Test Bank for Adolescence Canadian 1st Edition
Ian McMahan Susan Thompson
0205843719 9780205843718
Full download:
Solution Manual: https://testbankpack.com/p/solutions-manual-for-adolescencecanadian-1st-edition-mcmahan-thompson-0205843719-9780205843718/
Test Bank: https://testbankpack.com/p/test-bank-for-adolescence-canadian-1stedition-mcmahan-thompson-0205843719-9780205843718/
Chapter 2: Puberty and Physical Development
Multiple Choice Questions
1) is a universal feature of adolescent development
A) "Storm and stress"
B) Puberty
C) Separation from parents
D) Sexual initiation
Answer: B
Page Ref: 36
2) The process that propels children in the direction of physical and sexual maturity is called
A) puberty.
B) recapitulation.
C) nurture.
D) socialization.
Answer: A
Page Ref: 36
3) The endocrine system influences bodilyprocesses by producing and releasing
A) neural fibers.
B) chemical energy.
C) hormones.
D) electrical impulses.
Answer: C
Page Ref: 37
4) The functions as the control center for the endocrine system.
A) hypothalamus
B) pituitary
C) adrenal gland
D) medulla
Answer: A
Page Ref: 37
5) A key event in setting off puberty occurs when
A) there is a surge in levels of human growth hormone
B) the adrenal gland produces higher levels of stress hormone.
Copyright © 2015 Pearson Canada Inc. 2-2
C) the hypothalamus becomes less sensitive to sex hormones and signals the gonads to produce higher levels of them.
D) the growth curve becomes steepest
Answer: C
Page Ref: 38-39
6) The letter "G" in HPG axis stands for
A) growth
B) GnRH.
C) giveback.
D) gonads.
Answer: D
Page Ref: 38
7) The earliest phase of puberty, which begins before any outward physical changes, isknown as
A) adrenarche
B) spermarche.
C) menarche
D) asynchronicity.
Answer: A
Page Ref: 39
8) During puberty, levels of increase much more in boys than in girls.
A) DHEA B) estrogen C) androgens D)
leptin
Answer: C
Page Ref: 39
9) During puberty, levels of increase much more in girls than in boys.
A) androgens
B) estrogen
C) DHEA
D) leptin
Answer: B
Page Ref: 39
Copyright © 2015 Pearson Canada Inc.
10) Duringpuberty, the HPG axis sets in motionthe rapid increase in height and weight knownas
A) the secular trend.
B) homeostasis
C) the adolescent growth spurt
D) the metabolic transition
Answer: C
Page Ref: 40
11) On average, girls enter the adolescent growth spurt boys.
A) at the same time as
B) six months later than
C) about two years earlier than
D) six months earlier than
Answer: C
Page Ref: 41
12) During the adolescent growth spurt, different parts of the bodychange at different times and different rates; a phenomenon called
A) homeostasis.
B) the critical period.
C) ossification.
D) asynchronicity.
Answer: D
Page Ref: 42
13) One reason for the average difference in height between adult men and women is that
A) boys are older and hence taller when theyenter the growth spurt.
B) androgens promote greater height than estrogen
C) girls are shorter than same-age boys during childhood
D) the Y chromosome in males programs greater height.
Answer: A
Page Ref: 42
14) During earlyadolescence, gain more body fat and gain more muscle.
A) boys; boys
B) girls; girls
Copyright © 2015 Pearson Canada Inc. 2-4
C) girls; boys
D) boys; girls
Answer: C
Page Ref: 42
15) During puberty, boys increase in physical strength more than girls in part because
A) theyare more likely to exercise regularly
B) girls put on proportionately more body fat than boys.
C) their endocrine systems produces more testosterone, closely linked to muscle growth
D) All of the above
Answer: D
Page Ref: 42-43
16) Typically, boys experience their first ejaculation fairly in puberty, and girls experience their first menstrual period fairly in puberty.
A) early; early
B) early; late
C) late; early
D) late; late
Answer: B
Page Ref: 44
17) "Tanner stages" refers to
A) the sequence of changes in secondary sex characteristics during puberty.
B) the levels of melatonin found in the skin of adolescents from different backgrounds.
C) the growth and maturation of the long bones of the body
D) the increased production of sebum that is linked to adolescent acne
Answer: A
Page Ref: 44
18) In most girls, the first outward indication of puberty is
A) the appearance of pubic hair.
B) menarche.
C) the swelling of the breast bud.
