Q&A Hero

Q: Notable contributing factors to the elongation of adolescence compared to previous eras include all exceptwhich of the following: A. earlier onset of puberty. B. later entry into adult work roles. C. later entry into adult family roles. D. later development of emotional maturity.

Q: Jeffrey Arnett, the psychologist who created the term "emerging adulthood", believes that the developmental period between adolescence and adulthood (emerging adulthood): A. exists in all cultures. B. exists in almost every culture. C. exists in very few cultures. D. exists wherever there is a large discrepancy between the rich and the poor.

Q: Which of the following is not one of the areas of fundamental change in adolescence? A. biological B. social C. conceptual D. cognitive

Q: Applying what you have learned about initiation ceremonies and social redefinition, design an initiation ceremony for American adolescents in the 19th century. Describe at what age this would take place. What general themes would be present within your ceremony?

Q: Amanda, a 13-year-old Hispanic girl, lives below the poverty line with her mother in an impoverished neighborhood. Based on what you know about the effects of poverty on the transition to adulthood, what would you predict for Amanda? Be sure to include the role of race and neighborhoods in your answer.

Q: You are a specialist in adolescent development and have been invited to serve as an expert witness in a high profile case. The case involves a 15-year-old girl who is being charged with a gruesome first-degree murder. The judge would like to hold this girl to the same standards of criminal responsibility as he would an adult. As such, the judge has chosen to process this girl in a criminal court. Do you think the teenage murderer would be competent to stand trial in a criminal court? Based on what you know about the legal boundaries between childhood and adulthood, do you agree with the judge's decision?

Q: Black, Hispanic, and American Indian youth have more trouble negotiating the transition into adulthood than do their counterparts of which race(s)? A. White youth only B. Asian youth only C. White and Asian youth D. none of the above is the correct answer

Q: According to research presented in the textbook, the longer a foreign-born adolescent has lived in the United States, the more likely he or she is to: A. smoke cigarettes or binge drink B. feel as though he or she has established meaningful interpersonal relationships C. increase in health-benefiting behaviors D. receive high grades in school

Q: Which of the following is not associated with transition difficulties in adolescence? A. spending a lot of time with peers B. being a member of a minority group C. living in poverty D. the absence of affluent neighbors

Q: "The social redefinition of the adolescent typically involves a two-sided change in status." Discuss the meaning of this statement and provide several illustrations of a two-sided change in status found in contemporary society.

Q: How does poverty adversely affect the behavior and development of adolescents? A. Social problems are contagious and can spread from one adolescent to another. B. Poverty in neighborhoods breeds social isolation. C. Adolescents growing up in poverty are more likely to be exposed to violence. D. All of the above are true

Q: You have been appointed to design a program for youth who are not college-bound. How would you help these adolescents make the transition from high school to work? What components would be important to include in this program?

Q: Tamika and Theresa both live in single-parent households and survive on welfare. Tamika, however, lives in a better neighborhood than Theresa. According to community researchers, who is more likely to drop out of school or become pregnant? A. Tamika B. Theresa C. both Tamika and Theresa have an equal chance D. unable to determine

Q: Since Mark was 5 years old, he has been helping his father maintain the family farm. Now, 30 years later, Mark owns the farm and is teaching his own son to manage it. Mark's brother, Jeffrey, attended high school and then spent several years working at various jobs. Who had the easier transition into adolescence? How do you know this? (HINT: Whose theory would best explain this transitional experience?)

Q: Approximately what percentage of American 20- to 22-year-olds live with or are supported financially by their parents? A. 90% B. 15% C. 55% D. 70%

Q: The transition into adulthood 50 years ago was characterized by _____ prior preparation for family roles and _____ prior preparation for work roles. A. more; less B. more; more C. less; more D. less; less

Q: In 1934, anthropologist Ruth Benedict suggested that the turmoil experienced during adolescence was caused by: A. discontinuous transitions. B. the hormonal changes associated with puberty. C. the overwhelming of adolescents with adult responsibilities. D. the practice of youth apprenticeships.

