have also described the adolescent peer culture as a corrupt influence that undermines parental values and control. In addition, peer relations are linked to adolescents' pattern of drug use, delinquency, and depression.

118. Positive influences of peers on adolescent development include exploration of the principles of justice and fairness by working through disagreements with peers. They can also learn to be keen observers of peers' interests and perspectives in order to smoothly integrate themselves into ongoing peer activities. Adolescents learn to be skilled and sensitive partners in intimate relationships by forging close friendships with selected peers. In contrast, there are negative aspects of peers on adolescent development. Being rejected or overlooked by peers leads some adolescents to feel lonely or hostile.

Feedback: 298 119. Parents' choice of neighborhoods, churches, schools, and their own friends influence the pool from which their adolescents select possible friends. Parents can model or coach their adolescents in ways of relating to peers. For example, parents can discuss with their adolescents how disputes could be mediated and how to become less shy. They can encourage them to be tolerant and to resist peer pressure. In addition, secure attachment to parents is related to adolescents' positive peer relations. In one study, adolescents who were securely attached to their parents were also securely attached to their peers, and adolescents who were insecurely attached to their parents were likewise insecurely attached to their peers.

Although adolescent-parent attachments were correlated with adolescent outcomes, however, it is important to keep in mind that the correlations are moderate.

Feedback: 300 120. Developmentalists have distinguished five types of peer statuses: popular, average, neglected, rejected, and controversial. Popular children are frequently nominated by their peers as a best friend and are rarely disliked. Popular children have a number of social skills that contribute to their being well-liked. Average children receive an average number of both positive and negative nominations from their peers. Neglected children are infrequently nominated as a best friend, but are not disliked by their peers. Neglected children engage in low rates of interactions with their peers and are often described by peers as as shy. Rejected children are infrequently nominated as someone's best friend and are actively disliked by their peers. Rejected children often have more serious adjustment problems than those who are neglected. Controversial children are frequently nominated both as someone's best friend and as being disliked.

Feedback: 302 121. Kenneth Dodge argues that adolescents go through five steps in processing information about their social worlds: decoding of social cues, interpretations, response search, selection of an optimal response, and enactment.

Feedback: 302-303 122. The goal of social-skills training programs for neglected children and adolescents is often to help them attract attention from their peers in positive ways and to hold their attention by asking questions, listening in a warm and friendly way, and saying things about themselves that relate to the peers' interests. They also are taught to enter groups more effectively. The goal of training programs for rejected children and adolescents is often to help them to listen to peers and "hear what they say" instead of trying to dominate peer interactions. Rejected children and adolescents are trained to join peers without trying to change what is taking place in the peer group. A good social-skills intervention program should be successful in increasing social acceptance and self-esteem, as well as in decreasing depression and anxiety among peer-rejected children. Ideally, students should participate in a program for eight weeks. The program should include instruction on how to manage emotions, how to improve poor social skills, how to become better communicators, and how to negotiate and compromise.

Feedback: 303-304 Intimacy/Affection: Friendship provides adolescents with a warm, close, trusting relationship with another individual, a relationship that involves self-disclosure.

Social comparison: Friendship provides information about where adolescents stand in relation to others and whether adolescents are doing okay.

Ego support: Friendship provides the expectation of support, encouragement, and feedback that help adolescents to maintain an impression of themselves as competent, attractive, and worthwhile individuals.

Physical support: Friendship provides resources and assistance.

Stimulation: Friendship provides adolescents with interesting information, excitement, and amusement.

Companionship: Friendship provides adolescents with a familiar partner, someone who is willing to spend time with them and join in collaborative activities.

123. The functions that adolescents' friendships serve can be categorized in six ways:

Feedback: 304-305 124. For most children, being popular with their peers is a strong motivator. The focus of their peer relations is on being liked by classmates and being included in games and lunchroom conversations. Beginning in early adolescence, however, teenagers typically prefer to have a smaller number of friendships that are more intense and intimate than those of young children. During adolescence, friends become increasingly important in meeting social needs. The need for intimacy intensifies during early adolescence, motivating teenagers to seek out close friends. If adolescents fail to forge such close friendships, they experience loneliness and a reduced sense of self-esteem. Adolescents report disclosing intimate and personal information to their friends more often than do younger children. Adolescents also say they depend more on friends than on parents to satisfy their needs for companionship, reassurance of worth, and intimacy.

Feedback: 305 125. The two important characteristics of friendship are intimacy and similarity. In the context of friendship, intimacy has been defined in different ways. It has been defined broadly to include everything in a relationship that makes a relationship seem close or intense. Research over the last two decades has revealed that intimacy is an important feature of friendship. Another predominant characteristic of friendship is that, throughout the childhood and adolescent years, friends are generally similar in terms of age, sex, ethnicity, and many other factors.

Feedback: 307 126. Learn about a friend. Ask about his favorite activities. Introduce yourself. Start a conversation. Invite him/her to do things. Show kindness and consideration. Be honest and trustworthy. Be generous, share, and be cooperative. Show respect for yourself and others. Have a positive attitude and personality. Show you care.

Feedback: 306 127. Loneliness is interwoven with the passage through life transitions, such as a move to a different part of the country, a divorce, or the death or a close friend or family member. Another situation that often creates loneliness is the first year of college, especially if students leave the familiar world of their hometown and family to enter college. Lonely individuals are less likely to actively cope with stress than individuals who are able to make friends.

Feedback: 308 128. Childhood groups differ from adolescent groups in several important ways. The members of childhood groups are often friends or neighborhood acquaintances, and the groups usually are not formalized, as are many adolescent groups. During the adolescent years, groups tend to include a broader array of members; in other words, adolescents other than friends or neighborhood acquaintances are often members of adolescent groups. Adolescent groups are more heterogeneous than childhood peer groups. Rules and regulations are more well-defined, and leaders more likely to be formally elected or appointed in adolescent groups. Opposite-sex participation in social groups increases during adolescence. In late childhood, boys and girls tend to form small, same-sex groups. As they move into the early adolescent years, these same-sex groups begin to interact with each other. Gradually groups are formed based on mixed-sex relationships.

Feedback: 308-309 129. Cliques are small groups that range from two to about twelve individuals and average about five to six individuals. Clique members are usually of the same sex and about the same age. Cliques can form because adolescents engage in similar activities, such as being in a club or on a sports team. Some cliques also form because of friendship. Adolescents in a clique share ideas and hang out together. Often they develop an ingroup identity, in which they believe that their clique is better than other cliques. Crowds are larger than cliques and are less personal. Adolescents are usually members of a crowd based on reputation, and crowd members may or may not spend much time together. Many crowds are defined by the activities in which adolescents engage. Reputation-based crowds often appear for the first time in early adolescence and usually become less prominent in late adolescence.

Feedback: 309-310 130. Youth organizations can have an important influence on adolescent development. Currently there are more than 400 national youth organizations in the United States, serving 30 million young people each year. Adolescents who join such groups are more likely to participate in community activities in adulthood and have higher self esteem, are better educated, and come from families with higher incomes than their counterparts who do not participate in youth groups. Participation in youth groups can help adolescents practice the interpersonal and organizational skills that are important for success in adult roles.

Feedback: 311 131. From about five years of age forward, boys are more likely than girls to associate in large clusters. Boys are more likely to participate in organized games and sports than are girls. Boys are also likely to engage more often than girls in competition, conflict, ego displays, and risk taking. Boys are more likely than girls to seek dominance, while girls are more likely to engage in collaborative discourse, in which they talk and act in a more reciprocal manner. Girls' friendships in adolescence are more likely to focus on intimacy; boys friendships tend to emphasize power and excitement. Boys may discourage one another from openly disclosing their problems because they perceive that self-disclosure is not masculine.

Feedback: 312 132. In some countries, adults restrict adolescents' access to peers. For example, in many areas of rural India and in some Arab countries, opportunities for peer relations in adolescence are severely restricted, especially for girls. In these countries, interaction with the other sex or opportunities for romantic relationships are restricted, if not totally prohibited. In a cross-cultural analysis, the peer group was more important to U.S. adolescents than to Japanese adolescents. In Southeast Asia and some Arab regions, adolescents are starting to rely more on peers for advice and to share interests with them. In many countries and regions, peers play more prominent roles in adolescents' lives. For example, in sub-Saharan Africa, the peer group is a pervasive aspect of adolescents' lives; similar results have been observed throughout Europe and North America.

In some cultural settings, peers even assume responsibilities usually assumed by parents. For example, street youth, in South America, rely on networks of peers to help them survive in urban environments.

Feedback: 313 133. Dating can be a form of recreation; source of status and achievement; or part of the socialization process in adolescence. Dating involves learning about intimacy and serves as an opportunity to establish a unique, meaningful relationship with a person of the opposite sex. Dating can be a context for sexual experimentation and exploration. Dating can provide companionship; contribute to identity formation and development; or be a means of mate sorting and selection.

Feedback: 315 134. The average age of initial same-sex activity for females ranges from 14 to 18 years of age and for males from 13 to 15. The most common same-sex partner is a close friend. Most lesbian girls have sexual encounters with boys before they have same-sex activity, whereas gay adolescent boys are more likely to show the opposite sequence. Most sexual minority youth have same-sex sexual experience, but few have same-sex romantic relationships because of limited opportunities and the social disapproval. Such relationships may generate from families or heterosexual peers.

Feedback: 316 135. Dating has been linked to a number of negative adjustment problems in adolescence. In one study of tenth graders, it was found that those who were dating had more externalized problems, such as delinquency and substance abuse, than their counterparts who were not dating.

A recent study of adolescent girls revealed that a higher frequency of dating was linked to having depressive symptoms and to emotionally unavailable parents. Another recent study of adolescent girls found that those who engaged in co-rumination were more likely to be involved in a romantic relationship, and together co-rumination and romantic involvement predicted an increase in depressive symptoms. Dating and romantic relationships at an early age can be especially problematic. Researchers have found that early dating and "going with" someone are linked with adolescent pregnancy and problems at home and school.

Feedback: 317 136. Romantic love, also called passionate love or eros, has strong sexual and infatuation components, and it often predominates in the early part of a love relationship. Romantic love characterizes most adolescent love, and romantic love is also extremely important among college students.

Another type of love is affectionate love, also called companionate love, which occurs when individuals desire to have another person near and have a deep, caring affection for that other person. There is a strong belief that affectionate love is more characteristic of adult love and that the early stages of love have more romantic ingredients than the later stages.

Feedback: 318 137. One area that affects the quality of dating relationships is the type of attachment that adolescents have to their parents. Securely-attached adolescents have better dating and romantic relationships than their insecurely-attached peers. It might be that adolescents with a history of secure attachment are better able to control their emotions and are more comfortable with self-disclosure in romantic relationships. Thus, adolescents with a secure attachment to parents are likely to approach relationships expecting closeness, warmth, and intimacy. Adolescents with a dismissing/avoidant type of attachment to their parents are likely to expect romantic partners to be unresponsive and unavailable. Adolescents with a preoccupied/ambivalent attachment to their parents are likely to be disappointed and frustrated with intimacy and closeness in romantic relationships. Adolescents whose parents have high marital conflict are less likely to have trusting relationships with romantic partners. This is especially true for girls. Peer relationships and friends provide adolescents opportunities to learn new modes of relating that they can carry over into romantic relationships. Friendships in middle childhood have been linked to security in dating as well as intimacy in dating, at age 16. In one longitudinal study, it was found that adolescents' romantic relationships were linked to their relationships with parents and peers. Sullivan postulated that friendships form the basis for satisfying dating relationships.

Feedback: 321-322 An advantage to cohabitating is that the relationships tend to be more equal than those between married couples. The data are mixed on whether or not living together before marriage contributes to the quality of the marriage. Disadvantages of cohabitating include disapproval by parents and other family members, which can place a strain on the cohabitating couple. Some cohabitating couples have difficulty owning property jointly and partners' legal rights upon the dissolution of the relationship are less certain than in the case of divorce. A recent study also revealed that cohabitating women experience an elevated risk of partner violence, compared to married women.

138. The percentage of U.S. couples who live together before marriage has increased a great deal, and cohabitation rates in some other countries are even higher than in the United States. Emerging adults in low-income circumstances are more likely to cohabit than their higher-earning counterparts. A number of couples view cohabitation not as a precursor to marriage, but as a lifestyle choice. In the United States, cohabitating arrangements tend to be short-lived, with one-third lasting less than a year. Fewer than one out of ten lasts five years.

Feedback: 322-323 139. In recent years, marriage rates in the United States have declined. More adults are remaining single longer today, and the average duration of marriage in the United States is currently just over nine years. The average age for marriage has increased to just over 27 years for men and 26 years for women, higher than at any point in history. In addition, a large increase in cohabitation and a slight decline in the percentage of divorced individuals who remarry contribute to the decline in marriage rates in the United States. More than 90 percent of U.S. women still marry at some point in their lives, however.

Feedback: 324-325 140. Divorce has become epidemic in the United States. The number of divorced adults rose from two percent of the adult population in 1950 to 11 percent in 2007. Divorce rates have been declining since the 1980s, however. Although divorce has increased for all socioeconomic groups, those in disadvantaged groups have a higher incidence of divorce. Youthful marriage, low educational level, low income, not having a religious affiliation, having parents who are divorced, and having a baby before marriage are factors associated with increases in divorce. Most divorces occur in the fifth to tenth years of marriage. Both divorced men and divorced women complain of loneliness, diminished self esteem, anxiety about the unknowns in their lives, and difficulty in forming satisfactory new intimate relationships. Separated and divorced women and men have higher rates of psychiatric disorders, depression, alcoholism, and psychosomatic problems, such as sleep disorders, than do married adults.

Chapter 09 Summary Category Blooms Taxonomy: Analysis Blooms Taxonomy: Application Blooms Taxonomy: Comprehension Blooms Taxonomy: Evaluation Blooms Taxonomy: Knowledge Difficulty: Basic Difficulty: Difficult Difficulty: Moderate Learning Goal: 1 Learning Goal: 2 Learning Goal: 3 Learning Goal: 4 Learning Goal: 5 Santrock - Chapter 09

# of Questions 27 36 22 1 54 15 11 114 70 14 9 30 17 140

Chapter 10 Student: ___________________________________________________________________________

1.

The two main approaches to student learning are constructivist and A. deconstructivist.

B. instrumental.

C. direct instruction.

D. cooperative.

2.

Which of the following statements regarding the constructivist view of student learning is TRUE? A. It is learner-centered.

B. Individuals actively construct their knowledge.

C. Teachers are guides to learning.

D. All of these are true.

3.

In Mr. Durgan's U.S. history class, students work in teams to explore, research, and present a topic to the class. They can choose from a list of topics or propose a topic to the teacher for approval. Mr. Durgan serves as their guide and mentor for the project. This is an example of A. the constructivist approach to learning.

B. the jigsaw classroom.

C. direct instruction.

D. an open education approach.

4.

An important goal in the direct instruction approach to learning is A. collaboration.

B. maximizing student learning time.

C. the development of critical thinking skills.

D. none of these.

5.

Which of the following statements regarding the direct approach to learning is NOT true?

A. It is a student-centered approach.

B. It is a teacher-centered approach.

C. It is a passive approach.

D. It emphasizes time on academic tasks.

6.

Ms. Carter teaches a high-school civics class. She lectures and uses PowerPoint slides to illustrate her main points, has the students memorize key facts, and keeps the students focused on the material. Ms. Carter is using which approach to learning?

A. critical thinking B. nontraditional C. direct instruction D. constructivist

7.

One of the criticisms of the direct instruction approach to learning is that it A. is boring for the learners.

B. focuses too much on the development of critical thinking and not enough of the content of the discipline.

C. turns children into passive learners.

D. wastes valuable class time.

8.

Jamie has a reading disability. Which of the following approaches to learning would experts recommend for Jamie?

A. self-paced learning B. direct instruction C. peer-tutored D. computer-assisted

9.

The U.S. government's effort to hold schools accountable for the success or failure of their students is called the _____ initiative.

A. Carnegie Foundation B. Talent Search C. No Child Left Behind D. Reach for Success

10. No Child Left Behind places responsibility for student learning primarily on A. the federal government.

B. individual towns and communities.

C. the states.

D. teachers' unions.

11. All of the following are areas of competency in which students are required by the No Child Left Behind Act to be regularly tested EXCEPT A. social studies.

B. math.

C. science.

D. English and language arts.

12. Which of the following is a criticism of No Child Left Behind?

A. Using a single test score represents a narrow aspect of students' skills.

B. Teachers spend too much time "teaching to the test."

C. It limits ability to develop higher-level thinking skills.

D. All of these are criticisms.

13. The transition to middle school or junior high school is stressful because A. students have less independence than they did in elementary school.

B. students have to shift to a team-oriented approach.

C. students have too many subjects from which to select their courses.

D. many changes are taking place at the same time.

14. The top-dog phenomenon occurs when A. older students bully younger students in the school setting.

B. students go from being the most powerful in a school to the least powerful in a new, higher-level school.

C. shy students compete with more assertive students for respect of their peers.

D. teachers let students know that they are in control in the classroom.

15. Turning Points 2000 continues to endorse the recommendations of Turning Points 1989 but adds a new recommendation for schools to A. have all students learn a foreign language, beginning in elementary school.

B. engage in instruction to help students achieve higher standards and become life-long learners.

C. provide more elective courses and fewer core courses.

D. do none of these.

16. Employers expect employees to have all of the following basic skills EXCEPT the ability to A. communicate effectively both verbally and in writing.

B. do basic geometry.

C. read at relatively high levels.

D. solve semi-structured problems.

17. In suggesting ways to improve schools, the National Research Council emphasized the importance of A. finding ways to get students more engaged in learning.

B. expanding the high-school curriculum to include courses on life skills.

C. getting back to basics and eliminating many elective courses.

D. extending the school day to allow for more instructional time.

18. Dr. Fuller, the superintendent of an urban school district, encourages his teachers to take a personal interest in their students and to create supportive, caring environments in their classrooms. This approach has been found to A. make students enjoy school more.

B. motivate students to increase their engagement in learning.

C. promote the role of the teacher to be more of a surrogate parent or older friend.

D. do none of these.

19. Which of the following statements regarding high school dropouts is TRUE? A. Females are more likely to drop out of school than males.

B. The highest drop-out rate in the United States is among Latinos.

C. U.S. high-school dropout rates have declined in recent years.

D. The drop-out rate for Latino students has been increasing in the 21st century.

20. In one study, almost 50 percent of dropouts said their primary reason for leaving school was A. peer-related.

B. personal.

C. economic.

D. school-related.

21. Which of the following statements regarding school dropouts is NOT true?

A. Students from low-income families are more likely to drop out than those from middle-income families.

B. A positive trajectory towards academic success is related to good parent-adolescent relationships in early adolescence.

C. Approximately one-third of the girls who drop out do so for personal reasons.

D. Almost 50 percent of students drop out due to personal problems.

22. Mrs. Grundy, a superintendent of schools, wants to implement strategies that will decrease the dropout rate in her district. According to research, what should Mrs. Grundy concentrate on FIRST? A. Early detection and remediation of children's learning difficulties.

B. Allowing adolescents to have shorter school days so that they can work and contribute financially to their families.

C. Developing comprehensive sex-education programs to decrease teen pregnancy rates.

D. Developing more exciting curricula so that students won't drop out from boredom.

23. Talent Search, a high school dropout prevention program, provides all of the following services to at-risk students EXCEPT A. mentoring.