D) the development of complexion problems.
Answer: C
Page Ref: 44
Copyright © 2015 Pearson Canada Inc. 2-5
19) In most boys, the first outward sign of puberty is
A) the growth of the testes and scrotum.
B) the appearance of facial hair
C) the appearance of pubic hair
D) register changes in the voice
Answer: A
Page Ref: 44
20) For boys, the first signs of puberty usually occur around age
A) nine.
B) eleven.
C) thirteen
D) fifteen
Answer: B
Page Ref: 46
21) For girls, the first signs of puberty usually occur around age
A) ten.
B) twelve
C) fourteen
D) sixteen.
Answer: A
Page Ref: 45
22) Research on trends in puberty often focuses on the age of menarche because
A) pubertal trends change more for girls than for boys
B) it is the earliest sign of puberty in girls.
C) it is a definite event that is usually noticed and remembered.
D) sexual development in boys happens more slowly and gradually
Answer: C
Page Ref: 46
23) The age at which girls experience their first menstrual period is affected by
A) nutrition
B) familyconflict.
C) intensive exercise
D) All of the above
Answer: D
Page Ref: 46-47
Copyright © 2015 Pearson Canada Inc. 2-6
24) Between 1900 and 1960, the average age of menarche in Canada and the United States dropped byabout two months everydecade. This is an illustration of the
A) pubertal decline
B) secular trend.
C) delayed phase preference.
D) lowered reaction range.
Answer: B
Page Ref: 46
25) Historical evidence suggests that in Classical Greece and Rome, menarche
A) came somewhat later than it does in Europe and North America today
B) came much later than it does in Europe and North America today
C) came at roughly the same age as it does in Europe and North America today
D) came somewhat earlier than it does in Europe and North Americatoday.
Answer: C
Page Ref: 49
26) Girls who have negative feelings about their breast development tend to attribute this to
A) the stress of having to leave childhood.
B) increased parental restrictions on their activities.
C) the hassle of having to dress modestly
D) overt reactions from others, especially boys
Answer: D
Page Ref: 51
27) When girls experience menarche, most respond by
A) telling their mother.
B) telling their closest friend.
C) keeping it secret
D) telling their father
Answer: A
Page Ref: 52
28) For pubertal boys, self consciousness about penis size can lead to
A) checking out other boys' bodies for reassurance.
B) "locker room syndrome," or fear of being seen naked byother boys
C) involuntary erections during public moments
D) frequent conversations on the topic with close friends
Answer: B
Page Ref: 53
Copyright © 2015 Pearson Canada Inc. 2-7
29) Girls who enter pubertyearlier than their age mates
A) are better prepared for adolescent changes.
B) tend to be taller as adults
C) usually get more social support from parents and peers
D) tend to be less popular and more depressed.
Answer: D
Page Ref: 54
30) Early-maturing girls are less likely to have problems if
A) pubertycomes at the same time as moving to a new school
B) their community doesn't offer sexualityeducation until junior high school.
C) theyattend an all-girls school
D) their friends have not yet reached puberty.
Answer: C
Page Ref: 55
31) Boys who enter puberty earlier than their age mates
A) are seen and treated as more mature
B) are more likely to get involved with drug and alcohol use.
C) have fewer problems with parents.
D) All of the above.
Answer: D
Page Ref: 55
32) According to the hypothesis, the effects of entering puberty markedly early or late result from the stress of being different from others in one's peer group.
A) stage termination
B) deviance
C) adult resemblance
D) continuum
Answer: B
Page Ref: 56
33) According to the hypothesis, entering pubertyearly is negative for girls because they haven't had time to complete the psychological tasks of childhood.
A) stage termination
B) deviance
Copyright © 2015 Pearson Canada Inc. 2-8
C) adult resemblance
D) continuum
Answer: A
Page Ref: 56
34) With puberty, both boys and girls tend to have closeness and conflict with their mothers.
A) more; less
B) less; more
C) more; more
D) less; less
Answer: C
Page Ref: 58
35) The Jewish Bar Mitzvah is an example of the custom of
A) honoring outstanding teens.
B) pubertyrites.
C) birthdaycelebrations.
D) exchanging gifts on specialdays.
Answer: B
Page Ref: 60
36) As compared to puberty rites for girls, puberty rites for boys tend to be more
A) enthusiastically celebrated.
B) focused on rules and taboos.
C) harsh and painful
D) rapidlydying out.
