Question: Are males and females expected to express their sexuality in the same ways or are there discrepancies between genders and cultures?

Answer: discrepancies

Many cultures define the transition into adultlike sexuality by specific biological or social milestones in an adolescent's life. For example, menarche (the first menstrual period of a female), or semenarche (the first ejaculation of a male) are frequent sexual defining points for many cultures. In addition to biological factors, an adolescent's sexual socialization is highly dependent upon whether their culture takes a restrictive or permissive attitude toward teen or premarital sexual activity. Restrictive cultures overtly discourage sexual activity in unmarried adolescents or until an adolescent undergoes a formal rite of passage. These cultures may attempt to restrict sexual activity by separating males and females throughout their development, or through public shaming and physical punishment when sexual activity does occur. In less restrictive cultures, there is more tolerance for displays of adolescent sexuality, or of the interaction between males and females in public and private spaces. Less restrictive cultures may tolerate some aspects of adolescent sexuality, while objecting to other aspects. For instance, some cultures find teenage sexual activity acceptable but teenage pregnancy highly undesirable. Other cultures do not object to teenage sexual activity or teenage pregnancy, as long as they occur after marriage. In permissive societies, overt sexual behavior among unmarried teens is perceived as acceptable, and is sometimes even encouraged. <hl> Regardless of whether a culture is restrictive or permissive, there are likely to be discrepancies in how females versus males are expected to express their sexuality. <hl> Cultures vary in how overt this double standard is—in some it is legally inscribed, while in others it is communicated through social convention. Lesbian, gay, bi-sexual and transsexual youth face much discrimination through bullying from those unlike them and may find telling others that they are gay to be a traumatic experience. The range of sexual attitudes that a culture embraces could thus be seen to affect the beliefs, lifestyles, and societal perceptions of its adolescents.

Many cultures define the transition into adultlike sexuality by specific biological or social milestones in an adolescent's life. For example, menarche (the first menstrual period of a female), or semenarche (the first ejaculation of a male) are frequent sexual defining points for many cultures. In addition to biological factors, an adolescent's sexual socialization is highly dependent upon whether their culture takes a restrictive or permissive attitude toward teen or premarital sexual activity. Restrictive cultures overtly discourage sexual activity in unmarried adolescents or until an adolescent undergoes a formal rite of passage. These cultures may attempt to restrict sexual activity by separating males and females throughout their development, or through public shaming and physical punishment when sexual activity does occur. In less restrictive cultures, there is more tolerance for displays of adolescent sexuality, or of the interaction between males and females in public and private spaces. Less restrictive cultures may tolerate some aspects of adolescent sexuality, while objecting to other aspects. For instance, some cultures find teenage sexual activity acceptable but teenage pregnancy highly undesirable. Other cultures do not object to teenage sexual activity or teenage pregnancy, as long as they occur after marriage. In permissive societies, overt sexual behavior among unmarried teens is perceived as acceptable, and is sometimes even encouraged. Regardless of whether a culture is restrictive or permissive, there are likely to be <hl> discrepancies <hl> in how females versus males are expected to express their sexuality. Cultures vary in how overt this double standard is—in some it is legally inscribed, while in others it is communicated through social convention. Lesbian, gay, bi-sexual and transsexual youth face much discrimination through bullying from those unlike them and may find telling others that they are gay to be a traumatic experience. The range of sexual attitudes that a culture embraces could thus be seen to affect the beliefs, lifestyles, and societal perceptions of its adolescents.


Question: Which of the Five-Factor Model dimensions does not demonstrate an association with drinking motives?

Drinking habits and the motives behind them often reflect certain aspects of an individual's personality; in fact, four dimensions of the Five-Factor Model of personality demonstrate associations with drinking motives (all but 'Openness'). Greater enhancement motives for alcohol consumption tend to reflect high levels of extraversion and sensation-seeking in individuals; such enjoyment motivation often also indicates low conscientiousness, manifesting in lowered inhibition and a greater tendency towards aggression. On the other hand, drinking to cope with negative emotional states correlates strongly with high neuroticism and low agreeableness. Alcohol use as a negative emotion control mechanism often links with many other behavioral and emotional impairments, such as anxiety, depression, and low self-esteem.

Answer: Openness

<hl> Drinking habits and the motives behind them often reflect certain aspects of an individual's personality; in fact, four dimensions of the Five-Factor Model of personality demonstrate associations with drinking motives (all but ' Openness '). <hl> Greater enhancement motives for alcohol consumption tend to reflect high levels of extraversion and sensation-seeking in individuals; such enjoyment motivation often also indicates low conscientiousness, manifesting in lowered inhibition and a greater tendency towards aggression. On the other hand, drinking to cope with negative emotional states correlates strongly with high neuroticism and low agreeableness. Alcohol use as a negative emotion control mechanism often links with many other behavioral and emotional impairments, such as anxiety, depression, and low self-esteem.

Drinking habits and the motives behind them often reflect certain aspects of an individual's personality; in fact, four dimensions of the Five-Factor Model of personality demonstrate associations with drinking motives (all but '<hl> Openness <hl>'). Greater enhancement motives for alcohol consumption tend to reflect high levels of extraversion and sensation-seeking in individuals; such enjoyment motivation often also indicates low conscientiousness, manifesting in lowered inhibition and a greater tendency towards aggression. On the other hand, drinking to cope with negative emotional states correlates strongly with high neuroticism and low agreeableness. Alcohol use as a negative emotion control mechanism often links with many other behavioral and emotional impairments, such as anxiety, depression, and low self-esteem.

Drinking habits and the motives behind them often reflect certain aspects of an individual's personality; in fact, four dimensions of the Five-Factor Model of personality demonstrate associations with drinking motives (all but ' <hl> Openness <hl> ').


Question: Is alcohol use a positive or negative emotion control mechanism?

Answer: negative

Drinking habits and the motives behind them often reflect certain aspects of an individual's personality; in fact, four dimensions of the Five-Factor Model of personality demonstrate associations with drinking motives (all but 'Openness'). Greater enhancement motives for alcohol consumption tend to reflect high levels of extraversion and sensation-seeking in individuals; such enjoyment motivation often also indicates low conscientiousness, manifesting in lowered inhibition and a greater tendency towards aggression. <hl> On the other hand, drinking to cope with negative emotional states correlates strongly with high neuroticism and low agreeableness. <hl> Alcohol use as a negative emotion control mechanism often links with many other behavioral and emotional impairments, such as anxiety, depression, and low self-esteem.

Drinking habits and the motives behind them often reflect certain aspects of an individual's personality; in fact, four dimensions of the Five-Factor Model of personality demonstrate associations with drinking motives (all but 'Openness'). Greater enhancement motives for alcohol consumption tend to reflect high levels of extraversion and sensation-seeking in individuals; such enjoyment motivation often also indicates low conscientiousness, manifesting in lowered inhibition and a greater tendency towards aggression. On the other hand, drinking to cope with <hl> negative <hl> emotional states correlates strongly with high neuroticism and low agreeableness. Alcohol use as a negative emotion control mechanism often links with many other behavioral and emotional impairments, such as anxiety, depression, and low self-esteem.


Question: Which motivation for drinking alcohol results in low conscientiousness, lowered inhibition, and greater tendency towards aggression?

Answer: enjoyment

Drinking habits and the motives behind them often reflect certain aspects of an individual's personality; in fact, four dimensions of the Five-Factor Model of personality demonstrate associations with drinking motives (all but 'Openness'). <hl> Greater enhancement motives for alcohol consumption tend to reflect high levels of extraversion and sensation-seeking in individuals; such enjoyment motivation often also indicates low conscientiousness, manifesting in lowered inhibition and a greater tendency towards aggression. <hl> On the other hand, drinking to cope with negative emotional states correlates strongly with high neuroticism and low agreeableness. Alcohol use as a negative emotion control mechanism often links with many other behavioral and emotional impairments, such as anxiety, depression, and low self-esteem.

Drinking habits and the motives behind them often reflect certain aspects of an individual's personality; in fact, four dimensions of the Five-Factor Model of personality demonstrate associations with drinking motives (all but 'Openness'). Greater enhancement motives for alcohol consumption tend to reflect high levels of extraversion and sensation-seeking in individuals; such <hl> enjoyment <hl> motivation often also indicates low conscientiousness, manifesting in lowered inhibition and a greater tendency towards aggression. On the other hand, drinking to cope with negative emotional states correlates strongly with high neuroticism and low agreeableness. Alcohol use as a negative emotion control mechanism often links with many other behavioral and emotional impairments, such as anxiety, depression, and low self-esteem.


Question: Drinking to cope with negative emotional states correlates strongly with what behavioral qualities?

Answer: high neuroticism and low agreeableness

Drinking habits and the motives behind them often reflect certain aspects of an individual's personality; in fact, four dimensions of the Five-Factor Model of personality demonstrate associations with drinking motives (all but 'Openness'). Greater enhancement motives for alcohol consumption tend to reflect high levels of extraversion and sensation-seeking in individuals; such enjoyment motivation often also indicates low conscientiousness, manifesting in lowered inhibition and a greater tendency towards aggression. <hl> On the other hand, drinking to cope with negative emotional states correlates strongly with high neuroticism and low agreeableness . <hl> Alcohol use as a negative emotion control mechanism often links with many other behavioral and emotional impairments, such as anxiety, depression, and low self-esteem.

