Preview Extract
Chapter 5: Peers
Multiple Choice Questions
1) Social scientists consider peers to be those who
A) have the right to tell others what to do.
B) are involved in the same activities.
C) are of roughly the same status or level of functioning.
D) are still considered less than adult.
Answer: C
Rationale:
Peers are generally considered to be individuals who are of roughly the same status or level
of functioning. This definition emphasizes the social equality and similarity in development
that characterizes peer relationships.
2) Unlike relationships with other adolescents, a teen's family relationships are generally
A) asymmetrical.
B) full of storm and stress.
C) based on social equality.
D) open to radical change.
Answer: A
Rationale:
Relationships with family members are typically seen as asymmetrical, meaning there's a
difference in power or authority between the teen and their family members. This is in
contrast to relationships with peers, which are often more egalitarian.
3) Canadian adolescents spend the largest proportion of their waking hours
A) with their parents.
B) with their siblings.
C) alone, doing homework.
D) with other adolescents.
Answer: D
Rationale:
Canadian adolescents tend to spend the largest proportion of their waking hours with other
adolescents. This is often due to the time spent in schools and organized activities that bring
them into contact with peers.
4) The fact that Canadian teens spend so much time with others who are almost exactly the
same age is the result of
A) finding those who are younger childish and boring.
B) not wanting to be bossed around by those who are older.
C) significant amount of time in schools and organized teen sports.
D) the influence of child labor laws.
Answer: C
Rationale:
The significant amount of time Canadian teens spend with others who are almost exactly the
same age is largely due to the time spent in schools and organized activities, such as teen
sports, that group them with peers of similar age.
5) Adolescents are more open to new styles, trends, and ideas because
A) they have fewer set habits.
B) their new cognitive abilities allow them to imagine different approaches.
C) they are eager to construct identities different from those they are assigned.
D) All of the above.
Answer: D
Rationale:
Adolescents are more open to new styles, trends, and ideas due to a combination of factors,
including having fewer set habits, developing new cognitive abilities that allow them to
imagine different approaches, and being eager to construct identities different from those they
are assigned.
6) During the 1960s, the proportion of teens in the Canadian population climbed steeply as a
result of
A) increased immigration.
B) the baby boom that followed World War II.
C) more adults leaving the country.
D) higher casualties in the Vietnam War.
Answer: B
Rationale:
The proportion of teens in the Canadian population climbed steeply during the 1960s
primarily due to the baby boom that followed World War II. This increase in the birth rate led
to a larger population of adolescents in the 1960s.
7) In his book, The Adolescent Society, sociologist James Coleman expressed deep concern
that the monolithic world of adolescents
A) were becoming radicalized by the civil rights movement.
B) rejected the importance of learning and academic success.
C) were more interested in literature and the arts than in the sciences.
D) were becoming sexually active at younger ages.
Answer: B
Rationale:
In "The Adolescent Society," James Coleman expressed concern that the monolithic world of
adolescents was rejecting the importance of learning and academic success, focusing instead
on other aspects of life.
8) _____ refers to a contrast in values and behaviours between adolescents and adults.
A) The generation gap
B) Storm and stress
C) The age divide
D) Cohort clash
Answer: A
Rationale:
The term "generation gap" specifically refers to the contrast in values and behaviors between
adolescents and adults, highlighting the differences in perspectives and experiences between
different generations.
9) The biological, cognitive, and social changes that adolescents are going through are similar
enough to make the idea of a separate and coherent _____________ plausible.
A) globalization.
B) back-to-the-land movements.
C) youth culture.
D) greater respect for older generations.
Answer: C
Rationale:
The biological, cognitive, and social changes that adolescents undergo are similar enough to
make the idea of a separate and coherent youth culture plausible. This concept suggests that
adolescents share common experiences and perspectives that distinguish them from children
and adults.
10) Marta, 14, spent Saturday morning setting up her mother's new computer and showing
her mother how to access her e-mail. Margaret Mead would see this as a symptom of a _____
culture.
A) postfigurative
B) postmodern
C) prefigurative
D) postindustrial
Answer: C
Rationale:
Margaret Mead would see Marta's behavior as a symptom of a prefigurative culture, where
younger individuals are seen as more adept at adapting to and adopting new technologies than
older generations. This behavior reflects a cultural pattern where young people are seen as
leading the way in embracing new ideas and practices.