Answer: C
Page Ref: 60
37) During puberty and adolescence, neurons in the brain lose as manyas halftheir interconnections, in a process called
A) synaptic pruning.
B) dendritic branching.
C) myelination.
D) nerve conservation
Answer: A
Page Ref: 61
Copyright © 2015 Pearson Canada Inc. 2-9
38) During adolescence, the brain becomes more efficient and precise in its functioning, partly because of the increase in
A) neurons.
B) myelin
C) hemispheres.
D) synapses
Answer: B
Page Ref: 62
39) The beliefthat complex processes must be explained interms of more elementaryprocesses is knownas
A) atomism
B) elementarism.
C) reductionism
D) basicalism.
Answer: C
Page Ref: 62
40) During adolescence, young people form important health habits that affect their well being during adulthood, including
A) getting enough sleep.
B) eating a nutritious, well balanced diet.
C) exercising regularly
D) All of the above.
Answer: D
Page Ref: 63
41) Mood swings during adolescence
A) are the direct result of changes in hormone levels
B) are no greater than those during childhood or adulthood.
C) reflect both a larger number of unpredictable events and a greater vulnerability tothem.
D) are just as extreme in late adolescence as duringpuberty
Answer: C
Page Ref: 64
42) Girls who see themselves as overweight, even when theyare not, and are especially dissatisfied with their hips, thighs, and waists, suffer from a distorted
A) bodyimage.
B) pubertal growth.
Copyright © 2015 Pearson Canada Inc. 2-10
C) sexual self.
D) media obsession.
Answer: A
Page Ref: 64
43) Among adolescent girls, dissatisfaction with their bodies
A) is found mostly among those whom others consider unattractive.
B) is generallythe result of being overweight.
C) is more common among those who watch more television and read more teen magazines.
D) can generally be overcome through a focus on dieting and exercise.
Answer: C
Page Ref: 65
44) Adolescents who do not get 8 or more hours of sleep on weeknights
A) can make up for it by sleeping more onweekends
B) are more likely to have academic and emotional problems.
C) are the minority, because most teens do get that much
D) are normal, because teens need less sleep thanchildren.
Answer: B
Page Ref: 68
45) About % of Canadian adolescents eat too much unhealthy saturated fat.
A) 25
B) 40
C) 66
D) 91
Answer: D
Page Ref: 69
46) What proportion of Canadian adolescents eat at least one serving of fruit a day?
A) Less than half.
B) Two-thirds.
C) Three quarters.
D) Over 90%
Answer: A
Page Ref: 69
Copyright © 2015 Pearson Canada Inc. 2-11
47) Recent research on diet among teens in industrialized countries indicates that adolescents have the highest rates of overweight and obesity.
A) Canadian
B) American
C) British
D) Australian
Answer: B
Page Ref: 70
48) Among Canadian adolescent boys, meet ‘moderate’ standards of physical activity.
A) more than three quarters
B) about two-thirds
C) less than half
D) fewer than one quarter
Answer: C
Page Ref: 70
49) Canadian teens spend in sedentary activities everyday
A) more than 9 hours
B) less than 9 hours
C) 3-5 hours
D) None of the above
Answer: A
Page Ref: 70
50) In recent years, physical education classes in school when offered
A) have become longer and more rigorous.
B) are more likelyto be required of all students.
C) are one hour once weekly.
D) are more popular among older adolescents.
Answer: C
Page Ref: 70
Essay Questions
1) What body system regulates puberty? What are the crucial elements in this system? How does it carryout its regulatoryfunction?
Answer: The endocrine system regulates puberty by way of the HPG axis -- hypothalamus, pituitary, gonads -- which controls the levels of sex hormones, androgens (testosterone) and estrogens (estradiol) The HPG axis creates a feedback loop that keeps hormone levels at their set point. At puberty, the hypothalamus becomes less sensitive to sex hormones, which raises the set point.
Copyright © 2015 Pearson Canada Inc. 2-12
2) How is the course of physical and sexual development during puberty different for girls and boys?
Answer: Girls enter puberty and the pubertal growth spurt about 2 years earlier than boys. As a result, while theyare taller on average between 11 and 13, boys end up taller by midadolescence Girls reach sexual maturity, or menarche, late in the course of pubertal development, but boys begin producing sperm early in puberty.
3) Shanti is one ofthe first girls in her school class to enter puberty. What are some of the ways inwhichthis is likelyto affect her? What explanations have beenoffered for these effects?
