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| 1 | |
Formal operational thought differs significantly from concrete operational thought in that formal operational thought is |
| | A) | more visual. |
| | B) | more abstract. |
| | C) | less abstract. |
| | D) | more concrete. |
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| 2 | |
All of the following qualities of thinking are unique to adolescence EXCEPT |
| | A) | thinking about thinking. |
| | B) | logic based on concrete elements. |
| | C) | idealism. |
| | D) | the ability to think hypothetically. |
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| 3 | |
When playing the modified "20 Questions" game in which she is supposed to determine which picture of 42 the experimenter has in mind, Elnora asks questions in a systematic way, such as, "It is in the top half of the display?" Elnora is exhibiting |
| | A) | hypothetical-deductive reasoning. |
| | B) | hypothetical-inductive reasoning. |
| | C) | concrete operational thought. |
| | D) | preoperational thought. |
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| 4 | |
Jean Piaget's ideas on formal operational thought are being challenged in all of the following ways EXCEPT that |
| | A) | not all adolescents are formal operational thinkers. |
| | B) | culture and education exert stronger influences on cognitive development than Piaget believed. |
| | C) | cognitive development is not as stage-like as Piaget proposed. |
| | D) | Piaget's research was limited and presented very few ideas that are still useful today. |
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| 5 | |
One aspect of Elkind's adolescent egocentrism states that adolescents have a heightened self-consciousness, believing others are as interested in them as they are. Elkind refers to this as the |
| | A) | imaginary audience. |
| | B) | false-belief syndrome. |
| | C) | personal fable. |
| | D) | self-absorption syndrome. |
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| 6 | |
Jennifer, who is having unprotected sex with her boyfriend, comments to her best friend, "Did you hear about Barbara? You know how she fools around so much. I heard she's pregnant. That would never happen to me!" This illustrates the |
| | A) | imaginary audience. |
| | B) | false-belief syndrome. |
| | C) | personal fable. |
| | D) | self-absorption syndrome. |
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| 7 | |
Zachary's memory has increased considerably from the time he was 5 years old until the time he turned 16. This is likely for all of the following reasons EXCEPT |
| | A) | he has more storage space in his short-term memory. |
| | B) | he is more likely to use concrete strategies. |
| | C) | he processes information more quickly. |
| | D) | he processes information more efficiently. |
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| 8 | |
It is likely that working memory |
| | A) | reaches peak capacity by the end of adolescence. |
| | B) | continues to improve from childhood into adulthood. |
| | C) | improves from childhood to adolescence, then declines with the transition to adulthood. |
| | D) | declines somewhat in adolescences, then improves with the transition to adulthood. |
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| 9 | |
Max's parents want to improve his decision making about real-world choices, such as sex, drugs, and risky driving. They would be wise to do all of the following EXCEPT |
| | A) | lecture him on the dangers of sex, drugs, and risky driving. |
| | B) | be sure his high school provides opportunities to engage in role-playing related to sex, drugs, and risky driving. |
| | C) | be sure his high school provides opportunities to engage in group problem solving related to sex, drugs, and risky driving. |
| | D) | involve him in family decision making so that he perceives himself to be in control of what happens to him. |
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| 10 | |
For the development of critical thinking skills during adolescence, the adolescent must have |
| | A) | a solid basis of fundamental skills developed during childhood. |
| | B) | a supportive school environment. |
| | C) | a supportive home environment. |
| | D) | an IQ of at least 100. |
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| 11 | |
______ are beliefs and attitudes about the way things should be. |
| | A) | Ideals |
| | B) | Prejudices |
| | C) | Values |
| | D) | Metacognitions |
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| 12 | |
Hannah grew up in the 1960s. Two values that her grandchildren are likely to share with her are |
| | A) | self-regulation and self-esteem. |
| | B) | self-fulfillment and self-expression. |
| | C) | personal well-being and the well-being of others. |
| | D) | developing a meaningful philosophy of life and self-expression. |
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| 13 | |
Cross-cultural research shows which family values to be consistently linked with adolescent concern for social welfare? |
| | A) | cohesiveness and loyalty |
| | B) | compassion and social responsibility |
| | C) | love and conservatism |
| | D) | respect and obedience |
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| 14 | |
Ahmed is involved in a service-learning program at his school. We would expect that this will result in Ahmed having |
| | A) | improved grades. |
| | B) | an easy time finding a job. |
| | C) | a difficult time keeping up with his studies. |
| | D) | a sense of being exploited. |
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| 15 | |
John Dewey said that schools provide moral education through |
| | A) | a hidden curriculum. |
| | B) | character education. |
| | C) | service learning. |
| | D) | religious education. |
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| 16 | |
A direct approach that involves teaching students a basic moral literacy to prevent them from engaging in immoral behavior and harming themselves or others is |
| | A) | the hidden curriculum. |
| | B) | character education. |
| | C) | cognitive moral education. |
| | D) | social moral education. |
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| 17 | |
________ is based on the belief that students should learn to value such aspects of life as democracy and justice as their moral reasoning develops. |
| | A) | The hidden curriculum |
| | B) | Character education |
| | C) | Cognitive moral education |
| | D) | Social moral education |
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| 18 | |
Which response to the question, "Why was Moses afraid to look at God?" would reflect concrete operational religious thought? |
| | A) | "Because God had a funny face." |
| | B) | "Because it was a ball of fire and Moses thought he might get burned." |
| | C) | "God is holy and the world is sinful." |
| | D) | "The awesomeness of God would make Moses feel like a worm in comparison." |
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| 19 | |
Students experiencing the top-dog phenomenon are most likely to exhibit |
| | A) | high achievement motivation. |
| | B) | difficulty with the transition from elementary school to middle school. |
| | C) | good relations with peers. |
| | D) | power over other students. |
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| 20 | |
The Carnegie Corporation's recommendations for improving middle schools in the United States included all of the following EXCEPT |
| | A) | lower the student-to-counselor ratios to 10:1. |
| | B) | get parents involved. |
| | C) | integrate physical health into the curriculum. |
| | D) | promote continuity by keeping all class sessions the same length. |
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| 21 | |
All of the following are recommended to reduce school dropout rates EXCEPT |
| | A) | offer community service opportunities. |
| | B) | make the curriculum more interesting. |
| | C) | provide early reading programs and tutoring. |
| | D) | offer mentoring and caring environments. |
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| 22 | |
Carl, a senior in high school with a teaching internship, is preparing letters for fourth-grade teaching positions. Carl is in Super's vocational phase called |
| | A) | crystallization. |
| | B) | specification. |
| | C) | implementation. |
| | D) | stabilization. |
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| 23 | |
The channels of upward mobility open to lower-SES youth are largely |
| | A) | political. |
| | B) | business-related. |
| | C) | educational. |
| | D) | nonexistent. |
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| 24 | |
Which of the following is a benefit that adolescents have been found to derive from working part-time? |
| | A) | They are able to get extensive on-the-job training. |
| | B) | They learn how to budget their time. |
| | C) | They get along better with adults. |
| | D) | Their grades typically improve. |
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| 25 | |
Recent research on the link between part-time work during adolescence and problem behavior suggests that |
| | A) | low-income adolescents who work are more likely than low-income students who don't work to have school-related problems. |
| | B) | having a part-time job lowers the risk of problem behaviors. |
| | C) | there is a link between part-time work during adolescence and problem behaviors. |
| | D) | working more than 10 hours per week is associated with juvenile delinquency. |
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