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| 1 | |
Adolescents' thought processes, unlike those of children, are not necessarily tied to: |
| | A) | logic. |
| | B) | abstract ideas. |
| | C) | fantasy. |
| | D) | concrete events. |
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| 2 | |
How does the cognition of adolescents compare to that of children? |
| | A) | adolescents' thinking becomes multidimensional, rather than unidimensional |
| | B) | adolescents are more likely to see things as absolute, rather than as relative |
| | C) | adolescents spend less of their time thinking about the process of thinking itself |
| | D) | adolescents limit their thoughts to what is real, rather than possible |
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| 3 | |
Adolescents develop the ability to draw logical conclusions based on a set of facts or premises, known as: |
| | A) | inductive reasoning. |
| | B) | abstract reasoning. |
| | C) | relational reasoning. |
| | D) | deductive reasoning. |
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| 4 | |
The monitoring of one's own cognitive activity during the process of thinking is: |
| | A) | multidimensional thinking. |
| | B) | automatization. |
| | C) | egocentric logic. |
| | D) | metacognition. |
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| 5 | |
During adolescence, the brain may lose many of its redundant neuronal connections, leading to improved information processing, through a process known as: |
| | A) | myelination. |
| | B) | functional magnetic resonance imaging. |
| | C) | synaptic pruning. |
| | D) | neocortical expansion. |
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| 6 | |
A heightened sense of self-consciousness, which can lead a young person to believe that he or she is the focus of everyone's attention, is a phenomenon known as: |
| | A) | the imaginary audience. |
| | B) | interpersonal vanity. |
| | C) | the personal fable. |
| | D) | adolescent self-righteousness. |
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| 7 | |
Adolescents' egocentric and erroneous belief that their feelings and experiences are unique is known as the: |
| | A) | imaginary audience. |
| | B) | interpersonal vanity. |
| | C) | personal fable. |
| | D) | hypothetical thinking. |
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| 8 | |
The adolescent's ability to provide more sophisticated answers to complex questions is a result of the development of thought conducted: |
| | A) | in systematic ways. |
| | B) | on abstractions. |
| | C) | in metacognitive ways. |
| | D) | on multidimensional levels. |
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| 9 | |
The adolescent's ability to understand sarcasm in comparison to a child is indicative of the advanced ability to engage in: |
| | A) | metacognition. |
| | B) | hypothetical thinking. |
| | C) | multidimensional thinking. |
| | D) | relativistic thinking. |
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| 10 | |
When adolescents become extremely skeptical, and begin doubting the certainty of things that they had previously believed, they are demonstrating: |
| | A) | multiple dimensions. |
| | B) | adolescent relativism. |
| | C) | metacognition. |
| | D) | abstract reasoning. |
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| 11 | |
Which of the following best represents Keating's (2011) conclusions regarding differences in cognitive processes between children and adolescents? |
| | A) | there is general consensus about differences in these processes |
| | B) | there are no substantial differences in cognitive processes |
| | C) | it is unlikely a single factor distinguishes thinking in childhood from adolescence |
| | D) | researchers from differing theoretical perspectives agree about these processes |
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| 12 | |
Given the choice, the fact that people are more likely to pull a lucky lottery ticket from an envelope of 100 tickets, of which 10 are lucky, compared to pulling a ticket from an envelope of 10 tickets, of which 1 is lucky—despite the fact that they know that the mathematical odds of pulling a lucky ticket are identical in the two scenarios—is an example of: |
| | A) | the gap between competence and performance. |
| | B) | cognitive incompetence. |
| | C) | mathematical incongruence. |
| | D) | formal-operational thinking deficits. |
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| 13 | |
The large part of the brain that processes emotions, and may make individuals more emotional, more responsive to stress, and more likely to engage in reward-seeking and sensation-seeking behavior, is known as the: |
| | A) | hypothalamus. |
| | B) | synaptic cleft. |
| | C) | limbic system. |
| | D) | endocrine system. |
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| 14 | |
Piaget described the stage of cognitive development that emerges between adolescence and adulthood as the: |
