1) Which of the following brain systems is responsible for processing emotions, social
information, and rewards?
A.functional connectivity system
B.response inhibition system
C.limbic system
D.prefrontal cortex system
2) Graduated driver-licensing programs were designed to:
A.place restrictions on when teenagers can drive.
B.place restrictions on with whom teenagers can drive.
C.reduce automobile fatalities.
D.All of the above.
3) 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
4) Which of the following statements about hormonal changes of puberty is true?
A.Hormonal changes affect the brain in ways that increase adolescents’ desire for
sensation-seeking activities.
B.Hormonal changes of puberty make adolescent more risk averse.
C.Hormonal changes of puberty make adolescents more introverted.
D. Hormonal changes affect the brain in ways that decrease adolescents’ desire for
rewarding activities.
5) Professor Kendall has been researching adolescent maturation around the world.
Which of the following is she likely to determine has the smallest role in determining
group differences in pubertal maturation?
A.nutrition.
B.sanitation.
C.infectious diseases.
D.genetics.
6) What is the immigrant paradox?
A.Foreign-born and first-generation ethnic minority youth perform better in school and
are less likely to be involved in delinquent behavior or have physical, emotional, and
behavioral problems than adolescents from the same ethnic group whose parents were
born in America.
B.Foreign-born and first-generation ethnic minority youth perform worse in school and
are more likely to be involved in delinquent behavior or have physical, emotional, and
behavioral problems than adolescents from the same ethnic group whose parents were
born in America.
C.Foreign-born and first-generation ethnic minority youth perform worse in school but
are less likely to be involved in delinquent behavior or have physical, emotional, and
behavioral problems than adolescents from the same ethnic group whose parents were
born in America.
D.Foreign-born and first-generation ethnic minority youth perform better in school but
are more likely to be involved in delinquent behavior or have physical, emotional, and
behavioral problems than adolescents from the same ethnic group whose parents were
born in America.
7) For which age group are these statistics accurate: One-third of these individuals have
tried alcohol; one in six has tried marijuana, and one in six has been drunk at least once.
A.high school seniors
B.eighth graders
C.college students
D.high school sophomores
8) Levels of educational attainment in America have _____ over the past six decades.
A.risen
B.remained stable
C.declined dramatically
D.declined slightly
9) Which of the following statements about being a student in a larger school is false?
A.Students in larger schools are more likely to experience student victimization.
B.Students in large schools are more likely to participate in school activities.
C.Students in larger schools are more likely to have access to a more varied curriculum.
D.Students in larger schools have access to more extracurricular activities.
10) 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.
11) Describe how the identity development of minority adolescents differs from the
identity development of White adolescents. What unique challenges do minority
adolescents, including multiethnic and foreign-born adolescents, face? How do
minorities respond to these challenges? Be sure to describe the pathways related to
positive and negative outcomes among minority youth.
12) Imagine that you (an adolescent development expert!) have been asked to talk to
city council members about the No Child Left Behind Act. The council wants to know
the history of the act, including a discussion of why it was signed into law, and the
intended, as well as unintended, effects. Be sure to discuss the problems with the
original NCLB Act, and discuss what the current administration is doing to remedy the
problems that had developed during the early years of the policy.
13) Has research on Erikson’s theory of adolescent identity development supported his
original theory? How do identity status researchers obtain their data? What have these
studies found that is (or is not) consistent with Erikson’s theory? What do the
psychological profiles look like for individuals in each of the identity states?’
14) Imagine that your class just finished discussing all of the ways that poverty
negatively affects development. After the discussion, one of your peers turns to you and
asks, “Why do people need to continue studying poverty? Don’t we already know it’s
bad? Why is neighborhood research so complicated? Can we just use the funds that
currently support this type of research to relocate families living in impoverished
neighborhoods to more advantaged neighborhoods?” What would you tell your
classmate?
15) You are a school counselor. One day, an early adolescent is brought into your office
by his concerned parents because he has been caught doing things that would be
considered against the law. They want to know why these problems may have
developed and whether this pattern of problem behavior persist in adulthood. What can
you tell them about Moffitt’s (2006) two types of adolescent offenders to answer their
questions?
16) Imagine that your friend has told you that she recently heard that scientists can use
a person’s DNA to determine exactly when that person will go through puberty. Do you
agree with her? What evidence supports your decision?