B. tutoring.

C. vocational training.

D. training in test-taking skills.

24. The Bill and Melinda Gates Foundation funds dropout-reduction programs that emphasize which strategy?

A. peer mentoring and tutoring B. Saturday school to help students catch up with their peers academically C. keeping at-risk students with the same teachers through their high school years D. placing students with community mentors at least five hours each week

25. The "I Have A Dream" Program is designed to A. prepare students to open their own businesses.

B. prevent students from dropping out of school.

C. prevent teen pregnancy.

D. promote greater harmony among diverse ethnic groups.

26. Which of the following statements about the transition from high school to college is NOT true?

A. There is an increased focus on achievement and performance.

B. The transition to college usually involves moving to a more personal setting.

C. Students have more time to spend with peers in college.

D. Students have more opportunities to explore different values in college.

27. Which of the following statements about stress in college is NOT true?

A. Today's college freshmen report that they are experiencing more stress than in the past.

B. College males are more likely than their female counterparts to feel overwhelmed.

C. College females are more than twice as likely as their male counterparts to feel overwhelmed.

D. The pressure to succeed in college is pervasive.

28. The reason most frequently given for stress and depression among college students is A. living away from home.

B. having too many assignments and too little time to complete them.

C. fear of failing in a success-oriented world.

D. pressure from parents to get good grades.

29. Which of the following statements regarding the social context of schools is NOT true?

A. The school environment increases in scope and complexity as children move into middle and junior high schools.

B. Adolescents socially interact with many different teachers and peers.

C. Social behavior is heavily weighted towards peers, extracurricular activities, clubs, and community.

D. The classroom is the social system.

30. Two effective general strategies for creating positive classrooms are effectively managing the group's activities and using A. an authoritarian strategy.

B. an authoritative strategy.

C. a permissive strategy.

D. a laissez-faire strategy.

31. Mr. Delaney encourages his students to be independent thinkers and doers, but he still monitors them and provides clear rules and regulations for his classroom. He engages his students in considerable verbal exchanges about the subject matter and displays a caring attitude towards them. Mr. Delaney has which of the following classroom management strategies?

A. authoritative B. authoritarian C. semi-permissive D. laissez-faire 32. Students in authoritarian classrooms often develop A. passive learning habits.

B. poor communication skills.

C. anxiety about social comparison.

D. all of these.

33. Students in permissive strategy classrooms have all of the following EXCEPT A. low self-control.

B. considerable autonomy.

C. support for developing learning skills.

D. inadequate academic skills.

34. Mrs. Chen has been given an award by her school district for being a highly effective teacher. Which of the following is most likely to be true of Mrs. Chen?

A. She is able to keep her class working together.

B. She has strict rules to avoid any discipline problems at all.

C. She does not do much actual direct instruction; she monitors student learning in groups.

D. She sets a fast pace for moving through material and does not waste time.

35. Mr. Root has clear classroom rules but students are so busy being absorbed in learning that he rarely has to enforce a rule. As a result, his students are A. more likely to be motivated.

B. less likely to develop academic problems.

C. less likely to develop emotional problems.

D. all of these.

36. Which of the following statements regarding secondary-school students' problems is NOT true?

A. Secondary-school students' problems are more difficult to modify than those of elementary-school students.

B. Secondary-school students demand elaborate explanations of rules.

C. Discipline problems are frequently less severe than in elementary school.

D. Secondary-school students may be unruly and potentially dangerous.

37. Which of the following factors has adolescent expert Jacquelynne Eccles identified as a problem for adolescents entering middle school or junior high school?

A. Teachers become more lax at the same time that young adolescents need more structure.

B. Teachers become more like surrogate parents when young adolescents need less warmth and adult interest.

C. A decreased emphasis on grades makes things less stressful.

D. Teachers become more controlling at a time when young adolescents are seeking more autonomy.

38. Which of the following teacher traits is most strongly associated with higher student achievement?

A. positive teacher expectations B. enthusiasm C. ability to plan structured lessons D. poise 39. Ross's parents have routines for meals, chores, recreation, homework, and bedtimes. As a result, Ross is likely to A. be on the honor roll nearly every term.

B. have few school problems.

C. be involved in several extracurricular activities.

D. rebel against his parents for forcing such a scheduled life.

40. Which of the following statements regarding parental involvement in adolescents' schooling is TRUE? A. Most parents are fairly knowledgeable about normal adolescent development.

B. Parents and teachers usually get to know each other well at the high-school level.

C. Parents need to receive better information about curricular choices.

D. Parents' involvement needs to decrease by the time their children are in high school.

41. The most frequent type of bullying is A. being belittled about looks or speech.

B. having false rumors and gossip spread.

C. being hit or pushed.

D. none of these.

42. Which of the following individuals is MOST likely to be bullied?

A. Tom, a ninth grader who is somewhat aggressive.

B. Janet, a quiet but popular seventh grader.

C. Agnes, a studious tenth grader.

D. Peter, a somewhat anxious and withdrawn sixth grader.

43. Which of the following students is most likely to be a bully?

A. Skyler, who has average grades and is fairly popular.

B. Donald, who drinks alcohol and has some mild depressive symptoms.

C. Evie, who is shy and socially withdrawn from her peers.

D. Lisa, who is an honor student but suffers from anxiety.

44. Oliver has been threatened and harassed on the Internet by another child. He has had rumors spread about him and has had direct threats made against him. Oliver is a victim of A. instrumental bullying.

B. virtual harassment.

C. cyberbullying.

D. covert bullying.

45. Olweus' bullying prevention program focuses on children ages A. 6 to 9.

B. 7 to 11.

C. 12 to 15.

D. 6 to 15.

46. When implemented properly, Olweus' bullying prevention program reduces bullying by A. 10 to 25 percent.

B. 20 to 30 percent.

C. 70 to 90 percent.

D. 30 to 70 percent.

47. Which of the following components is NOT part of the Steps to Respect bullying program?

A. training staff to handle bullying B. teaching students to recognize, not tolerate, and handle bullying C. creating school-wide approaches D. having police officers teach classes on bullying and its consequences 48. All of the following students are participating in extracurricular activities EXCEPT A. Naomi, who is in her school's drama club.

B. Elliot, who is a member of the Future Teachers' Club.

C. Courtney, who works part-time at a local pizza shop.

D. Sam, who takes violin lessons at the Community Academy of Music.

49. Which of the following statements regarding extracurricular activities is NOT true?

A. The quality of extracurricular activities matters.

B. The highest rate of college attendance by vulnerable youth was predicted by participation in school clubs.

C. Vulnerable youth who mainly engaged in paid work were less likely to go to college.

D. High quality extracurricular activities include competent, supportive adult mentors.

50. Eddie lives in a housing project for low-income families. His parents both work hard, but there is little time or extra money for their children. Eddie is most likely to attend a school that has A. high expectations for students.

B. inexperienced teachers.

C. several state and federal grants to buy computers and other teaching technology.

D. none of these.

51. Jonathan Kozol, author of The Shame of the Nation, found in his visits to 60 U.S. schools in low-income areas that teachers A. often employed threatening discipline techniques.

B. tried to stimulate critical thinking.

C. have fewer resources than schools in better areas but they were adequate.

D. all of these.

52. Which of the following students is MOST likely to be enrolled in a special-education class?

A. Joey, a Latino adolescent.

B. Emmy, an Asian adolescent.

C. Oscar, a non-Latino White adolescent.

D. Greta, an exchange student from Austria.

53. Which of the following students is MOST likely to be enrolled in an advanced math class?

A. Erica, a non-Latino White girl.

B. Charlene, an African-American girl.

C. Everett, a Native-American boy.

D. Angie, an Asian girl.

54. Which students are MOST likely to be suspended from school?

A. Latinos B. African Americans C. Native Americans D. non-Latino Whites 55. America's fastest growing minority population is A. immigrants from the former Soviet Union.

B. Latinas.

C. Filipinos.

D. African Americans.

56. Ms. Robbins, a high-school guidance counselor, tells Anita, a Latina adolescent, that she should plan to go away to college. Anita is most likely to A. agree with Ms. Robbins.

B. get married right out of high school and not attend college.

C. want to stay close to home, due to family responsibilities.

D. ask Ms. Robbins to talk to her parents about letting her move away for college.

57. The "jigsaw classroom" was developed by A. John Dewey.

B. Maryanne Bright.

C. Elliot Aronson.

D. Peter Blos.

58. Troy, an African American student, works in cooperation with students from a variety of backgrounds who each contribute different parts of a classroom project in order for the group to reach a common goal.

Troy is participating in a A. jigsaw classroom.

B. patchwork classroom.

C. crossword classroom.

D. router classroom.

59. Which of the following strategies to decrease prejudice does NOT work?

A. Encouraging perspective taking.

B. Busing ethnic minority students to predominately non-Latino White schools.

C. Being emotionally intelligent about cultural issues.

D. Having culturally competent teachers.

60. Three important aspects of the Comer Project for Change are a governance and management team that develops a comprehensive school plan, assessment strategy, and staff development plan; a parent's program; and A. a program for siblings.

B. a mental health or school support team.

C. a strong focus on athletics.

D. a strong focus on life skills.

61. Which of the following statements regarding secondary-school experiences in other countries is TRUE? A. Brazil requires students to go to school until they are 16 years of age.

B. Japan requires school attendance until at least age 15 to 16.

C. Russia allows students to leave school at age 15 with parental permission.

D. Australia mandates that students be in school until age 18.

62. Which of the following statements regarding Germany's school system is NOT true?

A. It has four educational ability tracks.

B. It offers a classical education, which includes courses in Latin and Greek.

C. It has a comprehensive exit exam.

D. The academic school prepares students to enter a university.

63. Which of the following countries has an entrance examination for secondary schools?

A. China B. Japan C. Australia D. Brazil 64. Which of the following countries has a comprehensive secondary-school exit exam?

A. China B. Brazil C. Australia D. Japan 65. Lizeth goes to school in Brazil. She is required to study A. Western literature.

B. Portuguese and four other languages (Latin, French, Spanish, and English).

C. weaving and other indigenous crafts.

D. none of these.

66. Which of the following statements regarding Chinese schools is TRUE? A. Parents are responsible for orienting their adolescents to behave in school.

B. Chinese schools send students with discipline problems home immediately.

C. Classrooms are large but orderly.

D. All of these are true.

67. The largest group of U.S. students to receive special education is children with A. mental retardation.

B. emotional problems.

C. learning disabilities.

D. speech and language impairments.

68. ADHD is categorized as A. an emotional disturbance.

B. a cognitive impairment.

C. a mental illness.

D. a learning disability.

69. A learning disability can involve all of the following EXCEPT difficulty with A. math.

B. reading.

C. spelling.

D. music.

70. Individuals who have a severe impairment in their ability to read and spell have a type of learning disability known as A. dyslexia.

B. dyscalculia.

C. dyslogia.

D. dyspepsia.

71. Researchers have found all of the following to be true of learning disabilities EXCEPT A. learning disabilities reside in a specific area of the brain.

B. the most common learning disability involves reading.

C. children and adolescents with learning disabilities often have poor handwriting.

D. children and adolescents with learning disabilities often cannot match up letters and sounds.

72. Which of the following characteristics must be present for a diagnosis of ADHD? A. obsessions and compulsions B. phobias C. anxiety D. inattention 73. James cannot sit still for a 75-minute college class. He gets up every 15 minutes and walks across the room to the wastebasket. He shreds his Styrofoam cup into tiny pieces, interrupts the professor to ask questions about material that has already been covered, and shouts out answers to questions without raising his hand. It is likely that James A. is gifted and is bored in class.

B. has restless-leg syndrome.

C. has ADHD. D. has OCD. 74. A major concern of experts is that ADHD is being A. underdiagnosed by child psychiatrists.

B. incorrectly diagnosed by school teams.

C. overdiagnosed by pediatricians.

D. overdiagnosed by child neurologists.

75. David, age seven, has been diagnosed with ADHD. All of the following are probably true for David EXCEPT A. he will outgrow his condition by late adolescence.

B. he has difficulty working independently.

C. he is distractible.

D. he needs help to organize his work.

76. Which of the following medications has been prescribed for the treatment of ADHD? A. Cymbalta B. Lisinopril C. Ritalin D. Resperidol 77. ADHD is best treated with A. medication and behavior management.

B. behavior management without medication.

C. stimulant medications.

D. antidepressant medications.

78. A written statement that spells out a program specifically tailored for children or adolescents with a disability is called A. an inclusion plan.

B. a mainstreaming plan.

C. a child-centered plan.

D. an individual education plan.

79. Patrice's daughter, Amber, has a severe hearing disorder which requires that she have a sign-language interpreter in order for her to learn. When Patrice meets with the education team, she is given an educational plan that was developed for another student with mild hearing problems. This plan does not meet Amber's needs. This plan does not meet the standards of A. an IEP. B. the No Child Left Behind Act. C. an inclusion plan.

D. a mainstreaming plan.

80. Educating a child or adolescent with special education needs in the regular classroom full-time is called A. mainstreaming.

B. inclusion.

C. modified education.

D. supplemented education.

81. Which of the following people is a leading proponent for a more individual approach to special education that allows for inclusion and access to experiences outside of the classroom?

A. James Kauffman B. Jean McLean C. Colleen Dougherty D. Roland Aubin 82. Adolescents who are gifted have a superior talent in some domain and/or A. are creative.

B. have an above-normal average IQ, usually 130 or higher.

C. are dedicated to their studies more than average children.

D. all of these.

83. Experts increasingly advocate that criteria for admission to programs for the gifted should be broadened to include such factors as A. empathy.

B. high levels of service learning.

C. entrepreneurship.

D. commitment.

84. Ellen Winner's three characteristics of adolescents who are gifted are precocity, a passion to master, and A. marching to their own drummer.

B. becoming easily bored.

C. external motivation.

D. slow but methodical processing of information.

85. Moira, age 13, began playing the violin at age 4. Now she can play nearly as well as her father, who is a professional musician. She seems to love her music lessons, and playing the violin seems effortless for her. Moira is demonstrating a characteristic of giftedness that Ellen Winner calls A. rapid information processing.

B. precocity.

C. a passion to master.

D. marching to her own drummer.

86. Linda, age 12, is gifted in art. Her parents arrange for her to take a class in sculpture at a local college, but she does not take directions from the professor very well. While other students ask for support and guidance, Linda creates her sculptures totally on her own. Linda is demonstrating a characteristic of giftedness that Ellen Winner calls A. rapid information processing.

B. precocity.

C. a passion to master.

D. marching to her own drummer.

87. Which of the following statements regarding gifted adolescents is NOT true?

A. They have a high degree of external motivation.

B. They excel at information processing.

C. They begin to master an area earlier than their peers do.

D. They require less support and scaffolding than their nongifted peers do to learn.

88. Some experts in the area of adolescent giftedness believe that the inadequate education of gifted adolescents has been compounded by _____, which focuses on underperforming students at the expense of the gifted.

A. IDEA B. No Child Left Behind C. I Have a Dream program D. all of these 89. Compare and contrast the constructivist and direct instruction approaches to learning.

90. Describe the No Child Left Behind Act, its goals, and its criticisms.

91. Explain why the transition to middle or junior high school can be difficult or stressful for many students.

92. Discuss the trends, gender differences, and causes for high-school dropouts.

93. Explain the philosophy behind the "I Have a Dream" Project.

94. Explain why the transition from college to work can be a difficult one.

95. Compare and contrast the major differences among the authoritative strategy of classroom management, the authoritarian strategy of classroom management, and the permissive strategy of classroom management.

96. Describe research findings on the roles of family management practices and parental involvement in adolescent achievement.

97. Describe the scope, types, characteristics of victims and perpetrators, and negative outcomes of bullying.

98. What differences exist between adolescents who participate in extracurricular activities and those who do not?

99. What are some of the barriers to learning that are faced by adolescents from low-income backgrounds?

100.List and briefly describe several strategies for improving relationships among ethnically diverse students.

101.Describe trends and gender differences in learning disabilities, and discuss diagnostic criteria and interventions for learning disabilities.

102.List the main characteristics of Attention Deficit Hyperactivity Disorder (ADHD). Discuss gender differences, trends in diagnosis, and treatment options.

103.Outline the history and basic concepts of the Individuals with Disabilities Education Act (IDEA).

104.Describe three characteristics of gifted adolescents identified by Ellen Winner.

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

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

75. A 76. C 77. A 78. D 79. A 80. B 81. A 82. B 83. D 84. A 85. B 86. D 87. A 88. B Feedback: 332-333 89. The constructivist approach is a learner-centered approach that emphasizes the importance of individuals actively constructing their own knowledge and understanding with guidance from the teacher. In the constructivist view, teachers should not attempt to simply pour information into children's minds. Children should be encouraged to explore their world, discover knowledge, reflect, and think critically, all with careful monitoring and meaningful guidance from the teacher. Today, constructivism may include an emphasis on collaboration, children working with each other in their efforts to know and understand. By contrast, the direct instruction approach is a structured, teacher-centered approach that is characterized by teacher direction and control, high teacher expectations for students' progress, maximum time spent by students on academic tasks, and efforts by the teacher to keep negative affect to a minimum. An important goal in the direct instruction approach is maximizing student learning time.

Feedback: 333 90. NCLB is the United States government's effort to hold schools and school districts accountable for the success or failure of their students.

This legislation shifts the responsibility to the states, requiring states to create their own standards for student achievement in mathematics, English/language arts, and science. Since 2006, states have been required to test all students in grades 3-8 annually in these subjects. Critics of NCLB argue that the legislation will do more harm than good. One criticism stresses that using a single score from a single test as the sole indicator of students' progress and competence represents a very narrow aspect of student skills. Critics also say that the tests schools use to access achievement as part of NCLB don't measure important skills such as creativity, motivation, persistence, flexible thinking, and social skills. In addition, critics point out that teachers are spending far too much class time teaching to the test. Despite such criticisms, the U.S. Department of Education is committed to implementing NCLB, and schools are making accommodations to meet the requirements of the law.

Feedback: 334 91. The transition takes place at a time when many changes in the individual, in the family, and in the school are occurring at the same time. These changes include puberty and related concerns about body image; the emergence of at least some aspects of formal operational thought, including accompanying changes in social cognition; increased responsibility and decreased dependency on parents; change to a larger, more impersonal school structure; change from one teacher to many teachers and from a small, homogenous set of peers to a larger, more heterogeneous set of peers. In addition, there is an increased focus on achievement, performance, and assessment. When students make the transition to middle or junior high school, they experience the top-dog phenomenon, moving from being the oldest, biggest, and most powerful students in the elementary school to being the youngest, smallest, and least powerful students in the middle or junior high school.

Feedback: 336-337 92. In the last half of the twentieth century and the first several years of the twenty-first century, U.S. high school dropout rates declined. The dropout rate of Latino adolescents remains high, although it has been decreasing in the twenty-first century. The highest dropout rate in the United States likely occurs for Native American youth; less than 50 percent finish their high-school education. Gender differences characterize U.S. dropout rates, with males more likely to dropout than females. The gender gap in dropout rates is especially large in Latino adolescents. Students drop out of school for school-related, economic, family-related, peer-related, and personal reasons. School-related problems are consistently associated with dropping out of school. Students from low-income families are more likely to drop out of school than those from middle-income families. Adolescents who had poor relationships with their families were more likely to drop out of high school despite doing well academically and behaviorally. Many school dropouts have friends who are also school dropouts. Approximately one-third of the girls who drop out of school do so for personal reasons, such as pregnancy or marriage.

