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Student: ___________________________________________________________________________
1. Judy and Jessica hang around people their same age. These people are most accurately described as:
A. friends.
B. buddies.
C. peers.
D. chums.
2. In comparison with teenagers in previous times, teenagers in contemporary societies spend ________ time with their peers ________ with their parents.
A. more; than
B. less; than
C. as much; as
D. There is too much conflicting data on this issue to give a definitive answer.
3. The process of grouping individuals within social institutions on the basis of chronological age is called:
A. mainstreaming.
B. tracking.
C. age grading.
D. reference grouping.
4. All of the following contributed to the rise of age segregation in contemporary society, except:
A. tougher child labor laws.
B. rise of secondary education.
C. decrease in family values.
D. increase of extracurricular activities.
5. A group of individuals who are born during a particular time period (e.g., the baby boomers) is known as what?
A. a generation X
B. a cohort
C. an age-graded society
D. a census group
6. Following the end of World War II, many parents wanted to have children as soon as possible, creating what has come to be called the postwar:
A. baby boom.
B. depression.
C. infantile fixation.
D. cohort effect.
7. During the first half of the 21st century, the adolescent population is expected to:
A. decrease.
B. increase.
C. remain constant.
D. unable to predict.
8. As a social scientist who works with advocacy groups, it is most likely that Professor Sandburg would be interested in tracking the size of the adolescent population over a period of time for all of the following reasons, except:
A. he wants to see how funds are allocated for such things as social services, education, and health care.
B. he wants to understand the behavior of different cohorts.
C. he wants to see how these groups are influenced by the mass media.
D. he wants to see the degree of political or social influence that given cohorts have.
9. According to some commentators, teenagers have become separate from adult society to such an extent that they have established their own society, which undermines parents’ authority and emphasizes peer deviance. This society is called:
A. the Woodstock generation.
B. the dead poet’s society.
C. the lost boys.
D. the youth culture.
10. Which of the following writers has been the most vocal proponent of the idea that there is a separate and troublesome “youth culture”?
A. Margaret Mead
B. Eleanor Maccoby
C. Brad Brown
D. James Coleman
11. In The Adolescent Society, Coleman expressed concern over the finding that adolescents:
A. showed high rates of drug and alcohol abuse.
B. reported frequent periods of loneliness.
C. placed a greater emphasis on good looks, wealth, and athletic ability than academic success.
D. spent more time with their parents than with their peers.
12. When researchers evaluated the social climate of today’s schools to see just how much had changed since the Adolescent Society was published, what did they find?
A. The researchers replicated the findings of the Adolescent Society.
B. In contrast to the findings presented in the Adolescent Society, researchers found that academic achievement was strongly valued among today’s adolescents.
C. The researchers concluded that there were both similarities and differences between the climate of today’s “adolescent society” and the society described 60 years ago.
D. In contrast to the society described 60 years ago, today’s adolescents placed a greater emphasis on attractiveness, wealth, and athletic ability.
13. A separate youth culture is said to promote all of the following, except:
A. academics.
B. sports.
C. dating.
D. partying.
14. Some commentators have proposed that today’s youth are so age segregated that problems such as youth unemployment, teenage suicide, juvenile delinquency, and drug and alcohol use have resulted because adolescents:
A. have become alienated from and unfamiliar with the values of adults.
B. have developed a great deal of anger toward adults.
C. look at their country’s leaders and see what a low standard has been set in terms of education, so they follow these role models.
D. are not challenged by today’s educational curriculum.
15. Henry believes that the rise of adolescent peer groups has contributed to the rise of adolescent crime and drug use. Which of the following statements refutes this belief?
A. Even though society has continued to become increasingly age segregated, the rates of many adolescent problem behaviors have fluctuated considerably over the past few decades.
B. Contemporary adolescents spend more time in peer groups than adolescents did in past eras.
C. Today’s adolescents are more susceptible to the influence of their friends than adolescents were in past eras.
D. Peers indeed have a universally bad influence on each other.
16. Natalie’s mom believes that peers influence each other to use drugs and spend time partying rather than studying. Given what you know about adolescent peer relationships, is this true?
A. Natalie’s mom is wrong—an adolescent’s decision to engage in or abstain from illegal drug use is based on her relationship and conversations with her parents, not peers.
B. Natalie’s mom is right—peers are overwhelmingly more likely to exert a negative influence, such as encouraging drug use, than a positive influence, such as valuing academic achievement.
C. Natalie’s mom is wrong—peers are likely to exert positive, but not negative, influences on each other.
D. Natalie’s mom is sort of right—adolescents exert both positive and negative influences on each other.
17. Research about contemporary adolescents is clear that these adolescents ________ than adolescents in previous times.
A. are more susceptible to the influences of their peers
B. are at higher risk for problem behaviors because of peer influence
C. spend more time in peer groups
D. report more positive experiences from their involvement in peer groups
18. The world is arguably a more stressful place to grow up in now than it was in the past for all of the following reasons, except:
A. divorce is more commonplace.
B. families move residences every few years.
C. adolescents experience pressure from the mass media.
D. adolescents are now more susceptible to their peers than were other generations.
19. What generalization can you make about the nature of peer influence in adolescence?
A. Girls are more susceptible to the influences of their peers than boys.
B. Peers are more likely to encourage adolescents to behave in ways that adults disapprove than to encourage each other to engage in activities that adults approve, such as school.
C. It is unwise to generalize about the nature of peer influence; peers can exert both positive and negative influences.
D. The majority of peers encourage each other to value academic achievement.
20. All of the following are examples of universalistic norms in American society, except:
A. taking piano lessons.
B. being allowed to vote upon turning 18.
C. stopping at traffic lights when driving.
D. being required to file taxes annually.
21. A large, nationally representative sample of adolescents found that adolescents’ friendship groups fell into one of four profiles. Which was the group that consisted of friends who were engaged in school, achieved decent grates, and neither abstained from nor abused alcohol?
A. disengaged
B. engaged
C. high functioning
D. maladjusted
22. A large, nationally representative sample of adolescents found that adolescents’ friendship groups fell into one of four profiles. Which was the group that consisted of a network of high-achieving friends who were involved in school-based extracurricular activities and who reported low use of alcohol and few symptoms of depression?
A. disengaged
B. engaged
C. high functioning
D. maladjusted
23. Research on the structure of cliques during high school has suggested that adolescents can fall into any of the following categories, except:
A. liaisons.
B. isolates.
C. clique members.
D. clique avoiders.
24. Which of the following is not a way that adolescents’ behavior is affected by their crowd membership?
A. Adolescents often imitate the behavior of crowd leaders.
B. Crowds establish social norms, values, and expectations that members strive to follow.
C. When crowd members behave in ways that are consistent with the crowd norms, they are reinforced for doing so.
D. All of these statements are ways that adolescents’ behavior is affected by their crowd membership.
25. According to Brown’s (2004) study of crowds in high school, what fraction of adolescents do not fit clearly into any crowd?
A. one-sixth
B. one-half
C. two-thirds
D. one-third
26. All of the following are significant changes in peer groups that occur during adolescence, except:
A. an increase in the amount of time adolescents spend with their friends.
B. a decrease in the amount of adult supervision.
C. an increase in contacts with opposite sex friends.
D. a decrease in the size of their peer groups.
27. Which adolescent is most likely to have a decrease in time spent with parents and a dramatic increase in the amount of time spent with peers?
A. Maya, a White female
B. Rosalia, a Hispanic-American female
C. Hillary, a Black female
D. Mike, an Asian-American male
28. Eric, a fourth-grader, spends a lot of time with his peers and is more likely to engage in which of the following activities?
A. Little League baseball
B. going to the mall with his friends
C. hanging out at his friend’s house unsupervised
D. girl-watching
29. Jamie is a preadolescent. Her friendship circle is largely comprised of other young girls. Based on this information, what has Jamie’s social life been influenced by?
A. age-grading
B. sex segregation
C. cliques
D. the baby boom
30. Which of the following is most characteristic of childhood peer groups?
A. mixed-sex groups
B. less adult supervision
C. sex segregation
D. the emergence of peer “crowds”
31. During childhood, boys typically associate with boys, while girls primarily associate with other girls. This separation of boys and girls has been referred to as:
A. brother-sister avoidance.
B. sex segregation.
C. youth culture.
D. sex grading.
32. Professor Gates is studying large groups of adolescents to learn about their particular mini-cultures. Professor Gates is most likely studying:
A. peer collectives.
B. cliques.
C. crowds.
D. subcultures.
33. A more sophisticated understanding of social relationships leads adolescents to gather in crowds. This is an example of which adolescent transition?
