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Chapter 11—Adolescence: Physical and Cognitive Development
MULTIPLE CHOICE
1. Which person first referred to adolescence as a time of "storm and stress?"

a. Sigmund Freud c. Erik Erikson
b. G. Stanley Hall d. Jean Piaget
ANS: B DIF: Easy REF: 11-1 Puberty: The Biological Eruption
OBJ: 11-1 MSC: TYPE: Factual
2. According to contemporary research, how is adolescence viewed?

a. as a time of storm and stress
b. as a time of relative stability
c. as time of biological, cognitive, social and emotional reorganization
d. it depends upon the gender of the adolescent
ANS: C DIF: Moderate REF: 11-1 Puberty: The Biological Eruption
OBJ: 11-1 MSC: TYPE: Conceptual
3. Puberty is controlled by a complex feedback loop involving ____.

a. the thalamus, hypothalamus, and reticular formation
b. the hypothalamus, pituitary gland, gonads, and hormones
c. the frontal lobe, the hypothalamus, the amygdala, and the brainstem
d. the cerebral cortex, the gonads, the cerebellum, and the angular gyrus
ANS: B DIF: Difficult REF: 11-1 Puberty: The Biological Eruption
4. Which of the following is not a primary sex characteristic?

a. ovaries c. prostate gland
b. seminal vesicles d. pubic hair
ANS: D DIF: Easy REF: 11-1 Puberty: The Biological Eruption
5. Which of the following is a secondary sex characteristic?

a. breast development c. maturation of the Fallopian tubes
b. testes development d. growth of the penis
ANS: A DIF: Moderate REF: 11-1 Puberty: The Biological Eruption
6. The gonads ____.

a. secrete oxytocin c. deactivate the hypothalamus
b. produce sex hormones d. back up the adrenal glands
7. Which of the following is a sex hormone?
a. androgen c. endogen
b. indogen d. oxytocin
8. On average, how many inches do boys add to their height per year during the adolescent growth spurt?
a. about 2 inches c. about 6 inches
b. about 4 inches d. about 8 inches
9. On average, how many inches do girls add to their height per year during the adolescent growth spurt?
a. about 1 inch c. about 5 inches
b. about 3 inches d. about 7 inches
10. Girls and boys reach their periods of peak growth in height about ____ after the growth spurt begins.
a. 6 months c. 2 years
b. 1 year d. 4 years
ANS: C DIF: Easy REF: 11-1 Puberty: The Biological Eruption
11. Gina and David are both 12 years old. Given what we know about adolescent height and weight
growth spurts, which would you expect to find?
a. David is taller than Gina
b. Gina is taller than David
c. David weighs more than Gina
d. both would be same height and weight as neither have entered into height or weight
growth spurts
OBJ: 11-1 MSC: TYPE: Application
12. Adolescent X has about twice as much fatty tissue as Adolescent Y. What can we reasonably infer
from this information?
a. this adolescent is female
b. this adolescent is male
c. this adolescent is obese
d. this adolescent is consuming an unbalanced diet
ANS: A DIF: Difficult REF: 11-1 Puberty: The Biological Eruption
13. During adolescence, girls gain almost twice as much ____ as boys do, whereas boys gain twice as
much ____ as girls do.
a. fatty tissue; muscle tissue c. height; weight
b. muscle tissue; fatty tissue d. weight; height
ANS: A DIF: Easy REF: 11-1 Puberty: The Biological Eruption
14. Jim and John are both 17 years old and 6 feet tall. What do we know about these young men and/or the
timing of the growth spurt for each?
a. they both experienced the growth spurt early
b. they both experienced the growth spurt late
c. they are very likely to be biologically related
d. neither Jim nor John are unusual given the normal timing of the pubescent growth spurt
ANS: D DIF: Difficult REF: 11-1 Puberty: The Biological Eruption
15. Which is an example of asynchronous growth?

a. the early onset of puberty
b. when one experiences unusually slow growth of hair or nails
c. the hands and feet reaching peak growth before the arms and legs
d. the head reaching peak size before the torso
ANS: C DIF: Difficult REF: 11-1 Puberty: The Biological Eruption
16. Which of the following is the definition of a secular trend?

a. the onset of puberty occurring earlier than in past generations
b. a historical trend towards increasing adult height and earlier puberty
c. individuals having a longer life span than those in previous generations
d. a 3 to 5 point increase in a population’s IQ score over several generations.
17. The occurrence of the secular trend in height and weight:

a. has been documented in the U.S. only
b. has been documented in the U.S. and nearly all European countries
c. is beginning to disappear in all countries
d. is found in every country in the world
ANS: B DIF: Moderate REF: 11-1 Puberty: The Biological Eruption
18. Why might children from poorer, non-industrialized countries still be growing taller while those in
industrialized countries are not?
a. nutrition in industrialized countries is getting poorer
b. medical care in industrialized countries has not yet prompted a growth trend
c. nutrition continues to improve in non-industrialized countries
d. technology is allowing for decreases in neonatal illnesses and deaths in non-industrialized
countries
19. For males, what is the first noticeable sign of puberty?

a. appearance of underarm hair c. accelerated growth of the penis
b. deepening of the voice d. accelerated growth of the testes
ANS: D DIF: Moderate REF: 11-1 Puberty: The Biological Eruption
20. What triggers the development of acne?
a. the production of testosterone c. excess stress
b. poor hygiene during adolescence d. eating sweet foods such as chocolate
21. An adolescent boy is experiencing temporary enlargement of the breasts. This is called:
a. epiphyseal closure c. mammary engorgement
b. gynecomastia d. endomastisis
22. At age 20 to 21, men stop growing taller because:

a. the production of estrogen keeps the bones from growing any longer
b. testosterone causes epiphyseal closure in long bones
c. the thalamus signals a reduction in the development of calcium
d. the hypothalamus triggers a reduction in cortisol production
23. For girls at puberty:

a. the pituitary gland signals the ovaries to significantly increase estrogen production
b. androgens stimulate growth of the breasts
c. estrogen levels determine the darkness and amount of facial hair
d. epiphyseal closure triggers the beginning of menstruation.
24. For girls, breasts usually begin to enlarge during the 10th year. The breasts typically reach full size in
about three years, but the mammary glands do not mature fully until:
a. age 16 c. a woman has a baby
b. menstruation begins d. epiphyseal closure occurs
25. While ____ causes the vagina to develop during puberty, ____ causes the clitoris to develop.
a. the pituitary gland; the thalamus c. estrogen; androgens
b. the adrenal glands; the amygdala d. genetics; the amygdala
26. The female growth spurt during adolescence is stopped by ____.

a. testosterone c. the onset of menstruation
b. estrogen d. completion of breast development
27. First menstruation is called ____.
a. nocturnal emission c. menarche
b. the climacteric d. menstrual activation
28. During the past century and a half, the average age of menarche in the United States has decreased
consistently. This is an example of:
a. proximodistal growth c. a secular trend
b. cephalocaudal growth d. the effects of excessive estrogen
29. What appears to trigger the production of higher levels of estrogen associated with the initiation of
puberty in girls?
a. a certain body weight
b. a particular amount of body bone mass
c. fat cells secreting an enzyme that signals the brain
d. increases in the amount of testosterone produced by the ovaries
30. Which of the following is true about hormone levels in young men and women?
a. they continue to be irregular
b. they lead to mood changes
c. they tend to remain fairly stable for men throughout adulthood
d. they tend to remain fairly stable for young women
31. What regulates the menstrual cycle?

a. phases of the month that coincide with lunar phases
b. increases and decreases in estrogen and progesterone levels
c. the presence or absence of androgens
d. the decrease of fat cells in the uterus and abdomen
32. Which of the following is a result of menstruation?