| | A) | sensorimotor period. |
| | B) | formal operations period. |
| | C) | preoperational period. |
| | D) | concrete operations period. |
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| 15 | |
Piagetian theorists believe that the foundation of formal-operational thinking that clearly differentiates adolescents' thought from that of children is: |
| | A) | introspection. |
| | B) | intellectualization. |
| | C) | abstract logical reasoning. |
| | D) | self-consciousness. |
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| 16 | |
Piaget's theory of cognitive development would support which of the following conclusions regarding achievement of formal-operational thinking? |
| | A) | insecure children are more likely to achieve formal-operational thought compared to their more secure peers |
| | B) | all adolescents employ formal-operational thought regularly |
| | C) | all adolescents use formal-operational thought in a variety of situations |
| | D) | not all adolescents, or adults, develop formal operational thinking |
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| 17 | |
Improvements in all of the following domains during adolescence have been linked with the information processing perspective, except: |
| | A) | processing speed. |
| | B) | metacognitive abilities. |
| | C) | attention. |
| | D) | adolescent egocentrism. |
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| 18 | |
A different type of functional change in the brain involves changes in how the brain is affected by the activity of dopamine and serotonin. Dopamine and serotonin are examples of: |
| | A) | neurotransmitters. |
| | B) | synapses. |
| | C) | limbic system. |
| | D) | pruning. |
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| 19 | |
The fatty substance that acts as insulation around brain cells allowing them to function faster and more efficiently is known as: |
| | A) | myelin. |
| | B) | leptin. |
| | C) | dopamine. |
| | D) | cortical fluid. |
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| 20 | |
Which of the following is not one of the regions of the prefrontal cortex that undergoes significant maturation during adolescence? |
| | A) | the orbitofrontal cortex |
| | B) | the sensorimotor cortex |
| | C) | the dorsolateral prefrontal cortex |
| | D) | the ventromedial prefrontal cortex |
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| 21 | |
According to the textbook, scientists believe that much of the synaptic pruning that takes place in the frontal lobe during the mid-adolescent years is affected by: |
| | A) | dopamine. |
| | B) | serotonin. |
| | C) | experience. |
| | D) | inadequate sleep. |
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| 22 | |
Full maturation of the _____ is not complete until sometime between adolescence and early adulthood. This part of the brain is in control of planning, decision-making, goal-setting, and metacognition. |
| | A) | limbic system |
| | B) | prefrontal cortex |
| | C) | neurons |
| | D) | neurotransmitters |
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| 23 | |
In regard to adolescent risk-taking behavior, researchers working from a behavioral decision theory framework have proposed that adolescents: |
| | A) | use different cognitive processes than adults to make decisions. |
| | B) | are more likely than adults to feel invulnerable and untouchable. |
| | C) | are more attuned to the potential rewards than adults. |
| | D) | are more irrational and illogical than adults in social decision-making situations. |
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| 24 | |
Compared with children, all of the following are true for adolescents, except: |
| | A) | adolescents' conceptions of interpersonal relationships are more mature. |
| | B) | adolescents' theory of mind is more sophisticated. |
| | C) | adolescents' have more complex ideas about social institutions and organizations. |
| | D) | adolescents' feel more entitled to nurturance rights. |
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| 25 | |
Which type of attention involves the ability to pay attention to two sets of stimuli at the same time? |
| | A) | selective attention |
| | B) | divided attention |
| | C) | adapted attention |
| | D) | bi-directed attention |
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| 26 | |
According to Sternberg's Triarchic Theory of Intelligence, individuals possess intelligence that involves our ability to acquire, store, and process information, known as: |
| | A) | experiential intelligence. |
| | B) | contextual intelligence. |
| | C) | componential intelligence. |
| | D) | neuronal. |
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| 27 | |
Which of the following is not an accurate description of the difference between child and adolescent thinking skills, from the perspective of information-processing theory? |
| | A) | children have higher abilities in divided attention |