Feedback: 337 93. The "I Have a Dream" Project (IHAD) is an innovative, comprehensive, long term, dropout prevention program administered by a national foundation in New York. Created in 1986, it has grown to over 180 projects, serving more than 15,000 children. The basic idea behind IHAD is that local chapters "adopt" entire grades from public elementary schools or corresponding age cohorts from public housing developments. These children, called dreamers, are then provided with a program of academic, social, cultural, and recreational activities throughout their elementary, middle-school, and high-school years. An important part of this program is that it is personal, rather than institutional. IHAD sponsors and staff develop long-term, close relationships with the children. When participants complete high school, IHAD provides the tuition necessary for them to attend a state or local college or vocational school. This program has been highly successful in keeping children in school and encouraging them to go on to college.

Feedback: 338 94. Having a college degree is a strong asset. College graduates can enter careers that will earn them considerably more money in their lifetimes than those who do not go to college, and the income differences between college graduates and high-school graduates continue to grow. Nevertheless, in North American countries, the transition from college to work is often difficult. U.S. colleges train many students to develop general skills rather than vocationally specific skills, with the result that many college graduates are poorly prepared for specific jobs or occupations. After finishing college, many individuals have difficulty obtaining the type of job they desire, or any job. Bouncing from one job to another after college is not unusual. Accelerated technical and occupational change in the future may make it even more difficult for colleges to provide training that keeps up with a shifting job market. Thus, it is important for colleges and employers to become better connected with each other, in order to provide improved training for changing job opportunities.

Feedback: 339-340 In contrast with this learning style are two ineffective strategies: authoritarian and permissive. The authoritarian strategy of classroom management is restrictive and punitive. The focus is mainly on keeping order in the classroom rather than on instruction and learning. Authoritarian teachers place firm limits and controls on students, and have little verbal exchange with them. Students of these teachers tend to be passive learners, fail to initiate activities, express anxiety about social comparison, and have poor communication skills. The permissive strategy of classroom management offers students considerable autonomy, but provides them with little support for developing learning skills or managing their behavior. Students in permissive classrooms tend to have inadequate academic skills and low self-control.

95. The authoritative strategy of classroom management encourages students to be independent thinkers and doers, but still involves effective monitoring. Authoritative teachers engage students in considerable verbal give and take and show a caring attitude toward them. However, they still declare limits when necessary. Teachers clarify rules and regulations, establishing these standards with input from students. An authoritative strategy will help students become active, self-regulated learners.

Feedback: 342 96. Researchers have found that family management practices are related positively to grades and self-responsibility, and negatively to schoolrelated problems. A particularly important family management practice important is maintaining a structured and organized family environment, which includes establishing routines for homework, chores, and bedtime. Creating a family environment in which high expectations for achievement are present is also important. Parental involvement is even less in secondary school than in elementary school. Teachers list parental involvement as the number one priority in improving education.

Feedback: 343 97. Significant numbers of students are victimized by bullies. Bullying is defined as verbal or physical behavior intended to disturb someone less powerful. Being belittled about looks or speech was the most frequent type of bullying identified in a recent survey. Boys and younger middleschool students were most likely to be affected. Children who said they were bullied reported more loneliness and difficulty of making friends, whereas those who did the bulling were more likely to have low grades and to smoke and to drink alcohol. Researchers have found that anxious, socially withdrawn, and aggressive children are often the victims of bullying. A recent study indicated that bullies and their victims in adolescence were more likely to experience depression, engage in suicidal ideation, and attempt suicide than were their counterparts who were not involved in bullying. Bullies and victims both have more health problems than their counterparts who are not involved in bullying.

Feedback: 344-345 98. Extracurricular activities include such diverse activities as sports, honor societies, band, drama club, and various academic clubs. Researchers have found that participation in extracurricular activities is linked to higher grades, school engagement, less likelihood of dropping out of school, improved probability of going to college, higher self esteem, and lower rates of depression, delinquency, and substance abuse. Adolescents benefit more from engaging in a breadth of extracurricular activities than they do when they focus on a single extracurricular activity. In addition, the more years that adolescents spend in extracurricular activities, the stronger the link with positive developmental outcomes.

Feedback: 345-346 99. Many adolescents in poverty face problems that present barriers to their learning. They might have parents who don't set high educational standards for them, who are incapable of reading to them, or who don't have enough money to pay for educational materials and experiences, such as books and school trips. In addition, they might be malnourished and live in areas where crime and violence are a way of life. Schools in lowincome areas are more likely than schools in higher-income locations to have more students with low achievement test scores, low graduation rates, and small percentages of students going to college. They are also more likely to have young teachers with less experience who encourage rote learning. The school environments may be less than optimal, with old buildings and classrooms in need of refurbishing.

Feedback: 347-348 100. Turn the class into a jigsaw classroom, one in which students from different cultural backgrounds are placed in a cooperative group in which each contribute a different part of a project in order for the group to reach a common goal. Encourage students to have a positive personal contact with diverse other students. Encourage students to engage in perspective taking. This helps students to "step into the shoes" of peers who are culturally different and feel what it is like to be treated in fair or unfair ways. Help students think critically and be emotionally intelligent about cultural issues. Reduce bias. View the school and community as a team. Be a competent cultural mediator.

Feedback: 352 101. An adolescent with a learning disability has difficulty in learning that involves understanding or using spoken or written language; the difficulty can appear in listening, thinking, reading, writing, or spelling. A learning disability may also involve difficulty in doing mathematics.

From the mid-1970s through the mid-1990s, there was a dramatic increase in the percentage of U.S. students receiving special education services for a learning disability, although in the twenty-first century, there has been a slight decrease. Some experts say that the dramatic increase reflected poor diagnostic practices and over identification. They argue that teachers are sometimes too quick to label children with the slightest learning problem as learning disabled. About three times as many boys as girls are classified as having a learning disability. Boys are more likely to be referred by teachers for treatment because of their behavior. Diagnosing whether or not a student has a learning disability is often a difficult task.

Individual states or school systems determine how to define and implement a diagnosis of learning disabilities. Many interventions have focused on reading ability. Intensive instruction over a period of time, by a competent teacher, can improve many students' reading ability.

Feedback: 353-354 102. ADHD is a disability in which children and adolescents consistently show, over time, one or more of the characteristics of inattention, hyperactivity, and impulsivity. The number of children and adolescents diagnosed and treated for ADHD has increased dramatically, by some estimates doubling since the 1990s. The disorder occurs as much as four to nine times more in boys than in girls. Stimulant medication, such as Ritalin and Adderall, is effective in improving the attention of many children with ADHD. However, researchers have found that a combination of medication, such as Ritalin, and behavior management improves the behavior of children with ADHD better than medication alone or behavior management alone. Other drugs, such as the stimulant called MAS-XR and the nonstimulant Atomoxetine, are currently being studied in the treatment of children with ADHD, and the early findings involving these drugs are promising.

Feedback: 354 IDEA spells out broad mandates for services to all children and adolescents with disabilities. These include evaluation and eligibility determination, appropriate education, an individualized education plan (IEP), and education in the least restrictive environment. The IEP is a written statement that spells out a program that is specifically tailored for children and adolescents with a disability. The least restrictive environment is a setting that is as similar as possible to the one in which children and adolescents who do not have a disability are educated.

Many legal changes regarding children and adolescents with disabilities have been extremely positive. Compared with several decades ago, far more students today are receiving competent, specialized services. For many students, inclusion in the regular classroom, with modifications or supplemental services, is appropriate.

103. Until the 1970s, most public schools either refused enrollment to children and adolescents with disabilities or served them inadequately. In 1975, Public Law 94-142, the Education of All Handicapped Children Act, required that all students with disabilities be given a free, appropriate public education. In 1990, Public Law 94-142 was recast as the Individuals with Disabilities Education Act (IDEA). IDEA was amended in 1997 and then reauthorized in 2004, when it was renamed the Individuals with Disabilities Education Improvement Act.

Feedback: 355 A passion to master: Adolescents who are gifted are driven to understand the domain in which they have a high ability. They display an intense, obsessive interest and a high ability to focus. They do not need to be pushed by their parents. They frequently have a high degree of internal motivation.

Marching to their own drummer: Adolescents who are gifted learn in a way that is qualitatively different from that of their nongifted counterparts.

One way they march to a different drummer is that they require less support, or scaffolding, from adults to learn than their nongifted peers do.

Often, in fact, they resist explicit instruction. They make discoveries on their own and find unique solutions to problems within their area of giftedness.

Precocity: Adolescents who are gifted are precocious when given the opportunity to use their gift or talent. They begin to master an area earlier than their peers do. Learning in their domain is more effortless for them than it is for adolescents who are not gifted.

104. Ellen Winner, an expert on giftedness, describes three characteristics of adolescents who are gifted.

Chapter 10 Summary Category Blooms Taxonomy: Analysis Blooms Taxonomy: Application Blooms Taxonomy: Comprehension Blooms Taxonomy: Knowledge Difficulty: Basic Difficulty: Difficult Difficulty: Moderate Learning Goal: 1 Learning Goal: 2 Learning Goal: 3 Learning Goal: 4 Santrock - Chapter 10

# of Questions 22 21 26 35 10 9 85 14 20 44 26 104

Chapter 11 Student: ___________________________________________________________________________

1.

Which of the following is NOT true of adolescents and achievement?

A. Adolescence is a critical juncture in achievement.

B. As demands on adolescents intensify, different areas of their lives may come into conflict.

C. Adolescents' achievement is mainly due to their intellectual abilities.

D. New academic and social pressures force adolescents toward different roles.

2.

Liam does not have as high an IQ as his twin brother, but Liam persists at his tasks and has confidence that he will be able to solve life's problems. According to research, we can predict A. Liam will not be as successful as his intellectually brighter twin.

B. Liam may be quite a high achiever because he has adaptive motivational patterns.

C. Liam will probably give up easily and thus end up being a low achiever.

D. None of these.

3.

Self determination, curiosity, challenge, and effort are all _____ in adolescents' motivation.

A. extrinsic factors B. cognitive factors C. intrinsic factors D. incentives

4.

Rewards and punishments are _____ in adolescents' motivation.

A. extrinsic factors B. cognitive factors C. intrinsic factors D. control tools

5.

Which psychological approaches stress the importance of intrinsic motivation in achievement?

A. behavioral approaches B. humanistic approaches C. psychoanalytical approaches D. existential approaches

6.

Rod's science teacher has a list of objectives that must be met for the year but they can be met by completing many different types of assignments. The teacher allows the students to select the projects that interest them, and the students set their own goals and make their own plans to reach them.

According to research, Rod is likely to A. have higher achievement gains in science.

B. pick the easiest assignments even if some of the more difficult ones interest him more.

C. do a poor job on his assignments because he picked them rather than the teacher.

D. do none of these.

7.

Which of the following statements regarding interest is TRUE? A. Interest is more specific than intrinsic motivation.

B. Situational interest is relatively stable.

C. Interest is linked to surface learning.

D. All of these are true.

8.

Professor Daube teaches Theories of Personality. He has his students analyze the song lyrics of famous songwriters, past and present, and see if they can determine the writers' specific personality traits based on their writings. According to research, Professor Daube's students should _____ than students who are taught Theories of Personality by lectures only.

A. be more cognitively engaged with their learning B. learn less C. be less motivated D. none of these

9.

Which of the following statements regarding intrinsic and extrinsic motivation is TRUE? A. Intrinsic and extrinsic motivation are at work in the real world of students' lives.

B. Parents and teachers should encourage students to become intrinsically motivated.

C. Extrinsic motivation by itself is not a good strategy.

D. All of these are true.

10. Perceived causes of outcomes are known as A. analyses.

B. influences.

C. attributions.

D. precursors.

11. Kayla, an honors student, received a C+ on her report on Pearl Harbor. She says that the teacher doesn't like her because she is an atheist and her teacher is a very religious woman. She believes that she received a low grade because of this dislike. Kayla is making _____ about the cause of her low paper grade.

A. an external attribution B. an internal attribution C. a fictional finalism D. a paranoid delusion 12. Whitney gets an A- on her science test on ecology. She studied for several afternoons with a group of classmates and she says that the test was difficult but fair. Whitney's explanation for her good test grade is an example of A. an external attribution.

B. an internal attribution.

C. a cognitive belief.

D. a behavioral attribution.

13. Mrs. Hynes meets with Devon to discuss his low grade in her class. Educational psychologists recommend getting adolescents to attribute their poor performance to internal factors. Which of the following statements by Devon would indicate to Mrs. Hynes that he has this concept?

A. "Your tests are almost impossible to pass."

B. "When you walk up and down the aisles while I am taking a test, you make me nervous."

C. "I am working too many hours at my job and I have not been putting in the time to study."

D. "My house is too noisy; I share a room with my younger brother and he is a jerk!"

14. Research has shown that adolescents show two distinct responses to difficult or challenging circumstances. One is mastery orientation and the other is A. defensive orientation.

B. helpless orientation.

C. withdrawal.

D. none of these.

15. Stephanie's biology class had to go to the computer and follow a set of directions that guided them through the steps that a surgeon would use to do open-heart surgery. While most of her classmates thought it was a fun assignment. Stephanie says, "I'm horrible at these computer simulations," even though she has done them in other classes and done well. Stephanie is showing a A. phobia about the human body.

B. helpless orientation.

C. negative orientation.

D. fear of computers.

16. A recent study has shown a link between mastery goals and A. attitudes.

B. grades.

C. effort.

D. empathy.

17. Adolescents with a performance orientation are focused on A. skill development.

B. self-efficacy.

C. accountability.

D. winning.

18. Andre focuses on winning the prize for the best essay on civil disobedience. He believes that he will be happy if he wins. Andre has a A. mastery motivation.

B. performance motivation.

C. competitive orientation.

D. fixed mindset.

19. Which of the following statements related to mastery and performance learning is NOT true?

A. Mastery and performance goals combined often benefit students' success.

B. No Child Left Behind encourages a performance rather than a mastery orientation on the part of the students.

C. For performance-oriented individuals, skill development and self-efficacy take a backseat to winning.

D. Mastery and performance goals are mutually exclusive.

20. Carol Dweck refers to the cognitive view that individuals develop for themselves as their A. self ideal.

B. self-appraisal.

C. mindset.

D. mindmap.

21. Justin is extremely goal-oriented, optimistic, and driven. Carol Dweck would say that Justin has a A. growth mindset.

B. fixed mindset.

C. performance mindset.

D. none of these.

22. Otis is controlling and he can sometimes be mean. He says, "This is me; take it or leave it. I'm not able to change." According to Carol Dweck, Otis A. has an antisocial personality disorder.

B. has a fixed mindset.

C. is expressing learned helplessness.

D. is not sufficiently motivated to change.

23. Which of the following statements about self-efficacy is TRUE? A. Self-efficacy has much in common with mastery motivation.

B. Self-efficacy influences a student's choice of activities.

C. High self-efficacy adolescents had higher academic aspirations.

D. All of these are true.

24. Miranda's grandfather is an avid photographer, and he wants to spend time teaching Miranda how to take better pictures. Miranda, on the other hand, is perfectly content to take pictures with her cell phone and does not even bother learning how to use a camera. She tries to act interested to please her grandfather, but research indicates that Miranda A. probably won't learn to take better pictures because she doesn't place a high value on that goal.

B. probably will improve somewhat but not as much as her grandfather would like.

C. will get caught up in her grandfather's enthusiasm and become a fairly good photographer herself.

D. will do none of these.

25. Mr. Hegy plans his lessons to provide a framework for student learning, and he has positive expectations for all of his students. According to research, Mr. Hegy's students are likely to be A. happy.

B. organized.

C. motivated.

D. empathetic.

26. What differences exist between teacher expectations for high-achieving students and for low-achieving students?

A. Teachers wait longer for low-achieving students to respond to questions.

B. Teachers are more friendly to high-achieving students.

C. Teachers seat low-achieving students near their desks so they can monitor their progress.

D. Teachers criticize low-achieving students less than high-achieving students.

27. Adolescents have improved self-efficacy and achievement when they set goals that are specific, proximal, and A. realistic.

B. easy to attain.

C. distal.

D. challenging.

28. Simon tells his mother that he wants to have all of his homework done by dinnertime every day instead of waiting until after dinner to even get started. This is an example of A. a proximal goal.

B. a distal goal.

C. an optimal goal.

D. none of these.

29. Farrah is a B-/C+ student in math. She tells her father that she wants to get an A in math from now on.

Knowing how much his daughter struggles in math, her father says, "I'm glad that you want to work on your math grades. Let's aim for a B or B+ next term and we'll build on that. I'll help you make a plan."

Researchers would say that A. this is a good idea; Farrah may get discouraged if she sets expectations that are unrealistic.

B. Farrah's father underestimates her and has probably just killed her motivation.

C. Farrah doesn't need a plan to reach her goal; determination is enough.

D. Farrah will resent her father for suggesting that she work up to her goal with a plan.

30. Being a good planner means all of the following EXCEPT A. being organized.

B. setting priorities.

C. setting low-level goals.

D. having good time-management skills.

31. Leah, age 15, has no idea what she wants to do with her life. She's told to "study hard" but she does not have a long-term goal for life. Which of the following questions would be helpful in getting Leah to focus on her purpose in life?

A. "What's most important to you in your life?"

B. "When do you think you'll decide on a career?"

C. "How much money do you want to make over your lifetime of work?"

D. "What courses will help you clarify your goals?"

32. Which of the following statements regarding peers and their relationship to adolescent achievement is NOT true?

A. Peers affect adolescents through social comparison.

B. Popularity goals are linked to adolescent achievement.

C. Peers affect academic and social goals.

D. Adolescents motivated to engage in social dominance over their peers had a low achievement level.

33. Which of the following statements regarding social comparison is TRUE? A. Adolescents are more likely to engage in social comparison than children.

B. Children are more likely to engage in social comparison than adolescents.

C. Adolescents are most likely to compare themselves to people who are different from them.

D. Adolescents freely admit that they engage in social comparison.

34. Byron hears that his friend, Tim, got a 77 on his last health science test; Byron got a 91 on the same exam. Byron thinks, "I'm better at this health science material than Tim." Byron is engaging in A. academic comparison.

B. peer appraisal.

C. hierarchy construction.

D. social comparison.

35. Jerry's friends are aggressive towards other students, and they frequently disrupt classes with their behaviors. A recent study indicates that Jerry's choice of friends is linked to A. a higher likelihood of depression.

B. a lower likelihood of graduating from high school.

C. a higher likelihood of participating in extracurricular activities.

D. a lower likelihood of skipping school.

36. A group of teachers volunteers to stay with a volunteer group of students from their sophomore through their senior years as part of a pilot program designed to see if being with the same teacher for three years will benefit students. Research has shown that A. students who feel cared for are able to develop competencies.

B. students will begin to be bored with the same teachers by the middle of their junior year.

C. few students will volunteer to be with the same teachers for three years.

D. students will want to stay with their foreign-language teachers more than any other teachers.

37. Luz's neighbor, Dr. Spire, is a professor of Sociology at a community college. Dr. Spire takes Luz to class with her when Luz is on school vacation, and she encourages Luz to think about attending college. Luz has great respect for Dr. Spire, and Dr. Spire loves watching Luz grow more confident in her ability to go on to college. This is an example of A. formal mentoring.

B. quasi-parental mentoring.

C. upward-mobility mentoring.

D. natural mentoring.

38. Claire is in a program where she is matched with a member of the community who can help her to develop her interest in nonprofit organizational management. Claire is in a(n) _____ mentoring program.

A. formal B. informal C. school-partnership D. natural 39. Which of the following statements about mentoring is TRUE? A. One of the largest mentoring programs is Girl Scouts and Boy Scouts.