a. sloughing off of the endometrium
b. it prepares the uterus for childbirth
c. it increases the temperature in the ovaries so the ova can ripen
d. it cleanses the uterus to prepare it for implantation of an ovum
33. Adolescent X has matured early. Other youth gather around and admire this adolescent. What might
we assume about adolescent X?
a. this adolescent must live in a country other than the United States
b. this adolescent is most likely female
c. this adolescent is most likely male
d. this adolescent must have experienced a great deal of childhood stress
34. Which of the following are true about early-maturing boys?

a. there are only positive implications of early maturation
b. they may be more likely to be aggressive and delinquent
c. they tend not to be as bright as later-maturing boys
d. they tend to be less popular than later-maturing boys
35. Early maturation in boys is associated with ____.

a. enhanced self-worth c. childhood stress levels
b. intellectual deficits d. increased immaturity
36. Late-maturing boys:

a. experience more benefits that early-maturing boys
b. may feel dominated by early-maturing boys
c. tend to have poorer senses of humor than early-maturing boys
d. are usually intellectually superior to early-maturing boys
37. Adolescent Y is having trouble getting a date because (s)he is taller than adolescents of the opposite
sex. What might we assume about Adolescent Y?
a. adolescent Y is most likely a male
b. adolescent Y is most likely a female
c. adolescent Y is most likely from a country other than the United States
d. there is too little information to tell
38. Early-maturing girls:

a. have lower self-esteem than later-maturing girls
b. achieve lower grades than their later-maturing counterparts
c. have greater conduct problems than later-maturing girls
d. are less likely to be sexually active at an early age than later-maturing girls
39. Early-maturing girls:
a. exhibit a heightened increase in concern over their physical attributes
b. have lower levels of substance use than later-maturing girls
c. are less likely to engage in sexual activity than later-maturing girls
d. have fewer conflicts with their parents than later-maturing girls
40. How do parents tend to respond to an early-maturing girl?

a. they may become more restrictive and vigilant
b. they treat them as adults because they look grown up
c. they treat them as younger than they actually are
d. it depends upon the ethnicity of the parents
41. According to your textbook, both boys and girls tend to be more satisfied with their bodies by the time
they reach ____ years of age.
a. 12 c. 16
b. 14 d. 18
ANS: D DIF: Moderate REF: 11-1 Puberty: The Biological Eruption
42. Many adolescent males:

a. are dissatisfied with their bodies
b. would like to lose weight
c. would like to build their muscle mass by adding weight
d. experience high levels of anxiety when it comes to dating girls their age
43. Overall, most American adolescents:

a. will die before reaching middle adulthood
b. are healthy
c. will suffer from at least one serious infectious disease
d. will contemplate suicide
ANS: B DIF: Easy REF: 11-2 Health in Adolescence
44. Approximately ____ of the nation's adolescents has at least one serious health problem.
a. 2% c. 12%
b. 6% d. 18%
ANS: D DIF: Moderate REF: 11-2 Health in Adolescence
45. Which of the following account for 80% of deaths among adolescents?
a. injuries c. homicide
b. suicide d. cancer
ANS: A DIF: Easy REF: 11-2 Health in Adolescence
46. Adolescent physical growth:

a. occurs more rapidly than at any point after birth, except for the first year of life
b. is slower than growth during early childhood
c. follows cephalocaudal and proximodistal patterns
d. is almost nonexistent, since growth is almost completely finished by the age of 14 years
ANS: A DIF: Moderate REF: 11-2 Health in Adolescence
47. A progressive loss of bone tissue is known as ____.

a. calcium deficiency syndrome c. menopause
b. progressive bone disease d. osteoporosis
ANS: D DIF: Easy REF: 11-2 Health in Adolescence
48. The average boy needs ____ calories per day to fuel adolescent growth.
a. 1,800 to 2,400 c. 3,200 to 5,000
b. 2,200 to 3,200 d. greater than 5,000
49. The average girl needs ____ calories per day to fuel adolescent growth.
a. 1,200 to 1,600 c. 2,200 to 3,200
b. 1,800 to 2,400 d. greater than 3,200
50. Which of the following is true regarding nutritional needs during adolescence?
a. Adolescents need twice as much calcium, but half as much Vitamin A as adults.
b. Adolescents often do not get as much nutrition as they need.
c. Adolescents need fewer vitamins and minerals compared to young children.
d. Adolescents need less calcium than older adults, because bone growth does not occur
during this stage and bone loss doesn’t begin until early adulthood
ANS: B DIF: Moderate REF: 11-2 Health in Adolescence
51. In terms of eating disorders:

a. males are more likely to diet and suffer from eating disorders
b. females are more likely to diet and suffer from eating disorders
c. males are more likely to diet, whereas females are more likely to develop eating disorders
d. there are no gender differences in dieting and eating disorders
52. Which of the following accurately captures Western thoughts about female body shape?
a. what you see is what you get c. slim is in
b. muscles matter d. androgyny is the way to go
ANS: C DIF: Moderate REF: 11-2 Health in Adolescence
53. Which eating disorder is characterized by an intense fear of being overweight?

a. anorexia nervosa c. pica
b. bulimia nervosa d. enuresis
ANS: A DIF: Easy REF: 11-2 Health in Adolescence
54. Which of the following is not a typical characteristic of a person with anorexia nervosa in the United
States?
a. European-American c. higher socioeconomic status
b. female d. also suffers from bulimia nervosa
ANS: D DIF: Moderate REF: 11-2 Health in Adolescence
55. Females with anorexia nervosa:

a. are uncommon
b. show no other health indicators other than weight loss
c. can lose 25% or more of their body weight in one year
d. tend to be of lower socioeconomic status
56. The mortality rate for females with anorexia nervosa is ____.
a. 1-2% c. 4-5%
b. 2-3% d. 6-7%
ANS: C DIF: Difficult REF: 11-2 Health in Adolescence
57. Which eating disorder is characterized by cycles of binge eating and purging?
a. anorexia nervosa c. rumination disorder
b. bulimia nervosa d. pica
58. Bulimia nervosa involves:

a. excessive dieting c. binge eating and purging
b. excessive exercising d. rapid uncontrolled weight loss
ANS: C DIF: Easy REF: 11-2 Health in Adolescence
59. With bulimia nervosa, when is a binge most likely?
a. following food restriction, such as dieting c. prior to a date
b. following physical exercise d. immediately following a meal
ANS: A DIF: Moderate REF: 11-2 Health in Adolescence
60. Bulimia nervosa:

a. is another name for anorexia nervosa
b. affects older women more often than adolescents or young women
c. is connected with irregular menstrual cycles
d. is an eating disorder found more often in men than in women
ANS: C DIF: Easy REF: 11-2 Health in Adolescence
61. Research has found that those who suffer from bulimia nervosa
a. have a decreased risk of developing depression
b. are actually less likely to diet than those who do not suffer from the condition
c. are more likely to have a history of being a victim of child abuse
d. are more commonly men than women
62. Alexis realizes that one does not have to believe in the truth or justice of something in order to argue
for it. What can we assume about Alexis?
a. she is in the stage of concrete operations
b. she is likely to be at least 8-years-old
c. she is able to use abstract and hypothetical ideas
d. she has not yet mastered the concepts of centration and morphization
ANS: C DIF: Moderate REF: 11-3 Cognitive Development: Piaget’s Stage
63. The most advanced level of thinking in Piaget's theory is called:

a. sensorimotor c. preoperational
b. concrete operations d. formal operations
ANS: D DIF: Easy REF: 11-3 Cognitive Development: Piaget’s Stage
64. What do we know about formal operations?