11) Respect for elders and for authority is likely to be strongest in societies in which
A) traditional ways of doing things are dying out.
B) technological change comes slowly.
C) rural populations are moving to the city.
D) adolescents are encouraged to learn new skills.
Answer: B
Rationale:
Respect for elders and authority tends to be strongest in societies where technological change
comes slowly. This is because in such societies, traditional ways of doing things are more
likely to be preserved, and there is a greater emphasis on maintaining respect for the wisdom
and experience of elders.
12) Societies in which the young are equally likely to learn from elders or from their
contemporaries are called
A) prefigurative.
B) equidistant.
C) cofigurative.
D) postfigurative.
Answer: C
Rationale:
Societies in which the young are equally likely to learn from elders or from their
contemporaries are called cofigurative. In these societies, learning can come from both older
and same-age peers, without a clear preference for one over the other.
13) Most social scientists would consider that Western cultures today are
A) prefigurative.
B) cofigurative.
C) nonfigurative.
D) postfigurative.
Answer: B
Rationale:
Most social scientists would consider Western cultures today to be cofigurative, meaning that
learning and influence come from both elders and contemporaries. In Western cultures, there
is often a mix of traditional values and modern influences, leading to this cofigurative nature.
14) Javier goes to see a new movie because some friends told him it's great. This is an
example of _____ social influence.
A) negative
B) impositional
C) normative
D) informational
Answer: D
Rationale:
Javier's decision to see a new movie because his friends told him it's great is an example of
informational social influence. He is influenced by the information provided by his friends
about the movie's quality.
15) Barack goes to see a new movie because everybody he knows has seen it and he doesn't
want to feel left out. This is an example of _____ social influence.
A) normative
B) positional
C) informational
D) negative
Answer: A
Rationale:
Barack's decision to see a new movie because everyone he knows has seen it and he doesn't
want to feel left out is an example of normative social influence. He is influenced by the
desire to conform to the social norms of his peer group.
16) Those we look to for guidance on what to do and how well we do it are known as a(n)
A) imaginary audience.
B) reference group.
C) comparison control.
D) peer set.
Answer: B
Rationale:
The term for those we look to for guidance on what to do and how well we do it is a reference
group. Reference groups provide us with norms and standards against which we compare
ourselves.
17) Helene observes how other girls in her class act when talking to boys. For this purpose,
she is making the other girls her
A) reference group.
B) comparison standard.
C) interpersonal examples.
D) implicit rivals.
Answer: A
Rationale:
Helene is making the other girls in her class her reference group by observing how they act
when talking to boys. She is using them as a standard against which to compare her own
behavior.
18) The members of one's reference group who exert the most influence are likely to be those
who
A) are most admired or successful.
B) are seen as most similar by the person being influenced.
C) have control over desirable resources.
D) All of the above.
Answer: D
Rationale:
The members of one's reference group who exert the most influence are likely to be those
who are most admired or successful, those who are seen as most similar by the person being
influenced, and those who have control over desirable resources. These factors can all
contribute to the influence that reference group members have.
19) In photography class, Hans is affected by whether he thinks his pictures are as good as
those of his classmates. This process is known as
A) social comparison.
B) evaluative control.
C) contingent reward.
D) peer referencing.
Answer: A
Rationale:
The process in which Hans is affected by whether he thinks his pictures are as good as those
of his classmates is known as social comparison. He is comparing his own performance to
that of his peers.
20) Going along with antisocial behaviour by peers is strongest among
A) 3rd graders.
B) 6th graders.
C) 9th graders.
D) 12th graders.
Answer: C
Rationale:
Going along with antisocial behavior by peers is strongest among 9th graders. This may be
due to a combination of factors, including a desire for peer acceptance and a lack of maturity
in handling peer pressure.
21) Sven’s friends urge him to come to a game with them, but his parents insist he come with
them to visit his grandmother. Sven is being subjected to
A) an approach-avoidance conflict.
B) the generation gap.
C) postfigurative culture.
D) cross-pressures.
Answer: D
Rationale:
Sven is experiencing cross-pressures, as he is being pulled in different directions by
conflicting demands from his friends and his parents.
22) Teens whose parents are warm and engaged with them are less subject to cross-pressures
because
A) their parents do not put pressure on them to be a particular way.
B) they are likely to share their parents' values and to choose friends with similar values.
C) their friends do not put pressure on them to be a particular way.
