gem_id
stringlengths 20
25
| id
stringlengths 24
24
| title
stringlengths 3
59
| context
stringlengths 151
3.71k
| question
stringlengths 1
270
| target
stringlengths 1
270
| references
list | answers
dict |
|---|---|---|---|---|---|---|---|
gem-squad_v2-train-113000
|
570d6819b3d812140066d869
|
Adolescence
|
Jean Macfarlane founded the University of California, Berkeley's Institute of Human Development, formerly called the Institute of Child Welfare, in 1927. The Institute was instrumental in initiating studies of healthy development, in contrast to previous work that had been dominated by theories based on pathological personalities. The studies looked at human development during the Great Depression and World War II, unique historical circumstances under which a generation of children grew up. The Oakland Growth Study, initiated by Harold Jones and Herbert Stolz in 1931, aimed to study the physical, intellectual, and social development of children in the Oakland area. Data collection began in 1932 and continued until 1981, allowing the researchers to gather longitudinal data on the individuals that extended past adolescence into adulthood. Jean Macfarlane launched the Berkeley Guidance Study, which examined the development of children in terms of their socioeconomic and family backgrounds. These studies provided the background for Glen Elder in the 1960s, to propose a life-course perspective of adolescent development. Elder formulated several descriptive principles of adolescent development. The principle of historical time and place states that an individual's development is shaped by the period and location in which they grow up. The principle of the importance of timing in one's life refers to the different impact that life events have on development based on when in one's life they occur. The idea of linked lives states that one's development is shaped by the interconnected network of relationships of which one is a part; and the principle of human agency asserts that one's life course is constructed via the choices and actions of an individual within the context of their historical period and social network.
|
Who founded the University of California, Berkeley's Institude of Human Development?
|
Who founded the University of California, Berkeley's Institude of Human Development?
|
[
"Who founded the University of California, Berkeley's Institude of Human Development?"
] |
{
"text": [
"Jean Macfarlane"
],
"answer_start": [
0
]
}
|
gem-squad_v2-train-113001
|
570d6819b3d812140066d86a
|
Adolescence
|
Jean Macfarlane founded the University of California, Berkeley's Institute of Human Development, formerly called the Institute of Child Welfare, in 1927. The Institute was instrumental in initiating studies of healthy development, in contrast to previous work that had been dominated by theories based on pathological personalities. The studies looked at human development during the Great Depression and World War II, unique historical circumstances under which a generation of children grew up. The Oakland Growth Study, initiated by Harold Jones and Herbert Stolz in 1931, aimed to study the physical, intellectual, and social development of children in the Oakland area. Data collection began in 1932 and continued until 1981, allowing the researchers to gather longitudinal data on the individuals that extended past adolescence into adulthood. Jean Macfarlane launched the Berkeley Guidance Study, which examined the development of children in terms of their socioeconomic and family backgrounds. These studies provided the background for Glen Elder in the 1960s, to propose a life-course perspective of adolescent development. Elder formulated several descriptive principles of adolescent development. The principle of historical time and place states that an individual's development is shaped by the period and location in which they grow up. The principle of the importance of timing in one's life refers to the different impact that life events have on development based on when in one's life they occur. The idea of linked lives states that one's development is shaped by the interconnected network of relationships of which one is a part; and the principle of human agency asserts that one's life course is constructed via the choices and actions of an individual within the context of their historical period and social network.
|
What year was the University of California, Berkeley's Instutute of Human Development founded?
|
What year was the University of California, Berkeley's Instutute of Human Development founded?
|
[
"What year was the University of California, Berkeley's Instutute of Human Development founded?"
] |
{
"text": [
"1927"
],
"answer_start": [
148
]
}
|
gem-squad_v2-train-113002
|
570d6819b3d812140066d86b
|
Adolescence
|
Jean Macfarlane founded the University of California, Berkeley's Institute of Human Development, formerly called the Institute of Child Welfare, in 1927. The Institute was instrumental in initiating studies of healthy development, in contrast to previous work that had been dominated by theories based on pathological personalities. The studies looked at human development during the Great Depression and World War II, unique historical circumstances under which a generation of children grew up. The Oakland Growth Study, initiated by Harold Jones and Herbert Stolz in 1931, aimed to study the physical, intellectual, and social development of children in the Oakland area. Data collection began in 1932 and continued until 1981, allowing the researchers to gather longitudinal data on the individuals that extended past adolescence into adulthood. Jean Macfarlane launched the Berkeley Guidance Study, which examined the development of children in terms of their socioeconomic and family backgrounds. These studies provided the background for Glen Elder in the 1960s, to propose a life-course perspective of adolescent development. Elder formulated several descriptive principles of adolescent development. The principle of historical time and place states that an individual's development is shaped by the period and location in which they grow up. The principle of the importance of timing in one's life refers to the different impact that life events have on development based on when in one's life they occur. The idea of linked lives states that one's development is shaped by the interconnected network of relationships of which one is a part; and the principle of human agency asserts that one's life course is constructed via the choices and actions of an individual within the context of their historical period and social network.
|
What was the Univerity of California, Berkeley's Institute of Human Development formerly called?
|
What was the Univerity of California, Berkeley's Institute of Human Development formerly called?
|
[
"What was the Univerity of California, Berkeley's Institute of Human Development formerly called?"
] |
{
"text": [
"Institute of Child Welfare"
],
"answer_start": [
117
]
}
|
gem-squad_v2-train-113003
|
570d6819b3d812140066d86c
|
Adolescence
|
Jean Macfarlane founded the University of California, Berkeley's Institute of Human Development, formerly called the Institute of Child Welfare, in 1927. The Institute was instrumental in initiating studies of healthy development, in contrast to previous work that had been dominated by theories based on pathological personalities. The studies looked at human development during the Great Depression and World War II, unique historical circumstances under which a generation of children grew up. The Oakland Growth Study, initiated by Harold Jones and Herbert Stolz in 1931, aimed to study the physical, intellectual, and social development of children in the Oakland area. Data collection began in 1932 and continued until 1981, allowing the researchers to gather longitudinal data on the individuals that extended past adolescence into adulthood. Jean Macfarlane launched the Berkeley Guidance Study, which examined the development of children in terms of their socioeconomic and family backgrounds. These studies provided the background for Glen Elder in the 1960s, to propose a life-course perspective of adolescent development. Elder formulated several descriptive principles of adolescent development. The principle of historical time and place states that an individual's development is shaped by the period and location in which they grow up. The principle of the importance of timing in one's life refers to the different impact that life events have on development based on when in one's life they occur. The idea of linked lives states that one's development is shaped by the interconnected network of relationships of which one is a part; and the principle of human agency asserts that one's life course is constructed via the choices and actions of an individual within the context of their historical period and social network.
|
What year was the Oakland Growth Study initiated?
|
What year was the Oakland Growth Study initiated?
|
[
"What year was the Oakland Growth Study initiated?"
] |
{
"text": [
"1931"
],
"answer_start": [
570
]
}
|
gem-squad_v2-train-113004
|
570d6819b3d812140066d86d
|
Adolescence
|
Jean Macfarlane founded the University of California, Berkeley's Institute of Human Development, formerly called the Institute of Child Welfare, in 1927. The Institute was instrumental in initiating studies of healthy development, in contrast to previous work that had been dominated by theories based on pathological personalities. The studies looked at human development during the Great Depression and World War II, unique historical circumstances under which a generation of children grew up. The Oakland Growth Study, initiated by Harold Jones and Herbert Stolz in 1931, aimed to study the physical, intellectual, and social development of children in the Oakland area. Data collection began in 1932 and continued until 1981, allowing the researchers to gather longitudinal data on the individuals that extended past adolescence into adulthood. Jean Macfarlane launched the Berkeley Guidance Study, which examined the development of children in terms of their socioeconomic and family backgrounds. These studies provided the background for Glen Elder in the 1960s, to propose a life-course perspective of adolescent development. Elder formulated several descriptive principles of adolescent development. The principle of historical time and place states that an individual's development is shaped by the period and location in which they grow up. The principle of the importance of timing in one's life refers to the different impact that life events have on development based on when in one's life they occur. The idea of linked lives states that one's development is shaped by the interconnected network of relationships of which one is a part; and the principle of human agency asserts that one's life course is constructed via the choices and actions of an individual within the context of their historical period and social network.
|
What year did data for the Oakland Growth Study stop being collected?
|
What year did data for the Oakland Growth Study stop being collected?
|
[
"What year did data for the Oakland Growth Study stop being collected?"
] |
{
"text": [
"1981"
],
"answer_start": [
725
]
}
|
gem-squad_v2-train-113005
|
570d7b4db3d812140066d9cb
|
Adolescence
|
The major landmark of puberty for males is the first ejaculation, which occurs, on average, at age 13. For females, it is menarche, the onset of menstruation, which occurs, on average, between ages 12 and 13. The age of menarche is influenced by heredity, but a girl's diet and lifestyle contribute as well. Regardless of genes, a girl must have a certain proportion of body fat to attain menarche. Consequently, girls who have a high-fat diet and who are not physically active begin menstruating earlier, on average, than girls whose diet contains less fat and whose activities involve fat reducing exercise (e.g. ballet and gymnastics). Girls who experience malnutrition or are in societies in which children are expected to perform physical labor also begin menstruating at later ages.
|
What is a male's major landmark of puberty?
|
What is a male's major landmark of puberty?
|
[
"What is a male's major landmark of puberty?"
] |
{
"text": [
"first ejaculation"
],
"answer_start": [
47
]
}
|
gem-squad_v2-train-113006
|
570d7b4db3d812140066d9cc
|
Adolescence
|
The major landmark of puberty for males is the first ejaculation, which occurs, on average, at age 13. For females, it is menarche, the onset of menstruation, which occurs, on average, between ages 12 and 13. The age of menarche is influenced by heredity, but a girl's diet and lifestyle contribute as well. Regardless of genes, a girl must have a certain proportion of body fat to attain menarche. Consequently, girls who have a high-fat diet and who are not physically active begin menstruating earlier, on average, than girls whose diet contains less fat and whose activities involve fat reducing exercise (e.g. ballet and gymnastics). Girls who experience malnutrition or are in societies in which children are expected to perform physical labor also begin menstruating at later ages.
|
At what average age does a male's first ejaculation occur?
|
At what average age does a male's first ejaculation occur?
|
[
"At what average age does a male's first ejaculation occur?"
] |
{
"text": [
"13"
],
"answer_start": [
99
]
}
|
gem-squad_v2-train-113007
|
570d7b4db3d812140066d9cd
|
Adolescence
|
The major landmark of puberty for males is the first ejaculation, which occurs, on average, at age 13. For females, it is menarche, the onset of menstruation, which occurs, on average, between ages 12 and 13. The age of menarche is influenced by heredity, but a girl's diet and lifestyle contribute as well. Regardless of genes, a girl must have a certain proportion of body fat to attain menarche. Consequently, girls who have a high-fat diet and who are not physically active begin menstruating earlier, on average, than girls whose diet contains less fat and whose activities involve fat reducing exercise (e.g. ballet and gymnastics). Girls who experience malnutrition or are in societies in which children are expected to perform physical labor also begin menstruating at later ages.
|
What is a female's major landmark of puberty?
|
What is a female's major landmark of puberty?
|
[
"What is a female's major landmark of puberty?"
] |
{
"text": [
"menstruation"
],
"answer_start": [
145
]
}
|
gem-squad_v2-train-113008
|
570d7b4db3d812140066d9ce
|
Adolescence
|
The major landmark of puberty for males is the first ejaculation, which occurs, on average, at age 13. For females, it is menarche, the onset of menstruation, which occurs, on average, between ages 12 and 13. The age of menarche is influenced by heredity, but a girl's diet and lifestyle contribute as well. Regardless of genes, a girl must have a certain proportion of body fat to attain menarche. Consequently, girls who have a high-fat diet and who are not physically active begin menstruating earlier, on average, than girls whose diet contains less fat and whose activities involve fat reducing exercise (e.g. ballet and gymnastics). Girls who experience malnutrition or are in societies in which children are expected to perform physical labor also begin menstruating at later ages.
|
Besides heredity, what other factors contribute to when menustration begins?
|
Besides heredity, what other factors contribute to when menustration begins?
|
[
"Besides heredity, what other factors contribute to when menustration begins?"
] |
{
"text": [
"diet and lifestyle"
],
"answer_start": [
269
]
}
|
gem-squad_v2-train-113009
|
570d7b4db3d812140066d9cf
|
Adolescence
|
The major landmark of puberty for males is the first ejaculation, which occurs, on average, at age 13. For females, it is menarche, the onset of menstruation, which occurs, on average, between ages 12 and 13. The age of menarche is influenced by heredity, but a girl's diet and lifestyle contribute as well. Regardless of genes, a girl must have a certain proportion of body fat to attain menarche. Consequently, girls who have a high-fat diet and who are not physically active begin menstruating earlier, on average, than girls whose diet contains less fat and whose activities involve fat reducing exercise (e.g. ballet and gymnastics). Girls who experience malnutrition or are in societies in which children are expected to perform physical labor also begin menstruating at later ages.
|
Do girls who are malnourished start menustrating earlier or later than those with high-fat diets?
|
Do girls who are malnourished start menustrating earlier or later than those with high-fat diets?
|
[
"Do girls who are malnourished start menustrating earlier or later than those with high-fat diets?"
] |
{
"text": [
"later"
],
"answer_start": [
777
]
}
|
gem-squad_v2-train-113010
|
570d7fc7fed7b91900d461d1
|
Adolescence
|
Adolescents can conceptualize multiple "possible selves" that they could become and long-term possibilities and consequences of their choices. Exploring these possibilities may result in abrupt changes in self-presentation as the adolescent chooses or rejects qualities and behaviors, trying to guide the actual self toward the ideal self (who the adolescent wishes to be) and away from the feared self (who the adolescent does not want to be). For many, these distinctions are uncomfortable, but they also appear to motivate achievement through behavior consistent with the ideal and distinct from the feared possible selves.
|
How can the ideal self be described in terms of the adolescent?
|
How can the ideal self be described in terms of the adolescent?
|
[
"How can the ideal self be described in terms of the adolescent?"
] |
{
"text": [
"who the adolescent wishes to be"
],
"answer_start": [
340
]
}
|
gem-squad_v2-train-113011
|
570d7fc7fed7b91900d461d2
|
Adolescence
|
Adolescents can conceptualize multiple "possible selves" that they could become and long-term possibilities and consequences of their choices. Exploring these possibilities may result in abrupt changes in self-presentation as the adolescent chooses or rejects qualities and behaviors, trying to guide the actual self toward the ideal self (who the adolescent wishes to be) and away from the feared self (who the adolescent does not want to be). For many, these distinctions are uncomfortable, but they also appear to motivate achievement through behavior consistent with the ideal and distinct from the feared possible selves.
|
How can the feared self be described in terms of the adolescent?
|
How can the feared self be described in terms of the adolescent?
|
[
"How can the feared self be described in terms of the adolescent?"
] |
{
"text": [
"who the adolescent does not want to be"
],
"answer_start": [
404
]
}
|
gem-squad_v2-train-113012
|
570d7fc7fed7b91900d461d3
|
Adolescence
|
Adolescents can conceptualize multiple "possible selves" that they could become and long-term possibilities and consequences of their choices. Exploring these possibilities may result in abrupt changes in self-presentation as the adolescent chooses or rejects qualities and behaviors, trying to guide the actual self toward the ideal self (who the adolescent wishes to be) and away from the feared self (who the adolescent does not want to be). For many, these distinctions are uncomfortable, but they also appear to motivate achievement through behavior consistent with the ideal and distinct from the feared possible selves.
|
Do adolescents demonstrate intended behavior moving towards the ideal or feared self?
|
Do adolescents demonstrate intended behavior moving towards the ideal or feared self?
|
[
"Do adolescents demonstrate intended behavior moving towards the ideal or feared self?"