A. biological
B. cognitive
C. social
D. All of the above
34. Research studying adolescent friendship networks over a 1-year period has found all of the following, except:
A. more than half of the adolescents in any given school are members of cliques.
B. girls are more likely than boys to be members of cliques.
C. boys are more likely than girls to be considered “isolates.”
D. adolescents’ positions in their schools’ social network are relatively stable over time.
35. Steve eats lunch with Jeff, Hans, and Mike every day. After school, they play computer games and talk about girls. This group of boys is called:
A. a crowd.
B. a clique.
C. a reference group.
D. a youth culture.
36. _____ are settings for intimate interactions and friendships, whereas _____ are based on reputation, rather than on actual social interaction.
A. Cliques; crowds
B. Crowds; reference groups
C. Reference groups; cliques
D. Crowds; cliques
37. “Druggies,” “jocks,” and “nerds” are examples of:
A. crowds.
B. cliques.
C. youth cultures.
D. gangs.
38. Mitch organizes a party for about 20 of his classmates who are all interested in theater, and they all watch a tape of the musical The Phantom of the Opera. This group of teenagers, who don’t always hang out together, but share common interests, would most appropriately be labeled:
A. a gang.
B. a reference group.
C. a crowd.
D. a clique.
39. In contrast to crowds, cliques:
A. are settings for adolescents’ intimate interactions.
B. help adolescents locate themselves within the social structure of their school.
C. channel adolescents into associations with some peers and away from others.
D. provide contexts that reward certain lifestyles and disparage others.
40. Which type of crowd would probably not be found in European schools?
A. populars
B. druggies
C. metalheads
D. jocks
41. Andrea, a 15-year-old, is most likely to learn social skills in a ________ and develop her sense of identity in a ________.
A. crowd; crowd
B. crowd; clique
C. clique; crowd
D. clique; clique
42. A research technique in which the researcher “infiltrates” a group of individuals in order to study their behavior and relationships is called:
A. naturalistic observation.
B. a longitudinal approach.
C. a demographic approach.
D. participant observation.
43. Dr. Whitney wanted to study the structure of adolescents’ peer groups. She pretended to be a newcomer to the community and attended the local high school. She met a group of students and eventually joined their group. This type of observation is called:
A. naturalistic observation.
B. an ethnographic approach.
C. a demographic approach.
D. participant observation.
44. All of the following changes typically occur during adolescence, except:
A. peer groups disintegrate.
B. pairs of dating adolescents split off from the larger group.
C. larger groups are replaced by smaller cliques.
D. couples become the focus of social activity.
45. In early adolescence, _____ friendships are most common, and in late adolescence, _____ friendships are common.
A. same sex; opposite sex
B. same sex; same sex
C. opposite sex; same sex
D. opposite sex; opposite sex
46. A(n) _____ is an individual that has few or no links to others in the social network and a(n) _____ is an individual who interacts with two or more adolescents who are members of cliques, but who themselves are not part of a clique.
A. liaison; isolate
B. hopper; loner
C. isolate; liaison
D. isolate; mixer
47. Mixed-sex cliques start becoming more prevalent during:
A. childhood.
B. preadolescence.
C. middle adolescence.
D. late adolescence.
48. According to Kinney’s research, youngsters who were “nerds” in middle school:
A. were automatically labeled “dweebs” in high school.
B. were the “popular” group in high school.
C. could never become part of another crowd.
D. had opportunities to shift status in high school.
49. According to the research, conformity to peer pressure:
A. peaks in adolescence and remains high into adulthood.
B. peaks in adolescence relative to childhood and adulthood.
C. shows a linear increase from childhood into adulthood.
D. shows a linear decrease from childhood into adulthood.
50. Over the course of adolescence, which of the following is not true of changes that take place in crowds?
A. their structure becomes less hierarchical
B. their structure becomes more permeable
C. their descriptions become more concrete (e.g., the “preppy” group becomes “the Playstation crowd”)
D. their structure becomes more differentiated
51. By the end of high school, crowds:
A. have become a defining influence in the adolescent’s life.
B. increasingly gain in importance for an adolescent’s identity.
C. become less important to adolescents.
D. peak in their importance to adolescents.
52. In middle school, Carlos was involved in many school plays and musicals. Being part of the drama crowd was important for Carlos in what way?
A. identity development
B. dating opportunities
C. occupied his free time
D. improved relationships with parents
53. Adolescent peer groups fall along two dimensions:
A. intelligence level; sociability
B. adult orientation; peer orientation
C. maturity; identity
D. demandingness; responsiveness
54. Dorion is a jock. Consequently, we would expect him to be involved in:
A. his peer culture and in institutions valued by adults.
B. institutions valued by adults, but not involved in his peer culture.
C. his peer culture, but not involved in institutions valued by adults.
D. neither his peer culture nor institutions valued by adults.
55. Tommy values education and works hard in school but also enjoys hanging out with his friends on the weekend. Which peer crowd is Tommy most likely to belong to?
A. “nerds”
B. “populars”
C. “partyers”
D. “toughs”
56. Tony belongs to a peer culture called “the toughs.” We would expect that Tony is:
A. involved with sports.
B. well liked by most of his peers.
C. respected as someone who looks out for others.
D. possibly a gang member.
57. A group against which an individual compares himself or herself is called:
A. a clique.
B. a reference group.
C. a crowd.
D. a youth culture.
58. Greg is the star quarterback of the football team and hangs out with Larry, who is the star pitcher of the baseball team. Ben also hangs out with Larry and Greg. When classmates refer to Ben, they call him a member of the “jocks.” The crowd with which Ben associates serves as:
A. a reference group.
B. a clique.
C. a youth culture.
D. a fraternity.
59. Compared to jocks, adolescents from which of the following crowds experience more peer pressure to misbehave?
A. “nerds”
B. “populars”
C. “druggies”
D. “normals”
60. Self-esteem is _____ among students who are identified with peer groups that have relatively high status in their school.
A. lower
B. the same
C. higher
D. Self-esteem varies from person to person.
61. Chuck is a member of a higher status crowd at his school. According to the textbook, which of the following statements is true?
A. Chuck likely has high self-esteem.
B. Chuck likely feels a lot of pressure to be “cool.”
C. Chuck likely holds quite a few misconceptions about his peers.
D. Chuck likely has a diffused identity status.
62. Principal McGonagall has been watching his students for several years as they move through adolescence. Which groups are most likely to exhibit favorable patterns of achievement over time?
A. jocks and brains
B. jocks and populars
C. brains and populars
D. populars and normals
63. Eleanor Maccoby states all of the following reasons that adolescents separate themselves into same-sex cliques, except:
A. cliques are formed on the basis of shared activities and interests.
B. adolescents’ increasing concerns about sex roles.
C. adolescents’ concerns about being ostracized by their friends for engaging in cross-sex activities.
D. parents’ fears that cross-sex cliques will lead to early sexual activity.
64. Who is most likely to have cross-ethnic friendships?
A. Audrey, who attends a large multiethnic school
B. Brandy, who attends a school where one ethnic group predominates
C. Candice, who is involved in athletics
D. Deborah, who is home-schooled
65. By middle to late adolescence, cliques are often segregated by race. All of the following are possible explanations for this phenomenon, except:
A. differential abilities in athletics.
B. socioeconomic influences.
C. differential levels of academic achievement.
D. attitudes toward other races.
66. Similarity in ________ is most likely to serve as a basis for cross-ethnic group friendships.
A. attitudes toward school achievement
B. musical taste
C. patterns of substance use
D. sports ability
67. Adolescents who join antisocial peer groups are likely to have:
A. been coerced by their peers to join.
B. had problematic parent-child relationships in childhood.
C. been involved in drugs and alcohol.
D. reported high levels of sensation-seeking behavior.
68. Justin’s parents try extremely hard (almost excessively) to control his choice of friends. What effect is this style of parenting likely to have on Justin?
A. Justin is likely to become a rejected and withdrawn student at school.
B. Justin will gain more respect for his parents.
C. Justin will be less likely to be involved in drug use and delinquent activity.
D. Justin may become closer to the “forbidden” peers.
69. Felicia has a problematic relationship with her parents. All of the following negative effects are likely to occur for Felicia, except:
A. development of an antisocial disposition.
B. active school involvement.
C. school failure.
D. rejection by classmates.
70. The Anytown town council developed a program to curb delinquent behavior among the town’s adolescents. The program had an iatrogenic effect, meaning:
A. the program was successful and delinquent behavior was reduced.
B. the program backfired and delinquent behavior increased.
C. there were no effects on delinquent behavior, either positive or negative.
D. some problem behaviors increased and others decreased.
71. Some researchers have tried to teach adolescents to use nonviolent forms of conflict resolution. Are these programs effective?