a. the concept was proposed by Erikson
b. most people reach this stage by age 7 or 8
c. some people never reach this stage
d. it involves an increase of scaffolding
65. Adolescents who think in a formal operational way are able to:
a. classify objects and ideas
b. think egocentrically
c. use inductive reasoning
d. operate at stage 8 of Kohlberg’s moral developmental scale
ANS: A DIF: Moderate REF: 11-3 Cognitive Development: Piaget’s Stage
66. In formal operational thought, adolescents discover the concept of:

a. "what is" c. "what might be"
b. "what was" d. ”what was”
67. Which of the following is not a major achievement of formal operational thinking?
a. conservation c. logical thought
b. classification d. hypothetical thought
68. Concrete operational thinking involves ____ whereas hypothetical thinking involves ____.
a. who; when c. where; why
b. what is; what might be d. why; when
ANS: B DIF: Difficult REF: 11-3 Cognitive Development: Piaget’s Stage
69. Adolescents can think ahead and systematically try out various possibilities in their minds. This is
related to:
a. less monitoring of individual behavior c. a higher level of egocentrism
b. hypothetical thinking d. a greater number of cognitive mistake
ANS: B DIF: Moderate REF: 11-3 Cognitive Development: Piaget’s Stage
70. Being able to imagine many possible outcomes (for example, in considering potential careers):
a. causes most adolescents to think more narrow-mindedly
b. may cause anxiety in some adolescents
c. usually leads to catastrophic thinking
d. is an example of the classification skills that develop during the formal operational stage
71. In terms of career decisions, why might hypothetical thinking lead to a sense of loss for some
adolescents?
a. they can imagine failure
b. they fear success
c. they can envision choosing only one of many options
d. hypothetical thinking is almost always negative
72. Why might a child thinking at the concrete operational level have difficulty with X + Y = 7?
a. (S)he cannot think of two dimensions at the same time.
b. (S)he cannot think abstractly.
c. (S)he cannot think logically.
d. (S)he cannot use conservation.
ANS: B DIF: Difficult REF: 11-3 Cognitive Development: Piaget’s Stage
73. Why is it a good idea, according to Piaget’s cognitive-developmental theory, not to offer geometry
until high school?
a. Children in earlier grades cannot handle the concrete nature of the problems.
b. Children cannot think of the types of careers involved in using geometry until later in
school.
c. Geometry requires abstract thinking which may be difficult for younger children.
d. Geometry requires conservation of mass which is difficult for younger children.
74. At what point would Piaget expect a child to develop the ability to understand a metaphor, such as
“You are cutting off your nose to spite your face?”
a. during concrete operations c. during formal operations
b. during preoperational thought d. at the end of the sensorimotor period.
ANS: C DIF: Easy REF: 11-3 Cognitive Development: Piaget’s Stage
75. Olivia is worried about her choice of clothing for the day, and is convinced that her female friends are
thinking about her clothes as well. This may represent ____.
a. a personal fable c. the imaginary audience
b. concrete thinking d. deductive reasoning
76. Why might adolescents demonstrate an intense desire for privacy?

a. because they are not very self-conscious
b. because they are disregard changes in their bodies
c. because of concern about the imaginary audience
d. because they lack empathy for others’ feelings
77. Which of the following represents the concept of personal fable?

a. an enhanced feeling of vulnerability that often accompanies adolescence
b. the belief that one's feelings and ideas are special and unique
c. an increased belief in magic, creatures, and other fantasy concepts during adolescence
d. the believe that others are constantly watching and paying attention to one during
adolescence
78. An adolescent is having trouble differentiating between what should concern him and what should not.
This may indicate ____.
a. adolescent egocentrism c. personal fable
b. imaginary audience d. classificatory inclusion
79. An adolescent screams at her mother, "You just don't understand me!" This might represent ____.
a. a personal fable c. self-uncertainty
b. low self-esteem d. the imaginary audience
80. Jeremy is 16-years-old and drives recklessly. He tells his friends "other people have accidents, not
me." This type of thinking represents:
a. abstract reasoning c. imaginary audience
b. personal fable d. utopian thinking
81. Which of the following is true about gender and cognitive abilities during adolescence?
a. females score higher on overall intelligence measures
b. males score higher on overall intelligence measures
c. males score higher on tests of visual-spatial ability
d. females are somewhat superior in mathematical
ANS: C DIF: Moderate REF: 11-4 Gender Differences in Cognitive Abilities
82. Girls:
a. tend to score higher on verbal ability tests than boys.
b. tend to score lower on verbal ability tests than boys.
c. are biologically superior verbally compared to boys.
d. are biologically inferior verbally compared to boys.
ANS: A DIF: Moderate REF: 11-4 Gender Differences in Cognitive Abilities
83. On what type of tasks are gender differences most noticeable?

a. mental rotation tasks c. recitation tasks
b. addition and subtraction d. memorization tasks
ANS: A DIF: Moderate REF: 11-4 Gender Differences in Cognitive Abilities
84. Nathan is given Erector Sets and Legos to play with. On measurements of visual-spatial ability, he
outperforms all of his sisters (even those older than him). What might this suggest?
a. Nathan, like other boys, is simply better at these tasks
b. typical "boy" toys may provide more experience with visual-spatial tasks
c. playing with "boy" toys enhances natural abilities
d. there is too little information to tell
ANS: B DIF: Moderate REF: 11-4 Gender Differences in Cognitive Abilities
85. Which of the following may enhance visual-spatial abilities?

a. doing word problems in math class
b. having a restrictive environment during childhood
c. playing with toys, such as Erector sets and Legos
d. active participation in community-supporting events
ANS: C DIF: Easy REF: 11-4 Gender Differences in Cognitive Abilities
86. Which of the following is true about mathematical ability?

a. girls outperform boys from an early age
b. there are no gender differences in terms of mathematical ability
c. boys outperform girls from an early age
d. boys are more highly represented at the extremes – both high and low – of mental ability
findings
ANS: D DIF: Difficult REF: 11-4 Gender Differences in Cognitive Abilities
87. Which of the following words is associated with Kohlberg's stage 6 morality?
a. contract c. authority
b. obedience d. reciprocity
ANS: D DIF: Difficult REF: 11-5 Moral Development
88. An individual is participating in demonstrations and other forms of civil disobedience against fur
dealers because he truly believes it is wrong to kill animals for their fur. At what stage of morality is
this person most likely to be?
a. 1 c. 4
b. 3 d. 6
ANS: D DIF: Moderate REF: 11-5 Moral Development
89. In Kohlberg's sample, what percentage of 7- and 10-year-olds demonstrated stage 5 and 6 moral
judgments?
a. almost 0% c. nearly 10%
b. about 5% d. just over 20%
ANS: A DIF: Easy REF: 11-5 Moral Development
90. According to Kohlberg, which stages of moral judgment are most common among children ages 7 to
16?
a. stage 1 c. stage 3 and 4
b. stage 2 d. stages 5 and 6
ANS: C DIF: Moderate REF: 11-5 Moral Development
91. Some studies have found that group discussions of moral dilemmas:
a. reduced males' level of moral reasoning and had no impact on females
b. increased individuals' levels of moral reasoning
c. reduced females' levels of moral behavior, and had no impact on males.
d. decreased individuals’ levels of moral reasoning
ANS: B DIF: Moderate REF: 11-5 Moral Development
92. Which of the following is a criticism of Kohlberg’s theory?

