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1 | |
Groups of people who are roughly the same age are |
| | A) | peer groups |
| | B) | reference groups |
| | C) | cohorts |
| | D) | gangs |
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2 | |
Which of the following is true regarding the amount of time high school students spend with peers compared to their parents? High school students |
| | A) | in the U.S. spend twice as much time with peers compared to European students |
| | B) | in Europe spend twice as much time with peers compared to U.S. students |
| | C) | in Europe spend twice as much time with parents compared to U.S. students |
| | D) | in the U.S. and Europe spend twice as much of their time with peers as with parents |
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3 | |
In what way can it be said that American society is very age-segregated? |
| | A) | adolescents' peer groups are usually of the same age |
| | B) | from age five until high school graduation, children are grouped with children their own age |
| | C) | adolescents usually spend their weekend leisure time with same-aged peers |
| | D) | adolescents typically aspire to identify with individuals who are much older than themselves |
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4 | |
By the time an adolescent in the U.S. is a senior in high school, approximately what percentage of her waking hours will be spent with family? |
| | A) | 1% |
| | B) | 5% |
| | C) | 15% |
| | D) | 30% |
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5 | |
The structure of American schooling began to have a significant impact on age-segregated adolescent peer groups after |
| | A) | 1890 |
| | B) | 1910 |
| | C) | 1930 |
| | D) | 1950 |
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6 | |
The percentage of the U.S. population comprising 15- to 19-year-olds reached its highest level in |
| | A) | 1935 |
| | B) | 1955 |
| | C) | 1975 |
| | D) | 1995 |
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7 | |
As the author of The Adolescent Society, this individual believed that American adolescents had created a separate and troublesome youth culture. |
| | A) | Margaret Mead |
| | B) | August Hollingshead |
| | C) | Laurence Steinberg |
| | D) | James Coleman |
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8 | |
According to the viewpoint of the "separate youth culture," increases in the rate of all of the following can be attributed to the rise of peer groups in America except |
| | A) | teenage suicide |
| | B) | youth unemployment |
| | C) | academic achievement |
| | D) | premarital pregnancy |
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9 | |
When norms for behavior vary from person to person, they are |
| | A) | postfigurative |
| | B) | particularistic |
| | C) | universalistic |
| | D) | prefigurative |
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10 | |
In modern, contemporary societies, all individuals are expected to learn the same set of norms, because the rules governing behavior apply equally to all members of the community. These norms are known as |
| | A) | postfigurative |
| | B) | particularistic |
| | C) | universalistic |
| | D) | prefigurative |
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11 | |
In some cultures, children are socialized primarily through contact with the culture's elders. Mead called these |
| | A) | prefigurative cultures |
| | B) | cofigurative cultures |
| | C) | postfigurative cultures |
| | D) | postmodern cultures |
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12 | |
A grandchild teaching her grandparents how to communicate via the internet, is an example of socialization that would be found in what type of culture? |
| | A) | prefigurative |
| | B) | cofigurative |
| | C) | postfigurative |
| | D) | postmodern |
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13 | |
Which of the following accurately describes changes in peer groups during adolescence? |
| | A) | there is a sharp decrease during adolescence in time spent with peers |
| | B) | peer groups in adolescence function more often with adult supervision |
| | C) | in adolescence there is a decrease in contact with opposite-sex friends |
| | D) | adolescence marks the emergence of larger collectives of peers known as crowds |
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14 | |
In contemporary American society, "jocks," "nerds," "druggies," and "populars" are examples of social structures known as |
| | A) | crowds |
| | B) | cliques |
| | C) | reference groups |
| | D) | cohorts |
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15 | |
Individuals who themselves are not part of a clique, but who interact with two or more adolescents who are members of cliques, are known as |
| | A) | cohorts |
| | B) | nerds |
| | C) | isolates |
| | D) | liaisons |
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16 | |
Which of the following adolescent groups are based on reputation and stereotype rather than interaction? |
| | A) | crowd |
| | B) | clique |
| | C) | cohort |
| | D) | reference group |
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17 | |
Inclusion in which of the following adolescent groups is typically based on friendship and shared activity? |
| | A) | crowd |
| | B) | clique |
| | C) | cohort |
| | D) | reference group |
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18 | |
Which of the following research methods did Cusick (1973) use in the preparation of the book, Inside High School? |
| | A) | structured observation |
| | B) | participant observation |
| | C) | naturalistic observation |
| | D) | unstructured observation |
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19 | |
According to Brown's model for mapping the social world of adolescents, a crowd highly involved in both peer culture and adult institutions is |
| | A) | jocks |
| | B) | druggies |