Q: Researchers have suggested that the lack of clarity and continuity in the transition into adulthood may contribute to our relatively high rate(s) of: A. divorce and family violence. B. juvenile delinquency and teenage alcoholism. C. youth unemployment. D. all of the above might result from the lack of clarity and continuity in the transition into adulthood.

Q: Compared to 100 years ago, contemporary adolescents take on full-time employment _____ and live under adult supervision _____ than adolescents in earlier times. A. later; more B. later; less C. earlier; more D. earlier; less

Q: Elder's study of the Great Depression revealed that adolescents who experienced hardship during those years were more likely to: A. complete their schooling. B. postpone marriage and childbearing. C. be involved in adult-like tasks at an earlier age. D. suffer from unemployment as adults.

Q: The National Research Council suggests that high rates of youth unemployment, juvenile delinquency, and teenage alcoholism may all stem from the: A. educational system's emphasis on rote memorization tasks. B. continuous nature of the adolescent transition into adulthood. C. surge in hormones during the pubertal transition. D. lack of clarity and continuity in the transition from adolescence to adulthood.

Q: Which of the following students will have the most difficulty negotiating the transition into adolescence? A. Brian, an Asian American B. Ken, a European American C. Charlie, a Hispanic American D. Mara, a European American

Q: According to the textbook, today, about _____ of American adolescents are from ethnic minority groups; and, by the end of this century, it is estimated that nearly _____ of American adolescent will be nonWhite. A. 45%; 1/3 B. 10%; 2/3 C. 10%; 1/3 D. 45%; 2/3

Q: The transition into adulthood is more likely to be impeded among minority teenagers because they: A. are more likely to grow up poor. B. experience more prejudice and discrimination. C. are more economically dependent on their parents than their white peers. D. are more likely to be involved in gangs.

Q: According to the textbook, all of the following statements about female circumcision are true except: A. although the risks are well-known, the prevalence of circumcision in the U.S. has grown to 18% of female adolescents. B. female circumcision carries zero health benefits. C. female circumcision can cause infection and chronic pain during urination, menstruation, and sexual intercourse. D. after circumcision, it is virtually impossible for a woman to achieve an orgasm during sex.

Q: Individuals who were adolescents in the late 1950s and 1960s are known as members of the: A. Leave It to Beaver generation. B. baby-boom generation. C. "Free Love" generation. D. Great Depression generation.

Q: In 1960, the average age of marriage for women was _____; today it is _____: A. 20; 26 B. 26; 20 C. 30; 20 D. 20; 20

Q: Dr. Ramirez believes that the passage into adulthood is a gradual process in which the adolescent assumes the roles and status of adulthood bit by bit. This view is most closely associated with the: A. continuous transition. B. discontinuous transition. C. longitudinal perspective. D. abstemious approach.

Q: Compared to the situation 50 years ago, today's transition to adulthood is: A. short and smooth B. short and rocky C. long and disorderly D. long and smooth

Q: Dr. Goodrich believes that the passage into adulthood is a sudden change in which adult roles and statuses are abruptly assumed. This view is most closely associated with the: A. continuous transition. B. discontinuous transition. C. longitudinal perspective. D. abstemious approach.

Q: Since Mark was 5 years old, he has been helping his father maintain the family farm. Now, 30 years later, Mark owns the farm and is teaching his own son how to manage it. Based on your knowledge about the continuity of adolescence, how would you describe Mark's transition? A. attenuated B. longitudinal C. discontinuous D. continuous

Q: In contemporary society, the transition into adult work roles is fairly: A. discontinuous. B. continuous. C. smooth. D. None of the above

Q: The current school-to-work transition in America is considered a: A. functional transition. B. discontinuous transition. C. continuous transition. D. consonant transition.