Drinking habits and the motives behind them often reflect certain aspects of an individual's personality; in fact, four dimensions of the Five-Factor Model of personality demonstrate associations with drinking motives (all but 'Openness'). Greater enhancement motives for alcohol consumption tend to reflect high levels of extraversion and sensation-seeking in individuals; such enjoyment motivation often also indicates low conscientiousness, manifesting in lowered inhibition and a greater tendency towards aggression. On the other hand, drinking to cope with negative emotional states correlates strongly with <hl> high neuroticism and low agreeableness <hl>. Alcohol use as a negative emotion control mechanism often links with many other behavioral and emotional impairments, such as anxiety, depression, and low self-esteem.

On the other hand, drinking to cope with negative emotional states correlates strongly with <hl> high neuroticism and low agreeableness <hl> .


Question: According to research findings, does Internet use have a positive or negative effect on teen physical health?

Although research has been inconclusive, some findings have indicated that electronic communication negatively affects adolescents' social development, replaces face-to-face communication, impairs their social skills, and can sometimes lead to unsafe interaction with strangers. A 2015 review reported that “adolescents lack awareness of strategies to cope with cyberbullying, which has been consistently associated with an increased likelihood of depression.” Studies have shown differences in the ways the internet negatively impacts the adolescents' social functioning. Online socializing tends to make girls particularly vulnerable, while socializing in Internet cafés seems only to affect boys academic achievement. However, other research suggests that Internet communication brings friends closer and is beneficial for socially anxious teens, who find it easier to interact socially online. The more conclusive finding has been that Internet use has a negative effect on the physical health of adolescents, as time spent using the Internet replaces time doing physical activities. However, the Internet can be significantly useful in educating teens because of the access they have to information on many various topics.

Answer: negative

<hl> Although research has been inconclusive, some findings have indicated that electronic communication negative ly affects adolescents' social development, replaces face-to-face communication, impairs their social skills, and can sometimes lead to unsafe interaction with strangers. <hl> A 2015 review reported that “adolescents lack awareness of strategies to cope with cyberbullying, which has been consistently associated with an increased likelihood of depression.” Studies have shown differences in the ways the internet negatively impacts the adolescents' social functioning. Online socializing tends to make girls particularly vulnerable, while socializing in Internet cafés seems only to affect boys academic achievement. However, other research suggests that Internet communication brings friends closer and is beneficial for socially anxious teens, who find it easier to interact socially online. The more conclusive finding has been that Internet use has a negative effect on the physical health of adolescents, as time spent using the Internet replaces time doing physical activities. However, the Internet can be significantly useful in educating teens because of the access they have to information on many various topics.

Although research has been inconclusive, some findings have indicated that electronic communication <hl> negative <hl>ly affects adolescents' social development, replaces face-to-face communication, impairs their social skills, and can sometimes lead to unsafe interaction with strangers. A 2015 review reported that “adolescents lack awareness of strategies to cope with cyberbullying, which has been consistently associated with an increased likelihood of depression.” Studies have shown differences in the ways the internet negatively impacts the adolescents' social functioning. Online socializing tends to make girls particularly vulnerable, while socializing in Internet cafés seems only to affect boys academic achievement. However, other research suggests that Internet communication brings friends closer and is beneficial for socially anxious teens, who find it easier to interact socially online. The more conclusive finding has been that Internet use has a negative effect on the physical health of adolescents, as time spent using the Internet replaces time doing physical activities. However, the Internet can be significantly useful in educating teens because of the access they have to information on many various topics.

Although research has been inconclusive, some findings have indicated that electronic communication <hl> negative <hl> ly affects adolescents' social development, replaces face-to-face communication, impairs their social skills, and can sometimes lead to unsafe interaction with strangers.


Question: How can the Internet be beneficial for socially anxious teens?

Answer: easier to interact socially online

Although research has been inconclusive, some findings have indicated that electronic communication negatively affects adolescents' social development, replaces face-to-face communication, impairs their social skills, and can sometimes lead to unsafe interaction with strangers. A 2015 review reported that “adolescents lack awareness of strategies to cope with cyberbullying, which has been consistently associated with an increased likelihood of depression.” Studies have shown differences in the ways the internet negatively impacts the adolescents' social functioning. Online socializing tends to make girls particularly vulnerable, while socializing in Internet cafés seems only to affect boys academic achievement. <hl> However, other research suggests that Internet communication brings friends closer and is beneficial for socially anxious teens, who find it easier to interact socially online . <hl> The more conclusive finding has been that Internet use has a negative effect on the physical health of adolescents, as time spent using the Internet replaces time doing physical activities. However, the Internet can be significantly useful in educating teens because of the access they have to information on many various topics.

Although research has been inconclusive, some findings have indicated that electronic communication negatively affects adolescents' social development, replaces face-to-face communication, impairs their social skills, and can sometimes lead to unsafe interaction with strangers. A 2015 review reported that “adolescents lack awareness of strategies to cope with cyberbullying, which has been consistently associated with an increased likelihood of depression.” Studies have shown differences in the ways the internet negatively impacts the adolescents' social functioning. Online socializing tends to make girls particularly vulnerable, while socializing in Internet cafés seems only to affect boys academic achievement. However, other research suggests that Internet communication brings friends closer and is beneficial for socially anxious teens, who find it <hl> easier to interact socially online <hl>. The more conclusive finding has been that Internet use has a negative effect on the physical health of adolescents, as time spent using the Internet replaces time doing physical activities. However, the Internet can be significantly useful in educating teens because of the access they have to information on many various topics.

However, other research suggests that Internet communication brings friends closer and is beneficial for socially anxious teens, who find it <hl> easier to interact socially online <hl> .


Question: Why do research findings believe the Internet has a negative effect on teen physical health?

Answer: time spent using the Internet replaces time doing physical activities

Although research has been inconclusive, some findings have indicated that electronic communication negatively affects adolescents' social development, replaces face-to-face communication, impairs their social skills, and can sometimes lead to unsafe interaction with strangers. A 2015 review reported that “adolescents lack awareness of strategies to cope with cyberbullying, which has been consistently associated with an increased likelihood of depression.” Studies have shown differences in the ways the internet negatively impacts the adolescents' social functioning. Online socializing tends to make girls particularly vulnerable, while socializing in Internet cafés seems only to affect boys academic achievement. However, other research suggests that Internet communication brings friends closer and is beneficial for socially anxious teens, who find it easier to interact socially online. <hl> The more conclusive finding has been that Internet use has a negative effect on the physical health of adolescents, as time spent using the Internet replaces time doing physical activities . <hl> However, the Internet can be significantly useful in educating teens because of the access they have to information on many various topics.

Although research has been inconclusive, some findings have indicated that electronic communication negatively affects adolescents' social development, replaces face-to-face communication, impairs their social skills, and can sometimes lead to unsafe interaction with strangers. A 2015 review reported that “adolescents lack awareness of strategies to cope with cyberbullying, which has been consistently associated with an increased likelihood of depression.” Studies have shown differences in the ways the internet negatively impacts the adolescents' social functioning. Online socializing tends to make girls particularly vulnerable, while socializing in Internet cafés seems only to affect boys academic achievement. However, other research suggests that Internet communication brings friends closer and is beneficial for socially anxious teens, who find it easier to interact socially online. The more conclusive finding has been that Internet use has a negative effect on the physical health of adolescents, as <hl> time spent using the Internet replaces time doing physical activities <hl>. However, the Internet can be significantly useful in educating teens because of the access they have to information on many various topics.

The more conclusive finding has been that Internet use has a negative effect on the physical health of adolescents, as <hl> time spent using the Internet replaces time doing physical activities <hl> .


Question: Which online activity has been consistently associated with increased liklihood of depression?

Answer: cyberbullying

Although research has been inconclusive, some findings have indicated that electronic communication negatively affects adolescents' social development, replaces face-to-face communication, impairs their social skills, and can sometimes lead to unsafe interaction with strangers. <hl> A 2015 review reported that “adolescents lack awareness of strategies to cope with cyberbullying , which has been consistently associated with an increased likelihood of depression.” <hl> Studies have shown differences in the ways the internet negatively impacts the adolescents' social functioning. Online socializing tends to make girls particularly vulnerable, while socializing in Internet cafés seems only to affect boys academic achievement. However, other research suggests that Internet communication brings friends closer and is beneficial for socially anxious teens, who find it easier to interact socially online. The more conclusive finding has been that Internet use has a negative effect on the physical health of adolescents, as time spent using the Internet replaces time doing physical activities. However, the Internet can be significantly useful in educating teens because of the access they have to information on many various topics.

Although research has been inconclusive, some findings have indicated that electronic communication negatively affects adolescents' social development, replaces face-to-face communication, impairs their social skills, and can sometimes lead to unsafe interaction with strangers. A 2015 review reported that “adolescents lack awareness of strategies to cope with <hl> cyberbullying <hl>, which has been consistently associated with an increased likelihood of depression.” Studies have shown differences in the ways the internet negatively impacts the adolescents' social functioning. Online socializing tends to make girls particularly vulnerable, while socializing in Internet cafés seems only to affect boys academic achievement. However, other research suggests that Internet communication brings friends closer and is beneficial for socially anxious teens, who find it easier to interact socially online. The more conclusive finding has been that Internet use has a negative effect on the physical health of adolescents, as time spent using the Internet replaces time doing physical activities. However, the Internet can be significantly useful in educating teens because of the access they have to information on many various topics.

