Dr. M. Alvarez (Fall 2015)
Psych 112 (Psych of Adolescence) REVIEW SHEET FOR EXAM 2 (FINAL EXAM)
PLEASE READ THESE IMPORTANT MESSAGES:
1.FINAL EXAM DATE & TIME: You must take the final exam with your class section
– the date and time of final exams are determined by the University. Bring Scantron
Form 882E, #2 pencils, and a good eraser. PLEASE ARRIVE ON TIME.
Final Exam Schedule for each class section:

Section 01 (9:00am class): Thursday, Dec. 10 – 7:45-9:30am in Clark 117

Section 02 (1:30pm class): Thursday, Dec. 10 – 12:15-2:00pm in DMH 355

Section 03 (3:00pm class): Monday, Dec. 14 – 2:45-4:30pm in DMH 355
2. Exam 2 (Final Exam) will cover: Chapters 7 through 13 & all lectures that are
related to the content of these chapters (remember that you are only responsible for
specific pages in chapters 10 and 11 as shown in the syllabus). There will be 50
multiple-choice questions on the exam. The review sheet does not cover all material to be
included on the exam; however, it is a very strong review sheet that highlights major
areas that you want to be sure to understand. The Exam is closed book and notes are NOT
allowed.
3. The last day of our class is on Tuesday, Dec. 8 – this will also be the last day of my
regular office hours for the semester. Please note that I will NOT be able to return
emails or phone calls requesting Exam 2 (Final Exam) scores or course grades.
Exam 2 scores will be posted using your 3-digit CLASS ID# on the course website as
soon as they are available – please check the course website periodically. You may
follow the procedure explained in the schedule of classes to obtain your COURSE
GRADES once they are available. There are two dates by which faculty can submit
course grades: (1) a preliminary deadline of Monday, Dec. 21, and (2) a final deadline
that is usually a few days after the preliminary deadline. I am planning to work toward
meeting the preliminary deadline.
1
******************************************************************************
EXAM 2 (FINAL EXAM) REVIEW SHEET
 For your convenience, I transferred the important Quiz 2 review sheet information
on chapters 7 & 8 to this review sheet. Also, additional information on the content
of chapters 7 & 8 based on lectures is included in this review sheet.
 In studying terms/concepts/issues, know their meaning, how they work, and be
able to recognize examples of their occurrence.
 Know what all sources of information (chapters, lectures) have to say about the
same subject matter.
 Know the names of key researchers and theorists and be able to connect their
names with their findings or ideas.
I. Chapter 7 [Family Relationships] & lectures:
(1) Describe the “continuity view” and the “discontinuity view” of how relationships are
constructed.
(2) What are some changes in the maturation/development of the parent and of the adolescent and
how might they affect the parent-adolescent relationship?
(3) Describe “emotional autonomy”.
(4) Define/describe the “family systems approach” and the idea of “disequilibrium”.
(5) How do different parenting styles (e.g., “authoritative”, etc.) compare in terms of dimensions
of “demandingness” and “responsiveness”.
(6) Describe attachment theory and related terms, such as “secure attachment”, “insecure
attachment” and the concept of an “internal working model” proposed by John Bowlby.
(7) How does attachment theory predict that “autonomy” and “relatedness” (also called
“connectedness”) connect with one another (i.e., are they compatible)?
(8) Describe the nature of parent-adolescent conflict. For example, (a) during which period of
development are parent-adolescent conflicts most frequent and most intense; (b) who do
adolescents most often argue with; (c) what sorts of things do adolescents typically argue about
with their parents; (d) what is the role of culture and cultural beliefs on parent-adolescent
conflict? Some key names to relate with their views on the topic of parent-adolescent conflict
include: Arnett, Collins, Montemayor, Smetana, & Steinberg.
(9) Describe the terms “family structure” and “family process”. What are examples of each?
(10) Describe the effects of divorce and remarriage on the parent-adolescent relationship. For
example, (a) what are some changes in mothers’ parenting following divorce; (b) when
remarriage occurs, what are some issues that arise between stepparent (usually stepfather) and
adolescent?
II. Chapter 8 [Friends and Peers] & lectures:
(1) What does Willard Hartup mean by “vertical” and “horizontal” attachments? Also, how did
Hartup describe “playmate” versus “true friendship” relationships?
(2) As discussed in class, why do friendships often become deeper during adolescence?
(3) How did 4th and 8th graders compare in their knowledge/awareness of characteristics of their
best friends as reported in the study by Rafael Diaz & Thomas Berndt?
(4) What were the views of H.S. Sullivan concerning the role of preadolescent “chums” in the
development of social-cognitive skills (i.e., perspective-taking and altruism)?
2
(5) As discussed in class, what were some of the reasons given by adolescents (males and
females) for ending a friendship, as reported by Youniss and Smollar (1985) (e.g., untrustworthy
acts, etc.)?
(6) Describe the importance of intimacy in adolescent friendships. Review the ideas of H.S.
Sullivan on the role of intimacy in friendships. How do friendships between adolescents differ
from friendships between younger children (for example, see the section titled, “Developmental
Changes in Friendships” on pp. 215-217)? Also, as discussed in class, what are Thomas Berndt’s