Q: Critics of the American educational system have proposed to reduce the discontinuity in the school-to-work transition by establishing: A. youth apprenticeships. B. private schools for gifted students. C. in-home tutors. D. family support systems.

Q: Besides going to college, what can aid the transition from high school to adult work? A. youth apprenticeships B. discontinuous jobs C. youth hostels D. extrusion

Q: Changes in neurotransmitters in the Limbic system -Notably, changes in the levels of dopamine and serotonin, two neurotransmitters, in brain regions known to process emotional stimuli can make adolescents like Randall more emotional and responsive to stress or rewards. This too contributes to Randall's risk-taking behaviorhe is highly concerned with what his peers think of him and his limbic system is motivating him to take greater risks in order to relieve boredom.

Q: Frontal lobe maturation -the prefrontal cortex is also maturing at this point in Randall's life. The PFC is not finished maturing until the mid-20s, so 15-year-old Randall may have some advanced cognitive skills relative to his preadolescent self, but he is not yet fully mature. This, too, explains the discrepancy in his understanding of right and wrong and his choices to make risky decisions. Synaptic pruning (name and define) Myelination (name and define) PFC maturation (name and define) Changes in neurotransmitters (name and define) Relate all four changes to Randall's current risk-taking behavior

Q: Nicole is an adolescent and has experienced changes in cognition and social perspective-taking. Her mom and dad believe that these changes have both positively and negatively influenced their relationship with their daughter. How would an adolescent development psychologist explain the effects of these normative developmental changes in cognition?

Q: Among American adolescents, the most frequently mentioned criterion for being an adult is: A. getting married. B. moving in with a prospective mate. C. accepting responsibility for oneself. D. being able to support oneself financially.

Q: Research has established that circumcision: A. is associated with negative outcomes for both males and females. B. is associated with positive outcomes for both males and females. C. is associated with negative outcomes for males but not for females. D. is associated with negative outcomes for females but not for males.

Q: Steve gets all As in his course work but has a hard time relating to the real world. Jessica has been failing her courses but is an exceptional artist. The guidance counselor, Miss Willingham, has stated that Steve is "smarter" than Jessica. Do you agree or disagree with Miss Willingham's conclusion? Support your answer.

Q: Mr. Goldberg, a high school teacher, approaches you (a brilliant adolescent psychologist) regarding two of his students. He is concerned about their behavior and hopes you can explain what is going on. One student, Sharon, occasionally engages in unprotected sex. The other student, Michael, constantly wears pants to hide what he believes are skinny legs. Using David Elkind's research results, how would you characterize Sharon's behavior? How would you characterize Michael's behavior? Be sure to justify your answer.

Q: Fifteen-year-old Randall was a participant in a research study on risk-taking. According to his answers on the survey, Randall understands the dangers of drinking and driving, having unprotected sex, and using marijuana. However, at a party last week, Randall was seen smoking marijuana and getting into a car with an intoxicated driver. How would you explain this inconsistency in Randall's behavior in terms of the four main aspects of brain development?

Q: Synaptic pruning -unused connections between neurons are eliminated, but different regions of the brain are pruned at different points in development. During adolescence the prefrontal cortex (PFC) is pruned, making more efficient pathways for information processing. Because Randall is 15, he is not likely to have completely finished undergoing PFC synapse pruning.

Q: Myelination -Related to the idea of synaptic pruning is the myelination of the preserved neurons. This process, which involves covering parts of neurons in myelin (fat) sheaths, makes information transfer quicker and more efficient.

Q: In what five ways are the intellectual abilities of adolescents superior to those of children? Explain and give a concrete illustration of each developmental trend.

Q: Are adults, or adolescents, more likely to think of themselves as invulnerable? A. adults B. adolescents C. both are equally likely D. Neither group thinks of themselves as invulnerable

Q: You join your friends for coffee and notice they are arguing about whether the Piagetian or the information processing perspective offers a better explanation of cognitive development. They ask for your opinion, and you tell them that each is useful but each has limitations. You suggest a third approach that integrates the two perspectives. What do you tell your friends?