A 2015 review reported that “adolescents lack awareness of strategies to cope with <hl> cyberbullying <hl> , which has been consistently associated with an increased likelihood of depression.”


Question: What is the most commonly abused substance during adolescent years in the U.S.?

Following a steady decline, beginning in the late 1990s up through the mid-2000s, illicit drug use among adolescents has been on the rise in the U.S. Aside from alcohol, marijuana is the most commonly indulged drug habit during adolescent years. Data collected by the National Institute on Drug Abuse shows that between the years of 2007 and 2011, marijuana use grew from 5.7% to 7.2% among 8th grade students; among 10th grade students, from 14.2% to 17.6%; and among 12th graders, from 18.8% to 22.6%. Additional, recent years have seen a surge in popularity of MDMA; between 2010 and 2011, the use of MDMA increased from 1.4% to 2.3% among high school seniors. The heightened usage of ecstasy most likely ties in at least to some degree with the rising popularity of rave culture.

Answer: alcohol

Following a steady decline, beginning in the late 1990s up through the mid-2000s, illicit drug use among adolescents has been on the rise in the U.S. <hl> Aside from alcohol , marijuana is the most commonly indulged drug habit during adolescent years. <hl> Data collected by the National Institute on Drug Abuse shows that between the years of 2007 and 2011, marijuana use grew from 5.7% to 7.2% among 8th grade students; among 10th grade students, from 14.2% to 17.6%; and among 12th graders, from 18.8% to 22.6%. Additional, recent years have seen a surge in popularity of MDMA; between 2010 and 2011, the use of MDMA increased from 1.4% to 2.3% among high school seniors. The heightened usage of ecstasy most likely ties in at least to some degree with the rising popularity of rave culture.

Following a steady decline, beginning in the late 1990s up through the mid-2000s, illicit drug use among adolescents has been on the rise in the U.S. Aside from <hl> alcohol <hl>, marijuana is the most commonly indulged drug habit during adolescent years. Data collected by the National Institute on Drug Abuse shows that between the years of 2007 and 2011, marijuana use grew from 5.7% to 7.2% among 8th grade students; among 10th grade students, from 14.2% to 17.6%; and among 12th graders, from 18.8% to 22.6%. Additional, recent years have seen a surge in popularity of MDMA; between 2010 and 2011, the use of MDMA increased from 1.4% to 2.3% among high school seniors. The heightened usage of ecstasy most likely ties in at least to some degree with the rising popularity of rave culture.

Aside from <hl> alcohol <hl> , marijuana is the most commonly indulged drug habit during adolescent years.


Question: The heightened usage of what drug is most likely due at least in some part to the rising popularity of rave culture?

Answer: ecstasy

Following a steady decline, beginning in the late 1990s up through the mid-2000s, illicit drug use among adolescents has been on the rise in the U.S. Aside from alcohol, marijuana is the most commonly indulged drug habit during adolescent years. Data collected by the National Institute on Drug Abuse shows that between the years of 2007 and 2011, marijuana use grew from 5.7% to 7.2% among 8th grade students; among 10th grade students, from 14.2% to 17.6%; and among 12th graders, from 18.8% to 22.6%. Additional, recent years have seen a surge in popularity of MDMA; between 2010 and 2011, the use of MDMA increased from 1.4% to 2.3% among high school seniors. <hl> The heightened usage of ecstasy most likely ties in at least to some degree with the rising popularity of rave culture. <hl>

Following a steady decline, beginning in the late 1990s up through the mid-2000s, illicit drug use among adolescents has been on the rise in the U.S. Aside from alcohol, marijuana is the most commonly indulged drug habit during adolescent years. Data collected by the National Institute on Drug Abuse shows that between the years of 2007 and 2011, marijuana use grew from 5.7% to 7.2% among 8th grade students; among 10th grade students, from 14.2% to 17.6%; and among 12th graders, from 18.8% to 22.6%. Additional, recent years have seen a surge in popularity of MDMA; between 2010 and 2011, the use of MDMA increased from 1.4% to 2.3% among high school seniors. The heightened usage of <hl> ecstasy <hl> most likely ties in at least to some degree with the rising popularity of rave culture.


Question: Aside from alcohol, what is the most commonly indulged drug habit during adolescent years?

Answer: marijuana

Following a steady decline, beginning in the late 1990s up through the mid-2000s, illicit drug use among adolescents has been on the rise in the U.S. <hl> Aside from alcohol, marijuana is the most commonly indulged drug habit during adolescent years. <hl> Data collected by the National Institute on Drug Abuse shows that between the years of 2007 and 2011, marijuana use grew from 5.7% to 7.2% among 8th grade students; among 10th grade students, from 14.2% to 17.6%; and among 12th graders, from 18.8% to 22.6%. Additional, recent years have seen a surge in popularity of MDMA; between 2010 and 2011, the use of MDMA increased from 1.4% to 2.3% among high school seniors. The heightened usage of ecstasy most likely ties in at least to some degree with the rising popularity of rave culture.

Following a steady decline, beginning in the late 1990s up through the mid-2000s, illicit drug use among adolescents has been on the rise in the U.S. Aside from alcohol, <hl> marijuana <hl> is the most commonly indulged drug habit during adolescent years. Data collected by the National Institute on Drug Abuse shows that between the years of 2007 and 2011, marijuana use grew from 5.7% to 7.2% among 8th grade students; among 10th grade students, from 14.2% to 17.6%; and among 12th graders, from 18.8% to 22.6%. Additional, recent years have seen a surge in popularity of MDMA; between 2010 and 2011, the use of MDMA increased from 1.4% to 2.3% among high school seniors. The heightened usage of ecstasy most likely ties in at least to some degree with the rising popularity of rave culture.


Question: From the late 1990s to mid 2000s, was drug use in teens on the rise or decline?

Answer: decline

<hl> Following a steady decline , beginning in the late 1990s up through the mid-2000s, illicit drug use among adolescents has been on the rise in the U.S. <hl> Aside from alcohol, marijuana is the most commonly indulged drug habit during adolescent years. Data collected by the National Institute on Drug Abuse shows that between the years of 2007 and 2011, marijuana use grew from 5.7% to 7.2% among 8th grade students; among 10th grade students, from 14.2% to 17.6%; and among 12th graders, from 18.8% to 22.6%. Additional, recent years have seen a surge in popularity of MDMA; between 2010 and 2011, the use of MDMA increased from 1.4% to 2.3% among high school seniors. The heightened usage of ecstasy most likely ties in at least to some degree with the rising popularity of rave culture.

Following a steady <hl> decline <hl>, beginning in the late 1990s up through the mid-2000s, illicit drug use among adolescents has been on the rise in the U.S. Aside from alcohol, marijuana is the most commonly indulged drug habit during adolescent years. Data collected by the National Institute on Drug Abuse shows that between the years of 2007 and 2011, marijuana use grew from 5.7% to 7.2% among 8th grade students; among 10th grade students, from 14.2% to 17.6%; and among 12th graders, from 18.8% to 22.6%. Additional, recent years have seen a surge in popularity of MDMA; between 2010 and 2011, the use of MDMA increased from 1.4% to 2.3% among high school seniors. The heightened usage of ecstasy most likely ties in at least to some degree with the rising popularity of rave culture.

Following a steady <hl> decline <hl> , beginning in the late 1990s up through the mid-2000s, illicit drug use among adolescents has been on the rise in the U.S.


Question: During what ages do reasons for alcohol consumption between males and females begin to diverge?

Until mid-to-late adolescence, boys and girls show relatively little difference in drinking motives. Distinctions between the reasons for alcohol consumption of males and females begin to emerge around ages 14–15; overall, boys tend to view drinking in a more social light than girls, who report on average a more frequent use of alcohol as a coping mechanism. The latter effect appears to shift in late adolescence and onset of early adulthood (18–19 years of age); however, despite this trend, age tends to bring a greater desire to drink for pleasure rather than coping in both boys and girls.

Answer: 14–15

Until mid-to-late adolescence, boys and girls show relatively little difference in drinking motives. <hl> Distinctions between the reasons for alcohol consumption of males and females begin to emerge around ages 14–15 ; overall, boys tend to view drinking in a more social light than girls, who report on average a more frequent use of alcohol as a coping mechanism. <hl> The latter effect appears to shift in late adolescence and onset of early adulthood (18–19 years of age); however, despite this trend, age tends to bring a greater desire to drink for pleasure rather than coping in both boys and girls.

Until mid-to-late adolescence, boys and girls show relatively little difference in drinking motives. Distinctions between the reasons for alcohol consumption of males and females begin to emerge around ages <hl> 14–15 <hl>; overall, boys tend to view drinking in a more social light than girls, who report on average a more frequent use of alcohol as a coping mechanism. The latter effect appears to shift in late adolescence and onset of early adulthood (18–19 years of age); however, despite this trend, age tends to bring a greater desire to drink for pleasure rather than coping in both boys and girls.

Distinctions between the reasons for alcohol consumption of males and females begin to emerge around ages <hl> 14–15 <hl> ; overall, boys tend to view drinking in a more social light than girls, who report on average a more frequent use of alcohol as a coping mechanism.


Question: Do boys or girls view drinking in a more social light?