Answer: Girls who mature early tend to suffer for it. They are less popular with othergirls, have lower self-esteem, and are more anxious and depressed. Explanations include the deviance hypothesis (those who deviate from the norm suffer for it), the stage termination hypothesis (girls who enter pubertyearly haven't had time to finish the tasks of childhood), and the adult resemblance hypothesis (girls who look more mature are likely to become involved early in deviant activities).
4) What are pubertyrites? What social functions may they serve? How are theyusually different for girls and boys?
Answer: Especially in traditional cultures, a child’s entry into puberty is generally marked by special events called puberty rites For girls, these generally include instruction on adult roles and rules, taboos, and sexual matters. Boys are often subjected to difficult and painful ordeals
5) What important health issues come forward during puberty? Discuss in detail how teens are affected and what might be done to help.
Answer: Health issues during puberty include mood swings; poor body image; insufficient sleep; poor nutrition; and lack of exercise New issues and experiences, along with hormonal shifts, can create mood swings and heightened emotionality. Unhappiness with one’s changing body is common, especiallyamong girls who read teen-oriented magazines, and can lead to serious eating problems. Many adolescents are chronically sleep-deprived. Too many skip meals and relyon high-fat fast food, resulting in an epidemic of teen obesity, and too few get even a minimum of physical exercise
Copyright © 2015 Pearson Canada Inc. 2-13
Another random document with no related content on Scribd:
somewhere we made a mistake, there was something we failed to see. I'd like to know what made him jump."
This time the American looked out to sea. He was silent.
The doctor took out an old briar pipe and began filling it from a leather pouch. "Strange. His radio beacon is functioning normally. There's no reason why his transmitter and receiver shouldn't be working too. Yet we've been trying to contact him by means of voice communication, and he doesn't answer. Maybe he's dead already. There's no way to tell."
"Do you think he's worth saving?" the pilot asked after a minute. "I'd like to know why he jumped."
In the briefing room, the American listened intently to the sounds coming from the speaker. Dr. Valdez and the other members of the Prospero's crew also listened. Dr. Valdez listened with his eyes closed, drawing slowly on his pipe.
"Orbital ship Wabash Cannonball acknowledging Azores transmission," the voice said. "Our condition is still AOK, repeat, condition is still normal. We are still tracking survival beacon. Range, 10,000 kilometers and closing." There was another burst of radio noise that momentarily drowned out the voice. The men in the briefing room had been listening for nearly six hours now. Occasionally one of them would go out for coffee or fresh air, but he always returned within a few minutes. The American pilot had not moved from his place since lift-off. Outside, it had begun to rain.
At last, the critical moment came.
"Range is now five hundred kilometers and closing," the voice said. "I now have a visual sight. Repeat. I have a visual sight. I can see him. Switching from computer to manual control." Several minutes of silence. The pilot was jockeying closer to Duport, making delicate adjustments in his ship's orbital path. He had a small target. A single
wrong judgement could cause him to drift hundreds of kilometers off course, wasting a critical amount of fuel.
At last the report came, "Range is now five hundred meters. We are suiting up and blowing cabin pressure. Stand by for further transmission." Ten minutes passed. The crew was too busy to broadcast now. The rain drummed softly on the roof of the briefing room and ran in slow curtains down the windowpanes.
Finally the voice came on the air again.
"Orbital ship Wabash Cannonball resuming transmission. Rescue operation is successful. Repeat, operation is successful. We have him aboard. He's alive."
The American pilot looked up at the faces around him. Dr. Valdez was rubbing his mouth thoughtfully. The other men stared at the speaker with blank looks. The American noted that no one was cheering.
Later, the pilot of the Cannonball described the rescue. When he had first reported his visual sighting, he had been seeing the sunlight reflected from the surface of Duport's suit. Duport was a white spark, shining out among the stars like a meteor or nova. The sight had given the rescue pilot a peculiar feeling, he mentioned later, seeing this blue-white star slowly growing in the sky until it was brighter than Venus, seeing this new star rise, a point of white fire, and knowing the star was a man.
Then they had suited up and blown the cabin pressure. The co-pilot had gone out the hatch while the pilot remained at his controls. Watching through the periscope, he could see Duport spread-eagled against the sky, the left side of his body a glare of sunlight, the right side in shadow. Duport had not moved his arms or legs since they had first seen him, neither did he acknowledge with his suit transmitter. He was about five hundred meters from the ship and drifting slowly closer. The co-pilot tethered himself to the hull, then
tossed out a line with a magnetic grapple on its end. He missed, hauled in, and tossed again. On the third try the end of the line passed within half a meter of Duport's body. Duport moved his arm, took the end of the line, and hooked it to his belt. The co-pilot hauled him in.
