Q&A Hero

Q: Almost half of all deaths from 15 to 24 years of age are due to: A. a chronic disease. B. suicide. C. homicide. D.

Q: The majority of unintentional injuries in adolescence involve: A. motor vehicle accident. B. firearms. C. homicide. D.

Q: In about _____ percent of motor vehicle fatalities involving adolescents, the driver was found to be intoxicated. A. 10 B. 30 C. 50 D.

Q: _____ is the second leading cause of death in adolescence. A. Motor vehicle accidents B. Suicide C. Homicide D.

Q: Since the 1950s, the adolescent suicide rate has: A. stayed the same. B. decreased. C. doubled. D.

Q: A national study of U.S. adolescents revealed that physical activity: A. increased until 13 years of age but then declined through 18 years of age. B. in childhood and early adolescence would persist through to adulthood. C. increased until 13 years of age and then remained stable throughout adulthood. D.

Q: According to a national survey, _____ boys exercised the most, _____ girls the least. A. Latino; Latina B. African American; non-Latino White C. Latino; African American and Asians D.

Q: Exercise is related to all of the following positive outcomes in adolescence, EXCEPT: A. a lower incidence of type I diabetes. B. reduced triglyceride levels. C. lower blood pressure. D.

Q: Which of the following describes the findings of the U.S. survey conducted by the National Sleep Foundation? A. The majority of the adolescents got less than eight hours of sleep on school nights. B. Older adolescents got markedly less sleep on school nights than younger adolescents. C. A higher number of adolescents in ninth grade were getting inadequate sleep on school nights than adolescents in twelfth grade. D.

Q: Mary Carskadon and her colleagues' research on adolescent sleep patterns found that: A. when given the opportunity, adolescents will sleep an average of 9 hours and 25 minutes a night. B. adolescents' biological clocks undergo a shift as they get older, so that older adolescents start to feel sleepy an hour earlier than younger adolescents. C. younger adolescents tend to be sleepier during the day than older adolescents. D.

Q: Mary Carskadon and her colleagues concluded from their research of the sleep patterns of U.S. adolescents that: A. schools should start and end earlier to help adolescents to keep to earlier bedtimes. B. early school starting times may be linked to negative outcomes for adolescents. C. early school starting times are conducive to the sleep patterns of older adolescents but not to those of younger adolescents. D.

Q: A number of leading experts on adolescent sexuality conclude that abstinence-only programs: A. are less effective at reducing the risk of adolescent pregnancy than sex-education programs. B. prevent adolescent pregnancies better than sex-education programs emphasizing contraceptive knowledge. C. are more effective at reducing the risk of sexually transmitted infections than sex-education programs. D.

Q: A number of leading experts on adolescent sexuality conclude that education programs that emphasize contraceptive knowledge: A. are less likely to reduce the risk of adolescent pregnancy than abstinence-only programs. B. do not increase the incidence of sexual intercourse. C. are no more likely to reduce the risk of sexually-transmitted infections than abstinence-only programs. D.

Q: National data indicates that the percentage of overweight U.S. 12- to 19-year-olds increased from _____ percent in the early 1990s to nearly _____ percent in 20112012. A. 60; 80 B. 39; 48 C. 11; 21 D.

Q: A recent national study revealed that approximately _____ percent of U.S. 15-year-olds met the federal government's exercise recommendations (a minimum of 60 minutes of moderate to vigorous exercise per day). A. 29 B. 50 C. 83 D.

Q: Which of the following describes the federal government's exercise recommendations? A. A minimum of 15 minutes of mild exercise per day. B. A maximum of 30 minutes of moderate to vigorous exercise per day. C. A minimum of 60 minutes of moderate to vigorous exercise per day. D.

Q: Daughters of teenage mothers are: A. unlikely to become pregnant during adolescence. B. likely to be highly intelligent. C. more likely to use contraceptives. D.

Q: Research has shown that infants born to adolescent mothers are more likely to have: A. high birth weight. B. Down syndrome. C. childhood illnesses. D.

Q: Based on data from 2011, which of the following individuals was most likely to get pregnant as a teen? A. Sofia, a Non-Latina White B. Makiko, an Asian American C. Olivia, a Latino D.

Q: Which of the following ethnic groups had the highest teen birth rate in 2009? A. Non-Latina White B. Asian American C. Latino D.

Q: One strategy for reducing adolescent pregnancy is the _____ that focuses on engaging adolescents in volunteer community service and stimulates discussions that help adolescents appreciate the lessons they learn through volunteerism. A. Health Bridge program B. Teen Outreach program C. Girls, Inc., program D.