] |
{
"text": [
"ideal"
],
"answer_start": [
328
]
}
|
gem-squad_v2-train-113013
|
570d80ccb3d812140066da0d
|
Adolescence
|
In females, changes in the primary sex characteristics involve growth of the uterus, vagina, and other aspects of the reproductive system. Menarche, the beginning of menstruation, is a relatively late development which follows a long series of hormonal changes. Generally, a girl is not fully fertile until several years after menarche, as regular ovulation follows menarche by about two years. Unlike males, therefore, females usually appear physically mature before they are capable of becoming pregnant.
|
What term is the beginning of menstruation given?
|
What term is the beginning of menstruation given?
|
[
"What term is the beginning of menstruation given?"
] |
{
"text": [
"Menarche"
],
"answer_start": [
139
]
}
|
gem-squad_v2-train-113014
|
570d80ccb3d812140066da0e
|
Adolescence
|
In females, changes in the primary sex characteristics involve growth of the uterus, vagina, and other aspects of the reproductive system. Menarche, the beginning of menstruation, is a relatively late development which follows a long series of hormonal changes. Generally, a girl is not fully fertile until several years after menarche, as regular ovulation follows menarche by about two years. Unlike males, therefore, females usually appear physically mature before they are capable of becoming pregnant.
|
How many years does regular ovulation follow menarche?
|
How many years does regular ovulation follow menarche?
|
[
"How many years does regular ovulation follow menarche?"
] |
{
"text": [
"two years"
],
"answer_start": [
384
]
}
|
gem-squad_v2-train-113015
|
570d80ccb3d812140066da0f
|
Adolescence
|
In females, changes in the primary sex characteristics involve growth of the uterus, vagina, and other aspects of the reproductive system. Menarche, the beginning of menstruation, is a relatively late development which follows a long series of hormonal changes. Generally, a girl is not fully fertile until several years after menarche, as regular ovulation follows menarche by about two years. Unlike males, therefore, females usually appear physically mature before they are capable of becoming pregnant.
|
Do males or females appear physically mature before they are capable of reproduction?
|
Do males or females appear physically mature before they are capable of reproduction?
|
[
"Do males or females appear physically mature before they are capable of reproduction?"
] |
{
"text": [
"females"
],
"answer_start": [
420
]
}
|
gem-squad_v2-train-113016
|
570d80ccb3d812140066da10
|
Adolescence
|
In females, changes in the primary sex characteristics involve growth of the uterus, vagina, and other aspects of the reproductive system. Menarche, the beginning of menstruation, is a relatively late development which follows a long series of hormonal changes. Generally, a girl is not fully fertile until several years after menarche, as regular ovulation follows menarche by about two years. Unlike males, therefore, females usually appear physically mature before they are capable of becoming pregnant.
|
What are two areas of the reproductive system that experience growth in females during puberty?
|
What are two areas of the reproductive system that experience growth in females during puberty?
|
[
"What are two areas of the reproductive system that experience growth in females during puberty?"
] |
{
"text": [
"uterus, vagina"
],
"answer_start": [
77
]
}
|
gem-squad_v2-train-113017
|
570d97d816d0071400510ba5
|
Adolescence
|
Primary sex characteristics are those directly related to the sex organs. In males, the first stages of puberty involve growth of the testes and scrotum, followed by growth of the penis. At the time that the penis develops, the seminal vesicles, the prostate, and the bulbourethral gland also enlarge and develop. The first ejaculation of seminal fluid generally occurs about one year after the beginning of accelerated penis growth, although this is often determined culturally rather than biologically, since for many boys first ejaculation occurs as a result of masturbation. Boys are generally fertile before they have an adult appearance.
|
What activity often results in a boy's first ejaculation?
|
What activity often results in a boy's first ejaculation?
|
[
"What activity often results in a boy's first ejaculation?"
] |
{
"text": [
"masturbation"
],
"answer_start": [
565
]
}
|
gem-squad_v2-train-113018
|
570d97d816d0071400510ba6
|
Adolescence
|
Primary sex characteristics are those directly related to the sex organs. In males, the first stages of puberty involve growth of the testes and scrotum, followed by growth of the penis. At the time that the penis develops, the seminal vesicles, the prostate, and the bulbourethral gland also enlarge and develop. The first ejaculation of seminal fluid generally occurs about one year after the beginning of accelerated penis growth, although this is often determined culturally rather than biologically, since for many boys first ejaculation occurs as a result of masturbation. Boys are generally fertile before they have an adult appearance.
|
What are primary sex characteristics?
|
What are primary sex characteristics?
|
[
"What are primary sex characteristics?"
] |
{
"text": [
"those directly related to the sex organs"
],
"answer_start": [
32
]
}
|
gem-squad_v2-train-113019
|
570d97d816d0071400510ba7
|
Adolescence
|
Primary sex characteristics are those directly related to the sex organs. In males, the first stages of puberty involve growth of the testes and scrotum, followed by growth of the penis. At the time that the penis develops, the seminal vesicles, the prostate, and the bulbourethral gland also enlarge and develop. The first ejaculation of seminal fluid generally occurs about one year after the beginning of accelerated penis growth, although this is often determined culturally rather than biologically, since for many boys first ejaculation occurs as a result of masturbation. Boys are generally fertile before they have an adult appearance.
|
What does the first stage of puberty involve for males?
|
What does the first stage of puberty involve for males?
|
[
"What does the first stage of puberty involve for males?"
] |
{
"text": [
"growth of the testes and scrotum"
],
"answer_start": [
120
]
}
|
gem-squad_v2-train-113020
|
570d97d816d0071400510ba8
|
Adolescence
|
Primary sex characteristics are those directly related to the sex organs. In males, the first stages of puberty involve growth of the testes and scrotum, followed by growth of the penis. At the time that the penis develops, the seminal vesicles, the prostate, and the bulbourethral gland also enlarge and develop. The first ejaculation of seminal fluid generally occurs about one year after the beginning of accelerated penis growth, although this is often determined culturally rather than biologically, since for many boys first ejaculation occurs as a result of masturbation. Boys are generally fertile before they have an adult appearance.
|
After growth of the testes and scrotum, while male body part experiences growth next?
|
After growth of the testes and scrotum, while male body part experiences growth next?
|
[
"After growth of the testes and scrotum, while male body part experiences growth next?"
] |
{
"text": [
"penis"
],
"answer_start": [
180
]
}
|
gem-squad_v2-train-113021
|
570d97d816d0071400510ba9
|
Adolescence
|
Primary sex characteristics are those directly related to the sex organs. In males, the first stages of puberty involve growth of the testes and scrotum, followed by growth of the penis. At the time that the penis develops, the seminal vesicles, the prostate, and the bulbourethral gland also enlarge and develop. The first ejaculation of seminal fluid generally occurs about one year after the beginning of accelerated penis growth, although this is often determined culturally rather than biologically, since for many boys first ejaculation occurs as a result of masturbation. Boys are generally fertile before they have an adult appearance.
|
Which male body parts enlarge and develop at the same time as the penis?
|
Which male body parts enlarge and develop at the same time as the penis?
|
[
"Which male body parts enlarge and develop at the same time as the penis?"
] |
{
"text": [
"seminal vesicles, the prostate, and the bulbourethral gland"
],
"answer_start": [
228
]
}
|
gem-squad_v2-train-113022
|
570d995c16d0071400510bb9
|
Adolescence
|
Adolescence marks a rapid change in one's role within a family. Young children tend to assert themselves forcefully, but are unable to demonstrate much influence over family decisions until early adolescence, when they are increasingly viewed by parents as equals. The adolescent faces the task of increasing independence while preserving a caring relationship with his or her parents. When children go through puberty, there is often a significant increase in parent–child conflict and a less cohesive familial bond. Arguments often concern minor issues of control, such as curfew, acceptable clothing, and the adolescent's right to privacy, which adolescents may have previously viewed as issues over which their parents had complete authority. Parent-adolescent disagreement also increases as friends demonstrate a greater impact on one another, new influences on the adolescent that may be in opposition to parents' values. Social media has also played an increasing role in adolescent and parent disagreements. While parents never had to worry about the threats of social media in the past, it has become a dangerous place for children. While adolescents strive for their freedoms, the unknowns to parents of what their child is doing on social media sites is a challenging subject, due to the increasing amount of predators on social media sites. Many parents have very little knowledge of social networking sites in the first place and this further increases their mistrust. An important challenge for the parent–adolescent relationship is to understand how to enhance the opportunities of online communication while managing its risks. Although conflicts between children and parents increase during adolescence, these are just relatively minor issues. Regarding their important life issues, most adolescents still share the same attitudes and values as their parents.
|
At what stage do parents see their children as equals?
|
At what stage do parents see their children as equals?
|
[
"At what stage do parents see their children as equals?"
] |
{
"text": [
"early adolescence"
],
"answer_start": [
190
]
}
|
gem-squad_v2-train-113023
|
570d995c16d0071400510bba
|
Adolescence
|
Adolescence marks a rapid change in one's role within a family. Young children tend to assert themselves forcefully, but are unable to demonstrate much influence over family decisions until early adolescence, when they are increasingly viewed by parents as equals. The adolescent faces the task of increasing independence while preserving a caring relationship with his or her parents. When children go through puberty, there is often a significant increase in parent–child conflict and a less cohesive familial bond. Arguments often concern minor issues of control, such as curfew, acceptable clothing, and the adolescent's right to privacy, which adolescents may have previously viewed as issues over which their parents had complete authority. Parent-adolescent disagreement also increases as friends demonstrate a greater impact on one another, new influences on the adolescent that may be in opposition to parents' values. Social media has also played an increasing role in adolescent and parent disagreements. While parents never had to worry about the threats of social media in the past, it has become a dangerous place for children. While adolescents strive for their freedoms, the unknowns to parents of what their child is doing on social media sites is a challenging subject, due to the increasing amount of predators on social media sites. Many parents have very little knowledge of social networking sites in the first place and this further increases their mistrust. An important challenge for the parent–adolescent relationship is to understand how to enhance the opportunities of online communication while managing its risks. Although conflicts between children and parents increase during adolescence, these are just relatively minor issues. Regarding their important life issues, most adolescents still share the same attitudes and values as their parents.
|
During what stage of development is there increased parent-child conflict and a less cohesive familial bond?
|
During what stage of development is there increased parent-child conflict and a less cohesive familial bond?
|
[
"During what stage of development is there increased parent-child conflict and a less cohesive familial bond?"
] |
{
"text": [
"puberty"
],
"answer_start": [
411
]
}
|
gem-squad_v2-train-113024
|
570d995c16d0071400510bbb
|
Adolescence
|
Adolescence marks a rapid change in one's role within a family. Young children tend to assert themselves forcefully, but are unable to demonstrate much influence over family decisions until early adolescence, when they are increasingly viewed by parents as equals. The adolescent faces the task of increasing independence while preserving a caring relationship with his or her parents. When children go through puberty, there is often a significant increase in parent–child conflict and a less cohesive familial bond. Arguments often concern minor issues of control, such as curfew, acceptable clothing, and the adolescent's right to privacy, which adolescents may have previously viewed as issues over which their parents had complete authority. Parent-adolescent disagreement also increases as friends demonstrate a greater impact on one another, new influences on the adolescent that may be in opposition to parents' values. Social media has also played an increasing role in adolescent and parent disagreements. While parents never had to worry about the threats of social media in the past, it has become a dangerous place for children. While adolescents strive for their freedoms, the unknowns to parents of what their child is doing on social media sites is a challenging subject, due to the increasing amount of predators on social media sites. Many parents have very little knowledge of social networking sites in the first place and this further increases their mistrust. An important challenge for the parent–adolescent relationship is to understand how to enhance the opportunities of online communication while managing its risks. Although conflicts between children and parents increase during adolescence, these are just relatively minor issues. Regarding their important life issues, most adolescents still share the same attitudes and values as their parents.
|
During puberty and adolescence, do most children share the same or different attitudes and values as their parents?
|
During puberty and adolescence, do most children share the same or different attitudes and values as their parents?
|
[
"During puberty and adolescence, do most children share the same or different attitudes and values as their parents?"
] |
{
"text": [
"same"
],
"answer_start": [
1833
]
}
|
gem-squad_v2-train-113025
|
570d9a1c16d0071400510bc9
|
Adolescence
|
The first areas of the brain to be pruned are those involving primary functions, such as motor and sensory areas. The areas of the brain involved in more complex processes lose matter later in development. These include the lateral and prefrontal cortices, among other regions. Some of the most developmentally significant changes in the brain occur in the prefrontal cortex, which is involved in decision making and cognitive control, as well as other higher cognitive functions. During adolescence, myelination and synaptic pruning in the prefrontal cortex increases, improving the efficiency of information processing, and neural connections between the prefrontal cortex and other regions of the brain are strengthened. This leads to better evaluation of risks and rewards, as well as improved control over impulses. Specifically, developments in the dorsolateral prefrontal cortex are important for controlling impulses and planning ahead, while development in the ventromedial prefrontal cortex is important for decision making. Changes in the orbitofrontal cortex are important for evaluating rewards and risks.
|
Which part of the brain is involved in decision making and cognitive control?
|
Which part of the brain is involved in decision making and cognitive control?
|
[
"Which part of the brain is involved in decision making and cognitive control?"
] |
{
"text": [
"prefrontal cortex"
],
"answer_start": [
357
]
}
|
gem-squad_v2-train-113026
|
570d9a1c16d0071400510bca
|
Adolescence
|
The first areas of the brain to be pruned are those involving primary functions, such as motor and sensory areas. The areas of the brain involved in more complex processes lose matter later in development. These include the lateral and prefrontal cortices, among other regions. Some of the most developmentally significant changes in the brain occur in the prefrontal cortex, which is involved in decision making and cognitive control, as well as other higher cognitive functions. During adolescence, myelination and synaptic pruning in the prefrontal cortex increases, improving the efficiency of information processing, and neural connections between the prefrontal cortex and other regions of the brain are strengthened. This leads to better evaluation of risks and rewards, as well as improved control over impulses. Specifically, developments in the dorsolateral prefrontal cortex are important for controlling impulses and planning ahead, while development in the ventromedial prefrontal cortex is important for decision making. Changes in the orbitofrontal cortex are important for evaluating rewards and risks.
|
Which area of the brain is important for controlling impulses and planning ahead?
|
Which area of the brain is important for controlling impulses and planning ahead?
|
[
"Which area of the brain is important for controlling impulses and planning ahead?"
] |
{
"text": [
"dorsolateral prefrontal cortex"
],
"answer_start": [
855
]
}
|
gem-squad_v2-train-113027
|
570d9a1c16d0071400510bcb
|
Adolescence
|
The first areas of the brain to be pruned are those involving primary functions, such as motor and sensory areas. The areas of the brain involved in more complex processes lose matter later in development. These include the lateral and prefrontal cortices, among other regions. Some of the most developmentally significant changes in the brain occur in the prefrontal cortex, which is involved in decision making and cognitive control, as well as other higher cognitive functions. During adolescence, myelination and synaptic pruning in the prefrontal cortex increases, improving the efficiency of information processing, and neural connections between the prefrontal cortex and other regions of the brain are strengthened. This leads to better evaluation of risks and rewards, as well as improved control over impulses. Specifically, developments in the dorsolateral prefrontal cortex are important for controlling impulses and planning ahead, while development in the ventromedial prefrontal cortex is important for decision making. Changes in the orbitofrontal cortex are important for evaluating rewards and risks.
|
Which part of the brain is important for evaluating rewards and risks?
|
Which part of the brain is important for evaluating rewards and risks?
|
[
"Which part of the brain is important for evaluating rewards and risks?"
] |
{
"text": [
"orbitofrontal cortex"
],
"answer_start": [
1050
]
}
|
gem-squad_v2-train-113028
|
570d9a1c16d0071400510bcc
|
Adolescence
|
The first areas of the brain to be pruned are those involving primary functions, such as motor and sensory areas. The areas of the brain involved in more complex processes lose matter later in development. These include the lateral and prefrontal cortices, among other regions. Some of the most developmentally significant changes in the brain occur in the prefrontal cortex, which is involved in decision making and cognitive control, as well as other higher cognitive functions. During adolescence, myelination and synaptic pruning in the prefrontal cortex increases, improving the efficiency of information processing, and neural connections between the prefrontal cortex and other regions of the brain are strengthened. This leads to better evaluation of risks and rewards, as well as improved control over impulses. Specifically, developments in the dorsolateral prefrontal cortex are important for controlling impulses and planning ahead, while development in the ventromedial prefrontal cortex is important for decision making. Changes in the orbitofrontal cortex are important for evaluating rewards and risks.
|
Which are the first areas to be pruned during puberty?
|
Which are the first areas to be pruned during puberty?
|
[
"Which are the first areas to be pruned during puberty?"
