Q&A Hero

Q: during the ________ phase of the ________ period of vocational development, an individual typically gathers more information about a set of possibilities that blends with his or her personal characteristics. a)exploration; fantasy b)exploration; tentative c)crystallization; realistic d)exploration; realistic

Q: adolescents begin to narrow their options in the ________ period of vocational development. a)fantasy b)tentative c)realistic d)appraisal

Q: the correct order of the phases of vocational development is: a)fantasy period, tentative period, realistic period. b)tentative period, realistic period, fantasy period. c)fantasy period, realistic period, tentative period. d)realistic period, fantasy period, tentative period.

Q: which period of vocational development characterizes early and middle adolescence? a)fantasy b)tentative c)realistic d)exploratory

Q: libby is good at playing the flute and likes the pleasure music gives to others. as a result, she thinks she might want to be a musician. she is likely in the ________ phase of vocational development. a)capability b)tentative c)realistic d)fantasy

Q: leilani thinks that she wants to be an actress or a ballerina when she grows up. her brother reilly wants to be a football player or a motorcycle racer. leilani and reilly are currently in the ________ period of vocational development. a)fantasy b)tentative c)realistic d)decisive

Q: lindsey is in the fantasy period of vocational development. she is probably ____ years old. a)10 b)13 c)16 d)19

Q: the percentage of american high school graduates who earn college degrees is nearly ____ percent. a)30 b)40 c)50 d)60

Q: the percentage of north american adolescents completing high school has risen to just over ____ percent. a)39 b)54 c)90 d)98

Q: involvement in extracurricular activities a)interferes with academic performance. b)increases the dropout rate. c)is promoted by small school size. d)results in negative peer pressure.

Q: many students at risk for dropping out benefit from a)remedial instruction in small classes. b)greater emotional distance from teachers. c)less focus on vocations and more emphasis on basic academics. d)larger classes where they feel less on the spot.

Q: compared to students in an academic program, students in general education and vocational tracks are ________ likely to drop out. a)no more b)three times as c)six times as d)ten times as

Q: recent reports indicate that over _____percent of students in some inner-city high schools do not graduate. a)30 b)40 c)50 d)60

Q: typically, parents of students who drop out of school a)encourage achievement but just are not successful. b)completed high school themselves. c)show little involvement in their childs education. d)have serious emotional problems.

Q: while many high school dropouts show a persistent pattern of disruptive behavior and poor academic achievement, a large number a)drop out for the lure of high-paying jobs in technical fields. b)quietly disengage from school after experiencing academic failure. c)drop out in order to earn money to support unemployed parents. d)are pushed out by teachers who fear repercussions from the no child left behind act.

Q: the american high school dropout rate is highest for ________ teenagers. a)female b)rural c)african-american d)low-ses, ethnic minority

Q: students who are not assigned to a college preparatory track or who do poorly in high school can still get a college education in a)china. b)japan. c)western europe. d)the united states.

Q: quinn is a capable student who is placed in a low academic track. research indicates that quinn will probably a)show large performance gains because the subject matter is better geared toward his level. b)get better quality instruction than his peers in high-ability classrooms. c)sink to the performance level of his trackmates. d)maintain his friendships with peers from high- and mixed-ability groups.

Q: in high school, ________ students are assigned in large numbers to noncollege tracks. a)female b)male c)middle-ses d)low-ses minority

Q: high-stakes testing prompts teachers to spend more class time a)on research projects. b)administering rote exercises that resemble test items. c)explaining the importance of doing well on tests. d)developing students writing skills.

Q: the reliance on test scores for making decisions about students a)sharply reduces the high school dropout rate, particularly among ethnic minorities. b)amplifies achievement gaps between racial and gender groups. c)is more accurate than taking teacher-assigned grades into account. d)coincides with the emphasis on teaching for deeper understanding in high-achieving nations like japan.

Q: accumulating evidence on high-stakes testing indicates that it a)often undermines the quality of education. b)provides motivation for upgrading teaching and learning. c)encourages teachers to focus on more in-depth, critical thinking tasks in their lessons. d)accurately indicates the academic abilities of students.

Q: alans elementary school has been labeled a failing school according to no child left behind standards. alans parents will probably a)have the option of transferring him to a higher-performing school. b)be asked to provide additional tutoring for alan, at their own expense. c)hear that his school has received additional federal funding to improve student achievement. d)learn that his teachers have received financial bonuses.