Answer: boys

<hl> Until mid-to-late adolescence, boys and girls show relatively little difference in drinking motives. <hl> Distinctions between the reasons for alcohol consumption of males and females begin to emerge around ages 14–15; overall, boys tend to view drinking in a more social light than girls, who report on average a more frequent use of alcohol as a coping mechanism. The latter effect appears to shift in late adolescence and onset of early adulthood (18–19 years of age); however, despite this trend, age tends to bring a greater desire to drink for pleasure rather than coping in both boys and girls.

Until mid-to-late adolescence, <hl> boys <hl> and girls show relatively little difference in drinking motives. Distinctions between the reasons for alcohol consumption of males and females begin to emerge around ages 14–15; overall, boys tend to view drinking in a more social light than girls, who report on average a more frequent use of alcohol as a coping mechanism. The latter effect appears to shift in late adolescence and onset of early adulthood (18–19 years of age); however, despite this trend, age tends to bring a greater desire to drink for pleasure rather than coping in both boys and girls.


Question: Which gender reports most frequently using alcohol as a coping mechanism?

Answer: girls

<hl> Until mid-to-late adolescence, boys and girls show relatively little difference in drinking motives. <hl> Distinctions between the reasons for alcohol consumption of males and females begin to emerge around ages 14–15; overall, boys tend to view drinking in a more social light than girls, who report on average a more frequent use of alcohol as a coping mechanism. The latter effect appears to shift in late adolescence and onset of early adulthood (18–19 years of age); however, despite this trend, age tends to bring a greater desire to drink for pleasure rather than coping in both boys and girls.

Until mid-to-late adolescence, boys and <hl> girls <hl> show relatively little difference in drinking motives. Distinctions between the reasons for alcohol consumption of males and females begin to emerge around ages 14–15; overall, boys tend to view drinking in a more social light than girls, who report on average a more frequent use of alcohol as a coping mechanism. The latter effect appears to shift in late adolescence and onset of early adulthood (18–19 years of age); however, despite this trend, age tends to bring a greater desire to drink for pleasure rather than coping in both boys and girls.


Question: Does age bring a greater or smaller desire to drink for pleasure rather than coping?

Answer: greater

Until mid-to-late adolescence, boys and girls show relatively little difference in drinking motives. Distinctions between the reasons for alcohol consumption of males and females begin to emerge around ages 14–15; overall, boys tend to view drinking in a more social light than girls, who report on average a more frequent use of alcohol as a coping mechanism. <hl> The latter effect appears to shift in late adolescence and onset of early adulthood (18–19 years of age); however, despite this trend, age tends to bring a greater desire to drink for pleasure rather than coping in both boys and girls. <hl>

Until mid-to-late adolescence, boys and girls show relatively little difference in drinking motives. Distinctions between the reasons for alcohol consumption of males and females begin to emerge around ages 14–15; overall, boys tend to view drinking in a more social light than girls, who report on average a more frequent use of alcohol as a coping mechanism. The latter effect appears to shift in late adolescence and onset of early adulthood (18–19 years of age); however, despite this trend, age tends to bring a <hl> greater <hl> desire to drink for pleasure rather than coping in both boys and girls.


Question: From which language does the word "adolescence" originate?

Adolescence (from Latin adolescere, meaning "to grow up") is a transitional stage of physical and psychological human development that generally occurs during the period from puberty to legal adulthood (age of majority). The period of adolescence is most closely associated with the teenage years, though its physical, psychological and cultural expressions may begin earlier and end later. For example, although puberty has been historically associated with the onset of adolescent development, it now typically begins prior to the teenage years and there has been a normative shift of it occurring in preadolescence, particularly in females (see precocious puberty). Physical growth, as distinct from puberty (particularly in males), and cognitive development generally seen in adolescence, can also extend into the early twenties. Thus chronological age provides only a rough marker of adolescence, and scholars have found it difficult to agree upon a precise definition of adolescence.

Answer: Latin

<hl> Adolescence (from Latin adolescere, meaning "to grow up") is a transitional stage of physical and psychological human development that generally occurs during the period from puberty to legal adulthood (age of majority). <hl> The period of adolescence is most closely associated with the teenage years, though its physical, psychological and cultural expressions may begin earlier and end later. For example, although puberty has been historically associated with the onset of adolescent development, it now typically begins prior to the teenage years and there has been a normative shift of it occurring in preadolescence, particularly in females (see precocious puberty). Physical growth, as distinct from puberty (particularly in males), and cognitive development generally seen in adolescence, can also extend into the early twenties. Thus chronological age provides only a rough marker of adolescence, and scholars have found it difficult to agree upon a precise definition of adolescence.

Adolescence (from <hl> Latin <hl> adolescere, meaning "to grow up") is a transitional stage of physical and psychological human development that generally occurs during the period from puberty to legal adulthood (age of majority). The period of adolescence is most closely associated with the teenage years, though its physical, psychological and cultural expressions may begin earlier and end later. For example, although puberty has been historically associated with the onset of adolescent development, it now typically begins prior to the teenage years and there has been a normative shift of it occurring in preadolescence, particularly in females (see precocious puberty). Physical growth, as distinct from puberty (particularly in males), and cognitive development generally seen in adolescence, can also extend into the early twenties. Thus chronological age provides only a rough marker of adolescence, and scholars have found it difficult to agree upon a precise definition of adolescence.


Question: What is the Latin meaning of the word "adolescere"?

Answer: to grow up

<hl> Adolescence (from Latin adolescere, meaning " to grow up ") is a transitional stage of physical and psychological human development that generally occurs during the period from puberty to legal adulthood (age of majority). <hl> The period of adolescence is most closely associated with the teenage years, though its physical, psychological and cultural expressions may begin earlier and end later. For example, although puberty has been historically associated with the onset of adolescent development, it now typically begins prior to the teenage years and there has been a normative shift of it occurring in preadolescence, particularly in females (see precocious puberty). Physical growth, as distinct from puberty (particularly in males), and cognitive development generally seen in adolescence, can also extend into the early twenties. Thus chronological age provides only a rough marker of adolescence, and scholars have found it difficult to agree upon a precise definition of adolescence.

Adolescence (from Latin adolescere, meaning "<hl> to grow up <hl>") is a transitional stage of physical and psychological human development that generally occurs during the period from puberty to legal adulthood (age of majority). The period of adolescence is most closely associated with the teenage years, though its physical, psychological and cultural expressions may begin earlier and end later. For example, although puberty has been historically associated with the onset of adolescent development, it now typically begins prior to the teenage years and there has been a normative shift of it occurring in preadolescence, particularly in females (see precocious puberty). Physical growth, as distinct from puberty (particularly in males), and cognitive development generally seen in adolescence, can also extend into the early twenties. Thus chronological age provides only a rough marker of adolescence, and scholars have found it difficult to agree upon a precise definition of adolescence.

Adolescence (from Latin adolescere, meaning " <hl> to grow up <hl> ") is a transitional stage of physical and psychological human development that generally occurs during the period from puberty to legal adulthood (age of majority).


Question: What is another term for legal adulthood?

Answer: age of majority

<hl> Adolescence (from Latin adolescere, meaning "to grow up") is a transitional stage of physical and psychological human development that generally occurs during the period from puberty to legal adulthood ( age of majority ). <hl> The period of adolescence is most closely associated with the teenage years, though its physical, psychological and cultural expressions may begin earlier and end later. For example, although puberty has been historically associated with the onset of adolescent development, it now typically begins prior to the teenage years and there has been a normative shift of it occurring in preadolescence, particularly in females (see precocious puberty). Physical growth, as distinct from puberty (particularly in males), and cognitive development generally seen in adolescence, can also extend into the early twenties. Thus chronological age provides only a rough marker of adolescence, and scholars have found it difficult to agree upon a precise definition of adolescence.

Adolescence (from Latin adolescere, meaning "to grow up") is a transitional stage of physical and psychological human development that generally occurs during the period from puberty to legal adulthood (<hl> age of majority <hl>). The period of adolescence is most closely associated with the teenage years, though its physical, psychological and cultural expressions may begin earlier and end later. For example, although puberty has been historically associated with the onset of adolescent development, it now typically begins prior to the teenage years and there has been a normative shift of it occurring in preadolescence, particularly in females (see precocious puberty). Physical growth, as distinct from puberty (particularly in males), and cognitive development generally seen in adolescence, can also extend into the early twenties. Thus chronological age provides only a rough marker of adolescence, and scholars have found it difficult to agree upon a precise definition of adolescence.

Adolescence (from Latin adolescere, meaning "to grow up") is a transitional stage of physical and psychological human development that generally occurs during the period from puberty to legal adulthood ( <hl> age of majority <hl> ).


Question: Physical growth and cognitive development generally observed in adolescents can extend to what age?

Answer: early twenties

Adolescence (from Latin adolescere, meaning "to grow up") is a transitional stage of physical and psychological human development that generally occurs during the period from puberty to legal adulthood (age of majority). The period of adolescence is most closely associated with the teenage years, though its physical, psychological and cultural expressions may begin earlier and end later. For example, although puberty has been historically associated with the onset of adolescent development, it now typically begins prior to the teenage years and there has been a normative shift of it occurring in preadolescence, particularly in females (see precocious puberty). <hl> Physical growth, as distinct from puberty (particularly in males), and cognitive development generally seen in adolescence, can also extend into the early twenties . <hl> Thus chronological age provides only a rough marker of adolescence, and scholars have found it difficult to agree upon a precise definition of adolescence.