a. it is not developmental
b. it does not use stages to describe moral development
c. he underestimated the influence of social, cultural, and educational institutions
d. his stages are more universal than he predicted
ANS: C DIF: Moderate REF: 11-5 Moral Development
93. According to Carol Gilligan (1982), women score lower on Kohlberg's stages of moral development
because:
a. women have been socialized to make judgments based upon logic
b. women are inherently less moral than men
c. women have been socialized to make judgments based upon the needs of others
d. women go through Piaget’s stages of development faster
ANS: C DIF: Easy REF: 11-5 Moral Development
94. Transitioning from elementary school to junior high is often accompanied by:
a. an increase in grades
b. more participation in school activities
c. an increase in self-esteem
d. a decrease in grades, school activities and self-esteem
ANS: D DIF: Easy REF: 11-6 The Adolescent in School
95. The transition from elementary school to middle school appears to be

a. more difficult for boys than for girls
b. more difficult for girls than for boys
c. equally difficult for boys and for girls
d. almost always a very positive experience for both boys and for girls
ANS: B DIF: Easy REF: 11-6 The Adolescent in School
96. Which of the following might make the transition to a new school easier?
a. the presence of “bridge” programs during the summer
b. larger class sizes in the new school to allow for more opportunities to make friends
c. shorter school days
d. a later start time for school to promote better sleeping habits
ANS: A DIF: Difficult REF: 11-6 The Adolescent in School
97. What do we know about dropping out of school?

a. it is related to delinquent and criminal behavior
b. more females are likely to drop out than males
c. European-Americans are most likely to drop out
d. students from middle- or high-income families are more likely to drop out
ANS: A DIF: Difficult REF: 11-6 The Adolescent in School
98. Research indicates that ____ and ____ are more likely to drop out of school.
a. students young for their grade; those from lower-income backgrounds
b. students old for their grade; those who live in rural areas
c. students old for their grade; those from lower-income backgrounds
d. students young for their grade; those who adopt adult roles later in life
ANS: C DIF: Moderate REF: 11-6 The Adolescent in School
99. Excessive school absence and ____ are two predictors of school dropout.
a. being from a highly rural area c. being female
b. reading below grade level d. poor problem-solving ability
ANS: B DIF: Moderate REF: 11-6 The Adolescent in School
100. Which of the following has been shown to effectively lower dropout rates?
a. Head Start
b. larger class size
c. authoritarian parenting
d. reducing opportunities for vocational training in school
ANS: A DIF: Moderate REF: 11-6 The Adolescent in School
101. Which of the following is true about teenage employment?

a. it can have both positive and negative consequences
b. working longer hours is related to a decreased likelihood of ingesting drugs and alcohol
c. working is correlated with good grades - as work hours increase, so do school grades
d. adolescents who work are significantly less likely to get into trouble
ANS: A DIF: Moderate REF: 11-7 Adolescents in the Workforce
102. Research has found that when adolescents work more than ________ hours in a week, they are at
higher risk of many negative outcomes.
a. 3 to 5 c. 11 to 13
b. 7 to 10 d. 15 to 20
ANS: D DIF: Easy REF: 11-7 Adolescents in the Workforce
MATCHING
Match the following:

a. An example of a primary sex k. Involves a cycle of binge-eating and
characteristic purging
b. The underlying foundation of women’s l. Average male adolescent height gain per
moral reasoning according to Carol year
Gilligan
c. Physical changes indicating reproductive m. An example is the increasingly early onset
capacity of puberty in Western countries
d. Involves an intense fear of being heavy n. A characteristic often seen in
early-maturing boys
e. An example of the imaginary audience o. A task on which boys consistently
outperform girls
f. An example of a secondary sex p. Defined as the transition from childhood
characteristic to adulthood
g. Involves developing the ability to engage q. An event that is often accompanied by a
in hypothetical thinking decrease in grades and self-esteem
h. The foundation men’s moral reasoning r. Average female adolescent height gain per
according to Gilligan year
i. Adolescence is a time of “storm and s. When hands and feet grow faster than
stress” arms and legs
j. A characteristic often seen in t. Small class size, vocational components,
early-maturing girls early preschool interventions
1.Four inches 1. 11. Anorexia nervosa

2. Self-confidence 2. 12. Transition to a new school
3. Testes 3. 13. Three inches
4. The needs of others
n
4. 14. Self-conscious
5. Bulimia nervosa 5. 15. Judgments of right and wrong
6. Factors that can reduce school dropout 6. 16. Breast growth
7. Secular trend 7. 17. Formal operations
8. "Everyone cares what I am thinking" 8. 18. Asynchronous growth
9. G. Stanley Hall 9. 19. Mental rotation
10. Puberty 10. 20. Adolescence
1. ANS: L 1. 11. ANS: D
2. ANS: N 2. 12. ANS: Q
3. ANS: A 3. 13. ANS: R
4. ANS: B 4. 14. ANS: J
5. ANS: K 5. 15. ANS: H
6. ANS: T 6. 16. ANS: F
7. ANS: M 7. 17. ANS: G
8. ANS: E 8. 18. ANS: S
9. ANS: I 9. 19. ANS: O
10. ANS: C 10. 20. ANS: P
TRUE/FALSE
1. Puberty is defined as development between the ages of 13 and 18.
ANS: F DIF: Easy REF: 11-1 Puberty: The Biological Eruption

2. Deepening of the voice is a secondary sex characteristic.
ANS: T DIF: Easy REF: 11-1 Puberty: The Biological Eruption

3. During puberty, the hypothalamus signals the pituitary gland to release hormones that control physical
growth and the gonads
ANS: T DIF: Moderate REF: 11-1 Puberty: The Biological Eruption

4. While girls add more height during puberty on average than boys, boys add more fat on average than
girls.

5. Estrogen is responsible for acne problems during adolescence.
ANS: F DIF: Moderate REF: 11-1 Puberty: The Biological Eruption

6. Gynecomastia is a problem primarily experienced by girls during puberty.
ANS: F DIF: Moderate REF: 11-1 Puberty: The Biological Eruption

7. Most males stop gaining in height around age 20-21.

8. Levels of body fat may trigger the onset of puberty in girls.

9. Whereas levels of estrogen and progesterone remain markedly even throughout puberty, levels of
testosterone vary dramatically monthly during puberty.
ANS: F DIF: Moderate REF: p. 209 OBJ: 11-1

MSC: TYPE: Factual
10. Early-maturing girls are less anxious and more confident than their peers.

11. Forty percent of adolescent deaths are due to injuries.
ANS: F DIF: Easy REF: 11-2 Health in Adolescence

12. Chronic illnesses are experienced by more than half of the adolescents in the U.S. today.

13. Most teenagers in the U.S. do not get enough vitamins and minerals in their diets.
ANS: T DIF: Easy REF: 11-2 Health in Adolescence

14. Anorexia nervosa is associated with severe weight loss and extreme fear of being heavy
ANS: T DIF: Easy REF: 11-2 Health in Adolescence

15. Bulimia nervosa predominantly affects lower socioeconomic status girls.

16. Formal operational thinking involves abstract and hypothetical concepts.
ANS: T DIF: Moderate REF: 11-3 Cognitive Development: Piaget’s Stage

17. Understanding metaphors is possible with concrete operational thought.
ANS: F DIF: Moderate REF: 11-3 Cognitive Development: Piaget’s Stage

18. The personal fable of adolescents may be linked with risky behavior.
ANS: T DIF: Moderate REF: 11-3 Cognitive Development: Piaget’s Stage

19. The most consistent gender difference in adolescence is that boys outperform girls in math.
ANS: F DIF: Moderate REF: 11-4 Gender Differences in Cognitive Abilities

20. In Kohlberg's stages of moral reasoning, morality is judged based upon whether or not one follows the
rules.
ANS: F DIF: Moderate REF: 11-5 Moral Development

21. By age 14, most adolescents demonstrate postconventional moral reasoning.
ANS: F DIF: Moderate REF: 11-5 Moral Development

22. Researchers such as Carol Gilligan argue that males and females have different standards for moral
reasoning.
ANS: T DIF: Moderate REF: 11-5 Moral Development

