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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 United States 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 United States and Europe spend twice as much time with peers than with parents. |
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| 3 | |
What do we mean when we say that American society is very age-segregated? |
| | A) | adolescents' peer groups are usually of the same age |
| | B) | from age 5 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 |
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| 4 | |
By the time a U.S. adolescent is a senior in high school, approximately what percentage of her waking hours will be spent with adults? |
| | A) | 1 |
| | B) | 5 |
| | C) | 15 |
| | D) | 30 |
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| 5 | |
All of the following are ways that peer groups change in significance and structure during adolescence, except: |
| | A) | during adolescence, peer groups drastically decrease in size and crowds become almost nonexistent. |
| | B) | during adolescence, increasingly more contact with peers is with opposite-sex friends |
| | C) | during adolescence, peer groups function more often without adult supervision than they do during childhood. |
| | D) | there is a sharp increase in the amount of time individuals spend with their peers and in the relative time they spend in the company of peers versus adults. |
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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 | |
Based on the findings published in The Adolescent Society, this author believed that age segregation in American society had created a separate and troublesome youth culture. Who is this researcher? |
| | 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 except ________ can be attributed to the rise of peer groups in America. |
| | A) | teenage suicide |
| | B) | youth unemployment |
| | C) | academic achievement |
| | D) | premarital pregnancy |
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| 9 | |
In general, adolescents tend to exert ______ influences on their peers. |
| | A) | universally positive |
| | B) | universally negative |
| | C) | positive and negative |
| | D) | exceptionally negative |
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| 10 | |
What happens when adolescents become more secure in their identity as individuals? |
| | A) | The need for affiliation with a crowd diminishes. |
| | B) | The need for affiliation with a crowd increases. |
| | C) | The need for close friendships diminishes. |
| | D) | The need for close friendships increases. |
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| 11 | |
The most striking negative effect of being bullied in adolescence is that: |
| | A) | in an effort to avoid looking "weak," it is likely that children and adolescents' best friends will join in the bullying behaviors. |
| | B) | there is very little (if anything) parents and other adults can do to help decrease peer victimization. |
| | C) | experiencing victimization by peers (bullying) is likely to undermine feelings of academic competence, which can persist well into adulthood. |
| | D) | an individual in an ethnically diverse social group is likely to have the worst subjective experience of bullying. |
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| 12 | |
Interventions designed to help unpopular adolescents learn social skills have focused on each of the following strategies, except: |
| | A) | teaching self-expression, leadership, and questioning others about oneself. |
| | B) | teaching bullying and victimizing behaviors to develop self-confidence. |
| | C) | teaching a combination of behaviors and cognitive strategies (i.e., problem solving). |
| | D) | having unpopular adolescents participate in activities with popular ones under adult supervision. |
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| 13 | |
Which of the following accurately describes one of the 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 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 is 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) | a crowd |
| | B) | a clique |
| | C) | a cohort |
| | D) | a reference group |
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| 18 | |
Which research method did Cusick (1973) use when he established rapport with a group of high school students in order to infiltrate and eventually join the group? |
| | 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, the crowds that are highly involved in both peer culture and adult institutions are the: |
| | A) | jocks and populars. |
| | B) | druggies and partyers. |
| | C) | nerds and brains. |
| | D) | partyers and jocks. |
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| 20 | |
Although different in some respects, what characteristic does 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 | |
Although different in some respects, what characteristic does the crowds known as toughs, druggies, and partyers 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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| 22 | |
Based on research from David Kinney's ethnographic study, what is one thing that contributed to the transformation of "nerds" to "normals" in high school? |
| | A) | other students grew more accepting of nerds during high school |
| | B) | high school peer structure is more differentiated and more permeable than elementary and junior high schools' peer structures |
| | 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 | |
What is one way that adolescent behavior is affected by their crowd membership? |
| | A) | Adolescents tend to imitate the behaviors of the crowd leaders. |
| | B) | Crowds establish social norms, values, and expectations that members strive to follow. |
| | C) | When members behave in ways that are consistent with the social norms of the crowd, they are reinforced for doing so. |
| | D) | All of these are reasons that crowd membership affects adolescent behavior. |
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| 25 | |
The qualitative research technique that involves observations of interactions and 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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| 26 | |
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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| 27 | |
Which of the following statements is NOT true about clique composition? |
| | A) | Adolescents' cliques typically are composed of people who are of the same age. |
| | B) | Adolescents' cliques typically are composed of people who are of the same ethnicity. |
| | C) | Adolescents' cliques typically are composed of people who are of the same socioeconomic background. |
| | D) | Adolescents' cliques typically are composed of people who are different from each other—"opposites attract." |
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| 28 | |
Membership in which of the following adolescent groups 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 support which of the following conclusions regarding involvement in antisocial activity? |
| | 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 | |
Although it is widely agreed that popular adolescents are generally more ____ than their unpopular peers, there is surprising variability among popular teenagers with respect to other characteristics. |
| | A) | physically attractive |
| | B) | humorous |
| | C) | wealthy |
| | D) | socially skilled |
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| 31 | |
According to the textbook, girls are more likely to be _____, whereas boys are more likely to be _____. |
| | A) | members of cliques; isolates |
| | B) | isolates; members of cliques |
| | C) | liaisons; members of cliques |
| | D) | isolates; liaisons |
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| 32 | |
Which of the following statements can be used to explain why, at least during early and middle adolescence, cliques tend to be composed of adolescents of the same sex? |
| | A) | Over the course of adolescence, boys and girls become increasingly less concerned about behaving in ways judged to be sex-appropriate. |
| | B) | Cliques are formed largely on the basis of shared activities and interests. |
| | C) | Adults tend to actively prevent opposite-sex friendships. |
| | D) | Cliques tend to be segregated based on residential and ethnic factors. |
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| 33 | |
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 and withdrawn. |
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| 34 | |
What is likely to be an effect of an intervention that groups delinquent adolescents together? |
| | A) | iatrogenic effects—delinquent adolescents may teach and reinforce each other to become more delinquent |
| | B) | iatrogenic effects—delinquent adolescents will decrease the frequency of aggressive and antisocial behavior |
| | C) | hostile attribution bias—delinquent adolescents will interpret ambiguous interactions with other delinquents as deliberately hostile |
| | D) | the sociometric and perceived popularity dynamics of the group will shift to value prosocial behaviors |
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| 35 | |
Although both genders employ it, psychologists, including Nikki Crick, believe that girls are more likely than boys to experience nonphysical aggression intended to harm others through deliberate manipulation of their social standing and social relationships. This form of aggression is called: |
| | A) | contextual aggression. |
| | B) | relational aggression. |
| | C) | situational aggression. |
| | D) | physical aggression. |
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| 36 | |
An example of the 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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| 37 | |
The more unpopular withdrawn adolescents are teased and rejected: |
| | A) | the more they are likely to 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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| 38 | |
What is the most prevalent type of bullying? |
| | A) | online/cyberbullying |
| | B) | physical bullying |
| | C) | verbal bullying |
| | D) | The prevalence is similar across these different types of bullying. |
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| 39 | |
Which of the following statements about adolescent bullies is NOT true? |
| | A) | Online harassment is far more prevalent than in-person bullying. |
| | B) | Adolescents who engage in traditional bullying also frequently engage in cyberbullying. |
| | C) | Most Internet bullying is not anonymous. |
| | D) | Many of the same adolescents who report having been victimized also report bullying others. |
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