Q: the no child left behind act requires that a)every child will have access to high-quality education and extracurricular activities, regardless of race, class, or sex. b)by the year 2011, every child will need to attend at least two years of college. c)every country in the world will provide an education for all children regardless of sex. d)each state must evaluate every public schools performance through annual achievement testing and publicize the results.

Q: johann, a low-achieving student, is placed in a mixed-ability group. research shows that johann will a)be intimidated by the higher achievers. b)benefit socially and intellectually from the mixed grouping. c)stifle the achievement of the higher achievers. d)feel that he is superior to the higher achievers.

Q: a factor that promotes school attendance and achievement is a)teachers who expect students to perform well and encourage high-level thinking. b)the use of high-level textbooks. c)classrooms that require few assignments. d)placing students in ability-grouped classes.

Q: a recent study showed that seventh-grade students who moved into eighth-grade classes that emphasized competition and public comparison of students a)performed better academically than peers in classrooms that emphasized cooperation and mutual respect. b)showed increased perseverance and improved study habits. c)showed declines in motivation and self-regulation. d)showed better attendance than peers in classrooms that emphasized cooperation and shared classroom control.

Q: frequent media multitaskers may find it difficult to a)utilize implicit memory. b)focus on more than one task at a time. c)ignore irrelevant stimuli in the environment. d)shift attention from one task to another.

Q: research has shown that media multitasking a)fragments the attention span. b)helps train adolescents brains to attend to more than one task at the same time. c)has little effect on teenagers ability to focus. d)helps improve use of explicit memory.

Q: adolescents most commonly media multitask by a)surfing the internet while in class. b)listening to music while doing homework or talking with friends. c)watching tv while eating dinner with their families. d)using cell phones while watching tv.

Q: which child is likely to show an especially large drop in school enjoyment after a school transition? a)joshua, whose friends dislike school b)jasmine, whose friends are all high-achieving students c)jared, whose friends like school d)julie, whose friends call each other to check answers to homework problems

Q: adolescents whose parents value achievement a)most often rebel and choose friends who are low-achievers. b)choose friends who are popular because of sports or musical abilities. c)choose friends who share that value. d)tend to be rejected by their peers.

Q: one way to increase parent involvement in school during adolescence is a)by requiring a certain number of volunteer hours from the parent in exchange for their teenagers enrollment. b)to hold the parents responsible for their teenagers actions. c)to remove parents burden of involvement in school planning and government. d)by fostering personal relationships between parents and teachers.

Q: which of the following explains the level of school involvement for many low-income parents? a)they tend to be unconcerned with academic matters. b)they face daily stresses that reduce the energy they have for school involvement. c)they purposely avoid school involvement so as not to increase the strain on their relationships with their teenagers. d)they already have strained relationships with school personnel and try to avoid further conflict.

Q: parent involvement in eighth grade predicted tenth-grade gpa for a)white students only. b)white and black students only. c)asian and native-american students only. d)white, black, asian, and native-american students.

Q: mr. and mrs. fischman keep tabs on their teenagers school progress and communicate with her teachers frequently. however, as their daughter moves into high school, they wonder whether they should decrease their level of involvement. what should you tell them? a)they should continue to stay involved; these efforts are just as important during high school as they were earlier. b)they should decrease their level of school involvement, so as not to embarrass their daughter. c)parents school involvement has no correlation to grade-point average or other indicators of school success. d)children pay no attention to their parents level of school involvement, so they should do whatever feels best to them.

Q: adolescents whose parents engage in _____________ show especially positive outcomes. a)joint decision making b)authoritarian parenting c)uninvolved parenting d)mastery-oriented behavior

Q: ________ child rearing predicts the poorest school performance in adolescence. a)authoritarian b)authoritative c)permissive d)uninvolved

Q: authoritative child rearing is related to ________ for ___________. a)higher grades; both boys and girls, regardless of ses b)higher grades; both boys and girls but only in middle-and upper-ses groups c)lower grades; girls in lower-ses groups d)lower grades; boys in lower-ses groups

Q: which of the following child-rearing styles is associated with superior school performance in adolescence? a)authoritarian b)authoritative c)permissive d)inconsistent

Q: crystal, age 16, is allowed to work at her part-time job for no more than 15 hours a week, and she tends to make decisions jointly with her parents. which of the following statements about crystal is most likely to be true? a)crystal will likely grow up to have a poor work ethic as an adult. b)crystal will likely grow up to be a permissive parent. c)crystal is likely to do very well in her academic work. d)crystal is likely to lack motivation in doing her school work.

