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1 | |
Adolescents' thought processes, unlike those of children, are not necessarily tied to |
| | A) | logic |
| | B) | abstract ideas |
| | C) | fantasy |
| | D) | concrete events |
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2 | |
How does the cognition of adolescents compare to that of children? |
| | A) | adolescents' thinking becomes multidimensional, rather than unidimensional |
| | B) | adolescents are more likely to see things as absolute, rather than as relative |
| | C) | adolescents spend less of their time thinking about the process of thinking itself |
| | D) | adolescents limit their thoughts to what is real, rather than possible |
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3 | |
Adolescents develop the ability to draw logical conclusions based on a set of facts or premises, known as |
| | A) | inductive reasoning |
| | B) | abstract reasoning |
| | C) | relational reasoning |
| | D) | deductive reasoning |
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4 | |
The monitoring of one's own cognitive activity during the process of thinking is |
| | A) | multidimensional thinking |
| | B) | automatization |
| | C) | propositional logic |
| | D) | metacognition |
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5 | |
During adolescence, the brain may lose many of its redundant neuronal connections that actually improve information processing, a process known as |
| | A) | myelination |
| | B) | fMRI |
| | C) | synaptic pruning |
| | D) | neocortex |
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6 | |
A heightened sense of self-consciousness, which can lead a young person to believe that he or she is the focus of everyone's attention, is known as |
| | A) | imaginary audience |
| | B) | interpersonal vanity |
| | C) | personal fable |
| | D) | adolescent egocentrism |
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7 | |
Adolescents' egocentric and erroneous belief that their feelings and experiences are unique is known as the |
| | A) | imaginary audience |
| | B) | interpersonal vanity |
| | C) | personal fable |
| | D) | hypothetical thinking |
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8 | |
The adolescent's ability to provide more sophisticated answers to complex questions is due to the development of thought conducted on |
| | A) | systematic ways |
| | B) | abstractions |
| | C) | metacognitive ways |
| | D) | multidimensional levels |
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9 | |
The adolescent's ability to understand sarcasm in comparison to a child is indicative of the advanced ability to engage in |
| | A) | metacognition |
| | B) | hypothetical thinking |
| | C) | multidimensional thinking |
| | D) | relativistic thinking |
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10 | |
When adolescents become extremely skeptical, and begin doubting the certainty of things that they had previously believed, they are demonstrating |
| | A) | multiple dimensions |
| | B) | adolescent relativism |
| | C) | metacognition |
| | D) | abstract reasoning |
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11 | |
Which of the following best represents Keaton's (2004) conclusions regarding differences in cognitive processes between children and adolescents? |
| | A) | there is general consensus about differences in these processes |
| | B) | there are no substantial differences in cognitive processes |
| | C) | it is unlikely a single factor distinguishes thinking in childhood from adolescence |
| | D) | researchers from differing theoretical perspectives agree about these processes |
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12 | |
In their investigation of the competence-performance distinction, Ward and Overton (1990) found that task ________ tended to effect adolescents' performance on deductive reasoning tasks. |
| | A) | length |
| | B) | relevance |
| | C) | difficulty |
| | D) | sequence |
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13 | |
The large part of the brain that processes emotions, and may make individuals more emotional, more responsive to stress, and less responsive to rewards, is known as the |
| | A) | neurotransmitters |
| | B) | synapses |
| | C) | limbic system |
| | D) | synaptic pruning |
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14 | |
Piaget described the stage of cognitive development that emerges from adolescence to adulthood as |
| | A) | sensorimotor period |
| | B) | formal operations period |
| | C) | preoperational period |
| | D) | concrete operations period |
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15 | |
Piagetian theorists believe that the foundation of formal-operational thinking that clearly differentiates adolescents' thought from that of children is |
| | A) | introspection |
| | B) | intellectualization |
| | C) | prepositional logic |
| | D) | self-consciousness |
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16 | |
Piaget's theory of cognitive development would support which one of the following conclusions regarding achievement of formal-operational thinking? |
| | A) | that insecure children are more likely to achieve formal-operational thought compared to their more secure peers |
| | B) | that all adolescents employ formal-operational thought regularly |
| | C) | that all adolescents use formal-operational thought in a variety of situations |
| | D) | that not all adolescents, or adults, develop formal operational thinking |
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17 | |
Improvements in all of the following domains during adolescence have been linked with the information processing perspective except |
| | A) | processing speed |
| | B) | metacognitive abilities |
| | C) | attention |
| | D) | propositional logic |
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18 | |
Changes in the levels of dopamine and serotonin, which alter the way in which neurons communicate with one another, are examples of |
| | A) | neurotransmitters |
| | B) | synapses |
| | C) | limbic system |
| | D) | pruning |
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19 | |
The fatty substance that acts as insulation around brain cells allowing them to function faster and more efficiently is known as |