B. Most programs are less successful with at-risk youth than youth who are not at risk.

C. Careful selection of participants and monitoring of the mentor/student relationship are keys to success.

D. Natural mentoring relationships work better than formal programs.

40. One of the largest mentoring programs, which pairs volunteer mentors with at-risk youth is A. the Sweet Adelines.

B. Big Brothers Big Sisters.

C. the Shriners.

D. 4-H Club.

41. Which of the following statements regarding socioeconomic status (SES) and ethnicity is NOT true?

A. In most cases, deficits and differences are the same thing.

B. Students from lower-SES families often lack resources such as a computer.

C. SES predicts achievement better than ethnicity.

D. The diversity that exists between ethnic minority adolescents is evident in their achievement.

42. Researcher Sandra Graham found that middle-SES African American students A. have low achievement expectations.

B. do not fit the stereotype of being unmotivated.

C. attribute failure to bad luck.

D. are characterized by all of these.

43. Manuel is a Latino adolescent who lives in a lower-SES neighborhood. A special challenge for Manuel is MOST likely a lack of A. high-achieving adults in his cultural group who serve as role models.

B. reliable transportation to school.

C. a peer group.

D. none of these.

44. American children perform more poorly in _____ than students in some other countries.

A. spelling B. social studies and geography C. math and science D. all of these 45. The math instruction of American and Asian students differs in all of the following ways EXCEPT A. Asian teachers spend more time teaching math than American teachers.

B. Asian students spend more days in school than American students; they have more time to do math.

C. American parents are more likely than Asian parents to attribute their children's math achievement to lack of effort.

D. Asian students are more likely to do math homework than American students.

46. Mickey often feels overwhelmed by all of the assignments that he has to do. He admits to being a perfectionist and wants to do each assignment well. Research has shown that Mickey may A. be at risk for depression.

B. be at risk for substance abuse.

C. have only average grades.

D. procrastinate.

47. Which of the following statements about anxiety is TRUE? A. Anxiety is a specific, focused feeling of fear.

B. Many successful students have extremely high levels of anxiety.

C. Anxiety decreases across the school years.

D. Moderate levels of anxiety can be found in many successful students.

48. Compared to relaxation programs, how effective are anxiety intervention programs that focus specifically on worrying?

A. less effective B. more effective C. equally effective D. There is no data to compare these two types of interventions.

49. Strategies to protect self-worth and avoid failure include all of the following EXCEPT A. setting low goals and objectives.

B. procrastination.

C. nonperformance.

D. self-handicapping.

50. Which of the following is NOT a self-handicapping strategy?

A. cramming for a test B. putting off a project until the last minute C. setting challenging but realistic goals D. surface learning 51. About what percentage of tenth-graders today combine school and part-time work?

A. 35 percent B. 45 percent C. 60 percent D. 90 percent 52. Today, almost _____ of high-school seniors work 30 hours a week or more.

A. 10 percent B. 15 percent C. 20 percent D. 25 percent 53. Which of the following statements regarding adolescents' work hours and types of jobs is NOT true?

A. Most adolescents work between 16 and 20 hours per week.

B. Many students work in restaurants.

C. About 20 percent of students work in offices doing clerical work.

D. About 10 percent of students work in unskilled labor.

54. Research has shown that spending large amounts of time in paid labor while in school A. is associated with developing a good work ethic.

B. helps students to learn time management and social skills.

C. exposes students to good adult mentors.

D. does none of these.

55. Which of the following statements regarding adolescents and part-time work is NOT true?

A. Adolescents who spend 20 hours or more each week at work spend less time with their peers.

B. Adolescents who work spend less time with their families.

C. Adolescents who work long hours are more frequent users of alcohol and marijuana.

D. Tenth-graders who worked more than 14 hours a week suffered a drop in grades.

56. Petra lives in Russia. What is the probability that she works and attends school?

A. nonexistent B. about 10 percent C. about 25 percent D. about 50 percent 57. Which of the following statements regarding paid work and adolescents in other countries is TRUE? A. In many countries, boys often spend more time in paid work than girls.

B. In many countries, girls often spend more time in unpaid work than boys.

C. U.S. adolescents are more likely to participate in paid labor than are European adolescents.

D. All of these are true.

58. In a recent survey it was found that approximately what percentage of part-time college students were employed?

A. 60 percent B. 70 percent C. 80 percent D. 90 percent 59. The percentage of full-time U.S. college students who were employed in 2006 was approximately A. 25 percent.

B. 35 percent.

C. 45 percent.

D. 55 percent.

60. Elena, a college junior, has gradually been increasing her hours at her job. According to research, Elena may A. develop a sleep disorder due to anxiety.

B. see a decrease in her grades.

C. have fewer financial concerns than her friends.

D. experience all of these.

61. Which of the following statements regarding college students and work is TRUE? A. As the number of hours of work increases, so does the likelihood of dropping out of school.

B. Most colleges try to reserve some sections of classes for working students to make scheduling easier for these students.

C. Most colleges restrict the number of hours that students can work and still remain in good standing.

D. All of these are true.

62. Jared wants to be an auto mechanic and to someday own his own shop. Where is Jared most likely to receive his education in automotive technology?

A. at a two year college B. at a vocational high school C. at a four-year institution D. on the job 63. Christine wants to be a nursery-school teacher. While still in high school, she takes a class through which she works part of each day at the day-care center her school operates for the children of students, teachers, and staff. Christine is participating in A. a vocational class.

B. a paid internship.

C. theory-to-practice class.

D. none of these.

64. What is a cooperative (co-op) education program?

A. It is unpaid work experience that may or may not be related to a student's career of choice.

B. It is for college juniors and seniors.

C. It is a part-time job.

D. A co-op is a paid apprenticeship in the student's career of choice.

65. Claudia is a 23-year-old emerging adult. Her transition from school to work is most strongly influenced by her A. geographic location.

B. level of education.

C. ethnic background.

D. personality.

66. Which of the following is NOT one of career-related personality types identified by John Holland?

A. professional B. realistic C. social D. conventional 67. Wes takes a career-personality test that says that he would be best suited for a career as a farmer, truck driver, or pilot. These careers match which of the career-related personality types identified by John Holland?

A. investigative B. conventional C. realistic D. social 68. Which of the following is NOT true of individuals who score highly on John Holland's realistic careerpersonality type?

A. They like working in manual activities.

B. They prefer to work with others rather than alone.

C. They have difficulty in demanding situations.

D. They like the outdoors.

69. Marina values nonconformity and sometimes has difficulty in social relationships. According to Holland, she probably scores highly in the _____ career-related personality type.

A. enterprising B. conventional C. realistic D. artistic 70. Which of the following statements regarding the artistic career-related personality type is TRUE? A. Not many jobs match up with the artistic personality type.

B. Most artistic types have no problem finding a job that matches their personality, but these jobs pay poorly.

C. Artistic types like people and often use their free time to teach their particular skill to others.

D. None of these is true.

71. People with which career-personality type are likely to be happy in jobs in teaching, social work, and counseling?

A. social B. realistic C. enterprising D. conventional 72. Todd wants to follow his father into a career in politics. Which of the following of Holland's careerrelated personality types is best matched to Todd's career plans?

A. conventional B. enterprising C. social D. investigative 73. The career-related personality type that is characterized by indifference to social relationships, troubled emotional situations, and aloofness is the ______ type.

A. enterprising B. conventional C. realistic D. investigative

74. Liza takes a career-related personality test that says that she would make an excellent accountant, bank teller, or secretary. Liza probably scored highly in the _______ type.

A. conventional B. social C. artistic D. investigative 75. Holland's personality types are incorporated into the _____, a widely used measure in career guidance.

A. the 16 PF B. the Personality Orientation Inventory C. the Strong-Campbell Interest Inventory D. Beck's Scale 76. Which of the following statements about adolescents and career exploration is NOT true?

A. Adolescents often approach career exploration and decision-making with considerable ambiguity, uncertainty, and stress.

B. In many schools, students do not know what information to seek about careers.

C. Many adolescents do not adequately explore careers on their own.

D. On average, high school students spend about seven hours a year with their guidance counselors.

77. A large-scale longitudinal study of more than 1000 students in the United States found all of the following EXCEPT A. clear vocational goals did not guarantee a smooth transition to adult work.

B. higher-income minority students were more positive about school than were their less affluent peers.

C. girls anticipated the same lifestyles as boys in terms of education and income.

D. engaging activities were essential to building optimism and resilience.

78. Luke, age 15, wants to be an engineer. If Luke is like many high-school students A. he will not be realistic about his ability to complete an engineering degree in college.

B. he will need help to choose the correct high-school courses that will position him to enter college with an engineering major.

C. he knows how to go through the college-admission process.

D. he knows what different careers he can have with a degree in engineering.

79. Career development is related to _______ in adolescents and emerging adults.

A. high stress levels B. high levels of anxiety C. identity development D. self-esteem 80. Which of the following statements regarding career decidedness and planning is NOT true?

A. Career decidedness and planning are positively related to identity achievement.

B. Career decidedness and planning are negatively related to identity diffusion.

C. Career decidedness and planning are positively related to identity moratorium.

D. Career decidedness and planning are related to identity development.

81. A student who has not yet made a commitment to a career but is still exploring options is in A. identity diffusion.

B. identity moratorium.

C. identity foreclosure.

D. identity achievement.

82. In which of the following domains would an adolescent be expected to form an identity FIRST? A. lifestyle B. religious C. vocational D. political

83. Which of the following is NOT a social context in career development?

A. socioeconomic status.

B. geographical location.

C. influences of parents.

D. influences of peers.

84. Shelby's parents devalue her choice of career. Shelby wants to become a cosmetologist. Her long-term goal is to own and manage her own day spa offering a range of services. Her parents want her to go to college and "become someone other than a glorified hairdresser." Research has shown that A. Shelby will ignore her parents and pursue her dream.

B. Shelby may be influenced by her parents' values and beliefs.

C. Shelby will probably change her mind and go to college to please her parents.

D. Shelby will do none of these.

85. Cody wants to become a professional hockey player. Research has shown which of the following probably had the strongest influence on Cody's interest in pursuing a career in sports?

A. His mother supports his ideas.

B. His hockey coach encourages him.

C. His father supports his sports talent.

D. He has older siblings who are involved in hockey.

86. Mrs. Sands is a school counselor. When interviewed about what she likes LEAST about her job, research has shown that she is most likely to say, A. "I have too many students to advise and not enough time in my day."

B. "School psychologists should be doing this job; I need to focus on students with mental health issues."

C. "Kids today don't want my help; I have too much ‘down time'."

D "My job is becoming obsolete; most school districts are contracting out to neighborhood career centers . to help students choose their careers" 87. Marion, age 38, has a two-year-old son. Since his birth, she has remained home, and she loves being a stay-at-home mother. She enjoyed all of the years that she was a successful advertising executive, but she has no plans to return to paid work until her son is in school. Marion's choice is A. not typical of today's professional women; they are more apt to want to have a career and a family.

B. very typical of today's professional women.

C. somewhat atypical; most women today try to work from home while they are raising their children.

D atypical; most professional women have nannies to raise their children while they devote themselves to . climbing the career ladder.

88. Which of the following groups has NOT historically shared a history of exclusion from mainstream American society?

A. Latinos B. European Americans C. Asian Americans D. Native Americans 89. Compare and contrast intrinsic and extrinsic motivation.

90. Describe what is meant by mastery motivation.

91. Describe what Carol Dweck means by the term mindset, and explain the differences between a fixed mindset and a growth mindset.

92. Describe how the expectations of parents and teachers are linked with the academic achievement of children and adolescents.

93. Describe how adolescents' relationships with parents, peers, teachers, and mentors can be key aspects of their achievement.

94. Discuss procrastination as a motivational obstacle to achievement.

95. Design a program to teach adolescents how to avoid and overcome procrastination.

96. Describe the characteristics of part-time work in adolescence. Be sure to discuss the hours and types of jobs at which adolescents work.

97. Describe the six career-related personality types identified by John Holland.

98. Discuss the important social contexts that influence career development.

99. Describe how gender and ethnic minority status affect the development of career or achievement roles.

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

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

75. C 76. D 77. B 78. B 79. C 80. C 81. B 82. C 83. B 84. B 85. C 86. A 87. A 88. B Feedback: 364-365 89. Intrinsic motivation is based on internal factors such as self-determination, curiosity, and effort. Extrinsic motivation involves external incentives such as rewards and punishments. Current evidence strongly favors establishing a classroom climate in which students are intrinsically motivated to learn. Students are more motivated to learn when they are given choices, become absorbed in challenges that match their skills, and receive rewards that have informational value but are not used for control. Praise can also enhance students' intrinsic motivation. One view of intrinsic motivation emphasizes self-determination. An overwhelming conclusion is that it is important for parents and teachers to encourage students to become intrinsically motivated and to create learning environments that promote students' cognitive engagement and self-responsibility for learning. That said, the real world is not one of solely intrinsic motivation. Too often intrinsic and extrinsic motivation are seen as polar opposites, when in many aspects of students' lives, both intrinsic and extrinsic motivation are at work. Many psychologists recommend that extrinsic motivation by itself, however, is not a good strategy.

Feedback: 366 90. Students who display a mastery orientation are task-oriented. Instead of focusing on their ability, they concentrate on learning strategies and they focus more on the process of achievement than on the outcome. Mastery-oriented adolescents often instruct themselves to pay attention, to think carefully, and to remember strategies that have worked for them in previous situations. They frequently report feeling challenged and excited by difficult tasks rather than threatened by them.

Feedback: 367 91. Carol Dweck defines mindset as the cognitive view individuals develop for themselves. Mindsets determine whether people will be optimistic or pessimistic, shape people's goals, influence how hard they strive to achieve these goals, and affect many aspects of their lives, including achievement and success in school and sports. A fixed mindset is one in which people believe that their qualities cannot change. In contrast, a growth mindset is one in which people believe their qualities can change and improve through their effort.

Feedback: 368-369 92. A longitudinal study found children whose mothers had higher academic expectations for them in the first grade were more likely to reach a higher level of educational attainment in emerging adulthood, at age 23, than children whose mothers had lower expectations for them in the first grade. Teachers also influence students' motivation and performance. Teachers with high expectations spent more time providing a framework for students' learning, asked higher-level questions, and were more effective in managing students' behavior than teachers who had average or low expectations of their students. Teachers often have more positive expectations for high-ability than for low-ability students, and these expectations are likely to influence their behavior towards them. Teachers require high-ability students to work harder, wait longer for them to respond to questions, respond to them with more information, criticize them less often, praise them more often, and are more friendly to them. It is an important teaching strategy to have positive expectations for students with low abilities.

Feedback: 372-373 Adolescents who are more accepted by their peers and who have good social skills often do better in school and have positive academicachievement motivation. Effective, engaging teachers provide support for adolescents to make good progress and encourage adolescents to become self-regulated learners. Caring teachers get to know their students fairly well. Mentors are usually older, more-experienced individuals who are motivated to improve the competence and the character of a younger person. A positive mentoring experience provides the youth being mentored with a sense of respect and identification with the mentor.

93. Parents' expectations have an important influence on adolescents' achievement. In addition to positive parenting practices, parents should provide their adolescents with the right amount of challenge and the right amount of support. They should create a positive emotional climate and model achievement behavior. Peers can also affect adolescents' achievement through social goals, social comparison, and peer status. Adolescents compare their academic and social standing to those of their peers.

Feedback: 375 94. Procrastination is a common problem that can block adolescents and emerging adults from successful achievement. Research has revealed that procrastination is linked to low self-efficacy, low self-consciensiousness, distractibility, and low self-achievement motivation. Other reasons for procrastination include poor time management, difficulty in concentrating, fear and anxiety, negative beliefs, personal problems, boredom, unrealistic expectations, and perfectionism.

Feedback: 377 95. The first step in any program designed to overcome procrastination is to get procrastinators to acknowledge that they have a problem.

Secondly, help adolescents to identify their goals and values. Adolescents may need to be taught specific ways to accomplish their tasks. Teaching time management by the use of daily plans help adolescents to monitor how they are using their time and to find ways to use it more wisely. A time log in which adolescents record how they are using their time may be helpful in allowing them to see ways in which they can make better use of their time. Sometimes people procrastinate because they view the tasks as large and overwhelming. Teaching people to divide tasks into smaller units and to set subgoals may make unmanageable tasks manageable. Ask the participants in the group to identify the diversions that may be keeping them from focusing on their most important tasks and activities. Have them note when and where they engage in these diversions, and have them develop a plan for how to diminish and control their use of diversions. Finally, have participants watch for mental self-seductions that can lead to behavioral diversions. Teach them strategies to dispute mental diversions.

Feedback: 378-379 96. The typical part-time job for high-school seniors involves 16 to 20 hours per week, although 10 percent work 30 hours or more. Many adolescents work in restaurants, retail stores, in offices, or as unskilled laborers. Overall, the weight of the evidence suggests that spending large amounts of time in paid labor has limited developmental benefits for youth, and for some, it is associated with risky behavior and costs to physical health. Tenth-graders who worked more than 14 hours a week suffered a drop in grades. Eleventh-graders were able, on average, to work up to 20 hours a week before their grades dropped. When adolescents spend more than 20 hours a week working, there is little time to study for tests and complete homework assignments. Compared to their non-working counterparts, working adolescents felt less involved in school, were absent more, and said that they did not enjoy school as much. Adolescents who worked also spent less time with their families but just as much time with their peers. Adolescents who worked long hours were also more frequent users of alcohol and marijuana.

Feedback: 406 Conventional: People with this type of career personality function best in well-structured situations and are skilled at working with details. They often like to work with numbers and perform clerical tasks rather than working with people or ideas. The conventional type matches up with such jobs as accountant, bank teller, secretary, or file clerk.

Enterprising: Like the social type, enterprising individuals are more oriented toward people than toward things or ideas. They may, however, try to dominate others to reach their goals. The enterprising type matches up with careers in sales, management, and politics.

•Social: Social people like to work with people and tend to have a helping orientation. This personality type matches up with jobs in teaching, social work, and counseling.

•Artistic: These people are creative and enjoy working in careers that allow them to express themselves in innovative ways. They value nonconformity. Not many jobs match up with this personality type. Consequently, some artistic individuals work in jobs that are their second or third choices and express their artistic interests through hobbies and leisure.

•Investigative: These people are more interested in ideas than people, are rather indifferent to social relationships, and are often aloof and intelligent. This personality type matches up well with scientific, intellectually-oriented professions.

97. •Realistic: These individuals like the outdoors and working in manual activities. They are often less social than other personality types, have difficulty in demanding situations, and prefer to work alone. People who choose careers as laborers, farmers, truck drivers, construction workers, engineers, and pilots probably score highly in this domain.

Feedback: 384-387 Schools, teachers, and counselors can all exert powerful influences on adolescents' career development. School is the only institution in society that is presently capable of providing the delivery systems necessary for career education. These delivery systems include instruction, guidance, placement, and community connections. It is vital that students have quality, professional school counseling related to career choices.

Peers can also influence adolescents' career development. Adolescents often choose peers from within the school setting at an achievement level similar to their own. In one investigation, when adolescents had friends and parents with high career standards, they were more likely to seek higher-status careers, even if they came from low-income families.

Parents can potentially influence adolescents' occupational choices through the way they present information about occupations and values, as well as through the experiences they provide adolescents.

98. Career development is influenced by socioeconomic status, parents and peers, schools, gender, and ethnicity. The channels of upward mobility open to lower-SES youth are largely educational in nature. Many youth in low-income circumstances may have more limited career choices than their middle-class peers. The barriers that many low-income, inner-city youth face, such as low-quality schools, violence, and lack of access to jobs, can restrict access to desirable careers.