Q: In a single act of unprotected sex with an infected partner, a teenage girl has a _____ percent risk of getting HIV. A. 1 B. 10 C. 25 D.

Q: In a single act of unprotected sex with an infected partner, a teenage girl has a _____ percent risk of acquiring genital herpes. A. 10 B. 50 C. 30 D.

Q: In a single act of unprotected sex with an infected partner, a teenage girl has a _____ percent risk of contracting gonorrhea. A. 20 B. 30 C. 40 D.

Q: With reference to cross-cultural comparisons, which of the following statements about adolescent pregnancies in the U.S. is true? A. In 2012, births to adolescent girls fell to a record low. B. The U.S. adolescent pregnancy rate is much lower than in the Netherlands. C. Adolescents in the U.S. are more sexually active than adolescents in the Netherlands. D.

Q: In the United States, _________ percent of pregnancies to mothers 15 to 19 years of age are unintended. A. 23 B. 82 C. 47 D.

Q: In analyzing the performance of American students compared to students in selected Asian countries, what differences did Stevenson and his colleagues observe between the Asian and American parents?

Q: In a national survey, _____ percent of U.S. 15- to 19-year-old boys and _____ percent of girls said they had engaged in oral sex. A. 70; 60 B. 55; 54 C. 15; 22 D.

Q: Recent research concerning the prevalence of oral sex in the U.S. indicates that: A. oral sex is a common occurrence among adolescents. B. a very small percentage of adolescent girls engage in oral sex. C. oral sex is common among adults but not adolescents. D.

Q: Juanita, a Latino girl, is entering adolescence and her mother wants to keep her from risky sexual behavior. According to research, her mother should: A. engage in a lower level of parental monitoring. B. avoid emphasizing the need for academic excellence. C. regularly talk to Juanita about sex and the risk factors associated with it. D.

Q: Sexually transmitted infections (STIs): A. are rarely passed through oral sex. B. can be prevented through the use of contraceptive pills or implants. C. rarely occur in U.S. adolescents. D.

Q: Explain the concept of androgyny, and give an example of a person who is androgynous. Androgyny refers to the presence of positive masculine and feminine characteristics in the same person. Example: a boy who is both assertive (masculine) and nurturant (feminine). The androgynous boy might be assertive (masculine) and nurturant (feminine). The androgynous girl might be powerful (masculine) and sensitive to others feelings. Gender experts such as Sandra Bem argue that androgynous individuals are more flexible, competent, and mentally healthy than their masculine or feminine counterparts. To some degree, though, which gender-role classification is best depends on the context involved. One study found that girls and individuals high in femininity showed a stronger interest in caring than did boys and individuals high in masculinity. However, masculine and androgynous orientations might be more desirable in traditional academic and work settings because of the achievement demands in these contexts.

Q: Distinguish between the constructivist and direct instruction approaches to student learning.

Q: List three possible problems associated with state-mandated testing in schools. According to critics, the NCLB legislation creates more problems than it tries to solve. One criticism stresses that using a single test as the sole indicator of students' progress and competence presents a very narrow view of students' skills. Secondly, teachers end up spending far too much class time "teaching to the test" by drilling students and having them memorize isolated facts at the expense of teaching that focuses on thinking skills, which students need for success in life. It is also pointed out that while one of NCLB's goals was to raise standards for achievement in U.S. schools, allowing states to set their own standards likely has lowered achievement standards.

Q: How do schools in low-income areas compare with those in high-income areas? Compared with schools in higher-income areas, schools in low-income areas are more likely to have more students with low achievement test scores, low graduation rates, and smaller percentages of students going to college; they are more likely to have young teachers with less experience; and they are more likely to encourage rote learning. Too few schools in low-income neighborhoods provide students with environments that are conducive to learning, and many of the schools' buildings and classrooms are old and crumbling. In sum, far too many schools in low-income neighborhoods provide students with environments that are not conducive to effective learning.

Q: Mrs. Collins is a teacher who needs to develop a strategy for improving relations among ethnically diverse students. List some strategies that she may employ to obtain positive results.

Q: List and describe the levels of Lawrence Kohlberg's theory of moral development.

Q: What according to Carol Dweck is the term for a cognitive view that individuals develop for themselves?