A. Yes, these programs are typically very successful.
B. No, such nonviolent behaviors can make adolescents appear weak.
C. The textbook indicates that these programs have produced conflicting findings.
D. Yes, but only in urban neighborhoods with a high proportion of Black adolescents.
72. Which of the following statements about friendship stability is true?
A. Opposite-sex friendships tend to be more stable than same-sex friendships.
B. Girls’ friendships tend to be more stable than boys’ friendships.
C. Well-adjusted adolescents tend to have friendships that don’t last very long.
D. Only half of all reciprocated best friendships that exist at the beginning of the school year exist at the end.
73. According to the textbook and in regard to gangs, all of the following are true except:
A. gang members tend to have more emotional and behavioral problems than other adolescents who are involved in antisocial activity but who are not gang members
B. gangs are usually identified by name and common symbols
C. gang members tend to be more isolated from their families
D. gang members have better self-conceptions than other adolescents who are involved in antisocial activity but who are not gang members.
74. Dawn has always enjoyed school and excelled in her classes. In middle school, she has connected with a group of friends who also enjoy school and her grades have continued to improve. They often spend time studying together. This is an example of:
A. selection.
B. socialization.
C. Both a and b
D. None of the above
75. According to an example provided in the textbook, a crowd member that has less social capitol who is a really nice, thoughtful, and funny person may be high in _____ popularity but low in _____ popularity.
A. sociometric; perceived
B. perceived; sociometric
C. status popularity; opposite-sex
D. adult oriented; peer-oriented
76. The determinants of sociometric popularity are ______, though the determinants of perceived popularity are _____.
A. highly variable; things like social skills, friendliness, and sense of humor
B. things like social skills, friendliness, and sense of humor; highly variable
C. good looks and wealth; athletic ability and school achievement
D. athletic ability and school achievement; unknown
77. Why is it so hard to teach adolescents to “just say no” to things adults disapprove, such as drinking, smoking, and having risky sex?
A. Unfortunately, these behaviors are typically associated with being popular.
B. Unfortunately, adolescents are unwilling (or unable) to resist peer influence.
C. Neither A nor B is true.
D. Both A and B are true.
78. Even though it was clear that another student, Raul, accidentally pushed Noah, he insisted that the Raul did it on purpose. What phenomenon is this?
A. hostile attributional bias
B. status bias
C. in-group vs. out-group
D. iatrogenic effect
79. Which of the following statements about cliques is false?
A. Cliques are typically more emotionally salient for adolescents involved in antisocial behavior.
B. Cliques are typically composed of adolescents from the same socioeconomic background.
C. Cliques are typically composed of friends with similar interests and attitudes.
D. Cliques rarely have members who differ in age.
80. The chief determinant of popularity in high school is:
A. physical attractiveness.
B. academic achievement.
C. being good at sports.
D. social competence.
81. All of the following are classifications for unpopular or disliked adolescents, except:
A. aggressive.
B. withdrawn.
C. aggressive-withdrawn.
D. offensive-reclusive.
82. Which adolescent is most likely to be rejected as a result of aggressive behavior?
A. Darlene, a male who is highly relationally aggressive
B. Robert, a male who is highly relationally aggressive
C. Donald, a male who is highly physically aggressive
D. Ronald, a male who is moderately physically aggressive
83. Karen, a ninth-grader, was mad at Cheryl for spilling juice on Karen’s shirt. Karen spread a rumor that Cheryl had gossiped about her friends. Karen is using _____ to express her aggression toward Cheryl.
A. relational aggression
B. hostile attributional bias
C. aggressive-withdrawal
D. bullying
84. Esther has been rejected by her peers because she is withdrawn and rejected. Esther is most likely to be at risk for:
A. conduct problems.
B. diminished social competence.
C. aggressive behavior in adulthood.
D. drug and alcohol abuse.
85. Who is at the greatest risk of developing psychological problems as a result of peer rejection?
A. an aggressive child
B. a withdrawn child
C. an aggressive-withdrawn child
D. a reclusive child
86. Hostile attributional bias:
A. plays a central role in the aggressive behavior of rejected adolescents.
B. plays a small role in the aggressive behavior of rejected adolescents.
C. helps rejected adolescents gain acceptance.
D. is the only factor in determining the behavior of rejected adolescents.
87. Dan planned a party and invited his whole English class by passing out personal invitations. Dan accidentally forgot to make an invitation for Sam. Sam assumed he intentionally wasn’t invited and became irate at Dan for excluding him. This is an example of:
A. relational aggression.
B. hostile attributional bias.
C. aggressive-withdrawal.
D. bullying.
88. Which of the following is a common finding of recent cyberbullying studies?
A. Adolescents who engage in traditional bullying often also engage in cyberbullying.
B. Victims of physical or verbal harassment are usually very different than victims of cyberbullying.
C. As internet use has increased, cyberbullying has become statistically more common than physical and verbal harassment among the adolescent population.
D. More than 80 percent of adolescents have engaged in some form of cyberbullying.
89. According to the textbook, victims of cyberbullying often report all of the following adjustment problems, except:
A. low self-esteem.
B. academic difficulties.
C. parent-child conflict.
D. depression.
90. Which of the following statements regarding internet harassment is false?
A. perpetrators of Internet harassment are likely to show problems in social skills.
B. perpetrators of Internet harassment also engage in typical bullying.
C. many of the same adolescents who report having been victimized also report bullying others and these adolescents have the greatest adjustment problems.
D. most cyberbullying is conducted anonymously.
91. Pepler, Jiang, Craig, and Connolly (2008) studied a sample of 10- to 17-year-old Toronto youths and found that:
A. about 40 percent of adolescents have never bullied anyone.
B. nearly all adolescents surveyed had engaged in bullying of some form.
C. a correlation exists between bully victimization and drug abuse.
D. victims of harassment are less likely to engage in bullying of others.
92. The following is often a trademark of persistent bullies:
A. more troubled family relationships.
B. more troubled peer relationships.
C. greater difficulty controlling aggression.
D. all of the above.
93. Interventions designed to help unpopular adolescents improve their social skills have employed which of the following techniques?
A. explaining to adolescents that they need to develop a thicker psychological skin in order to make friends
B. having adolescents wait patiently until another person engages them in conversation
C. teaching social skills like self-expression and leadership techniques
D. teaching joke-telling skills to improve their likeability among other adolescents
94. One study of more than 160,000 adolescent from 35 countries found that:
A. The prevalence of bullying is higher in schools characterized by greater income inequality.
B. Adolescents who come from less affluent families are less likely to be bullied.
C. The prevalence of bullying is higher in countries characterized by less income equality.
D. Adolescents who come from more affluent families are more likely to be bullied.
95. In contrast to the role of the peer group in adolescent development, the family is best suited for helping the adolescent with regard to:
A. intimacy.
B. responsibility.
C. social interactions.
D. leisure.
96. According to research from Due and colleagues, which country is likely to have a relatively low prevalence of bullying?
A. Sweden
B. Russia
C. United States
D. Germany
97. Online harassment is ________ in-person harassment.
A. as common as
B. more common than
C. less common than
D. not as likely to have negative effects on victims’ emotional well-being as
98. A recent study of more than 2,000 adolescents found that ____ of adolescents had engaged in electronic bullying, as compared with _____ who had physically bullied someone and ____ who had verbally bullied someone.
A. 10%; 40%; 70%
B. 70%; 40%; 10%
C. 85%; 20%; 90%
D. 80%; 15%; 40%
99. What is the most effective way to respond to a bully?
A. to fight back
B. to do nothing/to walk away
C. to get help from an adult
D. to use a variety of strategies
100. Adolescents who use aggression deliberately, known as ________, are much more popular than adolescents who use aggression without planning to, known as __________.