] |
{
"text": [
"those involving primary functions"
],
"answer_start": [
46
]
}
|
gem-squad_v2-train-113029
|
570d9a1c16d0071400510bcd
|
Adolescence
|
The first areas of the brain to be pruned are those involving primary functions, such as motor and sensory areas. The areas of the brain involved in more complex processes lose matter later in development. These include the lateral and prefrontal cortices, among other regions. Some of the most developmentally significant changes in the brain occur in the prefrontal cortex, which is involved in decision making and cognitive control, as well as other higher cognitive functions. During adolescence, myelination and synaptic pruning in the prefrontal cortex increases, improving the efficiency of information processing, and neural connections between the prefrontal cortex and other regions of the brain are strengthened. This leads to better evaluation of risks and rewards, as well as improved control over impulses. Specifically, developments in the dorsolateral prefrontal cortex are important for controlling impulses and planning ahead, while development in the ventromedial prefrontal cortex is important for decision making. Changes in the orbitofrontal cortex are important for evaluating rewards and risks.
|
Motor and sensory skills are examples of what kind of brain function?
|
Motor and sensory skills are examples of what kind of brain function?
|
[
"Motor and sensory skills are examples of what kind of brain function?"
] |
{
"text": [
"primary"
],
"answer_start": [
62
]
}
|
gem-squad_v2-train-113030
|
570d9b8216d0071400510bd9
|
Adolescence
|
Communication within peer groups allows adolescents to explore their feelings and identity as well as develop and evaluate their social skills. Peer groups offer members the opportunity to develop social skills such as empathy, sharing, and leadership. Adolescents choose peer groups based on characteristics similarly found in themselves. By utilizing these relationships, adolescents become more accepting of who they are becoming. Group norms and values are incorporated into an adolescent’s own self-concept. Through developing new communication skills and reflecting upon those of their peers, as well as self-opinions and values, an adolescent can share and express emotions and other concerns without fear of rejection or judgment. Peer groups can have positive influences on an individual, such as on academic motivation and performance. However, while peers may facilitate social development for one another they may also hinder it. Peers can have negative influences, such as encouraging experimentation with drugs, drinking, vandalism, and stealing through peer pressure. Susceptibility to peer pressure increases during early adolescence, peaks around age 14, and declines thereafter. Further evidence of peers hindering social development has been found in Spanish teenagers, where emotional (rather than solution-based) reactions to problems and emotional instability have been linked with physical aggression against peers. Both physical and relational aggression are linked to a vast number of enduring psychological difficulties, especially depression, as is social rejection. Because of this, bullied adolescents often develop problems that lead to further victimization. Bullied adolescents are both more likely to continued to be bullied and to bully others in the future. However, this relationship is less stable in cases of cyberbullying, a relatively new issue among adolescents.
|
What is one area in which peer groups can have positive influences on an individual?
|
What is one area in which peer groups can have positive influences on an individual?
|
[
"What is one area in which peer groups can have positive influences on an individual?"
] |
{
"text": [
"academic motivation and performance"
],
"answer_start": [
809
]
}
|
gem-squad_v2-train-113031
|
570d9b8216d0071400510bda
|
Adolescence
|
Communication within peer groups allows adolescents to explore their feelings and identity as well as develop and evaluate their social skills. Peer groups offer members the opportunity to develop social skills such as empathy, sharing, and leadership. Adolescents choose peer groups based on characteristics similarly found in themselves. By utilizing these relationships, adolescents become more accepting of who they are becoming. Group norms and values are incorporated into an adolescent’s own self-concept. Through developing new communication skills and reflecting upon those of their peers, as well as self-opinions and values, an adolescent can share and express emotions and other concerns without fear of rejection or judgment. Peer groups can have positive influences on an individual, such as on academic motivation and performance. However, while peers may facilitate social development for one another they may also hinder it. Peers can have negative influences, such as encouraging experimentation with drugs, drinking, vandalism, and stealing through peer pressure. Susceptibility to peer pressure increases during early adolescence, peaks around age 14, and declines thereafter. Further evidence of peers hindering social development has been found in Spanish teenagers, where emotional (rather than solution-based) reactions to problems and emotional instability have been linked with physical aggression against peers. Both physical and relational aggression are linked to a vast number of enduring psychological difficulties, especially depression, as is social rejection. Because of this, bullied adolescents often develop problems that lead to further victimization. Bullied adolescents are both more likely to continued to be bullied and to bully others in the future. However, this relationship is less stable in cases of cyberbullying, a relatively new issue among adolescents.
|
What are some of the negative experiences that peer pressure can influence during adolescence?
|
What are some of the negative experiences that peer pressure can influence during adolescence?
|
[
"What are some of the negative experiences that peer pressure can influence during adolescence?"
] |
{
"text": [
"experimentation with drugs, drinking, vandalism, and stealing"
],
"answer_start": [
998
]
}
|
gem-squad_v2-train-113032
|
570d9b8216d0071400510bdb
|
Adolescence
|
Communication within peer groups allows adolescents to explore their feelings and identity as well as develop and evaluate their social skills. Peer groups offer members the opportunity to develop social skills such as empathy, sharing, and leadership. Adolescents choose peer groups based on characteristics similarly found in themselves. By utilizing these relationships, adolescents become more accepting of who they are becoming. Group norms and values are incorporated into an adolescent’s own self-concept. Through developing new communication skills and reflecting upon those of their peers, as well as self-opinions and values, an adolescent can share and express emotions and other concerns without fear of rejection or judgment. Peer groups can have positive influences on an individual, such as on academic motivation and performance. However, while peers may facilitate social development for one another they may also hinder it. Peers can have negative influences, such as encouraging experimentation with drugs, drinking, vandalism, and stealing through peer pressure. Susceptibility to peer pressure increases during early adolescence, peaks around age 14, and declines thereafter. Further evidence of peers hindering social development has been found in Spanish teenagers, where emotional (rather than solution-based) reactions to problems and emotional instability have been linked with physical aggression against peers. Both physical and relational aggression are linked to a vast number of enduring psychological difficulties, especially depression, as is social rejection. Because of this, bullied adolescents often develop problems that lead to further victimization. Bullied adolescents are both more likely to continued to be bullied and to bully others in the future. However, this relationship is less stable in cases of cyberbullying, a relatively new issue among adolescents.
|
At what age does succeptability to peer pressure peak?
|
At what age does succeptability to peer pressure peak?
|
[
"At what age does succeptability to peer pressure peak?"
] |
{
"text": [
"14"
],
"answer_start": [
1168
]
}
|
gem-squad_v2-train-113033
|
570d9b8216d0071400510bdc
|
Adolescence
|
Communication within peer groups allows adolescents to explore their feelings and identity as well as develop and evaluate their social skills. Peer groups offer members the opportunity to develop social skills such as empathy, sharing, and leadership. Adolescents choose peer groups based on characteristics similarly found in themselves. By utilizing these relationships, adolescents become more accepting of who they are becoming. Group norms and values are incorporated into an adolescent’s own self-concept. Through developing new communication skills and reflecting upon those of their peers, as well as self-opinions and values, an adolescent can share and express emotions and other concerns without fear of rejection or judgment. Peer groups can have positive influences on an individual, such as on academic motivation and performance. However, while peers may facilitate social development for one another they may also hinder it. Peers can have negative influences, such as encouraging experimentation with drugs, drinking, vandalism, and stealing through peer pressure. Susceptibility to peer pressure increases during early adolescence, peaks around age 14, and declines thereafter. Further evidence of peers hindering social development has been found in Spanish teenagers, where emotional (rather than solution-based) reactions to problems and emotional instability have been linked with physical aggression against peers. Both physical and relational aggression are linked to a vast number of enduring psychological difficulties, especially depression, as is social rejection. Because of this, bullied adolescents often develop problems that lead to further victimization. Bullied adolescents are both more likely to continued to be bullied and to bully others in the future. However, this relationship is less stable in cases of cyberbullying, a relatively new issue among adolescents.
|
What are some social skills that peer groups offer members the opportunity to develop?
|
What are some social skills that peer groups offer members the opportunity to develop?
|
[
"What are some social skills that peer groups offer members the opportunity to develop?"
] |
{
"text": [
"empathy, sharing, and leadership"
],
"answer_start": [
219
]
}
|
gem-squad_v2-train-113034
|
570d9c7616d0071400510beb
|
Adolescence
|
There are at least two major approaches to understanding cognitive change during adolescence. One is the constructivist view of cognitive development. Based on the work of Piaget, it takes a quantitative, state-theory approach, hypothesizing that adolescents' cognitive improvement is relatively sudden and drastic. The second is the information-processing perspective, which derives from the study of artificial intelligence and attempts to explain cognitive development in terms of the growth of specific components of the thinking process.
|
What view towards cognitive development during adolescence did Piaget take?
|
What view towards cognitive development during adolescence did Piaget take?
|
[
"What view towards cognitive development during adolescence did Piaget take?"
] |
{
"text": [
"constructivist"
],
"answer_start": [
105
]
}
|
gem-squad_v2-train-113035
|
570d9c7616d0071400510bec
|
Adolescence
|
There are at least two major approaches to understanding cognitive change during adolescence. One is the constructivist view of cognitive development. Based on the work of Piaget, it takes a quantitative, state-theory approach, hypothesizing that adolescents' cognitive improvement is relatively sudden and drastic. The second is the information-processing perspective, which derives from the study of artificial intelligence and attempts to explain cognitive development in terms of the growth of specific components of the thinking process.
|
Did Piaget believe that cognitive improvement was sudden and drastic or slow and steadied?
|
Did Piaget believe that cognitive improvement was sudden and drastic or slow and steadied?
|
[
"Did Piaget believe that cognitive improvement was sudden and drastic or slow and steadied?"
] |
{
"text": [
"sudden and drastic"
],
"answer_start": [
296
]
}
|
gem-squad_v2-train-113036
|
570d9c7616d0071400510bed
|
Adolescence
|
There are at least two major approaches to understanding cognitive change during adolescence. One is the constructivist view of cognitive development. Based on the work of Piaget, it takes a quantitative, state-theory approach, hypothesizing that adolescents' cognitive improvement is relatively sudden and drastic. The second is the information-processing perspective, which derives from the study of artificial intelligence and attempts to explain cognitive development in terms of the growth of specific components of the thinking process.
|
Besides the information-processing perspective, what is the other major approach to understanding cognitive change during adolescence?
|
Besides the information-processing perspective, what is the other major approach to understanding cognitive change during adolescence?
|
[
"Besides the information-processing perspective, what is the other major approach to understanding cognitive change during adolescence?"
] |
{
"text": [
"quantitative, state-theory"
],
"answer_start": [
191
]
}
|
gem-squad_v2-train-113037
|
570d9c7616d0071400510bee
|
Adolescence
|
There are at least two major approaches to understanding cognitive change during adolescence. One is the constructivist view of cognitive development. Based on the work of Piaget, it takes a quantitative, state-theory approach, hypothesizing that adolescents' cognitive improvement is relatively sudden and drastic. The second is the information-processing perspective, which derives from the study of artificial intelligence and attempts to explain cognitive development in terms of the growth of specific components of the thinking process.
|
The information-processing perspective towards cognitive development derives from the study of what?
|
The information-processing perspective towards cognitive development derives from the study of what?
|
[
"The information-processing perspective towards cognitive development derives from the study of what?"
] |
{
"text": [
"artificial intelligence"
],
"answer_start": [
402
]
}
|
gem-squad_v2-train-113038
|
570d9dfadf2f5219002ed058
|
Adolescence
|
Adolescence marks a time of sexual maturation, which manifests in social interactions as well. While adolescents may engage in casual sexual encounters (often referred to as hookups), most sexual experience during this period of development takes place within romantic relationships. Adolescents can use technologies and social media to seek out romantic relationships as they feel it is a safe place to try out dating and identity exploration. From these social media encounters, a further relationship may begin. Kissing, hand holding, and hugging signify satisfaction and commitment. Among young adolescents, "heavy" sexual activity, marked by genital stimulation, is often associated with violence, depression, and poor relationship quality. This effect does not hold true for sexual activity in late adolescence that takes place within a romantic relationship. Some research suggest that there are genetic causes of early sexual activity that are also risk factors for delinquency, suggesting that there is a group who are at risk for both early sexual activity and emotional distress. For old adolescents, though, sexual activity in the context of romantic relationships was actually correlated with lower levels of deviant behavior after controlling for genetic risks, as opposed to sex outside of a relationship (hook-ups)
|
Casual sexual encounters are often referred to as what?
|
Casual sexual encounters are often referred to as what?
|
[
"Casual sexual encounters are often referred to as what?"
] |
{
"text": [
"hookups"
],
"answer_start": [
174
]
}
|
gem-squad_v2-train-113039
|
570d9dfadf2f5219002ed059
|
Adolescence
|
Adolescence marks a time of sexual maturation, which manifests in social interactions as well. While adolescents may engage in casual sexual encounters (often referred to as hookups), most sexual experience during this period of development takes place within romantic relationships. Adolescents can use technologies and social media to seek out romantic relationships as they feel it is a safe place to try out dating and identity exploration. From these social media encounters, a further relationship may begin. Kissing, hand holding, and hugging signify satisfaction and commitment. Among young adolescents, "heavy" sexual activity, marked by genital stimulation, is often associated with violence, depression, and poor relationship quality. This effect does not hold true for sexual activity in late adolescence that takes place within a romantic relationship. Some research suggest that there are genetic causes of early sexual activity that are also risk factors for delinquency, suggesting that there is a group who are at risk for both early sexual activity and emotional distress. For old adolescents, though, sexual activity in the context of romantic relationships was actually correlated with lower levels of deviant behavior after controlling for genetic risks, as opposed to sex outside of a relationship (hook-ups)
|
Do most sexual experiences during adolescence take place within or seperate from romantic relationships?
|
Do most sexual experiences during adolescence take place within or seperate from romantic relationships?
|
[
"Do most sexual experiences during adolescence take place within or seperate from romantic relationships?"
] |
{
"text": [
"within"
],
"answer_start": [
253
]
}
|
gem-squad_v2-train-113040
|
570d9dfadf2f5219002ed05a
|
Adolescence
|
Adolescence marks a time of sexual maturation, which manifests in social interactions as well. While adolescents may engage in casual sexual encounters (often referred to as hookups), most sexual experience during this period of development takes place within romantic relationships. Adolescents can use technologies and social media to seek out romantic relationships as they feel it is a safe place to try out dating and identity exploration. From these social media encounters, a further relationship may begin. Kissing, hand holding, and hugging signify satisfaction and commitment. Among young adolescents, "heavy" sexual activity, marked by genital stimulation, is often associated with violence, depression, and poor relationship quality. This effect does not hold true for sexual activity in late adolescence that takes place within a romantic relationship. Some research suggest that there are genetic causes of early sexual activity that are also risk factors for delinquency, suggesting that there is a group who are at risk for both early sexual activity and emotional distress. For old adolescents, though, sexual activity in the context of romantic relationships was actually correlated with lower levels of deviant behavior after controlling for genetic risks, as opposed to sex outside of a relationship (hook-ups)
|
Where do some adolescents feel is a safe place to seek out romantic relationships, try out dating and indentity exploration?
|
Where do some adolescents feel is a safe place to seek out romantic relationships, try out dating and indentity exploration?
|
[
"Where do some adolescents feel is a safe place to seek out romantic relationships, try out dating and indentity exploration?"