Adolescence (from Latin adolescere, meaning "to grow up") is a transitional stage of physical and psychological human development that generally occurs during the period from puberty to legal adulthood (age of majority). The period of adolescence is most closely associated with the teenage years, though its physical, psychological and cultural expressions may begin earlier and end later. For example, although puberty has been historically associated with the onset of adolescent development, it now typically begins prior to the teenage years and there has been a normative shift of it occurring in preadolescence, particularly in females (see precocious puberty). Physical growth, as distinct from puberty (particularly in males), and cognitive development generally seen in adolescence, can also extend into the <hl> early twenties <hl>. Thus chronological age provides only a rough marker of adolescence, and scholars have found it difficult to agree upon a precise definition of adolescence.

Physical growth, as distinct from puberty (particularly in males), and cognitive development generally seen in adolescence, can also extend into the <hl> early twenties <hl> .


Question: In recent years, has the amount of social networking sites available to the public increased or decreased?

Within the past ten years, the amount of social networking sites available to the public has greatly increased as well as the number of adolescents using them. Several sources report a high proportion of adolescents who use social media: 73% of 12–17 year olds reported having at least one social networking profile; two-thirds (68%) of teens text every day, half (51%) visit social networking sites daily, and 11% send or receive tweets at least once every day. In fact, more than a third (34%) of teens visit their main social networking site several times a day. One in four (23%) teens are "heavy" social media users, meaning they use at least two different types of social media each and every day.

Answer: greatly increased

<hl> Within the past ten years, the amount of social networking sites available to the public has greatly increased as well as the number of adolescents using them. <hl> Several sources report a high proportion of adolescents who use social media: 73% of 12–17 year olds reported having at least one social networking profile; two-thirds (68%) of teens text every day, half (51%) visit social networking sites daily, and 11% send or receive tweets at least once every day. In fact, more than a third (34%) of teens visit their main social networking site several times a day. One in four (23%) teens are "heavy" social media users, meaning they use at least two different types of social media each and every day.

Within the past ten years, the amount of social networking sites available to the public has <hl> greatly increased <hl> as well as the number of adolescents using them. Several sources report a high proportion of adolescents who use social media: 73% of 12–17 year olds reported having at least one social networking profile; two-thirds (68%) of teens text every day, half (51%) visit social networking sites daily, and 11% send or receive tweets at least once every day. In fact, more than a third (34%) of teens visit their main social networking site several times a day. One in four (23%) teens are "heavy" social media users, meaning they use at least two different types of social media each and every day.


Question: What percentage of teens say they text every day?

Answer: 68%

Within the past ten years, the amount of social networking sites available to the public has greatly increased as well as the number of adolescents using them. <hl> Several sources report a high proportion of adolescents who use social media: 73% of 12–17 year olds reported having at least one social networking profile; two-thirds ( 68% ) of teens text every day, half (51%) visit social networking sites daily, and 11% send or receive tweets at least once every day. <hl> In fact, more than a third (34%) of teens visit their main social networking site several times a day. One in four (23%) teens are "heavy" social media users, meaning they use at least two different types of social media each and every day.

Within the past ten years, the amount of social networking sites available to the public has greatly increased as well as the number of adolescents using them. Several sources report a high proportion of adolescents who use social media: 73% of 12–17 year olds reported having at least one social networking profile; two-thirds (<hl> 68% <hl>) of teens text every day, half (51%) visit social networking sites daily, and 11% send or receive tweets at least once every day. In fact, more than a third (34%) of teens visit their main social networking site several times a day. One in four (23%) teens are "heavy" social media users, meaning they use at least two different types of social media each and every day.

Several sources report a high proportion of adolescents who use social media: 73% of 12–17 year olds reported having at least one social networking profile; two-thirds ( <hl> 68% <hl> ) of teens text every day, half (51%) visit social networking sites daily, and 11% send or receive tweets at least once every day.


Question: What percentage of 12-17 year olds claim to have at least one social networking profile?

Answer: 73%

Within the past ten years, the amount of social networking sites available to the public has greatly increased as well as the number of adolescents using them. <hl> Several sources report a high proportion of adolescents who use social media: 73% of 12–17 year olds reported having at least one social networking profile; two-thirds (68%) of teens text every day, half (51%) visit social networking sites daily, and 11% send or receive tweets at least once every day. <hl> In fact, more than a third (34%) of teens visit their main social networking site several times a day. One in four (23%) teens are "heavy" social media users, meaning they use at least two different types of social media each and every day.

Within the past ten years, the amount of social networking sites available to the public has greatly increased as well as the number of adolescents using them. Several sources report a high proportion of adolescents who use social media: <hl> 73% <hl> of 12–17 year olds reported having at least one social networking profile; two-thirds (68%) of teens text every day, half (51%) visit social networking sites daily, and 11% send or receive tweets at least once every day. In fact, more than a third (34%) of teens visit their main social networking site several times a day. One in four (23%) teens are "heavy" social media users, meaning they use at least two different types of social media each and every day.


Question: What percentage of teens report visiting social netorking sites daily?

Answer: 51%

Within the past ten years, the amount of social networking sites available to the public has greatly increased as well as the number of adolescents using them. <hl> Several sources report a high proportion of adolescents who use social media: 73% of 12–17 year olds reported having at least one social networking profile; two-thirds (68%) of teens text every day, half ( 51% ) visit social networking sites daily, and 11% send or receive tweets at least once every day. <hl> In fact, more than a third (34%) of teens visit their main social networking site several times a day. One in four (23%) teens are "heavy" social media users, meaning they use at least two different types of social media each and every day.

Within the past ten years, the amount of social networking sites available to the public has greatly increased as well as the number of adolescents using them. Several sources report a high proportion of adolescents who use social media: 73% of 12–17 year olds reported having at least one social networking profile; two-thirds (68%) of teens text every day, half (<hl> 51% <hl>) visit social networking sites daily, and 11% send or receive tweets at least once every day. In fact, more than a third (34%) of teens visit their main social networking site several times a day. One in four (23%) teens are "heavy" social media users, meaning they use at least two different types of social media each and every day.

Several sources report a high proportion of adolescents who use social media: 73% of 12–17 year olds reported having at least one social networking profile; two-thirds (68%) of teens text every day, half ( <hl> 51% <hl> ) visit social networking sites daily, and 11% send or receive tweets at least once every day.


Question: What ratio of teens are "heavy" social media users, using two types of media daily?

Answer: One in four (23%)

Within the past ten years, the amount of social networking sites available to the public has greatly increased as well as the number of adolescents using them. Several sources report a high proportion of adolescents who use social media: 73% of 12–17 year olds reported having at least one social networking profile; two-thirds (68%) of teens text every day, half (51%) visit social networking sites daily, and 11% send or receive tweets at least once every day. In fact, more than a third (34%) of teens visit their main social networking site several times a day. <hl> One in four (23%) teens are "heavy" social media users, meaning they use at least two different types of social media each and every day. <hl>

Within the past ten years, the amount of social networking sites available to the public has greatly increased as well as the number of adolescents using them. Several sources report a high proportion of adolescents who use social media: 73% of 12–17 year olds reported having at least one social networking profile; two-thirds (68%) of teens text every day, half (51%) visit social networking sites daily, and 11% send or receive tweets at least once every day. In fact, more than a third (34%) of teens visit their main social networking site several times a day. <hl> One in four (23%) <hl> teens are "heavy" social media users, meaning they use at least two different types of social media each and every day.


Question: Are girls reaching sexual maturation early more or less likely to develop eating disorers?

For girls, early maturation can sometimes lead to increased self-consciousness, though a typical aspect in maturing females. Because of their bodies' developing in advance, pubescent girls can become more insecure and dependent. Consequently, girls that reach sexual maturation early are more likely than their peers to develop eating disorders (such as anorexia nervosa). Nearly half of all American high school girls' diets are to lose weight. In addition, girls may have to deal with sexual advances from older boys before they are emotionally and mentally mature. In addition to having earlier sexual experiences and more unwanted pregnancies than late maturing girls, early maturing girls are more exposed to alcohol and drug abuse. Those who have had such experiences tend to perform not as well in school as their "inexperienced" peers.

Answer: more likely

For girls, early maturation can sometimes lead to increased self-consciousness, though a typical aspect in maturing females. Because of their bodies' developing in advance, pubescent girls can become more insecure and dependent. <hl> Consequently, girls that reach sexual maturation early are more likely than their peers to develop eating disorders (such as anorexia nervosa). <hl> Nearly half of all American high school girls' diets are to lose weight. In addition, girls may have to deal with sexual advances from older boys before they are emotionally and mentally mature. In addition to having earlier sexual experiences and more unwanted pregnancies than late maturing girls, early maturing girls are more exposed to alcohol and drug abuse. Those who have had such experiences tend to perform not as well in school as their "inexperienced" peers.

For girls, early maturation can sometimes lead to increased self-consciousness, though a typical aspect in maturing females. Because of their bodies' developing in advance, pubescent girls can become more insecure and dependent. Consequently, girls that reach sexual maturation early are <hl> more likely <hl> than their peers to develop eating disorders (such as anorexia nervosa). Nearly half of all American high school girls' diets are to lose weight. In addition, girls may have to deal with sexual advances from older boys before they are emotionally and mentally mature. In addition to having earlier sexual experiences and more unwanted pregnancies than late maturing girls, early maturing girls are more exposed to alcohol and drug abuse. Those who have had such experiences tend to perform not as well in school as their "inexperienced" peers.