Q: How does the development of self-understanding change from middle to late childhood? Illustrate your answer with examples. In middle and late childhood, especially from 8 to 11 years of age, children increasingly describe themselves with psychological characteristics and traits in contrast to the more concrete self-descriptions of younger children. For example, older children are more likely to describe themselves using adjectives such as popular, nice, helpful, mean, smart, and dumb. In addition, during the elementary school years, children become more likely to recognize social aspects of the self. They include references to social groups in their self-descriptions, such as referring to themselves as Girl Scouts, as Catholics, or as someone who has two close friends. Children's self-understanding in the elementary school years also includes increasing reference to social comparison. At this point in development, children are more likely to distinguish themselves from others in comparative rather than in absolute terms. That is, elementary-school-age children are no longer as likely to think about what they do or do not do, but are more likely to think about what they can do in comparison with others. In sum, in middle and late childhood, self-description increasingly involves psychological and social characteristics, including social comparison.

Q: Distinguish between self-esteem and self-concept. Self-esteem refers to global evaluations of the self; it is also called self-worth or self-image. Self-esteem reflects perceptions that do not always match reality. For example, a child may perceive that she is not merely a person, but a good person. Self-concept refers to domain-specific evaluations of the self. Children can make self-evaluations in many domains of their livesacademic, athletic, appearance, and so on. The foundations of self-esteem and self-concept emerge from the quality of parent-child interaction in infancy and early childhood. Thus, if children have low self-esteem in middle and late childhood, they may have experienced neglect or abuse in relationships with their parents earlier in development. Children with high self-esteem are more likely to be securely attached to parents, and have parents who engage in sensitive caregiving.

Q: Define self-efficacy. How do children with low self-efficacy for learning differ from children having high self-efficacy for learning? Self-efficacy is the belief that one can master a situation and produce favorable outcomes. Children who have low self-efficacy for learning avoid many learning tasks, especially those that are challenging. Children with high self-efficacy for learning are more likely to attempt new learning tasks, expend more effort, and persist longer than children with low self-efficacy.

Q: What is the term for the belief that one can master a situation and produce favorable outcomes? Self-efficacy

Q: Identify the third level of Lawrence Kohlberg's theory of moral reasoning. At this (the highest) level, morality is more internal.

Q: What is the term that is used to identify the presence of positive masculine and feminine characteristics in the same individual?

Q: Identify the peer status held by children who are infrequently nominated as a best friend and are actively disliked by peers. Rejected children

Q: What is the term for a structured, teacher-centered approach that is oriented toward the goal of maximizing student learning time?

Q: Leilani is in a class where the teacher emphasizes learning through things like drama productions, team activities, and a variety of other activities. The class works in cooperative groups for history reports and science projects. Identify the teaching style that Leilani's teacher is utilizing.

Q: Individuals with a(n) _____ mindset believe their qualities can change and improve through their effort. A. variable B. apathetic C. open D.

Q: Karen believes that her qualities and learning abilities cannot change despite all her efforts. Therefore, she has decided not to try at all and let her grades plummet. According to Carol Dweck, which of the following BEST describes Karen's mindset? A. Variable mindset B. Apathetic mindset C. Fixed mindset D.

Q: Identify the social cognitive theorist who stated that self-efficacy is a critical factor in whether or not students achieve.

Q: Identify the psychosocial theorist who proposed that there are eight stages of human development. The fourth stage, industry versus inferiority, appears during middle and late childhood.

Q: Identify the theorist who criticized most theories of moral development, and argued that they reflect a gender bias. He/she proposed an alternate perspective that emphasizes connectedness with others.

Q: Carol Dweck (2006) concluded that individuals have one of two mindsets, namely fixed mindset and: A. variable mindset. B. growth mindset. C. open mindset. D.

Q: African American students are _____ times as likely as Latinos, Native Americans, or Whites to be suspended from school. A. three B. two C. four D.

Q: All of the following are effective ways to improve relationships among ethnically diverse students, EXCEPT: A. reducing bias. B. being a competent cultural mediator. C. turning the classroom into a segregated learning experience. D.

Q: While researching the reasons for the large cross-cultural differences, Stevenson and his colleagues observed that more than _____ of total classroom time in the first grade was spent on math instruction in Japan, compared with only _____ of the time in the U.S. first-grade classrooms. A. one-fourth; one-tenth B. three-fourth; two-third C. half; two-third D.

Q: Carol Dweck defines the cognitive view individuals develop for themselves as: A. self-efficacy. B. metacognition. C. mindset. D.

Q: Which of the following is NOT an argument against state-mandated tests? A. Neglect of students who are gifted B. Rote memorization C. Teaching to the test D.

Q: Which of the following situations might be true for students who live in poverty? A. Their schools have older, more experienced teachers. B. They get more scholarship and grant money for college than their wealthier peers. C. They are more likely to have young, inexperienced teachers. D.