] |
{
"text": [
"social media"
],
"answer_start": [
321
]
}
|
gem-squad_v2-train-113041
|
570d9dfadf2f5219002ed05b
|
Adolescence
|
Adolescence marks a time of sexual maturation, which manifests in social interactions as well. While adolescents may engage in casual sexual encounters (often referred to as hookups), most sexual experience during this period of development takes place within romantic relationships. Adolescents can use technologies and social media to seek out romantic relationships as they feel it is a safe place to try out dating and identity exploration. From these social media encounters, a further relationship may begin. Kissing, hand holding, and hugging signify satisfaction and commitment. Among young adolescents, "heavy" sexual activity, marked by genital stimulation, is often associated with violence, depression, and poor relationship quality. This effect does not hold true for sexual activity in late adolescence that takes place within a romantic relationship. Some research suggest that there are genetic causes of early sexual activity that are also risk factors for delinquency, suggesting that there is a group who are at risk for both early sexual activity and emotional distress. For old adolescents, though, sexual activity in the context of romantic relationships was actually correlated with lower levels of deviant behavior after controlling for genetic risks, as opposed to sex outside of a relationship (hook-ups)
|
What seperates "heavy" sexual activity from other forms of affection?
|
What seperates "heavy" sexual activity from other forms of affection?
|
[
"What seperates \"heavy\" sexual activity from other forms of affection?"
] |
{
"text": [
"genital stimulation"
],
"answer_start": [
647
]
}
|
gem-squad_v2-train-113042
|
570d9dfadf2f5219002ed05c
|
Adolescence
|
Adolescence marks a time of sexual maturation, which manifests in social interactions as well. While adolescents may engage in casual sexual encounters (often referred to as hookups), most sexual experience during this period of development takes place within romantic relationships. Adolescents can use technologies and social media to seek out romantic relationships as they feel it is a safe place to try out dating and identity exploration. From these social media encounters, a further relationship may begin. Kissing, hand holding, and hugging signify satisfaction and commitment. Among young adolescents, "heavy" sexual activity, marked by genital stimulation, is often associated with violence, depression, and poor relationship quality. This effect does not hold true for sexual activity in late adolescence that takes place within a romantic relationship. Some research suggest that there are genetic causes of early sexual activity that are also risk factors for delinquency, suggesting that there is a group who are at risk for both early sexual activity and emotional distress. For old adolescents, though, sexual activity in the context of romantic relationships was actually correlated with lower levels of deviant behavior after controlling for genetic risks, as opposed to sex outside of a relationship (hook-ups)
|
For older adolescents, is sexual activity in a romantic relationship associated with lower or higher levels of deviant behavior?
|
For older adolescents, is sexual activity in a romantic relationship associated with lower or higher levels of deviant behavior?
|
[
"For older adolescents, is sexual activity in a romantic relationship associated with lower or higher levels of deviant behavior?"
] |
{
"text": [
"lower"
],
"answer_start": [
1206
]
}
|
gem-squad_v2-train-113043
|
570d9f0316d0071400510bfd
|
Adolescence
|
A third gain in cognitive ability involves thinking about thinking itself, a process referred to as metacognition. It often involves monitoring one's own cognitive activity during the thinking process. Adolescents' improvements in knowledge of their own thinking patterns lead to better self-control and more effective studying. It is also relevant in social cognition, resulting in increased introspection, self-consciousness, and intellectualization (in the sense of thought about one's own thoughts, rather than the Freudian definition as a defense mechanism). Adolescents are much better able than children to understand that people do not have complete control over their mental activity. Being able to introspect may lead to two forms of adolescent egocentrism, which results in two distinct problems in thinking: the imaginary audience and the personal fable. These likely peak at age fifteen, along with self-consciousness in general.
|
What is the term used to describe thinking about thinking itself?
|
What is the term used to describe thinking about thinking itself?
|
[
"What is the term used to describe thinking about thinking itself?"
] |
{
"text": [
"metacognition"
],
"answer_start": [
100
]
}
|
gem-squad_v2-train-113044
|
570d9f0316d0071400510bfe
|
Adolescence
|
A third gain in cognitive ability involves thinking about thinking itself, a process referred to as metacognition. It often involves monitoring one's own cognitive activity during the thinking process. Adolescents' improvements in knowledge of their own thinking patterns lead to better self-control and more effective studying. It is also relevant in social cognition, resulting in increased introspection, self-consciousness, and intellectualization (in the sense of thought about one's own thoughts, rather than the Freudian definition as a defense mechanism). Adolescents are much better able than children to understand that people do not have complete control over their mental activity. Being able to introspect may lead to two forms of adolescent egocentrism, which results in two distinct problems in thinking: the imaginary audience and the personal fable. These likely peak at age fifteen, along with self-consciousness in general.
|
Are adolescents or children better able to understand that people do not have complete control over their thoughts?
|
Are adolescents or children better able to understand that people do not have complete control over their thoughts?
|
[
"Are adolescents or children better able to understand that people do not have complete control over their thoughts?"
] |
{
"text": [
"Adolescents"
],
"answer_start": [
564
]
}
|
gem-squad_v2-train-113045
|
570d9f0316d0071400510bff
|
Adolescence
|
A third gain in cognitive ability involves thinking about thinking itself, a process referred to as metacognition. It often involves monitoring one's own cognitive activity during the thinking process. Adolescents' improvements in knowledge of their own thinking patterns lead to better self-control and more effective studying. It is also relevant in social cognition, resulting in increased introspection, self-consciousness, and intellectualization (in the sense of thought about one's own thoughts, rather than the Freudian definition as a defense mechanism). Adolescents are much better able than children to understand that people do not have complete control over their mental activity. Being able to introspect may lead to two forms of adolescent egocentrism, which results in two distinct problems in thinking: the imaginary audience and the personal fable. These likely peak at age fifteen, along with self-consciousness in general.
|
The imaginary audience and personal fable peak at what age?
|
The imaginary audience and personal fable peak at what age?
|
[
"The imaginary audience and personal fable peak at what age?"
] |
{
"text": [
"fifteen"
],
"answer_start": [
892
]
}
|
gem-squad_v2-train-113046
|
570d9f0316d0071400510c00
|
Adolescence
|
A third gain in cognitive ability involves thinking about thinking itself, a process referred to as metacognition. It often involves monitoring one's own cognitive activity during the thinking process. Adolescents' improvements in knowledge of their own thinking patterns lead to better self-control and more effective studying. It is also relevant in social cognition, resulting in increased introspection, self-consciousness, and intellectualization (in the sense of thought about one's own thoughts, rather than the Freudian definition as a defense mechanism). Adolescents are much better able than children to understand that people do not have complete control over their mental activity. Being able to introspect may lead to two forms of adolescent egocentrism, which results in two distinct problems in thinking: the imaginary audience and the personal fable. These likely peak at age fifteen, along with self-consciousness in general.
|
At what age does self-consciousness in general peak?
|
At what age does self-consciousness in general peak?
|
[
"At what age does self-consciousness in general peak?"
] |
{
"text": [
"fifteen"
],
"answer_start": [
892
]
}
|
gem-squad_v2-train-113047
|
570da031df2f5219002ed072
|
Adolescence
|
A questionnaire called the teen timetable has been used to measure the age at which individuals believe adolescents should be able to engage in behaviors associated with autonomy. This questionnaire has been used to gauge differences in cultural perceptions of adolescent autonomy, finding, for instance, that White parents and adolescents tend to expect autonomy earlier than those of Asian descent. It is, therefore, clear that cultural differences exist in perceptions of adolescent autonomy, and such differences have implications for the lifestyles and development of adolescents. In sub-Saharan African youth, the notions of individuality and freedom may not be useful in understanding adolescent development. Rather, African notions of childhood and adolescent development are relational and interdependent.
|
What questionaire has been used to measure the age in which adolescents should be able to engage in autonomous behaviors?
|
What questionaire has been used to measure the age in which adolescents should be able to engage in autonomous behaviors?
|
[
"What questionaire has been used to measure the age in which adolescents should be able to engage in autonomous behaviors?"
] |
{
"text": [
"teen timetable"
],
"answer_start": [
27
]
}
|
gem-squad_v2-train-113048
|
570da031df2f5219002ed073
|
Adolescence
|
A questionnaire called the teen timetable has been used to measure the age at which individuals believe adolescents should be able to engage in behaviors associated with autonomy. This questionnaire has been used to gauge differences in cultural perceptions of adolescent autonomy, finding, for instance, that White parents and adolescents tend to expect autonomy earlier than those of Asian descent. It is, therefore, clear that cultural differences exist in perceptions of adolescent autonomy, and such differences have implications for the lifestyles and development of adolescents. In sub-Saharan African youth, the notions of individuality and freedom may not be useful in understanding adolescent development. Rather, African notions of childhood and adolescent development are relational and interdependent.
|
Do White or Asian parents tend to expect autonomy earlier than the other?
|
Do White or Asian parents tend to expect autonomy earlier than the other?
|
[
"Do White or Asian parents tend to expect autonomy earlier than the other?"
] |
{
"text": [
"White"
],
"answer_start": [
310
]
}
|
gem-squad_v2-train-113049
|
570da031df2f5219002ed074
|
Adolescence
|
A questionnaire called the teen timetable has been used to measure the age at which individuals believe adolescents should be able to engage in behaviors associated with autonomy. This questionnaire has been used to gauge differences in cultural perceptions of adolescent autonomy, finding, for instance, that White parents and adolescents tend to expect autonomy earlier than those of Asian descent. It is, therefore, clear that cultural differences exist in perceptions of adolescent autonomy, and such differences have implications for the lifestyles and development of adolescents. In sub-Saharan African youth, the notions of individuality and freedom may not be useful in understanding adolescent development. Rather, African notions of childhood and adolescent development are relational and interdependent.
|
What has the teen timetable questionnaire been used to guage?
|
What has the teen timetable questionnaire been used to guage?
|
[
"What has the teen timetable questionnaire been used to guage?"
] |
{
"text": [
"differences in cultural perceptions of adolescent autonomy"
],
"answer_start": [
222
]
}
|
gem-squad_v2-train-113050
|
570da297df2f5219002ed082
|
Adolescence
|
Given the potential consequences, engaging in sexual behavior is somewhat risky, particularly for adolescents. Having unprotected sex, using poor birth control methods (e.g. withdrawal), having multiple sexual partners, and poor communication are some aspects of sexual behavior that increase individual and/or social risk. Some qualities of adolescents' lives that are often correlated with risky sexual behavior include higher rates of experienced abuse, lower rates of parental support and monitoring. Adolescence is also commonly a time of questioning sexuality and gender. This may involve intimate experimentation with people identifying as the same gender as well as with people of differing genders. Such exploratory sexual behavior can be seen as similar to other aspects of identity, including the exploration of vocational, social, and leisure identity, all of which involve some risk.
|
What is an example of a poor birth control method?
|
What is an example of a poor birth control method?
|
[
"What is an example of a poor birth control method?"
] |
{
"text": [
"withdrawal"
],
"answer_start": [
174
]
}
|
gem-squad_v2-train-113051
|
570da297df2f5219002ed083
|
Adolescence
|
Given the potential consequences, engaging in sexual behavior is somewhat risky, particularly for adolescents. Having unprotected sex, using poor birth control methods (e.g. withdrawal), having multiple sexual partners, and poor communication are some aspects of sexual behavior that increase individual and/or social risk. Some qualities of adolescents' lives that are often correlated with risky sexual behavior include higher rates of experienced abuse, lower rates of parental support and monitoring. Adolescence is also commonly a time of questioning sexuality and gender. This may involve intimate experimentation with people identifying as the same gender as well as with people of differing genders. Such exploratory sexual behavior can be seen as similar to other aspects of identity, including the exploration of vocational, social, and leisure identity, all of which involve some risk.
|
Are higher or lower levels of parental support associated with risky sexual behavior?
|
Are higher or lower levels of parental support associated with risky sexual behavior?
|
[
"Are higher or lower levels of parental support associated with risky sexual behavior?"
] |
{
"text": [
"lower"
],
"answer_start": [
457
]
}
|
gem-squad_v2-train-113052
|
570da297df2f5219002ed084
|
Adolescence
|
Given the potential consequences, engaging in sexual behavior is somewhat risky, particularly for adolescents. Having unprotected sex, using poor birth control methods (e.g. withdrawal), having multiple sexual partners, and poor communication are some aspects of sexual behavior that increase individual and/or social risk. Some qualities of adolescents' lives that are often correlated with risky sexual behavior include higher rates of experienced abuse, lower rates of parental support and monitoring. Adolescence is also commonly a time of questioning sexuality and gender. This may involve intimate experimentation with people identifying as the same gender as well as with people of differing genders. Such exploratory sexual behavior can be seen as similar to other aspects of identity, including the exploration of vocational, social, and leisure identity, all of which involve some risk.
|
Is exploratory sexual behavior seen as similar or seperate to other aspects of identity?
|
Is exploratory sexual behavior seen as similar or seperate to other aspects of identity?
|
[
"Is exploratory sexual behavior seen as similar or seperate to other aspects of identity?"
] |
{
"text": [
"similar"
],
"answer_start": [
756
]
}
|
gem-squad_v2-train-113053
|
570da297df2f5219002ed085
|
Adolescence
|
Given the potential consequences, engaging in sexual behavior is somewhat risky, particularly for adolescents. Having unprotected sex, using poor birth control methods (e.g. withdrawal), having multiple sexual partners, and poor communication are some aspects of sexual behavior that increase individual and/or social risk. Some qualities of adolescents' lives that are often correlated with risky sexual behavior include higher rates of experienced abuse, lower rates of parental support and monitoring. Adolescence is also commonly a time of questioning sexuality and gender. This may involve intimate experimentation with people identifying as the same gender as well as with people of differing genders. Such exploratory sexual behavior can be seen as similar to other aspects of identity, including the exploration of vocational, social, and leisure identity, all of which involve some risk.
|
Does having unprotected sex, multiple sexual partners, and poor communication increase or decrease individual and social risk?
|
Does having unprotected sex, multiple sexual partners, and poor communication increase or decrease individual and social risk?
|
[
"Does having unprotected sex, multiple sexual partners, and poor communication increase or decrease individual and social risk?"
] |
{
"text": [
"increase"
],
"answer_start": [
284
]
}
|
gem-squad_v2-train-113054
|
570da4e916d0071400510c3b
|
Adolescence
|
Research seems to favor the hypothesis that adolescents and adults think about risk in similar ways, but hold different values and thus come to different conclusions. Some have argued that there may be evolutionary benefits to an increased propensity for risk-taking in adolescence. For example, without a willingness to take risks, teenagers would not have the motivation or confidence necessary to leave their family of origin. In addition, from a population perspective, there is an advantage to having a group of individuals willing to take more risks and try new methods, counterbalancing the more conservative elements more typical of the received knowledge held by older adults. Risktaking may also have reproductive advantages: adolescents have a newfound priority in sexual attraction and dating, and risk-taking is required to impress potential mates. Research also indicates that baseline sensation seeking may affect risk-taking behavior throughout the lifespan.
|
Does research favor or reject the hypothesis that adolescents and adults think about risk similarly but hold different values and therefore come to different conclusions?
|
Does research favor or reject the hypothesis that adolescents and adults think about risk similarly but hold different values and therefore come to different conclusions?
|
[
"Does research favor or reject the hypothesis that adolescents and adults think about risk similarly but hold different values and therefore come to different conclusions?"
] |
{
"text": [
"favor"
],
"answer_start": [
18
]
}
|
gem-squad_v2-train-113055
|
570da4e916d0071400510c3c
|
Adolescence
|
Research seems to favor the hypothesis that adolescents and adults think about risk in similar ways, but hold different values and thus come to different conclusions. Some have argued that there may be evolutionary benefits to an increased propensity for risk-taking in adolescence. For example, without a willingness to take risks, teenagers would not have the motivation or confidence necessary to leave their family of origin. In addition, from a population perspective, there is an advantage to having a group of individuals willing to take more risks and try new methods, counterbalancing the more conservative elements more typical of the received knowledge held by older adults. Risktaking may also have reproductive advantages: adolescents have a newfound priority in sexual attraction and dating, and risk-taking is required to impress potential mates. Research also indicates that baseline sensation seeking may affect risk-taking behavior throughout the lifespan.
|
A priority in sexual attraction and dating can prove helpful in order to complete what reproductive advantage?
|
A priority in sexual attraction and dating can prove helpful in order to complete what reproductive advantage?
|
[
"A priority in sexual attraction and dating can prove helpful in order to complete what reproductive advantage?"