| | C) | nerds |
| | D) | partiers |
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20 | |
Although different in some respects, what characteristic do the crowds known as nerds, brains, and jocks have in common using Brown's social mapping model? |
| | A) | low involvement in adult institutions |
| | B) | high involvement in adult institutions |
| | C) | low involvement in peer culture |
| | D) | high involvement in peer culture |
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21 | |
Research on crowd membership in adolescents suggests that this group would have the highest self-esteem |
| | A) | toughs |
| | B) | druggies |
| | C) | socies |
| | D) | partiers |
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22 | |
In David Kinney's ethnographic study, how did adolescents labeled as "nerds" become subsequently labeled as "normals" as they moved into high school? |
| | A) | other students grew more accepting of nerds during high school |
| | B) | the nerds' increasing physical and cognitive maturity facilitated peer acceptance |
| | C) | peers became less critical of others in general, and more concerned with their own individuality |
| | D) | nerds tended to isolate themselves more as they moved through high school |
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23 | |
As one progresses through adolescence, the permeability of the crowd system |
| | A) | tends to increase |
| | B) | tends to decrease |
| | C) | remains fairly consistent over time |
| | D) | changes only for the socially advantaged teens |
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24 | |
The qualitative research technique that involves observations of interactions, interviewing and writing field notes is commonly referred to as |
| | A) | participant observation |
| | B) | ethnography |
| | C) | structured observation |
| | D) | naturalistic observation |
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25 | |
A deviant peer group that can be identified by name and common symbols is a |
| | A) | clique |
| | B) | crowd |
| | C) | gang |
| | D) | cohort |
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26 | |
One of the most important studies, Elmstown's Youth, looking at social position and the composition of adolescent cliques, was written by |
| | A) | Margaret Mead |
| | B) | August Hollingshead |
| | C) | Laurence Steinberg |
| | D) | James Coleman |
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27 | |
According to Hollingshead, income, residence and reputation in the community are used to sort families according to five levels of |
| | A) | social definition |
| | B) | social cleavage |
| | C) | social standing |
| | D) | social class |
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28 | |
Membership in which of the following adolescent group structures places adolescents at greater risk of psychological distress, exposure to violence, high-risk sexual behavior, and drug abuse? |
| | A) | clique |
| | B) | gang |
| | C) | crowd |
| | D) | cohort |
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29 | |
Studies involving both girls and boys from different ethnic groups supports which of the following regarding the involvement in antisocial activity among adolescents? |
| | A) | contrary to the popular belief that antisocial adolescents do not have friends, they have friends who also tend to be antisocial |
| | B) | antisocial adolescents are interpersonally inept and are unable to sustain friendships |
| | C) | problematic parent-child relationships do not influence peer group selection |
| | D) | antisocial peer group formation begins in later stages of adolescence |
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30 | |
The chief determinant of a youngster's popularity during adolescence is his or her |
| | A) | physical appearance |
| | B) | personality |
| | C) | financial background |
| | D) | social skills |
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31 | |
Adolescents who become popular tend to: |
| | A) | be very good at perceiving and meeting the needs of others |
| | B) | be very athletic and achievement-oriented |
| | C) | come from the most affluent homes |
| | D) | have a firm religious commitment |
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32 | |
Social scientists distinguish between several groups of unpopular adolescents. Unpopular adolescents who have difficulty controlling their hostility and are nervous about initiating social contact with others are known as |
| | A) | relational |
| | B) | aggressive |
| | C) | withdrawn |
| | D) | aggressive-withdrawn |
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33 | |
Psychologist Crick concluded that girls are more likely than boys to use non-physical aggression intended to harm others through deliberate manipulation of their social standing and social relationships. She termed this aggression |
| | A) | contextual |
| | B) | relational |
| | C) | situational |
| | D) | physical |
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34 | |
An example of hostile attributional bias is when an unpopular child |
| | A) | regards other children's behavior as deliberately friendly, even when it is not |
| | B) | regards other children's behavior as deliberately hostile, even when it is not |
| | C) | is perceived by others as being hostile, even when he is not |
| | D) | is perceived by others as being friendly, even when he is not |
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35 | |
The more that unpopular withdrawn adolescents are teased and rejected |
| | A) | the more they blame themselves for their own victimization |
| | B) | the more likely they are to combat their own anxiety to become less withdrawn |
| | C) | the less likely they are to become a future target of bullying |
| | D) | the less sensitive they become to being rejected in the future |
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