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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 | |
The structure of American schooling began to have a significant impact on adolescent peer groups after |
| | A) | 1890 |
| | B) | 1910 |
| | C) | 1930 |
| | D) | 1960 |
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3 | |
The percentage of the U.S. population comprising 15 to 19-year-olds reached its highest level in |
| | A) | 1955 |
| | B) | 1965 |
| | C) | 1975 |
| | D) | 1985 |
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4 | |
Who 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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5 | |
Particularistic norms are found in ______ regions. |
| | A) | rural |
| | B) | industrialized |
| | C) | kinship-based |
| | D) | suburban |
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6 | |
Young people are socialized primarily by elders in |
| | A) | prefigurative cultures |
| | B) | cofigurative cultures |
| | C) | postfigurative cultures |
| | D) | postmodern cultures |
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7 | |
Adolescents assisting adults with computer technology would be found in |
| | A) | prefigurative cultures |
| | B) | cofigurative cultures |
| | C) | postfigurative cultures |
| | D) | postmodern cultures |
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8 | |
__________ emphasized the positive socialization influence that adolescents have on their peers. |
| | A) | Margaret Mead |
| | B) | August Hollingshead |
| | C) | Laurence Steinberg |
| | D) | James Coleman |
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9 | |
A reputation based collective of peers is called |
| | A) | a crowd |
| | B) | a clique |
| | C) | reference groups |
| | D) | a cohort |
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10 | |
A research technique commonly used to study the functioning of adolescent peer groups is |
| | A) | structured observation |
| | B) | participant observation |
| | C) | naturalistic observation |
| | D) | unstructured observation |
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11 | |
In Brown's scheme of social mapping, a crowd that is high in involvement in peer culture, and high in involvement in adult institutions is |
| | A) | jocks |
| | B) | druggies |
| | C) | nerds |
| | D) | partiers |
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12 | |
Which developmental period does this statement best reflect, "during this period the clique becomes less important as couples begin to form"? |
| | A) | early adolescence |
| | B) | mid-adolescence |
| | C) | late adolescence |
| | D) | young adulthood |
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13 | |
Income, residence and reputation in the community are used to determine |
| | A) | social definition |
| | B) | social cleavage |
| | C) | social standing |
| | D) | social class |
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14 | |
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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15 | |
Popularity is most highly associated with |
| | A) | physical appearance |
| | B) | personality |
| | C) | financial background |
| | D) | social skill |
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16 | |
Adolescents who are rejected by peers due to aggressive behavior are more likely to be treated for |
| | A) | low self-esteem |
| | B) | depression |
| | C) | conduct problems |
| | D) | anxiety disorders |
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17 | |
Thinking that other children's behavior is aggressive when it is not is referred to as: |
| | A) | relational aggression |
| | B) | hostile attributional bias |
| | C) | antisocial mind set |
| | D) | aggressive stereotyping |
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18 | |
Baby boomers are to Generation X as the 1950s are to the ______. |
| | A) | 1940s |
| | B) | 1960s |
| | C) | 1970s |
| | D) | 1980s |
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19 | |
_____ teens have difficulty controlling their hostility, but are nervous about initiating social contact with others. |
| | A) | Popular |
| | B) | Aggressive |
| | C) | Withdrawn |
| | D) | Aggressive-withdrawn |
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20 | |
Inclusion in the following adolescent group is typically based on friendship and shared activity: |
| | A) | crowd |
| | B) | clique |
| | C) | cohort |
| | D) | reference group |
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21 | |
Which crowd members are most likely to have high self-esteem? |
| | A) | toughs |
| | B) | druggies |
| | C) | socies |
| | D) | partiers |
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22 | |
Who carried out the classic study looking at social position and the composition of adolescent cliques? |
| | A) | Margaret Mead |
| | B) | August Hollingshead |
| | C) | Laurence Steinberg |
| | D) | James Coleman |
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23 | |
The research technique that involves observing, 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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24 | |
As one progresses through adolescence, crowds ______ permeable. |
| | A) | become more |
| | B) | become less |
| | C) | are similarly |
| | D) | are never |
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25 | |
Which adolescent is at the greatest risk for psychological and behavioral problems: |
| | A) | an adolescent who is socially skilled |
| | B) | an adolescent who is withdrawn |
| | C) | an adolescent who is aggressive |
| | D) | an adolescent who is aggressive and withdrawn |
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26 | |
From childhood to adolescence, the nature of the peer group changes in all of the following ways except: |
| | A) | the amount of time spent with peers increases from childhood to adolescence |
| | B) | adolescent peer groups function without adult supervision more than do child peer groups |
| | C) | during adolescence, more contact occurs with same-sex friends |
| | D) | adolescence hails the emergence of large interactive peer groups: crowds |
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27 | |
Adolescents seem to benefit from being in a clique because of what they can learn about: |
| | A) | group membership |
| | B) | intimacy |
| | C) | commitment |
| | D) | roles |
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28 | |
In general, which of the following is the positive aspect of crowd membership during adolescence? |
| | A) | membership provides the person with an "identity" before the teen creates one on his own |
| | B) | crowd membership facilitates the development of interpersonal skills |
| | C) | crowd membership facilitates stereotypes |
| | D) | crowds give lonely teens a place to belong |
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29 | |
Adolescents who become popular tend to: |
| | A) | be very good at taking the perspective 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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30 | |
Some adolescents don't seem to have either enough motivation or the right kinds of social skills to make and keep many friends. They tend to spend more time alone, or with one or two friends, while many of their other classmates don't really pay much attention to them. These teens would be categorized as |
| | A) | popular |
| | B) | rejected |
| | C) | neglected |
| | D) | controversial |
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31 | |
__ adolescents tend to misinterpret the intentions of their peers as being negative or aggressive, especially when the situation is vague or ambiguous. |
| | A) | Rejected-withdrawn |
| | B) | Rejected-aggressive |
| | C) | Neglected |
| | D) | Controversial |
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32 | |
According to David Kinney's ethnographic study of "nerds," how do adolescents labeled as such become "normals" as they move 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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33 | |
Psychologist Nicki Crick has studied the aggressive tendencies of girls, and finds that they are more likely than boys to use ____ aggression, which is intended to harm others through deliberate manipulation of their social standing and social relationships. |
| | A) | contextual |
| | B) | situational |
| | C) | physical |
| | D) | relational |
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34 | |
Ken Dodge has successfully "treated" the illogical thought patterns of children and teens who are prone to be ___ by showing them videotapes of others in action, stopping the tape, asking them what they think will happen, playing the rest of the tape, and pointing out to them how their thinking was wrong. |
| | A) | aggressive |
| | B) | depressed |
| | C) | prosocial |
| | D) | popular |
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35 | |
Which of the following is not associated with poor peer relationships? |
| | A) | delinquent behavior |
| | B) | low academic achievement |
| | C) | emotional problems |
| | D) | low intelligence |
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2002 McGraw-Hill Higher Education