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Question
Which of the following is not likely to predict students' achievement-related behavior?
A. whether the student has experienced a failure
B. whether the student believes intelligence is fixed or malleable
C. whether the student is mastery or performance motivated
D. whether the student is confident in his/her abilities
Answer
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Related questions
Q:
Robert and Todd have both recently been diagnosed with a serious chronic illness that will most likely present itself in late adulthood. Discuss how Robert and Todd, similarly aged peers who are exposed to the same stressor, may respond to hearing this news very differently? What are the "best" ways to cope with this news?
Q:
John's sister scores extremely high in depressive symptomatology. He wants to know why, although they have lived very similar lives, she might be at an increased risk for depression during adolescence?
Q:
______ strategies are more effective in situations that are clearly uncontrollable; ______ strategies generally result in better adjustment, less depression, and fewer behavior problems.
A. Primary; primary
B. Primary; secondary
C. Secondary; secondary
D. Secondary; primary
Q:
Research has identified all but which of the following as risk factors for suicide attempts during adolescence?
A. experiencing extensive family conflict
B. being under stress
C. having a psychiatric problem
D. All of the above are risk factors for suicide and suicide ideation.
Q:
While Alan is waiting in line for tickets to the show, the man behind him bumps into him. Even though the man apologizes, Alan becomes extremely upset and pushes him back. Alan is probably suffering from:
A. attention deficit disorder.
B. negative affectivity disorder.
C. hostile attributional bias.
D. status offense syndrome.
Q:
The biologically based psychological disorder characterized by impulsiveness, inattentiveness, restlessness, and inappropriately high levels of activity is called:
A. schizophrenia.
B. nervosa.
C. attention deficit/hyperactivity disorder.
D. oppositional defiant disorder.
Q:
Compared to children and adults, adolescents:
A. engage in a greater amount of risky behaviors in the real world.
B. perceive fewer risks on laboratory questionnaires.
C. make more deliberate decisions in the real world.
D. None of the above is true.
Q:
Behavioral decision theory draws heavily on _____, and is a rational process in which individuals _____.
A. psychoanalytic theory; are forced to think about the root of their behaviors
B. information-processing theory; naturally advance in cognitive skills
C. economics; calculate the costs and benefits
D. behaviorism; make choices based on rewards and punishments.
Q:
What emotional characteristic makes an individual more likely to engage in risky behaviors?
A. depression
B. moodiness
C. sensation seeking
D. anxiety
Q:
Who of the following individuals is likely to believe that it is always wrong to exclude others?
A. Gwendolyn, who is trying to decide who to invite to her 9th birthday party
B. Amy, who is a member of a high-status peer group at her high school
C. Tina, an adolescent who has a sophisticated understanding of peer group dynamics
D. Carl, a senior on the high school football team.
Q:
Which of the following is one of the results of improvements in social cognition?
A. adolescents become better at lying
B. adolescents become less able to recognize that others may view situations differently
C. adolescents are less capable of formulating arguments
D. adolescents are less likely to challenge their parents' authority
Q:
Which of the following statements about social cognition is false?
A. Adolescents have a more differentiated and more nuanced understanding of social norms.
B. Adolescents are more able than children to step outside themselves and see things from other vantage points.
C. Adolescents are less likely to see that social rules are subjective.
D. Adolescents are more likely to believe that there are some situations under which it may be appropriate to limit the rights of certain people.
Q:
Jane, an adolescent, can attribute her improved planning skills to developments in her ______ and she can attribute her gut-level, intuitive decision making to her ______.
A. dorsolateral prefrontal cortex; orbitofrontal cortex
B. dorsolateral prefrontal cortex; ventromedial prefrontal cortex
C. ventromedial prefrontal cortex; dorsolateral prefrontal cortex
D. orbitofrontal cortex; ventromedial prefrontal cortex
Q:
Changes in the limbic system during adolescence may cause all of the following, except:
A. increased emotionality.
B. increased responsiveness to stress.
C. decreased risk-taking.
D. decreased responsiveness to rewards.
Q:
All of the following statements about structural and functional change involving the prefrontal cortex during adolescence are true except:
A. patterns of activation within the prefrontal cortex generally become more focused
B. individuals are more likely to use multiple parts of the brain simultaneously and coordinate activity between prefrontal regions and other areas of the brain
C. the full structural maturation of the prefrontal cortex is not complete until the mid-20s
D. All of the above are true
Q:
One type of structural change in the brain has to do with changes in the levels of grey and white matter in the brain. Which of the following statements is true?
