Test 5 Review Flashcards
Adolescents tend to eat less than the recommended amounts of ______ and more than the recommended amount of _______.
A. saturated fats; whole grains
B. fruits and vegetables; sugar
C. protein; dairy products
D. whole grains; protein
B. fruits and vegetables; sugar
Based on results of surveys, which of the following is a viable way for adolescents to get at least some of the American Academy of Pediatrics’ recommended 60 minutes of moderate to vigorous exercise per day?
A. doing 40 push-ups and 40 sit-ups per day
B. walking or biking to school
C. going on the U.S. Department of Agriculture website ChooseMyPlate.gov for tips on diet and exercise
D. using an accelerometer
B. walking or biking to school
Shifts in two biological systems related to sleep patterns are responsible for nighttime wakefulness and daytime sleepiness in adolescence: the homeostatic drive for sleep and the _______.
A. circadian timing system
B. hypothalamic-pituitary-adrenal axis
C. daily sleep-wake cycle
D. nighttime sleepiness urge
A. circadian timing system
All of the following are risk factors that appear to contribute to the downward spiral of some adolescents into substance abuse except ______.
A. adolescence itself
B. having higher cerebral blood flow
C. aggressive behavior toward parents during childhood
D. exposure to peers who abuse substances
B. having higher cerebral blood flow
Eating disorders that involve disturbances in perception of one’s own weight and fear of gaining weight are difficult to treat once they have become a habitual pattern of behavior because sufferers often _______.
A. realize they are ill but are too weak to do anything about it
B. believe that they are still overweight even though they are not by any medical standard
C. do not even want to think about food or eating
D. cannot gain weight even though they are hospitalized and put on a healthy diet
B. believe that they are still overweight even though they are not by any medical standard
According to a developmental cascade model of depression, all of the following are biobehavioral systems that normally help an adolescent to adapt to new challenges and form new relationships but, in the case of depression, create a downward spiral of stress and failure at these developmental tasks, except the ______ system.
A. stress
B. mentalizing
C. reward
D. working memory
D. working memory
According to follow-up studies, the types of reasoning in Piaget’s fourth stage of development _________.
A. emerge regularly in adulthood several years after Piaget thought they did
B. are present in people with advanced training in a given field
C. are found only among people from Western cultures
D. emerge regularly across adolescents between the ages of 12 and 16
B. are present in people with advanced training in a given field
_______ is a greater understanding of one’s own cognitive processes. It is an important source of increased interest in and ability to solve complex problems.
A. processing speed
B. self-reflection
C. metacognitive understanding
D. hypothetico-deductive reasoning
C. metacognitive understanding
According to Deanna Kuhn, the ability to manage and deploy cognitive resources improves steadily in adolescence. All of the following observations support this hypothesis except ________.
A. adolescents concentrate on activities that they believe they are good at doing
B. adolescents allocate more mental resources to school subjects than other activities even if they feel this is not one of their strengths
C. there is a greater variety in adolescent accomplishments than can be accounted for by raw ability alone
D. adolescents allocate fewer mental resources to activities they believe they are not good at doing
B. adolescents allocate more mental resources to school subjects than other activities even if they feel this is not one of their strengths
Although they make riskier decisions in everyday life than adults, in laboratory tasks adolescents appear to ___________.
A. be as aware as adults of risks involved in decision making
B. be aware of risks only when experimenters remind them to be careful
C. make only somewhat riskier decisions than adults
D. make less risky decisions than adults
A. be as aware as adults of risks involved in decision making
According to the study of the Iowa Gambling task by Smith et al. (2012), emotional decision making __________.
A. is impaired throughout adolescence, improving only when individuals reach early adulthood
B. appears to follow the same developmental course as executive functioning skills
C. is better in early adolescence than in middle childhood
D. dips in performance from middle childhood to early adolescence and improves in mid- to late adolescence
D. dips in performance from middle childhood to early adolescence and improves in mid- to late adolescence
Intrinsic motivation ______.
A. tends not to decline until late adolescence
B. tends to decline between middle childhood and adolescence, though less so in high achievers
C. tends to fall in early adolescence and rise in late adolescence
D. predicts high achievement in high school as well as college
B. tends to decline between middle childhood and adolescence, though less so in high achievers
In the expectancy-value model, there is a developmental progression or cascade from motivational beliefs to achievement. Which of the following shows the correct sequence of the developmental progression?
A. parental beliefs -> student beliefs -> parental behavior -> student achievement
B. parental beliefs -> student behavior -> student beliefs -> student achievement
C. parental behavior -> parental beliefs -> student achievement -> student beliefs
D. parental beliefs -> parental behavior -> student beliefs -> student achievement
D. parental beliefs -> parental behavior -> student beliefs -> student achievement
_____ are associated with higher achievement in high school.
A. Demanding college-prep curricula focusing on memorization
B. Challenging curricula that are relevant to students’ lives
C. Teachers who demand respect from students but show no warmth
D. Predictable classroom routines
B. Challenging curricula that are relevant to students’ lives
Lower family income is associated with lower school achievement _______.
A. only in African American and Latino families
B. only in white and Asian American families
C. in middle childhood but not adolescence
D. in all ethnic groups
D. in all ethnic groups
Expectations about their future life course may be partly responsible for differences in school achievement between Latino and Asian American students. Latino students perceive themselves as seeking _______ goals, whereas Asian American students perceive themselves as fulfilling __________ expectations for high school achievement.
A. personal; peer
B. social; familial
C. work-related; teachers’
D. intrinsic; extrinsic
B. social; familial
The self-esteem of the average teenager _________.
A. rises in early adolescence as teens “find their niche”
B. tends to rise in late adolescence
C. is generally higher among white than among Latino and African American teens
D. tends to rise in early adolescence and fall in late adolescence
B. tends to rise in late adolescence
In early to middle adolescence, variations in self-esteem depend in part on a gap between the ________.
A. ideal self and future self
B. ideal self and actual self in domains that are important to the adolescent
C. imagined self and realistic self
D. current love life and imagined love life
B. ideal self and actual self in domains that are important to the adolescent
According to James Marcia, an adolescent who accepts his parents’ political views would be categorized as ________ in the political domain, but if he is searching for another option than to go into the family business, he would be _______ in that domain.
A. in moratorium; identity achieved
B. in moratorium; identity diffused
C. identity diffused; identity achieved
D. foreclosed; in moratorium
D. foreclosed; in moratorium
According to the two-cycle model of identity development, adolescents tend to explore in breadth and make temporary commitments (say, to a career), whereas emerging adults tend to _______.
A. work on occupational but not educational goals
B. make lasting commitments
C. explore in depth
D. reach a state of foreclosure
C. explore in depth
Positive development outcomes–such as high self-esteem, social competence, and academic achievement–are associated with adolescents and emerging adults who have _______.
A. accepted their parents’ ethnic-racial identity without question
B. accepted the majority group’s ethnic-racial identity
C. positive emotions toward their racial-ethnic identity
D. friendships primarily within their ethnical-racial group rather than cross-ethnic friendships
C. positive emotions toward their racial-ethnic identity