Feedback: 385-412 African Americans, Asian Americans, Latinos, and Native Americans are four distinct subgroups of American culture that share a history of exclusion from mainstream American society. This exclusion has occurred in the educational system and in the labor force. To intervene effectively in the career development of ethnic minority youth, counselors need to increase their knowledge of communication styles, values regarding the importance of family, the impact of language fluency, and the achievement expectations in various ethnic minority groups.

99. Because many females have been socialized to adopt nurturing roles rather than career or achieving roles, they traditionally have not planned seriously for careers, have not explored career options extensively, and have restricted their career choices to careers that are gender-stereotyped.

Although the motivation for work is the same for both sexes, females and males make different choices because of their socialization experiences and the ways that social forces structure the opportunities available to them. More than men, women are faced with questions involving how to balance a career and a family. To succeed in careers, women and men need to be competent in using modern technology equipment, such as computers and telecommunications equipment.

Chapter 11 Summary Category Blooms Taxonomy: Analysis Blooms Taxonomy: Application Blooms Taxonomy: Comprehension Blooms Taxonomy: Evaluation Blooms Taxonomy: Knowledge Difficulty: Basic Difficulty: Difficult Difficulty: Moderate Learning Goal: 1 Learning Goal: 2 Learning Goal: 3 Santrock - Chapter 11

# of Questions 25 35 19 1 19 8 9 82 57 16 26 99

Chapter 12 Student: ___________________________________________________________________________

1.

The tendency to favor one's own cultural group over other groups is known as A. elitism.

B. egocentrism.

C. ethnocentrism.

D. realism.

2.

Which of the following countries is NOT group-oriented?

A. India B. Canada C. China D. Mexico

3.

Dr. Schindler does cross-cultural research on adolescents. These comparisons of adolescents from different cultures tell us the degree to which adolescent development is either universal or A. culture-fair.

B. culture-free.

C. culture-specific D. none of these.

4.

Which of the following statements regarding gender and culture is NOT true?

A. In many countries, males have greater access to education than females.

B. In most cultures, the experiences of males and females are becoming more alike.

C. In many countries, males have more career opportunities than females.

D. In many countries, males have fewer restrictions on sexual activity than females.

5.

Which of the following countries is best described as collectivistic?

A. Thailand B. Britain C. Germany D. Canada

6.

Which of the following countries is best described as individualistic?

A. Mexico B. India C. Japan D. the Netherlands

7.

Researchers have found that _____ is related to culture.

A. self-efficacy B. self-conception C. self-determination D. co-rumination

8.

Individualistic cultures have higher rates than collectivistic cultures of A. suicide.

B. crime.

C. divorce.

D. All of these.

9.

In individualistic cultures, which of the following is NOT one of the four beliefs that parents have identified as necessary for adolescent autonomy?

A. personal choice B. extrinsic motivation C. self-esteem D. self-maximization

10. Which of the following is one of the three values that reflect parents' beliefs in collectivist cultures?

A. respect and obedience B. competitiveness C. personal choice D. intrinsic motivation 11. Recent research has shown that in many families around the world today, children are likely to be reared A. in a collectivist manner.

B. in an individualistic manner.

C. basically by themselves, with little parental guidance.

D. in manner that combines individualistic and collectivist ways.

12. Which of the following statements regarding how adolescents around the world use their time is NOT true?

A. U.S. adolescents spend most of their discretionary time in unstructured recreational activities.

B. U.S. adolescents have more discretionary time than adolescents in other countries.

C. U.S. adolescents spend about 40 percent more time on homework than do East Asian adolescents.

D. U.S. adolescents spend more time in volunteer acts than do East Asian adolescents.

13. Recent research by Reed Larson and colleagues on adolescents' use of time indicates that A. U.S. adolescents may have too much unstructured time for optimal development.

B. U.S. adolescents need unstructured time to decrease their consistently high stress levels.

C. volunteer activities have no more relaxation value than unstructured time.

D. none of these are true.

14. Ceremonies or rituals that mark an individual's transition from one status to another are called A. rites of maturity.

B. rites of passage.

C. initiation rites.

D. adulthood rites.

15. Rites of passage in many parts of the world provide a _____ entry into the adult world A. continuous B. constant C. discontinuous D. gradual 16. Polly, age 14, is a Protestant girl, who is preparing for confirmation. Her friend Joel, age 13, is a Jewish boy, preparing for his bar mitzvah. Both adolescents are getting ready for a religious A. transition to full membership in their faith.

B. event that traditionally requires a large party and gifts.

C. rite of passage.

D. none of these 17. In the U.S. an event that comes closest to culture-wide rite of passage is A. high-school graduation.

B. getting a drivers license.

C. graduation from college.

D. high-school senior prom.

18. Socioeconomic status (SES) refers to a grouping of people who are similar in all of the following characteristics EXCEPT A. ethnicity.

B. economic.

C. educational.

D. occupational.

19. Low socioeconomic status has been described as all of the following EXCEPT: A. low-income.

B. working-class.

C. white-collar.

D. blue-collar.

20. Which of the following individuals would be classified as being in a low-SES occupation?

A. Joe, who is a janitor at a local high school B. Andy, who sells tractors at a large farm supply store C. Lexi, a preschool teacher D. None of these 21. Debbie and Ron are lower-SES parents. Which of the following is probably TRUE of their parenting?

A. They are concerned with developing their children's delay of gratification.

B. They use more physical punishment when disciplining their children than higher SES parents do.

C. They use an authoritative manner with their children.

D. They are concerned with developing their children's initiative.

22. Rob and Marion are high-SES parents. Which of the following is probably NOT true of their parenting?

A. They create a home where children are more nearly equal participants.

B. They discuss the rules of the house with the children.

C. They are concerned that their children conform to society's expectations.

D. They are concerned with developing their children's initiative.

23. Reed comes from a low-SES background. He is consistently on the honor roll and has been offered a scholarship to a local college. Which of the following factors is MOST likely to have contributed to his success?

A. parental support and sacrifice B. community block grants to improve his school C. a mentor D. a strong religious faith 24. The federal poverty level is adjusted A. every two years.

B. for family ethnicity.

C. for geographical location.

D. for inflation.

25. Which of the following countries has a lower rate of children living in poverty than the United States?

A. Mexico B. Sweden C. Ireland D. Bolivia 26. Which of the following adolescents is MOST likely to live in poverty?

A. Allen, a Latino who lives with his biological mother and father.

B. Judy, a non-Latino White who lives with her biological mother and father and grandmother.

C. Edgar, a Latino who lives with his single-parent father.

D. Tamika, an African American who lives with her single-parent mother.

27. Tony is an order selector at a large grocery warehouse, where he earns minimum wage. Tony's boss recently announced that Tony's job might be eliminated within the next three months, due to downsizing.

Which of the following is probably TRUE for Tony?

A. He doesn't have any savings if he loses his job.

B. He can do a number of other unskilled jobs.

C. He will be able to go online and search similar jobs in his area.

D. None of these is true.

28. Compared to their peers with more economic advantages, poor children and adolescents experience all of the following EXCEPT A. their homes are more crowded and noisy.

B. they watch more television and have less access to books and computers.

C. their homes are more violent and chaotic.

D. their parents monitor their school activities more closely.

29. Karen, age 26, and her 4-year-old daughter, Meghan, are involved in an antipoverty program that provides Karen with job-skills training and provides free preschool for Meghan. This is an example of a A. parent-child educational initiative.

B. Head Start program.

C. two-generation intervention.

D. New Horizons program.

30. Evaluation of two-generation interventions to alleviate poverty have shown that they A. have more of an effect on the parent than on the child.

B. have more of an effect on the child than on the parent.

C. show more benefits in cognitive gains than health benefits.

D. do none of these.

31. The New Hope program is designed to A. keep at-risk adolescents in school.

B. reduce family poverty.

C. help low-income families find affordable housing.

D. reduce depression in adolescents and emerging adults.

32. The Quantum Opportunities program requires students to participate in all of the following EXCEPT A. community-service programs.

B. sports teams.

C. personal enrichment activities.

D. academic activities outside of school hours.

33. Bill was involved with a comprehensive program in which he was assigned a mentor for all four years of high school. In addition, there were a number of other requirements including community service. Bill was paid for every hour that he participated in the program. This program was most likely A. the Quantum Opportunities program.

B. the Eisenhower Project.

C. Upward Bound.

D. STRIVE. 34. The El Puente program is designed to improve the lives of _____ adolescents living in poverty.

A. African American B. Native American C. Latino D. Asian American

35. Which of the following is NOT an area of youth concern in the El Puente program?

A. health B. education C. social growth D. increasing public assistance to families 36. Ethnicity is based on all of the following EXCEPT A. race.

B. language.

C. religion.

D. SES. 37. Jarislaw is a recent immigrant to the U.S. from Poland. He has a brother who came to the United States two years ago. Which of the following stressors is Jarislaw most likely to experience?

A. language barriers B. religious persecution C. homelessness D. all of these 38. Recent research shows links between acculturation and A. family values.

B. SES. C. volunteerism.

D. adolescent problems.

39. Many of the families that have immigrated to the United States in recent decades come from A. decaying cultures.

B. collectivist cultures.

C. individualist cultures.

D. Communist cultures.

40. Leah's parents came to the U.S. from China. Leah soon began to reject all things Chinese. She wanted to eat only American foods. When a classmate recently asked about the meaning of a small shrine to the Buddha that her parents had in the living room, Leah threw a blanket over it and mumbled that it was a "weird Chinese thing." Clearly, Leah has handled her status as a Chinese immigrant by A. rejecting the mainstream culture.

B. rejecting the minority culture.

C. adopting a bicultural identity.

D. developing an assimilation identity.

41. Which of the following statements regarding ethnicity and SES is TRUE? A. Most research on ethnic minority youth and emerging adults distinguishes between the influences of SES and ethnicity.

B. Middle-class ethnic minority youth are not as subject to prejudice and bias as low-SES minority youth.

C. A higher percentage of ethnic minority children and youth than of non-Latino Whites live in families characterized by poverty.

D. Ethnicity and SES interact in ways that minimize the influence of ethnicity.

42. Which ethnic group is seen as the "model minority"?

A. Cuban Americans B. Japanese Americans C. Mexican Americans D. Filipino Americans 43. Suki is a Japanese American adolescent. Because she belongs to the "model minority," Suki probably A. still experiences stress associated with her ethnic minority status.

B. faces much less prejudice and bias than other ethnic groups.

C. has fewer resources to buffer bias and prejudice.

D. does none of these.

44. Many ethnic minority adolescents experience a "double disadvantage" that includes prejudice, discrimination, and bias because of their ethnic minority status and A. poor health.

B. depression.

C. social isolation in the minority group.

D. the stressful effects of poverty.

45. Anastasia and her sister Olga are political refugees from the former Soviet Union. They have had experiences with the former KGB and they fled their native land with little more than the clothes on their backs. They appear "strange" to their classmates as they often huddle together and scan the room for "spies." This behavior is A. functional for them.

B. paranoid; they need to be referred for counseling.

C. typical of most new immigrants to the U.S. D. none of these.

46. Margo sees her new classmate, Fotima, a recent immigrant from Haiti, put all of the extra bread, rolls, butter, and cookies into her backpack at lunchtime. Margo imagines that food may have been scarce for Fotima in Haiti, so she is "stockpiling" it now. Margo is demonstrating A. sympathy.

B. perspective-taking.

C. analytical observation.

D. cultural competence.

47. Mino, a Greek immigrant, owns a restaurant in town. He does booming business and his customers love him. Recently, Mohammed opened a Lebanese café in the same town but business is very slow. When the Chamber of Commerce sent out a survey asking people in town to rate the restaurants, they received comments about Mohammed's café such as, "I'm not spending my money to support terrorists." This example illustrates how ethnicity determines: A. opportunities B. alienation C. oppression D. all of these 48. Immigrants from different ethnicity have different A. reasons for migrating.

B. socioeconomic backgrounds.

C. social and historical backgrounds.

D. all of these.

49. Dawn says of Asian-Americans, "They are all so smart." This is an example of A. recognition of homogeneity.

B. recognition of heterogeneity.

C. a stereotype.

D. accurate appraisal.

50. About what percentage of Korean American males graduate from high school?

A. 60 percent B. 70 percent C. 80 percent D. 90 percent 51. When Keith is asked why he does not participate in the monthly visits to nursing homes with his church's youth group, he says, "I cannot stand old people; they have all wrinkles and other gross stuff!" This is an example of A. cultural competence.

B. prejudice.

C. gerotranscendence.

D. gerontophilia.

52. A recent study of sixth-grade students in the U.S. revealed that _____ children experience discrimination from their peers comparable to discrimination faced by African American children.

A. Native American B. East Indian American C. Latino D. Chinese American 53. Which of the following is NOT true regarding the "browning of America"?

A. It is occurring against a backdrop of long-standing White privilege.

B. Youth of today's immigrants espouse cultural assimilation into mainstream society.

C. Youth of today's immigrants espouse economic assimilation into mainstream society.

D. Today's immigrants settle into inner-city neighborhoods that may be antagonistic to American mainstream.

54. Which of the following is NOT one of Canada's original cultures?

A. First Nations B. descendants of French settlers C. descendents of British settlers D. immigrants from Asia 55. Of all of the newly-developed technologies available, adolescents spend the MOST time using A. the Internet.

B. iPods.

C. television.

D. text messaging.

56. Mateo, age 15, does his homework while listening to his MP3 player; he also keeps his cell phone on his desk so that he can text his friends at the same time. Mateo is engaged in A. competing media balancing.

B. media multi-tasking.

C. media overload.

D. none of these.

57. Television viewing and video game playing often peak during A. middle childhood.

B. early adolescence.

C. middle adolescence.

D. late adolescence.

58. Older adolescents spend more time listening to music and _____ than younger adolescents do.

A. listening to the radio B. playing video games C. watching television D. using computers 59. Which of the following statements regarding gender differences in adolescent's media use is NOT true?

A. Girls spend more time watching TV than boys.

B. Boys spend more time watching TV than girls.

C. Girls spend more time listening to music than boys.

D. Boys use computers and video games more than girls.

60. Which of the following individuals is MOST likely to spend the most time using the media?

A. Bailey, a non-Latino 16-year-old girl.

B. Jasmine, a 25-year-old Latina.

C. John, a 15-year-old African American boy.

D. Crystal, a 20-year-old, non-Latino White emerging adult.

61. Watching television can do all of the following EXCEPT A. make adolescents active learners.

B. distract children and adolescents from homework.

C. teach stereotypes.

D. make adolescents passive learners.

62. Researchers have found a high level of television viewing in youth is linked to a greater incidence of A. depression.

B. Type 1 diabetes.

C. obesity.

D. heart disease.

63. Which of the following statements regarding television viewing is NOT true?

A. Research with adolescents supports the discontinuity view of television viewing.

B. Experimental research provides evidence that viewing TV violence can increase aggression.

C. Children and adolescents who have a heavy media diet of violence are more likely to see the world as a dangerous place.

D. Viewing educational television as preschoolers is linked to less aggression in boys at adolescence.

64. Watching TV has been negatively linked to all of the following EXCEPT A. ADHD. B. lower school achievement.

C. a decrease in nonclinical attention levels.

D. mental ability.

65. Three possible reasons researchers suggested for why watching TV is negatively linked to children's achievement include interference, displacement, and A. self-defeating tastes/preferences.

B. cognitive dissonance.

C. encouragement of passive learning.

D. slot movement.

66. Researchers have found a negative link between the amount of time children watch TV and their A. prosocial behaviors.

B. math ability.

C. empathy level.

D. reading ability.

67. All but which of the following statements regarding the media and music is TRUE? A. Adolescents spend huge amounts of time listening to music.

B. Approximately two-thirds of all CDs are purchased by the 10- to 24-year-old age group.

C. One-third of the nation's 8,200 radio stations aim their music broadcasts at adolescents.

D. There is a slight cause-and-effect relationship between music and music videos and drug use.

68. Rainey spends a great deal of time listening to music that has denigrating sexual lyrics and messages about women. Research has shown that Rainey is at risk for A. becoming a violent domestic partner.

B. becoming a rapist.

C. engaging in sexual intercourse at an earlier age than his peers who spend less time listening to such music.

D. perpetrating sexual harassment on classmates or colleagues.

69. Despite the advances in technology, adolescents still need to develop non-technological skills, including A. good communication skills.

B. the ability to solve problems.

C. the ability to think creatively.

D. all of these.

70. Which of the following statements regarding adolescents and the Internet is NOT true?

A. Youth throughout the world are increasingly using the Internet.

B. Adolescents mainly use the Internet to do research for school projects.

C. Three-quarters of adolescents live in a home with an Internet connection.

D. Almost one-third of adolescents have a computer in their bedroom.

71. Evan, age 17, and his friend had in their shared school locker an explicit plan for making a bomb. They said they got it from the Internet. How likely is it that this explanation is TRUE? A. Not very likely; you have to have clearance from Homeland Security to access these sites.

B. Not very likely; these sites are only available to adults who have gone through background checks.

C. Quite likely; the information is available if adolescents have the skills to navigate through complex information.

D. Not likely at all; this information is not available on the Internet.

72. Parents would be interested to know that _____ of U.S. adolescents ages 10 to 17 have been exposed to unwanted Internet pornography in the past year.

A. nearly one-third B. one-half C. nearly two-thirds D. nearly one-quarter 73. About what percentage of adolescents have visited an Internet site that promotes hate groups?

A. 15 percent B. 25 percent C. 35 percent D. 55 percent 74. Kelani goes on to an online chat room to find people who share her interest in building a peace pagoda in her state. She is most likely communicating with A. friends.

B. strangers.

C. people from her local area.

D. extended family members.

75. Which of the following results was found in a recent study of participants in online teen chat rooms?

A. Older participants (18 to 24) disclosed the most information.

B. Younger participants (10 to 13) disclosed the most about their identity.

C. Females discussed sex in an explicit way.

D. Males discussed sex in an implicit way.

76. Which of the following has recently become the most popular online hangout for adolescents?

A. Facebook B. Twitter C. MySpace D. Friendster 77. Sheila, age 14, tells you that she has almost 200 friends in her online network. She is most likely a member of A. Twitter.

B. eHarmony.

C. Facebook.

D. MySpace.

78. Which of the following has become the most popular online hangout for college students?

A. Facebook B. Twitter C. Friendster D. Match.com

79. After posting pictures of herself on Facebook drinking beer and smoking, Jocylyn, age 19, applies for a job in an upscale boutique. The manager does not hire Jocylyn, saying that her posting on Facebook indicated that she did not have the maturity that the shop manager considered necessary. Jocyln should know that A. it is illegal to discriminate against her on the basis on any pictures that she placed on Facebook.

B. more employers are checking online sites like MySpace and Facebook as part of a screening process for applicants.

C colleges cannot use any information that they find on online sites such as Facebook to see if underage . students are drinking or violating any college policies.

D. none of these is true.

80. Which of the following is NOT one of the recommendations of the Carnegie Council on Adolescent Development on social policy initiatives?

A. Mandate media-literacy programs in all high-school curricula by 2012.

B. Encourage socially-responsible media programming.

C. Increase media presentations of health promotion.

D. Expand opportunities for adolescents' views to appear in the media.

81. Amy Jordan, a leading expert on social policy and the media, believes it is a difficult challenge to provide parents with adequate ways to protect their children from unwanted content in their homes while still respecting A. their interdependence.