23. Most middle school students show an increase in self-esteem and academic achievement when
switching from elementary school.
ANS: F DIF: Easy REF: 11-6 The Adolescent in School

24. Delinquency and substance abuse are linked to dropping out of school.
ANS: T DIF: Moderate REF: 11-6 The Adolescent in School

25. Research has shown that adolescent employment only has detrimental effects on those who work.
ANS: F DIF: Moderate REF: 11-7 Adolescents in the Workforce

COMPLETION
1. ________ is a stage of development characterized by reaching sexual maturity and the ability to
reproduce.
ANS: Puberty
Another random document with
no related content on Scribd:
Edward Rowland Sill, writing of the West for many years, wrote
delightful humor on other subjects as well.
EVE’s DAUGHTER
I waited in the little sunny room:
The cool breeze waved the window-lace at play,
The white rose on the porch was all in bloom,
And out upon the bay
I watched the wheeling sea-birds go and come.
“Such an old friend—she would not make me stay
While she bound up her hair.” I turned, and lo,
Danæ in her shower! and fit to slay
All a man’s hoarded prudence at a blow:
Gold hair, that streamed away
As round some nymph a sunlit fountain’s flow.
“She would not make me wait!”—but well I know
She took a good half-hour to loose and lay
Those locks in dazzling disarrangement so!
Newspaper humor of this period included the Danbury News Man,

Peck’s Bad Boy and Eli Perkins (Melville D. Landon).
Charles E. Carryl, though his books are called Juveniles, wrote
delicious nonsense, approaching nearer to Lewis Carroll than any
other American writer.
THE WALLOPING WINDOW-BLIND
A capital ship for an ocean trip
Was the “Walloping Window-blind”—
No gale that blew dismayed her crew
Or troubled the captain’s mind.
The man at the wheel was taught to feel
Contempt for the wildest blow,
And it often appeared, when the weather had cleared,
That he’d been in his bunk below.
The boatswain’s mate was very sedate,

Yet fond of amusement, too;
And he played hop-scotch with the starboard watch,
While the captain tickled the crew.
And the gunner we had was apparently mad,
For he sat on the after rail,
And fired salutes with the captain’s boots,
In the teeth of the booming gale.
The captain sat in a commodore’s hat

And dined in a royal way
On toasted pigs and pickles and figs
And gummery bread each day.
But the cook was Dutch and behaved as such:
For the food he gave the crew
Was a number of tons of hot-cross buns
Chopped up with sugar and glue.
And we all felt ill as mariners will,

On a diet that’s cheap and rude;
And we shivered and shook as we dipped the cook
In a tub of his gluesome food.
Then nautical pride we laid aside,
And we cast the vessel ashore
On the Gulliby Isles, where the Poohpooh smiles,
And the Anagazanders roar.
Composed of sand was that favored land,

And trimmed with cinnamon straws;
And pink and blue was the pleasing hue
Of the Tickletoeteaser’s claws.
And we sat on the edge of a sandy ledge
And shot at the whistling bee;
And the Binnacle-bats wore water-proof hats
As they danced in the sounding sea.
On rubagub bark, from dawn to dark,

We fed, till we all had grown
Uncommonly shrunk,—when a Chinese junk
Came by from the torriby zone.
She was stubby and square, but we didn’t much care,
And we cheerily put to sea;
And we left the crew of the junk to chew
The bark of the rubagub tree.
Robert Jones Burdette, known as the Burlington Hawkeye Man,

was one of the prototypes of our present day newspaper columnists.
His witty verse and prose has lived, and he ranks with the
humorists of our land.
WHAT WILL WE DO?
What will we do when the good days come—
When the prima donna’s lips are dumb.
And the man who reads us his “little things”
Has lost his voice like the girl who sings;
When stilled is the breath of the cornet-man,
And the shrilling chords of the quartette clan;
When our neighbours’ children have lost their drums—
Oh, what will we do when the good time comes?
Oh, what will we do in that good, blithe time,
When the tramp will work—oh, thing sublime!
And the scornful dame who stands on your feet
Will “Thank you, sir,” for the proffered seat;
And the man you hire to work by the day,
Will allow you to do his work your way;
And the cook who trieth your appetite
Will steal no more than she thinks is right;
When the boy you hire will call you “Sir,”
Instead of “Say” and “Guverner”;
When the funny man is humorsome—
How can we stand the millennium?
“SOLDIER, REST!”
A Russian sailed over the blue Black Sea
Just when the war was growing hot,
And he shouted, “I’m Tjalikavakeree—
Karindabrolikanavandorot—
Schipkadirova—
Ivandiszstova—
Sanilik—
Danilik—
Varagobhot!”
A Turk was standing upon the shore

Right where the terrible Russian crossed;
And he cried, “Bismillah! I’m Abd el Kor—
Bazaroukilgonautoskobrosk—
Getzinpravadi—
Kilgekosladji—
Grivido—
Blivido—
Jenikodosk!”
So they stood like brave men, long and well,

And they called each other their proper names,
Till the lockjaw seized them, and where they fell
They buried them both by the Irdosholames—
Kalatalustchuk—
Mischaribustchup—
Bulgari—
Dulgari—
Sagharimainz.
Marietta Holley wrote with shrewd observation and much homely

common sense. Her books about Betsey Bobbet and Josiah Allen’s
Wife were best sellers in the seventies or thereabouts.
Like many of her contemporaries for her fun she depended largely
on misspelling.
Here Betsey interrupted me. “The deah editah of the Augah has
no need to advise me to read Tuppah, for he is indeed my most
favorite authar. You have devorhed him haven’t you, Josiah Allen’s
wife?”
“Devoured who?” says I, in a tone pretty near as cold as a cold
icicle.
“Mahtan Fahqueah Tuppah, that sweet authar,” says she.
“No, mam,” says I shortly; “I hain’t devoured Martin Farquhar
Tupper, nor no other man. I hain’t a cannibal.”
“Oh, you understand me not; I meant, devorhed his sweet tender
lines.”
“I hain’t devoured his tenderlines, nor nothin’ relatin’ to him,” and I
made a motion to lay the paper down, but Betsey urged me to go on,
and so I read:
GUSHINGS OF A TENDAH SOUL
“‘Oh, let who will,
Oh, let who can,
Be tied onto
A horrid male man.’
“Thus said I ere

My tendah heart was touched;
Thus said I ere
My tendah feelings gushed.
“But oh, a change

Hath swept ore me,
As billows sweep
The ‘deep blue sea.’
“A voice, a noble form

One day I saw;
An arrow flew,
My heart is nearly raw.
“His first pardner lies

Beneath the turf;
He is wondering now
In sorrow’s briny surf.
“Two twins, the little

Death cherub creechahs,
Now wipe the teahs
From off his classic feachahs.
“Oh, sweet lot, worthy

Angel arisen,
To wipe teahs
From eyes like hisen.”
“What think you of it?” says she, as I finished readin’.

I looked right at her ’most a minute with a majestic look. In spite of
her false curls and her new white ivory teeth, she is a humbly critter.
I looked at her silently while she sot and twisted her long yellow
bunnet-strings, and then I spoke out. “Hain’t the editor of the Augur a
widower with a pair of twins?”
“Yes,” says she, with a happy look.
Then says I, “If the man hain’t a fool, he’ll think you are one....
There is a time for everything, and the time to hunt affinity is before
you are married; married folks hain’t no right to hunt it,” says I
sternly.
“We kindred soles soah above such petty feelin’s—we soah far
above them.”
“I hain’t much of a soarer,” says I, “and I don’t pretend to be; and
to tell you the truth,” says I, “I am glad I hain’t.” “The editah of the
Augah,” says she, and she grasped the paper offen the stand and
folded it up, and presented it at me like a spear, “the editah of this
paper is a kindred sole; he appreciates me, he undahstands me, and
will not our names in the pages of this very papah go down to
posterety togathah?”
“Then,” says I, drove out of all patience with her, “I wish you was
there now, both of you. I wish,” says I, lookin’ fixedly on her, “I wish
you was both of you in posterity now.”
—My Opinions and Betsey Bobbet’s.
George Thomas Lanigan wrote clever verse, of which The
Akhoond of Swat is among the best.
A THRENODY
“The Akhoond of Swat is dead,”—London Papers of January 22, 1878.
What, what, what,

What’s the news from Swat?
Sad news,
Bad news,
Cometh by cable led
Through the Indian Ocean’s bed,
Through the Persian Gulf, the Red
Sea and the Med-
Iterranean: he’s dead,—
The Akhoond is dead!
For the Akhoond I mourn.