views about whether male & female adolescents differ in their interest in intimacy in friendships?
(7) What are the components of bullying?
(8) What is the difference between the terms “peers” and “friends”?
(9) What is “selective association”? How can we best understand the role of friends’ influence on
risk behaviors?
(10) According to Thomas Berndt, what are the 4 types of support that friends provide to each
other in adolescence (e.g., informational, instrumental, etc. – see pp. 221-222)? Be able to
recognize examples of each.
(11) Describe “cliques” and “crowds”.
(12) What purpose is played by the use of sarcasm and ridicule in “cliques”?
(13) What is “relational aggression”?
(14) What is “sociometry”? What are some characteristics associated with “popularity” and
“unpopularity”?
(15) Describe “rejected”, “neglected”, and “controversial” adolescents.
III. Chapter 9 [Love and Sexuality] & lectures:
(1) Describe “strategic interactions” (lecture)
(2) What role does biological maturity appear to have on the start of dating?
(3) What are the reasons given by adolescents for engaging in romantic or love relationships
(“dating”)? Also, what changes occur in reasons for dating as a function of development (for
example, see Roscoe, et al. (1987) study on p.243)?
(4) Review the work of Bradford Brown. Describe his developmental model of adolescent love.
Be able to recognize examples of the different phases of adolescent love as described by Brown
and when they are likely to occur.
(5) How do young men and women differ in how they sometimes interpret date rape? (see p. 262)
(6) What is a “sexual script”?
(7) What are some factors that affect the use and nonuse of contraception among sexually active
American youth?
(8) How might culture factors affect issues of teen pregnancy and contraceptive use? For
example, are some cultures/countries relatively more “permissive” than others about adolescent
sex? What are some implications for such issues as rate of teen pregnancies?
(9) What are some concerns about possible consequences of adolescent pregnancy and early
parenthood (e.g., increased likelihood to drop out of school, etc.)? What are key factors that can
relate to some later positive outcomes for teen mothers as indicated in the longitudinal study of
Furstenberg, Brooks-Gunn, & Morgan (1987) – see pp.268-269? Finally, what did the Leadbetter
& Way (2001) study find to be key reasons for the resilience of some adolescent mothers in their
study (see p. 269)?
(10) What is “comprehensive sexuality education”?
(11) Describe key points of the Wyndol Furman article on adolescent romantic relationships
(lecture).
3
IV. Chapter 10 [School – pp. 284-305 only] & posted lecture notes (see document on course
website called, “Lecture Notes on School, Work, Media”):
Note: The following are areas of emphasis: (a) section titled, “What Works? The Characteristics
of Effective Schools” (pp. 284-288), and (b) section titled, “Academic Achievement in High
School: Individual Differences” (pp. 294-301).
(1) Describe the transition from elementary school to middle school or junior high. What changes
in school experience are typical during this transition (e.g., multiple teachers, larger setting, etc.)?
(2) Describe the findings of the study conducted by sociologists Roberta Simmons and Dale Blyth
(1987) that compared students attending an “8-4 plan” with those attending a “6-3-3 plan” (see p.
285).
(3) Describe Jacquelynne Eccles’ ideas about why some students have difficulties with school
transitions in early adolescence (see p. 285).
(4) What is meant by “school climate” and how might it affect student behaviors and attitudes?
(5) What are some basic ethnic differences in parental expectations of adolescents’ educational
achievement?
(6) What factors may lead adolescents to drop out of school and what factors seem important to
successful intervention programs to help youth who may be at-risk for dropping out of school
(see pp. 299-301)?
V. Chapter 11 [Work – pp. 317-328 only] & posted lecture notes (see document on course
website called, “Lecture Notes on School, Work, Media”):
Note: The following are areas of emphasis: (a) section titled, “Work and Adolescent
Development” (pp.317-320), (b) section titled, “From School and Part-Time Work to a ‘Real
Job’” (pp. 320-324), and (c) “Occupational Choice” (pp.324-328).
(1) What is the impact of working over 10 hours a week on the average adolescent?
(2) Who does the phrase “the forgotten half” refer to?
(3) What are the “six basic skills” needed for success at new jobs following high school,
according to Murnane & Levy?
VI. Chapter 12 [Media] & posted lecture notes (see document on course website called,
“Lecture Notes on School, Work, Media”):
Note: Although you are responsible for all of chapter 12, the following are areas of emphasis: (a)
section titled, “Theories of Media Influence” (pp.339-340), (b) section titled, “Five Uses” (pp.
340-342), (c) sub-section titled “Controversial Music: Rap and Heavy Metal” (pp. 349-353), and
(d) sub-section titled, “Controversial Advertising: The Marlboro Man and Friends” (pp. 353-354).
(1) Describe the “uses and gratifications” approach.
(2) Generally describe the 5 uses of media by adolescents specified in the textbook.
(3) What is the “cathartic effect”?
VII. Chapter 13 [Problems and Resilience]:
(1) Describe “internalizing” and “externalizing” problems/disorders -- what are examples of
each?
(2) Describe “adolescence-limited” delinquency and “life-course-persistent” delinquency (Terrie
Moffitt – see page 373).
4