B. their autonomy.

C. the First Amendment right of free speech.

D. the right of eminent domain.

82. Discuss the relevance of culture for the study of adolescence and emerging adulthood.

83. Compare and contrast individualism and collectivism as they relate to culture.

84. Describe what is meant by the term "rites of passage," and explain how these are different in societies around the world.

85. List and describe the four criteria that are used to determine socioeconomic status.

86. Explain the psychological effects that living in poverty has on adolescents and emerging adults.

87. Describe the target population and the major areas of intervention in the El Puente program.

88. Explain why adolescence and emerging adulthood is a special juncture for ethnic minority individuals.

89. Define prejudice, and explain trends in prejudice, discrimination, and bias.

90. Describe the major trends, as well as age and individual differences in the use of media by adolescents.

91. Compare and contrast video-game playing and television viewing for adolescents.

92. Describe how adolescents typically use the Internet.

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

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

75. B 76. C 77. D 78. A 79. B 80. A 81. C Feedback: 393 82. If the study of adolescence and emerging adulthood is to be a relevant discipline in the twenty-first century, increased attention will have to focus on culture and ethnicity. Extensive contact between people of varied cultural and ethnic backgrounds is becoming the norm. Immigrants, refugees, and ethnic minority individuals increasingly decline to become part of a homogenous melting pot, instead requesting others to honor many of their cultural customs. Global interdependence is no longer a belief or choice. It is an inescapable reality. Adolescents and emerging adults are not just citizens of the United States or Canada. They are citizens of the world, a world that has become increasingly interactive. By understanding the behavior and values of cultures around the world, the hope is that we can interact more effectively with each other and make this planet a peaceful place to live.

Feedback: 394 83. Individualism involves giving priority to personal goals, rather than to group goals. It emphasizes values that serve the self, such as feeling good, personal distinction and achievement, and independence. Many cultures such as the United States, Canada, Great Britain, and the Netherlands, are described as individualistic. Collectivism emphasizes values that serve the group by subordinating personal goals to preserve group identity, interdependence of members, and harmonious relationships. Many Eastern cultures such as China, Japan, India, and Thailand, are described as collectivistic. Mexican culture too is considered collectivistic.

Feedback: 397-398 84. Rites of passage are ceremonies or rituals that mark an individual's transition from one status to another, such as the entry into adulthood.

Some societies have elaborate rights of passage that signal the adolescent's transition to adulthood; others do not. In many primitive cultures, rites of passage are the avenue through which adolescents gain access to adult practices, responsibilities, knowledge, and sexuality. These rites also involve dramatic ceremonies, intended to facilitate the adolescent's separation from the immediate family, especially boys from the mother. Africa, especially sub-Saharan Africa, has been the location of many rites for adolescents. In locations where formal education is not readily available, rites of passage are still prevalent. Western industrialized societies are noted for their lack of formal rites of passage that mark the transition from adolescence to adulthood. Some religious and social groups have initiation ceremonies that indicate an advance in maturity. School graduation ceremonies come closest to being culture-wide rites of passage in the United States. The high-school graduation ceremony has become nearly universal for middle-SES adolescents and increasing number of adolescents from low-income backgrounds. Another rite of passage for increasing numbers of American adolescents is sexual intercourse. The absence of clear-cut rites of passage makes the attainment of adult status so unclear that many individuals are unsure whether they have reached it or not. In sum, exactly when adolescents become adults in the United States has not been clearly delineated as it has in primitive cultures where rites of passage are universal.

Feedback: 399 85. Socioeconomic status (SES) refers to a grouping of people with similar occupational, educational, and economic characteristics.

Socioeconomic status carries with it certain inequalities. Generally, members of a society have occupations that vary in prestige, different levels of educational attainment, different economic resources, and different levels of power to influence a community's institutions.

Feedback: 401 86. Living in poverty has many psychological effects on adolescents and emerging adults. First, the poor are often powerless. In occupations, they are rarely the decision makers. Rules are handed down to them in an authoritarian manner. Second, the poor are often vulnerable to disaster. For example, they are not likely to be given notice before they are laid off from work, and they usually do not have financial resources to fall back on when problems arise. Third, their range of alternatives is often restricted. Only a limited number of jobs are open to them. Even when alternatives are available, the poor might not know about them or be prepared to make a wise decision. Fourth, because of inadequate education and the inability to read well, being poor means having less prestige. Poor adolescents experience more conflict, violence, instability, and chaos in their homes. They get less social support, their parents are less responsive, they watch more TV, and they have less access to books and computers. In addition, they live in more dangerous and physically deteriorating neighborhoods with fewer municipal services.

Feedback: 403-404 87. The El Puente program is primarily aimed at low- SES Latino adolescents who are living in New York. The program serves adolescents ages 12-21. The program stresses five areas of youth development: health, education, social growth, achievement, and personal growth. Participants are offered bilingual classes, access to medical and fitness centers, GED night school, and mental health and social services.

Feedback: 405-406 88. For ethnic minority individuals, adolescence and emerging adulthood often represent a special juncture in their development. Although children are aware of some ethnic and cultural differences, most minority individuals first consciously confront their ethnicity in adolescence.

In contrast to children, adolescents and emerging adults have the ability to interpret ethnic and cultural information, to reflect on the past, and to speculate about the future. As they mature cognitively, ethnic minority adolescents and emerging adults become acutely aware of how the majority, non-Latino White culture evaluates their ethnic group. Ethnic minority youths' awareness of negative appraisals, conflicting values, and restricted occupational opportunities can influence their life choices and plans for the future. For many ethnic minority youth, a special concern is the lack of successful ethnic minority role models.

Feedback: 409 89. Prejudice is an unjustified negative attitude toward an individual because of the individual's membership in a group. Many ethnic minority individuals continue to experience persistent forms of prejudice, discrimination, and bias. Ethnic minority adolescents are taught in schools that often have a middle-SES, White bias, and in classroom contexts that are not adapted to ethnic minority adolescents' learning styles. They are assessed using tests that, in some cases, are culturally biased, and they are evaluated by teachers whose appreciation of their abilities may be hindered by negative stereotypes about ethnic minorities. Discrimination and prejudice continue to be present in the media, interpersonal interactions, and daily conversations. Crimes, strangeness, poverty, mistakes, and deterioration can mistakenly be attributed to ethnic minority individuals.

Feedback: 410-411 90. There is no doubt that the mass media play an important role in adolescents' lives. Youth today are surrounded by the media. For example, they spend, on average, 44 hours a week with the media. Two-thirds of adolescents have a TV in their bedroom, and almost one-third have a computer. Despite all the newly developed technologies that are available, adolescents spend the most time watching TV. A major trend in the use of technology is the dramatic increase in media multi-tasking. For example, it is not unusual for adolescents to watch TV while at the same time text messaging their friends. Media multi-tasking is often engaged in at the same time as doing homework. Television viewing and video game playing often peak in early adolescence and then begin to decline. Older adolescents spend more time listening to music, using the computer, and attending movies. Large individual differences characterize all forms of adolescent media use. In addition to age differences, gender and ethnicity are all related to which media are used, to what extent, and for what purposes. Girls spend more time listening to music; boys use computers and video games more than girls. African American and Latino adolescents spend significantly more time using media, especially television, than do non-Latino Whites.

Feedback: 412-413 91. There is increased concern about children and adolescents who play violent video games, especially games that are highly realistic. One difference between television and violent video games is that the games can engage children and adolescents so intensely that they experience an altered state of consciousness. This does not happen with watching TV. Another difference involves the direct rewards that game players receive for their behavior. Research indicates that children and adolescents who extensively play violent video electronic games are more aggressive, less sensitive to real life violence, more likely to engage in delinquent acts, and more likely to get lower grades in school than their counterparts who spend less time playing the games or do not play them at all.

Feedback: 414 92. Youth throughout the world are increasingly using the Internet. Three-quarters of U.S. eight- to eighteen-year-olds studied recently lived in a home with an Internet connection, and almost one-third had a computer in their bedroom, and twenty percent had an Internet connection there.

Special concerns have emerged about adolescents' access to information on the Internet, which is largely unregulated, and not well organized or evaluated. The social environment of adolescents and emerging adults on the Internet includes chat rooms, email, instant messaging, blogs, and the highly popular websites of MySpace and Facebook. Adolescents and emerging adults usually use instant messaging on their computers and cell phones to communicate with friends. MySpace has become the most popular online hangout for adolescents, and Facebook fulfills this role for college students. In sum, the Internet holds a great deal of potential for increasing adolescents' educational opportunities. However, the Internet also has limitations and dangers. There has been a substantial increase in youth harassment and cyberbullying on the Internet.

Chapter 12 Summary Category Blooms Taxonomy: Analysis Blooms Taxonomy: Application Blooms Taxonomy: Comprehension Blooms Taxonomy: Knowledge Difficulty: Basic Difficulty: Difficult Difficulty: Moderate Learning Goal: 1 Learning Goal: 2 Learning Goal: 3 Learning Goal: 4 Santrock - Chapter 12

# of Questions 19 23 17 33 4 2 86 20 21 21 30 92

Chapter 13 Student: ___________________________________________________________________________

1.

Which approach emphasizes that biological, psychological, and social factors interact to produce the problems that adolescents, emerging adults, and people of other ages develop?

A. the multimodal approach B. the multi-context approach C. the comprehensive approach D. the biopsychosocial approach

2.

Dr. Vengrove believes that the cause of his adolescent client's depression is a lack of serotonin in her brain; he prescribes an anti-depressant drug to treat her depression. Dr. Vengrove is using the _____ approach to adolescent problems.

A. psychological B. social C. biological D. holistic

3.

Cheri has an overactive thyroid gland that sometimes causes her to have angry outbursts when she doesn't take her medication as prescribed. A therapist seeing Cheri would attribute her anger to A. social factor.

B. psychological factor.

C. biopsychosocial factor.

D. biological factor.

4.

Which of the following would NOT be considered a psychological factor in an adolescent's problems?

A. emotional turmoil B. distorted thoughts C. inappropriate learning D. socioeconomic status

5.

Psychoanalytic theorists attribute problems to A. faulty learning experiences.

B. social experiences with others.

C. stressful early experiences with parents.

D. none of these.

6.

Trent believes that everyone in his class is laughing at him and that his peers think he is "strange." Trent's distorted thought processes are a _____ factor in his problems with his peers.

A. biological B. paranoid C. psychological D. social

7.

Peers and _____ influences are believed to be especially important factors in adolescent problems.

A. school B. family C. religious D. co-worker

8.

Variations in the psychological problems that adolescents experience across cultures are linked to all of the following EXCEPT A. economic aspects of the culture.

B. geographic location of the culture.

C. technological aspects of the culture.

D. religious aspects of the culture.

9.

Which of the following statements about social factors and their relationship to adolescent problems is NOT true?

A. Poverty is a factor in occurrences of delinquency.

B. The quality of the neighborhood is considered a social factor in adolescent problems.

C. Poverty is linked to drug use in adolescents.

D. Socioeconomic status is a social factor that influences problems in adolescence and emerging adulthood.

10. The developmental psychopathology approach focuses on A. describing and exploring the developmental pathways of problems.

B. looking at family patterns of pathology over three or more generations.

C. looking at prenatal influences that might predispose an adolescent to psychopathology.

D. looking at parental discipline techniques that might contribute to acting-out behaviors.

11. Researchers in the field of developmental psychopathology seek to establish links between A. nature and nurture.

B. early precursors of a problem and later outcomes.

C. late signs of a problem and prognosis.

D. none of these.

12. Dr. Angco is studying whether adolescents who cut themselves to relieve tension were children who did things like bang their heads on walls or scratch their arms with their fingernails when they were between the ages of three and six. Dr. Angco uses which approach?

A. the developmental psychopathology approach B. the parental discipline approach C. the contextual approach D. the psychiatric approach 13. Adolescent and emerging adult problems are usually categorized as either A. overt or covert.

B. latent or hidden.

C. externalizing or internalizing.

D. neurotic or psychotic.

14. Hannah, age 22, suffers from an anxiety disorder that requires her to take anti-anxiety medication in order to function at her job and in her personal life. Hannah has which of the following problems?

A. an externalizing problem B. an internalizing problem C. a latent problem D. an acute problem 15. Which of the following is NOT an externalizing problem?

A. depression B. juvenile delinquency C. aggression D. antisocial behavior 16. Research by Alan Sroufe and colleagues found that anxiety problems in adolescence are linked with A. secure attachment in infancy.

B. insecure resistant attachment in infancy.

C. avoidant attachment in infancy.

D. disorganized attachment in infancy.

17. Research by Alan Sroufe and colleagues has shown a link between avoidant attachment in infancy and _____ in adolescence.

A. obsessive-compulsive disorder B. anxiety C. depression D. conduct problems 18. Research has shown that from the last three months of high school through the end of the first year of college A. sex with multiple partners decreased.

B. marijuana use decreased.

C. property crimes decreased.

D. driving after drinking increased.

19. Parker is constantly getting into trouble for fighting and destroying others' belongings. According to research, Parker is likely to A. be in a middle-SES family.

B. be in a lower-SES family.

C. have parents who are married.

D. be an older adolescent or emerging adult.

20. The behavioral problems that most likely cause adolescents to be referred to a clinic for mental health treatment are A. feelings of sadness or depression.

B. feelings of anxiety.

C. eating disorders.

D. self-injurious behaviors.

21. Which of the following adolescents is most likely to have the most problems?

A. Nathan, who lives with his married, biological parents.

B. Josie, whose mother suffers from major depression, but is treated at an expensive private hospital.

C. Willard, whose single mother runs a bakery.

D. Samantha, whose father receives Social Security disability payments because he suffers from bipolar disorder.

22. Pianta has called predictors of problems as A. precursors.

B. red flags.

C. risk factors.

D. indicators.

23. Peter Benson identified _____ external developmental assets of youth.

A. 10 B. 20 C. 30 D. 40 24. Which of the following is NOT one of the external developmental assets identified by Peter Benson?

A. support B. empowerment C. positive identity D. constructive use of time 25. Research shows that adolescents who have more developmental assets engage in A. more alcohol use.

B. more risk-taking behaviors.

C. less use of tobacco.

D. more violence.

26. Cameron has just been diagnosed as HIV-positive. For Cameron, his HIV status is A. an acute stressor.

B. a hassle.

C. a life event.

D. a chronic stressor.

27. Individuals who have had major life changes are more at risk for early death and for _____ than those who do not.

A. diabetes B. depression C. suicide D. cardiovascular disease 28. College students indicated that all of the following were uplifts for them EXCEPT A. helping their friends with their problems.

B. going to a movie.

C. laughing.

D. completing a task.

29. Critics of the daily-hassles approach argue that knowing about a person's daily irritations and problems tells us nothing about A. whether or not those are real hassles.

B. the strength of those hassles.

C. the person's coping abilities.

D. major life events that are going on at the same time.

30. Shelley Taylor and her colleagues found which of the following gender differences related to stress?

A. Males and females tend to deal with stress in similar ways.

B. Females are less likely than males to deal with stress with a "fight or flight" response.

C. Males deal with stress and threatening situations with a "tend and befriend" approach.

D. Female aggression is linked to the limbic system.

31. The negative consequences that result from contact between two distinctive cultural groups are known as _____ stress.

A. assimilative B. bicultural C. acculturative D. accommodative 32. Managing taxing circumstances, expending effort to solve life's problems, and seeking to master or reduce stress are all part of the definition of A. stress management.

B. coping.

C. resilience.

D. mastery.

33. Kate is having problems understanding the concepts in her sociology class. She goes to see her professor during his office hours, and she studies with a group of students who can help her. Kate is using what Lazarus would call A. emotion-focused coping.

B. reactive coping.

C. problem-focused coping.

D. supportive coping.

34. Sydney, a nursing assistant, is often asked to go to other departments and "fill in" but she doesn't feel competent to deal with many of these situations. Instead of addressing the issue with her supervisor, Sydney calls in sick to work when she is fairly sure she will be asked to move to another department.

Sydney is engaging in A. reactive coping.

B. emotion-focused coping.

C. behavior-focused coping.

D. problem-focused coping.

35. All of the following would be emotion-focused coping strategies EXCEPT A. denying that the stress is occurring.

B. using defense mechanisms.

C. calling on religious faith or support.

D. trying to solve the problem that is causing the stress.

36. Which of the following is NOT an example of maladaptive emotion-focused coping?

A. Seeking a second opinion when you have been given a serious medical diagnosis.

B. Denying that your spouse has been in an accident.

C. Denying that you have just been told that your job is being eliminated in two months.

D. Denying that your significant other is in love with someone else when he or she is engaged to you.

37. Which of the following statements regarding coping strategies is NOT true?

A. Many people use both problem-focused and emotion-focused coping.

B. Emotion-focused coping works better than problem-focused coping.

C. Problem-solving coping works better, in general, than emotion-focused coping.

D. All of these are actually true.

38. Mrs. Goodwin is an assistant principal at a high school. She notices that many of the students are overloaded with schoolwork and other responsibilities. She holds a "de-stressing session" every week, in which she suggests ways to manage time better, increase study skills, form study groups, etc. Mrs. Goodwin is offering the students which coping mechanism?

A. thinking positively B. support C. coaching D. direct instruction 39. The ability to modify coping strategies to match the demand of the situation is called A. proactive appraisal.

B. coping flexibility.

C. slot movement.

D. none of these.

40. Researcher Ann Masten has found that all of these factors are linked to resilience EXCEPT A. individual factors.

B. family factors.

C. community factors.

D. extrafamilial factors.

41. George was not very motivated through his adolescent years. Now that he is 23 years old and eagerly awaiting the birth of his first child, however, he seems to have made a commitment to a more positive future. According to Masten and her colleagues A. George will probably revert to his old ways once the baby is no longer a novelty.

B. the coming baby changed George's motivation as he moves into emerging adulthood.

C. George is atypical of most emerging adults who were unmotivated as adolescents.

D. none of these.

42. The Monitoring the Future Study at the University of Michigan follows trends in A. drug use.

B. adolescent suicide.

C. eating disorders.

D. self-injurious behavior.

43. Which of the following is an accurate description of the trend in U.S. adolescents' drug use today?

A The proportions of eighth-, tenth-, and twelfth-grade U.S. students using illicit drugs declined in the late . 1990s and the first years of the twenty-first century.

B. The use of drugs among U.S. secondary-school students began to decrease in the early 1990s.

C. Cocaine is the most widely used illicit drug by U.S. adolescents in the twenty-first century.

D. All of these are accurate.

44. In one national survey, approximately what percentage of U.S. 18- to 25-year-olds reported recent illicit drug use?

A. 10 percent B. 15 percent C. 20 percent D. 30 percent 45. Alcohol acts on the body as a A. depressant.

B. stimulant.

C. hallucinogen.

D. xanthene stimulant.

46. The most commonly used drug used by adolescents in the United States today is A. cocaine.

B. methamphetamine.

C. marijuana.

D. alcohol.

47. Alcoholism ranks _____ as a killer of individuals in the United States.

A. first B. second C. third D. fourth 48. Which of the following statements regarding alcohol use among U.S. adolescents is NOT true?

A. Sizeable declines in adolescents' alcohol use have occurred in recent years.

B. Females engaged in more binge drinking than males.

C. Binge drinking has declined overall.

DDrinking may increase slightly during the transition from high school to college as adolescents perceive . that drinking is largely accepted, or even expected, by their peers.