] |
{
"text": [
"impress potential mates"
],
"answer_start": [
837
]
}
|
gem-squad_v2-train-113056
|
570da4e916d0071400510c3d
|
Adolescence
|
Research seems to favor the hypothesis that adolescents and adults think about risk in similar ways, but hold different values and thus come to different conclusions. Some have argued that there may be evolutionary benefits to an increased propensity for risk-taking in adolescence. For example, without a willingness to take risks, teenagers would not have the motivation or confidence necessary to leave their family of origin. In addition, from a population perspective, there is an advantage to having a group of individuals willing to take more risks and try new methods, counterbalancing the more conservative elements more typical of the received knowledge held by older adults. Risktaking may also have reproductive advantages: adolescents have a newfound priority in sexual attraction and dating, and risk-taking is required to impress potential mates. Research also indicates that baseline sensation seeking may affect risk-taking behavior throughout the lifespan.
|
What does research indicate may affect risk-taking behavior throughout the lifespan?
|
What does research indicate may affect risk-taking behavior throughout the lifespan?
|
[
"What does research indicate may affect risk-taking behavior throughout the lifespan?"
] |
{
"text": [
"baseline sensation seeking"
],
"answer_start": [
891
]
}
|
gem-squad_v2-train-113057
|
570da64516d0071400510c41
|
Adolescence
|
Identity development is a stage in the adolescent life cycle. For most, the search for identity begins in the adolescent years. During these years, adolescents are more open to 'trying on' different behaviours and appearances to discover who they are. In other words, in an attempt to find their identity and discover who they are adolescents are liking to cycle through a number of identities to find one that suits them best. But, developing and maintaining identity (in adolescent years) is a difficult task due to multiple factors such as family life, environment, and social status. Empirical studies suggest that this process might be more accurately described as identity development, rather than formation, but confirms a normative process of change in both content and structure of one's thoughts about the self. The two main aspects of identity development are self-clarity and self-esteem. Since choices made during adolescent years can influence later life, high levels of self-awareness and self-control during mid-adolescence will lead to better decisions during the transition to adulthood.[citation needed] Researchers have used three general approaches to understanding identity development: self-concept, sense of identity, and self-esteem. The years of adolescence create a more conscientious group of young adults. Adolescents pay close attention and give more time and effort to their appearance as their body goes through changes. Unlike children, teens put forth an effort to look presentable (1991). The environment in which an adolescent grows up also plays an important role in their identity development. Studies done by the American Psychological Association have shown that adolescents with a less privileged upbringing have a more difficult time developing their identity.
|
When does the search for identity begin for most individuals?
|
When does the search for identity begin for most individuals?
|
[
"When does the search for identity begin for most individuals?"
] |
{
"text": [
"adolescent years"
],
"answer_start": [
110
]
}
|
gem-squad_v2-train-113058
|
570da64516d0071400510c42
|
Adolescence
|
Identity development is a stage in the adolescent life cycle. For most, the search for identity begins in the adolescent years. During these years, adolescents are more open to 'trying on' different behaviours and appearances to discover who they are. In other words, in an attempt to find their identity and discover who they are adolescents are liking to cycle through a number of identities to find one that suits them best. But, developing and maintaining identity (in adolescent years) is a difficult task due to multiple factors such as family life, environment, and social status. Empirical studies suggest that this process might be more accurately described as identity development, rather than formation, but confirms a normative process of change in both content and structure of one's thoughts about the self. The two main aspects of identity development are self-clarity and self-esteem. Since choices made during adolescent years can influence later life, high levels of self-awareness and self-control during mid-adolescence will lead to better decisions during the transition to adulthood.[citation needed] Researchers have used three general approaches to understanding identity development: self-concept, sense of identity, and self-esteem. The years of adolescence create a more conscientious group of young adults. Adolescents pay close attention and give more time and effort to their appearance as their body goes through changes. Unlike children, teens put forth an effort to look presentable (1991). The environment in which an adolescent grows up also plays an important role in their identity development. Studies done by the American Psychological Association have shown that adolescents with a less privileged upbringing have a more difficult time developing their identity.
|
What are some factors that make developing and maintaining an identity during the adolescent years a difficult task?
|
What are some factors that make developing and maintaining an identity during the adolescent years a difficult task?
|
[
"What are some factors that make developing and maintaining an identity during the adolescent years a difficult task?"
] |
{
"text": [
"family life, environment, and social status"
],
"answer_start": [
543
]
}
|
gem-squad_v2-train-113059
|
570da64516d0071400510c43
|
Adolescence
|
Identity development is a stage in the adolescent life cycle. For most, the search for identity begins in the adolescent years. During these years, adolescents are more open to 'trying on' different behaviours and appearances to discover who they are. In other words, in an attempt to find their identity and discover who they are adolescents are liking to cycle through a number of identities to find one that suits them best. But, developing and maintaining identity (in adolescent years) is a difficult task due to multiple factors such as family life, environment, and social status. Empirical studies suggest that this process might be more accurately described as identity development, rather than formation, but confirms a normative process of change in both content and structure of one's thoughts about the self. The two main aspects of identity development are self-clarity and self-esteem. Since choices made during adolescent years can influence later life, high levels of self-awareness and self-control during mid-adolescence will lead to better decisions during the transition to adulthood.[citation needed] Researchers have used three general approaches to understanding identity development: self-concept, sense of identity, and self-esteem. The years of adolescence create a more conscientious group of young adults. Adolescents pay close attention and give more time and effort to their appearance as their body goes through changes. Unlike children, teens put forth an effort to look presentable (1991). The environment in which an adolescent grows up also plays an important role in their identity development. Studies done by the American Psychological Association have shown that adolescents with a less privileged upbringing have a more difficult time developing their identity.
|
What are two main aspects of identity development?
|
What are two main aspects of identity development?
|
[
"What are two main aspects of identity development?"
] |
{
"text": [
"self-clarity and self-esteem"
],
"answer_start": [
871
]
}
|
gem-squad_v2-train-113060
|
570da64516d0071400510c44
|
Adolescence
|
Identity development is a stage in the adolescent life cycle. For most, the search for identity begins in the adolescent years. During these years, adolescents are more open to 'trying on' different behaviours and appearances to discover who they are. In other words, in an attempt to find their identity and discover who they are adolescents are liking to cycle through a number of identities to find one that suits them best. But, developing and maintaining identity (in adolescent years) is a difficult task due to multiple factors such as family life, environment, and social status. Empirical studies suggest that this process might be more accurately described as identity development, rather than formation, but confirms a normative process of change in both content and structure of one's thoughts about the self. The two main aspects of identity development are self-clarity and self-esteem. Since choices made during adolescent years can influence later life, high levels of self-awareness and self-control during mid-adolescence will lead to better decisions during the transition to adulthood.[citation needed] Researchers have used three general approaches to understanding identity development: self-concept, sense of identity, and self-esteem. The years of adolescence create a more conscientious group of young adults. Adolescents pay close attention and give more time and effort to their appearance as their body goes through changes. Unlike children, teens put forth an effort to look presentable (1991). The environment in which an adolescent grows up also plays an important role in their identity development. Studies done by the American Psychological Association have shown that adolescents with a less privileged upbringing have a more difficult time developing their identity.
|
What are the three general approaches to understanding identity development?
|
What are the three general approaches to understanding identity development?
|
[
"What are the three general approaches to understanding identity development?"
] |
{
"text": [
"self-concept, sense of identity, and self-esteem"
],
"answer_start": [
1209
]
}
|
gem-squad_v2-train-113061
|
570da64516d0071400510c45
|
Adolescence
|
Identity development is a stage in the adolescent life cycle. For most, the search for identity begins in the adolescent years. During these years, adolescents are more open to 'trying on' different behaviours and appearances to discover who they are. In other words, in an attempt to find their identity and discover who they are adolescents are liking to cycle through a number of identities to find one that suits them best. But, developing and maintaining identity (in adolescent years) is a difficult task due to multiple factors such as family life, environment, and social status. Empirical studies suggest that this process might be more accurately described as identity development, rather than formation, but confirms a normative process of change in both content and structure of one's thoughts about the self. The two main aspects of identity development are self-clarity and self-esteem. Since choices made during adolescent years can influence later life, high levels of self-awareness and self-control during mid-adolescence will lead to better decisions during the transition to adulthood.[citation needed] Researchers have used three general approaches to understanding identity development: self-concept, sense of identity, and self-esteem. The years of adolescence create a more conscientious group of young adults. Adolescents pay close attention and give more time and effort to their appearance as their body goes through changes. Unlike children, teens put forth an effort to look presentable (1991). The environment in which an adolescent grows up also plays an important role in their identity development. Studies done by the American Psychological Association have shown that adolescents with a less privileged upbringing have a more difficult time developing their identity.
|
Do adolescents with a less privileged upbringing have a more or less difficult time developing their identity?
|
Do adolescents with a less privileged upbringing have a more or less difficult time developing their identity?
|
[
"Do adolescents with a less privileged upbringing have a more or less difficult time developing their identity?"
] |
{
"text": [
"more difficult"
],
"answer_start": [
1756
]
}
|
gem-squad_v2-train-113062
|
570da71c16d0071400510c55
|
Adolescence
|
Research since reveals self-examination beginning early in adolescence, but identity achievement rarely occurring before age 18. The freshman year of college influences identity development significantly, but may actually prolong psychosocial moratorium by encouraging reexamination of previous commitments and further exploration of alternate possibilities without encouraging resolution. For the most part, evidence has supported Erikson's stages: each correlates with the personality traits he originally predicted. Studies also confirm the impermanence of the stages; there is no final endpoint in identity development.
|
Identity achievement rarely occurs before what age?
|
Identity achievement rarely occurs before what age?
|
[
"Identity achievement rarely occurs before what age?"
] |
{
"text": [
"18"
],
"answer_start": [
125
]
}
|
gem-squad_v2-train-113063
|
570da71c16d0071400510c56
|
Adolescence
|
Research since reveals self-examination beginning early in adolescence, but identity achievement rarely occurring before age 18. The freshman year of college influences identity development significantly, but may actually prolong psychosocial moratorium by encouraging reexamination of previous commitments and further exploration of alternate possibilities without encouraging resolution. For the most part, evidence has supported Erikson's stages: each correlates with the personality traits he originally predicted. Studies also confirm the impermanence of the stages; there is no final endpoint in identity development.
|
Is there a final endpoint in identity development?
|
Is there a final endpoint in identity development?
|
[
"Is there a final endpoint in identity development?"
] |
{
"text": [
"no"
],
"answer_start": [
581
]
}
|
gem-squad_v2-train-113064
|
570da71c16d0071400510c57
|
Adolescence
|
Research since reveals self-examination beginning early in adolescence, but identity achievement rarely occurring before age 18. The freshman year of college influences identity development significantly, but may actually prolong psychosocial moratorium by encouraging reexamination of previous commitments and further exploration of alternate possibilities without encouraging resolution. For the most part, evidence has supported Erikson's stages: each correlates with the personality traits he originally predicted. Studies also confirm the impermanence of the stages; there is no final endpoint in identity development.
|
Evidence has supported which theorist's idea concerning stages of development?
|
Evidence has supported which theorist's idea concerning stages of development?
|
[
"Evidence has supported which theorist's idea concerning stages of development?"
] |
{
"text": [
"Erikson"
],
"answer_start": [
432
]
}
|
gem-squad_v2-train-113065
|
570da71c16d0071400510c58
|
Adolescence
|
Research since reveals self-examination beginning early in adolescence, but identity achievement rarely occurring before age 18. The freshman year of college influences identity development significantly, but may actually prolong psychosocial moratorium by encouraging reexamination of previous commitments and further exploration of alternate possibilities without encouraging resolution. For the most part, evidence has supported Erikson's stages: each correlates with the personality traits he originally predicted. Studies also confirm the impermanence of the stages; there is no final endpoint in identity development.
|
Does self-examination begin early or late in adolescence?
|
Does self-examination begin early or late in adolescence?
|
[
"Does self-examination begin early or late in adolescence?"
] |
{
"text": [
"early"
],
"answer_start": [
50
]
}
|
gem-squad_v2-train-113066
|
570da8e2df2f5219002ed0ce
|
Adolescence
|
Egocentrism in adolescents forms a self-conscious desire to feel important in their peer groups and enjoy social acceptance. Unlike the conflicting aspects of self-concept, identity represents a coherent sense of self stable across circumstances and including past experiences and future goals. Everyone has a self-concept, whereas Erik Erikson argued that not everyone fully achieves identity. Erikson's theory of stages of development includes the identity crisis in which adolescents must explore different possibilities and integrate different parts of themselves before committing to their beliefs. He described the resolution of this process as a stage of "identity achievement" but also stressed that the identity challenge "is never fully resolved once and for all at one point in time". Adolescents begin by defining themselves based on their crowd membership. "Clothes help teens explore new identities, separate from parents, and bond with peers." Fashion has played a major role when it comes to teenagers "finding their selves"; Fashion is always evolving, which corresponds with the evolution of change in the personality of teenagers. Adolescents attempt to define their identity by consciously styling themselves in different manners to find what best suits them. Trial and error in matching both their perceived image and the image others respond to and see, allows for the adolescent to grasp an understanding of who they are Just as fashion is evolving to influence adolescents so is the media. "Modern life takes place amidst a never-ending barrage of flesh on screens, pages, and billboards." This barrage consciously or subconsciously registers into the mind causing issues with self-image a factor that contributes to an adolescence sense of identity. Researcher James Marcia developed the current method for testing an individual's progress along these stages. His questions are divided into three categories: occupation, ideology, and interpersonal relationships. Answers are scored based on extent to which the individual has explored and the degree to which he has made commitments. The result is classification of the individual into a) identity diffusion in which all children begin, b) Identity Foreclosure in which commitments are made without the exploration of alternatives, c) Moratorium, or the process of exploration, or d) Identity Achievement in which Moratorium has occurred and resulted in commitments.
|
Which theorist argued that not everyone fully achieves identity?
|
Which theorist argued that not everyone fully achieves identity?
|
[
"Which theorist argued that not everyone fully achieves identity?"
] |
{
"text": [
"Erik Erikson"
],
"answer_start": [
332
]
}
|
gem-squad_v2-train-113067
|
570da8e2df2f5219002ed0cf
|
Adolescence
|
Egocentrism in adolescents forms a self-conscious desire to feel important in their peer groups and enjoy social acceptance. Unlike the conflicting aspects of self-concept, identity represents a coherent sense of self stable across circumstances and including past experiences and future goals. Everyone has a self-concept, whereas Erik Erikson argued that not everyone fully achieves identity. Erikson's theory of stages of development includes the identity crisis in which adolescents must explore different possibilities and integrate different parts of themselves before committing to their beliefs. He described the resolution of this process as a stage of "identity achievement" but also stressed that the identity challenge "is never fully resolved once and for all at one point in time". Adolescents begin by defining themselves based on their crowd membership. "Clothes help teens explore new identities, separate from parents, and bond with peers." Fashion has played a major role when it comes to teenagers "finding their selves"; Fashion is always evolving, which corresponds with the evolution of change in the personality of teenagers. Adolescents attempt to define their identity by consciously styling themselves in different manners to find what best suits them. Trial and error in matching both their perceived image and the image others respond to and see, allows for the adolescent to grasp an understanding of who they are Just as fashion is evolving to influence adolescents so is the media. "Modern life takes place amidst a never-ending barrage of flesh on screens, pages, and billboards." This barrage consciously or subconsciously registers into the mind causing issues with self-image a factor that contributes to an adolescence sense of identity. Researcher James Marcia developed the current method for testing an individual's progress along these stages. His questions are divided into three categories: occupation, ideology, and interpersonal relationships. Answers are scored based on extent to which the individual has explored and the degree to which he has made commitments. The result is classification of the individual into a) identity diffusion in which all children begin, b) Identity Foreclosure in which commitments are made without the exploration of alternatives, c) Moratorium, or the process of exploration, or d) Identity Achievement in which Moratorium has occurred and resulted in commitments.
|
How do adolescents initially define themselves?
|
How do adolescents initially define themselves?
|
[
"How do adolescents initially define themselves?"