Who wouldn’t?
He strove to disregard the message stern,
But he Akhoondn’t.
Dead, dead, dead;

(Sorrow, Swats!)
Swats wha hae wi’ Akhoond bled,
Swats wham he hath often led
Onward to a gory bed,
Or to victory,
As the case might be,—
Sorrow, Swats!
Tears shed,
Shed tears like water,
Your great Akhoond is dead!
That’s Swat’s the matter!
Mourn, city of Swat,

Your great Akhoond is not,
But laid ’mid worms to rot,—
His mortal part alone: his soul was caught
(Because he was a good Akhoond)
Up to the bosom of Mahound.
Though earthly walls his frame surround
(Forever hallowed be the ground),
And sceptics mock the lowly mound
And say, “He’s now of no Akhoond!”
His soul is in the skies,—
The azure skies that bend above his loved metropolis of Swat;
He sees, with larger, other eyes,
Athwart all earthly mysteries;
He knows what’s Swat.
Let Swat bury the great Akhoond

With a noise of mourning and of lamentation!
Let Swat bury the great Akhoond
With the noise of the mourning of the Swattish nation!
Fallen is at length
Its tower of strength.
Its sun is dimmed ere it had nooned,
Dead lies the great Akhoond,
The great Akhoond of Swat,
Is not!
Lanigan also wrote Fables, which he signed G. Washington
Æsop.
THE OSTRICH AND THE HEN
An Ostrich and a Hen chanced to occupy adjacent apartments,

and the former complained loudly that her rest was disturbed by the
cackling of her humble neighbor. “Why is it,” she finally asked the
Hen, “that you make such an intolerable noise?” The Hen replied,
“Because I have laid an egg.” “Oh, no,” said the Ostrich, with a
superior smile, “it is because you are a Hen and don’t know any
better.”
Moral.—The moral of the foregoing is not very clear, but it
contains some reference to the Agitation for Female Suffrage.
THE KIND-HEARTED SHE-ELEPHANT
A kind-hearted She-Elephant, while walking through the Jungle

where the Spicy Breezes blow soft o’er Ceylon’s Isle, heedlessly set
foot upon a Partridge, which she crushed to death within a few
inches of the Nest containing its Callow Brood. “Poor little things!”
said the generous Mammoth. “I have been a Mother myself, and my
affection shall atone for the Fatal Consequences of my neglect.” So
saying, she sat down upon the Orphaned Birds.
Moral.—The above Teaches us What Home is Without a Mother;
also, that it is not every Person who should be entrusted with the
Care of an Orphan Asylum.
James Jeffrey Roche wrote delightful verse, which is properly

classed as Vers de Société, but which shows more wit than much of
that type.
THE V-A-S-E
From the madding crowd they stand apart,
The maidens four and the Work of Art;
And none might tell, from sight alone,
In which had Culture ripest grown—
The Gotham Million, fair to see,

The Philadelphia Pedigree,
The Boston Mind of azure hue,

Or the soulful Soul from Kalamazoo—
For all loved Art in a seemly way,

With an earnest soul and a capital A.
* * * * *
Long they worshiped; but no one broke

The sacred stillness, until up spoke
The Western one from the nameless place,

Who blushing said, “What a lovely vace!”
Over three faces a sad smile flew,

And they edged away from Kalamazoo.
But Gotham’s haughty soul was stirred

To crush the stranger with one small word.
Deftly hiding reproof in praise,

She cries, “’Tis, indeed, a lovely vaze!”
But brief her unworthy triumph when

The lofty one from the house of Penn,
With the consciousness of two grandpapas,

Exclaims, “It is quite a lovely vahs!”
And glances round with an anxious thrill,

Awaiting the word of Beacon Hill.
But the Boston maid smiles courteouslee,

And gently murmurs, “Oh, pardon me!
“I did not catch your remark, because

I was so entranced with that lovely vaws!”
Dies erit praegelida

Sinistra quum Bostonia.
A BOSTON LULLABY
Baby’s brain is tired of thinking
On the Wherefore and the Whence;
Baby’s precious eyes are blinking
With incipient somnolence.
Little hands are weary turning

Heavy leaves of lexicon;
Little nose is fretted learning
How to keep its glasses on.
Baby knows the laws of nature

Are beneficent and wise;
His medulla oblongata
Bids my darling close his eyes,
And his pneumogastrics tell him

Quietude is always best
When his little cerebellum
Needs recuperative rest.
Baby must have relaxation,

Let the world go wrong or right.
Sleep, my darling, leave Creation
To its chances for the night.
Joel Chandler Harris is in a class by himself. Although he wrote