A. reactive formation; reactive aggression
B. Machiavellian aggression; instrumental aggression
C. instrumental aggression; reactive aggression
D. relational aggression; instrumental aggression
101. The main reason that reactive aggression is associated with unpopularity and greater problems with peers is that reactive aggression is characterized by:
A. a combination of aggression and poor emotion regulation or lack of social skills.
B. a combination of bad karma and well-developed social skills.
C. a combination of delinquent behaviors and extreme shyness in social situations.
D. a combination of being female and plotting an aggressive response in advance.
102. Sarah is a popular teenage girl who has just been made captain of the cheerleading squad. She is very socially adept, and notices that Britney, her social rival, is starting to enjoy more attention from their peers than Sarah receives. Jealous, she decides to start a rumor about Britney that she knows will cause many people to stop liking Britney. Sarah’s behavior is best described as an example of what?
A. reactive aggression
B. friendly fire aggression
C. relative aggression
D. relational aggression
103. Discuss the significance of the book The Adolescent Society in shaping our ideas about peer relations during adolescence, and contrast James Coleman’s views with researchers who have argued that peer groups play a vital role in preparing adolescents for adulthood in modern society.
104. Marji, a 10-year-old preadolescent, is going to enter junior high next year. Based on your knowledge of adolescent development, what can you predict about how Marji’srelationships with her friends will change throughout junior high and high school? (HINT: How do childhood peer relations differ from adolescent peer groups?)
105. Why is there an ethnic separation in adolescents’ peer groups? Discuss ways in which society can break this cycle of separation.
106. Tammy uses drugs and alcohol and hangs out with other people who use these substances. Stephanie engages in antisocial and delinquent behaviors and hangs out with peers who also engage in delinquency. Cory has many depressive symptoms and has friends who also act depressed. Discuss the process of selection and socialization in regard to Tammy, Stephanie, and Cory.
107. The head of the local high school PTA has asked you about the different types of crowds the students may cluster into. She also wants to know whether (and why) rejected/unpopular adolescents are at risk for behavioral and emotional problems. Finally, she wants to know if anything can be done to help unpopular adolescents. What would you tell her?
108. Describe the ways that adolescents are bullied by peers (be sure to include the prevalence for each type). What are the consequences of experiencing victimization by peers? Are the consequences different for online bullying versus in person bullying? How do adolescents typically respond to bullying? What is the best way to get a bully to stop?
c5 Key
1. Judy and Jessica hang around people their same age. These people are most accurately described as:
A. friends.
B. buddies.
C. peers.
D. chums.
Steinberg – Chapter 05 #1
2. In comparison with teenagers in previous times, teenagers in contemporary societies spend ________ time with their peers ________ with their parents.
A. more; than
B. less; than
C. as much; as
D. There is too much conflicting data on this issue to give a definitive answer.
Steinberg – Chapter 05 #2
3. The process of grouping individuals within social institutions on the basis of chronological age is called:
A. mainstreaming.
B. tracking.
C. age grading.
D. reference grouping.
Steinberg – Chapter 05 #3
4. All of the following contributed to the rise of age segregation in contemporary society, except:
A. tougher child labor laws.
B. rise of secondary education.
C. decrease in family values.
D. increase of extracurricular activities.
Steinberg – Chapter 05 #4
5. A group of individuals who are born during a particular time period (e.g., the baby boomers) is known as what?
A. a generation X
B. a cohort
C. an age-graded society
D. a census group
Steinberg – Chapter 05 #5
6. Following the end of World War II, many parents wanted to have children as soon as possible, creating what has come to be called the postwar:
A. baby boom.
B. depression.
C. infantile fixation.
D. cohort effect.
Steinberg – Chapter 05 #6
7. During the first half of the 21st century, the adolescent population is expected to:
A. decrease.
B. increase.
C. remain constant.
D. unable to predict.
Steinberg – Chapter 05 #7
8. As a social scientist who works with advocacy groups, it is most likely that Professor Sandburg would be interested in tracking the size of the adolescent population over a period of time for all of the following reasons, except:
A. he wants to see how funds are allocated for such things as social services, education, and health care.
B. he wants to understand the behavior of different cohorts.
C. he wants to see how these groups are influenced by the mass media.
D. he wants to see the degree of political or social influence that given cohorts have.
Steinberg – Chapter 05 #8
9. According to some commentators, teenagers have become separate from adult society to such an extent that they have established their own society, which undermines parents’ authority and emphasizes peer deviance. This society is called:
A. the Woodstock generation.
B. the dead poet’s society.
C. the lost boys.
D. the youth culture.
Steinberg – Chapter 05 #9
10. Which of the following writers has been the most vocal proponent of the idea that there is a separate and troublesome “youth culture”?
A. Margaret Mead
B. Eleanor Maccoby
C. Brad Brown
D. James Coleman
Steinberg – Chapter 05 #10
11. In The Adolescent Society, Coleman expressed concern over the finding that adolescents:
A. showed high rates of drug and alcohol abuse.
B. reported frequent periods of loneliness.
C. placed a greater emphasis on good looks, wealth, and athletic ability than academic success.
D. spent more time with their parents than with their peers.
Steinberg – Chapter 05 #11
12. When researchers evaluated the social climate of today’s schools to see just how much had changed since the Adolescent Society was published, what did they find?
A. The researchers replicated the findings of the Adolescent Society.
B. In contrast to the findings presented in the Adolescent Society, researchers found that academic achievement was strongly valued among today’s adolescents.
C. The researchers concluded that there were both similarities and differences between the climate of today’s “adolescent society” and the society described 60 years ago.
D. In contrast to the society described 60 years ago, today’s adolescents placed a greater emphasis on attractiveness, wealth, and athletic ability.
Steinberg – Chapter 05 #12
13. A separate youth culture is said to promote all of the following, except:
A. academics.
B. sports.
C. dating.
D. partying.
Steinberg – Chapter 05 #13
14. Some commentators have proposed that today’s youth are so age segregated that problems such as youth unemployment, teenage suicide, juvenile delinquency, and drug and alcohol use have resulted because adolescents:
A. have become alienated from and unfamiliar with the values of adults.
B. have developed a great deal of anger toward adults.
C. look at their country’s leaders and see what a low standard has been set in terms of education, so they follow these role models.
D. are not challenged by today’s educational curriculum.
Steinberg – Chapter 05 #14
15. Henry believes that the rise of adolescent peer groups has contributed to the rise of adolescent crime and drug use. Which of the following statements refutes this belief?
A. Even though society has continued to become increasingly age segregated, the rates of many adolescent problem behaviors have fluctuated considerably over the past few decades.
B. Contemporary adolescents spend more time in peer groups than adolescents did in past eras.
C. Today’s adolescents are more susceptible to the influence of their friends than adolescents were in past eras.
D. Peers indeed have a universally bad influence on each other.
Steinberg – Chapter 05 #15
16. Natalie’s mom believes that peers influence each other to use drugs and spend time partying rather than studying. Given what you know about adolescent peer relationships, is this true?
A. Natalie’s mom is wrong—an adolescent’s decision to engage in or abstain from illegal drug use is based on her relationship and conversations with her parents, not peers.
B. Natalie’s mom is right—peers are overwhelmingly more likely to exert a negative influence, such as encouraging drug use, than a positive influence, such as valuing academic achievement.
C. Natalie’s mom is wrong—peers are likely to exert positive, but not negative, influences on each other.
D. Natalie’s mom is sort of right—adolescents exert both positive and negative influences on each other.
Steinberg – Chapter 05 #16
17. Research about contemporary adolescents is clear that these adolescents ________ than adolescents in previous times.
A. are more susceptible to the influences of their peers
B. are at higher risk for problem behaviors because of peer influence
C. spend more time in peer groups
D. report more positive experiences from their involvement in peer groups
Steinberg – Chapter 05 #17
18. The world is arguably a more stressful place to grow up in now than it was in the past for all of the following reasons, except:
A. divorce is more commonplace.
B. families move residences every few years.
C. adolescents experience pressure from the mass media.
D. adolescents are now more susceptible to their peers than were other generations.
Steinberg – Chapter 05 #18
19. What generalization can you make about the nature of peer influence in adolescence?
A. Girls are more susceptible to the influences of their peers than boys.
B. Peers are more likely to encourage adolescents to behave in ways that adults disapprove than to encourage each other to engage in activities that adults approve, such as school.
C. It is unwise to generalize about the nature of peer influence; peers can exert both positive and negative influences.
D. The majority of peers encourage each other to value academic achievement.
Steinberg – Chapter 05 #19
20. All of the following are examples of universalistic norms in American society, except:
A. taking piano lessons.
B. being allowed to vote upon turning 18.
C. stopping at traffic lights when driving.
D. being required to file taxes annually.
Steinberg – Chapter 05 #20
21. A large, nationally representative sample of adolescents found that adolescents’ friendship groups fell into one of four profiles. Which was the group that consisted of friends who were engaged in school, achieved decent grates, and neither abstained from nor abused alcohol?