] |
{
"text": [
"crowd membership"
],
"answer_start": [
852
]
}
|
gem-squad_v2-train-113068
|
570da8e2df2f5219002ed0d0
|
Adolescence
|
Egocentrism in adolescents forms a self-conscious desire to feel important in their peer groups and enjoy social acceptance. Unlike the conflicting aspects of self-concept, identity represents a coherent sense of self stable across circumstances and including past experiences and future goals. Everyone has a self-concept, whereas Erik Erikson argued that not everyone fully achieves identity. Erikson's theory of stages of development includes the identity crisis in which adolescents must explore different possibilities and integrate different parts of themselves before committing to their beliefs. He described the resolution of this process as a stage of "identity achievement" but also stressed that the identity challenge "is never fully resolved once and for all at one point in time". Adolescents begin by defining themselves based on their crowd membership. "Clothes help teens explore new identities, separate from parents, and bond with peers." Fashion has played a major role when it comes to teenagers "finding their selves"; Fashion is always evolving, which corresponds with the evolution of change in the personality of teenagers. Adolescents attempt to define their identity by consciously styling themselves in different manners to find what best suits them. Trial and error in matching both their perceived image and the image others respond to and see, allows for the adolescent to grasp an understanding of who they are Just as fashion is evolving to influence adolescents so is the media. "Modern life takes place amidst a never-ending barrage of flesh on screens, pages, and billboards." This barrage consciously or subconsciously registers into the mind causing issues with self-image a factor that contributes to an adolescence sense of identity. Researcher James Marcia developed the current method for testing an individual's progress along these stages. His questions are divided into three categories: occupation, ideology, and interpersonal relationships. Answers are scored based on extent to which the individual has explored and the degree to which he has made commitments. The result is classification of the individual into a) identity diffusion in which all children begin, b) Identity Foreclosure in which commitments are made without the exploration of alternatives, c) Moratorium, or the process of exploration, or d) Identity Achievement in which Moratorium has occurred and resulted in commitments.
|
How is Moratorium defined?
|
How is Moratorium defined?
|
[
"How is Moratorium defined?"
] |
{
"text": [
"process of exploration"
],
"answer_start": [
2330
]
}
|
gem-squad_v2-train-113069
|
570da8e2df2f5219002ed0d1
|
Adolescence
|
Egocentrism in adolescents forms a self-conscious desire to feel important in their peer groups and enjoy social acceptance. Unlike the conflicting aspects of self-concept, identity represents a coherent sense of self stable across circumstances and including past experiences and future goals. Everyone has a self-concept, whereas Erik Erikson argued that not everyone fully achieves identity. Erikson's theory of stages of development includes the identity crisis in which adolescents must explore different possibilities and integrate different parts of themselves before committing to their beliefs. He described the resolution of this process as a stage of "identity achievement" but also stressed that the identity challenge "is never fully resolved once and for all at one point in time". Adolescents begin by defining themselves based on their crowd membership. "Clothes help teens explore new identities, separate from parents, and bond with peers." Fashion has played a major role when it comes to teenagers "finding their selves"; Fashion is always evolving, which corresponds with the evolution of change in the personality of teenagers. Adolescents attempt to define their identity by consciously styling themselves in different manners to find what best suits them. Trial and error in matching both their perceived image and the image others respond to and see, allows for the adolescent to grasp an understanding of who they are Just as fashion is evolving to influence adolescents so is the media. "Modern life takes place amidst a never-ending barrage of flesh on screens, pages, and billboards." This barrage consciously or subconsciously registers into the mind causing issues with self-image a factor that contributes to an adolescence sense of identity. Researcher James Marcia developed the current method for testing an individual's progress along these stages. His questions are divided into three categories: occupation, ideology, and interpersonal relationships. Answers are scored based on extent to which the individual has explored and the degree to which he has made commitments. The result is classification of the individual into a) identity diffusion in which all children begin, b) Identity Foreclosure in which commitments are made without the exploration of alternatives, c) Moratorium, or the process of exploration, or d) Identity Achievement in which Moratorium has occurred and resulted in commitments.
|
Which researcher developed the current method for testing an individual's process along the stages of identity?
|
Which researcher developed the current method for testing an individual's process along the stages of identity?
|
[
"Which researcher developed the current method for testing an individual's process along the stages of identity?"
] |
{
"text": [
"James Marcia"
],
"answer_start": [
1786
]
}
|
gem-squad_v2-train-113070
|
570da8e2df2f5219002ed0d2
|
Adolescence
|
Egocentrism in adolescents forms a self-conscious desire to feel important in their peer groups and enjoy social acceptance. Unlike the conflicting aspects of self-concept, identity represents a coherent sense of self stable across circumstances and including past experiences and future goals. Everyone has a self-concept, whereas Erik Erikson argued that not everyone fully achieves identity. Erikson's theory of stages of development includes the identity crisis in which adolescents must explore different possibilities and integrate different parts of themselves before committing to their beliefs. He described the resolution of this process as a stage of "identity achievement" but also stressed that the identity challenge "is never fully resolved once and for all at one point in time". Adolescents begin by defining themselves based on their crowd membership. "Clothes help teens explore new identities, separate from parents, and bond with peers." Fashion has played a major role when it comes to teenagers "finding their selves"; Fashion is always evolving, which corresponds with the evolution of change in the personality of teenagers. Adolescents attempt to define their identity by consciously styling themselves in different manners to find what best suits them. Trial and error in matching both their perceived image and the image others respond to and see, allows for the adolescent to grasp an understanding of who they are Just as fashion is evolving to influence adolescents so is the media. "Modern life takes place amidst a never-ending barrage of flesh on screens, pages, and billboards." This barrage consciously or subconsciously registers into the mind causing issues with self-image a factor that contributes to an adolescence sense of identity. Researcher James Marcia developed the current method for testing an individual's progress along these stages. His questions are divided into three categories: occupation, ideology, and interpersonal relationships. Answers are scored based on extent to which the individual has explored and the degree to which he has made commitments. The result is classification of the individual into a) identity diffusion in which all children begin, b) Identity Foreclosure in which commitments are made without the exploration of alternatives, c) Moratorium, or the process of exploration, or d) Identity Achievement in which Moratorium has occurred and resulted in commitments.
|
James Marcia divides questions into how many categories?
|
James Marcia divides questions into how many categories?
|
[
"James Marcia divides questions into how many categories?"
] |
{
"text": [
"three"
],
"answer_start": [
1916
]
}
|
gem-squad_v2-train-113071
|
570da9c916d0071400510c71
|
Adolescence
|
The final major aspect of identity formation is self-esteem. Self-esteem is defined as one's thoughts and feelings about one's self-concept and identity. Most theories on self-esteem state that there is a grand desire, across all genders and ages, to maintain, protect and enhance their self-esteem. Contrary to popular belief, there is no empirical evidence for a significant drop in self-esteem over the course of adolescence. "Barometric self-esteem" fluctuates rapidly and can cause severe distress and anxiety, but baseline self-esteem remains highly stable across adolescence. The validity of global self-esteem scales has been questioned, and many suggest that more specific scales might reveal more about the adolescent experience. Girls are most likely to enjoy high self-esteem when engaged in supportive relationships with friends, the most important function of friendship to them is having someone who can provide social and moral support. When they fail to win friends' approval or couldn't find someone with whom to share common activities and common interests, in these cases, girls suffer from low self-esteem. In contrast, boys are more concerned with establishing and asserting their independence and defining their relation to authority. As such, they are more likely to derive high self-esteem from their ability to successfully influence their friends; on the other hand, the lack of romantic competence, for example, failure to win or maintain the affection of the opposite or same-sex (depending on sexual orientation), is the major contributor to low self-esteem in adolescent boys. Due to the fact that both men and women happen to have a low self-esteem after ending a romantic relationship, they are prone to other symptoms that is caused by this state. Depression and hopelessness are only two of the various symptoms and it is said that women are twice as likely to experience depression and men are three to four times more likely to commit suicide (Mearns, 1991; Ustun & Sartorius, 1995).
|
Which term is defined as one's thoughts and feelings about one's self-concept and identity?
|
Which term is defined as one's thoughts and feelings about one's self-concept and identity?
|
[
"Which term is defined as one's thoughts and feelings about one's self-concept and identity?"
] |
{
"text": [
"Self-esteem"
],
"answer_start": [
61
]
}
|
gem-squad_v2-train-113072
|
570da9c916d0071400510c72
|
Adolescence
|
The final major aspect of identity formation is self-esteem. Self-esteem is defined as one's thoughts and feelings about one's self-concept and identity. Most theories on self-esteem state that there is a grand desire, across all genders and ages, to maintain, protect and enhance their self-esteem. Contrary to popular belief, there is no empirical evidence for a significant drop in self-esteem over the course of adolescence. "Barometric self-esteem" fluctuates rapidly and can cause severe distress and anxiety, but baseline self-esteem remains highly stable across adolescence. The validity of global self-esteem scales has been questioned, and many suggest that more specific scales might reveal more about the adolescent experience. Girls are most likely to enjoy high self-esteem when engaged in supportive relationships with friends, the most important function of friendship to them is having someone who can provide social and moral support. When they fail to win friends' approval or couldn't find someone with whom to share common activities and common interests, in these cases, girls suffer from low self-esteem. In contrast, boys are more concerned with establishing and asserting their independence and defining their relation to authority. As such, they are more likely to derive high self-esteem from their ability to successfully influence their friends; on the other hand, the lack of romantic competence, for example, failure to win or maintain the affection of the opposite or same-sex (depending on sexual orientation), is the major contributor to low self-esteem in adolescent boys. Due to the fact that both men and women happen to have a low self-esteem after ending a romantic relationship, they are prone to other symptoms that is caused by this state. Depression and hopelessness are only two of the various symptoms and it is said that women are twice as likely to experience depression and men are three to four times more likely to commit suicide (Mearns, 1991; Ustun & Sartorius, 1995).
|
Is there evidence to support a drop in self-esteem during adolescence?
|
Is there evidence to support a drop in self-esteem during adolescence?
|
[
"Is there evidence to support a drop in self-esteem during adolescence?"
] |
{
"text": [
"no"
],
"answer_start": [
337
]
}
|
gem-squad_v2-train-113073
|
570da9c916d0071400510c73
|
Adolescence
|
The final major aspect of identity formation is self-esteem. Self-esteem is defined as one's thoughts and feelings about one's self-concept and identity. Most theories on self-esteem state that there is a grand desire, across all genders and ages, to maintain, protect and enhance their self-esteem. Contrary to popular belief, there is no empirical evidence for a significant drop in self-esteem over the course of adolescence. "Barometric self-esteem" fluctuates rapidly and can cause severe distress and anxiety, but baseline self-esteem remains highly stable across adolescence. The validity of global self-esteem scales has been questioned, and many suggest that more specific scales might reveal more about the adolescent experience. Girls are most likely to enjoy high self-esteem when engaged in supportive relationships with friends, the most important function of friendship to them is having someone who can provide social and moral support. When they fail to win friends' approval or couldn't find someone with whom to share common activities and common interests, in these cases, girls suffer from low self-esteem. In contrast, boys are more concerned with establishing and asserting their independence and defining their relation to authority. As such, they are more likely to derive high self-esteem from their ability to successfully influence their friends; on the other hand, the lack of romantic competence, for example, failure to win or maintain the affection of the opposite or same-sex (depending on sexual orientation), is the major contributor to low self-esteem in adolescent boys. Due to the fact that both men and women happen to have a low self-esteem after ending a romantic relationship, they are prone to other symptoms that is caused by this state. Depression and hopelessness are only two of the various symptoms and it is said that women are twice as likely to experience depression and men are three to four times more likely to commit suicide (Mearns, 1991; Ustun & Sartorius, 1995).
|
Which type of self-esteem fluctuates rapidly and can cause severe distress and anxiety?
|
Which type of self-esteem fluctuates rapidly and can cause severe distress and anxiety?
|
[
"Which type of self-esteem fluctuates rapidly and can cause severe distress and anxiety?"
] |
{
"text": [
"Barometric self-esteem"
],
"answer_start": [
430
]
}
|
gem-squad_v2-train-113074
|
570da9c916d0071400510c74
|
Adolescence
|
The final major aspect of identity formation is self-esteem. Self-esteem is defined as one's thoughts and feelings about one's self-concept and identity. Most theories on self-esteem state that there is a grand desire, across all genders and ages, to maintain, protect and enhance their self-esteem. Contrary to popular belief, there is no empirical evidence for a significant drop in self-esteem over the course of adolescence. "Barometric self-esteem" fluctuates rapidly and can cause severe distress and anxiety, but baseline self-esteem remains highly stable across adolescence. The validity of global self-esteem scales has been questioned, and many suggest that more specific scales might reveal more about the adolescent experience. Girls are most likely to enjoy high self-esteem when engaged in supportive relationships with friends, the most important function of friendship to them is having someone who can provide social and moral support. When they fail to win friends' approval or couldn't find someone with whom to share common activities and common interests, in these cases, girls suffer from low self-esteem. In contrast, boys are more concerned with establishing and asserting their independence and defining their relation to authority. As such, they are more likely to derive high self-esteem from their ability to successfully influence their friends; on the other hand, the lack of romantic competence, for example, failure to win or maintain the affection of the opposite or same-sex (depending on sexual orientation), is the major contributor to low self-esteem in adolescent boys. Due to the fact that both men and women happen to have a low self-esteem after ending a romantic relationship, they are prone to other symptoms that is caused by this state. Depression and hopelessness are only two of the various symptoms and it is said that women are twice as likely to experience depression and men are three to four times more likely to commit suicide (Mearns, 1991; Ustun & Sartorius, 1995).
|
Which type of self-esteem remains stable throughout adolescence?
|
Which type of self-esteem remains stable throughout adolescence?
|
[
"Which type of self-esteem remains stable throughout adolescence?"
] |
{
"text": [
"baseline self-esteem"
],
"answer_start": [
520
]
}
|
gem-squad_v2-train-113075
|
570da9c916d0071400510c75
|
Adolescence
|
The final major aspect of identity formation is self-esteem. Self-esteem is defined as one's thoughts and feelings about one's self-concept and identity. Most theories on self-esteem state that there is a grand desire, across all genders and ages, to maintain, protect and enhance their self-esteem. Contrary to popular belief, there is no empirical evidence for a significant drop in self-esteem over the course of adolescence. "Barometric self-esteem" fluctuates rapidly and can cause severe distress and anxiety, but baseline self-esteem remains highly stable across adolescence. The validity of global self-esteem scales has been questioned, and many suggest that more specific scales might reveal more about the adolescent experience. Girls are most likely to enjoy high self-esteem when engaged in supportive relationships with friends, the most important function of friendship to them is having someone who can provide social and moral support. When they fail to win friends' approval or couldn't find someone with whom to share common activities and common interests, in these cases, girls suffer from low self-esteem. In contrast, boys are more concerned with establishing and asserting their independence and defining their relation to authority. As such, they are more likely to derive high self-esteem from their ability to successfully influence their friends; on the other hand, the lack of romantic competence, for example, failure to win or maintain the affection of the opposite or same-sex (depending on sexual orientation), is the major contributor to low self-esteem in adolescent boys. Due to the fact that both men and women happen to have a low self-esteem after ending a romantic relationship, they are prone to other symptoms that is caused by this state. Depression and hopelessness are only two of the various symptoms and it is said that women are twice as likely to experience depression and men are three to four times more likely to commit suicide (Mearns, 1991; Ustun & Sartorius, 1995).
|
What is the most important function of friendship?
|
What is the most important function of friendship?
|
[
"What is the most important function of friendship?"