other things, he will always be remembered for the immortal Uncle
Remus stories. The Tar Baby and Brer Rabbit are known and loved
of all American families. A short bit is given from:
THE SAD END OF BRER WOLF
“Bimeby, one day w’en Brer Rabbit wuz fixin’ fer ter call on Miss
Coon, he heered a monst’us fussen clatter up de big road, en ’mos’
’fo’ he could fix his years fer ter lissen, Brer Wolf run in de do’. De
little Rabbits dey went inter dere hole in de cellar, dey did, like
blowin’ out a cannle. Brer Wolf wuz far’ly kiver’d wid mud, en mighty
nigh outer win’.
“‘Oh, do pray save me, Brer Rabbit!’ sez Brer Wolf, sezee. ‘Do,
please, Brer Rabbit! de dogs is atter me, en dey’ll t’ar me up. Don’t
you year um comin’? Oh, do please save me Brer Rabbit! Hide me
some’rs whar de dogs won’t git me.’
“No quicker sed dan done.
“‘Jump in dat big chist dar, Brer Wolf,’ sez Brer Rabbit sezee;
‘jump in dar en make yo’se’f at home.’
“In jump Brer Wolf, down come de lid, en inter de hasp went de
hook, en dar Mr. Wolf wuz. Den Brer Rabbit went ter de lookin’-
glass, he did, en wink at hisse’f, en den he draw’d de rockin’-cheer in
front er de fier, he did, en tuck a big chaw terbarker.”
“Tobacco, Uncle Remus?” asked the little boy incredulously.
“Rabbit terbarker, honey. You know dis yer life ev’lastin’ w’at Miss
Sally puts ’mong de cloze in de trunk; well, dat’s rabbit terbarker.
Den Brer Rabbit sot dar long time, he did, turnin’ his mine over en
wukken’ his thinkin’ masheen. Bimeby he got up, en sorter stir ’roun’.
Den Brer Wolf open up:
“‘Is de dogs all gone, Brer Rabbit?’
“‘Seem like I hear one un um smellin’ roun’ de chimbly cornder
des now.’
“Den Brer Rabbit git de kittle en fill it full er water, en put it on de
fier.
“‘W’at you doin’ now, Brer Rabbit?’
“‘I’m fixin’ fer ter make you a nice cup er tea, Brer Wolf.’
“Den Brer Rabbit went ter de cubberd, en git de gimlet, en
commence for ter bo’ little holes in de chist-lid.
“‘I’m a-bo’in’ little holes so you kin get bref, Brer Wolf.’
“Den Brer Rabbit went out en git some mo’ wood, en fling it on de
fier.
“‘I’m a-chunkin’ up de fier so you won’t git cole, Brer Wolf.’
“Den Brer Rabbit went down inter de cellar en fotch out all his
chilluns.
“‘I’m a-tellin’ my chilluns w’at a nice man you is, Brer Wolf.’
“En de chilluns, dey had ter put der han’s on her moufs fer ter
keep fum laffin’. Den Brer Rabbit he got de kittle en commenced fer
to po’ de hot water on de chist-lid.
“‘W’at dat I hear, Brer Rabbit?’
“‘You hear de win’ a-blowin’, Brer Wolf.’
“Den de water begin fer ter sif’ thoo.
“‘W’at dat I feel, Brer Rabbit?’
“‘You feels de fleas a-bitin’, Brer Wolf.’
“‘Dey er bitin’ mighty hard, Brer Rabbit.’
“‘Tu’n over on de udder side, Brer Wolf.’
“‘W’at dat I feel now, Brer Rabbit?’
“‘Still you feels de fleas, Brer Wolf.’
“‘Dey er eatin’ me up, Brer Rabbit,’ en dem wuz de las’ words er
Brer Wolf, kase de scaldin’ water done de bizness.
“Den Brer Rabbit call in his nabers, he did, en dey hilt a reg’lar
juberlee; en ef you go ter Brer Rabbit’s house right now, I dunno but
w’at you’ll fine Brer Wolf’s hide hangin’ in de back-po’ch, en all
bekaze he wuz so bizzy wid udder fo’kses doin’s.”
—From Uncle Remus, His Songs and His Sayings.
Eugene Field, beside being the greatest of newspaper
paragraphers was a versatile writer of all sorts, from Christmas
Hymns to the most flippant themes.
His own personal charm imbued his work, and whether writing
Echoes of Horace or appalling tales of Little Willie, he was always
original and truly funny.
THE DINKEY-BIRD
In an ocean, ’way out yonder
(As all sapient people know),
Is the land of Wonder-Wander,
Whither children love to go;
It’s their playing, romping, swinging,
That give great joy to me
While the Dinkey-Bird goes singing
In the Amfalula-tree!
There the gum-drops grow like cherries,

And taffy’s thick as peas,—
Caramels you pick like berries
When, and where, and how you please:
Big red sugar-plums are clinging
To the cliffs beside that sea
Where the Dinkey-Bird is singing
In the Amfalula-tree.
So when children shout and scamper

And make merry all the day,
When there’s naught to put a damper
To the ardor of their play;
When I hear their laughter ringing,
Then I’m sure as sure can be
That the Dinkey-Bird is singing
For the Dinkey-Bird’s bravuras

And staccatos are so sweet—
His roulades, appogiaturas,
And robustos so complete,
That the youth of every nation—
Be they near or far away—
Have especial delectation
In that gladsome roundelay.
Their eyes grow bright and brighter,

Their lungs begin to crow,
Their hearts get light and lighter,
And their cheeks are all aglow;
For an echo cometh bringing
The news to all and me.
That the Dinkey-Bird is singing
I’m sure you’d like to go there

To see your feathered friend—
And so many goodies grow there
You would like to comprehend!
Speed, little dreams, your winging
To that land across the sea
Where the Dinkey-Bird is singing
In the Amfalula-Tree!
THE LITTLE PEACH

A little peach in the orchard grew,
A little peach of emerald hue:
Warmed by the sun, and wet by the dew,
It grew.
One day, walking the orchard through,

That little peach dawned on the view
Of Johnny Jones and his sister Sue—
Those two.
Up at the peach a club they threw:

Down from the limb on which it grew,
Fell the little peach of emerald hue—
Too true!
John took a bite, and Sue took a chew,

And then the trouble began to brew,—
Trouble the doctor couldn’t subdue,—
Paregoric too.
Under the turf where the daisies grew,

They planted John and his sister Sue;
And their little souls to the angels flew—
Boo-hoo!
But what of the peach of emerald hue,

Warmed by the sun, and wet by the dew?
Ah, well! its mission on earth is through—
Adieu!
GOOD JAMES AND NAUGHTY REGINALD
Once upon a Time there was a Bad boy whose Name was
Reginald and there was a Good boy whose Name was James.
Reginald would go Fishing when his Mamma told him Not to, and he
Cut off the Cat’s Tail with the Bread Knife one Day, and then told
Mamma the Baby had Driven it in with the Rolling Pin, which was a
Lie. James was always Obedient, and when his Mamma told him not
to Help an old Blind Man across the street or Go into a Dark Room
where the Boogies were, he always Did What She said. That is why
they Called him Good James. Well, by and by, along Came
Christmas. Mamma said, You have been so Bad, my son Reginald,
you will not Get any Presents from Santa Claus this Year; but you,
my Son James, will get Oodles of Presents, because you have Been
Good. Will you Believe it, Children, that Bad boy Reginald said he
didn’t Care a Darn and he Kicked three Feet of Veneering off the
Piano just for Meanness. Poor James was so sorry for Reginald that
he cried for Half an Hour after he Went to Bed that Night. Reginald
lay wide Awake until he saw James was Asleep and then he Said if
these people think they can Fool me, they are Mistaken. Just then
Santa Claus came down the Chimney. He had lots of Pretty Toys in a
Sack on his Back. Reginald shut his Eyes and Pretended to be
Asleep. Then Santa Claus Said, Reginald is Bad and I will not Put
any nice Things in his Stocking. But as for you, James, I will Fill your
Stocking Plumb full of Toys, because You are Good. So Santa Claus
went to Work and Put, Oh! heaps and Heaps of Goodies in James’
stocking but not a Sign of a Thing in Reginald’s stocking. And then
he Laughed to himself and Said, I guess Reginald will be sorry to-
morrow because he Was so Bad. As he said this he Crawled up the
chimney and rode off in his Sleigh. Now you can Bet your Boots
Reginald was no Spring Chicken. He just Got right Straight out of
Bed and changed all those Toys and Truck from James’ stocking into
his own. Santa Claus will Have to Sit up all Night, said He, when he
Expects to get away with my Baggage. The next morning James got
out of Bed and when He had Said his Prayers he Limped over to his
Stocking, licking his chops and Carrying his Head as High as a Bull
going through a Brush Fence. But when he found there was Nothing
in his stocking and that Reginald’s Stocking was as Full as Papa Is
when he comes home Late from the Office, he Sat down on the
Floor and began to Wonder why on Earth he had Been such a Good
boy. Reginald spent a Happy Christmas and James was very
Miserable. After all, Children, it Pays to be Bad, so Long as you
Combine Intellect with Crime.
—From the Tribune Primer.
Edgar Wilson Nye, known commonly as Bill Nye, wrote in prose
and also made a success on the lecture platform, as well as in his
newspaper work.
THE GARDEN HOSE
It is now the proper time for the cross-eyed woman to fool with the
garden hose. I have faced death in almost every form, and I do not
know what fear is, but when a woman with one eye gazing into the
zodiac and the other peering into the middle of next week, and
wearing one of those floppy sun-bonnets, picks up the nozzle of the
garden hose and turns on the full force of the institution, I fly wildly to
the Mountains of Hepsidam.
Water won’t hurt any one, of course, if care is used not to forget
and drink any of it, but it is this horrible suspense and uncertainty
about facing the nozzle of a garden hose in the hands of a cross-
eyed woman that unnerves and paralyzes me.
Instantaneous death is nothing to me. I am as cool and collected
where leaden rain and iron hail are thickest as I would be in my own
office writing the obituary of the man who steals my jokes. But I hate
to be drowned slowly in my good clothes and on dry land, and have
my dying gaze rest on a woman whose ravishing beauty would drive
a narrow-gage mule into convulsions and make him hate himself
t’death.
Richard Kendall Munkittrick wielded a graceful pen and his verses
show an original wit.
WHAT’S IN A NAME?
In letters large upon a frame,
That visitors might see,
The painter placed his humble name,
O’Callaghan McGee.
And from Beersheba unto Dan,