D) All of the above.
Answer: B
Rationale:
Teens whose parents are warm and engaged with them are less subject to cross-pressures
because they are likely to share their parents' values and choose friends with similar values,
reducing the likelihood of conflicting demands.
23) Adolescents with overly strict parents, like those whose parents fail to monitor them,
A) are especially susceptible to peer influence.
B) are more likely to select deviant peers as friends.
C) are more likely to do poorly in school.
D) All of the above.
Answer: D
Rationale:
Adolescents with overly strict parents, like those whose parents fail to monitor them, are
more susceptible to peer influence, more likely to select deviant peers as friends, and more
likely to do poorly in school due to the restrictive or absent parental guidance.
24) Angelo is wondering if he should drop chemistry in order to have more time to spend
practicing drums. He is most likely to go for advice to
A) his parents.
B) an other-sex friend.
C) a same-sex friend.
D) an Internet chatroom.
Answer: A
Rationale:
Angelo is likely to go for advice to his parents, as this decision involves balancing academic
and extracurricular activities, which are areas where parents typically provide guidance.
25) Kwame is wondering how to get closer to a girl he likes. He is most likely to go for
advice to
A) his mother.
B) his father.
C) his best friend.
D) an Internet chatroom.
Answer: C
Rationale:
Kwame is most likely to go for advice to his best friend, as peers are often sought out for
advice on romantic relationships and social interactions.
26) In a nomination study, hardly anyone said they really liked Rebecca, and hardly anyone
said they really disliked her. Rebecca's status would be considered
A) average.
B) rejected.
C) controversial.
D) neglected.
Answer: D
Rationale:
Rebecca's status would be considered neglected, as she is neither actively liked nor disliked
by her peers.
27) In a nomination study of social status, a child whose social preference score is around
zero would be considered
A) neglected.
B) average.
C) controversial.
D) Impossible to say without more information.
Answer: D
Rationale:
A child whose social preference score is around zero would be considered impossible to
categorize without more information, as a score of zero could indicate neutrality or a lack of
clear preference.
28) A child's status category tends to stay the same, with the exception of those in the _____
category.
A) neglected
B) controversial
C) average
D) popular
Answer: B
Rationale:
A child's status category tends to stay the same, with the exception of those in the
controversial category, as they may experience fluctuating levels of acceptance and rejection
from peers.
29) Another boy bumps into Pasquale in the hallway. Pasquale spins around, ready to throw a
punch. His belief that the other kid meant to bump him reflects a
A) projective defense mechanism.
B) conflict readiness.
C) hostile attributional bias.
D) passive-aggressive character.
Answer: C
Rationale:
Pasquale's belief that the other kid meant to bump him reflects a hostile attributional bias, as
he is interpreting the other boy's actions as intentionally hostile rather than accidental.
30) Those in the rejected-aggressive category tend to stay there because
A) if they try to be friendly, others assume they are being insincere.
B) by rejecting them, others build up their own status.
C) they enjoy the status that comes with being well known as bad guys.
D) teachers single them out for infractions that are ignored in others.
Answer: A
Rationale:
Those in the rejected-aggressive category tend to stay there because if they try to be friendly,
others assume they are being insincere, leading to continued rejection and aggression from
peers.
31) The teens that classmates name as the most popular
A) are also the best liked.
B) are considered trustworthy.
C) are seen as stuck-up bullies.
D) are high in social preference and impact.
Answer: C
Rationale:
Contrary to the expectation that the most popular teens would also be the best-liked, research
suggests that those named as most popular are often perceived as stuck-up bullies rather than
as genuinely liked individuals.
32) Henri is angry at Jacques and gets back at him by ridiculing the way he dresses. Henri is
engaging in what is known as
A) displacement.
B) relational aggression.
C) jokesterism.
D) implicit victimization.
Answer: B
Rationale:
Henri is engaging in relational aggression, which involves harming someone by damaging
their personal and social relations. This behavior is aimed at hurting Jacques indirectly
through ridicule.
33) The term relational aggression refers to
A) harming someone by damaging their personal and social relations.
B) getting back at an enemy by picking on their younger sibling.
C) starting fights only when backed up by friends.
D) being aggressive toward someone who has many relatives.
Answer: A
Rationale:
Relational aggression refers to harming someone by damaging their personal and social
relations. It involves behaviors such as spreading rumors, exclusion, and manipulation.
