Chapter 1, Section 1

Question 1

(Early History)

What was Plato’s view on reasoning?

Answer 1

Plato believed reasoning doesn’t belong to childhood but rather first appears in adolescence.

Question 2

(Early History)

Plato thought children should spend their time in?

Answer 2

Sports and music

Question 3

(Early History)

Plato thought adolescence should spend their time

Answer 3

Studying science and mathematics

Question 4

(Early History)

Aristotle argued that

Answer 4

The most important aspect of adolescence is the ability to choose, and that self-determination is a hall mark of maturity.

Question 5

(Early History)

Aristotle recognized adolescents’

Answer 5

Egocentrism

Question 6

(Early History)

In the Middle Ages, children and adolescents were viewed as

Answer 6

Miniature adults and were subjected to discipline

Question 7

(Early History)

French philosopher Jean-Jacques Rousseau

Answer 7

Restore the belief that being a child or an adolescence is not the same as being a adult.

Like Plato, Rousseau believed that reasoning develops in adolescence.

Question 8

(20th & 21st centuries)

What happen between 1890 and 1920?

Answer 8

Psychologist, urban reformers, educators, youth workers, and counselors began to develop the concept of adolescence. Young people and boys were seen as being passive and vulnerable.

Question 9

(20th & 21st centuries)

Stanley Hall proposed that development is controlled primarily by

Answer 9

Biological factors

Question 10

(20th & 21st centuries)

What is the storm-and-stress view?

Answer 10

Stanley Hall’s concept that adolescence is a turbulent time charged with conflict and mood swings.

In this view adolescents’ thoughts, feelings, and actions oscillate between conceit and humility, good intentions and temptation, happiness and sadness.

Question 11

(20th & 21st centuries)

Where did Margaret Mead (1928) study adolescence?

Answer 11

On the South Sea island of Samoa

Question 12

(20th & 21st centuries)

Margaret Mead concluded that?

Answer 12

The basic nature of adolescence is not biological, as Hall envisioned, but rather sociocultural.

Question 13

(20th & 21st centuries)

What is the inventionist view?

Answer 13

The view that adolescence is a
sociohistorical creation. Especially important in this
view are the sociohistorical circumstances at the
beginning of the twentieth century, a time when
legislation was enacted that ensured the dependency
of youth and made their move into the economic
sphere more manageable.

Question 14

(20th & 21st centuries)

What are the sociocultural circumstances that support the inventionist view?

Answer 14

A decline in apprenticeship;
increased mechanization during the Industrial Revolution, which raised the level of
skill required of laborers and necessitated a specialized division of labor; the separation
of work and home; age-graded schools; urbanization; the appearance of youth groups
such as the YMCA and the Boy Scouts; and the writings of G. Stanley Hall.

Question 15

(20th & 21st centuries)

What do historians now called the period between 1890 and 1920?

Answer 15

The age of adolescence.

Question 16

(20th & 21st centuries)

What happened between 1890 and 1920?

Answer 16

In this period, lawmakers enacted a great deal of compulsory legislation aimed at
youth. In virtually every state, they passed laws that excluded youth from most
employment and required them to attend secondary school. Much of this legislation
included extensive enforcement provisions.

Question 17

(20th & 21st centuries)

What are two clear changes resulting from legislation between 1890 and 1920?

Answer 17

Two clear changes resulted from this
legislation: decreased employment and increased school attendance among youth.
From 1910 to 1930, the number of 10- to 15-year-olds who were gainfully employed
dropped about 75 percent. In addition, between 1900 and 1930 the number of high
school graduates increased substantially. Approximately 600 percent more individu-
als graduated from high school in 1930 than in 1900.

Question 18

(20th & 21st centuries)

What is a cohort?

Answer 18

A group of people who are

born at a similar point in history and share similar experiences as a result.

Question 19

(20th & 21st centuries)

What are cohort effects?

Answer 19

Cohort effects refers to effects due to a

person’s time of birth, era, or generation, but not to actual chronological age.

Question 20

(20th & 21st centuries)

What does the term millennials refer to?

Answer 20

The generation born after 1980, the first
to come of age and enter emerging adulthood in the
new millennium. Two characteristics of Millennials
stand out: (1) their ethnic diversity, and (2) their
connection to technology.

Question 21

(Stereotyping of adolescence)

What is a stereotype?

Answer 21

A stereotype is a generalization that reflects our impressions and beliefs about
a broad category of people.

Question 22

(Stereotyping of adolescence)
Stereotyping of adolescents is so widespread that adolescence researcher Joseph
Adelson (1979) coined the term adolescent generalization gap. What is adolescent generalization gap?

Answer 22

Adolescent generalization gap refers to
generalizations that are based on information about a limited, often highly visible
group of adolescents.

Question 23

(A Positive view of adolescence)

What is positive youth development?

Answer 23

Positive youth devel-
opment emphasizes the strengths of youth and the positive qualities and develop-
mental trajectories that are desired for youth.

Question 24

(A positive view of adolescence)
Positive youth development
has especially been promoted by Jacqueline Lerner and her colleagues (2009), who
recently described the “Five Cs” of PYD:

Answer 24

Competence, Confidence, Connection, Character, and Caring/compassion

Question 25

(A positive view of adolescence)

What is competence?

Answer 25

Competence involves having a positive perception of one’s actions in
domain-specific areas—social, academic, physical, career, and so on.

Question 26

(A positive view of adolescence)

What is confidence?

Answer 26

Confidence consists of having an overall positive sense of self-worth and
self-efficacy (a sense that one can master a situation and produce positive
outcomes)

Question 27

(A positive view of adolescence)

What is connection?

Answer 27

Connection is characterized by having positive relationships with others,
including family, peers, teachers, and individuals in the community.

Question 28

(A positive view of adolescence)

What is character?

Answer 28

Character is comprised of having respect for societal rules, an understanding of right and wrong, and integrity.

Question 29

(A positive view of adolescence)

What is Caring/Compassion?

Answer 29

Caring/compassion encompasses showing emotional concern for others,
especially those in distress.

Question 30

(A positive view of adolescence)
What did Lerner and her colleagues (2009) conclude to develop these five positive
characteristics?

Answer 30

They concluded that youth need access to positive social contexts—such as youth develop-
ment programs and organized youth activities—and competent people—such as
caring teachers, community leaders, and mentors.

Question 31

(A positive view of adolescence)

What is thriving?

Answer 31

A recent emphasis in the movement to increasingly study positive youth devel-
opment rather than only the risks and challenges adolescents face