| | A) | myelination |
| | B) | limbic system |
| | C) | synaptic pruning |
| | D) | neocortex |
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20 | |
SAT scores are used to predict |
| | A) | performance on the job |
| | B) | success in college |
| | C) | success in graduate school |
| | D) | creative and artistic potential |
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21 | |
According to Robert Selman, adolescents are better at social perspective-taking than children are because they can engage in ________ role taking. |
| | A) | subjective |
| | B) | bidirectional |
| | C) | mutual |
| | D) | advanced |
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22 | |
Full maturation of the _____ is not complete until sometime between adolescence and early adulthood. This part of the brain is in control of planning, decision-making, goal-setting, and metacognition. |
| | A) | limbic system |
| | B) | prefrontal cortex |
| | C) | neurons |
| | D) | neurotransmitters |
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23 | |
In regard to adolescent risk taking behavior, researchers working from a behavioral decision framework have proposed that adolescents |
| | A) | use different cognitive processes than adults to make decisions |
| | B) | are more likely than adults to feel invulnerable and untouchable |
| | C) | evaluate the desirability of consequences differently than adults |
| | D) | are more irrational and illogical than adults in social decision making situations |
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24 | |
Some theorists point out that in the context of the classroom, most American adolescents |
| | A) | are not capable of abstract and analytical thinking in the educational context |
| | B) | prefer educational tasks that stress rote memory of concrete facts |
| | C) | are rarely asked to think in analytical and relativistic ways in the classroom |
| | D) | do not profit from hands-on learning experiences that are designed to teach fundamental principles |
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25 | |
Which type of attention involves the ability to pay attention to two sets of stimuli at the same time? |
| | A) | selective attention |
| | B) | divided attention |
| | C) | adapted attention |
| | D) | bi-directed attention |
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26 | |
According to Sternberg's Triarchic Theory of Intelligence, individuals possess intelligence that involves our ability to acquire, store, and process information, known as |
| | A) | experiential intelligence |
| | B) | contextual intelligence |
| | C) | componential intelligence |
| | D) | neuronal |
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27 | |
Which of the following is not an accurate description of the difference between child and adolescent thinking skills, from the perspective of information-processing theory? |
| | A) | children have higher abilities in divided attention |
| | B) | adolescents have better working memory |
| | C) | adolescents have better long-term memory |
| | D) | adolescents outperform children in information processing speed |
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28 | |
The researcher who argued that the main reason adolescents think at a higher level than children is that adolescents' thinking has become automatized is |
| | A) | Howard Gardner |
| | B) | Robert Selman |
| | C) | Jean Piaget |
| | D) | Robbie Case |
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29 | |
Which of the following is generally true regarding IQ scores during adolescence? |
| | A) | IQ increases as adolescents get smarter |
| | B) | IQ decreases as adolescents get distracted by extracurricular activities |
| | C) | IQ remains about the same because while adolescents process information more efficiently, they do not learn significant amounts of truly new information |
| | D) | IQ remains about the same even though adolescents' cognitive abilities improve dramatically (i.e., they are getting smarter) |
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30 | |
The difference in cognitive abilities currently believed to exist between genders is that males have a slightly higher ability, on average, in |
| | A) | mathematical reasoning |
| | B) | spatial reasoning |
| | C) | verbal reasoning |
| | D) | memory |
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31 | |
Lev Vygotsky is well known for his concept of the zone of proximal development, which states that individuals learn best when new information is |
| | A) | extremely challenging, beyond the student's present ability level |
| | B) | extremely easy to master below the student's present ability level |
| | C) | taught by another person who lives in close proximity to the student |
| | D) | of moderate difficulty, but still within the individual's intellectual reach |
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32 | |
Culture-fair intelligence testing involves the development of tests |
| | A) | for different cultural groups |
| | B) | that assess a core set of verbal skills |
| | C) | that focus more on nonverbal skills |
| | D) | that do not contain stereotypic representations of members of ethnic minorities |
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33 | |
Overall, mental abilities increase at least until around age _____, when they may level off and remain high throughout early and middle adulthood |
| | A) | 14 |
| | B) | 16 |
| | C) | 18 |
| | D) | 20 |
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34 | |
The development of an individual's understanding of the norms that guide day-to-day behavior changes over time such that are no longer absolutes but social expectations and insufficient reasons for compliance. |
| | A) | perspective-taking |
| | B) | mutual role-taking |
| | C) | risk-taking |
| | D) | social conventions |
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35 | |
Individuals who have higher needs for _____ may be more likely to engage in risky behaviors compared to their peers. |
| | A) | approval |
| | B) | engagement |
| | C) | sensation-seeking |
| | D) | helping others |
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