] |
{
"text": [
"having someone who can provide social and moral support"
],
"answer_start": [
896
]
}
|
gem-squad_v2-train-113076
|
570daaea16d0071400510c7b
|
Adolescence
|
In terms of sexual identity, adolescence is when most gay/lesbian and transgender adolescents begin to recognize and make sense of their feelings. Many adolescents may choose to come out during this period of their life once an identity has been formed; many others may go through a period of questioning or denial, which can include experimentation with both homosexual and heterosexual experiences. A study of 194 lesbian, gay, and bisexual youths under the age of 21 found that having an awareness of one's sexual orientation occurred, on average, around age 10, but the process of coming out to peers and adults occurred around age 16 and 17, respectively. Coming to terms with and creating a positive LGBT identity can be difficult for some youth for a variety of reasons. Peer pressure is a large factor when youth who are questioning their sexuality or gender identity are surrounded by heteronormative peers and can cause great distress due to a feeling of being different from everyone else. While coming out can also foster better psychological adjustment, the risks associated are real. Indeed, coming out in the midst of a heteronormative peer environment often comes with the risk of ostracism, hurtful jokes, and even violence. Because of this, statistically the suicide rate amongst LGBT adolescents is up to four times higher than that of their heterosexual peers due to bullying and rejection from peers or family members.
|
At what age does awareness of one's sexual orientation occur on average?
|
At what age does awareness of one's sexual orientation occur on average?
|
[
"At what age does awareness of one's sexual orientation occur on average?"
] |
{
"text": [
"10"
],
"answer_start": [
562
]
}
|
gem-squad_v2-train-113077
|
570daaea16d0071400510c7c
|
Adolescence
|
In terms of sexual identity, adolescence is when most gay/lesbian and transgender adolescents begin to recognize and make sense of their feelings. Many adolescents may choose to come out during this period of their life once an identity has been formed; many others may go through a period of questioning or denial, which can include experimentation with both homosexual and heterosexual experiences. A study of 194 lesbian, gay, and bisexual youths under the age of 21 found that having an awareness of one's sexual orientation occurred, on average, around age 10, but the process of coming out to peers and adults occurred around age 16 and 17, respectively. Coming to terms with and creating a positive LGBT identity can be difficult for some youth for a variety of reasons. Peer pressure is a large factor when youth who are questioning their sexuality or gender identity are surrounded by heteronormative peers and can cause great distress due to a feeling of being different from everyone else. While coming out can also foster better psychological adjustment, the risks associated are real. Indeed, coming out in the midst of a heteronormative peer environment often comes with the risk of ostracism, hurtful jokes, and even violence. Because of this, statistically the suicide rate amongst LGBT adolescents is up to four times higher than that of their heterosexual peers due to bullying and rejection from peers or family members.
|
At what age does coming out to one's peers occur on average?
|
At what age does coming out to one's peers occur on average?
|
[
"At what age does coming out to one's peers occur on average?"
] |
{
"text": [
"16"
],
"answer_start": [
636
]
}
|
gem-squad_v2-train-113078
|
570daaea16d0071400510c7d
|
Adolescence
|
In terms of sexual identity, adolescence is when most gay/lesbian and transgender adolescents begin to recognize and make sense of their feelings. Many adolescents may choose to come out during this period of their life once an identity has been formed; many others may go through a period of questioning or denial, which can include experimentation with both homosexual and heterosexual experiences. A study of 194 lesbian, gay, and bisexual youths under the age of 21 found that having an awareness of one's sexual orientation occurred, on average, around age 10, but the process of coming out to peers and adults occurred around age 16 and 17, respectively. Coming to terms with and creating a positive LGBT identity can be difficult for some youth for a variety of reasons. Peer pressure is a large factor when youth who are questioning their sexuality or gender identity are surrounded by heteronormative peers and can cause great distress due to a feeling of being different from everyone else. While coming out can also foster better psychological adjustment, the risks associated are real. Indeed, coming out in the midst of a heteronormative peer environment often comes with the risk of ostracism, hurtful jokes, and even violence. Because of this, statistically the suicide rate amongst LGBT adolescents is up to four times higher than that of their heterosexual peers due to bullying and rejection from peers or family members.
|
At what age does coming out to adults occur on average?
|
At what age does coming out to adults occur on average?
|
[
"At what age does coming out to adults occur on average?"
] |
{
"text": [
"17"
],
"answer_start": [
643
]
}
|
gem-squad_v2-train-113079
|
570daaea16d0071400510c7e
|
Adolescence
|
In terms of sexual identity, adolescence is when most gay/lesbian and transgender adolescents begin to recognize and make sense of their feelings. Many adolescents may choose to come out during this period of their life once an identity has been formed; many others may go through a period of questioning or denial, which can include experimentation with both homosexual and heterosexual experiences. A study of 194 lesbian, gay, and bisexual youths under the age of 21 found that having an awareness of one's sexual orientation occurred, on average, around age 10, but the process of coming out to peers and adults occurred around age 16 and 17, respectively. Coming to terms with and creating a positive LGBT identity can be difficult for some youth for a variety of reasons. Peer pressure is a large factor when youth who are questioning their sexuality or gender identity are surrounded by heteronormative peers and can cause great distress due to a feeling of being different from everyone else. While coming out can also foster better psychological adjustment, the risks associated are real. Indeed, coming out in the midst of a heteronormative peer environment often comes with the risk of ostracism, hurtful jokes, and even violence. Because of this, statistically the suicide rate amongst LGBT adolescents is up to four times higher than that of their heterosexual peers due to bullying and rejection from peers or family members.
|
How many times higher is the suicide rate amongst LGBT adolescents than their heterosexual peers?
|
How many times higher is the suicide rate amongst LGBT adolescents than their heterosexual peers?
|
[
"How many times higher is the suicide rate amongst LGBT adolescents than their heterosexual peers?"
] |
{
"text": [
"four"
],
"answer_start": [
1324
]
}
|
gem-squad_v2-train-113080
|
570daaea16d0071400510c7f
|
Adolescence
|
In terms of sexual identity, adolescence is when most gay/lesbian and transgender adolescents begin to recognize and make sense of their feelings. Many adolescents may choose to come out during this period of their life once an identity has been formed; many others may go through a period of questioning or denial, which can include experimentation with both homosexual and heterosexual experiences. A study of 194 lesbian, gay, and bisexual youths under the age of 21 found that having an awareness of one's sexual orientation occurred, on average, around age 10, but the process of coming out to peers and adults occurred around age 16 and 17, respectively. Coming to terms with and creating a positive LGBT identity can be difficult for some youth for a variety of reasons. Peer pressure is a large factor when youth who are questioning their sexuality or gender identity are surrounded by heteronormative peers and can cause great distress due to a feeling of being different from everyone else. While coming out can also foster better psychological adjustment, the risks associated are real. Indeed, coming out in the midst of a heteronormative peer environment often comes with the risk of ostracism, hurtful jokes, and even violence. Because of this, statistically the suicide rate amongst LGBT adolescents is up to four times higher than that of their heterosexual peers due to bullying and rejection from peers or family members.
|
What are factors causing a hightened suicide rate amongst LGBT adolescents?
|
What are factors causing a hightened suicide rate amongst LGBT adolescents?
|
[
"What are factors causing a hightened suicide rate amongst LGBT adolescents?"
] |
{
"text": [
"bullying and rejection from peers or family members"
],
"answer_start": [
1387
]
}
|
gem-squad_v2-train-113081
|
570dad1d16d0071400510cad
|
Adolescence
|
Despite changing family roles during adolescence, the home environment and parents are still important for the behaviors and choices of adolescents. Adolescents who have a good relationship with their parents are less likely to engage in various risk behaviors, such as smoking, drinking, fighting, and/or unprotected sexual intercourse. In addition, parents influence the education of adolescence. A study conducted by Adalbjarnardottir and Blondal (2009) showed that adolescents at the age of 14 who identify their parents as authoritative figures are more likely to complete secondary education by the age of 22—as support and encouragement from an authoritative parent motivates the adolescence to complete schooling to avoid disappointing that parent.
|
Are adolescents with authoritative parents more or less likely to complete secondary education by age 22?
|
Are adolescents with authoritative parents more or less likely to complete secondary education by age 22?
|
[
"Are adolescents with authoritative parents more or less likely to complete secondary education by age 22?"
] |
{
"text": [
"more"
],
"answer_start": [
554
]
}
|
gem-squad_v2-train-113082
|
570dad1d16d0071400510cae
|
Adolescence
|
Despite changing family roles during adolescence, the home environment and parents are still important for the behaviors and choices of adolescents. Adolescents who have a good relationship with their parents are less likely to engage in various risk behaviors, such as smoking, drinking, fighting, and/or unprotected sexual intercourse. In addition, parents influence the education of adolescence. A study conducted by Adalbjarnardottir and Blondal (2009) showed that adolescents at the age of 14 who identify their parents as authoritative figures are more likely to complete secondary education by the age of 22—as support and encouragement from an authoritative parent motivates the adolescence to complete schooling to avoid disappointing that parent.
|
Are adolescents that have a good relationship with their parents more or less likely to smoke, drink, fight, or engage in unprotected sex?
|
Are adolescents that have a good relationship with their parents more or less likely to smoke, drink, fight, or engage in unprotected sex?
|
[
"Are adolescents that have a good relationship with their parents more or less likely to smoke, drink, fight, or engage in unprotected sex?"
] |
{
"text": [
"less likely"
],
"answer_start": [
213
]
}
|
gem-squad_v2-train-113083
|
570dad1d16d0071400510caf
|
Adolescence
|
Despite changing family roles during adolescence, the home environment and parents are still important for the behaviors and choices of adolescents. Adolescents who have a good relationship with their parents are less likely to engage in various risk behaviors, such as smoking, drinking, fighting, and/or unprotected sexual intercourse. In addition, parents influence the education of adolescence. A study conducted by Adalbjarnardottir and Blondal (2009) showed that adolescents at the age of 14 who identify their parents as authoritative figures are more likely to complete secondary education by the age of 22—as support and encouragement from an authoritative parent motivates the adolescence to complete schooling to avoid disappointing that parent.
|
Which researchers conducted a 2009 study that concerned adolescents, their parents, and secondary education completion?
|
Which researchers conducted a 2009 study that concerned adolescents, their parents, and secondary education completion?
|
[
"Which researchers conducted a 2009 study that concerned adolescents, their parents, and secondary education completion?"
] |
{
"text": [
"Adalbjarnardottir and Blondal"
],
"answer_start": [
420
]
}
|
gem-squad_v2-train-113084
|
570dae6016d0071400510cc7
|
Adolescence
|
Much research has been conducted on the psychological ramifications of body image on adolescents. Modern day teenagers are exposed to more media on a daily basis than any generation before them. Recent studies have indicated that the average teenager watches roughly 1500 hours of television per year. As such, modern day adolescents are exposed to many representations of ideal, societal beauty. The concept of a person being unhappy with their own image or appearance has been defined as "body dissatisfaction". In teenagers, body dissatisfaction is often associated with body mass, low self-esteem, and atypical eating patterns. Scholars continue to debate the effects of media on body dissatisfaction in teens.
|
Are modern day teenagers exposed to more or less media than other generations?
|
Are modern day teenagers exposed to more or less media than other generations?
|
[
"Are modern day teenagers exposed to more or less media than other generations?"
] |
{
"text": [
"more"
],
"answer_start": [
134
]
}
|
gem-squad_v2-train-113085
|
570dae6016d0071400510cc8
|
Adolescence
|
Much research has been conducted on the psychological ramifications of body image on adolescents. Modern day teenagers are exposed to more media on a daily basis than any generation before them. Recent studies have indicated that the average teenager watches roughly 1500 hours of television per year. As such, modern day adolescents are exposed to many representations of ideal, societal beauty. The concept of a person being unhappy with their own image or appearance has been defined as "body dissatisfaction". In teenagers, body dissatisfaction is often associated with body mass, low self-esteem, and atypical eating patterns. Scholars continue to debate the effects of media on body dissatisfaction in teens.
|
How many hours of television does the average teenager watch per year?
|
How many hours of television does the average teenager watch per year?
|
[
"How many hours of television does the average teenager watch per year?"
] |
{
"text": [
"1500"
],
"answer_start": [
267
]
}
|
gem-squad_v2-train-113086
|
570dae6016d0071400510cc9
|
Adolescence
|
Much research has been conducted on the psychological ramifications of body image on adolescents. Modern day teenagers are exposed to more media on a daily basis than any generation before them. Recent studies have indicated that the average teenager watches roughly 1500 hours of television per year. As such, modern day adolescents are exposed to many representations of ideal, societal beauty. The concept of a person being unhappy with their own image or appearance has been defined as "body dissatisfaction". In teenagers, body dissatisfaction is often associated with body mass, low self-esteem, and atypical eating patterns. Scholars continue to debate the effects of media on body dissatisfaction in teens.
|
Teenagers' views on body mass, loe self-esteem, and atypical eating patterns results in what?
|
Teenagers' views on body mass, loe self-esteem, and atypical eating patterns results in what?
|
[
"Teenagers' views on body mass, loe self-esteem, and atypical eating patterns results in what?"
] |
{
"text": [
"body dissatisfaction"
],
"answer_start": [
528
]
}
|
gem-squad_v2-train-113087
|
570dae6016d0071400510cca
|
Adolescence
|
Much research has been conducted on the psychological ramifications of body image on adolescents. Modern day teenagers are exposed to more media on a daily basis than any generation before them. Recent studies have indicated that the average teenager watches roughly 1500 hours of television per year. As such, modern day adolescents are exposed to many representations of ideal, societal beauty. The concept of a person being unhappy with their own image or appearance has been defined as "body dissatisfaction". In teenagers, body dissatisfaction is often associated with body mass, low self-esteem, and atypical eating patterns. Scholars continue to debate the effects of media on body dissatisfaction in teens.
|
How is "body dissatisfaction" defined?
|
How is "body dissatisfaction" defined?
|
[
"How is \"body dissatisfaction\" defined?"
] |
{
"text": [
"The concept of a person being unhappy with their own image or appearance"
],
"answer_start": [
397
]
}
|
gem-squad_v2-train-113088
|
570dafb616d0071400510cd9
|
Adolescence
|
A potential important influence on adolescence is change of the family dynamic, specifically divorce. With the divorce rate up to about 50%, divorce is common and adds to the already great amount of change in adolescence. Custody disputes soon after a divorce often reflect a playing out of control battles and ambivalence between parents. Divorce usually results in less contact between the adolescent and their noncustodial parent. In extreme cases of instability and abuse in homes, divorce can have a positive effect on families due to less conflict in the home. However, most research suggests a negative effect on adolescence as well as later development. A recent study found that, compared with peers who grow up in stable post-divorce families, children of divorce who experience additional family transitions during late adolescence, make less progress in their math and social studies performance over time. Another recent study put forth a new theory entitled the adolescent epistemological trauma theory, which posited that traumatic life events such as parental divorce during the formative period of late adolescence portend lifelong effects on adult conflict behavior that can be mitigated by effective behavioral assessment and training. A parental divorce during childhood or adolescence continues to have a negative effect when a person is in his or her twenties and early thirties. These negative effects include romantic relationships and conflict style, meaning as adults, they are more likely to use the styles of avoidance and competing in conflict management.
|
What is the current divorce rate?
|
What is the current divorce rate?
|
[
"What is the current divorce rate?"
] |
{
"text": [
"about 50%"
],
"answer_start": [
130
]
}
|
gem-squad_v2-train-113089
|
570dafb616d0071400510cda
|
Adolescence
|
A potential important influence on adolescence is change of the family dynamic, specifically divorce. With the divorce rate up to about 50%, divorce is common and adds to the already great amount of change in adolescence. Custody disputes soon after a divorce often reflect a playing out of control battles and ambivalence between parents. Divorce usually results in less contact between the adolescent and their noncustodial parent. In extreme cases of instability and abuse in homes, divorce can have a positive effect on families due to less conflict in the home. However, most research suggests a negative effect on adolescence as well as later development. A recent study found that, compared with peers who grow up in stable post-divorce families, children of divorce who experience additional family transitions during late adolescence, make less progress in their math and social studies performance over time. Another recent study put forth a new theory entitled the adolescent epistemological trauma theory, which posited that traumatic life events such as parental divorce during the formative period of late adolescence portend lifelong effects on adult conflict behavior that can be mitigated by effective behavioral assessment and training. A parental divorce during childhood or adolescence continues to have a negative effect when a person is in his or her twenties and early thirties. These negative effects include romantic relationships and conflict style, meaning as adults, they are more likely to use the styles of avoidance and competing in conflict management.
|
Does divorce usually result in more or less contact with the noncustodial parent?
|
Does divorce usually result in more or less contact with the noncustodial parent?
|
[
"Does divorce usually result in more or less contact with the noncustodial parent?"