Question: Nearly half of Americam high school girls hope to achieve what goal with their diet?

Answer: lose weight

For girls, early maturation can sometimes lead to increased self-consciousness, though a typical aspect in maturing females. Because of their bodies' developing in advance, pubescent girls can become more insecure and dependent. Consequently, girls that reach sexual maturation early are more likely than their peers to develop eating disorders (such as anorexia nervosa). <hl> Nearly half of all American high school girls' diets are to lose weight . <hl> In addition, girls may have to deal with sexual advances from older boys before they are emotionally and mentally mature. In addition to having earlier sexual experiences and more unwanted pregnancies than late maturing girls, early maturing girls are more exposed to alcohol and drug abuse. Those who have had such experiences tend to perform not as well in school as their "inexperienced" peers.

For girls, early maturation can sometimes lead to increased self-consciousness, though a typical aspect in maturing females. Because of their bodies' developing in advance, pubescent girls can become more insecure and dependent. Consequently, girls that reach sexual maturation early are more likely than their peers to develop eating disorders (such as anorexia nervosa). Nearly half of all American high school girls' diets are to <hl> lose weight <hl>. In addition, girls may have to deal with sexual advances from older boys before they are emotionally and mentally mature. In addition to having earlier sexual experiences and more unwanted pregnancies than late maturing girls, early maturing girls are more exposed to alcohol and drug abuse. Those who have had such experiences tend to perform not as well in school as their "inexperienced" peers.

Nearly half of all American high school girls' diets are to <hl> lose weight <hl> .


Question: Are early or late maturing girls more exposed to alcohol and drug abuse?

Answer: early maturing

For girls, early maturation can sometimes lead to increased self-consciousness, though a typical aspect in maturing females. Because of their bodies' developing in advance, pubescent girls can become more insecure and dependent. Consequently, girls that reach sexual maturation early are more likely than their peers to develop eating disorders (such as anorexia nervosa). Nearly half of all American high school girls' diets are to lose weight. In addition, girls may have to deal with sexual advances from older boys before they are emotionally and mentally mature. <hl> In addition to having earlier sexual experiences and more unwanted pregnancies than late maturing girls, early maturing girls are more exposed to alcohol and drug abuse. <hl> Those who have had such experiences tend to perform not as well in school as their "inexperienced" peers.

For girls, early maturation can sometimes lead to increased self-consciousness, though a typical aspect in maturing females. Because of their bodies' developing in advance, pubescent girls can become more insecure and dependent. Consequently, girls that reach sexual maturation early are more likely than their peers to develop eating disorders (such as anorexia nervosa). Nearly half of all American high school girls' diets are to lose weight. In addition, girls may have to deal with sexual advances from older boys before they are emotionally and mentally mature. In addition to having earlier sexual experiences and more unwanted pregnancies than late maturing girls, <hl> early maturing <hl> girls are more exposed to alcohol and drug abuse. Those who have had such experiences tend to perform not as well in school as their "inexperienced" peers.


Question: Do early or late maturing girls have more unwanted pregnancies?

Answer: early maturing

For girls, early maturation can sometimes lead to increased self-consciousness, though a typical aspect in maturing females. Because of their bodies' developing in advance, pubescent girls can become more insecure and dependent. Consequently, girls that reach sexual maturation early are more likely than their peers to develop eating disorders (such as anorexia nervosa). Nearly half of all American high school girls' diets are to lose weight. In addition, girls may have to deal with sexual advances from older boys before they are emotionally and mentally mature. <hl> In addition to having earlier sexual experiences and more unwanted pregnancies than late maturing girls, early maturing girls are more exposed to alcohol and drug abuse. <hl> Those who have had such experiences tend to perform not as well in school as their "inexperienced" peers.

For girls, early maturation can sometimes lead to increased self-consciousness, though a typical aspect in maturing females. Because of their bodies' developing in advance, pubescent girls can become more insecure and dependent. Consequently, girls that reach sexual maturation early are more likely than their peers to develop eating disorders (such as anorexia nervosa). Nearly half of all American high school girls' diets are to lose weight. In addition, girls may have to deal with sexual advances from older boys before they are emotionally and mentally mature. In addition to having earlier sexual experiences and more unwanted pregnancies than late maturing girls, <hl> early maturing <hl> girls are more exposed to alcohol and drug abuse. Those who have had such experiences tend to perform not as well in school as their "inexperienced" peers.


Question: Who performs better in school: sexually experienced or inexperienced teen females?

Answer: inexperienced

For girls, early maturation can sometimes lead to increased self-consciousness, though a typical aspect in maturing females. Because of their bodies' developing in advance, pubescent girls can become more insecure and dependent. Consequently, girls that reach sexual maturation early are more likely than their peers to develop eating disorders (such as anorexia nervosa). Nearly half of all American high school girls' diets are to lose weight. In addition, girls may have to deal with sexual advances from older boys before they are emotionally and mentally mature. In addition to having earlier sexual experiences and more unwanted pregnancies than late maturing girls, early maturing girls are more exposed to alcohol and drug abuse. <hl> Those who have had such experiences tend to perform not as well in school as their " inexperienced " peers. <hl>

For girls, early maturation can sometimes lead to increased self-consciousness, though a typical aspect in maturing females. Because of their bodies' developing in advance, pubescent girls can become more insecure and dependent. Consequently, girls that reach sexual maturation early are more likely than their peers to develop eating disorders (such as anorexia nervosa). Nearly half of all American high school girls' diets are to lose weight. In addition, girls may have to deal with sexual advances from older boys before they are emotionally and mentally mature. In addition to having earlier sexual experiences and more unwanted pregnancies than late maturing girls, early maturing girls are more exposed to alcohol and drug abuse. Those who have had such experiences tend to perform not as well in school as their "<hl> inexperienced <hl>" peers.

Those who have had such experiences tend to perform not as well in school as their " <hl> inexperienced <hl> " peers.


Question: Is change in bodily distribution of fat and muscle the same or different between males and females during puberty?

Another set of significant physical changes during puberty happen in bodily distribution of fat and muscle. This process is different for females and males. Before puberty, there are nearly no sex differences in fat and muscle distribution; during puberty, boys grow muscle much faster than girls, although both sexes experience rapid muscle development. In contrast, though both sexes experience an increase in body fat, the increase is much more significant for girls. Frequently, the increase in fat for girls happens in their years just before puberty. The ratio between muscle and fat among post-pubertal boys is around three to one, while for girls it is about five to four. This may help explain sex differences in athletic performance.

Answer: different

Another set of significant physical changes during puberty happen in bodily distribution of fat and muscle. <hl> This process is different for females and males. <hl> Before puberty, there are nearly no sex differences in fat and muscle distribution; during puberty, boys grow muscle much faster than girls, although both sexes experience rapid muscle development. In contrast, though both sexes experience an increase in body fat, the increase is much more significant for girls. Frequently, the increase in fat for girls happens in their years just before puberty. The ratio between muscle and fat among post-pubertal boys is around three to one, while for girls it is about five to four. This may help explain sex differences in athletic performance.

Another set of significant physical changes during puberty happen in bodily distribution of fat and muscle. This process is <hl> different <hl> for females and males. Before puberty, there are nearly no sex differences in fat and muscle distribution; during puberty, boys grow muscle much faster than girls, although both sexes experience rapid muscle development. In contrast, though both sexes experience an increase in body fat, the increase is much more significant for girls. Frequently, the increase in fat for girls happens in their years just before puberty. The ratio between muscle and fat among post-pubertal boys is around three to one, while for girls it is about five to four. This may help explain sex differences in athletic performance.


Question: Do boys or girls experience a more significant increase in body fat?

Answer: girls

Another set of significant physical changes during puberty happen in bodily distribution of fat and muscle. This process is different for females and males. <hl> Before puberty, there are nearly no sex differences in fat and muscle distribution; during puberty, boys grow muscle much faster than girls , although both sexes experience rapid muscle development. <hl> In contrast, though both sexes experience an increase in body fat, the increase is much more significant for girls. Frequently, the increase in fat for girls happens in their years just before puberty. The ratio between muscle and fat among post-pubertal boys is around three to one, while for girls it is about five to four. This may help explain sex differences in athletic performance.

Another set of significant physical changes during puberty happen in bodily distribution of fat and muscle. This process is different for females and males. Before puberty, there are nearly no sex differences in fat and muscle distribution; during puberty, boys grow muscle much faster than <hl> girls <hl>, although both sexes experience rapid muscle development. In contrast, though both sexes experience an increase in body fat, the increase is much more significant for girls. Frequently, the increase in fat for girls happens in their years just before puberty. The ratio between muscle and fat among post-pubertal boys is around three to one, while for girls it is about five to four. This may help explain sex differences in athletic performance.

Before puberty, there are nearly no sex differences in fat and muscle distribution; during puberty, boys grow muscle much faster than <hl> girls <hl> , although both sexes experience rapid muscle development.


Question: Do boys or girls grow muscle faster during puberty?

Answer: boys

Another set of significant physical changes during puberty happen in bodily distribution of fat and muscle. This process is different for females and males. <hl> Before puberty, there are nearly no sex differences in fat and muscle distribution; during puberty, boys grow muscle much faster than girls, although both sexes experience rapid muscle development. <hl> In contrast, though both sexes experience an increase in body fat, the increase is much more significant for girls. Frequently, the increase in fat for girls happens in their years just before puberty. The ratio between muscle and fat among post-pubertal boys is around three to one, while for girls it is about five to four. This may help explain sex differences in athletic performance.