Q: an effective way to ease the strain of school transition in adolescence is to a)assign students to classes with several familiar peers or a constant group of new peers. b)make sure that academic expectations in junior high are tougher than in elementary school. c)reduce students need to conform by encouraging anonymity. d)reduce the number of extracurricular activities available in high school.

Q: teenagers who perceive their school learning environments to be ________ have more successful school transitions. a)more rigid and strict than their middle school environments b)competitive c)easy and unstructured d)sensitive and flexible

Q: school transitions typically lead to environmental changes that fit poorly with adolescents developmental needs, including a)disruption of close relationships with teachers at a time when adolescents need adult support. b)an emphasis on sophisticated academic collaboration during a period of heightened self-focusing. c)increased expectation for independent decision making. d)lowered academic demands as students are sorted into academic and nonacademic tracks.

Q: students who had academic difficulties in addition to mental health problems during junior high ___________ after the transition to high school. a)showed grade improvements b)showed increased out-of-school problem behaviors c)experienced an increase in self-esteem d)had fewer mental health problems

Q: which of the following adolescents are at greatest risk for academic and emotional difficulties after a school transition? those who a)move from a large elementary school to a small junior high school. b)were good students in elementary school. c)attend a single-sex school. d)have to cope with added life strains, such as family disruption or poverty.

Q: in general, research shows that the earlier the school transition, the a)more powerful its impact, especially for boys. b)more powerful its impact, especially for girls. c)less its impact, especially for boys. d)less its impact, especially for girls.

Q: joshua recently switched from elementary school to middle school. he feels less academically competent and his liking for school has declined. which of the following best explains the cause of his feelings? a)he comes from a high-ses background. b)the class sizes are bigger, and the school work is more challenging. c)middle school teachers tend to be less caring and supportive than elementary school teachers. d)boys, more so than girls, tend to struggle with school transitions.

Q: research on school transitions shows that ________ declines for both genders after each school change. a)self-esteem b)grade-point average c)loneliness d)dating

Q: compared to their elementary school teachers, students say junior high teachers a)care less about them. b)are more friendly. c)care more about them. d)grade more fairly.

Q: teenage slang is an example of adolescents a)mastery of language style. b)poor use of grammar. c)egocentrism. d)capacity for second-language learning.

Q: sixteen-year-old alyssa speaks differently to her boss at work, her parents at home, and her friends at school. alyssa demonstrates an improved mastery of a)vocabulary. b)grammar. c)pragmatics. d)pronunciation.

Q: research shows that in adolescence, the ability to understand proverbs is positively related to a)peer acceptance. b)spatial skills. c)reading proficiency. d)interest in political issues.

Q: compared to school-age children, adolescents are better at a)defining concrete words. b)understanding figurative language. c)turn taking in conversations. d)applying the basic rules of grammar.

Q: during adolescence, vocabulary growth involves the addition of many a)abstract words. b)compound words. c)action words. d)modifiers.

Q: gains in language development during adolescence are largely due to a)biological maturation. b)reading adult literary works. c)improved capacity for reflective thought and abstraction. d)adult instruction.

Q: one way to enhance girls math skills is to a)focus more on their verbal processing skills. b)focus less on spatial skills and more on computational skills. c)teach them how to apply effective spatial strategies. d)wait until secondary school, when higher order skills are being utilized, to intervene.

Q: which of the following is a critical factor in eliminating gender differences in math and science? a)finding a way to reduce genetic differences between the genders b)creating all-girl science classes so that they will not be compared to boys c)decreasing the amount of emphasis for boys to excel at math and science d)promoting girls interest and confidence in math and science

Q: with regard to computer use, angelique is more likely to ________, while brendan is more likely to ________. a)write computer programs; use e-mail b)use instant messaging; use graphics software c)analyze data; gather information for homework assignments d)use e-mail; use instant messaging

Q: in elementary school, a)girls more often blame math errors on lack of ability than boys. b)both boys and girls view math as a female domain. c)girls believe they do not have to work as hard as boys in math. d)boys regard math as less useful for their future lives than girls.

Q: fabian and his sister felicity regularly play computer games that require rapid mental rotation of visual images. you would expect a)both children to show decreased spatial abilities in school. b)both children to show enhanced scores on spatial tasks. c)felicity to show enhanced spatial scores, and fabians scores to be unaffected. d)fabian to show enhanced spatial scores, and felicitys scores to be unaffected.