34) Research indicates that young adolescents who are high in relational aggression tend to
be _____ in social prominence and _____ in social preference.
A) high; high
B) low; low
C) high; low
D) low; high
Answer: C
Rationale:
Research indicates that young adolescents who are high in relational aggression tend to be
high in social prominence (i.e., visible in social interactions) but low in social preference (i.e.,
not necessarily liked by peers).
35) Teens are better able than children to think about and understand their relationships with
peers because of their more
A) frequent peer interactions.
B) advanced social cognition.
C) distant relations with parents.
D) ambitious friendship goals.
Answer: B
Rationale:
Teens are better able than children to think about and understand their relationships with
peers due to their more advanced social cognition. This includes the ability to consider others'
perspectives and understand social norms and expectations.
36) "I was hurt when Jenny didn't come to my party, but I'm okay with it now because I can
see that she couldn't bear to run into Tammy so soon after they stopped being best friends."
This is an example of
A) adolescent egocentrism.
B) a personal fable.
C) relational aggression.
D) social perspective taking.
Answer: D
Rationale:
This is an example of social perspective taking, as the individual is able to understand Jenny's
behavior in the context of her relationship with Tammy. This demonstrates an ability to
consider others' perspectives in social situations.
37) Kwan is very self-conscious about his acne problem. When a girl he finds attractive
makes a joke about her own complexion, he interprets it as a disguised rejection of him and
reacts with hostility. His misplaced response is the result of a problem with
A) social information processing.
B) relational aggression.
C) reference groups.
D) normative social influence.
Answer: A
Rationale:
Kwan's misplaced response is the result of a problem with social information processing. He
misinterprets the girl's joke due to his own self-consciousness, leading to a hostile reaction.
38) Adolescents who frequently engage in bullying
A) are generally disliked.
B) think of themselves as attractive and popular.
C) may themselves be victims of bullying.
D) All of the above.
Answer: D
Rationale:
Adolescents who frequently engage in bullying may be generally disliked by their peers, but
they may also think of themselves as attractive and popular. Additionally, they may
themselves be victims of bullying, leading to complex social dynamics.
39) Susanna is socially immature, withdrawn, and fearful. She is likely to
A) be a target of bullying.
B) grow out of her problems soon.
C) get special attention from teachers.
D) be adopted as a "pet" by more mature classmates.
Answer: A
Rationale:
Susanna is likely to be a target of bullying due to her social immaturity, withdrawal, and
fearfulness. These traits may make her more vulnerable to bullying behavior from peers.
40) Those who are _____ are most likely to carry a weapon to school.
A) persistent bullies
B) persistently victimized
C) both bullies and victims
D) All of the above.
Answer: C
Rationale:
Those who are both bullies and victims (i.e., involved in bullying as both aggressors and
targets) are most likely to carry a weapon to school. This behavior may be a response to
feeling threatened or needing to defend oneself in a bullying context.
41) Being victimized by a bully is less likely
A) among younger than among older adolescents.
B) if the potential victim has at least one good friend.
C) in a smaller school.
D) if the potential victim learns to avoid social encounters.
Answer: B
Rationale:
Having at least one good friend can act as a protective factor against bullying victimization.
Friends can provide support, help deter bullies, and offer social inclusion, reducing the
likelihood of being victimized.
42) Jon has four friends he always hangs around with, talking, kidding, shooting baskets, and
playing video games. Jon and his friends make up
A) a status hierarchy.
B) a crowd.
C) a clique.
D) an activity group.
Answer: C
Rationale:
Jon and his friends make up a clique, which is a small, tightly knit group of friends who
spend a lot of time together and share common activities and interests.
43) During early adolescence, the members of a clique are usually the same
A) age.
B) sex.
C) ethnic group.
D) All of the above.
Answer: D
Rationale:
During early adolescence, the members of a clique are usually the same age, sex, and ethnic
group. Cliques often form around common characteristics and shared experiences.
44) During middle adolescence, clique membership
A) becomes more diverse in social class and status.
B) becomes more multiethnic.
C) comes to include both males and females.
D) All of the above.
Answer: C
Rationale:
During middle adolescence, clique membership often comes to include both males and
females. As adolescents mature, they may seek out more diverse social groups that include a
mix of genders.
45) As many as one in four adolescents have friends in two or more cliques, but do not
themselves belong to one. They are called
A) loners.