| | B) | adolescents have better working memory |
| | C) | adolescents have better long-term memory |
| | D) | adolescents outperform children in information processing speed |
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| 28 | |
Which of the following is not a common brain imaging technique used to study adolescent brain changes? |
| | A) | electroencephalography (EEG) |
| | B) | diffusion tensor imaging (DTI) |
| | C) | functional magnetic resonance imaging (fMRI) |
| | D) | computed tomography (CT) |
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| 29 | |
Which of the following is generally true regarding the stability of IQ scores during adolescence? |
| | A) | IQ increases as adolescents get smarter |
| | B) | IQ decreases as adolescents get distracted by extracurricular activities |
| | C) | IQ remains about the same because while adolescents process information more efficiently, they do not learn significant amounts of truly new information |
| | D) | IQ scores are relatively stable even though adolescents' cognitive abilities improve dramatically |
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| 30 | |
Lev Vygotsky is well known for his concept of the zone of proximal development, which states that individuals learn best when new information is: |
| | A) | extremely challenging, beyond the student's present ability level. |
| | B) | extremely easy to master below the student's present ability level. |
| | C) | taught by another person who lives in close proximity to the student. |
| | D) | of moderate difficulty, but still within the individual's intellectual reach. |
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| 31 | |
Overall, mental abilities increase at least until around age _____, after which they may level off and remain high throughout early and middle adulthood. |
| | A) | 14 |
| | B) | 16 |
| | C) | 18 |
| | D) | 20 |
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| 32 | |
The ability to understand that others have beliefs, intentions, and knowledge that may be different from one's own is: |
| | A) | known as theory of mind. |
| | B) | a result of improvements in ventromedial prefrontal cortex development. |
| | C) | the zone of proximal development. |
| | D) | due to changes in neurotransmitters. |
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| 33 | |
Individuals who have a higher need for _____ may be more likely to engage in risky behaviors compared to their peers. |
| | A) | approval |
| | B) | engagement |
| | C) | sensation seeking |
| | D) | helping others |
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| 34 | |
All of the following may result from advancements in adolescent thinking capacities, except: |
| | A) | adolescents become better at lying. |
| | B) | adolescents become more argumentative. |
| | C) | adolescents become more likely to challenge authority. |
| | D) | adolescents become more likely to believe that exclusion is wrong. |
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| 35 | |
With age, adolescents increasingly distinguish between: |
| | A) | issues that authority figures have the right to regulate and issues that are their own personal choice. |
| | B) | nurturance and independence rights. |
| | C) | independence and self-determination rights. |
| | D) | issues that are potentially rewarding and issues that are potentially "boring." |
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| 36 | |
All of the following statements about changes in social cognition between childhood and adolescence are false, except: |
| | A) | adolescents become less able to see things from other vantage points. |
| | B) | adolescents are less able to view social rules as subjective. |
| | C) | adolescents develop a less differentiated understanding of social norms. |
| | D) | all of these statements are false. |
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| 37 | |
Which of the following techniques is not likely to reduce adolescent risk taking in the real world? |
| | A) | limiting adolescents' opportunities to engage in risky behaviors |
| | B) | changing laws that affect adolescent behavior |
| | C) | raising the price of risky behaviors (e.g., alcohol and cigarettes) |
| | D) | classroom-based lessons that teach adolescents how to make better decisions |
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| 38 | |
Which of the following statements about dual systems model is true? |
| | A) | Adolescent behavior is a result of the interaction between two different thinking systems. |
| | B) | Adolescents have two different thinking systems—one that is intuitive and gut-level and one that is deliberative and logical. |
| | C) | The risk-taking peak in adolescence cannot be entirely due to logical reasoning deficiencies because adults do not always act logical. |
| | D) | All of the statements are true. |
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