Q: What emotional characteristic makes an individual more likely to engage in risky behaviors? A. depression B. moodiness C. sensation-seeking D. anxiety

Q: Your roommate is taking an anatomy class and has noticed differences in the brains of younger and older rats. She knows ethical reasons prohibit euthanizing humans to examine their brains, and asks you how we learn about adolescent human brains. What can you tell her about how human brains are studied?

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: Describe a class that Lev Vygotsky would teach. What components would be important in his classroom? What tactics would the teacher employ to facilitate learning?

Q: Compared to childhood, reward-seeking and sensation seeking during adolescence: A. are equally as high during childhood and adolescence. B. are lower during adolescence than childhood. C. are caused by biological forces during adolescence while it is typically caused by environmental forces in childhood. D. are higher during adolescence than childhood.

Q: According to the textbook, a good deal of adolescents' risk taking takes place in contexts in which: A. they are unsupervised by adults and exposed to peer pressure. B. older, opposite sex peers are present. C. they are in a new, exciting environment. D. there are at least 3 peers present.

Q: According to the textbook, the main contributor to the increased rate of automobile accidents among teenagers is: A. driving under the influence. B. driving with other teenagers in the car. C. texting while driving. D. talking on the phone, especially having an emotional conversation.

Q: According to the textbook, all of the following are potentially successful ways to reduce adolescent risk-taking except: A. classroom-based education programs designed to teach adolescents about the dangers of various activities, make better decisions, and resist peer pressure to engage in risky activity. B. limiting adolescents' opportunities to put themselves in risky situations and making risky substances harder for adolescents to obtain. C. making the penalties for engaging in certain risky behaviors more severe and increasing the salience of the potential costs of engaging in the risky behavior. D. Finding ways to permit adolescents to take risks without putting themselves in situations in which they can hurt themselves.

Q: All of the following are themes that have emerged from the research findings of studies that investigate different aspects of social cognition during adolescence except: A. as individuals move into and through adolescence they become better able to step outside themselves and see things from other vantage points. B. adolescents are better able to see that the social rules we follow are not absolute and are therefore subject to debate and questioning. C. with age, adolescents develop a more differentiated, more nuanced understanding of social norms. D. with age, all adolescents increasingly reject the authority of adults by challenging and dismissing the morals established by their parents.

Q: Early in adolescence, moral guidelines are: A. seen as absolutes. B. seen as subjective. C. based on principles such as equality, justice, or fairness. D. based on abstract guidelines.

Q: When the teacher asks a question in class, students raise their hands to answer. This example illustrates: A. social conventional behavior. B. a specialized structural system. C. metacognitive behavior. D. dominance theory.

Q: Selena's friends often come to her to help them resolve their problems because she has exceptional insight and judgment, and offers good advice about their complex or unclear issues. Developmental psychologists would concur that Selena has: A. good intuition. B. wisdom. C. deductive reasoning skills. D. social cognition.

Q: Which theory helps researchers understand adolescent risk-taking? A. behavioral decision theory B. alternative choices theory C. desirability theory D. cognitive development theory

Q: According to research on behavioral decision theory, adolescents often decide to engage in behavior that seems risky to adults because adolescents: A. cannot consider as many consequences for their actions as do adults. B. have thinking processes that are still predominantly preoperational. C. place a different value on the possible consequences than do adults. D. wish to assert their independence from adults in every possible way.

Q: The growth of _____ during adolescence is directly related to an improved ability to think abstractly. A. long-term memory B. social cognition C. automatization D. short-term memory

Q: While children tend to use __________ when asked to describe others, adolescents are more likely to describe people in terms of __________. A. attitudinal descriptors; interests and personality characteristics. B. concrete descriptors; global descriptors. C. personality descriptors; global and concrete descriptors. D. global and concrete descriptors; interests and personality characteristics.