B) liaisons.
C) isolates.
D) bridges.
Answer: D
Rationale:
Adolescents who have friends in two or more cliques but do not themselves belong to one are
called bridges. They serve as connectors between different social groups.
46) Belonging to a clique is linked to better peer relationships and school adjustment
A) for girls but not for boys.
B) for boys but not for girls.
C) for both boys and girls.
D) for neither boys nor girls.
Answer: A
Rationale:
Belonging to a clique is generally linked to better peer relationships and school adjustment
for girls but not necessarily for boys. Girls may benefit more from the social support and
identity provided by cliques.
47) On the first day of school, Malika shows up with a copy of James Joyce's Ulysses tucked
under her arm. Her fellow students are likely to assume that she is
A) selling used books on eBay.
B) pretentious.
C) a "brain."
D) trying to get on the good side of her English teacher.
Answer: C
Rationale:
Malika's fellow students are likely to assume that she is a "brain" or academically oriented,
especially since she is carrying a challenging and literary novel like Ulysses. This assumption
is based on stereotypes and observable behavior.
48) Membership in a _____ is based on reputation, observable behavior, and stereotypes.
A) status hierarchy
B) clique
C) crowd
D) reference group
Answer: C
Rationale:
Membership in a crowd is based on reputation, observable behavior, and stereotypes. Crowds
are large, loosely organized groups based on shared characteristics or interests.
49) Jocks, Brains, and Druggies are examples of _____ that are found in most high schools.
A) crowds
B) cliques
C) reference groups
D) status hierarchies
Answer: A
Rationale:
Jocks, Brains, and Druggies are examples of crowds, which are common in most high
schools. These crowds are based on shared characteristics or stereotypes and are often
recognizable social groups within the school.
50) Across adolescence, the crowd structure
A) becomes more rigidly defined.
B) becomes more differentiated.
C) develops stricter barriers between crowds.
D) dissolves as teens become more autonomous.
Answer: B
Rationale:
Across adolescence, the crowd structure becomes more differentiated. This means that as
adolescents mature, they may identify with more specific and diverse crowds based on their
individual interests and characteristics.
Essay Questions
1) What do teens gain from relationships with peers that they do not get from relationships
with parents or siblings? How are mixed-age peer relationships different from same-age
relationships?
Answer: Peer relationships are equal, reciprocal, and voluntary, unlike the fixed hierarchy of
parental and sibling relationships. Mixed-age relationships give opportunities to practice both
leadership and follower roles and skills.
2) Explain the difference between normative and informational social influence. Who among
a teen's peers might be most likely to exert each kind of influence, and why?
Answer: In normative social influence, one is influenced by others because of a norm of
conformity, while in informational social influence, one is influenced by others because they
may be better informed. Those peers who are seen as most similar (age, gender, SES, etc.)
might be most likely to exert normative social influence, while those who are seen as more
mature (older, higher grade, more advanced in pubertal development, etc.) might wield
informational social influence.
3) What is relational aggression, who uses it, and how is it related to popularity and social
status?
Answer: Relational aggression involves hurting someone by damaging their social
relationships. Both girls and boys use it, but it is a more important form of aggression for
girls. Popular teens often use relational aggression as a tool to maintain their popularity, and
it does not necessarily have the same negative effects on social status as physical aggression
does.
4) Discuss the phenomenon of bullying among teens. Who is likely to be a bully, who is
likely to be a victim, and what are the effects on each?
Answer: Bullying is widespread during childhood and adolescence. It has negative impact not
just on bullies and their victims but on those who witness harassment as well. Victims of
bullying tend to be withdrawn, insecure, and socially isolated, while bullies tend to be
aggressive, hostile, domineering, and disliked by peers. Some who are victimized themselves
also victimize others. These bully/victims are at particular risk for problem behaviour.
5) How do social groups evolve during adolescence and what functions do different types of
groups serve for their members?
Answer: The clique is a small, tightly knit group of friends who are usually similar in age,
sex, and social background that offers adolescents social and emotional support, but also
demand conformity to the group’s norms. The crowd is a social group that is largely defined
by reputation, interests, and activities (populars, jocks, brains, druggies, nerds, etc.). Most
adolescents identify with their crowd as their primary reference group.
Test Bank for Adolescence
Ian McMahan, Susan Thompson
9780205990559, 9780133957341, 9780205482320, 9780205843718