Another set of significant physical changes during puberty happen in bodily distribution of fat and muscle. This process is different for females and males. Before puberty, there are nearly no sex differences in fat and muscle distribution; during puberty, <hl> boys <hl> grow muscle much faster than girls, although both sexes experience rapid muscle development. In contrast, though both sexes experience an increase in body fat, the increase is much more significant for girls. Frequently, the increase in fat for girls happens in their years just before puberty. The ratio between muscle and fat among post-pubertal boys is around three to one, while for girls it is about five to four. This may help explain sex differences in athletic performance.


Question: What is the ratio between muscle and fat among post-pubertal boys?

Answer: three to one

Another set of significant physical changes during puberty happen in bodily distribution of fat and muscle. This process is different for females and males. Before puberty, there are nearly no sex differences in fat and muscle distribution; during puberty, boys grow muscle much faster than girls, although both sexes experience rapid muscle development. In contrast, though both sexes experience an increase in body fat, the increase is much more significant for girls. Frequently, the increase in fat for girls happens in their years just before puberty. <hl> The ratio between muscle and fat among post-pubertal boys is around three to one , while for girls it is about five to four. <hl> This may help explain sex differences in athletic performance.

Another set of significant physical changes during puberty happen in bodily distribution of fat and muscle. This process is different for females and males. Before puberty, there are nearly no sex differences in fat and muscle distribution; during puberty, boys grow muscle much faster than girls, although both sexes experience rapid muscle development. In contrast, though both sexes experience an increase in body fat, the increase is much more significant for girls. Frequently, the increase in fat for girls happens in their years just before puberty. The ratio between muscle and fat among post-pubertal boys is around <hl> three to one <hl>, while for girls it is about five to four. This may help explain sex differences in athletic performance.

The ratio between muscle and fat among post-pubertal boys is around <hl> three to one <hl> , while for girls it is about five to four.


Question: What is the ratio between muscle and fat amoung post-pubertal girls?

Answer: five to four

Another set of significant physical changes during puberty happen in bodily distribution of fat and muscle. This process is different for females and males. Before puberty, there are nearly no sex differences in fat and muscle distribution; during puberty, boys grow muscle much faster than girls, although both sexes experience rapid muscle development. In contrast, though both sexes experience an increase in body fat, the increase is much more significant for girls. Frequently, the increase in fat for girls happens in their years just before puberty. <hl> The ratio between muscle and fat among post-pubertal boys is around three to one, while for girls it is about five to four . <hl> This may help explain sex differences in athletic performance.

Another set of significant physical changes during puberty happen in bodily distribution of fat and muscle. This process is different for females and males. Before puberty, there are nearly no sex differences in fat and muscle distribution; during puberty, boys grow muscle much faster than girls, although both sexes experience rapid muscle development. In contrast, though both sexes experience an increase in body fat, the increase is much more significant for girls. Frequently, the increase in fat for girls happens in their years just before puberty. The ratio between muscle and fat among post-pubertal boys is around three to one, while for girls it is about <hl> five to four <hl>. This may help explain sex differences in athletic performance.

The ratio between muscle and fat among post-pubertal boys is around three to one, while for girls it is about <hl> five to four <hl> .


Question: What is a secondary sex characteristic change?

Changes in secondary sex characteristics include every change that is not directly related to sexual reproduction. In males, these changes involve appearance of pubic, facial, and body hair, deepening of the voice, roughening of the skin around the upper arms and thighs, and increased development of the sweat glands. In females, secondary sex changes involve elevation of the breasts, widening of the hips, development of pubic and underarm hair, widening of the areolae, and elevation of the nipples. The changes in secondary sex characteristics that take place during puberty are often referred to in terms of five Tanner stages, named after the British pediatrician who devised the categorization system.

Answer: every change that is not directly related to sexual reproduction

<hl> Changes in secondary sex characteristics include every change that is not directly related to sexual reproduction . <hl> In males, these changes involve appearance of pubic, facial, and body hair, deepening of the voice, roughening of the skin around the upper arms and thighs, and increased development of the sweat glands. In females, secondary sex changes involve elevation of the breasts, widening of the hips, development of pubic and underarm hair, widening of the areolae, and elevation of the nipples. The changes in secondary sex characteristics that take place during puberty are often referred to in terms of five Tanner stages, named after the British pediatrician who devised the categorization system.

Changes in secondary sex characteristics include <hl> every change that is not directly related to sexual reproduction <hl>. In males, these changes involve appearance of pubic, facial, and body hair, deepening of the voice, roughening of the skin around the upper arms and thighs, and increased development of the sweat glands. In females, secondary sex changes involve elevation of the breasts, widening of the hips, development of pubic and underarm hair, widening of the areolae, and elevation of the nipples. The changes in secondary sex characteristics that take place during puberty are often referred to in terms of five Tanner stages, named after the British pediatrician who devised the categorization system.

Changes in secondary sex characteristics include <hl> every change that is not directly related to sexual reproduction <hl> .


Question: How many Tanner stages are there?

Answer: five

Changes in secondary sex characteristics include every change that is not directly related to sexual reproduction. In males, these changes involve appearance of pubic, facial, and body hair, deepening of the voice, roughening of the skin around the upper arms and thighs, and increased development of the sweat glands. In females, secondary sex changes involve elevation of the breasts, widening of the hips, development of pubic and underarm hair, widening of the areolae, and elevation of the nipples. <hl> The changes in secondary sex characteristics that take place during puberty are often referred to in terms of five Tanner stages, named after the British pediatrician who devised the categorization system. <hl>

Changes in secondary sex characteristics include every change that is not directly related to sexual reproduction. In males, these changes involve appearance of pubic, facial, and body hair, deepening of the voice, roughening of the skin around the upper arms and thighs, and increased development of the sweat glands. In females, secondary sex changes involve elevation of the breasts, widening of the hips, development of pubic and underarm hair, widening of the areolae, and elevation of the nipples. The changes in secondary sex characteristics that take place during puberty are often referred to in terms of <hl> five <hl> Tanner stages, named after the British pediatrician who devised the categorization system.


Question: What was the occupation of the person who devised the Tanner categorization system?

Answer: pediatrician

Changes in secondary sex characteristics include every change that is not directly related to sexual reproduction. In males, these changes involve appearance of pubic, facial, and body hair, deepening of the voice, roughening of the skin around the upper arms and thighs, and increased development of the sweat glands. In females, secondary sex changes involve elevation of the breasts, widening of the hips, development of pubic and underarm hair, widening of the areolae, and elevation of the nipples. <hl> The changes in secondary sex characteristics that take place during puberty are often referred to in terms of five Tanner stages, named after the British pediatrician who devised the categorization system. <hl>

Changes in secondary sex characteristics include every change that is not directly related to sexual reproduction. In males, these changes involve appearance of pubic, facial, and body hair, deepening of the voice, roughening of the skin around the upper arms and thighs, and increased development of the sweat glands. In females, secondary sex changes involve elevation of the breasts, widening of the hips, development of pubic and underarm hair, widening of the areolae, and elevation of the nipples. The changes in secondary sex characteristics that take place during puberty are often referred to in terms of five Tanner stages, named after the British <hl> pediatrician <hl> who devised the categorization system.


Question: Elevation of the breasts, development of pubic hair, and elevation of the nippes are examples of what type of changes?

Answer: Changes in secondary sex characteristics

<hl> Changes in secondary sex characteristics include every change that is not directly related to sexual reproduction. <hl> In males, these changes involve appearance of pubic, facial, and body hair, deepening of the voice, roughening of the skin around the upper arms and thighs, and increased development of the sweat glands. In females, secondary sex changes involve elevation of the breasts, widening of the hips, development of pubic and underarm hair, widening of the areolae, and elevation of the nipples. The changes in secondary sex characteristics that take place during puberty are often referred to in terms of five Tanner stages, named after the British pediatrician who devised the categorization system.

<hl> Changes in secondary sex characteristics <hl> include every change that is not directly related to sexual reproduction. In males, these changes involve appearance of pubic, facial, and body hair, deepening of the voice, roughening of the skin around the upper arms and thighs, and increased development of the sweat glands. In females, secondary sex changes involve elevation of the breasts, widening of the hips, development of pubic and underarm hair, widening of the areolae, and elevation of the nipples. The changes in secondary sex characteristics that take place during puberty are often referred to in terms of five Tanner stages, named after the British pediatrician who devised the categorization system.


Question: Is deepening of the voice in males a primary or secondary sex characteristic?

Answer: secondary

<hl> Changes in secondary sex characteristics include every change that is not directly related to sexual reproduction. <hl> In males, these changes involve appearance of pubic, facial, and body hair, deepening of the voice, roughening of the skin around the upper arms and thighs, and increased development of the sweat glands. In females, secondary sex changes involve elevation of the breasts, widening of the hips, development of pubic and underarm hair, widening of the areolae, and elevation of the nipples. The changes in secondary sex characteristics that take place during puberty are often referred to in terms of five Tanner stages, named after the British pediatrician who devised the categorization system.