] |
{
"text": [
"less"
],
"answer_start": [
367
]
}
|
gem-squad_v2-train-113090
|
570dafb616d0071400510cdb
|
Adolescence
|
A potential important influence on adolescence is change of the family dynamic, specifically divorce. With the divorce rate up to about 50%, divorce is common and adds to the already great amount of change in adolescence. Custody disputes soon after a divorce often reflect a playing out of control battles and ambivalence between parents. Divorce usually results in less contact between the adolescent and their noncustodial parent. In extreme cases of instability and abuse in homes, divorce can have a positive effect on families due to less conflict in the home. However, most research suggests a negative effect on adolescence as well as later development. A recent study found that, compared with peers who grow up in stable post-divorce families, children of divorce who experience additional family transitions during late adolescence, make less progress in their math and social studies performance over time. Another recent study put forth a new theory entitled the adolescent epistemological trauma theory, which posited that traumatic life events such as parental divorce during the formative period of late adolescence portend lifelong effects on adult conflict behavior that can be mitigated by effective behavioral assessment and training. A parental divorce during childhood or adolescence continues to have a negative effect when a person is in his or her twenties and early thirties. These negative effects include romantic relationships and conflict style, meaning as adults, they are more likely to use the styles of avoidance and competing in conflict management.
|
What new theory states that traumatic events during adolescence have lifelong effects?
|
What new theory states that traumatic events during adolescence have lifelong effects?
|
[
"What new theory states that traumatic events during adolescence have lifelong effects?"
] |
{
"text": [
"epistemological trauma theory"
],
"answer_start": [
987
]
}
|
gem-squad_v2-train-113091
|
570dafb616d0071400510cdc
|
Adolescence
|
A potential important influence on adolescence is change of the family dynamic, specifically divorce. With the divorce rate up to about 50%, divorce is common and adds to the already great amount of change in adolescence. Custody disputes soon after a divorce often reflect a playing out of control battles and ambivalence between parents. Divorce usually results in less contact between the adolescent and their noncustodial parent. In extreme cases of instability and abuse in homes, divorce can have a positive effect on families due to less conflict in the home. However, most research suggests a negative effect on adolescence as well as later development. A recent study found that, compared with peers who grow up in stable post-divorce families, children of divorce who experience additional family transitions during late adolescence, make less progress in their math and social studies performance over time. Another recent study put forth a new theory entitled the adolescent epistemological trauma theory, which posited that traumatic life events such as parental divorce during the formative period of late adolescence portend lifelong effects on adult conflict behavior that can be mitigated by effective behavioral assessment and training. A parental divorce during childhood or adolescence continues to have a negative effect when a person is in his or her twenties and early thirties. These negative effects include romantic relationships and conflict style, meaning as adults, they are more likely to use the styles of avoidance and competing in conflict management.
|
Does a parental divorce during childhood or adulthood have a positive or negative effect on a person during early adulthood?
|
Does a parental divorce during childhood or adulthood have a positive or negative effect on a person during early adulthood?
|
[
"Does a parental divorce during childhood or adulthood have a positive or negative effect on a person during early adulthood?"
] |
{
"text": [
"negative"
],
"answer_start": [
1408
]
}
|
gem-squad_v2-train-113092
|
570db299df2f5219002ed0fc
|
Adolescence
|
Some examples of social and religious transition ceremonies that can be found in the U.S., as well as in other cultures around the world, are Confirmation, Bar and Bat Mitzvahs, Quinceañeras, sweet sixteens, cotillions, and débutante balls. In other countries, initiation ceremonies play an important role, marking the transition into adulthood or the entrance into adolescence. This transition may be accompanied by obvious physical changes, which can vary from a change in clothing to tattoos and scarification. Furthermore, transitions into adulthood may also vary by gender, and specific rituals may be more common for males or for females. This illuminates the extent to which adolescence is, at least in part, a social construction; it takes shape differently depending on the cultural context, and may be enforced more by cultural practices or transitions than by universal chemical or biological physical changes.
|
What are a few examples of social and religious transition ceremonies?
|
What are a few examples of social and religious transition ceremonies?
|
[
"What are a few examples of social and religious transition ceremonies?"
] |
{
"text": [
"Confirmation, Bar and Bat Mitzvahs, Quinceañeras, sweet sixteens, cotillions, and débutante balls"
],
"answer_start": [
142
]
}
|
gem-squad_v2-train-113093
|
570db299df2f5219002ed0fd
|
Adolescence
|
Some examples of social and religious transition ceremonies that can be found in the U.S., as well as in other cultures around the world, are Confirmation, Bar and Bat Mitzvahs, Quinceañeras, sweet sixteens, cotillions, and débutante balls. In other countries, initiation ceremonies play an important role, marking the transition into adulthood or the entrance into adolescence. This transition may be accompanied by obvious physical changes, which can vary from a change in clothing to tattoos and scarification. Furthermore, transitions into adulthood may also vary by gender, and specific rituals may be more common for males or for females. This illuminates the extent to which adolescence is, at least in part, a social construction; it takes shape differently depending on the cultural context, and may be enforced more by cultural practices or transitions than by universal chemical or biological physical changes.
|
What are some physical ways that some cultures mark the transition into adulthood?
|
What are some physical ways that some cultures mark the transition into adulthood?
|
[
"What are some physical ways that some cultures mark the transition into adulthood?"
] |
{
"text": [
"tattoos and scarification"
],
"answer_start": [
487
]
}
|
gem-squad_v2-train-113094
|
570db299df2f5219002ed0fe
|
Adolescence
|
Some examples of social and religious transition ceremonies that can be found in the U.S., as well as in other cultures around the world, are Confirmation, Bar and Bat Mitzvahs, Quinceañeras, sweet sixteens, cotillions, and débutante balls. In other countries, initiation ceremonies play an important role, marking the transition into adulthood or the entrance into adolescence. This transition may be accompanied by obvious physical changes, which can vary from a change in clothing to tattoos and scarification. Furthermore, transitions into adulthood may also vary by gender, and specific rituals may be more common for males or for females. This illuminates the extent to which adolescence is, at least in part, a social construction; it takes shape differently depending on the cultural context, and may be enforced more by cultural practices or transitions than by universal chemical or biological physical changes.
|
Do cultural transitions into adulthood vary, or are they the same?
|
Do cultural transitions into adulthood vary, or are they the same?
|
[
"Do cultural transitions into adulthood vary, or are they the same?"
] |
{
"text": [
"vary"
],
"answer_start": [
563
]
}
|
gem-squad_v2-train-113095
|
570db375df2f5219002ed102
|
Adolescence
|
Romantic relationships tend to increase in prevalence throughout adolescence. By age 15, 53% of adolescents have had a romantic relationship that lasted at least one month over the course of the previous 18 months. In a 2008 study conducted by YouGov for Channel 4, 20% of 14−17-year-olds surveyed revealed that they had their first sexual experience at 13 or under in the United Kingdom. A 2002 American study found that those aged 15–44 reported that the average age of first sexual intercourse was 17.0 for males and 17.3 for females. The typical duration of relationships increases throughout the teenage years as well. This constant increase in the likelihood of a long-term relationship can be explained by sexual maturation and the development of cognitive skills necessary to maintain a romantic bond (e.g. caregiving, appropriate attachment), although these skills are not strongly developed until late adolescence. Long-term relationships allow adolescents to gain the skills necessary for high-quality relationships later in life and develop feelings of self-worth. Overall, positive romantic relationships among adolescents can result in long-term benefits. High-quality romantic relationships are associated with higher commitment in early adulthood and are positively associated with self-esteem, self-confidence, and social competence. For example, an adolescent with positive self-confidence is likely to consider themselves a more successful partner, whereas negative experiences may lead to low confidence as a romantic partner. Adolescents often date within their demographic in regards to race, ethnicity, popularity, and physical attractiveness. However, there are traits in which certain individuals, particularly adolescent girls, seek diversity. While most adolescents date people approximately their own age, boys typically date partners the same age or younger; girls typically date partners the same age or older.
|
Do romantic relationships tend to increase or decrease throughout adolescence?
|
Do romantic relationships tend to increase or decrease throughout adolescence?
|
[
"Do romantic relationships tend to increase or decrease throughout adolescence?"
] |
{
"text": [
"increase"
],
"answer_start": [
31
]
}
|
gem-squad_v2-train-113096
|
570db375df2f5219002ed103
|
Adolescence
|
Romantic relationships tend to increase in prevalence throughout adolescence. By age 15, 53% of adolescents have had a romantic relationship that lasted at least one month over the course of the previous 18 months. In a 2008 study conducted by YouGov for Channel 4, 20% of 14−17-year-olds surveyed revealed that they had their first sexual experience at 13 or under in the United Kingdom. A 2002 American study found that those aged 15–44 reported that the average age of first sexual intercourse was 17.0 for males and 17.3 for females. The typical duration of relationships increases throughout the teenage years as well. This constant increase in the likelihood of a long-term relationship can be explained by sexual maturation and the development of cognitive skills necessary to maintain a romantic bond (e.g. caregiving, appropriate attachment), although these skills are not strongly developed until late adolescence. Long-term relationships allow adolescents to gain the skills necessary for high-quality relationships later in life and develop feelings of self-worth. Overall, positive romantic relationships among adolescents can result in long-term benefits. High-quality romantic relationships are associated with higher commitment in early adulthood and are positively associated with self-esteem, self-confidence, and social competence. For example, an adolescent with positive self-confidence is likely to consider themselves a more successful partner, whereas negative experiences may lead to low confidence as a romantic partner. Adolescents often date within their demographic in regards to race, ethnicity, popularity, and physical attractiveness. However, there are traits in which certain individuals, particularly adolescent girls, seek diversity. While most adolescents date people approximately their own age, boys typically date partners the same age or younger; girls typically date partners the same age or older.
|
How many percent of adolescents have had a romantic relationship lasting one month or longer by age 15?
|
How many percent of adolescents have had a romantic relationship lasting one month or longer by age 15?
|
[
"How many percent of adolescents have had a romantic relationship lasting one month or longer by age 15?"
] |
{
"text": [
"53%"
],
"answer_start": [
89
]
}
|
gem-squad_v2-train-113097
|
570db375df2f5219002ed104
|
Adolescence
|
Romantic relationships tend to increase in prevalence throughout adolescence. By age 15, 53% of adolescents have had a romantic relationship that lasted at least one month over the course of the previous 18 months. In a 2008 study conducted by YouGov for Channel 4, 20% of 14−17-year-olds surveyed revealed that they had their first sexual experience at 13 or under in the United Kingdom. A 2002 American study found that those aged 15–44 reported that the average age of first sexual intercourse was 17.0 for males and 17.3 for females. The typical duration of relationships increases throughout the teenage years as well. This constant increase in the likelihood of a long-term relationship can be explained by sexual maturation and the development of cognitive skills necessary to maintain a romantic bond (e.g. caregiving, appropriate attachment), although these skills are not strongly developed until late adolescence. Long-term relationships allow adolescents to gain the skills necessary for high-quality relationships later in life and develop feelings of self-worth. Overall, positive romantic relationships among adolescents can result in long-term benefits. High-quality romantic relationships are associated with higher commitment in early adulthood and are positively associated with self-esteem, self-confidence, and social competence. For example, an adolescent with positive self-confidence is likely to consider themselves a more successful partner, whereas negative experiences may lead to low confidence as a romantic partner. Adolescents often date within their demographic in regards to race, ethnicity, popularity, and physical attractiveness. However, there are traits in which certain individuals, particularly adolescent girls, seek diversity. While most adolescents date people approximately their own age, boys typically date partners the same age or younger; girls typically date partners the same age or older.
|
At what average age did American males report their first sexual intercourse took place?
|
At what average age did American males report their first sexual intercourse took place?
|
[
"At what average age did American males report their first sexual intercourse took place?"
] |
{
"text": [
"17.0"
],
"answer_start": [
501
]
}
|
gem-squad_v2-train-113098
|
570db375df2f5219002ed105
|
Adolescence
|
Romantic relationships tend to increase in prevalence throughout adolescence. By age 15, 53% of adolescents have had a romantic relationship that lasted at least one month over the course of the previous 18 months. In a 2008 study conducted by YouGov for Channel 4, 20% of 14−17-year-olds surveyed revealed that they had their first sexual experience at 13 or under in the United Kingdom. A 2002 American study found that those aged 15–44 reported that the average age of first sexual intercourse was 17.0 for males and 17.3 for females. The typical duration of relationships increases throughout the teenage years as well. This constant increase in the likelihood of a long-term relationship can be explained by sexual maturation and the development of cognitive skills necessary to maintain a romantic bond (e.g. caregiving, appropriate attachment), although these skills are not strongly developed until late adolescence. Long-term relationships allow adolescents to gain the skills necessary for high-quality relationships later in life and develop feelings of self-worth. Overall, positive romantic relationships among adolescents can result in long-term benefits. High-quality romantic relationships are associated with higher commitment in early adulthood and are positively associated with self-esteem, self-confidence, and social competence. For example, an adolescent with positive self-confidence is likely to consider themselves a more successful partner, whereas negative experiences may lead to low confidence as a romantic partner. Adolescents often date within their demographic in regards to race, ethnicity, popularity, and physical attractiveness. However, there are traits in which certain individuals, particularly adolescent girls, seek diversity. While most adolescents date people approximately their own age, boys typically date partners the same age or younger; girls typically date partners the same age or older.
|
At what average age did American females report their first sexual intercourse took place?
|
At what average age did American females report their first sexual intercourse took place?
|
[
"At what average age did American females report their first sexual intercourse took place?"
] |
{
"text": [
"17.3"
],
"answer_start": [
520
]
}
|
gem-squad_v2-train-113099
|
570db375df2f5219002ed106
|
Adolescence
|
Romantic relationships tend to increase in prevalence throughout adolescence. By age 15, 53% of adolescents have had a romantic relationship that lasted at least one month over the course of the previous 18 months. In a 2008 study conducted by YouGov for Channel 4, 20% of 14−17-year-olds surveyed revealed that they had their first sexual experience at 13 or under in the United Kingdom. A 2002 American study found that those aged 15–44 reported that the average age of first sexual intercourse was 17.0 for males and 17.3 for females. The typical duration of relationships increases throughout the teenage years as well. This constant increase in the likelihood of a long-term relationship can be explained by sexual maturation and the development of cognitive skills necessary to maintain a romantic bond (e.g. caregiving, appropriate attachment), although these skills are not strongly developed until late adolescence. Long-term relationships allow adolescents to gain the skills necessary for high-quality relationships later in life and develop feelings of self-worth. Overall, positive romantic relationships among adolescents can result in long-term benefits. High-quality romantic relationships are associated with higher commitment in early adulthood and are positively associated with self-esteem, self-confidence, and social competence. For example, an adolescent with positive self-confidence is likely to consider themselves a more successful partner, whereas negative experiences may lead to low confidence as a romantic partner. Adolescents often date within their demographic in regards to race, ethnicity, popularity, and physical attractiveness. However, there are traits in which certain individuals, particularly adolescent girls, seek diversity. While most adolescents date people approximately their own age, boys typically date partners the same age or younger; girls typically date partners the same age or older.
|
Does the typical duration of relationships increase or decrease throughout the teenage years?
|
Does the typical duration of relationships increase or decrease throughout the teenage years?
|
[
"Does the typical duration of relationships increase or decrease throughout the teenage years?"
] |
{
"text": [
"increases"
],
"answer_start": [
576
]
}
|
Subsets and Splits
No community queries yet
The top public SQL queries from the community will appear here once available.