A. disengaged
B. engaged
C. high functioning
D. maladjusted
Steinberg – Chapter 05 #21
22. A large, nationally representative sample of adolescents found that adolescents’ friendship groups fell into one of four profiles. Which was the group that consisted of a network of high-achieving friends who were involved in school-based extracurricular activities and who reported low use of alcohol and few symptoms of depression?
A. disengaged
B. engaged
C. high functioning
D. maladjusted
Steinberg – Chapter 05 #22
23. Research on the structure of cliques during high school has suggested that adolescents can fall into any of the following categories, except:
A. liaisons.
B. isolates.
C. clique members.
D. clique avoiders.
Steinberg – Chapter 05 #23
24. Which of the following is not a way that adolescents’ behavior is affected by their crowd membership?
A. Adolescents often imitate the behavior of crowd leaders.
B. Crowds establish social norms, values, and expectations that members strive to follow.
C. When crowd members behave in ways that are consistent with the crowd norms, they are reinforced for doing so.
D. All of these statements are ways that adolescents’ behavior is affected by their crowd membership.
Steinberg – Chapter 05 #24
25. According to Brown’s (2004) study of crowds in high school, what fraction of adolescents do not fit clearly into any crowd?
A. one-sixth
B. one-half
C. two-thirds
D. one-third
Steinberg – Chapter 05 #25
26. All of the following are significant changes in peer groups that occur during adolescence, except:
A. an increase in the amount of time adolescents spend with their friends.
B. a decrease in the amount of adult supervision.
C. an increase in contacts with opposite sex friends.
D. a decrease in the size of their peer groups.
Steinberg – Chapter 05 #26
27. Which adolescent is most likely to have a decrease in time spent with parents and a dramatic increase in the amount of time spent with peers?
A. Maya, a White female
B. Rosalia, a Hispanic-American female
C. Hillary, a Black female
D. Mike, an Asian-American male
Steinberg – Chapter 05 #27
28. Eric, a fourth-grader, spends a lot of time with his peers and is more likely to engage in which of the following activities?
A. Little League baseball
B. going to the mall with his friends
C. hanging out at his friend’s house unsupervised
D. girl-watching
Steinberg – Chapter 05 #28
29. Jamie is a preadolescent. Her friendship circle is largely comprised of other young girls. Based on this information, what has Jamie’s social life been influenced by?
A. age-grading
B. sex segregation
C. cliques
D. the baby boom
Steinberg – Chapter 05 #29
30. Which of the following is most characteristic of childhood peer groups?
A. mixed-sex groups
B. less adult supervision
C. sex segregation
D. the emergence of peer “crowds”
Steinberg – Chapter 05 #30
31. During childhood, boys typically associate with boys, while girls primarily associate with other girls. This separation of boys and girls has been referred to as:
A. brother-sister avoidance.
B. sex segregation.
C. youth culture.
D. sex grading.
Steinberg – Chapter 05 #31
32. Professor Gates is studying large groups of adolescents to learn about their particular mini-cultures. Professor Gates is most likely studying:
A. peer collectives.
B. cliques.
C. crowds.
D. subcultures.
Steinberg – Chapter 05 #32
33. A more sophisticated understanding of social relationships leads adolescents to gather in crowds. This is an example of which adolescent transition?
A. biological
B. cognitive
C. social
D. All of the above
Steinberg – Chapter 05 #33
34. Research studying adolescent friendship networks over a 1-year period has found all of the following, except:
A. more than half of the adolescents in any given school are members of cliques.
B. girls are more likely than boys to be members of cliques.
C. boys are more likely than girls to be considered “isolates.”
D. adolescents’ positions in their schools’ social network are relatively stable over time.
Steinberg – Chapter 05 #34
35. Steve eats lunch with Jeff, Hans, and Mike every day. After school, they play computer games and talk about girls. This group of boys is called:
A. a crowd.
B. a clique.
C. a reference group.
D. a youth culture.
Steinberg – Chapter 05 #35
36. _____ are settings for intimate interactions and friendships, whereas _____ are based on reputation, rather than on actual social interaction.
A. Cliques; crowds
B. Crowds; reference groups
C. Reference groups; cliques
D. Crowds; cliques
Steinberg – Chapter 05 #36
37. “Druggies,” “jocks,” and “nerds” are examples of:
A. crowds.
B. cliques.
C. youth cultures.
D. gangs.
Steinberg – Chapter 05 #37
38. Mitch organizes a party for about 20 of his classmates who are all interested in theater, and they all watch a tape of the musical The Phantom of the Opera. This group of teenagers, who don’t always hang out together, but share common interests, would most appropriately be labeled:
A. a gang.
B. a reference group.
C. a crowd.
D. a clique.
Steinberg – Chapter 05 #38
39. In contrast to crowds, cliques:
A. are settings for adolescents’ intimate interactions.
B. help adolescents locate themselves within the social structure of their school.
C. channel adolescents into associations with some peers and away from others.
D. provide contexts that reward certain lifestyles and disparage others.
Steinberg – Chapter 05 #39
40. Which type of crowd would probably not be found in European schools?
A. populars
B. druggies
C. metalheads
D. jocks
Steinberg – Chapter 05 #40
41. Andrea, a 15-year-old, is most likely to learn social skills in a ________ and develop her sense of identity in a ________.
A. crowd; crowd
B. crowd; clique
C. clique; crowd
D. clique; clique
Steinberg – Chapter 05 #41
42. A research technique in which the researcher “infiltrates” a group of individuals in order to study their behavior and relationships is called:
A. naturalistic observation.
B. a longitudinal approach.
C. a demographic approach.
D. participant observation.
Steinberg – Chapter 05 #42
43. Dr. Whitney wanted to study the structure of adolescents’ peer groups. She pretended to be a newcomer to the community and attended the local high school. She met a group of students and eventually joined their group. This type of observation is called:
A. naturalistic observation.
B. an ethnographic approach.
C. a demographic approach.
D. participant observation.
Steinberg – Chapter 05 #43
44. All of the following changes typically occur during adolescence, except:
A. peer groups disintegrate.
B. pairs of dating adolescents split off from the larger group.
C. larger groups are replaced by smaller cliques.
D. couples become the focus of social activity.
Steinberg – Chapter 05 #44
45. In early adolescence, _____ friendships are most common, and in late adolescence, _____ friendships are common.
A. same sex; opposite sex
B. same sex; same sex
C. opposite sex; same sex
D. opposite sex; opposite sex
Steinberg – Chapter 05 #45
46. A(n) _____ is an individual that has few or no links to others in the social network and a(n) _____ is an individual who interacts with two or more adolescents who are members of cliques, but who themselves are not part of a clique.
A. liaison; isolate
B. hopper; loner
C. isolate; liaison
D. isolate; mixer
Steinberg – Chapter 05 #46
47. Mixed-sex cliques start becoming more prevalent during:
A. childhood.
B. preadolescence.
C. middle adolescence.
D. late adolescence.
Steinberg – Chapter 05 #47
48. According to Kinney’s research, youngsters who were “nerds” in middle school:
A. were automatically labeled “dweebs” in high school.
B. were the “popular” group in high school.
C. could never become part of another crowd.
D. had opportunities to shift status in high school.
Steinberg – Chapter 05 #48
49. According to the research, conformity to peer pressure:
A. peaks in adolescence and remains high into adulthood.
B. peaks in adolescence relative to childhood and adulthood.
C. shows a linear increase from childhood into adulthood.
D. shows a linear decrease from childhood into adulthood.
Steinberg – Chapter 05 #49
50. Over the course of adolescence, which of the following is not true of changes that take place in crowds?
A. their structure becomes less hierarchical
B. their structure becomes more permeable
C. their descriptions become more concrete (e.g., the “preppy” group becomes “the Playstation crowd”)
D. their structure becomes more differentiated
Steinberg – Chapter 05 #50
51. By the end of high school, crowds:
A. have become a defining influence in the adolescent’s life.
B. increasingly gain in importance for an adolescent’s identity.
C. become less important to adolescents.
D. peak in their importance to adolescents.
Steinberg – Chapter 05 #51
52. In middle school, Carlos was involved in many school plays and musicals. Being part of the drama crowd was important for Carlos in what way?