49. Which of the following college students is MOST likely to be a binge drinker?

A. Mark, who lives in a fraternity.

B. Lance, who lives at home with his parents and commutes to school.

C. Lynn, who lives in a dorm on campus.

D. Dinah, who lives in a sorority.

50. Kathy's parents use alcohol quite a bit. After they get home from work, they drink steadily all evening and, although she has never seen her parents drunk, they don't spend much time interacting with each other or the children. According to research, Kathy is at risk for A. drinking heavily herself.

B. depression.

C. social isolation.

D. becoming angry with her peers who drink.

51. Drugs that modify a person's perceptual experiences and produce hallucinations are called A. opiates.

B. cannabis.

C. psychedelics.

D. stimulants.

52. Carena has taken a drug that produces striking perceptual changes. Wherever she looks right now, she sees beautiful butterflies, objects glowing and changing shapes, and colors are rich and vibrant. It is most likely that Carena has taken A. marijuana.

B. LSD. C. cocaine.

D. Ecstasy.

53. Which of the following is NOT true about the use of LSD? A. Its use increased slightly in the 1990s.

B. Its effects are almost always pleasurable.

C. Emotional effects may include impaired attention and memory.

D. Physical effects may include nausea, dizziness, and tremors.

54. The active ingredient in marijuana and hashish is A. Cannabis sativa.

B. peyote.

C. MDMA. D. THC. 55. Which of the following is NOT one of the physical effects of marijuana?

A. dry mouth B. decreased blood pressure C. cough D. increased pulse rate 56. Which of the following statements regarding marijuana is NOT true?

A. Heavy daily doses of marijuana can cause impairment of the reproductive system.

B. Marijuana can impair memory and attention.

C. Marijuana use by adolescents has been increasing in recent years.

D. Marijuana can cause an increase in blood pressure.

57. Which of the following is NOT a stimulant drug?

A. marijuana B. caffeine C. nicotine D. cocaine 58. Kiptyn takes a drug that increases his heart rate, breathing rate, and temperature. He has a feeling of energy and elevated mood on this drug. Kiptyn is probably taking A. a stimulant.

B. a hallucinogen.

C. marijuana.

D. alcohol.

59. All of the following are TRUE of stimulant drugs EXCEPT A. they increase appetite.

B. they can be physically addictive.

C. they decrease feelings of fatigue.

D. they cause fatigue and depression when they wear off.

60. Which of the following is used most frequently on a daily basis by high school seniors?

A. energy drinks B. cigarettes C. alcohol D. marijuana 61. Which of the following individuals is MOST likely to smoke cigarettes?

A. Renee, whose best friend smokes.

B. Bryce, whose parents preach against smoking and do not smoke themselves.

C. Joy, whose school has very few smokers.

D. Eve, an honor-roll student whose grandmother smokes.

62. Cigarette smoking peaks during A. middle adolescence.

B. late adolescence.

C. emerging adulthood.

D. young adulthood.

63. Which of the following is a protective factor against developing a cigarette smoking habit?

A. participation in interscholastic sports B. having mothers who smoke C. beginning smoking at age 12 D. none of these 64. Since the 1980s, amphetamine use among high school seniors has A. decreased significantly.

B. increased slightly.

C. decreased slightly.

D. remained at about the same level.

65. MDMA is known on the street as: A. Special K. B. Redbirds.

C. Ecstasy.

D. Oxys.

66. Bonnie tells you that she takes a drug only when she goes "clubbing" with her friends. She says that it makes her feel euphoric and have heightened experiences with touch and sight. Bonnie is most likely taking A. heroin.

B. peyote.

C. OxyContin.

D. Ecstasy.

67. Which of the following statements regarding Ecstasy is TRUE? A. It usually comes in liquid form.

B. Tolerance develops slowly.

C. Users often become sleepy and lethargic.

D. It can lead to strokes or heart attacks.

68. Addictive drugs, such as heroin, that cause a feeling of euphoria and pain relief, are known as A. barbiturates.

B. opiates.

C. hallucinogens.

D. designer drugs.

69. Which of the following drugs is a prescription painkiller?

A. Vicodin B. Vitorin C. Heroin D. Lovaza 70. Adolescents who use prescription narcotics to get high are most likely to obtain the drugs by A. buying them on the street from drug dealers.

B. buying them at school from classmates who are selling their own medications.

C. stealing them from the medicine cabinets of their parents and their friends' parents.

D. making up stories of being in pain to get prescriptions for the drugs from their doctors.

71. Drugs that are derived from the male hormone testosterone are known as A. barbiturates.

B. narcotics.

C. analgesics.

D. anabolic steroids.

72. Ira is experiencing impotence, premature baldness, enlargement of the prostate gland, and pain upon urination. What class of drugs is Ira most likely using?

A. depressants B. anabolic steroids C. anti-anxiety drugs D. anti-cancer drugs 73. Stephanie is using a drug that has caused her to have severe mood swings, paranoid jealousy, and uncontrollable bursts of anger. What class of drugs is Stephanie most likely using?

A. birth-control pills B. anabolic steroids C. anti-anxiety drugs D. none of these 74. Which of the following statements about inhalants is TRUE? A. Inhalants cause users to feel a short-term increase of inhibitions.

B. Inhalants cause short-term intoxicating effects in users.

C. There are no serious effects to the body from the use of inhalants.

D. Use of inhalants by U.S. adolescents has increased slightly in the twenty-first century.

75. Which of the following individuals has the highest risk of taking drugs by age 12?

A. Erica, age 9, whose parents insist that she attend Sunday School each week.

B. Jesse, age 11, who is an honor roll student in grade 6.

C. Pauline, who is rejected by most of her peers at school.

D. Maura, whose parents monitor her very closely.

76. Which of the following emerging adults is LEAST likely to drink heavily?

A. Phil, a married, 23-year-old graduate student.

B. Megan, a single, 21-year-old college senior.

C. Pam, a 24-year-old bank teller who never went to college.

D. Evie, a 22-year-old married woman who considers herself a born-again Christian.

77. Al, age 16, has just been convicted of robbery. Because of his age, this offense would be labeled as A. a misdemeanor.

B. a conduct offense.

C. an index offense.

D. a status offense.

78. Criminal acts, whether committed by a juvenile or an adult are known as A. status offenses.

B. index offenses.

C. white-collar crimes.

D. none of these.

79. Tyler, age 13, has brought alcohol to school on two occasions and has run away from home twice. Tyler's acts are A. index offenses.

B. status offenses.

C. conduct offenses.

D. none of these.

80. Which of the following is a diagnostic criterion for the diagnosis of conduct disorder?

A. Multiple behaviors have to occur over a period of one year.

B. Behaviors have to occur before the age of 13.

C Individuals must exhibit five or more of the aberrant behaviors, such as truancy, running away, fire . setting, cruelty to animals, or excessive fighting.

D. none of these.

81. Jake, age 14, has a long history of setting small fires, torturing kittens, skipping school and fighting with his peers. His parents have sought counseling for him, as they cannot control him and fear that his behavior is getting worse. Jake meets the criteria for a diagnosis of A. antisocial personality disorder.

B. oppositional-defiant disorder.

C. conduct disorder.

D. sociopathic personality disorder.

82. Which of the following statements regarding juvenile delinquency is NOT true?

A Early-onset (before age 11) antisocial behavior is more likely to persist into emerging adulthood than is . late-onset antisocial behavior.

B Late-onset (after age 11) antisocial behavior is related to more negative developmental outcomes than . early-onset antisocial behavior.

C. Males are more likely than females to engage in delinquency.

D. The peak age for violent behavior in females is 19 to 21.

83. Which of the following did the Pittsburg Youth Study identify as a pathway to delinquency?

A. authority conflict B. negative identity C. cognitive dissonance D. egocentric bias 84. Randy started his path to delinquency by lying, followed by property damage, moderately serious delinquency, and finally, serious delinquency. According to the Pittsburg Youth Study, Randy fits into which of the following developmental pathways?

A. overt B. covert C. authority conflict D. negative identity 85. Erik Erikson viewed delinquency as an attempt to A. get attention.

B. establish an identity.

C. rebel against strict parents.

D. establish independence and autonomy.

86. Which of the following adolescents is MOST at risk for delinquency?

A. Ricardo, a Latino adolescent whose parents closely monitor his friends and activities.

B. Brendan, a non-Latino White adolescent who has a high degree of sibling conflict.

C. Sara, an Asian American adolescent who feels liked by her peers at school.

D. Henry, an African American adolescent who spends his time with a deviant peer group.

87. Belinda is a registered nurse who is employed at the Nurse Family Partnership. Which of the following activities would Brenda do as part of her daily work?

A. provide immunizations to children under age six B. provide in-home support and training for adolescent mothers and their children up to age two C. provide family therapy at an outpatient mental health clinic for families of special-needs children D. all of these 88. The focus of the Functional Family Therapy program is A. improving and changing interactions among family members.

B. teaching parents how to effectively punish their children without physical force.

C. teaching parents to collaborate with police officers to "scare straight" their children.

D. none of these.

89. Which of the following individuals is MOST likely to be involved in a gang?

A. Carmella, a 14-year-old Latina.

B. Dennis, a 17-year-old low-income Latino.

C. Susan, a 15-year-old Asian American.

D. Alex, a 20-year-old, middle-SES African American.

90. Violent youth tend to be males who come from A. poverty-infested areas of inner cities.

B. rural areas where there is nothing to do.

C. poor areas of suburbs.

D. entitled backgrounds.

91. Which of the following is NOT a symptom of major depression?

A. interest in activities that were not formally of any interest B. loss of energy C. increase in appetite D. sleeping too much 92. Faye, age 17, has no appetite, no energy, no interest in any of the activities that used to give her pleasure.

In addition, she feels worthless and has problems concentrating and making any decisions. Faye has had these symptoms for a month. Faye is probably suffering from A. dysphoric disorder.

B. bipolar disorder.

C. a major depressive disorder.

D. normal adolescent mood swings.

93. Females have more depressive symptoms than males do, for all of the following reasons EXCEPT A. more negative body image than males.

B. less discrimination than males.

C. hormonal variability.

D. rumination in their depressed mood.

94. Which of the following adolescents is MOST at risk for depression?

A. Dan, who has just been cut from the football team.

B. Alexis, whose boyfriend just ended their two-year relationship and who has few female friends for support.

C. Ralph, who has conflict with his brother but a good relationship with his parents.

D. Cody, who broke up with his girlfriend because he realized she was too dependent on him.

95. Which of the following is the BEST way to treat depression in adolescence?

A. cognitive behavioral therapy B. antidepressant medication C. a combination of cognitive behavioral therapy and antidepressant medication D. psychoanalytic therapy 96. Suicide is the _____ leading cause of death in 10 to 19 year olds in the United States today?

A. second B. third C. fourth D. fifth 97. Which of the following statements about suicide is TRUE? A. Suicide rates in adolescents have increased in recent years.

B. Emerging adults have triple the suicide rates of adolescents.

C. Males attempt suicide more than females.

D. All of these are true.

98. The highest rate of suicide attempts occurs among A. Asian American male adolescents.

B. Latino female adolescents.

C. non-Latino White males.

D. Native American/Alaskan Native females.

99. The most frequently cited factor associated with suicide is A. anxiety.

B. obesity.

C. use of alcohol.

D. depression.

100.Research has shown that the girls most likely to experience dieting or disordered eating behavior are those who are both in pubertal transition and A. whose families model healthy eating at home.

B. sexually active with their boyfriends.

C. feel positively about their body image.

D. all of these.

101.The reason that the Centers for Disease Control and Prevention does not have a category for obese children and adolescents is because A. it is not possible to determine which children and adolescents are obese.

B. the stigma of the word obese is thought to be harmful.

C. there are no obese children and adolescents in the United States.

D. of all of these.

102.The CDC use which measurement in its formula to determine placement in the categories of overweight and at risk for being overweight?

A. percentage of body fat B. weight in pounds C. body mass index (BMI) D. weight in relation to height 103.Approximately what percentage of 12- to 19-year-old Americans is overweight?

A. 4 percent B. 10 percent C. 17 percent D. 22 percent

104.Which of the following statements about being overweight is TRUE? A. Being overweight as a child is a strong predictor of being overweight as an adolescent.

B. Numbers of overweight emerging adults, as well as children and adolescents, have increased recently.

C. African American girls and Latino boys have especially high rates of being overweight in adolescence.

D. All of these are true.

105.In a 2005 study of adolescents in 34 countries, what was the ranking of the United States in child obesity?

A. highest B. second-highest C. third-highest D. fifth-highest 106.Which of the following adolescents is MOST likely to become overweight?

A. Tyrone, whose parents are both normal weight.

B. Nina, whose mother is quite overweight.

C. Avery, who plays tennis on his high-school team.

D. Ollie, who watches three hours of TV per day and whose father is overweight.

107.About what percentage of children who become obese have one obese parent?

A. 20 percent B. 30 percent C. 40 percent D. 50 percent 108.Yolanda's parents are both overweight. According to research, Yolanda has a _____ chance of becoming overweight herself.

A. 30 percent B. 40 percent C. 50 percent D. 70 percent 109.Being overweight in adolescence is linked to all of the following conditions EXCEPT A. leukemia.

B. high blood pressure.

C. type 2 diabetes.

D. pulmonary problems.

110.Being overweight has socioemotional effects that include A. depression.

B. self-injurious behaviors, such as cutting.

C. anxiety.

D. problems in relationships with siblings.

111.Researchers have determined that, compared to clinical approaches, school-based programs aimed at reducing the number of overweight adolescents are A. just as effective.

B. less effective.

C. more effective.

D. untested; there is no data comparing the two approaches.

112.Which of the following are the easiest changes for school-based weight programs to create among students?

A. changes in nutrition and diet B. changes in physical activity C. changes in TV watching D. changes in amount of time on the computer

113.Schools can help in reducing the number of overweight children and adolescents by doing all of the following EXCEPT: A. including obesity prevention programs in after-school programs.

B. providing children with healthier snacks in school.

C. weighing the children every month and posting their weights so that their peers can act as cheerleaders.

D. eliminating vending machines that sell soda in schools.

114.The three main characteristics of anorexia nervosa are having an intense fear of gaining weight, having a distorted image of body shape, and A. weighing less than 85 percent of what is considered normal for age and height.

B. abusing laxatives and/or diuretics.

C. excessive exercise.

D. self-induced vomiting after meals.

115.Andrea is extremely fearful of gaining weight. Although she is 20 pounds underweight, she believes that she is fat, and she weighs and measures herself several times each day. Andrea most likely suffers from A. anorexia nervosa.

B. bulimia nervosa.

C. obsessive-compulsive disorder.

D. body-dysmorphic disorder.

116.Although most U.S. adolescent girls have been on a diet at some point, only what percentage develop anorexia nervosa?

A. 2 percent B. 5 percent C. less than 1 percent D. 3 percent 117.Recent research indicates that the most effective treatment for adolescent girls with anorexia nervosa is A. behavioral treatment.

B. antidepressant medication.

C. family therapy.

D. group counseling with other anorexics.

118.What differences exist between bulimics and anorexics?

A. Bulimics and anorexics have about a 70 percent recovery rate.

B. Both anorexics and bulimics are preoccupied with food.

C. Bulimics typically fall within a normal weight; anorexics are underweight.

D. Bulimics are likely to be depressed and anxious; anorexics are more likely to be angry and hostile.

119.Donatella has an eating disorder in which she consumes large amounts of food and then purges, making herself vomit to get rid of the calories. Donatella suffers from A. anorexia nervosa.

B. bulimarexia.

C. pica.

D. bulimia nervosa.

120.The four problems that affect the largest number of adolescents are sexual problems, juvenile delinquency, drug abuse, and A. eating disorders.

B. self-injurious behaviors.

C. depression.

D. school-related problems.

121.Which of the following statements regarding adolescents with multiple problems is NOT true?

A. Problem behaviors in adolescence are interrelated.

B. Adolescents who are most at risk often have more than one problem.

C. High-risk youth often engage in two to three problem behaviors.

D. As many as 25 percent of the adolescent population in the U.S. have serious, multiple problem behaviors.

122.Adolescent researcher Joy Dryfoos has identified three common components of successful programs for preventing or reducing adolescent problems: early identification and intervention, individualized attention, and A. mandatory psychotherapy, either individual or family.

B. concurrent programs for parents and/or guardians.

C. community-wide, multiagency, collaborative programs.

D. the appointment of a case manager who will coordinate all of the needed services.

123.Describe the three components of the biopsychosocial approach to adolescent problems.

124.What are some of the characteristics of adolescents' and emerging adults' problems?

125.Define the three major sources of stress for adolescents and emerging adults.

126.Compare and contrast problem-focused coping and emotion-focused coping.

127.Design a plan to help adolescents and emerging adults deal more effectively with stress and increase their coping.

128.Discuss trends in alcohol use by adolescents and emerging adults, and describe the consequences of drinking.

129.List the risk factors for alcohol abuse among adolescents.

130.List the physical and the psychological effects of marijuana.

131.Discuss the trends and the reasons for cigarette smoking among adolescents and emerging adults.

132.Describe the physical and psychological problems associated with cigarette smoking.

133.Describe the physical and psychological problems associated with anabolic steroids.

134.List at least three factors in adolescent and emerging adult drug use.

135.Differentiate between index and status offenses.

136.Describe the antecedents and the developmental pathways for juvenile delinquency.

137.Describe the influences of family, peers, SES, and the community on the development of delinquency.

138.List at least five symptoms of major depressive disorder, and explain why adolescent females have a higher rate of depression than do adolescent males.

139.What factors affect depression either positively or negatively?

140.Discuss the trends and means of suicide in adolescents and emerging adults.

141.Describe the psychological profile of a suicidal adolescent.

142.Summarize four major research findings involving adolescent eating disorders.

143.Discuss current trends in overweight among adolescents.

144.Discuss the risk factors for adolescent obesity.

145.Describe the biological and psychological consequences of obesity.

146.Describe the major symptoms and risk factors of anorexia nervosa.

147.Describe the major symptoms and risk factors for bulimia nervosa.

148.List the four problems that affect the largest numbers of adolescents, and describe three common components of programs that are successful in preventing or reducing adolescent problems.

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

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

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

113. C 114. A 115. A 116. C 117. C 118. C 119. D 120. D 121. D 122. C Feedback: 424-425 Social Factors: Social factors that influence the development of adolescent and emerging adult problems include socioeconomic status (SES) and neighborhood quality. For example, poverty is a factor in the occurrence of juvenile delinquency.

Psychological Factors: Among the psychological factors that have been proposed as causing adolescent and emerging adult problems are distorted thoughts, emotional turmoil, inappropriate learning, and troubled relationships. Family and peer influences are especially believed to be important contributors to adolescent and emerging adult problems.

Biological Factors: In the biological approach, adolescent and emerging adult problems are believed to be caused by a malfunctioning of the body. Scientists who adopt a biological approach usually focus on the brain and genetic factors as causes of adolescent and emerging adult problems. In the biological approach, drug therapy is frequently used to treat problems.

123. The biopsychosocial approach emphasizes that biological, psychological, and social factors interact to produce the problems that adolescents, emerging adult, and people of other ages develop.