A. grey matter decreases while white matter increases
B. grey matter increases while white matter decreases
C. both grey matter and white matter decrease
D. both grey matter and white matter increase
Q:
The formation of synapses is:
A. almost entirely genetically programmed.
B. almost entirely formed through experience.
C. both genetically programmed and formed through experience.
D. random.
Q:
Neurons are cells that carry information by transmitting electrical charges across the body. When the electrical charge travels through a neuron, it stimulates _____.
A. the release of neurotransmitters
B. synaptic pruning
C. myelination
D. the brain to process some piece of information
Q:
Jesse is in the seventh grade at a school that has open classrooms with multiple teachers instructing their classes in one large area. Which of the following cognitive processes will help Jesse focus on his teacher?
A. working memory
B. selective attention
C. long-term memory
D. divided attention
Q:
Which of the following is not relatively stable during adolescence?
A. class ranking
B. intelligence
C. height
D. mental abilities
Q:
Which of the following changes explains why adolescents, compared to children, may be better able to concentrate and stay focused on reading tasks?
A. increasing use of mnemonic devices
B. becoming more flexible with strategy use
C. increasing speed of information processing
D. improvements in attention
Q:
Dr. Martino argues that development proceeds in stages and that each stage is marked by fairly consistent behavior. Then, as the child's biological development progresses and new experiences are acquired, a shift occurs and development breaks through to the next level. Dr. Martino's view is most consistent with that expressed by the:
A. triarchic theory of intelligence.
B. information-processing perspective.
C. psychometric theory.
D. Piagetian perspective.
Q:
The ability to think about one's own thoughts is called:
A. hypothetical think.
B. egocentric logic.
C. metacognition.
D. social cognition.
Q:
Javier spends a great deal of time talking about relationships, politics, philosophy, religion, and morality with his friends, demonstrating his ability to think:
A. abstractly.
B. preoperationally.
C. concretely.
D. deductively.
Q:
Which of the following terms applies more to adolescent thought than to childhood thought?
A. conservation, reversibility, structure
B. assimilation, accommodation, complexity
C. preoperational, egocentric, concrete
D. flexible, speculative, abstract
Q:
Who of the following is probably a child (and not an adolescent)?
A. Jeanette, someone who can easily describe her thought process
B. Christine, someone who tends to think about things one aspect at a time
C. Bryan, who tends to question everything, just for the sake of argument
D. Brandon, someone who entertains many possibilities before making the final decision
Q:
Joey enjoys playing the devil's advocate and is always stirring up discussions with his contrary positions. This ability is one aspect of:
A. hypothetical thinking.
B. social cognition.
C. mutual perspective-taking.
D. impression formation.
Q:
Fifteen-year-old Maya's parents are worried about her. Maya seems to be sleepy all the time. She sometimes falls asleep at the kitchen table when she gets home from school, but stays up late at night, past 11 p.m., when her parents go to sleep. Maya also seems to be irritable a lot of the time. On weekends, Maya usually sleeps until noon, even though her parents have asked her to get up earlier to help with chores. Maya's parents insist that she never had any problems like this when she was younger. How would you explain the changes in Maya's behavior (particularly her sleep changes) to her parents?
Q:
According to the textbook, what was the most effective way to reduce adolescent smoking?
A. school-wide assemblies with presentations from police officers and doctors
B. on-campus law enforcement personnel who enforce school rules that prohibit smoking
C. advertisements on TV shows relevant to teens, such as MTV
D. raising the price of cigarettes
Q:
Based on information presented in the textbook, in the United States today, which of the following strategies would be the least efficient way to promote adolescent health?
A. increasing adolescents' knowledge and understanding of health-promoting behaviors
B. changing an aspect of the context in which adolescents live
C. ensuring that school bathrooms are sanitary
D. parental encouragement of adolescent exercise