The critics with a nod
Exclaimed: “This painting Irishman
Adores his native sod.
“His stout heart’s patriotic flame

There’s naught on earth can quell
He takes no wild romantic name
To make his pictures sell!”
Then poets praised in sonnets neat

His stroke so bold and free;
No parlor wall was thought complete
That hadn’t a McGee.
All patriots before McGee

Threw lavishly their gold;
His works in the Academy
Were very quickly sold.
His “Digging Clams at Barnegat,”

His “When the Morning Smiled,”
His “Seven Miles from Ararat,”
His “Portrait of a Child,”
Were purchased in a single day

And lauded as divine.
* * * * *
That night as in his atelier

The artist sipped his wine,
And looked upon his gilded frames,

He grinned from ear to ear:
“They little think my real name’s
V. Stuyvesant De Vere!”
Edward Waterman Townsend, varied the time-honored tradition of
misspelling by introducing an example of Bowery slang. His Chimmie
Fadden took a firm hold on the public notice and the vogue lasted for
many years.
“Naw, I ain’t stringin’ ye. ‘Is Whiskers is de loidy’s fadder. Sure!

“’E comes ter me room wid der loidy, ’is Whiskers does, an’ he
says, says ’e, ‘Is dis Chimmie Fadden?’ says ’e.
“‘Yer dead on,’ says I.
“‘Wot t’ell?’ ’e says, turning to ’is daughter. ‘Wot does de young
man say?’ ’e says.
“Den de loidy she kinder smiled—say, ye otter seed ’er smile. Say,
it’s outter sight. Dat’s right. Well, she says: ‘I t’ink I understan’
Chimmie’s langwudge,’ she says. ‘‘E means ’e’s de kid youse lookin’
fer. ’E’s de very mug.’
“Dat’s wot she says; somet’n like dat, only a felly can’t just
remember ’er langwudge.
“Den ’is Whiskers gives me a song an’ dance ’bout me bein’ a
brave young man fer t’umpin’ der mug wot insulted ’is daughter, an’
’bout ’is heart bein’ all broke dat ’is daughter should be doin’
missioner work in de slums.
“I says, ‘Wot tell’; but der loidy, she says, ‘Chimmie,’ says she, ‘me
fadder needs a footman,’ she says, ‘an’ I taut you’d be de very mug
fer de job,’ says she. See?
“Say, I was all broke up, an’ couldn’t say nottin’, fer ’is Whiskers
was so solemn. See?
“‘Wot’s yer lay now?’ says ’is Whiskers, or somet’n’ like dat.
“Say, I could ’ave give ’im a string ’bout me bein’ a hard-workin’
boy, but I knowed der loidy was dead on ter me, so I only says, says
I, ‘Wot t’ell?’ says I, like dat, ‘Wot t’ell?’ See?
“Den ’is Whiskers was kinder paralized like, an’ ’e turns to ’is
daughter an’ ’e says—dese is ’is very words—’e says:
“Really, Fannie,’ ’e says, ‘really, Fannie, you must enterpret dis
young man’s langwudge.’
“Den she laffs an’ says, says she:
“Chimmie is a good boy if ’e only had a chance,’ she says.
“Den ’is Whiskers ’e says, ‘I dare say,’ like dat. See? ‘I dare say.’
See? Say, did ye ever ’ear words like dem? Say, I was fer tellin’ ’is
Whiskers ter git t’ell outter dat, only fer der loidy. See?
“Well, den we all give each odder a song an’ dance, an’ de end
was I was took fer a footman. See? Tiger, ye say? Naw, dey don’t
call me no tiger.
“Say, wouldn’t de gang on de Bow’ry be paralized if dey seed me
in dis harness? Ain’t it great? Sure! Wot am I doin’? Well, I’m doin’
pretty well. I had ter t’ump a felly dey calls de butler de first night I
was dere for callin’ me a heathen. See? Say, dere’s a kid in de
house wot opens de front door when youse ring de bell, an’ I win all
’is boodle de second night I was dere showin’ ’im how ter play
Crusoe. Say, it’s a dead easy game, but de loidy she axed me not to
bunco de farmers—dey’s all farmers up in dat house, dead farmers
—so I leaves ’em alone. ’Scuse me now, dat’s me loidy comin’ outter
der shop. I opens de door of de carriage an’ she says, ‘Home,
Chames.’ Den I jumps on de box an’ strings de driver. Say, ’e’s a
farmer, too. I’ll tell you some more ’bout de game next time. So long.”
—Chimmie Fadden.
Sam Walter Foss added to his misspelling a certain understanding
of human nature and produced many mildly satirical verses.
A PHILOSOPHER
Zack Bumstead useter flosserfize
About the ocean and the skies,
An’ gab an’ gas f’um morn till noon
About the other side the moon;
An’ ’bout the natur of the place
Ten miles beyend the end of space.

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1. Which person first referred to adolescence as a time of "storm and stress?"

2. According to contemporary research, how is adolescence viewed?

3. Puberty is controlled by a complex feedback loop involving ____.

4. Which of the following is not a primary sex characteristic?

5. Which of the following is a secondary sex characteristic?

6. The gonads ____.

15. Which is an example of asynchronous growth?

16. Which of the following is the definition of a secular trend?

17. The occurrence of the secular trend in height and weight:

19. For males, what is the first noticeable sign of puberty?

22. At age 20 to 21, men stop growing taller because:

23. For girls at puberty:

26. The female growth spurt during adolescence is stopped by ____.

31. What regulates the menstrual cycle?

32. Which of the following is a result of menstruation?

34. Which of the following are true about early-maturing boys?

35. Early maturation in boys is associated with ____.

36. Late-maturing boys:

38. Early-maturing girls:

40. How do parents tend to respond to an early-maturing girl?

42. Many adolescent males:

43. Overall, most American adolescents:

46. Adolescent physical growth:

47. A progressive loss of bone tissue is known as ____.

51. In terms of eating disorders:

53. Which eating disorder is characterized by an intense fear of being overweight?

55. Females with anorexia nervosa:

58. Bulimia nervosa involves:

60. Bulimia nervosa:

63. The most advanced level of thinking in Piaget's theory is called:

64. What do we know about formal operations?

66. In formal operational thought, adolescents discover the concept of:

76. Why might adolescents demonstrate an intense desire for privacy?

77. Which of the following represents the concept of personal fable?

83. On what type of tasks are gender differences most noticeable?

85. Which of the following may enhance visual-spatial abilities?

86. Which of the following is true about mathematical ability?

92. Which of the following is a criticism of Kohlberg’s theory?

95. The transition from elementary school to middle school appears to be

97. What do we know about dropping out of school?

101. Which of the following is true about teenage employment?

Match the following:

1.Four inches 1. 11. Anorexia nervosa

1. Puberty is defined as development between the ages of 13 and 18.

ANS: F DIF: Easy REF: 11-1 Puberty: The Biological Eruption

2. Deepening of the voice is a secondary sex characteristic.

ANS: T DIF: Easy REF: 11-1 Puberty: The Biological Eruption

ANS: T DIF: Moderate REF: 11-1 Puberty: The Biological Eruption

ANS: F DIF: Easy REF: 11-1 Puberty: The Biological Eruption