About a month later, the American pilot saw Rene Duport for the first time since he had jumped from the Prospero. It was at the space medicine laboratories at Walter Reed.
Dr. Valdez stood near the window, looking down at the sunlit lawn. In the shade of a tall shrub a man was sitting in a lawn chair, his head back, completely relaxed. He wore a blue denim hospital uniform. His back was to the window.
"Physically he was in good condition when they brought him down," the doctor said, "except for a slight case of dehydration."
"Can I talk to him?" the pilot asked.
Dr. Valdez looked at him sharply, as if surprised by the request.
"You can talk to him if you like. But he won't answer you."
The pilot followed the doctor out of the room and down to the lawn. They came up from behind the lawn chair and stood looking down at the man sitting in it. His eyes were closed.
The pilot saw that Duport's jaw was slack. He could not tell whether he was asleep. The flesh in his cheeks was sunken. He looked older.
Dr. Valdez said, "Catatonia, schizophrenia, it's like no condition I've ever seen before. He is perfectly aware of what is going on around him, you see. Bring him food and he eats. Stick him with a pin and he jumps. All his responses are normal. He took the cable and attached it himself, remember. But he will make no more than the minimum necessary effort to survive." The doctor chewed his lip, thinking. "If only he would say something."
"Have you decided why he jumped?" the pilot asked, not realizing that he was whispering. "What made him panic?"
"No." The doctor shook his head. "Not panic, it wasn't fear alone, I think. There was something else. We put him through equally critical moments in training, and he didn't panic then. Fear was part of it, but there was something else too."
"Well, what then?"
"I don't know the word. It's something new. Maybe Duport is a new kind of human being. If not fear, call it—love, or desire. He jumped into space because, I think, he wanted to."
"I don't understand that," the pilot said.
"I don't either—yet." Dr. Valdez moved a step closer to the man in the chair. "Rene. Rene Duport."
Without moving his head, Duport opened his eyes.
"Stand up."
Duport got up and stood looking at some point half way between the two men. His eyes no longer glistened.
"It's as if something has gone out of him," the doctor said.
"Do you know who I am?" the pilot asked. Rene Duport turned his head until the pupils of his eyes were pointed at the American's face. But his eyes did not seem to focus on him. Rather they were focused at some point far beyond him.
"Why did you jump?" the pilot said. Moving a step closer, he looked into the blank, dull eyes, that continued looking through him, focused on some strange horizon. The eyes no longer seemed blue, but light grey. The pilot tried to remember where he had seen eyes like that before. Then he remembered one day, years before, when he had looked down into the open eyes of a dead man. He shuddered and turned away.
"If only he would talk," the doctor said.
The pilot had turned his back on Duport. "Why? If he could talk, what would you ask him?"
It was two or three minutes before the doctor answered. "I would ask him what it feels like to be a star."
And as the two men walked away, Rene Duport remained standing where they left him. He was watching. The pupils of his eyes never shifted, but he was always watching. The Earth, a swollen balloon, floated past his field of vision. Slowly his right arm rose until his arm was horizontal from his shoulder. Then the corners of his mouth lifted in a faint smile, as his fingers touched the Clouds of Magellan.
THE END
*** END OF THE PROJECT GUTENBERG EBOOK FAR ENOUGH TO TOUCH
Updated editions will replace the previous one—the old editions will be renamed.
Creating the works from print editions not protected by U.S. copyright law means that no one owns a United States copyright in these works, so the Foundation (and you!) can copy and distribute it in the United States without permission and without paying copyright royalties. Special rules, set forth in the General Terms of Use part of this license, apply to copying and distributing Project Gutenberg™ electronic works to protect the PROJECT GUTENBERG™ concept and trademark. Project Gutenberg is a registered trademark, and may not be used if you charge for an eBook, except by following the terms of the trademark license, including paying royalties for use of the Project Gutenberg trademark. If you do not charge anything for copies of this eBook, complying with the trademark license is very easy. You may use this eBook for nearly any purpose such as creation of derivative works, reports, performances and research. Project Gutenberg eBooks may be modified and printed and given away—you may do practically ANYTHING in the United States with eBooks not protected by U.S. copyright law. Redistribution is subject to the trademark license, especially commercial redistribution.