Changes in <hl> secondary <hl> sex characteristics include every change that is not directly related to sexual reproduction. In males, these changes involve appearance of pubic, facial, and body hair, deepening of the voice, roughening of the skin around the upper arms and thighs, and increased development of the sweat glands. In females, secondary sex changes involve elevation of the breasts, widening of the hips, development of pubic and underarm hair, widening of the areolae, and elevation of the nipples. The changes in secondary sex characteristics that take place during puberty are often referred to in terms of five Tanner stages, named after the British pediatrician who devised the categorization system.


Question: Are children or adolescents more likely to question assertions and less likely to accept facts?

Compared to children, adolescents are more likely to question others' assertions, and less likely to accept facts as absolute truths. Through experience outside the family circle, they learn that rules they were taught as absolute are in fact relativistic. They begin to differentiate between rules instituted out of common sense—not touching a hot stove—and those that are based on culturally-relative standards (codes of etiquette, not dating until a certain age), a delineation that younger children do not make. This can lead to a period of questioning authority in all domains.

Answer: adolescents

<hl> Compared to children, adolescents are more likely to question others' assertions, and less likely to accept facts as absolute truths. <hl> Through experience outside the family circle, they learn that rules they were taught as absolute are in fact relativistic. They begin to differentiate between rules instituted out of common sense—not touching a hot stove—and those that are based on culturally-relative standards (codes of etiquette, not dating until a certain age), a delineation that younger children do not make. This can lead to a period of questioning authority in all domains.

Compared to children, <hl> adolescents <hl> are more likely to question others' assertions, and less likely to accept facts as absolute truths. Through experience outside the family circle, they learn that rules they were taught as absolute are in fact relativistic. They begin to differentiate between rules instituted out of common sense—not touching a hot stove—and those that are based on culturally-relative standards (codes of etiquette, not dating until a certain age), a delineation that younger children do not make. This can lead to a period of questioning authority in all domains.


Question: Is refraining from touching a hot stoce a common sense or culturally-relative standard?

Answer: common sense

Compared to children, adolescents are more likely to question others' assertions, and less likely to accept facts as absolute truths. Through experience outside the family circle, they learn that rules they were taught as absolute are in fact relativistic. <hl> They begin to differentiate between rules instituted out of common sense —not touching a hot stove—and those that are based on culturally-relative standards (codes of etiquette, not dating until a certain age), a delineation that younger children do not make. <hl> This can lead to a period of questioning authority in all domains.

Compared to children, adolescents are more likely to question others' assertions, and less likely to accept facts as absolute truths. Through experience outside the family circle, they learn that rules they were taught as absolute are in fact relativistic. They begin to differentiate between rules instituted out of <hl> common sense <hl>—not touching a hot stove—and those that are based on culturally-relative standards (codes of etiquette, not dating until a certain age), a delineation that younger children do not make. This can lead to a period of questioning authority in all domains.

They begin to differentiate between rules instituted out of <hl> common sense <hl> —not touching a hot stove—and those that are based on culturally-relative standards (codes of etiquette, not dating until a certain age), a delineation that younger children do not make.


Question: Is not dating until a certain age a common sense or culturally-relative standard?

Answer: culturally-relative

Compared to children, adolescents are more likely to question others' assertions, and less likely to accept facts as absolute truths. Through experience outside the family circle, they learn that rules they were taught as absolute are in fact relativistic. <hl> They begin to differentiate between rules instituted out of common sense—not touching a hot stove—and those that are based on culturally-relative standards (codes of etiquette, not dating until a certain age), a delineation that younger children do not make. <hl> This can lead to a period of questioning authority in all domains.

Compared to children, adolescents are more likely to question others' assertions, and less likely to accept facts as absolute truths. Through experience outside the family circle, they learn that rules they were taught as absolute are in fact relativistic. They begin to differentiate between rules instituted out of common sense—not touching a hot stove—and those that are based on <hl> culturally-relative <hl> standards (codes of etiquette, not dating until a certain age), a delineation that younger children do not make. This can lead to a period of questioning authority in all domains.


Question: Who was the first president of the American Psychological Association?

The formal study of adolescent psychology began with the publication of G. Stanley Hall's "Adolescence in 1904." Hall, who was the first president of the American Psychological Association, viewed adolescence primarily as a time of internal turmoil and upheaval (sturm und drang). This understanding of youth was based on two then new ways of understanding human behavior: Darwin's evolutionary theory and Freud's psychodynamic theory. He believed that adolescence was a representation of our human ancestors' phylogenetic shift from being primitive to being civilized. Hall's assertions stood relatively uncontested until the 1950s when psychologists such as Erik Erikson and Anna Freud started to formulate their theories about adolescence. Freud believed that the psychological disturbances associated with youth were biologically based and culturally universal while Erikson focused on the dichotomy between identity formation and role fulfillment. Even with their different theories, these three psychologists agreed that adolescence was inherently a time of disturbance and psychological confusion. The less turbulent aspects of adolescence, such as peer relations and cultural influence, were left largely ignored until the 1980s. From the '50s until the '80s, the focus of the field was mainly on describing patterns of behavior as opposed to explaining them.

Answer: G. Stanley Hall

<hl> The formal study of adolescent psychology began with the publication of G. Stanley Hall 's "Adolescence in 1904." <hl> Hall, who was the first president of the American Psychological Association, viewed adolescence primarily as a time of internal turmoil and upheaval (sturm und drang). This understanding of youth was based on two then new ways of understanding human behavior: Darwin's evolutionary theory and Freud's psychodynamic theory. He believed that adolescence was a representation of our human ancestors' phylogenetic shift from being primitive to being civilized. Hall's assertions stood relatively uncontested until the 1950s when psychologists such as Erik Erikson and Anna Freud started to formulate their theories about adolescence. Freud believed that the psychological disturbances associated with youth were biologically based and culturally universal while Erikson focused on the dichotomy between identity formation and role fulfillment. Even with their different theories, these three psychologists agreed that adolescence was inherently a time of disturbance and psychological confusion. The less turbulent aspects of adolescence, such as peer relations and cultural influence, were left largely ignored until the 1980s. From the '50s until the '80s, the focus of the field was mainly on describing patterns of behavior as opposed to explaining them.

The formal study of adolescent psychology began with the publication of <hl> G. Stanley Hall <hl>'s "Adolescence in 1904." Hall, who was the first president of the American Psychological Association, viewed adolescence primarily as a time of internal turmoil and upheaval (sturm und drang). This understanding of youth was based on two then new ways of understanding human behavior: Darwin's evolutionary theory and Freud's psychodynamic theory. He believed that adolescence was a representation of our human ancestors' phylogenetic shift from being primitive to being civilized. Hall's assertions stood relatively uncontested until the 1950s when psychologists such as Erik Erikson and Anna Freud started to formulate their theories about adolescence. Freud believed that the psychological disturbances associated with youth were biologically based and culturally universal while Erikson focused on the dichotomy between identity formation and role fulfillment. Even with their different theories, these three psychologists agreed that adolescence was inherently a time of disturbance and psychological confusion. The less turbulent aspects of adolescence, such as peer relations and cultural influence, were left largely ignored until the 1980s. From the '50s until the '80s, the focus of the field was mainly on describing patterns of behavior as opposed to explaining them.

The formal study of adolescent psychology began with the publication of <hl> G. Stanley Hall <hl> 's "Adolescence in 1904."


Question: From the '50s to the '80s, was the field's focus devoted to describing patterns of behavior or explaining them?

Answer: describing

The formal study of adolescent psychology began with the publication of G. Stanley Hall's "Adolescence in 1904." Hall, who was the first president of the American Psychological Association, viewed adolescence primarily as a time of internal turmoil and upheaval (sturm und drang). This understanding of youth was based on two then new ways of understanding human behavior: Darwin's evolutionary theory and Freud's psychodynamic theory. He believed that adolescence was a representation of our human ancestors' phylogenetic shift from being primitive to being civilized. Hall's assertions stood relatively uncontested until the 1950s when psychologists such as Erik Erikson and Anna Freud started to formulate their theories about adolescence. Freud believed that the psychological disturbances associated with youth were biologically based and culturally universal while Erikson focused on the dichotomy between identity formation and role fulfillment. Even with their different theories, these three psychologists agreed that adolescence was inherently a time of disturbance and psychological confusion. The less turbulent aspects of adolescence, such as peer relations and cultural influence, were left largely ignored until the 1980s. <hl> From the '50s until the '80s, the focus of the field was mainly on describing patterns of behavior as opposed to explaining them. <hl>

The formal study of adolescent psychology began with the publication of G. Stanley Hall's "Adolescence in 1904." Hall, who was the first president of the American Psychological Association, viewed adolescence primarily as a time of internal turmoil and upheaval (sturm und drang). This understanding of youth was based on two then new ways of understanding human behavior: Darwin's evolutionary theory and Freud's psychodynamic theory. He believed that adolescence was a representation of our human ancestors' phylogenetic shift from being primitive to being civilized. Hall's assertions stood relatively uncontested until the 1950s when psychologists such as Erik Erikson and Anna Freud started to formulate their theories about adolescence. Freud believed that the psychological disturbances associated with youth were biologically based and culturally universal while Erikson focused on the dichotomy between identity formation and role fulfillment. Even with their different theories, these three psychologists agreed that adolescence was inherently a time of disturbance and psychological confusion. The less turbulent aspects of adolescence, such as peer relations and cultural influence, were left largely ignored until the 1980s. From the '50s until the '80s, the focus of the field was mainly on <hl> describing <hl> patterns of behavior as opposed to explaining them.