A. identity development
B. dating opportunities
C. occupied his free time
D. improved relationships with parents
Steinberg – Chapter 05 #52
53. Adolescent peer groups fall along two dimensions:
A. intelligence level; sociability
B. adult orientation; peer orientation
C. maturity; identity
D. demandingness; responsiveness
Steinberg – Chapter 05 #53
54. Dorion is a jock. Consequently, we would expect him to be involved in:
A. his peer culture and in institutions valued by adults.
B. institutions valued by adults, but not involved in his peer culture.
C. his peer culture, but not involved in institutions valued by adults.
D. neither his peer culture nor institutions valued by adults.
Steinberg – Chapter 05 #54
55. Tommy values education and works hard in school but also enjoys hanging out with his friends on the weekend. Which peer crowd is Tommy most likely to belong to?
A. “nerds”
B. “populars”
C. “partyers”
D. “toughs”
Steinberg – Chapter 05 #55
56. Tony belongs to a peer culture called “the toughs.” We would expect that Tony is:
A. involved with sports.
B. well liked by most of his peers.
C. respected as someone who looks out for others.
D. possibly a gang member.
Steinberg – Chapter 05 #56
57. A group against which an individual compares himself or herself is called:
A. a clique.
B. a reference group.
C. a crowd.
D. a youth culture.
Steinberg – Chapter 05 #57
58. Greg is the star quarterback of the football team and hangs out with Larry, who is the star pitcher of the baseball team. Ben also hangs out with Larry and Greg. When classmates refer to Ben, they call him a member of the “jocks.” The crowd with which Ben associates serves as:
A. a reference group.
B. a clique.
C. a youth culture.
D. a fraternity.
Steinberg – Chapter 05 #58
59. Compared to jocks, adolescents from which of the following crowds experience more peer pressure to misbehave?
A. “nerds”
B. “populars”
C. “druggies”
D. “normals”
Steinberg – Chapter 05 #59
60. Self-esteem is _____ among students who are identified with peer groups that have relatively high status in their school.
A. lower
B. the same
C. higher
D. Self-esteem varies from person to person.
Steinberg – Chapter 05 #60
61. Chuck is a member of a higher status crowd at his school. According to the textbook, which of the following statements is true?
A. Chuck likely has high self-esteem.
B. Chuck likely feels a lot of pressure to be “cool.”
C. Chuck likely holds quite a few misconceptions about his peers.
D. Chuck likely has a diffused identity status.
Steinberg – Chapter 05 #61
62. Principal McGonagall has been watching his students for several years as they move through adolescence. Which groups are most likely to exhibit favorable patterns of achievement over time?
A. jocks and brains
B. jocks and populars
C. brains and populars
D. populars and normals
Steinberg – Chapter 05 #62
63. Eleanor Maccoby states all of the following reasons that adolescents separate themselves into same-sex cliques, except:
A. cliques are formed on the basis of shared activities and interests.
B. adolescents’ increasing concerns about sex roles.
C. adolescents’ concerns about being ostracized by their friends for engaging in cross-sex activities.
D. parents’ fears that cross-sex cliques will lead to early sexual activity.
Steinberg – Chapter 05 #63
64. Who is most likely to have cross-ethnic friendships?
A. Audrey, who attends a large multiethnic school
B. Brandy, who attends a school where one ethnic group predominates
C. Candice, who is involved in athletics
D. Deborah, who is home-schooled
Steinberg – Chapter 05 #64
65. By middle to late adolescence, cliques are often segregated by race. All of the following are possible explanations for this phenomenon, except:
A. differential abilities in athletics.
B. socioeconomic influences.
C. differential levels of academic achievement.
D. attitudes toward other races.
Steinberg – Chapter 05 #65
66. Similarity in ________ is most likely to serve as a basis for cross-ethnic group friendships.
A. attitudes toward school achievement
B. musical taste
C. patterns of substance use
D. sports ability
Steinberg – Chapter 05 #66
67. Adolescents who join antisocial peer groups are likely to have:
A. been coerced by their peers to join.
B. had problematic parent-child relationships in childhood.
C. been involved in drugs and alcohol.
D. reported high levels of sensation-seeking behavior.
Steinberg – Chapter 05 #67
68. Justin’s parents try extremely hard (almost excessively) to control his choice of friends. What effect is this style of parenting likely to have on Justin?
A. Justin is likely to become a rejected and withdrawn student at school.
B. Justin will gain more respect for his parents.
C. Justin will be less likely to be involved in drug use and delinquent activity.
D. Justin may become closer to the “forbidden” peers.
Steinberg – Chapter 05 #68
69. Felicia has a problematic relationship with her parents. All of the following negative effects are likely to occur for Felicia, except:
A. development of an antisocial disposition.
B. active school involvement.
C. school failure.
D. rejection by classmates.
Steinberg – Chapter 05 #69
70. The Anytown town council developed a program to curb delinquent behavior among the town’s adolescents. The program had an iatrogenic effect, meaning:
A. the program was successful and delinquent behavior was reduced.
B. the program backfired and delinquent behavior increased.
C. there were no effects on delinquent behavior, either positive or negative.
D. some problem behaviors increased and others decreased.
Steinberg – Chapter 05 #70
71. Some researchers have tried to teach adolescents to use nonviolent forms of conflict resolution. Are these programs effective?
A. Yes, these programs are typically very successful.
B. No, such nonviolent behaviors can make adolescents appear weak.
C. The textbook indicates that these programs have produced conflicting findings.
D. Yes, but only in urban neighborhoods with a high proportion of Black adolescents.
Steinberg – Chapter 05 #71
72. Which of the following statements about friendship stability is true?
A. Opposite-sex friendships tend to be more stable than same-sex friendships.
B. Girls’ friendships tend to be more stable than boys’ friendships.
C. Well-adjusted adolescents tend to have friendships that don’t last very long.
D. Only half of all reciprocated best friendships that exist at the beginning of the school year exist at the end.
Steinberg – Chapter 05 #72
73. According to the textbook and in regard to gangs, all of the following are true except:
A. gang members tend to have more emotional and behavioral problems than other adolescents who are involved in antisocial activity but who are not gang members
B. gangs are usually identified by name and common symbols
C. gang members tend to be more isolated from their families
D. gang members have better self-conceptions than other adolescents who are involved in antisocial activity but who are not gang members.
Steinberg – Chapter 05 #73
74. Dawn has always enjoyed school and excelled in her classes. In middle school, she has connected with a group of friends who also enjoy school and her grades have continued to improve. They often spend time studying together. This is an example of:
A. selection.
B. socialization.
C. Both a and b
D. None of the above
Steinberg – Chapter 05 #74
75. According to an example provided in the textbook, a crowd member that has less social capitol who is a really nice, thoughtful, and funny person may be high in _____ popularity but low in _____ popularity.
A. sociometric; perceived
B. perceived; sociometric
C. status popularity; opposite-sex
D. adult oriented; peer-oriented
Steinberg – Chapter 05 #75
76. The determinants of sociometric popularity are ______, though the determinants of perceived popularity are _____.
A. highly variable; things like social skills, friendliness, and sense of humor
B. things like social skills, friendliness, and sense of humor; highly variable
C. good looks and wealth; athletic ability and school achievement
D. athletic ability and school achievement; unknown
Steinberg – Chapter 05 #76
77. Why is it so hard to teach adolescents to “just say no” to things adults disapprove, such as drinking, smoking, and having risky sex?
A. Unfortunately, these behaviors are typically associated with being popular.
B. Unfortunately, adolescents are unwilling (or unable) to resist peer influence.
C. Neither A nor B is true.
D. Both A and B are true.
Steinberg – Chapter 05 #77
78. Even though it was clear that another student, Raul, accidentally pushed Noah, he insisted that the Raul did it on purpose. What phenomenon is this?
A. hostile attributional bias
B. status bias
C. in-group vs. out-group
D. iatrogenic effect
Steinberg – Chapter 05 #78
79. Which of the following statements about cliques is false?
A. Cliques are typically more emotionally salient for adolescents involved in antisocial behavior.
B. Cliques are typically composed of adolescents from the same socioeconomic background.
C. Cliques are typically composed of friends with similar interests and attitudes.
D. Cliques rarely have members who differ in age.
Steinberg – Chapter 05 #79
80. The chief determinant of popularity in high school is:
A. physical attractiveness.
B. academic achievement.
C. being good at sports.
D. social competence.
Steinberg – Chapter 05 #80
81. All of the following are classifications for unpopular or disliked adolescents, except:
A. aggressive.
B. withdrawn.
C. aggressive-withdrawn.
D. offensive-reclusive.
Steinberg – Chapter 05 #81
82. Which adolescent is most likely to be rejected as a result of aggressive behavior?
A. Darlene, a male who is highly relationally aggressive
B. Robert, a male who is highly relationally aggressive
C. Donald, a male who is highly physically aggressive
D. Ronald, a male who is moderately physically aggressive
Steinberg – Chapter 05 #82
83. Karen, a ninth-grader, was mad at Cheryl for spilling juice on Karen’s shirt. Karen spread a rumor that Cheryl had gossiped about her friends. Karen is using _____ to express her aggression toward Cheryl.