Q: Which of the following is true of schools in low-income areas? A. They have higher attendance compared to schools in high-income areas. B. Federal and state governments actively participate in the facilitation and assessment of the curricula. C. They have very high graduation rates. D.

Q: Identify a TRUE statement about the No Child Left Behind (NCLB) legislation. A. NCLB uses multiple tests indicating a students progress and competence, at the same time presenting a broad view of students skill. B. The tests used as part of NCLB efficiently measures creativity, motivation, persistence, flexible thinking, and social skills. C. In the NCLB era, gifted students were often neglected in an effort to raise the achievement level of students who were not doing well. D.

Q: Which of the following is linked to the poor performance of American children in math and science as compared to Asian children? A. Asian teachers spent lesser time teaching math than did American teachers. B. Asian parents had much lower expectations for their childrens education and achievement than did American parents. C. American parents were more likely to say that their childrens math achievement was the consequence of effort and training. D.

Q: Studies on friendship reveal that sixth-grade students who did not have a friend: A. engaged in less prosocial behavior. B. were more likely to exhibit prosocial behavior. C. achieved a higher level of academic success. D.

Q: The belief that children should be encouraged to explore their world, and discover knowledge with the guidance and support of teachers is central to the _____ approach to learning. A. constructivist B. social cognitive C. direct instruction D.

Q: Mr. Trahan teaches English from a constructivist approach to learning. In his classroom, it is least likely that the students will be: A. working in groups to discover the meaning of a poem. B. developing a script for a play that they will perform for the school. C. memorizing the names of all of Shakespeare's plays. D.

Q: Educational experts agree that students with a disability in reading or writing will do best in a: A. direct instruction approach. B. peer-led discussion approach. C. constructivist approach. D.

Q: What is the result of the public and government demand for increased accountability from schools? A. The spread of state-mandated tests to measure just what students had or had not learned. B. The inclusion of government evaluators for academic curricula. C. The separation of academic responsibilities into private coaching and government assessment. D.

Q: According to the advocates of state-mandated testing, which of the following results are believed to be positive outcomes of the testing? A. Increased emphasis on the education of gifted students B. Increased student performance and more time teaching subjects tested C. A holistic approach to testing a student's social skills, flexible thinking, and creativity D.

Q: _____ is characterized by self-disclosure and the sharing of private thoughts. A. Ego support B. Intimacy in friendships C. Physical support D.

Q: Which of the following is NOT a function of childhood friendships? A. Companionship B. Cultural regulation C. Social comparison D.

Q: Ten-year-old Jose finds that he needs to talk to his friend, Richard in order to know whether Jose's feelings about his own brothers and sisters are normal. Which friendship function does Richard provide in this case? A. Companionship B. Ego support C. Social comparison D.

Q: Which of the following functions of friendship involves providing time, resources, and assistance? A. Physical support B. Affection and intimacy C. Ego support D.

Q: Which of the following functions of friendship involves providing encouragement and feedback, thus, allowing children to maintain an impression of themselves as competent, attractive, and worthwhile individuals? A. Physical support B. Affection and intimacy C. Social comparison D.

Q: Which of the following functions of friendship involves providing interesting information, excitement, and amusement? A. Physical support B. Stimulation C. Social comparison D.

Q: Which of the following is TRUE of friendship? A. Like adult friendships, childrens friendships are characterized by dissimilarity. B. Throughout childhood, friends are more similar than dissimilar in terms of age, sex, race, and many other factors. C. Friends often have dissimilar attitudes toward school and educational aspirations. D.

Q: Popular children: A. are infrequently nominated as someones best friend and are actively disliked by their peers. B. are infrequently nominated as a best friend, but are not disliked by their peers. C. receive an average number of both positive and negative nominations from their peers. D.

Q: Children's friendships are typically characterized by: A. familiarity. B. intimacy. C. similarity. D.

Q: Dan Olweus bullying intervention program focuses on: A. skill-training bully-victims in self-defense and assertion techniques. B. decreasing opportunities and rewards for bullying. C. moving victims of bullying to a different classroom where they feel safer. D.

Q: Johnny says he likes his best friend, Andy because he is fun and talks about interesting things. Johnny also says Andy encourages him to do his best and comforts him when he fails. Which of the following functions of children's friendships is Johnny describing? A. Stimulation and ego support B. Companionship and social comparison C. Physical support and intimacy/affection D.

Q: Compared to nonaggressive children, which of the following observations is NOT true of aggressive boys searching for clues to determine a peer's intention(s)? A. They respond more rapidly. B. They respond less efficiently. C. They respond less reflectively. D.