Feedback: 427 124. The spectrum of adolescent and emerging adult problems is wide. The problems vary in severity and in how common they are for females and males, and for different socioeconomic groups. Some problems are short-lived; others can persist over many years. Some problems are more likely to appear at one developmental level than at another. Adolescents from a lower-SES background were more likely to have problems than those in middle-SES backgrounds. Most of the problems reported for adolescents from lower-SES background were undercontrolled, externalizing behaviors. These behaviors were also more characteristic of boys than of girls. The problems of middle-SES adolescents and girls were more likely to be overcontrolled and internalizing. Lower-SES children and adolescents had more problems and fewer competencies than did their higher-SES counterparts. Children and adolescents had more problems when they had fewer related adults in their homes, had biological parents who were unmarried in their homes, had parents who were separated or divorced, lived in families who received public assistance, or lived in households in which family members had received mental-health services. Many studies have shown that factors such as poverty, ineffective parenting, and mental disorders in parents predict adolescent problems.

Feedback: 429-431 125. Stress may come from different sources for adolescents and emerging adults. Among the sources are life events, daily hassles, and sociocultural factors. Individuals who have had major life changes have a higher incidence of cardiovascular disease and death than those who have not. Researchers found that, when several stressors are experienced simultaneously, the effects are compounded. A recent study revealed that adolescents who had positive relationships with their parents did not show an increase in externalizing problems after experiencing stressful life events. Some psychologists conclude that information about daily hassles and daily uplifts provide better clues than life events about the effects of stressors. Enduring a boring and tense job and living in poverty do not show up on scales of major life events. Yet the everyday tension involved in these living conditions creates a highly stressful life and, in some cases, psychological disorder or illness. Acculturative stress refers to the negative consequences that result from contact between two distinctive cultural groups. Many individuals who have immigrated to the United States have experienced acculturative stress. Poverty can also cause considerable stress for individuals and families. Adolescents are more likely to experience threatening and uncontrollable life events if they live in low-income contexts than if they live in more economically robust contexts.

Feedback: 431-432 126. Problem-focused coping is Lazarus' term for the strategy of squarely facing one's problems and trying to solve them. A review of thirty-nine research studies documented that problem-focused coping was associated with positive change following trauma and adversity. Emotion-focused coping is Lazarus' term for responding to stress in an emotional manner, especially by using defense mechanisms. Emotion-focused coping includes avoiding a problem, rationalizing what has happened, denying that it is occurring, laughing it off, or calling on religious faith for support.

Sometimes emotion-focused coping is adaptive; in other circumstances, however, emotion-focused coping is maladaptive. Many individuals successfully use both problem-focused and emotion-focused coping to deal with stressful circumstances. Over the long term though, problemfocused coping usually works better than emotion-focused coping.

Feedback: 432-434 127. There are a number of strategies that can assist adolescents and emerging adults to cope more effectively with stress. Thinking positively and avoiding negative thoughts are good strategies when adolescents and emerging adults are trying to handle stress in just about any circumstance.

A positive mood improves the ability to process information efficiently and enhances self-esteem. Developing better self-control is an effective coping strategy. Coping with a problem usually takes time. To maintain a self-control program over time, it is important to be able to forgo immediate satisfaction. Social support helps adolescents and emerging adults to cope with stress. Helping them to increase their relationships with non-depressed family members, friends, and co-workers will be helpful. If adolescents and emerging adults are not able to cope with the problems they are encountering, it is very important for them to seek professional help from a counselor or therapist. Help adolescents and emerging adults who face stressful circumstances to develop and choose many strategies of coping. Often it is wise to choose more than one, because a single strategy may not work in a particular context. When used alone, no one of these strategies might be adequate, but their combined effect may allow the adolescent or emerging adult to cope successfully with stress.

Feedback: 436-437 128. Sizable declines in adolescents' use of alcohol have occurred in recent years. Binge drinking by eighth and tenth graders has also dropped in recent years. A consistent sex difference occurs in binge drinking, with males engaging in this more than females. The transition from high school to college may be a critical transition in alcohol abuse. The large majority of older adolescents and youth who drink recognize that drinking is common among people their age and is largely acceptable, even expected by their peers. They may also perceive some social and coping benefits from alcohol use, even occasional heavy drinking. The effects of heavy drinking take a toll on them, however. In a national survey of drinking patterns on 140 campuses, almost half of the binge drinkers reported problems that included missing classes, physical injuries, trouble with the police, and having unprotected sex. First-year college students who drank heavily were more likely to have failing grades than their counterparts who did not drink heavily.

Feedback: 437 129. Among the risk factors in adolescents' and emerging adults' abuse of alcohol are heredity, family influences, peer relations, and certain personality and motivational characteristics. There is evidence of a genetic predisposition toward alcoholism, although it is important to remember that both genetic and environmental factors are involved. Adolescents' and emerging adults' alcohol use is related to parent and peer relations.

Adolescents who drink heavily often come from unhappy homes in which there is a great deal of tension, have parents who give them little nurturance, are insecurely attached to their parents, have parents who use poor family management practices, and have parents who sanction alcohol use. The peer group is especially important in adolescent and emerging adult alcohol abuse. A recent study revealed that the drinking behavior of friends was linked to whether college students engaged in binge drinking.

Feedback: 467 130. The physical effects of marijuana include increases in pulse rate and blood pressure, reddening of the eyes, coughing, and dryness of the mouth. Psychological effects include a mixture of excitatory, depressive, and hallucinatory characteristics, making the drug difficult to classify.

The drug can produce spontaneous and unrelated ideas, distort perceptions of time and place, and increased sensitivity to sounds and colors.

An individual who is "high" on marijuana may become very talkative or not talk at all. Because marijuana can impair attention and memory, smoking marijuana is not conducive to optimal school performance. When marijuana is used daily in heavy amounts, it can also impair the human reproductive system and may be involved in some birth defects.

Feedback: 438-439 131. In the United States, smoking is likely to begin in grades seven through nine, although sizable portions of youth are still establishing regular smoking habits during high school and college. Cigarettes have been the substance most frequently used by high-school seniors on a daily basis.

Cigarette smoking peaks during emerging adulthood. Adolescents are more likely to smoke if they have both a friend and a parent who smoke.

Engaging in risk-taking behavior is also linked to cigarette smoking in adolescence. Adolescent smokers were more likely to engage in risk-taking behavior involving sex, alcohol, and using a vehicle. Cigarette smoking is decreasing among adolescents. There are a number of explanations for the decline in cigarette use by U.S. youth. These include increasing prices, less tobacco advertising reaching adolescents, more anti-smoking advertisements, and an increase in negative publicity about the tobacco industry. Since the mid-1990s, an increasing percentage of adolescents have reported that they perceive cigarette smoking as dangerous, disapprove of it, are less accepting of being around smokers, and prefer to date non-smokers.

Feedback: 349 132. The devastating effects of early smoking were brought home in a research study that found that smoking in the adolescent years causes permanent genetic changes in the lungs and forever increases the risk of lung cancer, even if the smoker quits. In two studies, cigarette smoking in adolescence was linked with emotional problems. In the first study, more than 15,000 adolescents were tracked for one year to assess the possible link between cigarette smoking and depression. Those who began smoking during the one-year duration of the study were four times more likely to become depressed at the end of the year. In the second study, more than 600 adolescents were followed into their early adulthood years to discover possible connections between cigarette smoking in adolescence and the prevalence of mental disorders in early adulthood. Those who smoked heavily as adolescents were more likely to have anxiety disorders as adults.

Feedback: 442 133. Anabolic steroids are drugs derived from the male sex hormone testosterone. Anabolic steroids have medical uses, but increasingly, they have been abused by some athletes and others who hope to improve their sports performance and physical attractiveness. Nonmedical use of these drugs carries a number of physical and psychological health risks. Both males and females who take large doses of anabolic steroids usually experience changes in sexual characteristics. In males, these can involve a shrinking of the testicles, reduced sperm count, impotence, premature baldness, enlargement of the prostate gland, breast enlargement, and difficulty or pain in urinating. In females, sterioid use can trigger severe acne on the face and body, a weakening of tendons, a reduction in HDL, and high blood pressure. Psychological effects in both males and females can involve irritability, uncontrollable bursts of anger, severe mood swings, impaired judgment stemming from feelings of invincibility, and paranoid jealousy.

Feedback: 443 134. A longitudinal study conducted by Kenneth Dodge and his colleagues examined the joint contributions of parents and peers to early substance use. The sequence of factors that were related to whether an adolescent would take drugs by twelve years of age was: being born into a high-risk family, experiencing an increase in harsh parenting in childhood, having conduct problems in school and getting rejected by peers in childhood, experiencing increased conflict with parents in early adolescence, having low parental monitoring by parents, and hanging out with deviant peers in early adolescence. All of these increased substance abuse. Educational success is a strong buffer for the emergence of drug problems in adolescence. Fortunately, by the time individuals reach their mid-twenties, many have reduced their use of alcohol and drugs.

Feedback: 444 135. Index offenses are criminal acts, whether they are committed by juveniles or adults. They include such acts as robbery, aggravated assault, rape, and homicide. Status offenses, such as running away, truancy, underage drinking, sexual promiscuity, and uncontrollability are less serious acts. They are performed by youth under a specified age, which classifies them as juvenile offenses. One study found that status offenses increased throughout adolescence. States often differ in the age used to classify an individual as a juvenile or an adult.

Feedback: 445-446 Overt: This pathway included minor aggression, followed by fighting and violence.

Covert: This pathway included minor covert acts, such as lying, followed by property damage and moderately serious delinquency, then serious delinquency.

Authority conflict: Youth on this pathway showed stubbornness prior to age twelve, then moved on to defiance and avoidance of authority.

In the Pittsburg Youth Study, three developmental pathways to delinquency were identified: 136. Predictors of juvenile delinquency include conflict with authority; minor covert acts that are followed by property damage and other more serious acts; minor aggression, followed by fighting and violence; negative identity; low self-control; egocentric bias; early initiation; being male; low expectations for education; low achievement in early grades of school; peer influences, low SES; lack of parental monitoring and support; having an older sibling who is a delinquent; and a high-crime neighborhood.

Feedback: 446-448 The nature of the community can contribute to delinquency. A community with a high crime rate allows adolescents to observe many models who engage in criminal activities and might be rewarded for their criminal accomplishments. The quality of schools, funding for education, and organized neighborhood activities are other community factors that might be related to delinquency.

Some characteristics of lower-SES culture can promote delinquency. The norms of many low-SES peer groups and gangs are antisocial, or counterproductive, to the goals and norms or society at large.

Having delinquent peers increases the risk of becoming delinquent. Peer rejection and having deviant friends at ages seven to thirteen were linked with increased delinquency at ages fourteen to fifteen.

137. Family support systems are associated with delinquency. Parents of delinquents are less skilled in discouraging antisocial behavior and in encouraging skilled behavior than are parents of non-delinquents. A study of families living in high-risk neighborhoods revealed that parents' lack of knowledge of their young adolescents' whereabouts was linked to whether or not the adolescent engaged in delinquency later in adolescence.

Family discord and inconsistent and inappropriate discipline are also associated with delinquency. A recent study found that being physically abused in the first five years of life was linked to a greater risk of delinquency in adolescence. High levels of hostile sibling relationships and older sibling delinquency were linked with younger sibling delinquency in both brother pairs and sister pairs.

Feedback: 448-449 138. The American Psychiatric Association lists nine symptoms that define a major depressive episode. To be classified as having a major depressive disorder, at least five of these must be present during a two week period: depressed mood most of the day; reduced interest or pleasure in most activities; significant weight loss or gain; or significant decrease or increase in appetite; trouble sleeping or sleeping too much; psychomotor agitation or retardation; fatigue or loss of energy; feeling worthless or guilty in an excessive or inappropriate manner; problems in thinking, concentrating, or making decisions; recurrent thoughts of death or suicide. By age fifteen, adolescent females have a rate of depression that is twice that of adolescent males. Some of the reasons that have been proposed for this sex difference include the following: females tend to ruminate in their depressed mood and amplify it; females' self images, especially their body images, are more negative than those of males; females face more discrimination than males do; and hormonal changes alter vulnerability to depression in adolescents, especially among girls.

Feedback: 449-450 139. Family factors are involved in adolescent depression. A recent study revealed that parent-adolescent conflict and low parental support were linked to adolescent depression. Being in a two-parent family structure and feeling connected to parents, peers, and school were protective factors associated with a lower incidence of depressed mood in adolescence. Early conduct problems and school failures in adolescence placed adolescent girls at risk for developing a major depressive episode in emerging adulthood. Poor peer relations are also associated with adolescent depression.

Not having a close relationship with a best friend, having less contact with friends, and being rejected by peers increased depressive tendencies in adolescents. Problems in adolescents' romantic relationships can also trigger depression. Friendship also provides social support.

Feedback: 450-451 140. Suicidal behavior is rare in childhood but escalates in adolescence and then increases further in emerging adulthood. Suicide is the third leading cause of death in 10- to 19-year-olds today in the United States. After increasing to high levels in the 1990s, suicide rates in adolescents have declined in recent years. Far more adolescents contemplate or attempt suicide than successfully commit suicide. Females were more likely to attempt suicide than males, but males were more likely to succeed in committing suicide. In emerging adulthood, males are six times more likely than females to commit suicide. Males use more lethal means, such as guns, in their suicide attempts, whereas adolescent females are more likely to cut their wrists or take an overdose of sleeping pills, methods less likely to result in death. Adolescent suicide attempts vary across ethnic groups in the United States. More than 20 percent of Native American/Alaska Native female adolescents reported that they had attempted suicide in the previous year and suicide accounts for almost 20 percent of NA-AN deaths among 15- to 19-year-olds. African American and non-Latino White males reported the lowest incidents of suicide attempts.

Feedback: 451 141. Suicidal adolescents often have depressive symptoms; depression is the most frequently cited factor associated with adolescent suicide. A sense of hopelessness, low self esteem, and high self-blame are also associated with adolescent suicide. A recent study found that the perception of being a burden on others and thwarted belongingness were linked to suicidal thoughts. Overweight middle-school students were more likely to think about, plan, and attempt suicide than were their counterparts who were not overweight. Preteen alcohol use was linked to suicide attempts in adolescence.

Feedback: 452-453 Role models and media: Girls who are highly motivated to look like same-sex figures in the media were more likely than their peers to become very concerned about their weight.

Sexual activity: Girls who were both sexually active with their boyfriends and in pubertal transition were the most likely to be dieting or engaged in disordered eating patterns.

Parenting: Adolescents who reported observing more healthy eating patterns and exercise by their parents had more healthy eating patterns and exercised more themselves. Negative parent-adolescent relationships were linked with increased dieting by girls over a one-year period.

Body image: In general, adolescents were dissatisfied with their bodies, with males desiring to increase their upper body and females wanting to decrease the overall size of their body. Low self-esteem and social support, weight-related teasing, and pressure to lose weight were linked to adolescents' negative body image.

142. Research has linked the following factors to eating disorders.

Feedback: 453-454 143. The percentage of overweight adolescents has been increasing. Research indicates increases in being overweight during adolescence in European countries, as well as in the U.S. Being overweight as a child is a strong predictor for being overweight as an adolescent. Eighty percent of the children who were at risk for being overweight at three years of age were also at risk for being overweight or were overweight at twelve years of age. An increase in being overweight also has occurred in emerging adulthood. African American girls and Latino boys have especially high risks of being overweight during adolescence. One study revealed that the higher obesity rate for African American females is linked with a diet higher in calories and fat, as well as sedentary behaviors. U.S. children and adolescents are more likely to be overweight or obese than their counterparts in most other countries. One recent comparison of 34 countries found that the United States had the second highest rate of child obesity. Eating patterns established in childhood and adolescence are strongly linked to obesity and adulthood.

Feedback: 454 144. In one U.S. study, adolescents who had an overweight mother or father were more likely to be overweight than their counterparts without an overweight parent. Adolescent girls who watched four or more hours of television per day were more likely to be overweight than those who watched less than four hours a day. Adolescent boys who participated in team sports and exercise programs were less likely to be overweight than those who did not participate in these programs. Watching two or more hours of television a day was linked to being overweight for both adolescent boys and girls. Both heredity and environmental factors are involved in obesity. Some individuals inherit a tendency to be overweight.

Identical twins, even when they are reared apart, have similar weights. Strong evidence of the environment's role in obesity is the doubling of the rate of obesity in the United States since 1900. This dramatic increase in obesity likely is due to a greater availability of food (especially food high in fat), the invention of energy-saving devices, and declining physical activity.

Feedback: 455 145. Being overweight or obese has negative effects on adolescent health, in terms of both biological development and socioemotional development. In terms of biological development, being overweight in adolescence is linked with high blood pressure, hip problems, pulmonary problems, and type 2 diabetes. In terms of socioemotional development, adolescents who are overweight are more likely than their normal-weight counterparts to have lower self-esteem, be depressed, and to have more problems in relationships with peers.

Feedback: 455-456 Most anorexics are non-Latino White adolescent or young adult females from well-educated, middle- and upper-income families that are competitive and high-achieving. Problems in family functioning are increasingly being found to be linked to the appearance of anorexia nervosa in adolescent girls. The fashion image in U.S. culture contributes to the incidence of anorexia nervosa. Friends often share similar body-image and eating problems. In one study, an individual girl's dieting and extreme weight-loss behavior could be predicted from her friends' dieting and extreme weight-loss behavior. In addition, social networking web sites, such as MySpace and Facebook, connect thousands of anorexics, who are able to share pro-anorexic information on how to deprive their bodies and become unhealthily thin.

146. Anorexia nervosa is an eating disorder that involves the relentless pursuit of thinness through starvation. Anorexia nervosa is a serious disorder that can lead to death. Three main characteristics of anorexia nervosa are: weighing less than 85 percent of what is considered normal for age and height; having an intense fear of gaining weight which does not decrease with weight loss; and having a distorted image of body shape.

Even when they are extremely thin, anorexics see themselves as too fat.

Feedback: 456 147. Bulimia nervosa is an eating disorder in which the individual consistently follows a binge-purge eating pattern. The bulimic goes on an eating binge and then purges by self-induced vomiting or using laxatives. A person is considered to have a serious bulimic disorder only if the episodes occur at least twice a week for three months. Most bulimics are preoccupied with food, have a strong fear of becoming overweight, and are depressed or anxious. Bulimics overvalue their body weight and shape, and this overvaluation was linked to higher depression and lower selfesteem. Unlike anorexics, people who binge and purge typically fall within a normal weight range, making bulimia difficult to detect. Bulimia nervosa typically begins in late adolescence or early adulthood. About 90 percent of the cases are women. One study of adolescent girls found that increased dieting, pressure to be thin, exaggerated importance of appearance, body dissatisfaction, depression symptoms, low self-esteem, and low social support predicted binge eating two years later.

Feedback: 457-458 148. The four problems that affect the largest numbers of adolescents are (1) drug abuse, (2) juvenile delinquency, (3) sexual problems, and (4) school-related problems. The adolescents most at risk have more than one of these problems. Researchers are increasingly finding that problem behaviors in adolescence are interrelated. Adolescent researcher Joy Dryfoos described three common components of programs that are successful in preventing or reducing adolescent problems: (1) intensive individualized attention wherein high-risk youth are paired with a responsible adult who gives the youth attention and deals with the youth's specific needs is one component; (2) community-wide, multiagency collaborative approaches, which are more effective when they are coordinated with family, peer, and school components; (3) early identification and intervention with children and adolescents, before problems develop or at the beginning of the problem.

Chapter 13 Summary Category Blooms Taxonomy: Analysis Blooms Taxonomy: Application Blooms Taxonomy: Comprehension Blooms Taxonomy: Evaluation Blooms Taxonomy: Knowledge Difficulty: Basic Difficulty: Difficult Difficulty: Moderate Learning Goal: 1 Learning Goal: 2 Learning Goal: 3 Santrock - Chapter 13

# of Questions 24 32 37 1 54 11 7 130 46 98 4 148