A. relational aggression
B. hostile attributional bias
C. aggressive-withdrawal
D. bullying
Steinberg – Chapter 05 #83
84. Esther has been rejected by her peers because she is withdrawn and rejected. Esther is most likely to be at risk for:
A. conduct problems.
B. diminished social competence.
C. aggressive behavior in adulthood.
D. drug and alcohol abuse.
Steinberg – Chapter 05 #84
85. Who is at the greatest risk of developing psychological problems as a result of peer rejection?
A. an aggressive child
B. a withdrawn child
C. an aggressive-withdrawn child
D. a reclusive child
Steinberg – Chapter 05 #85
86. Hostile attributional bias:
A. plays a central role in the aggressive behavior of rejected adolescents.
B. plays a small role in the aggressive behavior of rejected adolescents.
C. helps rejected adolescents gain acceptance.
D. is the only factor in determining the behavior of rejected adolescents.
Steinberg – Chapter 05 #86
87. Dan planned a party and invited his whole English class by passing out personal invitations. Dan accidentally forgot to make an invitation for Sam. Sam assumed he intentionally wasn’t invited and became irate at Dan for excluding him. This is an example of:
A. relational aggression.
B. hostile attributional bias.
C. aggressive-withdrawal.
D. bullying.
Steinberg – Chapter 05 #87
88. Which of the following is a common finding of recent cyberbullying studies?
A. Adolescents who engage in traditional bullying often also engage in cyberbullying.
B. Victims of physical or verbal harassment are usually very different than victims of cyberbullying.
C. As internet use has increased, cyberbullying has become statistically more common than physical and verbal harassment among the adolescent population.
D. More than 80 percent of adolescents have engaged in some form of cyberbullying.
Steinberg – Chapter 05 #88
89. According to the textbook, victims of cyberbullying often report all of the following adjustment problems, except:
A. low self-esteem.
B. academic difficulties.
C. parent-child conflict.
D. depression.
Steinberg – Chapter 05 #89
90. Which of the following statements regarding internet harassment is false?
A. perpetrators of Internet harassment are likely to show problems in social skills.
B. perpetrators of Internet harassment also engage in typical bullying.
C. many of the same adolescents who report having been victimized also report bullying others and these adolescents have the greatest adjustment problems.
D. most cyberbullying is conducted anonymously.
Steinberg – Chapter 05 #90
91. Pepler, Jiang, Craig, and Connolly (2008) studied a sample of 10- to 17-year-old Toronto youths and found that:
A. about 40 percent of adolescents have never bullied anyone.
B. nearly all adolescents surveyed had engaged in bullying of some form.
C. a correlation exists between bully victimization and drug abuse.
D. victims of harassment are less likely to engage in bullying of others.
Steinberg – Chapter 05 #91
92. The following is often a trademark of persistent bullies:
A. more troubled family relationships.
B. more troubled peer relationships.
C. greater difficulty controlling aggression.
D. all of the above.
Steinberg – Chapter 05 #92
93. Interventions designed to help unpopular adolescents improve their social skills have employed which of the following techniques?
A. explaining to adolescents that they need to develop a thicker psychological skin in order to make friends
B. having adolescents wait patiently until another person engages them in conversation
C. teaching social skills like self-expression and leadership techniques
D. teaching joke-telling skills to improve their likeability among other adolescents
Steinberg – Chapter 05 #93
94. One study of more than 160,000 adolescent from 35 countries found that:
A. The prevalence of bullying is higher in schools characterized by greater income inequality.
B. Adolescents who come from less affluent families are less likely to be bullied.
C. The prevalence of bullying is higher in countries characterized by less income equality.
D. Adolescents who come from more affluent families are more likely to be bullied.
Steinberg – Chapter 05 #94
95. In contrast to the role of the peer group in adolescent development, the family is best suited for helping the adolescent with regard to:
A. intimacy.
B. responsibility.
C. social interactions.
D. leisure.
Steinberg – Chapter 05 #95
96. According to research from Due and colleagues, which country is likely to have a relatively low prevalence of bullying?
A. Sweden
B. Russia
C. United States
D. Germany
Steinberg – Chapter 05 #96
97. Online harassment is ________ in-person harassment.
A. as common as
B. more common than
C. less common than
D. not as likely to have negative effects on victims’ emotional well-being as
Steinberg – Chapter 05 #97
98. A recent study of more than 2,000 adolescents found that ____ of adolescents had engaged in electronic bullying, as compared with _____ who had physically bullied someone and ____ who had verbally bullied someone.
A. 10%; 40%; 70%
B. 70%; 40%; 10%
C. 85%; 20%; 90%
D. 80%; 15%; 40%
Steinberg – Chapter 05 #98
99. What is the most effective way to respond to a bully?
A. to fight back
B. to do nothing/to walk away
C. to get help from an adult
D. to use a variety of strategies
Steinberg – Chapter 05 #99
100. Adolescents who use aggression deliberately, known as ________, are much more popular than adolescents who use aggression without planning to, known as __________.
A. reactive formation; reactive aggression
B. Machiavellian aggression; instrumental aggression
C. instrumental aggression; reactive aggression
D. relational aggression; instrumental aggression
Steinberg – Chapter 05 #100
101. The main reason that reactive aggression is associated with unpopularity and greater problems with peers is that reactive aggression is characterized by:
A. a combination of aggression and poor emotion regulation or lack of social skills.
B. a combination of bad karma and well-developed social skills.
C. a combination of delinquent behaviors and extreme shyness in social situations.
D. a combination of being female and plotting an aggressive response in advance.
Steinberg – Chapter 05 #101
102. Sarah is a popular teenage girl who has just been made captain of the cheerleading squad. She is very socially adept, and notices that Britney, her social rival, is starting to enjoy more attention from their peers than Sarah receives. Jealous, she decides to start a rumor about Britney that she knows will cause many people to stop liking Britney. Sarah’s behavior is best described as an example of what?
A. reactive aggression
B. friendly fire aggression
C. relative aggression
D. relational aggression
Steinberg – Chapter 05 #102
103. Discuss the significance of the book The Adolescent Society in shaping our ideas about peer relations during adolescence, and contrast James Coleman’s views with researchers who have argued that peer groups play a vital role in preparing adolescents for adulthood in modern society.
One of the most intense debates in adolescent psychology has been the controversy over whether peer groups serve a negative or a positive function in the lives of adolescents. This debate was initially sparked by a book called The Adolescent Society (1961), written by James Coleman, which was written about a study of 10 American high schools. Coleman examined the prevailing value systems in each of the schools and concluded that a separate “youth culture” prevailed among high school students. Coleman argued that adolescents placed little value on academic achievement; rather, they placed a premium on athletic success (for boys) and social success (for girls) as routes to status and popularity. The study popularized the concept of the youth culture and helped fuel arguments that the adolescent peer group represents a force that may be antithetical to the influence of adults on adolescents. It prompted many social scientists to suggest that steps should be taken to integrate young people into adult society more effectively.
On the other side of the debate lie the researchers who have pointed out that due to industrialization and modernization of our changing society, adults (specifically parents) can no longer adequately prepare adolescents for adulthood, and peer groups have formed out of necessity to pick up the socialization slack.
Key Points:
a) Describe the findings presented in Coleman’s Adolescent Society
b) Describe the other side of the debate (that adults can no longer adequately prepare adolescents for the transition into adult roles and responsibilities.
Steinberg – Chapter 05 #103
104. Marji, a 10-year-old preadolescent, is going to enter junior high next year. Based on your knowledge of adolescent development, what can you predict about how Marji’srelationships with her friends will change throughout junior high and high school? (HINT: How do childhood peer relations differ from adolescent peer groups?)