Q: With age, adolescents develop a more sophisticated theory of mind, which is the ability to: A. understand that others have beliefs, intentions, and knowledge that may be different from one's own. B. understand their own thought processes. C. separate what they know from what they think. D. separate what is real from what is possible.

Q: Chris and his parents had an argument because they did not want him to go to a New Year's Eve party across town. A few days after the argument, Chris's anger subsided because he realized his parents were worried about his safety. Which cognitive process did Chris use to reach this conclusion? A. implicit personality theory B. mutual role-taking C. automatization D. social perspective-taking

Q: Billy is able to convince his parents to get him his own phone line by pointing out advantages for his parents as well as himself. According to Selman, Billy has reached which stage of social perspective-taking? A. critical thinking B. selective attention C. mutual role-taking D. concrete operations

Q: Most research on adolescents' beliefs about rights and civil liberties comes from: A. studies of ethnic minority samples B. studies of Western, middle-class youth C. diverse SES samples D. adolescent girls

Q: Steve gets all As in his course work but has a hard time relating to the real world. According to Sternberg, Steve is above average in _____ intelligence but below average in _____ intelligence. A. componential; experiential B. componential; contextual C. experiential; componential D. contextual; experiential

Q: When evaluating the three different forms of intelligence described in his triarchic theory of intelligence, Sternberg would disagree with which statement? A. Individuals with high componential intelligence are more intelligent than individuals with either experiential or contextual intelligence. B. An individual who scores high on experiential or contextual intelligence may be equally as intelligent as someone who scores high in componential intelligence. C. Society needs individuals with all three forms of intelligence. D. It is time we should be assessing experiential and contextual intelligence as much as we test componential intelligence.

Q: According to Gardner's theory of multiple intelligences, sports figures Babe Ruth, Michael Jordan, Joe Montana, and Martina Navratalova are all considered above average in: A. spatial intelligence. B. componential intelligence. C. kinesthetic intelligence. D. experiential intelligence.

Q: Sam took an IQ test in 4th grade and scored below average. Sam's middle school is administering the test again. This time, Sam's score is likely to be: A. below average. B. average. C. above average. D. there's no way to predict.

Q: During adolescence, individuals' IQ scores _____, whereas their mental abilities _____. A. remain stable; increase B. remain stable; decrease C. increase; remain stable D. decrease; remain stable

Q: Adolescents who score higher than their peers on an IQ test will probably: A. score lower than their peers on their next IQ test. B. continue to score higher than their peers on future IQ tests. C. score the same as their peers on their next IQ test. D. cannot make a prediction based on the instability of intelligence.

Q: It now appears that the only reliable sex difference in mental abilities is in the area of: A. spatial abilities. B. verbal abilities. C. math abilities. D. creative abilities.

Q: Mary is having trouble understanding how to do a math problem. Her teacher asks her just the right question and Mary understands the problem. Vygotsky would refer to the structuring process used by the teacher to guide Mary's thinking as: A. laddering. B. enabling. C. pillaring. D. scaffolding.

Q: According to Vygotsky, adolescents learn best when: A. their lessons are within their zone of proximal development. B. a more experienced instructor is present. C. the instructor engages in scaffolding. D. All of the above

Q: The finding that Black and Hispanic adolescents receive lower scores on IQ tests than their White peers is probably a result of the: A. lack of schooling ethnic minorities receive. B. genetic differences between these groups. C. biased construction of these tests. D. instability of intelligence during adolescence.

Q: The first intelligence test was derived in France for the purpose of determining whether: A. a student should be graduated from high school. B. an individual was qualified to serve in the army. C. a student would profit from formal education. D. a student was qualified for a job.

Q: When calculating individual performance on an IQ test, a child who was of average intelligence would have an IQ score of: A. 100. B. 200. C. 150. D. There is no "average" IQ