Q: research indicates that boys and girls who regularly engage in activities like ________ do better on spatial tasks. a)playing board games b)diving c)riding a bicycle d)building models

Q: some researchers hypothesize that prenatal exposure to ________ enhances right hemispheric functioning, giving males an advantage in spatial abilities. a)estrogens b)endorphins c)androgens d)adrenaline

Q: sex differences on ________ tasks are weak or nonexistent. a)spatial visualization b)mental rotation c)spatial perception d)visual orientation

Q: boys superiority over girls in mathematics a)is steadily increasing in industrialized nations. b)has remained steady over the last 30 years. c)has greatly diminished. d)is actually a myth.

Q: when do boys start to outperform girls in mathematics? a)from preschool age b)by the age of 7 or 8 c)by early adolescence d)by late adolescence

Q: females may show an advantage in verbal skills because a)the left hemisphere of the cerebral cortex develops earlier in girls than in boys. b)they rely on sensory brain regions to process spoken and written words. c)they tend to work harder in school than boys. d)they are more likely to attend college than boys.

Q: which of the following is consistent with current research on gender differences in intellectual performance? a)in early childhood, boys are slightly ahead in verbal ability. b)by early childhood, girls do better at abstract mathematical problem solving. c)by adolescence, girls are far ahead in verbal ability. d)girls score higher on tests of verbal ability throughout the school years.

Q: who is most likely to be referred for remedial reading instruction? a)rachel, who is 6 years old b)betsy, who is 8 years old c)eric, who is 10 years old d)allison, who is 12 years old

Q: sixteen-year-old solomon seems unable to make any decisions, from what outfit to wear to which classes he wants to take next year. his mother should a)just make the decisions for him until he snaps out of this phase. b)model good decision-making skills, but refrain from making decisions for him. c)know that this phase will eventually pass, and that she should just wait patiently until it does. d)provide him with more opportunities to make decisions.

Q: when making decisions, adolescents often depend on a)logical and rational thinking. b)cognitive self-regulation. c)intuitive judgments. d)evaluations from strangers.

Q: adolescents planning and decision making are a)easy for tasks of daily life, but are undeveloped for schoolwork. b)much improved for schoolwork, but are still difficult in daily life. c)very effective in both schoolwork and daily life. d)poorly developed in both schoolwork and daily life.

Q: when making decisions, adolescents are likely to emphasize _____________ over _______________ a)short-term goals; long-term goals. b)logic; irrationality. c)metaevaluation. d)source monitoring.

Q: teenagers struggle to make plans and decisions because they a)think more rationally than adults. b)are better at making abstract judgments than real-world decisions. c)have not yet mastered abstract thought. d)have difficulty inhibiting emotions and impulses.

Q: elizabeth has developed an idea of what the perfect family should look and act like and constantly criticizes her siblings and parents when they do not measure up. elizabeths parents should a)ignore her comments and hope she outgrows this behavior as she matures. b)use authoritarian child-rearing techniques and punish her after every critical remark. c)develop a hierarchy of negative consequences that should be implemented immediately after each critical remark. d)respond patiently to her remarks, but point out the positive features of each family member to help her see that all people are blends of virtues and imperfections.

Q: adolescent idealism often leads young people to become a)more cooperative at home. b)more critical of parents and siblings. c)better students at school. d)more realistic in their evaluations of others.

Q: young people with ___________ and ___________ scores tend to take more sexual risks, more often use drugs, and commit more delinquent acts than their agemates. a)low personal-fable; high sensation-seeking b)high personal fable; high sensation-seeking c)high self-esteem; low sensation-seeking d)low self-esteem; high idealism

Q: when dealing with the personal fable, adolescents are concerned about the opinions of others because a)others evaluations have real consequences in terms of self-esteem, peer acceptance, and social support. b)such opinions help them transition smoothly from adolescence to adulthood. c)they lack the ability to think independently and are unable to develop opinions of their own. d)they do not trust their own opinions or judgments.

Q: the personal fable may help young people cope with the challenges of adolescence by a)discouraging reckless behavior. b)decreasing the importance of the imaginary audience. c)focusing attention on the opinions of others. d)enabling them to view themselves as influential and capable.

Q: the personal fable contributes to a)risk taking. b)disengagement from others. c)poor schoolwork. d)peer conformity.