During the teenage years, peer groups change in significance and structure along four main developmental lines. First, there is a sharp increase in the sheer amount of time individuals spend with their peers during adolescence. Adolescents usually spend time during and after school and on the weekends with other adolescents their same age. Second, during adolescence, peer groups function much more often without adult supervision than they do during childhood. As children grow into adolescents, adults allow more time without adult supervision. Third, during junior high, adolescents will start to form close friendship groups known as cliques with same-sex friends who have similar interests and characteristics. During later adolescence, more and more contact with peers involves opposite-sex friends. Sex segregation among peer groups is less common later in adolescence. Fourth, adolescence marks the emergence of larger collectives of peers, or “crowds,” whose members share similar perceived attributes (e.g., being studious, being athletic). By the end of high school and later in adolescence, crowds lose their importance and become more diffuse. Children’s peer relationships are mainly limited to pairs of friends and relatively small groups, so Marji can expect many changes in the years ahead in terms of her friendships and peer relationships.
Key Points:
a) Sharp increase in time spent with peers.
b) Less adult supervision of adolescents.
c) Increased contact with opposite-sex friends.
d) Larger collectives of peers emerge (crowds), then fade in later adolescence.
e) Same-sex cliques form in early to middle adolescence, before crowds are formed.
Steinberg – Chapter 05 #104
105. Why is there an ethnic separation in adolescents’ peer groups? Discuss ways in which society can break this cycle of separation.
There are three major explanations for ethnic separation in adolescents’ peer groups. First, because adolescents’ cliques are often segregated along socioeconomic lines, peer groups that appear to be segregated because of race/ethnicity actually may be separated on the basis of class, since higher numbers of minority youngsters come from economically poorer families. Second, some ethnic segregation in friendship patterns could be due to differential levels of academic achievement of adolescents from different ethnic groups. As we have learned about peer groups, adolescents who are friends usually have similar attitudes toward school and achievement levels. Finally, there is an attitude difference between these groups. In one study, White adolescents perceived their Black peers as aggressive and hostile while the Black students felt that the White students were conceited and prejudiced. These perceptions make the formation of interracial peer groups unlikely. One way to break out of this cycle of misunderstanding is to bring White and Black youngsters together at an early age, before they have time to build up stereotypes.
Key Points:
a) Ethnic segregation may be due to residential segregation.
b) There are differing levels of academic achievement among adolescents from different ethnic groups.
c) Ethnic segregation in peer groups could be attitudinal (Black individuals are perceived as aggressive whereas Whites are perceived as conceited and prejudiced).
d) A way out of this cycle is to bring White and Black youngsters together from an early age.
Steinberg – Chapter 05 #105
106. Tammy uses drugs and alcohol and hangs out with other people who use these substances. Stephanie engages in antisocial and delinquent behaviors and hangs out with peers who also engage in delinquency. Cory has many depressive symptoms and has friends who also act depressed. Discuss the process of selection and socialization in regard to Tammy, Stephanie, and Cory.
Selection refers to the process where adolescents are attracted to one another because of their initial selection. Socialization refers to whether adolescents become similar because friends influence each other. In general, studies indicate that both selection and socialization are at work across a variety of attitudinal and behavioral domains, including school, achievement, drug use, mental health, and delinquency. In regard to Tammy, adolescents who use alcohol or tobacco, for example, are more likely to choose other alcohol or tobacco users as friends, especially when they attend schools with a large number of substance-using students (an example of selection). By the same token, spending time with friends who use these substances increases the adolescents’ own use as well (an example of socialization). The more substance-using friends an adolescent has, and the closer he or she feels to them, the more the adolescent is likely to use alcohol and drugs. Similarly, in regard to Cory, adolescents who report more depressive symptoms are likely to choose other depressed adolescents as friends, which, in turn, negatively affects their own mood and that of their friends, although in the case of depression, adolescents are more likely to be affected by hanging around with depressed friends than to actively select depressed individuals to spend time with. Conversely, in regard to Stephanie, antisocial adolescents who have few friends, and few aggressive friends in particular, are likely to become less antisocial over time, whereas those with antisocial friends who become even more antisocial themselves become more delinquent. In general, adolescents’ level of antisocial behavior tends to become more similar to that of their friends over time, increasing if their friends are more antisocial than they are, but declining if their friends are less so. In summary, peer influence (socialization) is far stronger over day-to-day preferences in things like clothing or music than over many of the behaviors that adults worry about, such as binge drinking or risky sex. Selection may be a somewhat stronger factor as far as delinquency and gang membership are concerned, whereas selection and socialization are about equally influential when it comes to drug use.
Key Points:
a) Define the difference between socialization and selection.
b) Discuss socialization vs. selection in regard to Tammy, Stephanie, and Cory.
c) Mention that socialization is far stronger over day-to-day preferences than many of the behaviors that adults worry about.
Steinberg – Chapter 05 #106
107. The head of the local high school PTA has asked you about the different types of crowds the students may cluster into. She also wants to know whether (and why) rejected/unpopular adolescents are at risk for behavioral and emotional problems. Finally, she wants to know if anything can be done to help unpopular adolescents. What would you tell her?
Adolescent crowds have been mapped according to their involvement in their peer culture and involvement in adult valued institutions with groups ranging from “jocks” and “populars” who are high on both dimension, to “toughs” who are low on both, and thus at highest risk for problem behaviors and gang membership. “Partyers,” who are high on peer culture involvement but low on adult valued activities, would be particularly susceptible to peer pressure. Because adolescents’ crowds serve as reference groups, they affect an adolescent’s identity and the behaviors that would be consistent with such identity. Adolescents who are rejected by their peers are at risk for a variety of problems. Peer rejection is associated with depression, behavior problems, and academic difficulties, with rejected aggressive children being at risk for conduct problems and antisocial activity and rejected withdrawn children being at risk for low self-esteem, depression, and diminished social competence. Children can move from one group to another throughout adolescence, so it’s important to know how to help them. Since social competence is the factor most strongly associated with popularity, programs designed to help unpopular children have typically sought to teach social skills, social understanding, and social problem solving and have had some success, at least with elementary school children. These interventions have shown promising results, but further research is needed to determine the best course of action to help unpopular teenagers.
Key Points:
a) Adolescent crowds can be mapped along dimensions of involvement in peer culture and adult valued activities, which affects adolescents’ values and behavior.
b) Crowds serve as reference groups that affect adolescents’ identity and behavior.
c) Peer rejection is associated with serious problems emotionally and behaviorally.
d) Social competence is the primary factor associated with popularity.
e) Programs designed to help unpopular children develop social competence have had some degree of success.
Steinberg – Chapter 05 #107
108. Describe the ways that adolescents are bullied by peers (be sure to include the prevalence for each type). What are the consequences of experiencing victimization by peers? Are the consequences different for online bullying versus in person bullying? How do adolescents typically respond to bullying? What is the best way to get a bully to stop?
Young adolescents who are victimized by their peers typically develop problems that lead to further peer rejection and victimization. In fact, victimization undermines feelings of academic competence, academic performance, and school engagement, which has cascading effects well beyond adolescence. Individuals can be exposed to direct victimization (when they are the victims) or indirect victimization (when they witness harassment/victimization but they aren’t themselves victimized). Studies of American and European youth indicate that about 1/3 of students report having been bullied at some time during the past year. Interestingly, one study that looked at more than 160,000 adolescents from 35 countries found that adolescents who come from less affluent families are more likely to be bullied, and that the prevalence of bullying is higher in schools characterized by greater income inequality (the same is true for countries: bullying is higher in countries characterized by greater income inequality). In general, bullying can either occur in person or on the Internet. Researchers are just now starting to systematically study cyberbullying. Online bullying is far less common than in person harassment. For example, one study found that 10 percent of adolescents engaged in online bullying, 40 percent had physically bullied someone, and 70 percent had verbally bullied someone. Those who engage in traditionally bullying (in person) are also likely to frequently engage in cyberbullying. Similarly, adolescents who are frequently bullied in person are likely to also be the victim of online harassment.
Students who are harassed by their classmates, whether in person or electronically, report a range of adjustment problems (low self esteem, depression, suicidal ideation, and academic difficulties). Individuals who report being bullies are more likely to show problems in social skills and in the control of aggression. It is also worth noting that many of the same adolescents who report having been victimized also report bullying others and that these adolescents have the greatest adjustment problems. Finally, adolescents who are bullied typically respond to bullies in one of four ways: those who are mainly passive (ignoring the bully), those who are mainly aggressive (fighting back), those who are likely to seek support (telling a parent), and those who did a little of everything. Research indicates that victims who use passive strategies (ignoring/walking away) reported the fewest amount of emotional or behavioral problems.
Steinberg – Chapter 05 #108
c5 Summary
| Category | # of Questions |
| Steinberg – Chapter 05 | 108 |
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